Integration of Obese Children in Physical Education Sessions: An Exploratory Study.

We investigated the effect of the role of the joker in children with obesity (OCs) on integration and physio-psychological responses during small-sided games (SSG) training programs. Sixteen OC students (age 13.8 ± 0.73 years) performed training programs consisting of two sessions a week for three weeks. The experimental protocol consisted of 16 teams of 4 children (3 of normal weight and 1 OC). The 16 teams were divided into 2 groups, one with an OC playing as the joker (SSG-J) and the other group with OC playing as non-joker (SSG-NJ). Maximum heart rates (HRmax), blood lactate concentration [La] and OMNI-Child perceived exertion were measured at the end of each SSG. A physical activity enjoyment Scale (PACES) was accomplished during physical activity for the evaluation of feelings in OCs. Additionally, the profile of mood states (POMS) was measured before and after the SSG-J and SSG-NJ programs. HRmax, [La], perceived exertion, and PACES scores were significantly higher after the SSG-J compared with SSG-NJ (increments of 6.4%, 31.7%, 19.5% and 18.1%, respectively). The score of the POMS variables was positively increased in the presence of jokers. The vigor score increased by 30%, while tension and total mood disturbance scores decreased by 27.6% and 4.5%, respectively. These findings suggest that the joker role could be effective in improving integration, physical enjoyment, physiological responses and mood states in OCs when a team game is used during PE sessions. PE teachers could then program joker exercises with the aim of improving OCs' physical commitment willingness to play.

The Effects of Three Correction Strategies of Errors on the Snatch Technique in 10-12-Year-Old Children: A Randomized Controlled Trial.

ABSTRACT: Souissi, MA, Elghoul, Y, Souissi, H, Masmoudi, L, Ammar, A, Hamdi Chtourou, and Souissi, N. The effects of three corrections strategies of errors on the snatch technique in 10-12-year-old children: A randomized controlled trial. J Strength Cond Res 37(6): 1218-1224, 2023-Sports movement correction is one of the major problems for motor control and learning. Therefore, the purpose of the present study was to determine which of the 3 strategies, i.e., the self-observation method with direct instructions (SO-DI), self-observation alone (SO), or the direct instruction (DI), would be useful for correcting errors during the snatch technique. Forty-eight children with 2 months of experience were randomly assigned to one of 4 training conditions: SO-DI, SO, DI, or control. In this study, the experience lasted 15 sessions. Subjects completed the test sessions before (T 0 ) and after (T 1 ) 12 training sessions and a retention test session after 2 weeks (T 2 ). The Kinovea version 0.8.15 software was used to measure the kinematic parameters of weightlifting performance. After the training intervention, the data showed that the SO-DI group registered a greater improvement in all kinematic parameters compared with the SO, DI, and control groups, and this benefit was present 2 weeks later in the retention test (e.g., the horizontal displacement of the bar in the first pull with respect to the starting position [T1 vs. T0: +32.57 ± 6.69%, d = 1.87, p < 0.001; T2 vs. T0: 25.07 ± 11.55%, d = 1.32, p < 0.001] and the horizontal displacement of the bar between the receiving position and the reference line [T1 vs. T0: 24.34 ± 29%, d = 1.17, p < 0.01; T2 vs. T0: 25.53 ± 30.4%, d = 0.99, p < 0.01]). The results of the present study could have practical implications for physical education teachers because, even if practice is required to improve the technique, the effectiveness of the learning process is essential to enhance learner self-efficacy and motivation.

The Effects of Verbal Encouragement during a Soccer Dribbling Circuit on Physical and Psychophysiological Responses: An Exploratory Study in a Physical Education Setting.

Verbal encouragement (VE) can be used by physical education (PE) practitioners for boosting motivation during exercise engagement. The purpose of this study was to investigate the effects of VE on psychophysiological aspects and physical performance in a PE context. Twenty secondary school male students (age: 17.68 ± 0.51 yrs; height: 175.7 ± 6.2 cm; body mass: 67.3 ± 5.1 kg, %fat: 11.9 ± 3.1%; PE experience: 10.9 ± 1.0 yrs) completed, in a randomized order, two test sessions that comprised a soccer dribbling circuit exercise (the Hoff circuit) either with VE (CVE) or without VE (CNVE), with one-week apart between the tests. Heart rate (HR) responses were recorded throughout the circuit exercise sessions. Additionally, the profile of mood-state (POMS) was assessed pre and post the circuit exercises. Furthermore, rating of perceived exertion (RPE), traveled distance, and physical activity enjoyment (PACES) were assessed after the testing sessions. Furthermore, the CVE trial resulted in higher covered distance, %HRmax, RPE, PACES score, (Cohen's coefficient d = 1.08, d = 1.86, d = 1.37, respectively; all, p < 0.01). The CNVE trial also showed lower vigor and higher total mood disturbance (TMD) (d = 0.67, d = 0.87, respectively, p < 0.05) and was associated with higher tension and fatigue, compared to the CVE trial (d = 0.77, d = 1.23, respectively, p < 0.01). The findings suggest that PE teachers may use verbal cues during soccer dribbling circuits for improving physical and psychophysiological responses within secondary school students.