Purpose. This study aims to estimate the relevant maximum aerobic speed performance and its relationship with volleyball game motor power-explosive abilities. Shown in rugby and soccer science literature, maximal aerobic speed is considered as a critical factor for improving the athlete’s ability to recover from high-intensity and fatiguing actions.  Materials and methods. To achieve this goal, we categorised the motor abilities (vertical jump, spike approach, block jump, 20-meter sprint, T-Test (agility) and standing triple jump) results of 60 elite male players (age 23 ± 1.56 with playing experience up to 5 years in the Oran elite leagues). We based ourselves on their MAS results in two levels (+ or – 4 m/s) in 1200 m Shuttle Test as a valuable test to measure player maximal aerobic speed profile.  Results. Our results approved the performance level of maximal aerobic speed archived at up to 4 (m/s) as the enhanced level directly related to notable levels of players’ motor abilities studied in the present study.  Conclusions. Our protocol of maximum aerobic speed performance confirmed level 4 (m/s) as the relevant MAS level positively related to motor abilities components such as agility, balance, coordination, power, reaction, and speed, contrary to its lows.

This study aims to provide the Algerian soccer trainers with a systematic method to control and interpret the Algerian soccer's progress. Recommend by soccer studies based on new high-tech to monitor intensity aimed at a competitive superiority of soccer players. Performed based on direct relationship VO 2 max, intensity and distance covered in elites match. Methods: to esteem the weaknesses of elite Algerian soccer. This controlled study focused on a yo-yo (IR1) test as a reliable, valid predictor of high-intensity aerobic capacity and VO 2 max athletes levels, which is able to discriminate the differences between player's post-games and player's ability levels. Investigated in this study as a protocol to classify 59 male soccer players under 18 years, labelled on their VO 2 max levels and their relationships with body fat index studies. Results: All statistical procedure results advance the players with high VO 2 max levels up than 59 ml/kg/min, allows this category of players to record a difference of 8.98% VO 2 max levels, 1160.86 m of distance covered,-1,27% of BFP and-4,55 ml/ kg/min of BMI higher compared to the other fewer categories records. Conclusions: Our results approve the Yo-Yo intermittent recovery level 1 (Yo-Yo IR1) test as a valid and reliable test to monitor improvements or decrements of soccer physiological and anthropometrical training concept game demands. It can be concluded in this study as simple and valid data to predict the excess of body fat index on the request aerobic fitness claims for demanding soccer top player profile.

Admit balance control tends to test muscle imbalances, mobility restrictions and postural-control stability problems. Specifically include in Euro fit Fitness Testing Battery and absent in FitnessGram. This cross section-study examined the importance of balancing test as a missing component (core) for establishing a physical state in school program reports. Build on Flamingo Balance test as a messing protocol requested in the FitnessGram battery test. To test this hypothesis, 400 male middle school students, age 13.03 ± 0.56-year, sector education Mostaganem for academic years 2017-2018 participate voluntaries in the present study. Classified into two groups based on their levels falls up or down to 5 in Flamingo Balance. Build on studying design, protocol and statistics applied. Our results claim balance as a key component functional fitness related to both lumbar and trunk muscular fitness strength endurance and flexibility. Recommend by this study as key assessing test motor fitness. Need to be integrated into FitnessGram to evaluate deficits in improvements postural-control related to muscular fatigue, which ultimately affects balance performance during ordinary tasks or complex dynamic activities.

