International Journal of Sport Studies for Health

Development and Initial Validation of a Sensor-Based Motor Tracking Device for Measuring Early Childhood Motor Skills

Anton Komaini ^* iD , Agus Rusdiana iD , Surya Adi Saputra iD , Jaffry Bin Zakaria iD , Novadri Ayubi iD

https://doi.org/10.61838/kman.intjssh.5587

Objective: This study aimed to develop a prototype sensor-based motor tracking device and to conduct an initial expert-based validation for assessing early childhood motor skills.

Methods and Materials: This study employed a Research and Development (R&D) design. Three experts in motor skills, media, and testing and measurement evaluated the prototype. The validation process was intended to identify the strengths and weaknesses of the product. After expert validation, a limited preliminary field trial was conducted with two children (one boy and one girl), aged 5-6 years, accompanied by their parents.

Findings: Expert appraisal produced feasibility ratings of 80%, 86%, and 83% for the media, motor skills, and testing and measurement domains, respectively. The overall expert-based feasibility score was 83.0 ± 3.0% (median = 83.0%; range = 80-86%), and all ratings were classified within the predefined valid category. A limited field trial involving two children aged 5-6 years confirmed basic implementation feasibility. These findings support preliminary expert-based feasibility but do not establish full psychometric validity, reliability, measurement accuracy, or criterion validity.

Conclusion: The prototype showed preliminary feasibility for early childhood motor skill assessment based on expert appraisal and limited field implementation. The evidence remains early-stage, and larger validation studies are required to determine reliability, criterion validity, measurement error, sensitivity, specificity, calibration accuracy, and agreement with standardized instruments such as TGMD-3 and MABC-2 before routine use can be recommended.

Anxiety, Self-Confidence, and Performance Outcomes in Elite Iraqi Boxers

Fathil Bakir Mutsher Allami ^* iD , Mohammed Husain Hamedi iD , Mustafa Chasib Abdulzahra Alsaediy iD , Muthana Layth Hatem iD , Ali Abdul karem Alhashimi iD , Saif Ali Mohammed iD

Objective: Boxing competition involves technical decision-making, physical demands, and anticipatory psychological responses. This study aimed to compare precompetitive psychological characteristics and observed offensive performance between winning and losing elite Iraqi boxers across seven competitive bouts.

Methods: Fourteen male boxers participated in seven bouts. The 27-item Competitive State Anxiety Inventory-2 (CSAI-2) was administered approximately 60 minutes before competition. Bouts were recorded using two cameras, and punching actions were coded by three boxing specialists. Group comparisons involved t tests and Mann–Whitney U tests.

Results: Winning boxers exhibited lower cognitive anxiety (M = 2.46 vs. 3.71; t(12) = 4.59, p = .001, r = .80), lower somatic anxiety (M = 2.30 vs. 3.65; t (12) = 4.82, p < .001, r = .82), and higher self-confidence (M = 3.10 vs. 1.92; t(12) = 9.26, p < .001, r = .94) compared with losing boxers. Mann–Whitney U test results indicated significant differences favoring winners in five offensive skills: jab (Z = −3.00), cross (Z = −2.74), lead hook (Z = −2.63), rear hook (Z = −3.15), and lead uppercut (Z = −2.51), whereas the rear uppercut showed no statistically significant difference (Z = −1.74). Inter-rater reliability was high, with Cohen’s kappa coefficients ranging from .861 to .921.

Conclusions: Winning and losing boxers differed in reported anxiety, self-confidence, and offensive performance measures. Given the small paired competition sample and inconsistencies in the statistical summaries, these findings should be interpreted cautiously and do not establish causation or prediction.

