Internal and External Load Variations in Young Students: Comparisons between Small-Sided Games and Small-Sided Games Combined with Strength Training during Physical Education Classes

Sierra-Ríos, Juan Vicente; Clemente, Filipe Manuel; Teoldo, Israel; González-Víllora, Sixto

doi:10.3390/ijerph18041926

Cited by 3 publications

(3 citation statements)

References 31 publications

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“…In contrast to the present study (5 vs. 5 format), these authors referred to the 12 vs. 12 playing format as a full game. As such, the significant differences found could be due to the presence of more players, which reduced ball contact [25].…”

Section: Etl and Itl Variables According To The Game Situationmentioning

confidence: 99%

“…The aforementioned organizational and pedagogical elements also facilitate the teaching-learning process and the attainment of educational objectives. Some of these elements have been studied to discover the intensity levels (iTL-HR) of PE classes both in primary and secondary education, in the former to compare the HRs after the implementation of two teaching programs, each based on a different technical and tactical methodology and directed toward the teaching of basketball [22] and soccer [23], to contrast the HRs and the percentage of time that the students were recording MVPA values, taking into account the type of participation-consecutive (rows) and simultaneous (circuits)-after practicing different motor abilities like locomotion, jumps, shooting, and receiving [24], or to understand the effects of formative soccer programs based on Small-Sided Games (SSGs) and strength training compared with SSGs on the HR [25]. In secondary education, we also analyze the differences between the HR and the percentage of time the adolescents recorded MVPA values after playing in two situations or play formats-SSGs and large-sided games or full games [14]-or determine the time spent in MVPA values according to the sport discipline: individual sports, team sports, traditional games, and dances [12].…”

Section: Introductionmentioning

confidence: 99%

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Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity

et al. 2021

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The organization of the students and the time taken to execute the learning tasks determine the physical (external load) and physiological (internal load) demands the students support during physical education classes. The aim of this study was to determine which organizational and pedagogical elements used to design different learning tasks for soccer provoke greater external (Player Load (PL)) and internal (Heart Rate (HR)) load and thus help the students to fulfil the adequate physical activity recommendations (moderate to vigorous physical activity for ≥50% of class time). The organizational elements studied were (1) the participation type and (2) total task time, and the pedagogical element of (3) the game situation. A total of 40 students from the fifth year of primary education participated in the study distributed into two class groups. The basic analysis units were the data on physical activity recorded in each of the tasks carried out by the students during the practical sessions (1500 records), and they were recorded using WIMU ProTM inertial movement devices. A descriptive and inferential analysis was performed with the Mann–Whitney U and Kruskal–Wallis H statistical tests. The results recommend the following types of tasks with simultaneous participation: individual games, numerical inequality SSG, numerical equality SSG lasting less than 6 min, numerical equality SSG, and full games lasting between 6 and 10 min. This type of learning task makes the students move more (medium Player Load between 0.80 and 1.20) and at greater intensities (Heart Rate zone 4, between 161 and 181 bpm). Therefore, physical education teachers must take into account the pedagogical and organizational elements studied to make the sessions more intense and associated with health benefits.

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Section: Etl and Itl Variables According To The Game Situationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity

et al. 2021

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“…For the selection of dependent variables, we used those presented in the scientific literature on youth football players [ 42 , 43 , 44 , 45 , 46 , 47 ]. In this way, the variables of distance covered, distance in speed sections, number of accelerations and decelerations, maximum acceleration and deceleration speed, maximum speed, and player load were selected ( Table 2 ).…”

Section: Methodsmentioning

confidence: 99%

Effect of Rule Modifications on Kinematic Parameters Using Maturity Stage as a Moderating Variable in U-10 Football Players

García-Angulo,

Palao,

Giménez-Egido

et al. 2024

Sensors

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The aim of the present study was to analyse the effects of regulatory modifications in competitive situations on cinematic variables, considering maturity stage as a moderating factor, in youth football players. A quasi-experimental study was conducted in which 45 players with a mean age of 9.47 ± 0.54 participated. The independent variable analysed was the modification of rules (playing time, scoring, and specific rules). The dependent variables analysed were cinematic variables. These variables were recorded with WimuTM. The maturity stage was considered a moderating factor in this effect. The main results indicate that the modified competition reduced the total distance covered, maximum acceleration speed, and distance covered in acceleration and deceleration in different speed zones. In addition, the maturity stage was found to moderate the effect of the intervention on the total distance covered, distance covered by accelerating in zone 3, and distance covered by decelerating in zone 3. Thus, the proposed modification appeared to reduce the physical demand for competition. Furthermore, it reduced the differences between players with early maturational development and those with late maturational development.

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A Systematic Review Investigating the Effects of Implementing Game-Based Approaches in School-Based Physical Education Among Primary School Children

Jin

Jones

Smith

et al. 2023

Journal of Teaching in Physical Education

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Purpose: To evaluate the effectiveness of game-based approaches on game performance, fundamental movement skills, health-related indicators, and physical activity outcomes among children (5–12 years) when delivered in the primary physical education school setting. Method: A systematic search of six electronic databases without date limitation was conducted on June 11, 2021. Results: Among included studies (N = 17), positive outcomes were found for children’s game performance, fundamental movement skills, physical and mental health, and/or physical activity. Game-based approaches intervention success appears to be related to the contents of teacher training, especially the inclusion of a theory-based syllabus, mentoring, and reflection sessions. Conclusions: The findings of this review confirm that hybrid sport education-invasion games interventions delivered in primary schools are beneficial for improving a range of student outcomes. To improve physical self-perception, intrinsic motivation, well-being, physiological, and potential psychological outcomes for children, it is necessary to explore more game-based approaches’ longitudinal and intervention research with high quality.

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Internal and External Load Variations in Young Students: Comparisons between Small-Sided Games and Small-Sided Games Combined with Strength Training during Physical Education Classes

Cited by 3 publications

References 31 publications

Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity

Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity

Effect of Rule Modifications on Kinematic Parameters Using Maturity Stage as a Moderating Variable in U-10 Football Players

A Systematic Review Investigating the Effects of Implementing Game-Based Approaches in School-Based Physical Education Among Primary School Children

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