The purpose of this study was to investigate the effect of a combined heavy-resistance and running-speed training program performed in the same training session on strength, running velocity (RV), and vertical-jump performance (VJ) of soccer players. Thirty-five individuals were divided into 3 groups. The first group (n = 12, COM group) performed a combined resistance and speed training program at the same training session, and the second one (n = 11, STR group) performed the same resistance training without speed training. The third group was the control group (n = 12, CON group). Three jump tests were used for the evaluation of vertical jump performance: squat jump, countermovement jump, and drop jump. The 30-m dash and 1 repetition maximum (1RM) tests were used for running speed and strength evaluation, respectively. After training, both experimental groups significantly improved their 1RM of all tested exercises. Furthermore, the COM group performed significantly better than the STR and the CON groups in the 30-m dash, squat jump, and countermovement jump. It is concluded that the combined resistance and running-speed program provides better results than the conventional resistance training, regarding the power performance of soccer players.

The purpose of this study was to investigate the postactivation potentiation effect after a heavy resistance stimulus (HRS) on running speed (RS). Fifteen amateur team game players (basketball, volleyball, handball, and soccer players), ages 18-23 years running the 30-m dash and the intermediate phase of 0-10 and 0-30 m sprints, were used to evaluate RS. Resistance training consisted of 10 single repetitions at 90% of 1 repetition maximum. The running tests were performed 3 times--(a) 3 minutes prior the HRS, (b) 3 minutes after the HRS, and (c) 5 minutes after the HRS--in separated training sessions. Results showed that RS was not affected 3 minutes after the resistance training, but it increased for both selected running phases (0-10 and 0-30 m) 5 minutes after the HRS (p < 0.05). These findings indicate that heavy resistance exercise improves 10- and 30-m sprint performance when performed 5 minutes after the exercise bout.

Moral development is one of the goals of physical education (PE). However, few programmes have been implemented to investigate how moral development is promoted in PE settings. This study was designed in order to explore the effective ness of a six-week specially designed moral development intervention in the PE domain in high school students, and to examine whether moral reasoning differs between males and females. The intervention's design was based on the creation of a task-orientated motivation climate and on reciprocal teaching style. The sample (n= 157) was assigned to control (n= 80) and experimental (n= 77) groups. At the beginning and end of the intervention the Moral Judgment Test was applied. The results revealed that the experimental group exhibited statistically greater moral reasoning after the intervention compared to the control group; however, no significant gender differences were found. These findings indicate that an appropriate design of PE could support moral development.

The purpose of this study was to investigate the effects of creative dance on proprioception, rhythm and static balance in preschool children. The treatment group consisted of 32 preschool children which took part in a creative dance programme that lasted 2 months (twice a week), while the control group (30 preschool children) participated in an unstructured free-play setting. Prior to and after the intervention, children were assessed for proprioception (Active-Reproduction Test), rhythm (K-Rhythm Test) and balancing on one foot. The results showed that the treatment group performed significantly better on the proprioception and rhythm post-test measures compared to the control group. No significant differences were found for static balance. It may be concluded that creative dance can positively affect proprioception and rhythmic synchronization in preschool children. Considering the importance of these factors for children’s motor development, it is suggested that creative dance should be included in early childhood curricula.

In the present study, we compared an experimental group of preschool children (n = 22; mean age = 5 years, 8 months) who followed an 8-week dance program with a control group (n = 20; mean age = 5 years, 5 months) on pre–post measures of sensorimotor synchronization (K-Rhythm Test), balancing on one leg and movement reaction time. Compared with the control participants, the dance group demonstrated significantly better pretest to posttest improvements on sensorimotor synchronization and balance (but not movement reaction time). Considering the importance of sensorimotor synchronization and balance for subsequent child development and performance of daily and sport activities, these results suggest that dancing should be included in early childhood curricula.