Augmented Reality-Supported Small-Sided Games and Multistage Fitness Test Performance in Adolescent Futsal Players: A Controlled Pretest-Posttest Study

Yasep Setikarnawijaya ^* iD , Muhamad Syamsul Taufik iD , Muhammad Zulqarnain Mohd Nasir iD

Objective: Augmented reality (AR) can provide visual movement cues during sport training, but whether AR-supported delivery is associated with greater cardiorespiratory-fitness improvement than the same planned small-sided-game (SSG) content delivered conventionally remains uncertain. This study compared changes in an archived standardized Multistage Fitness Test (MSFT)-derived score between AR-supported SSG and conventional SSG conditions.

Material and Methods: A controlled (non-randomized) pretest–posttest intervention included 60 academy futsal players aged 15–18 years, allocated at the squad level to an AR-SSG group (n = 30) or an SSG comparison group (n = 30). Both groups completed 18 sessions, three times per week over six weeks; each session comprised a standardized warm-up, an SSG block of repeated 4-minute game bouts with active recovery (work-to-rest ratio ≈ 4:3), and a cool-down. Training load was progressed across the intervention, and game intensity targeted a rating of perceived exertion of 6–8 on the Borg CR-10 scale. Cardiorespiratory fitness was assessed before and after the intervention using a standardized MSFT-derived score ranging from 0 to 100. The primary analysis was a two-way mixed analysis of variance with group as the between-participant factor and time as the within-participant factor.

Results: The AR-SSG condition improved from 77.97 ± 1.77 to 87.00 ± 2.31 points, whereas the SSG comparison condition improved from 77.94 ± 1.71 to 83.00 ± 2.22 points. The condition × time interaction was significant, F(1, 58) = 72.46, p < .001, partial η² = .555. Mean change was 9.03 ± 1.65 points in the AR-SSG condition and 5.06 ± 1.95 points in the comparison condition; the between-condition difference in change was 3.97 points (95% CI 3.04 to 4.90; Hedges g = 2.17).

Conclusions: Adding the documented AR visual module to SSG was associated with a greater improvement in the MSFT-derived cardiorespiratory fitness score than SSG alone. Because objective training load and intervention fidelity were not monitored, AR cannot be confirmed as the sole causal factor; conclusions are restricted to MSFT performance and do not extend to motivation, tactical learning, engagement, or match performance.

Effects of a Collaborative Physical Education–Family School Partnership Intervention on Fundamental Movement Skills and Physical Literacy-Related Outcomes in Primary School Children

Mashud ^* iD , Herita Warni iD , Syamsul Arifin iD , Muhammad Sultan Almalik iD

Objective: This quasi-experimental study examined whether an eight-week Collaborative Physical Education–Family School Partnership (CPE-FSP) intervention could improve fundamental movement skills (FMS) and selected physical literacy-related capacities in Grade 1 children.

Methods: A total of 239 children aged 6.5–7.5 years from five primary schools participated in 10 intact classes, with one intervention and one control class in each school (CPE-FSP, n = 119; control, n = 120). The intervention combined one 90-minute school physical education lesson per week with structured parent-assisted home movement activities lasting 10–15 minutes three times weekly. Outcomes included FMS, physical activity knowledge, motivation, and self-confidence. Data were analyzed using school-adjusted ANCOVA and matched-class sensitivity analysis.

Results: School-adjusted ANCOVA showed significantly higher adjusted posttest scores in the CPE-FSP group for FMS (34.80 vs. 31.17; adjusted difference = 3.63, 95% CI: 3.10–4.17; p < .001) and self-confidence (36.89 vs. 32.53; adjusted difference = 4.36, 95% CI: 3.90–4.81; p < .001). Knowledge and motivation also showed favorable average adjusted differences; however, significant baseline-by-group interactions indicated that intervention effects varied according to baseline scores. Matched-class sensitivity analysis across the five school pairs showed intervention-favoring posttest differences for all four outcomes.

