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| Name | Class |
|---|---|
| University of Milan | OTHER |
| University of Ljubljana | OTHER |
| University of Banja Luka | OTHER |
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The goal of this study is to find out if doing a 16-week volleyball program integrated in physical education classes at school can make primary school students stronger, faster, and have better endurance. The study also wants to see whether the program can lead to changes in the students' body weight, body fat, and muscle mass.
Eighty-eight healthy primary school students (mean age 13.3 years) were randomized to a TGfU volleyball intervention group (VG) or a control group (CG). CG participants attended three regular physical education (PE) classes per week, while VG participants attended two regular PE classes and a TGfU volleyball intervention that was implemented in the third PE class. The main part of each volleyball intervention session was based on the "Teaching Games for Understanding" (TGfU) model. This approach emphasizes the development of fundamental skills and tactical understanding of the game by utilizing modified games, such as small-sided games and mini-volleyball. By using this method, participants are able to increase their interaction with the ball and engage in moderate-to-vigorous gameplay intensity more frequently. The primary study outcomes were assessed before and after the 16-week intervention for both VG and CG participants. The main hypothesis is that implementation of the TGfU volleyball intervention in the physical education curriculum will lead to greater improvement in body composition and physical fitness outcomes among seventh-grade primary school students compared to those who receive traditional physical education classes, demonstrating that this intervention can be an effective method for reducing adiposity and promoting physical fitness levels among adolescents.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| TGfU volleyball intervention | Experimental | According to the national curriculum, children in Serbia must attend three regular physical education (PE) classes per week. Besides attending two regular PE classes, participants in the experimental group also followed a 16-week TGfU volleyball intervention that was implemented during the third PE class. The total number of sessions: 32 regular PE + 16 TGfU volleyball intervention . |
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| Control group | Active Comparator | Control group (CG) participants followed the national physical education curriculum. The CG participants conducted three regular PE classes per week or 48 regular PE classes in total. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| TGfU volleyball intervention | Other | Duration of intervention: 16 week; Duration of each session: 45 minutes; Frequency: One session per week during the third PE class; The structure of each TGfU session had three parts: The introduction part comprised 10 minutes of moderate-intensity warm-up activities; The main part comprised mini-volleyball and small-sided games (25-30 minutes); The last part of the session was the cool-down period (5 min). |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Cardiorespiratory Fitness | Cardiorespiratory fitness is considered one of the most powerful health-related markers in adolescents. In this study, cardiorespiratory fitness is assessed using the 20-m shuttle-run test, which was adopted from the Eurofit test battery. Scoring is obtained as VO2max values (mL/kg/min). | Baseline, after 16 weeks |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Flexibility | Sit-and-Reach test is used for flexibility assessment. Measurements are recorded to the nearest centimeter. | Baseline, after 16 weeks |
| Change in Speed | Sprinting abilities are assessed through a 30 m sprint test. Sprinting times are recorded with an accuracy of 0.01 seconds. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Toplica Stojanovic | University of Banja Luka | Study Chair |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Primary School "Dušan Radović" | Niš | 18000 | Serbia |
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| ID | Term |
|---|---|
| D057185 | Sedentary Behavior |
| D063766 | Pediatric Obesity |
| D009043 | Motor Activity |
| ID | Term |
|---|---|
| D001519 | Behavior |
| D009765 | Obesity |
| D050177 | Overweight |
| D044343 | Overnutrition |
| D009748 |
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| Regular physical education classes | Other | Regular physical education classes following national physical education curriculum for second semester of seventh grade in primary school in Serbia. |
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| Baseline, after 16 weeks |
| Change in Strength | Lower limb explosive strength is assessed through vertical jump tests, squat and countermovement jumps. Jump heights were recorded to the nearest centimeter. | Baseline, after 16 weeks |
| Change in Agility | Agility is assessed utilizing Agility T-test. Time taken to finish the test was recorded with an accuracy of 0.01 seconds. | Baseline, after 16 weeks |
| Change in Body Fat Percentage | Total body fat percentage assessed using bioelectric impendence method. | Baseline, after 16 weeks |
| Change in Body Weight | Body Weight assessed using digital scale and recorded in kilograms. | Baseline, after 16 weeks |
| Change in BMI | Body Mass Index (BMI) is calculated by dividing a person's weight in kilograms by the square of their height in meters. BMI = weight (kg) / height^2 (m^2). | Baseline, after 16 weeks |
| Change in Muscle Mass Percentage | Total muscle mass percentage in body, assessed using bioelectric impendence method. | Baseline, after 16 weeks |
| Change in Sum of skinfolds | Measurements of skinfold thicknesses were obtained using calibrated caliper at five skinfold sites calf, suprailiac, subscapular, triceps, and biceps (recorded in mm). The sum of skinfolds was calculated by summing the thicknesses of all five skinfold sites. | Baseline, after 16 weeks |
| Nutrition Disorders |
| D009750 | Nutritional and Metabolic Diseases |
| D001835 | Body Weight |
| D012816 | Signs and Symptoms |
| D013568 | Pathological Conditions, Signs and Symptoms |