Assessment of Motor Abilities and Physical Fitness in Youth in the Context of Talent Identification-OSF Test

Is test specificity the issue in assessing aerobic fitness and performance of runners? A systematic review

INTRODUCTION

Various tests have been developed to evaluate aerobic fitness and performance of runners. However, a systematic understanding of which methods are more accurate is necessary to provide coaches and the sports sciences community with useful and confident outcomes. This study aims to summarize the evidence regarding the validity, reliability and sensitivity of tests for measuring aerobic fitness and performance in runners of several background of training.

EVIDENCE ACQUISITION

A systematic search was conducted of Web of Science, PubMed and Scopus up to 31st December 2022 according to PRISMA statement guidelines. Studies that reported findings about tests covering maximal aerobic speed, final velocity achieved during the test, average running speed or other method of evaluating the reference speed during the test were included. We evaluated the risk of bias in the included articles using the Risk of Bias Assessment Tool for Nonrandomized Studies (RoBANS). The tests were categorized into continuous incremental tests, intermittent tests and time-trial test.

EVIDENCE SYNTHESIS

A total of 23 studies met eligibility criteria. These studies contained three background of training: track and road runners (N.=15), trail runners (N.=7) and inexperienced runners (N.=1). Criterion validity was assessed in 73% of the studies, while only 41% of studies examined convergent validity. The majority of the reviewed studies (87%) ignored test-retest reliability. Test sensitivity was not reported in any study.

CONCLUSIONS

At least one aerobic fitness and performance test was identified for each types of background of training. However, some methodological aspects were not provided in the included articles. Most studies examined at least one aspect of validity (i.e., criterion or convergent-related validity), whilst few studies investigated test-retest reliability. Researchers and practitioners can use the information provided in this systematic review to select appropriate tests.

Effects of Different Teaching Approaches on Proxy Measures of Physical Fitness of Italian Kindergarten Children

Developing physical fitness (PF) behaviors early in life enhances physical development and facilitates sustained participation in physical activity and sports across childhood. This study addressed the effect of different teaching approaches on precursors of PF in kindergarten children. A total of 178 children (5.45 ± 0.40 years, female = 92) from 11 classes were organized into three groups. Group 1 (structured activity + free play) and Group 2 (only free play) attended the same playground (PrimoSport0246) for one hour/week for 10 weeks. Group 3 (structured activity + free play in kindergarten) followed their standard physical education curriculum at school. PF tests (standing long jump, medicine ball throw, and 20 m running speed) were administered pre- and post-intervention. Factorial ANOVA was implemented using a percentage change in PF performance (PFC) as the dependent variable, and teaching approaches, gender, and age as factors. Group 1 demonstrated significant improvements in fitness performance compared with Groups 2 and 3. Moderate to large effect sizes (Cohen's d range: 0.68-1.40) were noted in both males and females. Six-year-old demonstrated the greatest improvement in composite PFC compared to Groups 2 and 3. A structured teaching plan, even with a limited dose of once per week, supported the development of PF attributes in kindergarteners.