Conclusion: The CPE-FSP intervention represents a promising approach to improving fundamental movement skills and selected cognitive and affective capacities related to physical literacy in young children. Integrating school physical education with family-supported movement activities may strengthen school–family pedagogical continuity. However, longer-term studies with larger numbers of clusters are needed to establish the sustainability and health relevance of these findings

The Effectiveness of Project-Based Learning in Improving Students' Physical Literacy and Character in Physical Education

Ahmad Muchlisin Natas Pasaribu ^* iD , Benny Aprial. M iD , Satri Dwi Kurnia Nasution iD

Objective: Physical education in the twenty-first century is expected to improve students' physical competence, foster character development, and promote lifelong participation in physical activity. Nevertheless, teacher-centered approaches that offer limited opportunities for active participation, collaboration, and meaningful learning remain prevalent in many physical education classes. This study examined the effectiveness of Project-Based Learning (PjBL) in improving students' physical literacy and character within physical education learning.

Methods and Materials: A quasi-experimental design with a pretest–posttest control group was employed involving 72 Grade VIII students from a public junior secondary school in Medan, Indonesia. Two intact classes were assigned to either an experimental group (n = 36) that received eight weeks of Project-Based Learning or a control group (n = 36) that received conventional teacher-centered instruction. Physical literacy and character were assessed using validated multidimensional instruments before and after the intervention. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and follow-up univariate Analysis of Covariance (ANCOVA).

Findings: The multivariate test revealed a significant effect of group membership on the combined outcomes, Wilks' Λ = 0.421, F(2, 67) = 46.82, p < 0.001, partial η² = 0.579. Follow-up ANCOVA indicated significant univariate effects for physical literacy (F = 58.14, p < 0.001, partial η² = 0.462) and character (F = 63.29, p < 0.001, partial η² = 0.489). The experimental group demonstrated substantially greater gains than the control group in both physical literacy (+33.8% vs. +12.3%) and character (+33.4% vs. +12.9%).

Conclusion: These findings suggest that Project-Based Learning is a promising pedagogical approach for integrating physical, cognitive, and social development in school physical education. The results contribute empirical evidence from the Indonesian educational context and support the implementation of student-centered, project-oriented instructional strategies in physical education.

Associations of Training Load, Lifestyle Behaviors, and Recovery Status with Performance and Injury Risk in Collegiate Basketball

Harigaran D ^* iD , Vijayakumar iD

Objective: Effective management of training load, recovery status, and lifestyle behaviors is essential for optimizing performance and reducing injury risk in team sports. In collegiate basketball, the combined contribution of these factors remains insufficiently understood. This study examined the associations of training load, lifestyle behaviors, and recovery status with performance outcomes and injury risk.

Methods: A cross-sectional analytical study was conducted in 117 male collegiate basketball players (aged 19–24 years). Training load was assessed using training hours and perceived training intensity. Lifestyle behaviors included sleep duration and nutrition score, while fatigue level and recovery index were used as indicators of recovery status. Performance was evaluated using a composite performance score, and injury risk was classified into low, moderate, and high categories. Data were analyzed using Pearson correlation, multiple linear regression, and ordinal logistic regression, with statistical significance set at p < 0.05.

Results: Training intensity (r = 0.39) and training hours (r = 0.34) were positively associated with performance score. Recovery index demonstrated the strongest positive association with performance score (r = 0.46) and emerged as the most significant predictor (β = 0.32, p = 0.001). Fatigue level was negatively associated with recovery index (r = −0.41) and performance score (r = −0.35). Sleep duration and nutrition score were positively associated with both recovery index and performance score (p< 0.05). Ordinal logistic regression analysis did not identify significant predictors of injury risk classification (p > 0.05).

Conclusions: Performance is associated with training load, recovery status, and lifestyle behaviors. Recovery monitoring can support performance optimization, whereas injury risk appears multifactorial.

