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Despite the recognized benefits of physical activity (PA) for children and adolescents with disabilities (CAWD), collective information on this is lacking in Lithuania. The purpose of this study was to investigate the current “state of the nation” PA levels of CAWD, based on the 10 indicators from the Active Healthy Kids Global Alliance Global Matrix 4.0 methodology. Scientific articles, practical reports, and published theses related to the 10 indicators from the Global Matrix 4.0 on CAWD age 6–19 years were reviewed, and data were converted to grades from A to F. (A) Strengths, Weaknesses, Opportunities, and Threats analysis was carried out to interpret the grades by four experts. Data on organized sport participation (F), school (D), community & environment (D), and government (C) were available. Data on other indicators are largely missing yet are needed for policymakers and researchers to be aware of the current state of PA among CAWD.

This report aims to provide a better understanding of physical activity (PA) and related factors among Spanish children and adolescents living with disabilities. The 10 indicators used for the Global Matrix on Para Report Cards of children and adolescents living with disabilities were evaluated based on the best available data in Spain. An analysis of strengths, weaknesses, opportunities, and threats based on data provision was drafted by three experts and critically reviewed by the authorship team to provide a national perspective for each evaluated indicator. Government was the indicator with the highest grade (C+), followed by Sedentary Behaviors (C−), School (D), Overall PA (D−), and Community & Environment (F). The remaining indicators received an incomplete grade. There were low levels of PA in Spanish children and adolescents living with disabilities. Yet, opportunities to improve the current surveillance of PA among this population exist.

The purpose was to synthesize information gathered from the interpretation and conclusion sections of the Global Matrix of Para Report Cards on the physical activity of children and adolescents with disabilities. The synthesis was based on the strengths, weaknesses, opportunities, and threats framework. The procedure consisted of three stages: (a) the application of the International Classification of Functioning, Disability and Health as the theoretical framework; (b) identifying and aligning Global Matrix indicators and benchmarks with the International Classification of Functioning, Disability and Health components through a Delphi approach; and (c) using content analysis to identify themes from specific report cards. Outcomes reveal that further attention toward including children and adolescents with disabilities in fitness assessments is needed as well as adapted assessment methods. Program availability, equipment and facilities, and professional training emerged as strengths but need further development to overcome weaknesses. Paralympic inspiration was an opportunity, whereas extreme weather conditions presented potential threats to physical activity participation among children and adolescents with disabilities.

Purpose: The purpose of this study was to examine children’s, camp counselors’, and activity leaders’ perceptions toward the effects of a 4-week teaching personal and social responsibility model-based summer learning and enrichment program and its ability to reduce bullying behaviors among school-age children. Method: Data collection included semistructured interviews with 30 children and eight camp staff. Child participants completed the following pre- and postsurveys: Personal and Social Responsibility Questionnaire and the Illinois Bullying Scale. In addition, daily observations over a 4-week period were recorded in a field notes log. Survey data were analyzed using descriptive statistics and bivariate correlations, and all observational and interview data were coded using inductive and deductive techniques. Results: The results indicated that the implementation of teaching personal and social responsibility model was perceived to be associated with reduction in the bullying. Conclusion: Findings from the present study suggested teaching personal and social responsibility facilitated social and emotional learning and improved children’s personal and social responsibility.

Purpose: The aim of this systematic review was to (1) determine the muscle fiber-type composition (or muscle fiber typology [MFT]) of team-sport athletes and (2) examine associations between MFT and the physical characteristics and performance tasks in team-sport athletes. Methods: Searches were conducted across numerous databases—PubMed, SPORTDiscus, MEDLINE, and Google Scholar—using consistent search terms. Studies were included if they examined the MFT of team-sport athletes. Included studies underwent critical appraisal using the McMasters University critical appraisal tool for quantitative research. Results: A total of 10 studies were included in the present review, wherein the MFT of athletes was measured from 5 different team sports (soccer, rugby union, rugby league, handball, and volleyball). There was large variability in the MFT of team-sport athletes both within (up to 27.5%) and between sports (24.0% relative difference). Male football players with a higher proportion of type II fibers had faster 10- and 30-m sprint times, achieved a greater total distance sprinting (distance at >6.67 m·s⁻¹), and a greater peak 1-minute sprint distance. Conclusions: MFT varies considerably between athletes both within and between different team sports. The results from some studies suggest that variation in MFT is associated with high-intensity running performance in a football match, as well as 10- and 30-m sprint times. Further experimental studies should focus on how determination of the MFT of team-sport athletes could be utilized to influence talent identification, team selection, and the individualization of training.

The U.S. Report Card on Physical Activity for Children and Youth has tracked 10 physical activity (PA) indicators common to the Active Healthy Kids Global Matrix since 2014. This article expands on the U.S. report cards by presenting PA indicator assessments among children and adolescents with disabilities. Grades for indicators were assigned based on a search of peer-reviewed articles presenting nationally representative data. The Global Matrix 3.0 benchmarks and grading framework guided the process. Grades for overall PA, sedentary behaviors, organized sports, and school were F, D+, D+, and D, respectively. Insufficient evidence existed to assign grades to the remaining six indicators. There is a need in the United States for targeted PA promotion strategies that are specific to children and adolescents with disabilities. Without a commitment to this effort across sectors and settings, the low grades identified in this para report card are expected to remain.

A well-planned periodized approach endeavors to allow road cyclists to achieve peak performance when their most important competitions are held. Purpose: To identify the main characteristics of periodization models and physiological parameters of trained road cyclists as described by discernable training intensity distribution (TID), volume, and periodization models. Methods: The electronic databases Scopus, PubMed, and Web of Science were searched using a comprehensive list of relevant terms. Studies that investigated the effect of the periodization of training in cyclists and described training load (volume, TID) and periodization details were included in the systematic review. Results: Seven studies met the inclusion criteria. Block periodization (characterized by employment of highly concentrated training workload phases) ranged between 1- and 8-week blocks of high-, medium-, or low-intensity training. Training volume ranged from 8.75 to 11.68 h·wk^–1 and both pyramidal and polarized TID were used. Traditional periodization (characterized by a first period of high-volume/low-intensity training, before reducing volume and increasing the proportion of high-intensity training) was characterized by a cyclic progressive increase in training load, the training volume ranged from 7.5 to 10.76 h·wk^–1, and pyramidal TID was used. Block periodization improved maximum oxygen uptake (VO₂max), peak aerobic power, lactate, and ventilatory thresholds, while traditional periodization improved VO₂max, peak aerobic power, and lactate thresholds. In addition, a day-by-day programming approach improved VO₂max and ventilatory thresholds. Conclusions: No evidence is currently available favoring a specific periodization model during 8 to 12 weeks in trained road cyclists. However, few studies have examined seasonal impact of different periodization models in a systematic way.