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A great number of specialists and coaches believe that conventional laboratory measurements lack specificity and that more practical testing should be instituted. The majority of studies have addressed this issue by looking at the relationship between physiological variables and time trials (TT). However, few have examined the pertinence of standardized aerobic interval training (AIT) programs to a simulated race performance or time trial. We studied 23 athletes (runners and multi-sport) to determine if their performance on the track during regular strenuous intermittent workouts would be associated with the 5000 m TT. The 3 interval track workouts each totalling 4800 m with a work to rest ratio of about 5 to 1, consisted of either 12 x 400 m (15 s rest), 6 x 800 m (30 s rest) or 3 x 1600 m (60 s rest) and performed at maximal cruising speed (maxCS). Correlation coefficients between the 400, 800, 1600 m workouts and 5000 m TT were not significantly higher (0.90, 0.95, 0.93) than those for VO2max (0.84) or maximal aerobic speed (0.85). When considering only the work interval, the mean %HRmax for the AIT and TT were accomplished respectively at 97.5 and 97.3 for the runners and 95.9 and 95.7 for the multi-sport athletes. In conclusion, our results indicate that the AIT programs performed with brief rest periods during normal training periods are as capable of predicting 5000 m race performance as are laboratory measurements. Also, within the limit of this study, the 6 x 800 m (30 s rest) AIT workout seems to be a very efficient and specific manner to simulate a competitive endurance performance.

Résumé L'objectif de cette étude de deux ans était d'évaluer l'impact de l'éducation physique quotidienne sur le rendement académique et sur la condition physique des élèves de deux écoles primaires du Nouveau-Brunswick. Comparativement à l'année précédente l'implantation du projet, la proportion d'élèves obtenant un niveau satisfaisant en français est demeurée pratiquement inchangée. En mathématiques, les scores ont légèrement diminués après une année, mais se sont ensuite réajustés pour revenir à un niveau semblable à celui précédent la mise en place du projet. En général, les filles et les garçons ont maintenu les améliorations de condition physique perçue après la première année d'implantation. De plus, la proportion d'élèves ayant atteint les recommandations pour une meilleure santé s'est améliorée dans chacun des tests de condition physique utilisés. Même en consacrant moins de temps aux matières académiques, les participants ne démontrent pas de modification de rendement académique. Ceci suggère donc un meilleur apprentissage par unité de temps d'enseignement.Mots clés : éducation physique quotidienne, rendement académique, évaluation, école. AbstractThe objective of this two-year study was to assess the impact of daily physical education on academic achievement and physical fitness of students from two New Brunswick primary schools. Compared to the previous year of project implementation, the proportion of students achieving a satisfactory level in French was virtually unchanged. In mathematics, the scores have diminished after one year, but subsequently readjusted to return to a similar level as the previous year of project implementation. In general, the girls and boys from the participating schools have maintained the improvements in physical fitness after the first year of implementation. Moreover, the proportion of students achieving the recommendations for better health has improved in each of the fitness tests. Even by spending less time in academic courses, participants do not show any change in their academic performance. This suggests improved learning per unit of teaching time.

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