Towards improving online learning in physical education: Gender differences and determinants of motivation, psychological needs satisfaction, and academic achievement in Saudi students.

Studies on students' perceptions and expectations during physical education (PE) online learning remain scarce. Centered on self-determination theory, the present cross-sectional study aims to identify gender differences and predictors affecting motivation, psychological needs satisfaction (PNS), and academic achievement during PE online learning. Data were collected from Saudi students' (N = 308, 161 females and 147 males) responses to the PE autonomy, relatedness, competence, and motivation questionnaires. Welch's t-test for unequal sample sizes, multiple linear regression, and binary logistic regression were used to compare means and to predict the relationships between the independent and dependent variables. The results showed higher autonomy and competence perceptions in female than in male students, but no differences were observed in relatedness. Female students presented higher intrinsic motivations, lower amotivation perceptions than males. However, no gender differences were recorded in extrinsic motivation. Students with less experience in online learning and weak grade point averages (GPAs) are more susceptible to having a high level of amotivation. Gender, GPA, and prior experience with online learning are the common predictors for all PNS and amotivation, while GPA and prior experience with online learning are the determinants of intrinsic motivation. GPA is affected by prior experience with online learning, autonomy, competence, intrinsic motivation, and amotivation. Therefore, teachers are encouraged to adapt their didactic-pedagogical behaviors during PE online learning according to students' motivation and autonomy perceptions. Structuring teaching activities with more individualized support for autonomy, competence, intrinsic motivation, and students' online skills/competencies ensures better learning efficiency and academic achievements.

The effect of TRX, combined with vibration training, on BMI, the body fat percentage, myostatin and follistatin, the strength endurance and layup shot skills of female basketball players.

Introduction: Trx Vibration Training (TVT) focuses on using the entire body weight in combination with vibration. While research has separately examined TRX training and vibration training, there is limited literature on the combined effects of these two methods specifically for female individuals. Therefore, the objective of this study was to examine the impact of combining TRX and vibration training (TVT) on various factors including body mass index (BMI), body fat percentage (BFP), myostatin (MSTN), follistatin (FLST), endurance, and Lay up shooting skills of female basketball players. By addressing this research gap, we aim to shed light on the potential benefits of incorporating TRX and vibration exercises into the training regimen of female basketball players. Method: The study sample comprised 24 female players who were divided into two groups of equal size, with each group consisting of 12 female players: the experimental group (n = 12, age = 19.17 ± 0.68 years, height = 168.33 ± 0.89 cm, weight = 67.00 ± 2.17 kg, training age = 4.54 ± 0.45 years) and the control group (n = 12, age = 19.33 ± 0.78 years, height = 168.08 ± 2.02 cm, weight = 67.33 ± 1.50 kg, training age = 4.58 ± 0.52 years). The experimental method was employed in the study. For eight weeks, the program was used (TVT), with the experimental group participants completing three training sessions each week. The TVT training lasted between 30 and 45 min, out of the overall training session time, which ranged from 90 to 120 min. The control group used a conventional program without Trx Vibration training. Study variables were evaluated before and after the intervention, and a two-way ANOVA was used for repeated measures. Results: The results of the study showed the superiority of the experimental group over the control group in BMI (p = 0.037, [d] = 0.64), BFP (p = 0.001, [d] = 2.97), FLST levels (p = 0.029, [d] = 0.68), MSTN (p = 0.001, [d] = 2.04), endurance (CMS) (p = 0.001, [d] = 4.56), and Lay up skill Y (s) (p = 0.001, [d] = 4.27), Y (sc) (p = 0.012, [d] = 4.27). Conclusion: The results showed that, when comparing the two groups, the TVT program significantly improved the study's variables. Basketball players' motor abilities and skill performance improved after eight weeks of training, and coaches are advised to take this into account when developing seasonal training plans.

The Impact of Core Complex Training on Some Basketball-Related Aspects of Physical Strength and Shooting Performance.

Exercises for the core can be categorized as promoting core-stability, core-strength, or functionality, as these are crucial aspects of most sports activities. This study aimed to examine the effects of using core complex training (CCT), complex training (CT), and core exercise (CE) on some aspects of muscle strength and shooting performance in basketball players. The 36 participants were divided into three groups of 12 each, and then the experimental approach was applied to each group. The groups were labeled as follows: the core complex training group (N = 12; age, 18.58 ± 0.67 years; height, 178.08 ± 0.79 cm; weight, 76.42 ± 1.38 kg; training age, 7.42 ± 0.51 years); the complex training group (N = 12; age, 18.50 ± 0.52 years; height, 177.92 ± 1.31 cm; weight, 76.67 ± 1.78 kg; training age, 7.33 ± 0.49 years); and the core exercise group (n = 12; age, 18.42 ± 0.52 years; height, 177.75 ± 1.29 cm; weight, 76.58 ± 1.38 kg; training age, 7.42 ± 0.67 years). For ten weeks, each of the three groups participated in three training sessions every week. This study investigates the impact of core complex training on basketball shooting ability and muscle strength. The eight-week program, consisting of weight training, plyometric exercises, and core exercises, yielded improvements in muscle strength and shooting accuracy. In tests of muscular strength and basketball shooting ability, the CCT group outperformed the CE and CT groups. The F value varied from 3.75 to 58.77, which are function values with a p < 0.05 significance level. The core complex training group exhibited superior muscle strength to that of both the complex training group and the core exercise group, in some areas. This is shown in the results of the javelin quadrathlon medicine ball test, the core muscle strength and stability test, the sit-up abdomen test, the sit-up back test, the standing long jump test, the Sargent jump test, and the shooting test (p < 0.005). Due to the effect of the core complex training program on improving performance efficiency and muscle strength, which affects the results of matches, we have recommended using the proven basic strength training program at other age stages, with the objective of including the concept, importance, and design of compound basic strength training in training programs used by basketball coaches.

