Percorrer por autor "Sortwell, Andrew"
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- Advancing sports science and physical education research through a shared understanding of the term motor performance skills: a scoping review with content analysisPublication . Sortwell, Andrew; Behringer, Michael; Granacher, Urs; Trimble, Kevin; Forte, Pedro; Neiva, Henrique P.; Clemente-Suárez, Vicente Javier; Ramirez-Campillo, Rodrigo; Konukman, Ferman; Tufekcioglu, Ertan; Filiz, Bijen; Branquinho, Luís; Ferraz, Ricardo; Sadeghi, Hassan; Arroyo-Toledo, JaimeBackground: The inappropriate usage of terms and concepts and/or unclear definitions provided in the scientific literature hinder progress in any scientific field. This risk is especially noticeable in applied fields of research such as sports science and physical education. Objective: This study explored existing literature that uses the term 'motor performance skills' and aimed to propose a comprehensive definition to be applied in future research. Method: Following an adapted scoping approach grounded in the rapid review model, we searched electronic databases Pub-Med/Medline, Web of Science, and Scopus until February 2022. The primary demographic focus was sports science and physical education disciplines. After screening of titles and abstracts, 184 papers were identified for a full review. Twenty-two papers met the inclusion criteria from the full review and received qualitative content analysis. The qualitative content analysis focused on the elaborated qualities of the term 'motor performance skill'. Coding was used to identify and extract content, identify patterns, and observe the depth of interpretation of the term. Results: Only six papers used descriptive language, and three used explanatory language to convey aspects of the term's meaning. All included papers extrapolated or provided examples to demonstrate the term's meaning. Based on a collaborative process, the study reached a proposed definition that has the potential to be coined for the term 'motor performance skills' and used in future research. Conclusion: Thus, the current analysis revealed the need to collaboratively address the conceptual ambiguity and develop a comprehensive definition of 'motor performance skills' © 2022 Australian International Academic Centre. All rights reserved.
- Concentric isokinetic strengthening program's impact on knee biomechanical parameters, physical performance and quality of life in overweight/obese women with chronic meniscal lesionsPublication . Hammami, Nadhir; Mechraoui, Amani; Hattabi, Soukaina; Forte, Pedro; Sampaio, Tatiana; Sortwell, Andrew; Teixeira, José Eduardo; Branquinho, Luís; Ferraz, Ricardo; Bouassida, AnissaMeniscal injuries are one of the most common intra-articular knee injuries. Different treatments are presented depending on the symptoms and duration of meniscus tears, such as arthroscopic partial meniscectomy, physiotherapy, or even pharmacological treatment. The purpose was to investigate the effect of a concentric isokinetic knee muscle strengthening program on strength, joint range of motion, physical performance, quality of life and pain tolerance in overweight/obese women with chronic meniscal lesions. Twenty-four overweight/obese women were randomized into two groups. A control group (CG) performed a usual rehabilitation program plus isokinetic muscle strengthening (IMS) in the continuous passive motion mode and measured with an isokinetic dynamometer. An experimental group (EG) performed the same program in combination with IMS in the isokinetic active mode. The peak torque of the knee extensors (PTE) and flexors (PTF), sit-to-stand test, stair climb test, joint amplitude, heel-to-buttock distance, Thessaly test, KOOS questionnaire of pain and quality of life were measured pre- and post-protocol. After the intervention, the sit-stand number for both groups was significantly higher (p < 0.001) and the time to climb stairs was significantly reduced for the EG (p < 0.001). A significant improvement in joint range of motion, life quality (p < 0.001), relief in knee pain (p < 0.001) and in the post-program evaluation at the EG (p < 0.05) was noted. There was no significant difference in PTE and PTF between groups at 60 & DEG;/s and 180 & DEG;/s. The IMS in the active mode could be an effective therapeutic modality in managing middle-aged patients suffering from a degenerative meniscal tear.
