Bartolomé Jesús Almagro

Hacer ejercicio no solo fortalece el cuerpo, también puede mejorar el bienestar emocional. Pero no toda actividad física produce los mismos beneficios: la manera en que vivimos la experiencia deportiva resulta clave para nuestra salud mental.

Barrera-Domínguez, FJ, Paul A. Jones, Almagro, BJ, and Molina-López, J. Force orientation on changes of direction: A kinetic comparison of the penultimate, final, and acceleration steps during a modified 505 test. J Strength Cond Res XX(X): 000–000, 2026—The knowledge of the mechanical variables in the different phases of change of direction (COD) actions would provide useful data for improving the performance of multidirectional movements. The purpose of this study was to investigate the relationships between different mechanical characteristics and ground reaction force (GRF) orientations of the COD during penultimate (PFC), final (FFC), and first accelerating foot contact (AFC) with both performance and efficiency of COD. Twenty-five multidirectional male athletes (age, 23.5 ± 3.27 years; body height, 178 ± 9.76 cm; body mass, 79.4 ± 14.7 kg) performed 6 modified-505 trials, and GRFs were collected across the PFC, FFC, and AFC during the COD. Players were categorized as “Low-Group” ( n = 13) and “High-Group” ( n = 12) based on performance and efficiency in COD. Faster and more efficient performers demonstrated significantly lower vertical impact forces (VIF) in PFC ( R ² ≥ 0.16; p ≤ 0.04), shorter ground contact times (GCT) in FFC ( R ² ≥ 0.15; p ≤ 0.04), and greater horizontal propulsive force (HPF) during AFC ( R ² ≥ 0.45; p < 0.01) than slower athletes. These findings suggest that different mechanical properties are required to produce faster and more efficient multidirectional speed performance. Training focused on developing the athletes' COD technique and stretching shorten cycle function to minimize VIF, shorten GCT, and increase HPF may be advantageous for turning performance.

The present study examined the effects of a teaching intervention aimed at enhancing the motivational climate with respect to the satisfaction of basic psychological needs, motivation, self-esteem, and the intention to engage in future physical activity among first-year students enrolled in the Advanced Vocational Training Programme in Physical Conditioning. A quasi-experimental design was adopted, involving a control group (n = 18) and an experimental group (n = 14), with pretest and posttest assessments. The four-week intervention incorporated specific strategies to foster autonomy, competence, relatedness, and novelty. The results revealed a statistically significant difference in favour of the experimental group for the variable intention to be physically active. No significant differences were observed in the remaining variables, although positive trends emerged in the experimental group, particularly in perceived novelty and certain aspects of motivation. These findings support the educational potential of systematically applying motivational strategies grounded in Self-Determination Theory (SDT) and suggest that extending the duration and scope of such interventions may be necessary to fully evaluate their impact.

El objetivo del estudio fue examinar los efectos del cambio en el clima interpersonal motivacional del docente de Educación Física (EF) sobre el alumnado en las diferentes variables motivacionales. Para ello, se empleó un diseño cuasi-experimental con medidas pretest y postest, donde se analizaron diferentes variables motivacionales en 64 alumnos y alumnas (M edad = 12.14; DT = .393) divididos en un grupo control (n = 19) y un grupo experimental (n = 45). Los resultados mostraron que, tras la intervención docente, hubo mejoras significativas tanto en el estilo de liderazgo del profesorado, como en el apoyo de las necesidades psicológicas básicas en el grupo experimental. Por otro lado, tanto la satisfacción de las necesidades psicológicas básicas, las motivaciones más autodeterminadas como la intención de ser físicamente activo mejoraron significativamente. En definitiva, la intervención sobre el estilo interpersonal del docente de EF produjo mejoras en diferentes variables motivacionales de su alumnado. A pesar de ello, es necesario realizar más estudios para determinar qué estrategias didácticas son más efectivas para mejorar la motivación del alumnado durante las clases de EF.

