Erica Gobbi

The influence of biological maturity status on talent identification and development in youth soccer has been debated extensively. Alternative methods have thus recently emerged to estimate maturity status, such as the Pubertal Development Scale (PDS), but their relationship with physical capabilities of young soccer players still needs to be determined. The present study investigated the relationships of different PDS-derived pubertal status measures, chronological age, and relative age with selected performance variables in youth soccer. Sixty-one male soccer players were assessed for physical capabilities using field tests for sprinting, vertical jumps (countermovement jump, CMJ), intermittent high-intensity endurance, and repeated sprint ability. Chronological age was defined as the number of days since birth, and relative age was defined in terms of age quarters. PDS-derived measures of puberal status, otherwise, were determined as an average PDS score, a PDS category score, and a pubertal category. Chronological age, relative age, and measures of pubertal status were scarcely related (p > 0.05) to selected measures of soccer performance. Significant correlations were only found between different measures of pubertal status and the variable "work" in the CMJ test (range r = 0.33–0.36; p < 0.01) and between chronological age and CMJ height (r = −0.297; p = 0.02). The present results suggest that physical performance of young soccer players is poorly related to chronological age, relative age, and pubertal status. Potential effects of biological maturity status on physical capabilities may not be easily identifiable in a group of young soccer players narrowed in terms of chronological age and training status.

Epidemiological data show that people are living longer. This change carries opportunities for people but also the increased need of residential care facilities (RCFs) for older adults who require care that cannot be taken at home. The entry in RCFs is a delicate moment, in which maintaining autonomy is essential, along with promoting physical and mental health. The aim of this work was to evaluate the perceived quality of life (QoL)-related variables in RCFs residents at the baseline and after a 6-week physical activity (PA) intervention, to explore its possible role in improving the older adults’ perceived QoL. Overall, 108 residents belonging to seven Italian RCFs were enrolled. The Short-Form 12 (SF-12) questionnaire was used to assess the Physical Component Score (PCS) and Mental Component Score (MCS). To evaluate the residents’ attendance at PA, questions about weekly frequency of PA performed were included, analyzing data also considering the presence of a kinesiologist as a member of the RCF team. After baseline assessments, a 6-week PA intervention conducted by a kinesiologist was implemented in 2 RCFs and then the same variables considered at the baseline were reevaluated. As expected, the residents’ PCS resulted inversely related to their age. The individual PA attendance and the MCS were greater in older adults living in RCFs where a kinesiologist was present. Moreover, the higher adherence at individual and group PA was related to higher MCS only. After the 6-week PA intervention, a greater RCFs residents’ attendance at individual PA and a high frequency in group activities were shown. Furthermore, the program improved both MCS and PCS of the participants. Data suggest the strong impact of PA, structured by an expert, in increasing the health-related variables in RCFs’ older residents, especially the mental sphere of the perceived QoL. These beneficial effects were shown particularly with the twice-a-week program.

Lower economic status (ES) is associated with a less adaptive experience of school and physical activity. However, empirical evidence supporting the detrimental association of lower ES on the affective and motivational experience in Physical Education (PE) remains scarce. Using a large sample (n = 10392) of adolescents from six countries (i.e., Greece, Spain, Italy, Portugal, England, Turkey), this cross-sectional study tested whether students’ ES was associated with the satisfaction of their basic psychological needs in PE, and in turn with motivational and affective outcomes in PE and their out-of-school physical activity intention. We further explored whether gender moderated the abovementioned relationship. Multigroup structural equation modelling showed that, in five of six countries (i.e., Greece, Spain, Italy, Portugal, England), a lower ES was associated with lower basic needs satisfaction (β = .10, p < .001), which in turn was associated with lower enjoyment (β = .75, p < .001), lower autonomous motivation (β = .83, p < .001), and weaker out-of-school physical activity intention (β = .36, p < .001), higher displeasure (β = -.51, p < .001), higher controlled motivation (β = -19, p < .001) and stronger amotivation in PE (β = -.28, p < .001). Exploratory analyses suggested that the relationship between lower ES and the less adaptative outcomes was amplified among girls. At the crossroad between psychology and sociology, this study provides new insights into how family lower ES and gender might interact to predict less adaptative motivational and affective experiences and outcomes in PE.

