Особенности физической подготовки студентов к сдаче норм комплекса ГТО на силу

In the case of specialties called "civilian", the focus is not on the nature and specificity of official operations using physical qualities, as is the case in the practice of professional physical training, but other approaches. The purpose of the research is to actualize the need and reveal the essence of such an aspect of physical education as non-professional physical education of students. The methods of theoretical research, study and generalization of data from literary sources, abstraction, analysis and synthesis, induction and deduction are used. An innovative approach to strengthening the educational component of the educational discipline "Physical Culture" in institutions of general secondary education and "Physical Education" in institutions of higher education has been transformed into research and practice in a number of countries. Non-professional physical education is a high level of physical education. The main sign of education is the inclusion of a person in physical activity. In institutions of higher education, this is a pedagogical process that should "close" the long-term withdrawal of youth with physical education. The results of the formation of the theoretical thinking of the projective type necessary for an educated person are foreseen. In the course of such conscious physical education, which is not the same as physical literacy, the values and goals of using physical education in various situations, which are constantly changing, are formed. These are also abilities necessary for creating an image of "myself in the future", designing and implementing systems of own physical education classes. Non-professional physical education of students of civil specialties should contribute to the formation of a person capable of using physical education. Non-professional physical education is singled out as an independent direction, which is determined by the characteristics of the personality of adults: the complexity of organizing reflection, communication, understanding, self-determination of a person and goal setting. The results of the research can be useful and applied in practice by specialists in physical culture and education.

Data about effects of exercise training in adolescents with intellectual disability (ID) are very limited. This study investigated the effect of 2 different frequencies of the same intensity and total training volume of combined exercise training on indices of body composition, physical fitness, and lipid profile in overweight and obese adolescents with ID. A total of 45 overweight and obese adolescents with ID aged 14-22 years with a total IQ 45-70 received combined exercise training 3 times a week (CET3) for 30 sessions (10 weeks; n = 15), twice a week (CET2) for 30 sessions (15 weeks; n = 15), or no training (10 weeks; n = 15). Groups were matched for age, sex, and education form. Before and after the intervention period, indices of body composition, physical fitness and lipid profile have been evaluated. Compared to the control group, CET3 resulted in a significant improvement of physical fitness, obesity indices, and lipid profile of the participants. Comparing CET2 with CET3, no significantly different evolutions were noticed, except for lower limb strength in favor of exercising 3 times a week. In conclusion, exercising 2 times a week, which is more feasible and practical for participants and guidance, has the same health beneficial effects as 3 times per week in overweight and obese adolescents with ID in short-term training.

Sedentary behavior (SB) is related to unhealthy outcomes and is performed in many contexts, including school. The aim of this study was to identify sociodemographic, biological, and psychosocial correlates of SB performed at school in a sample of adolescents. Adolescents provided information regarding sex, age, socioeconomic status, and psychosocial variables related to physical activity (self-efficacy, attitudes, perception of school environment, peer and parental support). Body fat was estimated using skinfolds, and maximum aerobic capacity with a 20 m shuttle run. Adolescents wore accelerometers and SB performed during class time, physical education (PE) classes, and recesses was estimated. Adolescents (N = 567, 53% female, 12.9 ± 5.3years old) spent 67% of class time, 41% of PE classes, and 41% of recesses in SB. Girls spent more time in SB, and age was negatively associated with SB. Body fat was positively associated with SB in class time and PE classes. Peer support for physical activity was negatively associated with SB in class time, whereas attitudes related to physical activity were negatively associated with SB during PE classes and recesses. Adolescents spend long periods in SB at school, even during opportunities to be active like PE classes and recesses.

BackgroundRecent studies point to a lower number and reduced severity of cases in higher altitude cities with decreased oxygen concentration. Specific literature has shown several benefits of physical training, so, in this sense, physical training with hypoxic stimulus appears as an alternative that supports the conventional treatments of the COVID-19 patient’s recovery. Thus, this study’s primary aim is to analyze the effects of moderate-intensity intermittent hypoxic training on health outcomes in COVID-19 recovered patients.MethodsA clinical trial controlled double-blind study was designed. Participants (30–69 years old) will be recruited among those with moderate to severe COVID-19 symptoms, approximately 30 days after recovery. They will be included in groups according to the training (T) and recovery (R) association with hypoxia (H) or normoxia (N): (a) TH:RH, (b) TN:RH, (c) TN:RN, and last (d) the control group. The 8-week exercise bike intervention will be carried out with a gradual load increase according to the established periods, three times a week in sets of 5 min, 90 to 100% of the anaerobic threshold (AT), and a 2.5-min break. Blood will be collected for genotyping. First, after 4 weeks (partial), after 8 weeks, and later, 4 weeks after the end of the physical training intervention, participants will perform assessments. The primary outcome is the maximum oxygen consumption (VO2peak). The secondary outcomes include lung function, inflammatory mediators, hematological, autonomic parameters, AT, body composition analysis, quality of life, mental health, anthropometric measurements, and physical fitness. The statistical analysis will be executed using the linear regression model with mixed effects at a 5% significance level.DiscussionThis study is designed to provide evidence to support the clinical benefits of moderate-intensity intermittent hypoxic training as a part of the treatment of patients recovered from COVID-19. It may also provide evidence on the efficacy and safety of intermittent hypoxic training in different health conditions. Lastly, this study presents an innovative strategy enabling up to 16 participants in the same training session.Trial registrationClinicalTrials.gov RBR-5d7hkv. Registered after the start of inclusion on 3 November 2020 with the Brazilian Clinical Trials Registry