- A Deep Learning Neural Network to Classify Obesity Risk in Portuguese Adolescents Based on Physical Fitness Levels and Body Mass Index Percentiles: Insights for National Health PoliciesPublication . Forte, Pedro; Encarnação, Samuel; Monteiro, A.M.; Teixeira, José Eduardo; Hattabi, Soukaina; Sortwell, Andrew; Branquinho, Luís; Amaro, Bruna; Sampaio, Tatiana; Flores, Pedro Miguel; Silva-Santos, Sandra; Ribeiro, Joana; Batista, Amanda; Ferraz, Ricardo; Rodrigues, FilipeThe increasing prevalence of overweight and obesity among adults is a risk factor for many chronic diseases and death. In addition, obesity among children and adolescents has reached unprecedented levels and studies show that obese children and adolescents are more likely to become obese adults. Therefore, both the prevention and treatment of obesity in adolescents are critical. This study aimed to develop an artificial intelligence (AI) neural network (NNET) model that identifies the risk of obesity in Portuguese adolescents based on their body mass index (BMI) percentiles and levels of physical fitness. Using datasets from the FITescola® project, 654 adolescents aged between 10–19 years old, male: 334 (51%), female: n = 320 (49%), age 13.8 ± 2 years old, were selected to participate in a cross-sectional observational study. Physical fitness variables, age, and sex were used to identify the risk of obesity. The NNET had good accuracy (75%) and performance validation through the Receiver Operating Characteristic using the Area Under the Curve (ROC AUC = 64%) in identifying the risk of obesity in Portuguese adolescents based on the BMI percentiles. Correlations of moderate effect size were perceived for aerobic fitness (AF), upper limbs strength (ULS), and sprint time (ST), showing that some physical fitness variables contributed to the obesity risk of the adolescents. Our NNET presented a good accuracy (75%) and was validated with the K-Folds Cross-Validation (K-Folds CV) with good accuracy (71%) and ROC AUC (66%). According to the NNET, there was an increased risk of obesity linked to low physical fitness in Portuguese teenagers.
- Editorial: “Building” health through physical activity in schoolsPublication . Branquinho, Luís; Forte, Pedro; Ferraz, Ricardo; Teixeira, José Eduardo; Sortwell, AndrewEngaging in physical activity during childhood and adolescence is associated with improved physical and mental health (1, 2). Research has shown that physically active students exhibit better academic performance, a reduced likelihood of obesity, enhanced social skills, and higher levels of self-esteem. However, despite the many benefits of physical activity, many students do not engage in sufficient physical activity, and studies show that the levels of physical activity among children and adolescents have also decreased over time (3). Most often, schools serve as more than just a centre for learning mandated curriculum (4). Within schools, the educators and the school communities also play a significant role in supporting the health and wellbeing of the learners, including supporting student participation in physical activity. However, in the school environment, barriers to physical activity include insufficient access to physical activity opportunities, limited time for recess, and lack of physical education, all of which can contribute to the problem of increased sedentary behaviours. In order to promote physical activity among students, it is important for schools to provide a variety of opportunities for physical activity and to make physical activity an integral part of the school day. Schools can take a proactive approach through curriculum, policies, and engagement with the school community to reverse the worsening trend of children and adolescents not meeting the recommended daily engagement of 60 min or more of moderate to vigorous physical activity.
- Editorial: Building health through physical activity in schools, volume IIPublication . Branquinho, Luís; Forte, Pedro; Ferraz, Ricardo; Teixeira, José Eduardo; Sortwell, AndrewBuilding health through physical activity in schools remains a global priority, as educational systems face persistent challenges related to declining physical activity levels, increasing sedentary behavior, and growing concerns about physical, psychological, and social health among children and adolescents. Schools represent a uniquely powerful setting to influence lifelong health behaviors, yet effective promotion of physical activity requires evidence that integrates individual, pedagogical, environmental, and structural dimensions. The 19 articles included in “Building Health Through Physical Activity in Schools – Volume II” collectively provide a comprehensive and multidimensional perspective on how physical activity, health, and well-being can be fostered through educational contexts across diverse populations and sociocultural settings.
- Effect of 12 weeks differential learning vs. classical learning approaches on motor skills related to shot put in healthy young adultPublication . Fadhlaoui, Hassen; Jebabli, Nidhal; Hattabi, Soukaina; Salhi, Iyed; Boughanmi, Dhaoui; Ouerghi, Nejmeddine; Forte, Pedro; Sortwell, Andrew; Ferraz, Ricardo; Branquinho, Luis; Teixeira, José Eduardo; Afonso, Pedro; Ribeiro, Joana; Malheiro, Alexandra; Rocha, Alberto; García-Perales, Ramón; Abderrahman, Abderraouf BenThe objective of this study was to compare the effect of 12-weeks of differential learning intervention vs. classical learning in the shot-put for healthy and physically active students. Methods In this study, 114 sports science students (64 males; 50 females; age 21.20 +/- 2.15 years; body mass: 67.42 +/- 12.30 kg; body height: 1.73 +/- 0.09 m; BMI: 22.61 +/- 1.20 kg.m-1) participated in this study. A total of 114 students completed the study. Students were divided into a differential learning group (DL) (n = 40), a classical learning group CL (n = 39) and a control group (CG) (n = 35). Both DL and CL groups completed a similar 12-weeks learning program with four intervention assessment: shot put test, medicine ball throw, vertical jump tests, five jump test, flexibility test and sprint test. Results The results showed that the DL and CL programs significantly improved physical performance (p < 0.05) compared to the control group, with the effect size more effective in the DL group than in the CL group after the sixth week (shot-put throw: d(DL) = 0.30), 12 week [shot-put throw: d(DL) = 0.49, d(CL) = 0.18; throw MB kneeling: d(DL) = 0.41; throw MB standing: d(DL) = 0.89; vertical and horizontal tests: d(DL) = (0.55-1.39); sprint tests: d(DL) = (0.57-0.71)] and after retention period (14(th) week) (shot put, d(DL) = 0.28; standing MB throw: d(DL) = 0.48) of learning program. Also, there was a significant improvement for 5JT (p = 0.026; d = 1.29) performances in the DL group compared to CL group 12 week after learning program. However, no significant group*time interaction was observed for the feeling scale. Conclusions Overall, the data suggests that 12-weeks of DL program was more effective and more sustainable than CL in improving technical and physical performance related to shot-put discipline.