Numerous athletes compete at a high level without consuming animal products; although a well-planned vegan diet might be appropriate for all stages of the life cycle, a few elements need to be addressed to build a balanced plant-based diet for an athlete, particularly in bodybuilding, in which muscle growth should be maximised, as athletes are judged on their aesthetics. In this observational study, nutritional intakes were compared in a cohort of natural omnivorous and vegan bodybuilders, during two different phases of preparation. To this end, 18 male and female bodybuilders (8 vegans and 10 omnivores) completed a food diary for 5 days during the bulking and cutting phases of their preparation. A mixed-model analysis was used to compare macro- and micronutrient intakes between the groups in the two phases. Both vegans and omnivores behaved similarly regarding energy, carbohydrate, and fat intakes, but vegans decreased their protein intake during the cutting phase. Our results suggest that vegan bodybuilders may find difficulties in reaching protein needs while undergoing a caloric deficit, and they might benefit from nutritional professionals’ assistance to bridge the gap between the assumed proteins and those needed to maintain muscle mass through better nutrition and supplementation planning.

Background: Workplace exercise interventions showed good results, but lack of time was often reported as a barrier to participation. To overcome this problem, several studies attempted to implement short high-intensity interval training (HIT) within the workplace. Objectives: The aim of this systematic review is to explore the feasibility and effectiveness of HIT interventions within the workplace setting. Data sources: A systematic literature search was conducted in PubMed and SPORTDiscus to identify articles related to HIT within the workplace. Study eligibility criteria: Only interventions that consisted of HIT programmes within the workplace and tested at least one physiological, psychological, or work-related outcome were included. Results: Seven studies (317 participants) met the inclusion criteria. HIT interventions lasted 6–12 weeks, with a frequency of 2–4 sessions/week and a duration of 8–30 min per session. Feasibility was qualitatively investigated in four studies, with key positive aspects reported for HIT time-appeal, the sense of competence driven by individual intensity, and improved intention to exercise; five studies reported adherence rates > 80%. Small-to-large effect sizes were reported for improvements in cardiorespiratory and muscular fitness. Small-to-medium effect sizes were reported for blood parameters and health-related quality of life. Conclusions: HIT interventions in the workplace showed limited effectiveness in improving health-related outcomes, while promising results regarding feasibility were reported, mainly due to the time-efficiency and the positive post-exercise psychosocial responses. However, further high-quality studies involving more participants are still needed to make firm conclusions on HIT effectiveness and feasibility compared to other types of exercise in this context.

Most adolescents in industrialized countries are physically inactive and effective actions to counteract this situation are required. School physical education (PE) can promote students’ active lifestyle. The paper presents the protocol of the “Physical education for moving” (PE4MOVE) project, based on an Internet-supported professional training program offered to PE teachers in a region of central Italy. Secondary school PE teachers and their students are randomly allocated to either an intervention group or a wait-list control group. Teachers participate in a continuing professional development training (CPDt) designed to increase knowledge and competences regarding students’ physical activity (PA) promotion. The CPDt, developed according to recent recommendations, consists of a mixed-modality preliminary session on fitness testing, and webinars and online workshops on theory-driven strategies. Teachers are then required to apply contents during their PE classes. Teachers’ variables related to PA promotion, as well students’ approach to PA, PA levels and physical fitness are recorded at pre- and post-trial times. Upon its completion, the project may contribute to the field by providing evidence for the effectiveness of Internet-supported teachers’ training programmes, for the transferability of students’ motivation from PE to out-of-school settings, and for the relationship between teachers and students’ motivation.

