Pedagogical control scales of vertical jumping performance in untrained adolescents (13-16 years): research by strata.

Background: A scale is used to establish performance ranges in different sciences, it being necessary to design specialized biological and pedagogical indicators in physical activity, sport and health. Objective: To design a scale for the pedagogical control of the vertical jumping ability in untrained adolescents (13-16 years), stratifying the sample by age range, ethnicity, urban and rural area, socioeconomic level, and gender. Methods: A representative sample of the Ecuadorian population (n = 3,705) is studied, classifying it into the aforementioned strata, controlling the vertical jump by ISAK I and II level experts, applying the Sargent Test to measure vertical jumps on a multi-force wall, establishing scales with seven percentile levels, and making comparisons related to chronological age, gender, socioeconomic, and genetic indicators. Results: Significant differences in the vertical jumping performance were determined according to the category or age range (13-14 ≠ 15-16 years) and by gender (w = 0.000). Various levels of performance were determined, classifying the maximum level as talented in the female gender (≥40 cm; and ≥42 cm) and male gender (≥47 cm; and ≥57 cm) in the 13‒14 and 15‒16 years categories, respectively. Sampling comparisons by geographical area only determined significant differences in the male gender, with the jumping ability being higher in urban areas (13‒14 years: w = 0.046; 15‒16 years: w = 0.013). The comparison by ethnic groups showed significant differences (k = 0.030), favoring the Afro-Ecuadorian ethnic group in both genders, while there are significant differences by socioeconomic level, especially between the middle and lower classes. Conclusions: The present research solves the lack of a tool for making correct didactic decisions related to the vertical jumping ability, taking into account various important stratified indicators. The complementary conclusions show significant differences according to the category stratum or age range, the gender stratum, and the ethnic stratum in females and males, where the best average rank favored the Afro-Ecuadorian ethnic group in both genders. There are significant differences in the geographical area stratum in the male gender, and differences in the socioeconomic stratum in favor of the upper and middle classes.

Analysing the Influence of Speed and Jumping Performance Metrics on the Percentage Change of Direction Deficit in Adolescent Female Soccer Players.

Studies show that although female soccer players often have shorter change of direction (COD) deficits than males, indicating different biomechanical profiles, there is a lack of research on the impact of physical metrics on COD performance in females. The purpose of this work was to analyse whether performance metrics based on speed and jumping could explain the variation in %CODD in young female soccer players. Thirty-three highly trained adolescent female soccer players with an age of 16 ± 0.95 years, a body mass of 55.7 ± 7.22 kg, and a height of 160.4 ± 5.22 cm performed COD180 tests, 10 m and 30 m sprint tests, single-leg countermovement, and horizontal jumps. Acceleration in the first 10 m of a sprint was identified as a significant predictor of COD180 performance (R2 = 28%), (R2 = 50%), (p < 0.01), indicating that early sprint performance may largely determine an individual's ability to change direction. However, no predictors were found for %CODD. Significant correlations were observed between COD180 performance and %CODD, acceleration, linear speed, and horizontal jump performance (r = -0.59 to 0.70; p < 0.05). The study suggests that specific physical performance metrics, particularly early acceleration, are crucial for enhancing COD skills in female soccer players, emphasizing the need for targeted training interventions.

Effects of a neuromuscular training program on the performance and inter-limb asymmetries in highly trained junior male tennis players.

Background: The objective of this study was to assess the effectiveness of neuromuscular training on the performance of highly trainer junior tennis players. Methods: Twelve male tennis players (age: 13.4 ± 0.36 years; weight: 50.2 ± 6.29 kg; height: 163 ± 4.41 cm) participated and were randomly divided into two groups. The experimental group (EG) performed neuromuscular training that included exercises for speed, strength, throws, agility, jumps and coordination twice a week for a duration of 10 weeks. Performance was evaluated using various variables, including bilateral and unilateral countermovement jump, 30 cm drop jump and horizontal jump, 505 change of direction test conducted with both the right and left legs, 20-m sprint, and overhead 3 kg medicine ball throw. Asymmetries were also evaluated during the unilateral tests. The impact of the training was assessed through the utilization of ANCOVA tests and effect size measurements. Results: The results indicated a significant enhancement in the EG, specifically in bilateral vertical jump and horizontal jump, as well as explosive strength and speed. Conversely, the control group (CG) did not display similar advancements. Furthermore, there was no increase in asymmetries. Conclusion: This suggests that the implementation of a neuromuscular training program could prove to be an effective approach in enhancing explosive power in the lower limbs among young competitive tennis players. Finally, this training program could contribute to the enhancement of their physical attributes in lower body of young tennis players.