Barrera-Domínguez, FJ, Scott Talpey, Almagro, BJ, and Molina-López, J. Effect of individualized training based on change of direction deficit on speed performance in basketball players. J Strength Cond Res 40(4): 468–475, 2026—Linear and changes of direction (COD) speed are considered key performance determinants in basketball. The aim of this study was to analyze the effect of an individualized COD deficit-based training program on linear speed and COD efficiency, and performance in basketball players. In addition, the differences in linear speed and COD performance between 2 time periods (4 and 8 weeks) with this training were analyzed. Thirty-six male basketball players (age, 21.4 ± 3.23 years; height, 1.87 ± 0.07 m; body mass, 83.6 ± 7.83 kg) were divided into an intervention group (INT, n = 18), who performed an individualized COD deficit-based training, and a control group (CON, n = 18), who underwent a nonindividualized multidirectional repeated sprint training program. Both groups performed the intervention 2 days per week. Baseline, 4-week, and 8-week assessments included 10 meters linear speed and COD (5 + 5 meters at 45°, 90°, and 180° cut) tests. An improvement in multidirectional speed efficiency was observed from 4 weeks in the INT group (effect size [ES] ≥ 1.61, p < 0.01), with no change in the CON group. After 8 weeks, significant improvements were observed in the INT players' mean speed performance (mean difference [MD] −0.09, ES = 0.34, p < 0.01), with COD180° showing the greatest changes (MD ≤ –0.18, ES ≥ 0.44, p < 0.01). In conclusion, an individualized COD deficit-based training program improved speed performance after 8 weeks, with changes in multidirectional speed efficiency after first 4 weeks. Given basketball's unpredictable and multidirectional nature, strength and conditioning coaches should seek the optimal trade-off between the linear and multidirectional speed demands on their players.

Training individualisation is a key principle for maximising improvements in players’ performance, but there are still few approaches to individualisation of training in basketball players. The aims of this study were as follows: (I) to analyse the effects of two individualised training approaches on performance in male basketball players; (II) to compare the inter-individual differences in adaptations of these physical abilities; and (III) to assess differences in physical performance between two time periods of training intervention. Forty-five male basketball players (age, 22.3 ± 4.18 years; body height, 1.86 ± 0.15 m; body mass, 86.3 ± 7.85 kg) were divided into three groups: a vertical group (n = 15), who performed an individualised training programme based on a force–velocity profile; a horizontal group (n = 15), who underwent individualised intervention based on change of direction deficit; and a control group (n = 15). The assessments included jump and speed tests. Strength training was administered twice weekly for 8 weeks. Both intervention groups demonstrated large significant group x time interactions in jump (η_p² ≥ 0.24, p < 0.01) and speed (η_p² = 0.23, p < 0.01), with no significant changes in the control. The largest performance gains were achieved in the specific force orientation targeted by each intervention. These findings suggest that addressing the individual needs of each player and the specificity of the physical ability are key considerations for training programming in basketball players.

Actualmente, adquiere bastante importancia adoptar un estilo de vida activo y saludable en la población en general y en edad escolar en particular. Por tanto, el objetivo principal de la investigación fue analizar la relación entre diferentes variables psicológicas, la autopercepción de la condición física y la intención de ser físicamente activos en una muestra de 162 estudiantes de Educación Primaria. Los análisis mostraron que el apoyo y satisfacción de las necesidades psicológicas básicas, las formas más autodeterminadas de la motivación y una buena percepción de la condición física se relacionaron positivamente y predijeron la intención de ser físicamente activo en el alumnado. En definitiva, el estudio muestra la importancia que adquiere que el alumnado adopte conductas más autodeterminadas y tenga una buena percepción de su condición física en clases de Educación Física para que adopte un estilo de vida más activo.