- Examining the link between isokinetic strength metrics and ball speed in women’s soccerPublication . Ölmez, Cengiz; Hammami, Nadhir; Yücelsoy, Büşra; Hattabi, Soukaina; Forte, Pedro; Sortwell, Andrew; Khezami, Mehrzia Amani; İnce, AlparslanThe shot performance of female soccer players is one of the most critical factors in winning a soccer match. It is essential to thoroughly clarify the kinetic factors that can improve shot performance. This study explores the connections between ball velocity post-shooting and isokinetic knee extension (EXT) and flexion (FLX) strength performances among female soccer players. Thirteen voluntary players from professional leagues took part in the research study. The study analyzed the average and peak concentric (Con) and eccentric (Ecc) torques, isometric (Iso) strength performances at angular velocities of 60 /s, 180 /s and 300 /s, the time required to reach peak torque, and ball velocities during shooting. The relationships among these variables were investigated separately for the dominant (D) and non-dominant (ND) legs. The analysis unveiled significant correlations between ball velocities and D-EXT (Absolute) peak torque at an angular velocity of 60 /s (r = 0.597; p < 0.05), D-%IPS (r = -0.580; p < 0.05), and ND-FLX (Absolute) average torque (r = 0.559; p < 0.05). Moreover, notable associations were observed between ball velocities and ND-EXT (Absolute) (r = 0.581; p < 0.05), as well as ND-FLX (Absolute) (r = 0.602; p < 0.05) average torques at an angular velocity of 180 /s. Additionally, significant relationships were found between ball velocities and peak (r = 0.664; p = 0.013) and average (r = 0.660; p = 0.014) torques generated during ND-EXT (Absolute) at an angular velocity of 300 /s. However, the connections between the time to reach peak torque, eccentric and isometric forces, and ball velocities were not statistically significant (p > 0.05). The results of the study indicate that enhancing concentric isokinetic strength development at 60 /s, 180 /s, and 300 /s angular velocities, along with balanced strengthening of the ND extremity, holds paramount importance in elevating shot performance among female soccer players, particularly in the context of rapid shot strategies.
- The Health and Physical Education Curriculum: Does It Address Muscular Fitness?Publication . Sortwell, Andrew; Ramirez-Campillo, Rodrigo; Granacher, Urs; Joyce, Christopher; Forte, Pedro; Marinho, D.A.; Ferraz, Ricardo; Trimble, KevinThe World Health Organization and the Australian physical activity guidelines, in line with contemporary research, recommend regular muscle-strengthening activities for optimal muscular fitness in children and adolescents. However, the extent to which muscle-strengthening or muscular fitness receives curricular emphasis is unknown in Australia. Objectives: To examine to what extent the Australian Health and Physical Education Curriculum, Foundation to Year 10 (AHPEC; F-10) addresses and/or promotes muscular fitness. Methods: This study involved a mixed-methods content analysis of the AHPEC F-10 using: (i) conceptual analysis to identify muscular fitness-related terms; and (ii) relational analysis to examine alignment between muscular fitness content and curriculum rationale/aims. A search of national and international physical activity guidelines and school-based muscular fitness intervention literature generated a keyword set to guide abstraction from the AHPEC. Curriculum aim, rationale, level descriptions, achievement standards and content were coded to determine the extent to which muscular fitness was embedded. Intercoder reliability was established via consensus meetings. Muscular fitness content coverage was quantified as the proportion of directly aligned muscular fitness relevant content points per stage and aggregated primary (F-6), secondary (7-10), and F-10 scores. Results: A review of 32 national and one international physical activity guidelines identified 88 muscular fitness activities in total, with some activities appearing in multiple guidelines; 53.1% of national guidelines did not provide explicit muscular fitness examples, and where examples existed, they emphasised accessible modes (e.g., climbing, bodyweight tasks, jumping, and lifting). Additionally, analysis of school-based muscular fitness intervention literature identified 22 distinct muscular fitness activities to guide abstraction. Muscular fitness was absent in the AHPEC rationale and aims, was largely inferred in primary years level description and achievement standards and became more explicit in secondary achievement standards. Direct alignment of content with muscular fitness was non-existent or low across stages of learning (Foundation = 0%, Stage 1 = 0%, Stage 2 = 6.1%, Stage 3 = 9.1%, Stage 4 = 8.6%, Stage 5 = 8.8%). Overall, muscular fitness content coverage averaged 3.8% in primary, 8.7% in secondary, and 5.4% across F-10. Conclusions: The AHPEC treats muscular fitness as a low priority in primary schooling and a minor content area in secondary, yielding developmental messaging that is less aligned with contemporary evidence and physical activity guidelines.
