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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives. The objective of the study was to develop a training program and improve physical performance through a review of the literature in order to enhance the field tennis drive stroke. Materials and methods. A comprehensive analysis of earlier research was carried out, comprising a review of articles published between 2019 and 2024 that discuss ways to improve the physical condition of tennis players. Electronic searches were conducted using SPORTDiscus, PubMed, Google Scholar, Web of Science, and Scopus. The articles addressing the most effective methods for enhancing court tennis drive stroke abilities through physical performance and practice techniques were then compiled. Results. The findings of this study indicate that forty articles used physical performance techniques and practice to enhance the court tennis drive stroke. Based on the physical state assessments and its subsequent improvements, items were categorised. Anaerobic speed endurance has been defined as a training method that may be used by an athlete. Conclusions. The following conclusions were reached after a thorough analysis: while physical performance includes muscle strength, aerobic and anaerobic endurance, speed and acceleration, explosiveness, flexibility, agility, and balance, a number of training regimens were found to be effective in improving the skills of the court tennis drive stroke. These training methods include circuit training, strength training, endurance training, kinesthetics’ perception training, shadow sports training, rope ball training, interval training, and training frequency. [ABSTRACT FROM AUTHOR]

Cerebral Palsy (CP) Football is explicitly played for people with physical disorders in the category of cerebral palsy. People with CP experience damage to parts of the brain that result in impaired motor skills, especially in eye-hand-foot coordination. This study aimed to analyze the eye-hand-and-foot coordination ability of CP football players. This quantitative research was conducted using descriptive methods. The subjects used 50 CP football players participating in the 2022 Asean Para Games XI in Solo. The UMAC-CPF coordination test model measures the eye-hand-and-foot coordination ability of CP football players. The research results show that, in general, the coordination ability of the FT1 class is in a good category, as well as in the FT2 and FT3 classes. However, in the FT1 and FT2 classes, it was found that there were still 1 or 2 CP football players who had poor coordination abilities. Through the UMAC-CPF test model, CP football players in each class's eye, hand, and foot coordination abilities were generally categorized as good. However, it was found that several players still lacked their abilities. This can be used as a basis for coaches or management teams to evaluate the achievements of CP football players, especially the ability to coordinate eyes, hands, and foot. [ABSTRACT FROM AUTHOR]

Background. Circuit training (CT) increases the interrelation of bio-motor components but neuromuscular performance contrarily produces a high concentration of lactate, cortisol, muscle inflammation, which disrupts metabolism, thus reducing performance and generating psychological stress. While Contrast Water Therapy (CWT) increases nerve sensitivity and reduces the risk of metabolic disorders, Cold Water Immersion (CWI) reduces local tissue temperature, muscle pain and avoids musculoskeletal injuries. The purpose of the research is to examine the effect of Contrast Water Therapy and Cold-Water Immersion on lactate, cortisol, flexibility, muscle pain, depression, anxiety, and stress levels post sub-maximal intensity of circuit training. Material and methods. Thirty elite athletes were engaged in a cross-sectional study with pre-and post-test after a 3 series x 3 sets x12 repetitions in a workout session of 85%-90%RM. The prerequisite test employed Shapiro-Wilk, while Bivariate analysis utilized Independent Sample T-test and Paired Sample T-test. Results. CWT maintained body temperature significantly (t=36±0.27, p=0.019). CWI reduced lactate levels (t=2.32±0.27, p=0.001), cortisol (t=12.72±2.27, p=0.001), muscle pain (t=5.32±1.07, p=0.003), depression (t=8.16±1.63, p=0.012), anxiety (t=6.56±1.34, p=0.002), and stress (t=13.02±1.27, p=0.001). Meanwhile, SS increased flexibility (t=17.98±2.76, p=0.001). There was no significant difference in the regeneration process at 1st, 5th, 10th, and 15th minutes post-manipulation of all three methods. Conclusion. CWI 5°C for 15 minutes accelerates the lactate and cortisol regeneration as well as reducing muscle inflammation, depression, anxiety, and stress, while CWT raises the body's temperature and SS increases flexibility. [ABSTRACT FROM AUTHOR]

Physical education, sports, and health teachers at elementary schools are obliged to teach their students about the correct basic movements. The basic movements that become the material for elementary school students are part of gross motor skills. The correct movement can be known well if the assessment is based on the process of the movement. The gross motor quality of students can be known by using the Test of Gross Motor Development-2 (TGMD-2). TGMD-2 is a gross motor skill test instrument for children from 3 to 9 years of age. This age range still represents elementary school students in grades 1 to 3. The assessment on the TGMD-2 is based on the correctness of the students' movements. Assessment based on the correct movement requires intensive mentorship so that teachers can understand the use of test instrument indicators. The mentorship lasted for 8 hours per day with practical material. The implementation of practice-based mentorship provides real experience for teachers in implementing TGMD-2. After undergoing mentorship activities, 88% of teachers have a percentage increase in test results above 90%. This increase shows the potential for successful use of TGMD-2 independently by the teacher and can improve the quality of the assessment of gross motor skills carried out by the teacher. [ABSTRACT FROM AUTHOR]