Explore the vast range of titles available.

The general consensus among sport and exercise genetics researchers is that genetic tests have no role to play in talent identification or the individualised prescription of training to maximise performance. Despite the lack of evidence, recent years have witnessed the rise of an emerging market of direct-to-consumer marketing (DTC) tests that claim to be able to identify children's athletic talents. Targeted consumers include mainly coaches and parents. There is concern among the scientific community that the current level of knowledge is being misrepresented for commercial purposes. There remains a lack of universally accepted guidelines and legislation for DTC testing in relation to all forms of genetic testing and not just for talent identification. There is concern over the lack of clarity of information over which specific genes or variants are being tested and the almost universal lack of appropriate genetic counselling for the interpretation of the genetic data to consumers. Furthermore independent studies have identified issues relating to quality control by DTC laboratories with different results being reported from samples from the same individual. Consequently, in the current state of knowledge, no child or young athlete should be exposed to DTC genetic testing to define or alter training or for talent identification aimed at selecting gifted children or adolescents. Large scale collaborative projects, may help to develop a stronger scientific foundation on these issues in the future.

Artificial intelligence (AI) is rapidly transforming sport and exercise domains. Yet, sport-science curricula have lagged in integrating AI literacy, and little is known about students’ knowledge, ethical practices, and perceptions regarding AI. Existing measurement tools are often generic and ill-suited to sport education contexts. This study aimed to develop and validate a concise, domain-specific questionnaire to assess sport students’ AI use. A systematic instrument development process was used, including literature review, expert consultation, item generation, and psychometric validation. The resulting 14-item tool covers four domains: AI Awareness, Ethics & Disclosure, Trust & Verification, and Course & Institution Expectations. The instrument was administered to 864 undergraduate sport-science students in China and analysed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) on separate training and test sets. EFA supported a four-factor structure with high sampling adequacy (KMO = 0.95) and strong communalities. CFA confirmed good model fit (CFI = 1.00, TLI = 0.99, RMSEA = 0.09, SRMR = 0.05). Subscales demonstrated excellent internal consistency (Cronbach’s α = 0.90–0.94; McDonald’s ω = 0.90–0.94), convergent validity (AVE = 0.77–0.87), and discriminant validity (HTMT ratios < 0.85). This validated, context-specific instrument provides educators with a reliable tool to assess and enhance AI literacy in sport education. The findings support the integration of targeted AI training, ethical instruction, and institutional policies to prepare students for responsible, real-world AI engagement in sport and health domains.

To examine the effects of exercise type (competitive match vs. VAMEVAL test) and playing position on biomarker responses in elite female soccer players, twenty-one athletes (seven each: defenders, midfielders, attackers) participated in this cohort-based study. Blood samples were collected before and 3 minutes after both a competitive match and VAMEVAL test, analyzing 19 biomarkers including metabolic, lipid, protein, inflammatory, and immune parameters. Significant effects (p<0.001-0.004; ƞ 2 p:0.36-0.59[large]) were observed in biomarkers reflecting energy metabolism (glucose), protein turnover (albumin), inflammation (tumor necrosis factor and C-reactive protein), and lipid profile (apolipoprotein-B) across conditions. Match play increased glucose levels in defenders and midfielders (p<0.003) and inflammatory markers (p<0.014) compared to VAMEVAL. Position-specific responses emerged: attackers showed higher urea (p=0.032) while midfielders displayed unique lipid profiles (p=0.033) post-match. These findings, supported by significant interactions (p<0.05), emphasize the importance of considering both exercise modality and playing position when developing personalized training and recovery strategies in female soccer, highlighting the distinct metabolic demands across positions and exercise conditions.

Physical activity (PA) positively influences academic performance, yet the specific effects of PA frequency and intensity remain underexplored. This study examines the association between weekly PA frequency and intensity and academic outcomes among 1,524 adolescents in Catalonia, using data from the latest PISA assessment. Academic performance in mathematics, science, and language, along with perceived competence in related tasks, was analyzed using a cross-sectional design. Chi-square tests and Spearman’s correlations were conducted. Results indicate that moderate PA (2–5 times per week) is linked to higher academic performance across all subjects, while excessive PA (more than five times weekly) is associated with decreased performance, possibly due to reduced academic focus. Gender moderated the relationship in the language domain but not in mathematics or science. PA also positively influenced perceived competence in teamwork and problem-solving, suggesting broader developmental benefits. These findings emphasize the importance of balancing PA to optimize cognitive and psychosocial outcomes. Integrating structured, moderate PA into school curricula may enhance both academic performance and life skills. Tailored interventions that account for gender and fitness levels could further improve outcomes. Future research should explore longitudinal effects and specific PA characteristics to inform educational strategies..