BackgroundAttendance in physical education classes (PE) helps young people to achieve the physical activity recommendations and to reduce their exposure to sedentary behavior. However, the association between PE attendance and the daily frequency of specific forms of physical activity is less known. The current study analyzed the association between weekly attendance in PE and daily frequencies of different forms of physical activity (active play, non-active play, structured physical activity), and overall daily frequencies of physical activity (PA) and sedentary behaviors (SB) among schoolchildren.MethodsCross-sectional study with schoolchildren from second to fifth grade of 11 public schools (n = 2,477; 9.1 ± 1.38-y-old; 53.2% girls; 17.5 ± 3.5 kg/m2) in Feira de Santana (Northeast Brazil). PA, SB, and attendance in PE were self-reported using a previously validated on-line questionnaire based on the previous day's recall (Web-CAAFE). Multiple Binomial Negative regression modeling was carried out to analyze the association (Prevalence Rate: PR) between weekly attendance in PE (0/week, 1/week, ≥ 2/week) and frequencies of active play, non-active play, and structured physical activity, with adjustments by age, school shift, and BMI z-scores. Regression models analyzing overall PA also included adjustments by household chores.ResultsAttendance in PE ≥ 2/week was associated with higher frequencies of active play (girls: PR = 1.40, 95%CI = 1.11–1.78; boys: PR = 1.49, 95%CI = 1.15–1.94) and structured physical activity (girls: PR = 2.11, 95%CI = 1.31–3.40; boys: PR = 4.33, 95%CI = 1.63–11.52). Higher attendance in PE (≥ 2/week) was associated with high overall PA (girls: PR = 1.31, 95%CI = 1.06–1.62; boys: PR = 1.42, 95%CI = 1.14–1.77) and low SB (girls: PR = 0.80, 95%CI = 0.71–0.90; boys: PR = 0.81, 95%CI = 0.68–0.97). Attendance in PE 1/week was also associated with a lower frequency of daily SB among girls (PR = 0.73, 95%IC = 0.64–0.84)ConclusionHigher weekly attendance in PE was associated with higher frequencies of active play, structured physical activity, higher overall PA, and lower SB among both girls and boys.

BackgroundExecutive functions underlie self-regulation and are thus important for physical activity and adaptation to new situations. The aim was to investigate, if yearlong physical and cognitive training (PTCT) had greater effects on physical activity among older adults than physical training (PT) alone, and if executive functions predicted physical activity at baseline, after six (6m) and twelve months (12m) of the interventions, one-year post-intervention follow-up and an extended follow-up during COVID-19 lockdown.MethodsData from a single-blinded, parallel-group randomized controlled trial (PASSWORD-study, ISRCTN52388040) were utilized. Participants were 70–85 years old community-dwelling men and women from Jyväskylä, Finland. PT (n = 159) included supervised resistance, walking and balance training, home-exercises and self-administered moderate activity. PTCT (n = 155) included PT and cognitive training targeting executive functions on a computer program. Physical activity was assessed with a one-item, seven-scale question. Executive functions were assessed with color-word Stroop, Trail Making Test (TMT) B-A and Letter Fluency. Changes in physical activity were modeled with multinomial logistic models and the impact of executive functions on physical activity with latent change score models.ResultsNo significant group-by-time interaction was observed for physical activity (p>0.1). The subjects were likely to select an activity category higher than baseline throughout the study (pooled data: B = 0.720–1.614, p<0.001–0.046). Higher baseline Stroop predicted higher physical activity through all subsequent time-points (pooled data: B = 0.011–0.013, p = 0.015–0.030). Higher baseline TMT B–A predicted higher physical activity at 6m (pooled data: B = 0.007, p = 0.006) and during COVID-19 (B = 0.005, p = 0.030). In the PT group, higher baseline Letter Fluency predicted higher physical activity at 12m (B = -0.028, p = 0.030) and follow-up (B = -0.042, p = 0.002).ConclusionsCognitive training did not have additive effects over physical training alone on physical activity, but multicomponent training and higher executive function at baseline may support adaptation to and maintenance of a physically active lifestyle among older adults.

