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Purpose: This study aimed to examine the impact of different rest periods between short sprint interval training (SSIT) trials on the physiological and performance adaptations of female volleyball players. Methods: Twenty-four trained college athletes volunteered to participate in this study and were randomly assigned to 3 SSIT groups with different work-to-rest ratios (1:2 [5-s run:10-s rest], 1:4 [5-s run:20-s rest], and 1:6 [5-s work:30-s rest]). Before and after 6-week training, physiological parameters (maximum oxygen uptake, first and second ventilatory thresholds, and peak and mean power output) and physical performance measures (ie, countermovement vertical jump, 10-m sprint, and T-test change-of-direction speed) were evaluated. Results: After the training period, all groups improved (P = .001) their sport-related performance and physiological parameters, ranging from moderate to very large effect sizes. Comparative analysis of the magnitude of training effects indicated that the 1:6 SSIT group had in a significantly greater change in countermovement vertical jump (P = .007), 10-m sprint (P = .014), peak power output (P = .019), and mean power output (P = .05) compared with 1:2 SSIT group. By contrast, the 1:2 SSIT group demonstrated significantly (P = .022) greater changes in maximum oxygen uptake than the 1:6 SSIT group. However, the change-of-direction speed and changes in first and second ventilatory thresholds were the same among the groups (P > .05). Conclusions: When performing SSIT, longer rest intervals are suitable for physical and anaerobic performance, and shorter rest periods are appropriate for enhancing the cardiorespiratory fitness of female volleyball players’ performance.

Purpose: To profile the training characteristics of an elite team pursuit cycling squad and assess variations in training intensity and load accumulation across the 36-week period prior to a world-record performance at the 2018 Commonwealth Games. Methods: Training data of 5 male track endurance cyclists (mean [SD]; age 21.9 [3.52] y; 4.4 [0.16] W·kg⁻¹ at anaerobic threshold; 6.2 [0.28] W·kg⁻¹ maximal oxygen uptake 68.7 [2.99] mL kg·min⁻¹) were analyzed with weekly total training volume and heart rate, power output, and torque intensity distributions calculated with reference to their 3:49.804 min:s.ms performance requirements for a 4-km team pursuit. Results: Athletes completed 543 (37) h⁻¹ of training across 436 (16) sessions. On-bike activities accounted for 69.9% of all training sessions, with participants cycling 11,246 (1139) km⁻¹ in the training period of interest, whereas 12.7% of sessions involved gym/strength training. A pyramidal intensity distribution was evident with over 65% and 70% of training, respectively, performed at low-intensity zone heart rate and power output, whereas 5.3% and 7.7% of training was performed above anaerobic threshold. The athletes accumulated 4.4% of total training volume at, or above, their world-record team pursuit lead position torque (55 N·m). Conclusions: These data provide updated and novel insight to the power and torque demands and load accumulation contributing to world-record team pursuit performance. Although the observed pyramidal intensity distribution is common in endurance sports, the lack of shift toward a polarized intensity distribution during taper and competition peaking differs from previous research.

Purpose: To compare the training characteristics of an elite team pursuit cycling squad in the 3-month preparation phases prior to 2 successive world-record (WR) performances. Methods: Training data of 5 male track endurance cyclists (mean [SD]; age 23.4 [3.46] y; body mass 80.2 [2.74] kg; 4.5 [0.17] W·kg⁻¹ at LT₂; maximal aerobic power 6.2 [0.27] W·kg⁻¹; maximal oxygen uptake 65.9 [2.89] mL·kg⁻¹·min⁻¹) were analyzed with weekly total training volume by training type and heart rate, power output, and torque intensity distributions calculated with reference to the respective WRs’ performance requirements. Results: Athletes completed 805 (82.81) and 725 (68.40) min·wk^–1 of training, respectively, in each season. In the second season, there was a 32% increase in total track volume, although track sessions were shorter (ie, greater frequency) in the second season. A pyramidal intensity distribution was consistent across both seasons, with 81% of training, on average, performed below LT₁ power output each week, whereas 6% of training was performed above LT₂. Athletes accumulated greater volume above WR team pursuit lead power (2.4% vs 0.9%) and torque (6.2% vs 3.2%) in 2019. In one athlete, mean single-leg-press peak rate of force development was 71% and 46% higher at mid- and late-phases, respectively, during the preparation period. Conclusions: These findings provide novel insights into the common and contrasting methods contributing to successive WR team pursuit performances. Greater accumulation of volume above race-specific power and torque (eg, team pursuit lead), as well as improved neuromuscular force-generating capacities, may be worthy of investigation for implementation in training programs.

