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Heart rate variability (HRV) has become a popular method for monitoring readiness, recovery, and other training-derived parameters to optimize physical performance. This systematic review aimed to examine the impact of training interventions on HRV fluctuations in competitive soccer players. The EBSCO, Web of Sciences (WOS), and Cochrane databases were used for the search. After identifying 293 studies, 13 were included in a qualitative analysis and 6 in a quantitative analysis. Training had a small and nonsignificant effect on HRV in competitive soccer players (Effect Size (ES) = 0.143, Standard Error (SE) =.108, p =.186, 95% confidence interval (CI) [−0.69, 0.355]). Soccer-focused training resulted in higher HRV scores than combined training (Q(2) = 38.13, p =.05). Higher ES were found for frequency domain parameters (p =.047; d = 0.059), night assessment (p =.016; d = 0.453), and soccer-focused training (p =.006; d = 0.366). HRV was also found to have a greater impact on females (p =.027; d = 0.275) and/or professional soccer players (p =.007; d = 0.302). Soccer training had a minimal and nonsignificant effect on HRV. [ABSTRACT FROM AUTHOR]

Building upon self-determination theory, the objective of this research was to examine the predictive associations of preservice physical education (PE) teachers' basic psychological need satisfaction (i.e., autonomy, competence, relatedness, and novelty) with their academic engagement via the quality of their motivation. A purposive sample of 920 pre-service PE teachers (569 men and 351 women; Mage = 24.73; SD = 5.34) participated in this cross-sectional research. The results from structural equation modeling revealed that autonomy, competence, and novelty satisfaction positively predicted autonomous motivation, and negatively predicted amotivation. While competence satisfaction positively predicted controlled motivation, novelty satisfaction did it negatively. Autonomous motivation and controlled motivation positively predicted academic engagement, while amotivation was negatively associated with it. This research underscores the importance of considering pre-service PE teachers' autonomy, competence, and, specially, novelty satisfaction in promoting their autonomous motivation and academic engagement in initial teacher education program. [ABSTRACT FROM AUTHOR]