Ana Maria Vulpe

Background: Research examining performance, biomechanics, workload, injury, and health in Para sport is heterogeneous and is particularly focused on wheelchair-based sports. This systematic review synthesized quantitative evidence focused predominantly on wheelchair basketball, wheelchair rugby, and wheelchair tennis, with additional evidence from Para-cycling, mixed wheelchair-sport populations, and broader Paralympic cohorts. Methods: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidance and predefined eligibility criteria, PubMed/MEDLINE, Scopus, Web of Science Core Collection, and Google Scholar were searched without publication-date restrictions. Owing to substantial heterogeneity in study designs, populations, sports, measurements, and outcomes, findings were synthesized narratively. Risk of bias was evaluated using design-specific appraisal tools. Results: Twenty-two quantitative studies were included. Evidence was focused on wheelchair basketball, wheelchair rugby, and wheelchair tennis, with additional evidence from Para-cycling, mixed wheelchair-sport populations, and broader Paralympic cohorts. Findings indicated associations among trunk function, functional classification, wheelchair mobility, upper-body function, propulsion characteristics, workload responses, and sport-specific performance. In one small study involving 10 wheelchair tennis athletes, medicine-ball throw performance was strongly correlated with serve accuracy (r = 0.874); this finding should not be generalized beyond that study. Prospective surveillance studies also identified meaningful injury and illness burdens across Para athlete populations. Conclusions: Available evidence suggests that performance and health in the represented Para sport populations are influenced by interacting functional, biomechanical, workload, and health-related factors. However, the evidence base is limited by small samples, heterogeneous methods, and a predominance of observational designs. Individualized assessment, workload monitoring, and health surveillance therefore represent provisional practice considerations rather than established best-practice recommendations.

Understanding the long-term effectiveness of warm-up strategies is essential for enhancing neuromuscular performance in youth soccer players. This study examined the long-term effects of integrating squat exercises into the final phase of the warm-up over nine weeks on sprint, jump, change-of-direction (COD), and aerobic performance in youth soccer players. Twenty-four male U17 players were randomly assigned to either a squat-based warm-up (experimental group [EG]) or a rondo-based warm-up (control group [CG]). The EG trained twice weekly using 3–4 sets of 4–12 repetitions at progressively increasing intensities (50–85% of 1-RM). Performance was assessed pre- and post-intervention using 10 and 30 m sprint, squat jump (SJ), countermovement (CMJ), standing long jump (SLJ), 5-jump (5JT), T-half (COD), and VAMEVAL tests. The EG showed small to large significant gains in sprint (10 m: −2.21%, Cohen’s d [d] = 1; 30 m: −1.6%, d = 0.58), jumping (SJ: +9.29%, d = 1.23; CMJ: +12.08%, d = 1.83; SLJ: +7.14%, d = 0.8; 5JT: +2.33%, d = 0.32), and COD (−1.41%, d = 0.32), while aerobic endurance showed no significant change (p > 0.05). The CG showed no significant improvements (p > 0.05). Overall, integrating brief, progressive squat exercises at the end of warm-ups twice weekly led to chronic improvements in explosive neuromuscular performance, with minimal impact on aerobic endurance.

This study investigated how adding squat exercises to the end of warm-ups affects sprinting, jumping, agility, and aerobic fitness in youth soccer players. Twenty-four male U17 players were split into two groups: one performed squats (experimental) and the other did rondo drills (control) for nine weeks. The squat group trained twice a week, doing 3–4 sets of 4–12 reps at increasing intensity (50–85% of 1-RM). After the intervention, the squat group showed significant gains in sprint speed (10 m: –3.8%; 30 m: –2.7%), jumping power (SJ: +6.8%; CMJ: +7.2%; SLJ: +3.8%; 5JT: +3.6%), and agility (–2.8%), while aerobic capacity changed little (+3.4%). The control group showed no improvement. Overall, integrating brief, progressive squat exercises at the end of warm-ups twice weekly led to clear improvements in explosive and agility performance, with minimal effect on endurance.

