Development of Norms for Cardiovascular Endurance Test for Youth Aged 18–25 Years

Bagchi, Amritashish; Nimkar, Nayana; Yeravdekar, Rajiv

doi:10.5958/0976-5506.2019.01804.7

Cited by 2 publications

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“…When participants failed to reach the cone in time, the test was ended for them. The highest level reached was taken as the result of this test [ 48 ].…”

Section: Methodsmentioning

confidence: 99%

Adolescents with Higher Cognitive and Affective Domains of Physical Literacy Possess Better Physical Fitness: The Importance of Developing the Concept of Physical Literacy in High Schools

et al. 2022

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Physical literacy (PL) is thought to facilitate engagement in physical activity, which could lead to better physical fitness (PF). The aim of this study was to examine the reliability of the Croatian version of two frequently applied PL questionnaires that evaluate knowledge and understanding, perceived competence, environment, and value for literacy, numeracy, and PL and validity regarding correlation with objectively evaluated PF in adolescents. Five hundred forty-four high school students (403 females, 141 males) from Croatia were tested on PF (standing long jump, sit-ups for 30 s, sit-and-reach test, multilevel endurance test) and two PL questionnaires. The reliability of the Croatian version of the Canadian Assessment of Physical Literacy knowledge and understanding (CAPL-2-KU) and PLAYself was good (α = 0.71–0.81 for PLAYself subscales, κ = 0.39–0.69 for CAPL-2-KU). Genders differed in the self-description dimension of PLAYself, with higher results in boys (Z = 3.72, p < 0.001). CAPL-2-KU and PLAYself total score were associated with PF in boys and girls, with PLAYself having stronger associations with PF. This research supports the idea of PL as an essential determinant for the development of PF, highlighting the necessity of the development of cognitive and affective domains of PL in physical education throughout a specifically tailored pedagogical process.

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“…When participants failed to reach the cone in time, the test was ended for them. The highest level reached was taken as the result of this test [ 48 ].…”

Section: Methodsmentioning

confidence: 99%

Adolescents with Higher Cognitive and Affective Domains of Physical Literacy Possess Better Physical Fitness: The Importance of Developing the Concept of Physical Literacy in High Schools

et al. 2022

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“…However, this was not our aim. We chose this test because it is easy to use, it assesses an individual’s ability to repeat performance intermittently over a long period, allowing it to be used by anyone regardless of training [ 38 , 58 , 59 , 60 , 61 ]. Moreover, the higher the fitness level, the lower the fatigue [ 62 ].…”

Section: Methodsmentioning

confidence: 99%

Cognitive Benefits of Exercise: Is There a Time-of-Day Effect?

et al. 2022

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It is well established that physical activity benefits cognition. Further, the time of day one engages in physical activity has been suggested to influence cognition. Here, we aimed to understand if there is a time-of-day effect (morning or afternoon) of physical activity on cognition, i.e., if exercising in the morning or afternoon might bring greater cognitive benefits. A total of 56 participants were allocated to one of two groups with the same baseline cognitive performance as well as fitness level (International Physical Activity Questionnaire—IPAQ): 27 to the morning intervention (M) group; and 29 to the afternoon intervention (A) group. In both groups, the participants engaged in an intermittent recovery test (Yo-yo), 4 times a week for 12 weeks. All participants were assessed with the d2 Test of Attention and the Borg scale of perceived exertion pre- and post- acute and chronic intervention. After the first bout of exercise and after 12 weeks, we observed cognitive improvements both in the M and A groups. Surprisingly, we do not find differences between the time of day regarding cognitive benefits. Our results do not support the existence of a time-of-day effect for the attentional cognitive benefits of exercise.

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Development of Norms for Cardiovascular Endurance Test for Youth Aged 18–25 Years

Cited by 2 publications

References 0 publications

Adolescents with Higher Cognitive and Affective Domains of Physical Literacy Possess Better Physical Fitness: The Importance of Developing the Concept of Physical Literacy in High Schools

Adolescents with Higher Cognitive and Affective Domains of Physical Literacy Possess Better Physical Fitness: The Importance of Developing the Concept of Physical Literacy in High Schools

Cognitive Benefits of Exercise: Is There a Time-of-Day Effect?

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