This study aims to determine the psychometric properties of the Chinese version of the Behavioural Regulation in Exercise Questionnaire-4 (C-BREQ-4) within the context of the adolescent population in China. A total of 846 Chinese adolescents (389 males and 457 females, comprising 411 secondary school students and 435 high school students), aged 12-18, with a mean (x̅) age of 14.67 (±1.45) years, participated in this study. The C-BREQ-4 was tested for convergent, discriminant, structural and criterion validity, internal consistency reliability, and cross-gender and grade invariance. Confirmatory factor analysis (CFA) revealed that the measurement model of the C-BREQ-4 with seven factors and 26 items had a good data fit. The 7-factor, 26-item C-BREQ-4 had good discriminant and convergent validity and internal consistency reliability. The correlation between the factors moderated by different motives supports the quasi-unitary model hypothesised by SDT, which provides support for the structural validity of the C-BREQ-4. Different association patterns were found between different motivational regulations and behavioural outcomes (physical activity; PA), a result that provides support for the criterion validity of the 7-factor, 26-item C-BREQ-4. Multi-group CFA showed evidence favouring the 7-factor, 26-item C-BREQ-4 remaining consistent across gender and grade levels. The C-BREQ-4 is a useful and robust measurement tool for assessing 7-factor motivational regulation in a Chinese adolescent population, adding evidence to the cross-cultural applicability of the BREQ-4. Furthermore, it can be used to better understand different types of motivational regulation in adolescent populations.

This experimental field study investigated the social-educational outcomes of a six-week soccer intervention in a German prison. Before and after the intervention, social integration and social self-efficacy expectations were assessed in the intervention (n = 11) and control group (n = 10). Within the intervention group, group cohesion was assessed after the first and last session. The results of analyses of variances revealed a significant positive interaction effect of time × group for social integration, indicating an increase in the intervention group in the post-test. For group cohesion, the dimension of social group integration increased significantly from pre- to post-tests.

Sport, Rules and Values presents a philosophical perspective on issues concerning the character of sport. Discussion focuses on three broad uses commonly urged for rules: to define sport; to judge or assess sport performance; and to characterize the value of sport - especially if that value is regarded as moral value. In general, Sport, Rules and Values rejects a conception of the determinacy of rules as possible within sport (and a parallel picture of the determinacy assumed to be required by philosophy). Throughout, the presentation is rich in concrete cases from sport, including cricket, baseball, American football, soccer and ice-skating. Detailed consideration of some ideas from classics in the philosophy of sport, especially writings by Bernard Suits and William Morgan, contextualizes this discussion. Overall, this work exemplifies the dependence of philosophical considerations of sport on ideas from philosophy more generally. Thus it sketches, for example,

The objective of this study was to investigate the effects of plyometric training on psychological and physical performance parameters among rugby and soccer players. A total of sixty players were recruited from rugby and soccer university teams. All the players participated in six-weeks of plyometric exercise training three times a week. Psychological parameters were measured by Rosenberg Self-Esteem Scale, Trait Sport-Confidence Inventory, short-form Buss-Perry Aggression Questionnaire, and Competitive Sport Anxiety Inventory-2. The physical performance parameters were measured by 20-m sprint test, Illinois agility run test, Sargent jump test, and sit-up test. Pre-and post-test measurements were taken. A paired t-test (two-tailed) was employed to assess the significant differences between pre and post-test for psychological and physical performance parameters. Result showed improvements in psychological and physical fitness performance variables after the intervention. However, aggression has significant difference (t = 2.87, p = .012) between pre-and post-test in rugby players. Soccer players demonstrated significant differences between pre-and post-tests in confidence (t = −2.99, p = .010) and endurance (t = −4.37, p = .001). Plyometric training has significant potential to enhance the psychological and physical performance parameters in rugby and soccer players. To explore the long-term psychological and physical benefits of plyometric training and identify individual factors that influence these outcomes, further research is demanded.

A good start and early success with motor skills are important features of primary education when promoting lifelong physical activity. Notably, however, empirical guidance on optimal teaching methods is limited, especially regarding gender differences. To address this, we compared early success across several teaching methods based on different skill acquisition approaches. Five groups of 14 Kuwaiti children (N = 70) practiced a bowling task under different teaching conditions, namely: Solo, Social learning, Demonstration, Questioning, and Verbal instruction. Performance outcome scores, questioning, and teacher observation were used to evaluate conditions' impact on participants' immediate performance and understanding. ANOVA revealed significant effects for teaching method on outcome scores. Post-hoc analyses found verbal instruction yielded significantly better outcomes than solo and social learning methods. Analyses of near misses found significant differences for gender, with males outperforming females. Assessment of participants' understanding revealed a higher level for males and those receiving verbal instruction compared with solo and social practice. Different teaching methods generate different practice outcomes and understanding levels in children. Offering more direct guidance can support desirable early developmental success.