Differences in fitness and academic attainment between obese, and non obese school-age adolescent handball players:an explorative, cross-sectional study

This study investigated differences in physical fitness and academic attainment in obese and non-obese adolescent handball players. A total of 31 males (age: 15.5 ± 1.2 years; body mass: 77.8 ± 17.7 kg; height: 1.71 ± 0.10 m; body mass index (BMI): 26.8 ± 6.9 kg/m2; body fat: 26.4 ± 6.34%) from the Qatar handball first division participated and were divided into two body fat percentage (%BF) groups (i.e., obese or non-obese). Anthropometrics (height, mass, BMI, and %BF) and physical performance testing ability (T-half test for change-of-direction (COD); squat jump (SJ), countermovement jump (CMJ), and 10 and 15 m sprints; medicine ball throw (MBT), and aerobic capacity (Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1)) were determined. Academic attainment was determined through grade point averages (GPA). Non-obese participants had superior performances in mathematics (p < 0.001) and science (p = 0.013), agility T-half test (p = 0.001), CMJ (p < 0.001), and 15 m sprint (p = 0.019). Correlations were found between T-half test and mathematics (r = 0.500) and science (r = 0.484). To conclude, obese school-age handball players have poorer fitness and academic performances than normal body weight adolescents

Fitness, fatness, and academic attainment in male schoolchildren from a soccer academy

This investigation explored the association between anthropometric measures, fitness, and academic attainment (mathematics and science grade point average [GPA]) in male schoolchildren from a soccer academy. Thirty-one males (age: 10.3 ± 1.19 years; body mass: 41.7 ± 6.5 kg; height: 1.43 ± 0.07 m; body mass index (BMI): 20.2 ± 2.8 kg/m(2)) participated. Body mass, body fat percentage (%BF), and BMI were used as measures of anthropometry. The Yo-Yo Intermittent Recovery Test (level 1), squat and counter-movement jumps (SJ and CMJ), static balance, 10 and 15 m sprint, and a T-half test for change-of-direction (CoD) performance were used to measure fitness parameters. The GPA of mathematics and science determined academic attainment. All physical performance tests showed excellent relative reliability. ICC was between 0.87 (10 m sprint) and 1.00 (15 m sprint, CMJ). Regarding correlations between fatness and academic attainment, we found three correlations of practical value (r > 0.5), but only for mathematics (BMI: r = 0.540, subscapular skinfold: r = 0.589, body fat: r = 0.560). Mathematics was relevantly correlated with 15 m sprint (r = 0.574) and Yo-Yo IR1 test (r = 0.770). Only static balance (r = 0.428) did not reach the relevance criteria (r > 0.5). Science only showed large correlations with static balance (r = 0.620) and Yo-Yo IR1 test (r = 0.730). In conclusion, fatness and fitness are related to academic attainment in schoolchildren. In addition, except for static balance, all physical performance parameters were relevantly (r > 0.5) correlated with mathematics

Differences in body composition, static balance, field test performance, and academic achievement in 10-12-year-old soccer players

Introduction: This study aimed to compare 10–12-year-old Qatari male soccer players (n = 45) regarding different dimensions (anthropometric, academic and physical performance). Methods: Anthropometric parameters (body mass, fat percentage (%BF), body mass index (BMI)) academic achievement (mathematics and science grade point average [GPA]) and physical performance [Yo-Yo Intermittent Recovery Test (level 1), squat jumps (SJ), counter-movement jumps (CMJ), stork balance test, 10 and 15 m sprint tests, T-half test for change-of-direction (CoD) ability, hand-grip strength, medicine ball throw (MBT)] were measured. Schoolchild soccer players were divided into three groups: 12-year-old players (U12; n = 16), 11-year-old players (U11; n = 14), 10-year-old players (U10; n = 15). Results: Apart from mathematics, Yo-Yo IR1 and 10 m sprint, all performance parameters showed significant age effects. The largest age-related difference was observed for 15 m sprint (p < 0.001). Both adjacent age groups displayed significant differences for 15 sprint (U10 vs. U11: p = 0.015; U11 vs. U12: p = 0.023). Concerning academic performance, a significant age effect was found for science (p < 0.001). There was a main age effect on academic performance difference between U10 and U11 (p = 0.007). Academic parameters did not correlate with any physical performance parameter or anthropometric parameter. The strongest correlations were detected for body height and agility T-half test (r = −0.686) and medicine ball throw (r = 0.637). The biological maturity was strongly correlated with handgrip strength (r = −0.635). Discussion: Soccer coaches and physical education teachers can use these data as reference values for evaluation of school-aged soccer players, and for ascertaining specific training targets. Obviously, short sprinting ability and aerobic capacity are not functions of age and need a specific training for significant improvements