Bastyan, V., Novotný, J., Mach, J. & Pospichal, V. (2014). Comparing the effect of endurance and resistance training on resting metabolic rate in a group of men with a sedentary lifestyle. J. Hum. Sport Exerc., 9(Proc1), pp.S376-S387. Study examined the effects of aerobic and anaerobic exercise on resting metabolic rate (RMR) and body composition and compared changes in these parameters in group of men (n=17), aged 17-36, with sedentary lifestyle. During the initial measurements, the values of RMR, body composition and exercise test were obtained. In addition, five-day nutritional intake and record of physical activity were completed. After the initial measurements, subjects were randomly assigned in two training groups. Subjects in group EX1 (n=9) performed aerobic physical activity ‐ endurance training (jogging and/or running), whereas subjects in group EX2 (n=8) performed anaerobic physical activity ‐ resistance training. Physical activity was performed for 12 weeks, 3 times a week. The output measurements were obtained after 12 weeks of regular physical activity. Data of RMR were collected using the air analyzer Metalyzer Cortex 3B in the Laboratory of Sports Medicine, Faculty of Sports Studies in Brno. For body composition, method of bioelectrical impedance analysis has been used. RMR increased significantly from pre- to postraining for EX1 (2045,8 ± 207,5 to 2168,8 ± 217,7 kcal.d-1) as well as for EX2 (1992 ± 164,4 to 2340 ± 321,3 kcal.d-1). Body fat for EX1 was significantly reduced (21,2 ± 6,4 to 18,7 ± 6,8 %) compared with EX2 (22,4 ± 6,2 to 20,6 ± 7,6 %). Measured data indicate more significant changes by subjects from EX1 group (endurance training). This study is a part of research for the dissertation of one of the authors and was financially supported from projects of specific research MUNI/A/0987/2011 and MUNI/A/0803/2012. Key words: RESTING METABOLIC RATE, BODY COMPOSITION, ENDURANCE TRAINING, RESISTANCE TRAINING, SEDENTARY LIFESTYLE.

Cardiovascular risk increase after ovarian deprivation has been extensively demonstrated by our research group through cardiovascular autonomic analysis. Interventions involving different types of exercises, such as resistance exercises or combined exercises (aerobic and resistance) have been widely recommended to prevent or minimize neuromuscular decline in postmenopausal women, which is aggravated by a sedentary lifestyle. Experimentally, the cardiovascular effects of resistance or combined training, as well as comparison between aerobic, resistance, and combined training, in ovariectomized animals are scarce. In this study, we hypothesized that the combination of aerobic and resistance training may be more effective in preventing muscle mass loss, as well as improving cardiovascular autonomic modulation and baroreflex sensitivity, than aerobic or resistance training individually in ovariectomized rats. Female rats were divided into 5 groups: sedentary (C); ovariectomized (Ovx); trained ovariectomized submitted to aerobic training (OvxAT); resistance training (OvxRT); combined training (OvxCT). Exercise training lasted 8 weeks, with the combined group alternating between aerobic training and resistance training every other day. At the end of the study, glycemia and insulin tolerance were evaluated. Arterial pressure (AP) was directly recorded. Baroreflex sensitivity was assessed by heart rate response to changes in arterial pressure. Cardiovascular autonomic modulation was evaluated by spectral analysis. Combined training was the only training regime that increased baroreflex sensitivity for tachycardic response and reduced all systolic blood pressure variability parameters. Furthermore, all animals submitted to exercise training on a treadmill (OvxAT and OvxCT) presented lower systolic, diastolic, and mean pressure, as well as improvements in the autonomic modulation for the heart. Combined training showed to be more effective than isolated aerobic and resistance training, mixing the isolated benefits of each modality. It was the only modality able to increase baroreflex sensitivity to tachycardic responses, reduce arterial pressure and all parameters of vascular sympathetic modulation.