Background: Early childhood is crucial for motor and cognitive development, with physical activity playing a key role. Mini-trampoline exercises may offer an effective approach to enhance these domains. Methods: This study assessed the effects of a mini-trampoline program on executive functions and motor skills in Tunisian preschoolers. Fifty-four children (age 3.87 ± 0.47 years) participated in a 12-week intervention, divided into a control group (n = 27), following standard activities, and an experimental group (n = 27), engaging in mini-trampoline exercises. Pre- and post-tests measured motor skills like postural steadiness, balance, and coordination, as well as cognitive functions, including working memory (WM) and inhibition. Results: Significant improvements were observed in the experimental group for functional mobility, postural steadiness, lower body strength, and inhibition (p < 0.001), whereas the control group showed minimal changes. ANOVA revealed no significant group × time effects, except for a trend in postural steadiness (p = 0.062), suggesting a potential benefit of the intervention. Conclusions: These findings highlight the potential of mini-trampoline exercises to enhance motor skills and specific executive functions in preschoolers, supporting their overall development.

Background: Early childhood is crucial for motor and cognitive development, with physical activity playing a key role. Mini-trampoline exercises may offer an effective approach to enhance these domains. Methods: This study assessed the effects of a mini-trampoline program on executive functions, such as attention and inhibitory control, and motor skills, including balance and coordination, in Tunisian preschoolers. Fifty-four children (Age 3.87 ± 0.47 years) participated in a 12-week intervention, divided into a control group (n = 27), following standard activities, and an experimental group (n = 27), engaging in mini-trampoline exercises. Pre- and post-tests measured motor skills like postural steadiness, balance, and coordination, as well as cognitive functions, including working memory and inhibition. Results: Significant improvements were observed in the experimental group for functional mobility, postural steadiness, lower body strength, and inhibition (p < 0.001), whereas the control group showed minimal changes. ANOVA revealed no significant group × time effects, except for a trend in postural steadiness (p = 0.062), suggesting a potential benefit of the intervention. Conclusions: These findings highlight the potential of mini-trampoline exercises to enhance motor skills and specific executive functions in preschoolers, supporting their overall development.

This systematic review investigates the integration of artificial intelligence (AI) and information and communication technologies (ICT) in physical education across all educational levels. Physical education is uniquely centered on motor skill development, physical activity engagement, and health promotion—outcomes that require tailored technological approaches. Through the analysis of recent empirical studies, the main areas where digital technologies contribute to pedagogical innovation are highlighted—such as personalized learning, real-time feedback, student motivation, and educational inclusion. The findings show that AI-assisted tools facilitate differentiated instruction and self-regulated learning by adapting to students’ individual performance levels. Technologies such as wearables and augmented reality (AR)/virtual reality (VR) systems increase engagement and support the participation of students with special educational needs. Furthermore, AI contributes to more efficient and objective assessment of motor performance, coordination, and movement quality. However, significant structural and ethical challenges persist, such as unequal access to digital infrastructure, lack of teacher training, and concerns related to personal data protection. Teachers’ perceptions reflect both openness to the educational potential of AI and caution regarding its practical implementation. The review concludes that AI and ICT can substantially transform physical education, provided that coherent policies, clear ethical frameworks, and investments in teachers’ professional development are in place.

Background: It is well established that healthy lifestyle behaviors have significant effects not only on physical health but also on psychological well-being; however, the underlying mechanisms of these effects have yet to be fully elucidated. In this context, the aim of this study is to examine the relationships between a sustainable healthy lifestyle and levels of depression, stress, and anxiety, and to test the mediating role of physical literacy in these associations. Methods: This cross-sectional study was conducted among university students in Malatya, Türkiye, and a total of 652 voluntary participants were included. In the theoretical model of the study, a sustainable healthy lifestyle was positioned as the independent variable, depression, stress, and anxiety as dependent variables, and physical literacy as the mediating variable. Data were analyzed using structural equation modeling with bootstrapping to assess mediation effects. Results: Results obtained from the structural equation modeling indicate that a sustainable healthy lifestyle has significant and protective relationships with psychological well-being. Negative and significant relationships were identified between a sustainable healthy lifestyle and levels of depression, stress, and anxiety. Furthermore, higher levels of physical literacy were associated with lower levels of these psychological symptoms, with physical literacy playing a strong mediating role in these relationships. The model results revealed that lifestyle components such as regular physical activity, balanced nutrition, and sufficient sleep enhance individuals’ physical competence and awareness. Physical literacy was also found to have a significant negative relationship with depression, stress, and anxiety. Conclusions: These results indicate that physical literacy is a key variable not only for physical functioning but also for psychological resilience and well-being. Moreover, the impact of a sustainable healthy lifestyle on psychological symptoms appears to be largely mediated through physical literacy.