This study invests Active Break Physical Classroom Routine (ABC-PA) as a solution to break up Algerian time sitting which surpass 6 hours a day. Encouraged in this study by video-based physical activity program, applied for 4 weeks under two frequency and times modalities. A group with 2 min for every 20 min classroom sitting (ABC-PA-20-min). Recommended by physical medicine and rehabilitation to rest postural positioning, after every 20 to 30 minutes of prolonged static setting. Versus a group with 5 min at the beginning of every 2-hours of classroom-sitting (ABC-PA-2h). Recommended by primary active break programs through 3 × 5-min of moderate-intensity per day to help increase daily PA. To examine their effectiveness, our sample included 2 teachers 4-grade class levels boys’ school, 64 boys, 36 in each class. Controlled by 34 of their peers, engaged in sports combat association with a rate of one hour per day. Power by Fitness-Gram battery as a comprehensive health-related fitness education program, applied before and after the realizations of two programs. Based on the study design protocol and statistical applied. Our results confirmed active breaks' classroom proposed as an optimal strategy to reduce sitting time and promote the 30 min/day school physical activity guidelines. Their comparisons with recommending 60 min a day. Supported the use of ABC-PA-2min for every 20 min compared to ABC-PA-5min for each 2h. Admit in this study as more suitable intervention able to reduce inactivity and gain the goal of 60 min daily among Algerian primary school children. Resumen: Este estudio invierte la rutina de descanso físico en el aula activa (ABC-PA) como una solución para romper el tiempo de argelia sentado que supera las 6 horas al día. Animado en este estudio por un programa de actividad física basado en video, aplicado durante 4 semanas bajo dos modalidades de frecuencia y tiempos. Un grupo con 2 minutos por cada sesión de clase de 20 minutos (ABC-PA-20-min). Recomendado por la medicina física y la rehabilitación para descansar el posicionamiento postural, después de cada 20 a 30 minutos de configuración estática prolongada. Frente a un grupo con 5 minutos al comienzo de cada 2 horas de clase (ABC-PA-2h). Recomendado por los programas de descanso activo primario a través de 3 × 5 minutos de intensidad moderada por día para ayudar a aumentar la PA diaria. Para examinar su efectividad, nuestra muestra incluyó 2 maestros de 4 grados de la escuela de niños, 64 niños, 36 en cada clase. Controlado por 34 de sus pares, participan en una asociación de combate deportivo con una tasa de una hora por día. La batería Power by Fitness-Gram como un programa integral de educación para la salud relacionada con la salud, aplicado antes y después de la realización de dos programas. Basado en el protocolo de diseño del estudio y estadística aplicada. Nuestros resultados confirmaron que el aula de descansos activos se propuso como una estrategia óptima para reducir el tiempo de sesión y promover las pautas de actividad física escolar de 30 minutos / día. Sus comparaciones con recomendar 60 minutos al día. Admitió el uso de ABC-PA-2min por cada 20 min en comparación con ABC-PA-5min por cada 2h. Admita en este estudio como una intervención más adecuada capaz de reducir la inactividad y alcanzar el objetivo de 60 minutos diarios entre los niños de primaria de Argelia.

Classroom-based physical activity breaks are suggested to positively impact children's attention during their school day. Frequency and time implications are important as decisive factors in structuring primary school active break programs. The purpose of the study was to research the influence of frequency and time implications on efficacy of primary school active break programs. Materials and methods. This academic survey was admitted as the first Algerian pilot research among primary schools. Its appointment aims are to test the effect of frequency and time implications as decisive factors in structuring primary school active break programs. 4 teachers and 5-grade class levels took part in the study. A total of 180 children (100 girls and 80 boys), 45 in each class were involved in the study. The average age of the participants was 10.4±0.61 years old. All participants provided their written consent to attend the study. The ethics committee of Physical Education Institute, University of Abdel Hamid Ibn Badis Mostaganem had also given its approval. All children were divided in four groups. Group 1 (20 boys and 25 girls) had 2 minutes of exercise every 20 minutes of siting. Group 2 (19 boys and 26 girls) had 6 minutes of exercise for every 1-hour of sitting. Group 3 (19 boys and 26 girls) had 9-minute traditional Active Breaks Classroom-Based Physical Activity program integrated within regular day school break periods. Group 4 was a control one with no Active Breaks Classroom-Based Physical Activity program. All teachers, who voluntarily accepted to be engaged in this experience, were asked to apply the video-based physical activity appropriate for their students according to the model and content (time-frequency) and they encouraged their students to replicate their daily base-physical-activity as proposed. Push, pull, squat, standing chair single-leg balance, flexibility, self-myofascial release and static stretching were used as a complimentary physical activity program. Results and discussion. This study focuses on three frequencies and time implications of proposed Active Break Physical Classroom Routine. The test confirmed the benefits of active breaks program in groups. The higher scores than in the control group were recorded in the post-tests. This study explains it by the complementary time practised by experimental groups according to Active Breaks Classroom-Based Physical Activity program. Clear significant inverse correlations were established between the active-standing time involved and classroom inactive time chair sitting. Conclusion. The results of the study confirmed that it is more useful to use the short break program no longer than 5 minutes, frequently repeated with 2 minutes, after every 20 minutes of prolonged static setting. It has to be used as the prominent strategy for structuring the feasible and potential efficacy of primary school Active Break Program. This model is able to decrease sedentary time and increase daily energy expenditure