Purpose: Guided by self-determination theory, this research examined cross-cultural differences in associations of students’ perceptions of teachers’ (de-)motivating approaches on Estonian and Spanish students’ need satisfaction from a circumplex model. Method: The participants were 601 Estonian (56% girls) and 669 Spanish (52% girls) secondary students. Results: Multigroup single-indicator structural equation modeling analysis revealed that participative, attuning, guiding, clarifying, and demanding predicted the satisfaction of each basic psychological need, according to the Estonian and Spanish students’ perspective. Domineering approach negatively predicted autonomy satisfaction in the eyes of Estonian students, while abandoning approach predicted the satisfaction of each basic psychological need negatively as perceived by Estonian and Spanish students. Conclusions: Results underscore the cross-cultural relevance in explaining the role of teachers’ (de-)motivating approaches in the eyes of students, supporting/undermining students’ need satisfaction in physical education. Therefore, these findings set the scene for development of effective guidance for teaching training adapted to culture, aimed at providing teachers with the strategies they need to apply the most optimal motivating teaching styles in their physical education lessons.

The aim of this study was to investigate the effect of progressive muscle relaxation on affective well-being (anxiety and mood), cognitive variables (sustained attention and reaction time), and aggressive behavior in female athletes during menstruation. Forty-five athletes age 18–22 years were randomly assigned to three groups: an experimental group (n = 15) undergoing eight sessions of 30-min progressive muscle relaxation, a breathing group (n = 15) engaging in eight sessions of 30-min deep breathing, and a control group (n = 15) receiving no intervention. The participants were evaluated during menstruation, at baseline, and after the intervention. Results showed significant improvements in mood ( ${\mathrm{\eta }}_{\mathrm{P}}^2=.27$ ) and anxiety ( ${\mathrm{\eta }}_{\mathrm{P}}^2=.2$ ) in the experimental group compared with the breathing group and the control group. No significant effects were found for aggressive behavior and cognitive variables. Progressive muscle-relaxation training is beneficial for improving mood and reducing anxiety in sportswomen during menstruation.

Purpose: This research examined the effects of a freestyle jump rope unit on students’ jump rope proficiency, agility, balance, inhibitory control, physical activity level, and perceived enjoyment. Method: One hundred and nine third and fourth graders were randomly assigned to the video-led (VID), teacher-led (TEA), or control group. A 30-s jump test, crisscross test, shuttle run, balance test, and Stroop test were conducted before and after the intervention. Physical activity level and perceived enjoyment were also assessed. Results: Repeated-measures analysis of covariance revealed that all groups showed significant improvement on the 30-s jump test, the VID and TEA groups improved on the crisscross test, and the TEA group ran significantly faster on the shuttle run following the intervention. The VID and TEA groups showed significantly greater inhibitory control after the intervention. Students in all groups were less active in the last two lessons compared with previous lessons. Perceived enjoyment was higher after Lesson 2 than Lesson 8. Discussion/Conclusion: This research indicated that implementing a freestyle jump rope unit in PE can elicit various benefits for children aged 8–9 years. Additionally, using a teacher-led instructional method may yield advantages beyond video-based instruction.

This pilot study assessed the feasibility and functional benefits of a twice-weekly, 12-week, virtual, seated, group-based Pilates program in persons with mild to severe multiple sclerosis (MS). Participants were randomized into either a Pilates-only group or a Pilates group, which also incorporated hip and shoulder-cuff activation exercises. Process, management, and scientific-feasibility metrics were analyzed descriptively. Functional outcomes, physical activity, and MS-related outcomes (impact, fatigue, and quality of life) were measured pre- and postintervention and analyzed using mixed-effects models, analysis of variance, and cluster analysis. Twenty-two participants completed baseline testing. Sixteen completed the intervention and postintervention testing. Collapsed across groups, analyses demonstrated improvements in the Timed 25-Foot Walk (36%), Timed Up-and-Go (13%), and the Berg Balance Scale (10%, statistically significant). Neither between-groups differences nor physical activity or MS outcome changes were significant. Participants reported high satisfaction. Findings suggest that virtual, seated Pilates is feasible and may confer balance benefits to individuals with MS.

Purpose: The purpose of this study was to elicit salient information from K–5 teachers regarding their perceptions of in-school play. Play is not goal-focused and can be structured or unstructured, includes high or low physical activity, or utilizes gross or fine motor skills, and children participate in play for enjoyment. Method: K–5 teachers (n = 27) were asked questions based on the Theory of Planned Behavior during focus groups. Theory of Planned Behavior and Caring Theory themes were identified within and across groups with 34 codes across nine themes identified. Results: Teachers thought positively about in-school play. Play supported caring teaching, as relationships could develop and strengthen during playtime. The lack of administrative support and time was discussed as play barriers. Discussion/Conclusion: Perceptions of and desires to provide play conflict with the current educational models. An issue impacting the provision of effective, caring education has been identified. Studies on factors influencing teacher play practices are needed.