Effect of the hybridization of social and personal responsibility model and sport education model on physical fitness status and physical activity practice.

Physical activity patterns, sedentary habits and obesity levels among children and teenagers are indicators of a worrying reality which has been aggravated by the COVID-19 pandemic. In this context, this study has analysed the impact that new methodologies in Physical Education have on physical health aspects. Two teaching methods, namely, Teaching Personal and Social Responsibility and Sport Education Model, were hybridized, in a Secondary School in Murcia (Spain). Controlled quasi-experimental research was completed with a sample of 76 Secondary Education students aged 12-14 (male: 32; female: 44), developing a hybridization of both models in the experimental group. The Physician-based Assessment and Counselling for Exercise (PACE) questionnaire and Eurofit and Alpha Fitness motor tests were run to collect the results. Those showed significant improvement in standing long jump and speed-agility results in the control group. In the experimental group, on the contrary, no significant improvement was registered for either test, but out-of-school physical activity rates were higher. Following this research, it is concluded that both models have positive influence on physical activity habits, but the teaching time devoted to the subject of Physical Education is not enough to improve them.

Game Performance and Length of Rally in Professional Padel Players.

The purpose of this study was to analyse differences in rally length considering attack effectiveness, a players' location and a game outcome in professional padel players. A total of 1527 rallies from 10 male matches of the 2013 Masters Finals of the World Padel Tour were registered through systematic observation. Data treatment included non-parametric mean comparisons (Mann-Withney and Kruskal-Wallis tests), and association analyses (crosstabs and Chi square analysis). In overall, 40% of unforced errors were made within the first 4 s of the rally, over 50% of points were scored between the 5th and 11th s, and 30% of forced errors occurred after the 11th -s of the rally. Hence, the ability to score in rallies of over 11 s duration and not making unforced errors within the first 4 s contributed to the rally outcome. More specifically, winners played longer rallies compared to losers (10.42 ± 7.77 s vs. 8.42 ± 6.43 s); particularly at the net, when scoring from the baseline (11.04 ± 7.64 s vs. 8.90 ± 5.41 s) and making forced (8.86 ± 7.44 s vs. 6.86 ± 6.24 s) and unforced errors (11.91 ± 9.47 s vs. 8.33 ± 6.92 s). Such knowledge may have implications in the design and structure of specific training programmes for padel players according to competition requirements.