Contrasts in fitness, motor competence and physical activity among children involved in single or multiple sports

A 10-week play-based after-school program to improve coordinative abilities and physical fitness capabilities among adolescents: a randomized trial

The average levels of physical activity in children are below the ideal, which may influence children's health and motor competence levels. Therefore, this study aimed to assess the impact of a 10-week play-based after-school program on 50 twelve-year-old students' anthropometric characteristics (body height and body weight), coordinative abilities (flamingo balance test and T-test agility), and physical fitness (sit and reach, 20-m sprint test, SLJ, CMJ, and handgrip). After baseline assessments, the students were randomly divided into two groups: one participating in a play-based after-school program (experimental group) and the other attending regular PE classes (control group). No differences were noted between the sexes. Analysis revealed baseline differences between groups in body weight, agility T-test, and right-handgrip, with no significant sex differences. Following the intervention, the experimental group demonstrated improvements in the 20-m sprint test (F(1,46) = 11.03, p < 0.01), flamingo balance test (F(1,46) = 9.16, p = 0.004), SLJ (F(1,46) = 5.30, p = 0.03), agility T-test (F(1,46) = 28.30, p < 0.01), and right-handgrip (F(1,46) = 6.59, p < 0.01). In summary, the results suggested that a 10-week play-based after-school program enhances coordinative abilities and physical fitness in 12-year-old children. This underscores the potential advantages of integrating play-based physical activities into schools to promote holistic health and fitness in children.

Is There Just One Type of Multisport Pathway? A Scoping Review of Multisport Engagement in Early Athlete Development

Multisport engagement is positioned as the antithesis to specialization within youth development pathways. However, different terms are used to describe the multisport pathway, which may create confusion regarding what the pathway should look like. This review investigated all published research examining the multisport pathway, with a focus on terminology, and how different terms have led to varying interpretations of this research. Four databases were searched for all peer reviewed studies published up until December 2021. All included papers were full text, in English, and focusing on multisport athlete engagement. In total, 1974 abstracts were screened for inclusion eligibility, resulting in 82 articles included within this review. General results showed most studies are empirical (71%, n = 58) and looked at athlete development pathways using retrospective questionnaires aimed at investigating the specific pathway to sporting excellence. However, despite the consensus that multisport athletes play many sports in their lifetime, there is little investigation into when and the level of intensity (play versus practice) at which these sports are being played. Further, inconsistencies in the terminology used to describe this pathway have made it difficult to understand potential mechanisms that lead to any positive or negative effects. It is recommended that differences between the key terms of diversification and sampling are clarified and should not be regarded as synonymous as they may represent different paths within multisport development based on varying levels of intensity of play and practice.

How divergent are children's divergent movements? The role of cognition and expertise in a class-randomized cross-over trial

This study aimed at investigating (1) the cognitive and motor predictors of divergent movement ability (DMA) in childhood and (2) the role of sport and enriched physical education (PE) experience. Participants were 165 fifth graders, aged 10-11 years, with different histories (onset and duration) of participation in enriched PE. They were assessed in cognitive/attentional and motor/sport skills and active play/sport habits at baseline, and six months later in DMA. Results of regression analyses showed an overall prediction of DMA by sport practice and a nuanced prediction of individual DMA indices (fluency, flexibility, originality) by decision making and spatial attention ability. Linear mixed models revealed better DMA in children exposed to enriched PE, with differential effects on DMA indices depending on its duration and earlier/later onset. The results identify novel cognitive determinants of children's DMA and suggest that sport practice and experience of designed enrichment in PE may benefit DMA.

AEROBIC TRAINING METHOD IN THROWING APPLICATION

ABSTRACT Introduction Strength training is a vital training modality for sports. Upper body strength training is critical for throwing. Aerobic activity can effectively develop upper body strength in throwing athletes. Objective Analyze the effect of aerobic training on upper body strength in throwing athletes. Methods Several ball pitchers were selected as research volunteers. They were randomly divided into control and experimental groups. The study adopted the method of establishing statistics to analyze the strength and performance of throwing athletes before and after aerobic training. This work also analyzed the relationship between aerobics and throwing ability. Results There were significant differences in the upper limb strength of throwing athletes after aerobic intervention (P<0.05). The strength of the experimental group was significantly improved (P<0.05). Conclusion The aerobic intervention method is an effective way to improve upper limb strength in throwing athletes. It is recommended that athletes apply upper limb strength training to their daily training. The aerobic training method is a safe and effective choice. Level of evidence II; Therapeutic studies - investigation of treatment outcomes.

Fostering Holistic Development with a Designed Multisport Intervention in Physical Education: A Class-Randomized Cross-Over Trial

Physical education (PE) is acknowledged as a relevant context for holistic child and youth development promotion. However, interventional research mostly builds on individual theories focused on specific outcome domains. This study presents a multisport enriched PE intervention that capitalizes on the intersection of different theory-based approaches to motor, cognitive and socio-emotional skills development promotion. With a cross-over design, 181 fifth graders, coming from a past class-randomized trial of enriched or traditional PE in their 1st–3rd grade, were stratified (based on their previous PE experience) and class-randomized to multisport enriched PE or control group. They completed pre-post assessments in motor and sport skills, cool (inhibition, working memory) and hot (decision making) executive functions, prosocial (empathy, cooperation) and antisocial (quick-temperedness, disruptiveness) behaviors. Children in the enriched PE group showed advantages in motor and prosocial skills after the intervention, which were linked by a mediation path, and an interactive effect of past and actual PE experience on decision making but no differential effects on other variables. The results suggest that a PE intervention designed with an integrative theory base, although not allowing disentangling the contribution of individual components to its efficacy, may help pursue benefits in motor and non-motor domains relevant to whole-child development.