- Hierarchical clustering of the pre-exam anxiety levels in physically inactive and active adolescent students from 56 countries: an observational study using PISA program dataPublication . Encarnação, Samuel; Teixeira, José Eduardo; Forte, Pedro; Leite, Luciano Bernardes; Sortwell, Andrew; Branquinho, Luís; Ferraz, Ricardo; Afonso, Pedro; Vaz, Paula Marisa Fortunato; Monteiro, António M.The relationship between physical activity and anxiety among students has been extensively studied, with research highlighting the protective effects of physical activity on mental well-being.Methods This article synthesizes existing literature on the topic and presents a novel analysis of pre-exam anxiety rates among physically inactive high school students from 56 countries. Using data from the Programme for International Student Assessment (PISA) 2018, a hierarchical clustering method was applied to identify four clusters based on stratified country groups by the students' pre-exam anxiety levels. The results indicated five clusters for low physically active students (three with higher anxiety rates and two with lower levels of the condition) and four clusters for the low physically active individuals (two for higher anxiety rates and two for lower levels). Furthermore, the hierarchical model worked with good precision in the clustering task. In conclusion, considering the low physically active students, Brazil (82%) and the Dominican Republic (81%) recorded the highest pre-exam anxiety levels, while the Czech Republic (35%) had the lowest. Among the physically active students, Malaysia (82%), Brazil (81%), and Costa Rica (81%) recorded the highest anxiety levels, whereas again, the Czech Republic (35%) had the lowest. These findings emphasize that although physical activity generally relates to reduced anxiety, this association varies across cultural and educational contexts.
- Interventions to promote the development of motor performance skills in primary school aged children with autism spectrum disorder: a systematic review and meta-analysis of controlled trialsPublication . Sortwell, Andrew; Forte, Pedro; Ramirez-Campillo, Rodrigo; Trimble, Kevin; Steel, Kylie; O’Brien, Kate; Neiva, Henrique P.; Marinho, D.A.; Ferraz, RicardoBackground: The development of proficiency in motor performance skills (MPS) builds the foundation for the complex movement skills required to participate in a range of sports and physical activities throughout the lifespan. Objective: To assess the efficacy of different intervention approaches on developing MPS proficiency in children with autism spectrum disorder (ASD) and examine the intervention factors that influence change. Method: Searches were completed in three databases (PubMed/MEDLINE, Scopus, Web of Science) up to March 2022. Only randomised controlled trials (RCTs) or controlled trials (CTs), that evaluated the effectiveness of interventions on overall MPS proficiency or specific MPS such as balance, running speed and agility, bilateral coordination, jumping, ball skills and push-ups in children (4–13 years old) were included. The DerSimonian and Laird random-effects model was used to compute the meta-analyses. The effect sizes were reported as Hedges’ g. Using a random-effects model, potential sources of heterogeneity were identified, including subgroup analyses (type of intervention), and single training factor analysis (total number of weeks, session frequency, total intervention time, total number of training sessions). In addition, a multivariate meta-regression calculation was performed for balance. The GRADE framework was applied to assess certainty of evidence. Results: Seventeen interventions (13 RCTs and 4 CTs) revealed significant differences among groups favouring the intervention group with moderate to very large effects. Significant (p < 0.05) small-to-large effects of interventions were evident on overall motor performance skills (ES = 2.43), ball skills (ES = 2.95), jumping (ES = 1.89), bilateral coordination (ES = 2.21), push-ups (ES = 1.92), balance (ES = 1.56), running speed and agility (ES = 1.31). Multivariate meta-regression for balance revealed that total sessions, total intervention time and session frequency predicted (p = 0.009, p<0.001, p = 0.036, respectively) the effects of interventions on change in balance performance. Conclusion: Structured interventions that explicitly teach traditional FMS or promote the development and learning of movement skills specifically associated with a type of physical activity or sport, effectively improve MPS in children with ASD. Education settings should implement ‘planned’ movement experiences or interventions as a strategy to promote MPS proficiency in children with ASD.