Determining the Relationship between Squat Jump Performance and Knee Angle in Female University Students.

The Squat Jump (SJ) test is widely recognized as a reliable test for assessing lower-limb explosive strength. However, uncertainty persists in the literature regarding the optimal starting positions for maximizing vertical jump performance. This uncertainty is exacerbated by a disproportionate focus on athletes in existing studies, with insufficient consideration being given to non-athletic women. To address this gap, this study investigated the influence of leg starting angle on explosive jump height in a homogeneous sample of non-athletic women. Thirty-two female students enrolled in a Sports Science master's degree program at the University of Salerno participated in the study. Descriptive statistics were employed to summarize data on various variables, and Pearson's correlations were calculated to assess the relationship between knee angle in the starting position and achieved jump height. The study revealed that different starting positions had a noteworthy impact on jump height among the participants. A strong negative correlation (-0.701) was identified between Squat Jump elevation and the knee angle in the starting position. Notably, 62.5% of the subjects opted for a starting knee position of approximately 70 degrees, with all of them consistently achieving a jump height associated with this specific angle. These findings provide valuable insights into the relationship between leg starting angle and explosive jump height in non-athletic women. The observed correlation underscores the significance of the starting position in Squat Jump performance. The prevalence of a specific knee angle choice among participants suggests potential implications for training and performance optimization in this sample.

Exploring the Influence of Cognitive and Ecological Dynamics Approaches on Countermovement Jumping Enhancement: A Comparative Training Study.

Countermovement jumping (CMJ) and free-arm countermovement jumping (CMJFA) express the explosive-elastic force of the lower limbs. Strategies to enhance performance in both types of jumping can be categorized into cognitive and ecological-dynamic approaches. However, the effectiveness of these approaches in improving CMJ and CMJFA remains incompletely understood. This study aims to investigate the impact of training protocols based on the two approaches to improving CMJ. Thirty-six subjects with an average age of 26 years were selected and divided into two groups: the ecological-dynamic group (EDG) and the cognitive group (CG). For 12 weeks, both groups followed separate protocols of three weekly one-hour sessions. EDG group followed a protocol focused on circle time. The CG group followed an instructor-led training protocol. Incoming and outgoing flight heights were measured. Pre and post-intervention differences within and between groups were assessed using t-tests for dependent and independent samples, respectively (p ≤ 0.05). CG demonstrated a 12.2% increase in CMJ and a 7.8% improvement in CMJFA, while EDG showed a 10.2% increase in CMJ and 19.5% progress in CMJFA. No statistically significant differences (p > 0.05) were observed between the groups in the improvement of CMJ; statistically significant differences (p < 0.05) were found in the improvement of CMJFA in favor of EDG.

An Exploratory Study in Non-Professional Football on the Perception of Stakeholders about the New Working Professional Profile of Sports Kinesiologist.

In Italy, recent amendments to Legislative Decree n. 36 of 28 February 2021, on sports work, may have made the application of the reform by stakeholders unclear, with the risk of generating further confusion among them. One of the most critical points concerns the possible equivalencies to the professional profile of the kinesiologist, which would be illegitimately recognized even for a different level of education, contrary to the requirements of the European qualification framework. The aim of the study was to understand the perceptions of stakeholders in the world of non-professional football regarding recent legislative provisions. A survey, divided into two sections, was administered to 112 presidents and 112 trainers of non-professional football associations of the province of Salerno. The first section presents five items common for both presidents and trainers, which seek to probe stakeholders' perceptions of the enjoyment, appropriateness, usefulness, and scientificity of kinesiologists. The second section presents five differentiated items. Validity and reliability were calculated. A chi-square analysis (χ2) was performed to test the independence within and between-subjects (trainers and presidents) on their perceptions about the new working professional profile of sports kinesiologist. From the results, it was possible to appreciate a discordance of opinion among stakeholders. Although the majority of presidents and trainers are in favour of introducing such a professional profile (p < 0.05), contradictions emerge concerning the contribution the new professional profile can make in practice (p > 0.05). The perceptual contradictions found among stakeholders' responses demonstrate how the complexity of recent regulatory provisions regarding possible equivalencies to the title of kinesiologist have inevitably generated further confusion among stakeholders.

