Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity

The organization of the students and the time taken to execute the learning tasks determine the physical (external load) and physiological (internal load) demands the students support during physical education classes. The aim of this study was to determine which organizational and pedagogical eleme...

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Autores principales:	Juan M. García-Ceberino, Sebastián Feu, Antonio Antúnez, Sergio J. Ibáñez
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	Heart Rate inertial device Player Load primary education soccer Technology T Engineering (General). Civil engineering (General) TA1-2040 Biology (General) QH301-705.5 Physics QC1-999 Chemistry QD1-999
Acceso en línea:	https://doaj.org/article/a2cee7c5c45347bfa04436d6ec6cc054
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id	oai:doaj.org-article:a2cee7c5c45347bfa04436d6ec6cc054
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spelling	oai:doaj.org-article:a2cee7c5c45347bfa04436d6ec6cc0542021-11-25T16:41:32ZOrganization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity10.3390/app1122109402076-3417https://doaj.org/article/a2cee7c5c45347bfa04436d6ec6cc0542021-11-01T00:00:00Zhttps://www.mdpi.com/2076-3417/11/22/10940https://doaj.org/toc/2076-3417The organization of the students and the time taken to execute the learning tasks determine the physical (external load) and physiological (internal load) demands the students support during physical education classes. The aim of this study was to determine which organizational and pedagogical elements used to design different learning tasks for soccer provoke greater external (Player Load (PL)) and internal (Heart Rate (HR)) load and thus help the students to fulfil the adequate physical activity recommendations (moderate to vigorous physical activity for ≥50% of class time). The organizational elements studied were (1) the participation type and (2) total task time, and the pedagogical element of (3) the game situation. A total of 40 students from the fifth year of primary education participated in the study distributed into two class groups. The basic analysis units were the data on physical activity recorded in each of the tasks carried out by the students during the practical sessions (1500 records), and they were recorded using WIMU Pro<sup>TM</sup> inertial movement devices. A descriptive and inferential analysis was performed with the Mann–Whitney U and Kruskal–Wallis H statistical tests. The results recommend the following types of tasks with simultaneous participation: individual games, numerical inequality SSG, numerical equality SSG lasting less than 6 min, numerical equality SSG, and full games lasting between 6 and 10 min. This type of learning task makes the students move more (medium Player Load between 0.80 and 1.20) and at greater intensities (Heart Rate zone 4, between 161 and 181 bpm). Therefore, physical education teachers must take into account the pedagogical and organizational elements studied to make the sessions more intense and associated with health benefits.Juan M. García-CeberinoSebastián FeuAntonio AntúnezSergio J. IbáñezMDPI AGarticleHeart Rateinertial devicePlayer Loadprimary educationsoccerTechnologyTEngineering (General). Civil engineering (General)TA1-2040Biology (General)QH301-705.5PhysicsQC1-999ChemistryQD1-999ENApplied Sciences, Vol 11, Iss 10940, p 10940 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Heart Rate inertial device Player Load primary education soccer Technology T Engineering (General). Civil engineering (General) TA1-2040 Biology (General) QH301-705.5 Physics QC1-999 Chemistry QD1-999
spellingShingle	Heart Rate inertial device Player Load primary education soccer Technology T Engineering (General). Civil engineering (General) TA1-2040 Biology (General) QH301-705.5 Physics QC1-999 Chemistry QD1-999 Juan M. García-Ceberino Sebastián Feu Antonio Antúnez Sergio J. Ibáñez Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity
description	The organization of the students and the time taken to execute the learning tasks determine the physical (external load) and physiological (internal load) demands the students support during physical education classes. The aim of this study was to determine which organizational and pedagogical elements used to design different learning tasks for soccer provoke greater external (Player Load (PL)) and internal (Heart Rate (HR)) load and thus help the students to fulfil the adequate physical activity recommendations (moderate to vigorous physical activity for ≥50% of class time). The organizational elements studied were (1) the participation type and (2) total task time, and the pedagogical element of (3) the game situation. A total of 40 students from the fifth year of primary education participated in the study distributed into two class groups. The basic analysis units were the data on physical activity recorded in each of the tasks carried out by the students during the practical sessions (1500 records), and they were recorded using WIMU Pro<sup>TM</sup> inertial movement devices. A descriptive and inferential analysis was performed with the Mann–Whitney U and Kruskal–Wallis H statistical tests. The results recommend the following types of tasks with simultaneous participation: individual games, numerical inequality SSG, numerical equality SSG lasting less than 6 min, numerical equality SSG, and full games lasting between 6 and 10 min. This type of learning task makes the students move more (medium Player Load between 0.80 and 1.20) and at greater intensities (Heart Rate zone 4, between 161 and 181 bpm). Therefore, physical education teachers must take into account the pedagogical and organizational elements studied to make the sessions more intense and associated with health benefits.
format	article
author	Juan M. García-Ceberino Sebastián Feu Antonio Antúnez Sergio J. Ibáñez
author_facet	Juan M. García-Ceberino Sebastián Feu Antonio Antúnez Sergio J. Ibáñez
author_sort	Juan M. García-Ceberino
title	Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity
title_short	Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity
title_full	Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity
title_fullStr	Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity
title_full_unstemmed	Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity
title_sort	organization of students and total task time: external and internal load recorded during motor activity
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/a2cee7c5c45347bfa04436d6ec6cc054
work_keys_str_mv	AT juanmgarciaceberino organizationofstudentsandtotaltasktimeexternalandinternalloadrecordedduringmotoractivity AT sebastianfeu organizationofstudentsandtotaltasktimeexternalandinternalloadrecordedduringmotoractivity AT antonioantunez organizationofstudentsandtotaltasktimeexternalandinternalloadrecordedduringmotoractivity AT sergiojibanez organizationofstudentsandtotaltasktimeexternalandinternalloadrecordedduringmotoractivity
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Organization of Students and Total Task Time: External and Internal Load Recorded during Motor Activity

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