The objective of this study was to examine the prevalence of high school student attendance in Physical Education classes and analyze associated factors. The sample consisted of 2,874 public and private high school students (57.9% women, mean age of 16.5 years; SD = 1.2) from João Pessoa, Paraiba (PB) state in Northeastern Brazil. Attendance in Physical Education classes was measured by the following question: ‘How many Physical Education classes do you attend during a normal week? The associated factors measured were: attitude, self-efficacy, risks and benefits related to physical activity, perceived health, level of physical activity, sedentary behavior and nutritional status. It was observed that 41.9% (95% CI: 40.1-43.7) of the students attended two or more Physical Education classes per week, with a higher incidence in public schools (56.6%, 95%CI: 54.6-58.9) than in their private counterparts (6.6%, 95%CI: 4.9-8.2; p &lt;0.001). Higher attendance in Physical Education classes was identified in the following subgroups: male students and the youngest from both schools, in students from public school that did not work, members of the highest economic class, whose parents had higher schooling levels, and those in the 1st and 2nd year of high school education in private institutions. Attending two or more Physical Education classes per week is positively and significantly associated with a more favorable attitude to engaging in physical activity as well as its level, in both private and public students, in addition to positive health perception in public students. Student attendance in Physical Education classes was low, particularly in private schools. Attending two or more Physical Education classes per week was associated with positive aspects of physical activity and health in the students under study.

The objective of this study was to examine the prevalence of high school student attendance in Physical Education classes and analyze associated factors. The sample consisted of 2,874 public and private high school students (57.9% women, mean age of 16.5 years; SD = 1.2) from João Pessoa, Paraiba (PB) state in Northeastern Brazil. Attendance in Physical Education classes was measured by the following question: ‘How many Physical Education classes do you attend during a normal week? The associated factors measured were: attitude, self-efficacy, risks and benefits related to physical activity, perceived health, level of physical activity, sedentary behavior and nutritional status. It was observed that 41.9% (95% CI: 40.1-43.7) of the students attended two or more Physical Education classes per week, with a higher incidence in public schools (56.6%, 95%CI: 54.6-58.9) than in their private counterparts (6.6%, 95%CI: 4.9-8.2; p &lt;0.001). Higher attendance in Physical Education classes was identified in the following subgroups: male students and the youngest from both schools, in students from public school that did not work, members of the highest economic class, whose parents had higher schooling levels, and those in the 1st and 2nd year of high school education in private institutions. Attending two or more Physical Education classes per week is positively and significantly associated with a more favorable attitude to engaging in physical activity as well as its level, in both private and public students, in addition to positive health perception in public students. Student attendance in Physical Education classes was low, particularly in private schools. Attending two or more Physical Education classes per week was associated with positive aspects of physical activity and health in the students under study.

Speed is a crucial factor for overall athletic development. While researchers have shown strength and plyometric training to improve sprinting speed in some adult and youth populations, no studies have compared the effects of strength and plyometric training on sprinting speed in young females. Fifty-two young females were divided into three groups and trained for 7 weeks, twice a week; strength training (n = 16, age 13.36 ± 0.84), plyometric training (n = 21, age 13.38 ± 0.75) and a physical education class as a control group (n = 15, age 13.95 ± 0.54). Participants were tested for sprinting performance and horizontal force (Fo), maximum velocity (Vmax) and maximum horizontal power (Pmax) metrics over 30 m distance, isometric strength and unilateral horizontal jump distance before and after the intervention. Both the strength and plyometric groups significantly improved all performance variables (p < 0.05). The strength group significantly improved 10 m split time (6.76%; Hedge’s g = 0.65) and Fo (18.98%; g = 0.67), whereas the plyometric group significantly improved Vmax (4.91%; g = 0.50) and Pmax (7.91%; g = 0.31). The findings of this study suggest that both strength and plyometric training can improve sprinting kinetics, jumping performance and overall strength in young females.

The purpose of this study was to determine the level of knowledge that current and preservice high school (HS) physical educators and sport coaches possess regarding the principles and methods involved in youth resistance training (RT) and to determine if that knowledge was acceptable based on a predetermined criterion (passing score). A panel of 10 experts in RT or sport pedagogy used a Delphi technique to create a 90-question assessment (examination) that was administered to 287 HS physical educators and sport coaches and 140 university physical education teacher education (PETE) students. An analysis of the results revealed that neither group demonstrated the minimal knowledge necessary to design, implement, and supervise RT programs based on a passing score of 75%: HS physical educators/coaches, mean = 59.30, SD = 14.30, 95% confidence interval (CI) = 57.64-60.96], t(286) = -18.61, p = 0.000; university PETE students, mean = 56.61, SD = 16.59, 95% CI = 53.84-59.38, t(139) = -13.12, p = 0.000. The pass rate for physical educators and sport coaches was 14.3% and for university PETE students it was 20.7%. The results of this study indicate that both current and preservice physical educators and sport coaches need additional education and training specific to the design and implementation of RT programs for HS students. Given that school districts typically require their educators attend in-service training programs, it may be advisable to develop an in-service program that allows both current and preservice HS physical educators and sport coaches to earn an RT certification that specifically addresses the unique physical and psychosocial needs of school-aged youth.