Examining the Effects of Mirror Therapy on Psychological Readiness and Perception of Pain in ACL-Injured Female Football Players.

Virtual reality-guided imagery (VRGI) and mirror therapy (MT) have been used in isolation to treat patients suffering from different injuries. However, no attempts have been made to understand the effects of combined VRGI and MT added to conventional physical therapy, and no information exists regarding perceptual responses to these rehabilitation strategies in female football players. Thus, this study aimed to examine the effect of MT added to conventional rehabilitation on psychological readiness and perception of pain in ACL-injured female football players. Thirty ACL-injured female football players competing in the 2nd and 3rd Italian tier who underwent an ACL rehabilitation program from the same clinic participated in this study. Players were randomly distributed in an MT group (n = 15) and a CON group (n = 15). All participants reported their perception of pain on a VAS before and after the interventions and their psychological readiness to return to sport after ACL injury and reconstruction surgery on the ACL-RSI scale after the intervention. An independent-sample t-test was performed to assess between-group differences in post-intervention ACL-RSI, and a further independent-sample t-test to assume non-significant differences between VAS values before the intervention. A two-way repeated-measures analysis of variance was used to test the null hypothesis of no different change in VAS over time between groups. After the intervention, the MT group perceived largely greater psychological readiness (p < 0.01). MT and CON groups experienced a large reduction in VAS after the intervention (p < 0.001). However, a small time × group interaction was observed (p = 0.023). MT reported a greater perception of the psychological readiness of the soccer players and a lower perception of pain than those who performed conventional therapy.

Heuristic Learning as a Method for Improving Students' Teamwork Skills in Physical Education.

Transversal skills are the knowledge, skills, and personal qualities that are currently needed to meet the demands of the working world and everyday life. Schools have the task of equipping students with these skills, working not only on disciplinary goals but also on operational-behavioral goals. In 2018, the European Union adopted new recommendations on eight key competencies for lifelong learning and asked schools to implement new methods to develop these recommendations. To be successful, it is necessary to stimulate students' development of these competences, which are also called soft skills, from the earliest years of the school experience. Physical education (PE) is called upon to make its contribution. In Italy, the two teaching methods used during PE classes are prescriptive teaching and heuristic learning. It is not clear which of the two methods is the most effective in improving soft skills, especially the skills involved in teamwork. The objective of this article was to compare the effects of these two teaching methods on students' teamwork skills during PE classes in primary schools. After verifying the normality of the data, a Student's t-test for dependent samples was performed to assess pre-test and post-test differences in each of two groups, while a Student's t-test for independent samples was performed to compare the two groups after 3 months. Heuristic learning proved to be the most effective method for improving teamwork skills. The results may make an important contribution to future teacher training on the most effective teaching methods for developing students' soft skills.

Effect of Teaching Methods on Motor Efficiency, Perceptions and Awareness in Children.

Currently, physical inactivity and sedentariness in children are becoming increasingly common, resulting in children's poor ability to perform basic motor patterns. It is important to find strategies that instructors can adopt to improve awareness of the importance of physical activity for health and wellness, as well as motor efficiency. Two teaching methods can be used: prescriptive teaching and heuristic learning. The aim of this study was to compare these two methods to determine which is the most suitable for developing motor efficiency. An additional aim was to verify the children's level of enjoyment and self-efficacy through questions on perceptions and, subsequently, on awareness of the activity performed distinctly from perception. The sample consisted of 28 children randomly divided into two groups: HEUR-L, performing activities using heuristic learning, a basic method in ecological approach; and PRES-T, using prescriptive teaching, a basic cognitive method. A motor-efficiency test (TEM) and a survey were administered. A two-way ANOVA with repeated measures was used to test differences in motor efficiency. A Chi-square (χ2) test was used to compare differences between groups in terms of perceptions in enjoyment and self-efficacy and, on a second test, awareness of the activity performed. The results were statistically significant (p < 0.05). Both teaching methods improved motor efficiency, although HEUR-L did so to a greater extent. Differences in perception were found in terms of enjoyment and self-efficacy (p < 0.05), whereas there was no difference in terms of awareness (p > 0.05). Although both methodologies led to improvements in motor-pattern development, heuristic learning was found to be the most effective method to improve motor efficiency, relationships and self-efficacy.