Differences in the Efficiency Between the Grab and Track Starts for Both Genders in Greek Young Swimmers: The aim of this study was to determine the differences in the kinematic parameters between the grab and track starts and the differences in these two starts between genders. A total of 27 swimmers at the competitive level participated in the study, 13 boys (mean ± SD: age 15.8 ± 0.8 years, body mass 67.7 ± 7.7 kg and body height 178.6 ± 5.7 cm) and 14 girls (mean ± SD: age 16 ± 0.8 years, body mass 59.2 ± 6.6 kg and body height 166.2 ± 6.7 cm). Each swimmer performed three attempts for both start techniques. The best attempt of the grab start and the track start was taken for further analysis. The following kinematic parameters were analysed: flight distance, flight time, flight velocity, entry angle and reaction time. The males had greater numeric values for the results in all kinematic parameters for the grab start compared with the track start, except for flight velocity and entry angle (flight time 0.42 vs. 0.41 s, flight distance 3.21 vs. 3.14 m, flight velocity 7.76 vs. 7.83 m/s, entry angle 44.22 vs. 43.85 degrees and reaction time 0.86 vs. 0.81 s). The females also had greater numeric values for the results in all kinematic parameters for the grab start compared with the track start, except for flight time (flight time 0.38 vs. 0.38 s, flight distance 2.82 vs. 2.73 m, flight velocity 7.47 vs. 7.31 m/s, entry angle 45.18 vs. 44.79 degrees and reaction time 0.88 vs. 0.82 s). These results indicate that the males had significantly better results for flight time and flight distance compared with the females for the grab start (flight time 0.42 vs. 0.38 s, flight distance 3.21 vs. 2.82 m). In the case of the track start, the males had significantly better results for flight distance (3.14 vs. 2.73 m). Exploring the characteristics of the two starts did not lead to any significant kinematic differences. Therefore, a conclusion that demonstrates the superiority of one of the techniques cannot be reached. The coach, together with each swimmer individually, should devote some time to decide after some tests what type of start is better for the body type and general qualifications of the swimmer.

The aim of this research is to determine the effects of a ten-week modern and recreational dance exercise program and trunk and leg muscle strengthening exercises on the coordination and explosive power of student-age female dancers. The total number of participants was 54, of which 27 made up the experimental group who participated in an experimental exercise program and 27 the control group. The experimental group performed Hip Hop and Dancehall dances and trunk and leg muscle strengthening exercises 3 times a week for 90 min each. The control group had no additional forms of exercise other than regular daily activities. The coordination of the participants was evaluated on the basis of six tests (Side Steps, 20 Steps forward Twirling a Baton, Skipping the Horizontal Jump Rope, Turning in 6 squares, Hand-Foot Drumming and Agility test with a Baton) and two tests for determining explosive power parameters (the squat jump and countermovement jump). Results showed statistical significance between the groups in 5 variables of coordination at the multivariate and univariate level (p<.05, p<.01), and in both variables of explosive power at the univariate level (p<.05). A large and intermediate effect size of the experimental program was determined for 5 variables of coordination, and intermediate effect size for both variables of explosive power. The results of this study showed that a ten-week exercise program for recreational and modern dance and exercises for strengthening the muscles of the torso and legs have a positive effect on the changes in the parameters of coordination and explosive power in student-age female dancers.