Introduction: In the con-text of vocational training in physical-sports activi-ties, understanding the relationship between the satisfaction of basic psy-chological needs, motiva-tion and self-esteem of the student is key to designing pedagogical strategies that favour their integral devel-opment.Objective: To analyse gender differences in the satisfaction of basic psy-chological needs, motiva-tion types, and self-esteem, as well as examine how the satisfaction of these needs and different types of mo-tivation influence self-esteem.Methodology: The sample consisted of 388 students (300 men and 88 women; Mage = 18.92; SD = 2.31), enrolled in training pro-grams for Outdoor Activity Guide, Advanced Techni-cian in Physical Condition-ing, and Sports Teaching and Social Animation. The instruments used included the Basic Psychological Needs Satisfaction in Exer-cise Scale (BPNES), the Motivation in Education Scale (EME-E), and the Rosenberg Self-Esteem Scale (RSES).Result: Statistical analyses, conducted using Student’s t-tests and linear regres-sion, revealed that women scored significantly higher in intrinsic motivation and introjected regulation, whereas men exhibited higher levels of self-esteem and satisfaction of the need for relatedness. Compe-tence positively predicted self-esteem in both gen-ders. Additionally, external regulation negatively influ-enced self-esteem in males, while amotivation showed a negative effect in females.Conclusion: These findings highlight the necessity of implementing methodolog-ical strategies that foster satisfaction of Basic Psy-chological Needs (BPN) while considering gender differences and their im-pact on students' motiva-tion and self-esteem in vocational education and training.

There is extensive discourse surrounding the factors influencing performance in change of direction (COD) actions in basketball, given the wide range of tests and methods that exist in the scientific literature for assessing this ability. This study analysed and compared relationships between functional movement, jumping and linear speed performance using two distinct methods of measuring COD performance in female basketball players, while also distinguishing between cut-off angles. Fifty female semi-professional basketball players (age: 23.7 ± 3.81 years, body height: 175.5 ± 7.69 cm; body mass: 64.4 ± 7.88 kg) participated in the assessment, involving various performance and COD tests. COD tests were categorised for each method and angulation into “low performance” and “high performance” groups, facilitating a Bayesian comparative analysis. For the traditional method of measurement (execution time) vertical (ES ≥ 0.66; BF10 ≥ 3.50) and horizontal (ES ≥ 0.97; BF10 ≥ 44.4) variables exhibited significant differences between performance groups across all cutting angles, with faster players performing better in all tests. For the novel approach (COD Deficit) differences between performance groups were only found for horizontal variables, while these differences disappeared for vertical variables. These findings suggest the need for caution when considering the determinants of COD performance, as these relationships are directly dependent on the COD method used. Therefore, female basketball coaches are encouraged to adopt the COD Deficit for assessing this ability, as it isolates COD from other abilities.

The present study aimed to explore the validity and inter‐device reliability of a novel artificial intelligence app (Asstrapp) for real‐time measurement of the traditional (tra505) and modified‐505 (mod505) change of direction (COD) tests. Twenty‐five male Sports Science students (age, 23.5 ± 3.27 years; body height, 178 ± 9.76 cm; body mass, 79.4 ± 14.7 kg) completed 12 trials each, consisting of six tra505 and six mod505 trials. Completion times were simultaneously recorded via single‐beam electronic timing gates (ETG) and two different iPhones (APP1 and APP2). In total 300 trials were collected across the two tests, using all three devices, to establish the reliability and validity of the app. The coefficient of variation indicated a similar level of dispersion between the ETG (≤ 2.73%), APP1 (≤ 2.39%) and APP2 (≤ 2.52%). Intraclass correlation coefficients (ICC) revealed excellent reliability among the three timing devices (ICC ≥ 0.99) and Asstrapp relative reliability was excellent for both APP1 (ICC ≥ 0.91) and APP2 (ICC ≥ 0.91). There was a practically perfect correlation and agreement between ETG and Asstrapp (APP1: r = 0.97; APP2: r = 0.97) for both COD tests. However, small but significant differences were found between smartphones and ETG for tra505 (ES ≤ 0.33; p < 0.05). Collectively, these findings support the use of Asstrapp for real‐time assessment of both 505 COD tests.