The effect of small-sided games using the FIT LIGHT training system on some harmonic abilities and some basic skills of basketball players.

Introduction: The aim of this research is to identify the effect of Small-sided games using the FITLIGHT training system on some of the harmonic abilities and some of the basic skills of basketball Players. Methods: The researchers used the experimental method on 24 basketball players. They were randomly divided into two groups: one experimental (n = 12, age = 10.92 ± 0.79 years; height = 138.50 ± 2.78 cm; weight = 40.25 ± 2.01 kg) and a control group (n = 12, age = 11.17 ± 0. 72 years; length = 139.92 ± 3.53 cm; weight = 40.50 ± . 1.73 kg). The homogeneity between the two groups was calculated and showed that there were no differences between the two samples. In the research variables, the proposed program was applied for 10 weeks at the rate of 4 weekly training units. Results and Discussion: The proposed training program had a positive impact on the harmonic abilities and basic skills of basketball players and the differences in improvement rates for all variables were in favor of the experimental group. Therefore, the research suggests that Small-sided games using FITLIGHT positively affect all the variables under research. This leads to significant differences between the post-tests and benefits the experimental group.

Students' Perceptions in Online Physical Education Learning: Comparison Study of Autonomy, Competence, and Relatedness in Saudi Students during the COVID-19 Lockdown.

The interest in the efficiency of online learning was and remains a major concern to researchers especially during the worldwide pandemic crisis (COVID-19). Nonetheless, there is a lack of studies focusing on students' perceptions in online physical education (PE) learning sessions. Based on the self-determination theory (SDT), the present investigation aimed to explore psychological need satisfaction (PNS) to understand the autonomy, competence, and relatedness of Saudi PE students during the online sessions undertaken during the COVID-19 pandemic lockdown. PE students (N = 321, 161 females and 160 males) completed an online questionnaire composed of demographic characteristics, grade point average (GPA), sleep and physical activity (PA) habits, and the physical education autonomy relatedness competence scales (PE-ARCS). A t-test and one-way ANOVA were conducted and revealed that female students presented higher PNS compared with males. Students practicing PA had higher autonomy values than those not practicing PA (p = 0.001). However, no differences were recorded concerning competence and relatedness perceptions. The groups practicing walking, aerobic exercise, muscular training, and specialty training had higher values in autonomy and relatedness. The groups that slept for more than six hours a night, had previous experience with online learning, and had a GPA of more than three recorded higher PNS values. Correlation analysis showed high interdependence of the three PNS variables as well as with the variables of gender, experience with online learning, sleep hours, and type of PA practiced, but not with GPA or frequency of PA practice. The PNS values regarding online PE sessions were (i) higher in female students compared with males and (ii) related to previous experience in online learning, GPA, sleep habits, and type of PA. Walking, aerobic exercise, muscular training, and training in a specialty affected both autonomy and competence perception; however, relatedness was mainly affected by walking activity. Therefore, it is necessary to support ICT knowledge of students with low GPAs and to encourage them to adopt balanced sleep and physical activity habits to increase their perceptions of autonomy, competence, and relatedness in online PE lessons.

The Relationship between Accelerometry, Global Navigation Satellite System, and Known Distance: A Correlational Design Study.

Background: Previous research has explored associations between accelerometry and Global Navigation Satellite System (GNSS) derived loads. However, to our knowledge, no study has investigated the relationship between these measures and a known distance. Thus, the current study aimed to assess and compare the ability of four accelerometry based metrics and GNSS to predict known distance completed using different movement constraints. Method: A correlational design study was used to evaluate the association between the dependent and independent variables. A total of 30 physically active college students participated. Participants were asked to walk two different known distances (DIST) around a 2 m diameter circle (small circle) and a different distance around an 8 m diameter circle (large circle). Each distance completed around the small circle by one participant was completed around the large circle by a different participant. The same 30 distances were completed around each circle and ranged from 12.57 to 376.99 m. Instrumentation: Acceleration data was collected via a tri-axial accelerometer sampling at 100 Hz. Accelerometry derived measures included the sum of the absolute values of acceleration (SUM), the square root of the sum of squared accelerations (MAG), Player Load (PL), and Impulse Load (IL). Distance (GNSSD) was measured from positional data collected using a triple GNSS unit sampling at 10 Hz. Results: Separate simple linear regression models were created to assess the ability of each independent variable to predict DIST. The results indicate that all regression models performed well (R = 0.960−0.999, R2 = 0.922−0.999; RMSE = 0.047−0.242, p < 0.001), while GNSSD (small circle, R = 0.999, R2 = 0.997, RMSE = 0.047 p < 0.001; large circle, R = 0.999, R2 = 0.999, RMSE = 0.027, p < 0.001) and the accelerometry derived metric MAG (small circle, R = 0.992, R2 = 0.983, RMSE = 0.112, p < 0.001; large circle, R = 0.997, R2 = 0.995, RMSE = 0.064, p < 0.001) performed best among all models. Conclusions: This research illustrates that both GNSS and accelerometry may be used to indicate total distance completed while walking.