Introduction: A coach’s managerial and pedagogical tasks in the sports training process constitute the substantive core of their work, while decision-making serves as the fundamental method underpinning these tasks. Some decisions made by coaches result from deliberate, analytical thinking, which involves extensive information gathering, analysis, and discussion. Others, however, are made quickly and spontaneously, triggered by unforeseen situations during training or competition that demand immediate action. Consequently, the purpose of this study is to develop a conceptual framework for understanding coaches’ decision-making behavior in conventional sports. This framework aims to establish appropriate relationships between the various decisions coaches make during the training process and theoretical concepts related to decision-making, both in general and within the coaching context.Methods: To design the research, we used the methodology of a conceptual paper and a “model paper” approach, which seeks to build a theoretical framework that predicts relationships between distinct research concepts and scientific disciplines, aiming to integrate them into a cohesive model of coaches’ decision-making behavior.Results: The proposed conceptual framework encompasses a comprehensive range of situations that may arise during the sports training process and potential ways to address them. This framework identifies different types of decisions and characteristics associated with coaches’ decision-making behavior. It incorporates various sport-specific and general theories of decision-making and cognitive functioning to offer a deeper understanding of how coaches process and execute decisions in diverse contexts.Discussion: The developed conceptual framework outlines three primary types of decisions—strategic, tactical, and operational—each playing a distinct role in the broader sports training process. These decisions are based on different cognitive processes, which manifest in varied decision-making behaviors and are reinforced by specific leadership styles. The practical value of this framework lies in its potential application for selecting appropriate experts to address the diverse decision-making scenarios encountered in sports training. This ensures the alignment of decision-making styles with the requirements of specific training situations, thereby enhancing the effectiveness and outcomes of the coaching process.

The aim of the research was to determine the effects of acrobatics programs (ground floor and skipping) on the body composition and flexibility of adolescents. The sample consisted of 50 male adolescents, seventh grade students of the elementary school "Bubanjski Heroji" in Niš, aged 14 years ± 6 months. The experimental group (n = 25) conducted 2 x 45 min per week experimental acrobatics program (ground floor and skipping) The control group (n = 25) continued with the program of regular physical education classes (handball and volleyball) 2 x 45 min per week. The results of the study showed positive changes in body composition: BMI, %MAT, %MIT and flexibility: PLNL, RANL, ISKP caused by the acrobatics program. Based on these results, it can be concluded that the experimental program of acrobatics lasting 16 weeks is an effective method that leads to a statistically significant improvement in body composition and flexibility of adolescents.

(1) Background: This study aimed to examine whether an experimental acrobatics curriculum, conducted three times a week, could lead to greater improvements in specific components of motor fitness—coordination, balance, agility, and speed—compared to the standard physical education program; (2) Methods: The research was conducted over a 16-week period and included 50 seventh-grade students, divided into an experimental group (EG, n = 25) and a control group (CG, n = 25). The experimental group participated in a program of acrobatics and skipping twice a week, while the control group followed the standard physical education curriculum. Motor skills tests were administered before and after the intervention using standardized methods; (3) Results: Results from the ANCOVA analysis showed significant improvements in flexibility, coordination, balance, and agility in the experimental group, with large effect sizes, confirming the effectiveness of the acrobatics and skipping program. However, the impact on speed was variable, indicating the need for specific exercises to improve this ability; (4) Conclusions: The findings are consistent with previous research, highlighting the superiority of specialized acrobatic exercises in enhancing overall motor performance in adolescents. Further research is needed to optimize acrobatics and skipping programs for maximum benefits in the development of motor skills and physical education.

Physical education in younger school age is very important. But in practice, this subject is not carried out regularly or is not performed by pedagogues of physical culture. Problem of the research was to determine whether the developmental gymnastics program had an effect on development of explosive strength with younger school age girls. The sample of respondents for experimental group consisted of 59 girls and for control group 45 girls aged 9 to 11 years. To determine the level of explosive strength three tests were used. Data processing was performed by the statistical program SPSS v. 20. For all data, the parameters of descriptive statistics were calculated. To determine the differences between the groups, a t-test for independent samples was used with calculation of significance of the size of difference (Cohen's d). The research has shown the effects of the developmental gymnastics program on the development of explosive strength with girls aged 9 to 11 years. Differences in explosive strength were identified in favor of the experimental group in two out of the three variables. The results obtained accurately indicate that respondents included in the development gymnastics program have a significantly higher level of explosive strength than respondents who only attended physical education class.