Influencia de la música en el desarrollo motriz y emocional en niños de 8-10 años / Influence of music on the motor and emotional development of 8-10 year-old children

Introducción: El desarrollo motriz y emocional en niños es esencial para las ciencias sociales, al potenciar mediante diferentes métodos las capacidades físicas y las habilidades sociales. La música podría ser un método motivacional significativo para mejorar aspectos motrices y emocionales. Objetivo: Determinar la influencia de la música en el desarrollo emocional y motriz de los niños de 8 a 10 años. Métodos: Bajo un muestreo intencional no probabilístico, se seleccionan 40 niños para un grupo de control y 41 para un grupo experimental (rango etario: 8-10 años) con respuestas psicomotrices y emocionales similares en ambos grupos independientes. Se implementa un programa de intervención psicomotriz y emocional (periodo académico 2017-2018) igual para ambos grupos, cuya única diferencia fue que se enfatizó en estímulos musicales motivacionales al grupo experimental. Resultados: Friedman demostró diferencias significativas en el pretest y el postest de ambos grupos independientes (p= 0,000) a favor de categorías negativas (Pretest) y positivas (postest). En ambos grupos independientes existieron mejoras significativas en las categorías estudiadas, destacándose las categorías Muy Satisfactorio y Satisfactorio, aunque el grupo experimental mostró mejores rangos promedios en las categorías positivas Muy Satisfactorio (E= 22,60; C= 18,40), "Satisfactorio" (E= 23,65; C= 17,35), y menores rangos promedios en las categorías negativas (Poco Satisfactorio: E= 14,16; C= 26,40, Nada Satisfactorio E= 17,70; C= 23,30), aunque en la categoría Poco Satisfactorio sí existieron diferencias significativas (r= 0,001) a favor del grupo experimental. Conclusiones: Se evidencia las potencialidades de la música como método docente-educativo, al obtener el grupo experimental mejores criterios psicomotrices y emocionales que los obtenidos por el grupo de control(AU)

Introduction: Child motor and emotional development is essential to social sciences, since a variety of methods may be applied to strengthen physical capacities and social skills. Music could be a significant motivational method to improve motor and emotional aspects. Objective: Determine the influence of music on the motor and emotional development of 8-10 year-old children. Methods: Forty children were selected by intentional non-probabilistic sampling to form a control group (C), and 41 were selected to form an experimental group (E) (age range: 8-10 years). Psychomotor and emotional responses were similar in the two independent groups. A psychomotor and emotional intervention program was implemented in the academic year 2017-2018. The program was basically the same for the two groups, except that in the experimental group emphasis was placed on motivational musical stimuli. Results: The Friedman test found significant differences between the two independent groups in the pretest and the post-test (p= 0.000), with negative categories prevailing in the pretest and positive categories in the post-test. Both independent groups underwent significant improvement in the study variables, with a predominance of the Very satisfactory and Satisfactory categories. The experimental group, however, exhibited better average ranges in the positive categories of Very satisfactory (E= 22.60; C= 18.40) and Satisfactory (E= 23.65; C= 17.35), and lower average ranges in the negative categories Scarcely satisfactory (E= 14.16; C= 26.40) and Not satisfactory (E= 17.70; C= 23.30), though the Scarcely satisfactory category did show significant differences (r= 0.001) in favor of the experimental group. Conclusions: Evidence is provided of the potential of music as a teaching-learning method, since the experimental group obtained better psychomotor and emotional results than the control group(AU)