Physical education and gender differences in physical activity, sedentary behavior related to academic success of science-related courses for children in the State of Qatar

Background: This cross-sectional study examined gender differences in physical activity (PA), body mass index, sedentary behavior (SB), and academic performance (AP) in school-aged children in Qatar. Methods: Fifty-two schoolchildren (age: 11.9 ± 0.6 years) were assigned to gender-adjusted groups (female; n = 29). AP was calculated using the grade point averages (GPA) in Mathematics, Science, and Arabic. Additionally, the Short Form of the International Physical Activity Questionnaire (IPAQ) was utilized. Results: Four parameters (peak height velocity [PHV], science, Arabic, vigorous PA) showed relevant gender effects (p &lt; 0.05 and ηp2 &gt; 0.10). The largest gender effect was calculated for PHV (p &lt; 0.001, ηp2 = 0.45). PHV was markedly higher for males (1.65 ± 0.90) than for females (0.36 ± 0.37). Females showed a higher performance level in science (82.9 ± 8.61 vs. 77.0 ± 8.76) and Arabic (80.9 ± 8.25 vs. 73.0 ± 8.22). A significant gender difference (p = 0.002, ηp2 = 0.18) was evident for vigorous MET-minutes/week (males: 1318 ± 932 vs. females: 646 ± 525). In conclusion, males exhibited the greatest amount of moderate and vigorous PA. Females spent the greatest time sitting. Arabic was different by gender, and science AP was dependent upon gender. Conclusions: These data suggest subjects in middle school are sensitive to gender, but not necessarily influenced by PA or SB at this age. Encouraging a school-based program and an after-school health club characterized by gender sensitive strategies consisting of a health class and physical education curriculum support the unique needs, interests of academic performance, and motor skills to improving health related fitness for girls compared to boys

Differences in health-related physical fitness and academic school performance in male middle school students in Qatar:a preliminary study

This study examined the differences in the level of physical fitness and academic performance among male middle-school children based on different body status categories. A total of 69 male children [age: 12.4 ± 0.7 years; body mass: 58.5 ± 7.2 kg; height: 1.62 ± 0.09 m; and body mass index (BMI): 22.4 ± 3.3 kg/m 2 ] participated and were divided into BMI age-adjusted groups (i.e., lowest, middle, and highest BMI). Height, mass, BMI, stork test of static balance, 10 and 15 m sprint as an indicator for speed, hand-grip strength test, agility T-half test, medicine ball throw (MBT), and the Yo-Yo Intermittent Recovery Test level 1 (Yo-Yo IR1) were assessed. School records were retrieved for grade point averages (GPA) of mathematics, science, and Arabic. We found significant group differences regarding anthropometric (height: η p 2 = 0.24, mass: η p 2 = 0.33, and BMI: η p 2 = 0.66), physical (sprint 10 m: η p 2 = 0.26), and academic (mathematics: η p 2 = 0.19 and science: η p 2 = 0.15) performance parameters. The largest difference (p 0.5) correlation between parameters of different dimensions (e.g., anthropometric vs. physical performance parameters) was found. In conclusion, the highest BMI group exhibited similar physical and academic performances than the lowest group. Thus, these data emphasize the importance and appropriateness to engage young Qatari schoolchildren in physical activity as it associates with superior academic performance

Effect of coronavirus-19 restrictions in male handball players:physical activity, sedentary behavior, and satisfaction with life

This experiment examined physical activity (PA), sitting time, and satisfaction with life (SL) in European (45%) and Middle Eastern and North African (MENA; 55%) handball players (n = 418; age: 25.6 &plusmn; 6.8 years; body mass: 88.1 &plusmn; 11.7 kg; height: 1.83 &plusmn; 0.08 m) during the coronavirus (COVID)-19 pandemic. The International Physical Activity (IPAQ) and Satisfaction of Life (LS) Questionnaires were administered. All PA variables (vigorous, moderate, walking, total PA) were negatively influenced, but no interaction effects (IE; region x time) were observed. Sitting time increased from 2.5 to 4.9 h&#8729;weekday&minus;1 (&eta;p2 = 0.80) and walking time decreased from 66.8 to 33.5 min&#8729;day&minus;1 (&eta;p2 = 0.83). Based on effect sizes (d), pre- to during-confinement reductions were similar between regions (MENA: d = 3.29; Europe: d = 3.41; IE: &eta;p2 = 0.01). The largest regional difference was in moderate PA (MENA: d = 1.88; Europe: d = 2.99; IE: &eta;p2 = 0.09). SL in the total sample reduced from 30.6 &plusmn; 2.02 to 13.9 &plusmn; 2.20 arbitrary units (AU). SL reduction was similar in both regions (dMENA = 8.44; dEUROPE = 8.06; IE: &eta;p2 = 0.01). To conclude, PA decreased during COVID-19 confinement, sitting time increased, and SL decreased irrespective of geographical region. These preliminary findings highlight risk of SL and physical inactivity during COVID-19 restrictions in 2021

