Several studies analyzed the effectiveness of cold-water immersion (CWI) to support recovery after strenuous exercise, but the overall results seem to be conflicting. Most of these studies analyzed only short-term recovery effects, whereas the adaptational aspect has been widely neglected. Therefore, we analyzed the effects of repeated cooling after training sessions (CWI) on adaptations to strength training. Seventeen trained male students volunteered the study. After a 2-week familiarization period, a pretest (T1) of 1 repetition maximum (RM) and 12RM was conducted followed by the 5-week strength training period (within-subject design). After the posttest (T2) and a 2-week detraining period, a retention test (T3) was carried out. Directly after each training session, CWI was applied for 1 randomly assigned leg. Cooling consisted of 3 4-minute intervals with a 30-second rest period. The other leg was not cooled. A significant increase in 1RM and 12RM from baseline to T2 and T3 (p < 0.001), respectively, and a further significant increase in 12RM from T2 to T3 (p ≤ 0.05) were observed. In addition, a tendency for a large leg effect with higher values for the "control leg" in both parameters (p = 0.08 each) and a moderate time × leg interaction in favor of the control leg was found (1RM: p = 0.11; 12RM: p = 0.09). The percentage change differences between both conditions were 1.6% for the increase in 1RM from T1 to T2 and 2.0% from T1 to T3 in favor of the control leg. Long-term strength training adaptations in trained subjects can be negatively affected by CWI. However, effects were small, and the practical relevance relative to possible recovery effects needs to be considered in a sports practical setting.

The German Olympic sport federation considers elite sport schools (ESS) to be beneficial for talented young athletes by offering school education and optimal training conditions, enabling pupils to perform at their best. An evaluation of ESS institutions systematically analyzed empirical data on ascribed and achieved aims with collected individual and collective data using questionnaires. On an individual basis, school performances and post-school occupational prospects, as well as competitive success of participants in the 2004 Summer Olympics and the 2006 Winter Olympics were compared among ESS and non-ESS student-athletes. Age differences between the categories `continuous at ESS', `in stages at ESS' and `never at ESS' were not found. The results show that there was no difference in athletic performances between ESS pupils and others in the 2004 Summer Olympics, while in the 2006 Winter Olympics, there was a significant difference. Furthermore, there were no differences in school performances between the groups. Pupils at ESS often go on to pursue careers in the federal police and the armed forces, while many more non-ESS pupils work toward earning a university degree. The available data suggest that attending an ESS results in higher individual social costs which are not matched by comparable success in athletic competitions.

The study examines the question to what extent children and adolescents differ in terms of motor performance in dependence of their socio‐economic status (SES). A sample of 1389 students in Saarland (Germany) in various grades (1st grade: age 7.26 ± 0.38 years, 4th grade: 10.3 ± 0.4 years, 7th grade: 13.44 ± 0.49 years, 10th grade: 16.36 ± 0.69 years) has been examined. Their motor performance has been measured by means of 20‐m sprint, standing long jump and a 6‐minute run, and the SES by means of a parent survey. Based on the indicators school education, professional education, job position and household income, the SES was categorised in a three‐step approach (low, middle, high). The influence on dependent variables was analysed by using multivariate analysis of variance. Students with a higher SES exhibit a higher motor performance compared with that of lower SES (results of the multivariate: Pillai's Trace =. 05, F_{[6; 2526]} = 12.56, p =. 001; = 0.03). In addition, the data for students of higher SES differ significantly from the data of a German reference sample (higher motor performance compared with standard values). In contrast, persons of lower SES do not differ from the reference sample, and those of middle SES differ only slightly from the reference sample. The results are relevant when considering specific prevention efforts concerning motor performance of certain groups. Especially those institutions and schools should be focused upon whose catchment area includes a high share of socially disadvantaged population groups.

The relationship between sport participation, personality development, self-concept and self-esteem has been discussed repeatedly. In this research, a standardized written survey together with tests on motor performance were carried out with 1399 students (707 male; 692 female) in school years 7 (12.9 ± 0.6 years) and 10 (15.8 ± 0.6 years) to measure the extent of a relationship between physical self-concept (self-developed short scale) and sporting activity, measured motor performance (German motor performance test DMT (Deutscher Motorik-Test) 6–18) and report mark in physical education. Relationships were also analyzed between physical self-concept and general personality traits (neuroticism, extraversion, openness to experiences, compatibility, and conscientiousness, measured with NEO Five Factor Inventory (NEO-FFI)). The assessment of own physical attractiveness and own athleticism differs by sex (F(1, 962) = 35.21; p < 0.001), whereby girls assess themselves more critically. Weak significant relationships are displayed between motor performance and the assessment of own physical attractiveness (r(395) = 0.31; p < 0.01). Motor performance is given a higher predictive value with regard to a subject’s own self-concept, (physical attractiveness β = 0.37; t(249) = 5.24; p < 0.001; athleticism β = 0.40; t(248) = 6.81; p < 0.001) than the mark achieved in physical education (physical attractiveness β = −0.01; n.s.; athleticism β = −0.30; t(248) = 5.10; p < 0.001). Relationships were found overall between personality traits and physical self-concept. The influence of the ‘neuroticism’ trait is particularly strong (physical attractiveness β = −0.44; t(947) = −13.58; p < 0.001; athleticism β = −0.27; t(948) = −7.84; p < 0.001). The more pronounced this trait, the lower the assessment of own physical attractiveness and own athleticism.

The motor performance of children and adolescents has been a subject of controversial discussion. As part of a pilot project, 839 schoolchildren from 14 different schools in Saarland were studied and their height, weight and sport motor performance were measured using the German motor performance test DMT 6-18. The results show a slight increase in the number of overweight children compared to reference samples. However, these discrepancies are minor and cannot be judged to be practically relevant because of the weakness of the effects. The average motor test performances of the Saarland schoolchildren were above the average performance of the reference samples in almost all individual performances. There are also hardly any weaker performances in comparison to older studies. The current results for motor performance of Saarland children and adolescents do not, therefore, give any great reason for concern. Further evaluation steps will be needed to clarify the influences that might be associated with adverse characteristics for motor performance (socio-economic status, living situation, leisure behaviour, school performance, etc.).