Relationship of physical performance to maturation in perimenarchal girls

Little, Neil G.; Day, James; Steinke, L.

doi:10.1002/(sici)1520-6300(1997)9:2<163::aid-ajhb2>3.3.co;2-5

Cited by 7 publications

(8 citation statements)

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“…In the present study, height was not selected to enter in the multilevel models in contrast to estimated FFM and FM ( • ▶ Table 4 ). In addition, upper body peak anaerobic power and mean anaerobic power did not consistently diff er among early-maturing, average-maturing and latematuring girls followed from 11 to 14 years of age [ 23 ] . However, when expressed per unit body mass, peak and mean power tended to be slightly greater in late-maturing girls from 11 to 13 years of age.…”

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confidence: 80%

Modelling Developmental Changes in Repeated-Sprint Ability by Chronological and Skeletal Ages in Young Soccer Players

et al. 2012

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This study investigated the influence of chronological (CA) and skeletal ages (SA), anthropometry, aerobic endurance and lower limb explosive strength on developmental changes in repeated-sprint ability (RSA) in soccer players aged 11-17 years. Participants were annually followed over 5 years, resulting in 366 measurements. Multilevel regression modelling analysed longitudinal data aligned by CA and SA (Model 1 and 2, respectively). After diagnosing for multicollinearity, it was possible to predict RSA with 2-level hierarchical models [Model 1 (CA as Level 2 predictor): Log-Likelihood=1,515.29, p<0.01; Model 2 (SA as Level 2 predictor): Log-Likelihood=1,513.89, p<0.01]. Estimating sum of sprints for young soccer players are given by equations: sum of sprints=84.47 - 1.82 × CA + 0.03 × CA2 - 0.05 × aerobic endurance - 0.10 × lower limb explosive strength -0.09 × fat-free mass + 0.13 × fat mass (Model 1); 73.58 - 0.43 × SA - 0.05 × aerobic endurance - 0.10 × lower limb explosive strength - 0.08 × fat-free mass - 0.45 × training experience + 0.13 × fat mass (Model 2). The models produced performance curves that may be used to estimate individual performance across adolescent years. Finally, the validity of each model was confirmed based on corresponding measurements taken on an independent cross-sectional sample.

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confidence: 80%

Modelling Developmental Changes in Repeated-Sprint Ability by Chronological and Skeletal Ages in Young Soccer Players

et al. 2012

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“…Because there is evidence that flexibility does not normally increase with age [ 49 ], the four times greater increase of this motor ability in the quasi-test group could be attributed to environmental factors, including the higher quality of lesson delivery by specialist PE teachers compared to generalist teachers. Although there is not much evidence on the effects of flexibility on children's health, this component of neuromotor fitness seems to lower the risks of injury [ 50 , 51 ] and in this way contributes to children's health status.…”

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confidence: 99%

Influence of the quality implementation of a physical education curriculum on the physical development and physical fitness of children

Starc

Strel

2012

BMC Public Health

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BackgroundThis study was constructed as a comparison group pre-test/post-test quasi-experiment to assess the effect of the implementation of the PE curriculum by specialist PE teachers on children's physical development and physical fitness.Methods146 classes from 66 Slovenian primary schools were assigned to quasi-test (71) and quasi-control (75) groups. Data from the SLOFIT database was used to compare the differences in physical fitness and development between groups of children whose PE lessons were delivered by specialist PE teachers from the second grade onwards (quasi-test, n = 950) or by generalist teachers in all first three grades (quasi-control, n = 994). The Linear Mixed Model was used to test the influence of specialist PE teachers' teaching.ResultsThe quasi-control group showed significantly lower improvement of physical fitness by -0.07 z-score units (95% CI -0.12 to 0.02) compared to the quasi-test group. A significant difference of -0.20 (-0.27 to -0.13) was observed in explosive strength, and of -0.15 (-0.23 to -0.08) in running speed, and in flexibility by -0.22 (-0.29 to -0.14). No significant differences in physical development were observed.ConclusionsSpecialist PE teachers were more successful than generalist teachers in achieving greater improvement of children's physical fitness, but no differences were observed in physical development of quasi-test and quasi-control group.

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“…The physical and functional characteristics associated with advanced maturation in males (e.g., greater gains in absolute and relative fat-free mass; larger physical size; superior speed, strength, power) and late maturation in females (e.g., smaller gains in absolute and relative fat mass, more linear physique, better performance in aerobic endurance tests) are more conducive to successful engagement in most forms of PA, in particular competitive sports (Baxter- Jones, Thompson, & Malina, 2002;Malina, 1988Malina, , 1996. Advanced maturation in males and, to a lesser extent, average-tolate maturation in females, affords an athletic advantage in tests of functional and motor performance (Lefevre et al, 1988;Little, Day, & Steinke, 1997). The advantages in males appears, however, to be limited to adolescence; as differences among contrasting maturity groups are largely non-existent and, on occasion, reversed in adulthood (Lefevre, Beunen, Steens, Claessens, & Renson, 1990).…”

Section: Maturation and Physical Activitymentioning

confidence: 99%

A biocultural model of maturity-associated variance in adolescent physical activity

Cumming

Sherar

Pindus

et al. 2012

International Review of Sport and Exercise Psychology

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A model for adolescent involvement in physical activity (PA) that incorporates individual differences in biological maturation is presented. The Biocultural Model of Maturity-Associated Variance in Physical Activity recognizes PA as a complex and multifaceted behavior that exists in multiple contexts (e.g., transport, vocation, sport, exercise & others) and can be viewed from multiple perspectives (e.g., energy expenditure, movement counts, performance outcomes & fitness). The model holds that biological maturation can exert both direct and indirect effects on PA during adolescence. Direct effects imply a direct and unmediated effect of individual differences in maturation on PA. Indirect effects imply influences of individual differences in maturation on PA that are mediated by psychological constructs (e.g., self-perceptions, beliefs) and/or are moderated by exogenous factors (e.g., social interaction, culture) associated with pubertal maturation.

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Relationship of physical performance to maturation in perimenarchal girls

Cited by 7 publications

References 0 publications

Modelling Developmental Changes in Repeated-Sprint Ability by Chronological and Skeletal Ages in Young Soccer Players

Modelling Developmental Changes in Repeated-Sprint Ability by Chronological and Skeletal Ages in Young Soccer Players

Influence of the quality implementation of a physical education curriculum on the physical development and physical fitness of children

A biocultural model of maturity-associated variance in adolescent physical activity

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