Effects of Combined Cognitive-Motor Training on Agility, Decision-Making, and Match Performance in Competitive Tennis Players: A Randomized Controlled Trial

Muhammad Ali ^* iD , Fadli Ihsan iD , Ugi Nugraha iD , Ilham iD , Zhanneta Kozina iD , Bekir Erhan ORHAN iD

https://doi.org/10.61838/kman.intjssh.5526

Objective: Modern tennis performance increasingly depends on the integration of perceptual-cognitive and movement-related abilities due to the highly dynamic and unpredictable nature of competitive match play. Although combined cognitive-motor training (CCMT) has gained increasing attention in open-skill sports, evidence regarding its effectiveness in competitive tennis remains limited. Therefore, the present study aimed to investigate the effects of CCMT on reactive agility, decision-making ability, and match performance in competitive tennis players.

Materials and Methods: An assessor-blinded randomized controlled trial with a parallel-group pretest–posttest design was conducted involving 40 competitive tennis players aged 16–22 years. Participants were randomized into experimental (n = 20) and control groups (n = 20). Following two non-intervention-related withdrawals in the control group, final per-protocol analyses included 38 participants. The experimental group performed combined cognitive-motor training integrated within the regular training schedule for eight weeks, whereas the control group performed regular tennis training only. Reactive agility, tennis-specific decision-making, and match performance were evaluated before and after the intervention period. Data were analyzed using a linear mixed model (p < 0.05).

Findings: The experimental group demonstrated significantly greater improvements in reactive agility performance compared with the control group (F = 18.72, p ≤ 0.001). Significant group × time interaction effects were also identified for decision-making accuracy (F = 16.94, p ≤ 0.001) and response time (F = 14.27, p ≤ 0.001). In addition, the experimental group exhibited greater improvements in match-performance indicators, including winners (F = 11.83, p = 0.002), unforced errors (F = 13.26, p = 0.001), rally success percentage (F = 15.11, p ≤ 0.001), point-winning efficiency (F = 13.02, p = 0.001), and tactical efficiency index (F = 12.48, p = 0.001). No serious adverse events or intervention-related injuries were reported during the intervention period.

Conclusions: Combined cognitive-motor training produced greater improvements in reactive agility, tennis-specific decision-making performance, and competitive match outcomes compared with regular tennis training alone. These findings suggest that integrating cognitive challenges within representative sport-specific movement tasks may provide an effective strategy for enhancing perceptual-cognitive and movement-related performance capacities in competitive tennis players. Future studies should investigate long-term retention effects and explore the underlying mechanisms associated with cognitive-motor adaptation in sport-specific training environments.

Outdoor Activity-Based Physical Education and Wearable Technology for Student Fitness and Well-Being Support

Andry Akhiruyanto ^* iD , Hernawan iD , Sandey Tantra Paramitha iD , Moch. Fahmi Abdulaziz iD , La Ode Adhi Virama iD , Dewangga Yudhistira iD

https://doi.org/10.61838/kman.intjssh.5555

Objective: Physical inactivity among adolescents is a critical global health issue, with over 80% of adolescents failing to meet WHO recommendations for daily physical activity. While conventional physical education (PE) contributes to student health, there remains a need for pedagogical innovation that enhances objective monitoring and deeper student engagement. An outdoor activity-based PE approach integrated with wearable technology offers a promising model within the framework of achieving SDG 3. This study aims to examine the effectiveness of a physical education program based on outdoor activities integrated with wearable technology in improving the physical fitness and psychological well-being of high school students.

Methods and Materials: A pretest–posttest quasi-experimental design with a control group was applied to 30 male students at State Senior High School 12 Semarang, divided equally into an experimental group (n = 15) and a control group (n = 15) using ordinal pairing based on initial Harvard Fitness Index (HFI) scores. The experimental group participated in a structured outdoor physical education program for eight weeks (3 sessions/week, 50–65 minutes/session) using Polar Watch devices. Psychological well-being was measured using the Indonesian adaptation of Ryff's Psychological Well-Being Scale (RPWB; 6 dimensions), and physical fitness was assessed via the Harvard Step Test (HFI). Data were analyzed using the Wilcoxon Signed-Rank Test and the Mann-Whitney U Test (α = 0.05).