Low rates of participation in physical activity and resistance training among adolescent girls are a concern due to increased health and injury risks. Adolescent girls participate in physical activity and resistance training at a lower rate than boys, which may explain higher rates of injury. Research examining physical activity of adolescent girls often utilizes an ecological framework, identifying intrapersonal, interpersonal, and environmental factors. Of these ecological levels, intrapersonal and interpersonal factors are modifiable without large costs. Therefore, this review aimed to identify and summarize recent research that explores the intrapersonal and interpersonal factors associated with participation in physical activity and resistance training among adolescent girls. Emerging themes included self-efficacy, parental and peer support, gender norms, and social pressure. A lack of research on factors of participation in resistance training among adolescent girls was identified. Through a synthesis of ecological and motivational factors, suggestions for increasing physical activity and resistance training among adolescent girls were made.

Aims: The aim of this poster is to chronologically describe the past thirty years of the field of Applied Physical Activity at the Faculty of Physical Education and Sport of Charles University in Prague and to place the emergence of the field in its historical context. Method: The research method used was historical with the application of methods and techniques inherent to historiography, especially the analysis of historical sources and the use of auxiliary historical sciences and archives, including those that archive documents from research or materials from the field of applied physical education at Charles University. In this theoretical work, available historical publications such as monographs, articles, and internal publications of Charles University, mainly from the second half of the 20th century and the beginning of the 21st century, were used to map more than thirty years of the history of the field. As part of the data collection, interviews were also conducted with former and current teachers of the field, the study department and the Vice Dean for Student Affairs of the Faculty of Physical Education and Sport. Result: Applied physical activity is a kinanthropological discipline dealing with the organisation of physical activity programmes for people with specific needs. At the Faculty of Physical Education and Sport of Charles University, a discipline with this focus was opened in 1992 under the name Physical and Occupational Education for the Disabled. This poster presents the development and key milestones of the field of Adapted Physical Activities (APA) at the Faculty of Physical Education and Sport of Charles University over the last thirty years, and offers an overview of the different periods of the field, setting the emergence of the field in its historical context. In the more than 30 years since its inception, the field has undergone a number of changes leading to the creation of the current field of Adapted Physical Education and sport for persons with special needs in the Department of Health Physical Education and Sports Medicine fakulty of Physical Education and Sport Charles University in Prague Czech Republic. Keywords: college, curriculum, history, disability, physical education

Network-based physical education in m iddle schools is a new research subject and a new field of m iddle school physical educational re form, playing a very im portant role in the improvement of the overall quality of physical teachers of senior m iddle schools, the application of information technology, the propelling of m iddle school students to go deeply into the field of physical education and improvement of humanistic qualities of athletes. OBJECT AND METHOD OF RESEARCH1.1 Object of research Make research of the m iddle school network conditions as well as the network attitude of middle school students through surfing the Internet and making on-line consultation, and understanding the common conditions of schools and universities th rough understanding the current conditions of college and university.1.2 Researching method 1.2.1 Survey research Understand the general conditions of the 45 m iddle schools' campus networks with the method of surfing the Internet for survey.1.2.2Mathematical statistic method Make statistic processing and analyzing to the data achieved through survey.1.2.3 Theoretic analyzing method Put forward the measures for the development of the physical education of middle schools through using theories and methods in information theory and teaching theory.1.2.4 Documental material method Make reference to documental materials related to progresses and results of the research of middle school physical education 2. SURVEY RESULT AND ANALYSIS 2.1 Conditions of sports web pages in middle schools' websites 2.1.1Number of sports websites in middle school's websites Among all the middle schools, 85% have not set sports websites in their websites, and 14.5% have set sports websites in th eir websites, among which, national level key m iddle schools accounts for 95.3%, provincial level key m iddle schools accounts for 3.3%, and other middle schools accounts for 1.4%, showing that the national level key middle schools attach m ore importance to the network-based physical education comparatively.2.1.2Columns of the sports web pages in the websites of middle schools The columns of the sports web pag es, mainly includes spo rts news, sp orts competition, sports exercise, sports news and sports consultation, w hich can generally showing the contents of physical education in m iddle schools.However , comparing with the needs of middle school students, the number of the columns is smaller and the capacity of columns is lower.Since sports webpage is one of the fastest m edia in the speed of exchanging inform ation, we should increase the num ber of