Background: It is well established that healthy lifestyle behaviors have significant effects not only on physical health but also on psychological well-being; however, the underlying mechanisms of these effects have yet to be fully elucidated. In this context, the aim of this study is to examine the relationships between a sustainable healthy lifestyle and levels of depression, stress, and anxiety, and to test the mediating role of physical literacy in these associations. (2) Methods: A total of 652 voluntary participants were included in this study, which was conducted within the framework of a relational survey design. In the theoretical model of the study, a sustainable healthy lifestyle was positioned as the independent variable, depression, stress, and anxiety as dependent variables, and physical literacy as the mediating variable. (3) Results: Results obtained from the structural equation modeling indicate that a sustainable healthy lifestyle has significant and protective effects on psychological well-being. Negative and significant relationships were identified between a sustainable healthy lifestyle and levels of depression, stress, and anxiety. Furthermore, higher levels of physical literacy were associated with lower levels of these psychological symptoms, with physical literacy playing a strong mediating role in these relationships. The model results revealed that lifestyle components such as regular physical activity, balanced nutrition, and sufficient sleep enhance individuals’ physical competence and awareness. Physical literacy was also found to have significant direct negative effects on depression, stress, and anxiety. (4) Conclusions: These results indicate that physical literacy is a key variable not only for physical functioning but also for psychological resilience and well-being. Moreover, the impact of a sustainable healthy lifestyle on psychological symptoms appears to be largely mediated through physical literacy.

(1) Background: This study aimed to examine whether an experimental acrobatics curriculum, conducted three times a week, could lead to greater improvements in specific components of motor fitness—coordination, balance, agility, and speed—compared to the standard physical education program; (2) Methods: The research was conducted over a 16-week period and included 50 seventh-grade students, divided into an experimental group (EG, n = 25) and a control group (CG, n = 25). The experimental group participated in a program of acrobatics and skipping twice a week, while the control group followed the standard physical education curriculum. Motor skills tests were administered before and after the intervention using standardized methods; (3) Results: Results from the ANCOVA analysis showed significant improvements in flexibility, coordination, balance, and agility in the experimental group, with large effect sizes, confirming the effectiveness of the acrobatics and skipping program. However, the impact on speed was variable, indicating the need for specific exercises to improve this ability; (4) Conclusions: The findings are consistent with previous research, highlighting the superiority of specialized acrobatic exercises in enhancing overall motor performance in adolescents. Further research is needed to optimize acrobatics and skipping programs for maximum benefits in the development of motor skills and physical education.

(1) Background: This study aimed to examine the differences in the kinetic energy of the body’s center of mass between successful and unsuccessful attempts at transitioning from a basket to a handstand on the parallel bars. Special attention was given to the analysis of kinetic energy as a key factor in the efficient execution of this complex element. (2) Methods: The sample consisted of 10 successful and 10 unsuccessful attempts performed by an elite gymnast (a multiple-medalist in World and European Championships). All attempts and kinematic data were recorded and analyzed using high-frequency cameras (300 Hz) and the Ariel Performance 3D video system, respectively. Successful and unsuccessful performances were compared using a paired-sample t-test. (3) Results: Significant differences in kinetic energy were observed in the first part of the anti-gravitational phase of movement between successful and unsuccessful attempts. Successful attempts demonstrated a more favorable position at the beginning of this phase, allowing better utilization of accumulated kinetic energy—a higher position of the feet and hips, and a smaller shoulder joint angle at the moment the shoulder passed through the lower vertical. (4) Conclusions: Successful attempts in gymnastics are characterized by better biomechanical optimization and efficient kinetic energy use, achieved through an earlier entry into the second phase of movement with optimal body positioning, leading to greater peripheral and angular velocities crucial for performance.