Findings: All variables in the experimental group showed statistically significant improvements (p ≤ 0.05) with moderate to large effect sizes: total well-being score (W = 0.0; Z = −3.41; p = 0.001; r = 0.604), all six RPWB dimensions (r = 0.376–0.548), and HFI (W = 0.0; Z = −3.40; p = 0.001; r = 0.602). The proportion of students categorized as Good fitness increased from 0% to 46.7%, and the Low Well-being category disappeared entirely in the post-test. Notably, the control group also showed significant within-group improvements across all variables, confirming that regular physical education also produced meaningful benefits. There were no significant differences in gains between groups (p > 0.05) for seven of eight outcomes; the only significant between-group difference was in Environmental Mastery, which favored the control group (p = 0.011).

Conclusion: An outdoor activity-based physical education program integrated with wearable technology was associated with significant improvements in psychological well-being and physical fitness within the experimental group of male high school students. However, the absence of significant between-group differences indicates that structured physical activity in any format—whether outdoor or conventional—can provide meaningful health benefits for adolescents. Although wearable technology may have supported objective monitoring and self-regulatory awareness during the program, its independent contribution to outcome improvements could not be established in this study.

International Journal of Sport Studies for Health

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Motor Learning in the Ecological-Dynamic Approach: A Systematic Review

Effects of Combined Cognitive-Motor Training on Agility, Decision-Making, and Match Performance in Competitive Tennis Players: A Randomized Controlled Trial

Effects of Pilates Training and Vitamin D Supplementation on BMD, BDNF, and Mineral Status in Women with Osteosarcoma

Outdoor Activity-Based Physical Education and Wearable Technology for Student Fitness and Well-Being Support

Effects of Different Rest-Time Models on Neuromuscular and Performance Outcomes during Short High-Intensity Interval Training in Male Soccer Players

Structural Relationships Between Physical Education Course Happiness, Peer Relationships, and School Satisfaction: A Mediation Model Analysis

Evaluation of Parents' Perceptions Regarding the Contribution of Physical Education Lessons to Social Development: The Case of Bartın

Pre-to-Post Changes in Planned Change-of-Direction and Sprint Performance Following Eight Weeks of Adaptive Footwork Training in SL3 and SL4 Para-Badminton Athletes: A Preliminary Single-Group Study

Quantitative Risk Assessment of Outdoor Fitness Equipment Safety in Rainy Conditions Using the L-Type Matrix Method

Analysis of the Use of Video Challenge Systems in Volleyball at the 2024 Paris Olympic Games

The Effect of Cooperative Learning-Based Physical Activity on Quality of Life in Male Students: A Quasi-Experimental Study from Iran

Digital Gaming Behavior Among University Students: Interactions of Attitudes, Motivation, and Addiction Awareness Across Demographic Factors

The Effectiveness of the Teaching Games for Understanding Model in Badminton Service Learning: A Systematic Review and Meta-Analysis

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Development and Initial Validation of a Sensor-Based Motor Tracking Device for Measuring Early Childhood Motor Skills

Anxiety, Self-Confidence, and Performance Outcomes in Elite Iraqi Boxers

Augmented Reality-Supported Small-Sided Games and Multistage Fitness Test Performance in Adolescent Futsal Players: A Controlled Pretest-Posttest Study

Effects of a Collaborative Physical Education–Family School Partnership Intervention on Fundamental Movement Skills and Physical Literacy-Related Outcomes in Primary School Children

The Effectiveness of Project-Based Learning in Improving Students' Physical Literacy and Character in Physical Education

Associations of Training Load, Lifestyle Behaviors, and Recovery Status with Performance and Injury Risk in Collegiate Basketball

Effects of Combined Cognitive-Motor Training on Agility, Decision-Making, and Match Performance in Competitive Tennis Players: A Randomized Controlled Trial

Outdoor Activity-Based Physical Education and Wearable Technology for Student Fitness and Well-Being Support