From nanoparticles to nanocrystalline bulk: Field assisted sintering of silicon nanoparticles

Nanocrystalline bulk materials are desirable for many applications as they combine mechanical strength and specific electronic transport properties. Our bottom up approach starts with tailored nanoparticles. Compaction and thermal treatment are crucial, but usually the final stage sintering is accompanied by rapid grain growth which spoils nanocristallinity. For electrically conducting nanoparticles, field activated sintering techniques overcome this problem. Small grain sizes have been maintained in spite of consolidation. Nevertheless, the underlying principles, which are of high practical impact, have not been fully elucidated yet. In this combined experimental and theoretical work we show, how the developing microstructure during sintering correlates to the percolation paths of the current through the powder using highly doped silicon nanoparticles as a model system. It is possible to achieve a nanocrystalline bulk material and a homogeneous microstructure. For this, not only the generation of current paths due compaction, but also the disintegration due to joule heating is required. The observed density fluctuations on the micrometer scale are attributed to the specific heat profile of the simulated powder networks

Loaded plyometrics and short sprints with change-of-direction training enhance jumping, sprinting, agility, and balance performance of male soccer players

This project investigated effects of 8 weeks of biweekly loaded combined plyometric and short sprint with change-of-direction training an in-season regimen of young soccer players. An experimental (n = 17, age: 16.5 ± 0.5 years, body mass: 64.5 ± 5.2 kg, height: 1.73 ± 0.07 m,) and control group (n = 17, age: 16.7 ± 0.5 years, body mass: 65.6 ± 4.8 kg, height: 1.74 ± 0.07 m) were tested pre- and post-intervention for squat-jump (SJ), countermovement-jump (CMJ), and five-jump test (5JT), 10 m and 30 m sprint performance, change-of-direction ability, and dynamic balance performance. The experimental group (EG) outperformed the control group (CG) over 8 weeks in jumping (p < 0.001; d = 0.98–1.17), 10 m sprinting (p < 0.001; d = 0.94), change-of-direction ability (p < 0.001; d = 1.24), and dynamic balance performance (p < 0.001; d = 0.53–0.74). We conclude that adding biweekly loaded plyometric with short sprints and change-of-direction training to habitual training improves athleticism of young soccer players. Therefore, loaded plyometric with short sprints and change-of-direction training should be implemented as a part of research-informed soccer training.Publikationsfonds ML

Associations between biological maturation, physical performance, postural control, and mathematical achievement in youth soccer players

This investigation explored relationships between biological maturation, physical and academic performance in young male soccer players. Thirty-eight players (age: 9.79 ± 1.21 years; body mass index (BMI): 20.4 ± 2.39 kg/m2; body fat: 16.8 ± 2.21%) participated. Measures of anthropometry used for body mass, body fat percentage (%BF), and BMI as well. Postural control, 15 m sprint, squat jumps and counter-movement jumps (SJ, CMJ), and T-half test for change-of-direction (CoD) were parameters of physical performance. The grade point average (GPA) of mathematics determined academic attainment. Moore’s equations were used to estimate their maturity status (PHV). Biological maturation was highly correlated with most (not 15 m sprint) physical and academic performance parameters, especially CMJ (r = -0.812) and mathematics (r = -0.781). Academic performance showed the largest relations to the jumping performance (CMJ: r = 0.771; SJ: r = 0.723). In contrast, anthropometric and fatness parameters were not relevantly (r ≥ 0.5) correlated with any other parameters. The largest correlations were calculated for sitting height vs. SJ (r = -0.408), sitting height vs. postural control (r = -0.355), leg length vs. postural control (r = -0.339). As a result, it is essential to take biological maturation inconsideration while assessing the physical and academic achievement of young soccer players. In consequence, soccer coaches and physical education (PE) teachers should be cognizant of the impact of biological maturity on physical and academic performance to assist fair and equal opportunities for achievement in young players