Background: The COVID‐19‐related restrictions hampered habitual physical activity (PA), particularly affecting the more vulnerable, such as people with Down syndrome (DS). The study aimed to investigate changes in PA, sedentary behaviour (SB) and screen time (ST) of youths with DS, before, during and after the restrictions, also in relation to parental PA levels.Methods: A cross‐sectional design with a retrospective assessment of variables for the before and during restrictions periods was adopted. Parents of youths with DS completed an online questionnaire. Sociodemographic aspects, weekly PA levels and youths' daily SB and ST were investigated, referring to three time‐points: before the pandemic, during the restrictions and the restrictions‐easing phase.Results: A total of 57 parents voluntarily participated in the study, proxy‐reporting on their child (male = 41, female = 16, age = 21.4 ± 7.7 years). A repeated measures multivariate analysis of variance showed negative effects of restrictions (P < 0.05) on PA levels, SB and ST, independently from sociodemographic characteristics. In the restrictions‐easing phase, PA levels did not return to before the pandemic values (P < 0.05). A positive correlation between parents and their child's PA was detected before the pandemic (r = 0.38; P < 0.01), no longer reported in the restrictions‐easing phase.Conclusions: The findings showed the negative impact of restrictions on youths with DS lifestyle. Moreover, the importance of addressing the needs of the disabled community including the whole family is highlighted.

This study aimed to evaluate whether primary school classroom teachers reported changes in physical education teaching self-efficacy (SE-PE) and work engagement (WE) during the first COVID-19 wave. A total of 622 classroom teachers filled in an online questionnaire on SE-PE and WE, referring to before and during the lockdown, and on perceived digital competence. While controlling for perceived digital competence, a mixed between-within Repeated Measures Multivariate Analysis of Covariance (RM-MANCOVA) was performed, using a factorial design with two time categories (before vs. during the lockdown) and three age categories (≤40 vs. 41–50 vs. ≥51 years). The RM-MANCOVA revealed that perceived digital competence significantly adjusted teachers’ SE-PE and WE values (p < 0.001). The analysis yielded a significant multivariate main effect by time (p < 0.001) and by time × age categories (p = 0.001). Follow-up univariate ANCOVA showed significant differences by time in teachers’ SE-PE (p < 0.001) and WE (p < 0.001), with a reduction in both values from before to during the lockdown. A Bonferroni post hoc pairwise comparison showed teachers’ SE-PE significantly decreased in all age categories (p < 0.001). The present findings confirm the importance of promoting SE-PE among primary school teachers, regardless of the crisis due to the COVID-19 pandemic. Teachers’ self-efficacy and WE are essential to master the challenges of PE teaching.

This study aimed to evaluate whether primary school classroom teachers reported changes in physical education teaching self-efficacy (SE-PE) and work engagement (WE) during the first COVID-19 wave. Six-hundred-twenty-two classroom teachers filled in an online questionnaire on SE-PE and WE, referring to before and during the lockdown, and on perceived digital competence. While controlling for perceived digital competence, a mixed between-within Repeated Measures Multivariate Analysis of Covariance (RM-MANCOVA) was performed, with a two-time (before vs. during the lockdown) and three age-categories (≤40 vs. 41-50 vs. ≥51 years) factorial design. The RM-MANCOVA revealed that perceived digital competence significantly adjusted teachers’ SE-PE and WE values (p<0.001). The analysis yielded a significant multivariate main effect by time (p< 0.001) and by time × age-categories (p=0.001). Follow-up univariate ANCOVA showed significant differences by time in teachers’ SE-PE (p<0.001) and WE (p < 0.001), with a reduction of both values from before to during the lockdown. A Bonferroni post hoc pairwise comparisons showed teachers’ SE-PE significantly decreased in all age categories (p<0.001). The present findings confirm the importance of promoting SE-PE among primary school teachers, regardless of the crisis due to the COVID-19 pandemic. Teachers’ self-efficacy and WE are essential to master the challenges of PE teaching.