Introduction: Examining physical activity and cognitive function has become a popular topic of research since the quality of these two components influences our quality of life and performance. It is very important for both sexes, all ages and life situations.
Objective: Determining a type of physical activity (PA) that has an effect on both cognitive functions (CF) and motor skills and performance. Clarifying or promoting measurement methods, or developing new methods that meet current standards and objectives. The results may be used to help to impove performance in all areas.
Method: Primary purpose of our study was to conduct a review, in order to summarize the relevant literature on the following topics: sex, age, fitness level, possible illness.
Conclusions: We found a significant relationship between cognitive functions and physical activity, which can be transposition in a proper way, both in terms of living standards and performance. On the other hand, there are a lack of uniform, accurate measurement methods. Thhere is a need for specific physical activity routines that specifically improve the level of cognitive function, even at an older age.
COVID-19 has long-term effects – solving (or trying to solve) these primary social problems attention can also be focused on sport as a social subsystem. The study examines the competitive sport, including the final results of championships in ice hockey. Most championships were going on when the COVID-19 pandemic broke out. As a result, the most of the championships were suspended – which were either continued after the restrictions, or ended the season. What about the ice hockey tournaments, where the season ended prematurely? In this case, was the final result determined as well? If so, on what basis? At determining the final results, the organizers tried to make the most just decision. However, on what basis is it just to determine the final results of these championships? The study examines several theories of justice which play a (key) role in determining the final result of ice hockey in different championships. The study confirms this theory in several case examples: the organizers (league association) really made a just decision. The only, but the most important question is: which theory of justice was (or theories of justice were) dominated in determining the final results? In each case examined, the principle of meritocracy appeared (at some level). In accordance to the nature (telos) of the competitive sports, at determining of the final results the idea of meritocracy dominated. However, there is also a difference within meritocracy: between the timeliness and actuality of the reached results. In addition to the achievements on the sports field, the egalitarianism has also appeared in many cases, as another theory of justice – as well as the utilitarianism (by Bentham and Mill).
This study aimed to examine the relationship between optimal functioning zone, anxiety, stress, and athletic performance. We conducted a systematic review of the available scientific articles and publications. Related literature was analyzed, relevant, or helpful in understanding the psychological aspects of athletic performance. It discusses the method and validity of hypotheses and approaches that have already appeared scientifically. We examined multidimensional approaches, which discuss the suitability and implications of some recent and more complex models of stress and performance. We may conclude that the relationship between stress and athletic performance is multidimensional. We also examined several factors, such as the interaction between the nature of the stressor, the cognitive needs of the task, and the individuals' psychological characteristics. Both physical and mental preparation is critical to successful sports performance. This way, the level of physical skills, mental preparedness significantly determine overall athletic performance. The article aims to provide a historical overview of the implementation, testing, and measurement of IZOF and other applied models.
Purpose: We wanted to assess the values of expected night-time and day-time variability of the heart rate, in the presence of dyspnea episodes during night-time, recorded by a Holter monitor.
Objective: Our aim was to investigate whether nocturnal breathing disorders affect the HRV indexes.
Methods: 40 patients participated in our survey. 20 of them experienced episodes of night-time breathing difficulty, and the control group consisted of 20 participants in whose case there were no episodes of night-time breathing difficulty. We were examining the domains of time and frequency of heart rate variability, using day-time and night-time values recorded by a 24-hour Schiller Medilog Holter monitor. We evaluated the distribution of the parameters with a continuous codomain, their typical distribution and expected values on histograms, and summarized them in a table. For the examination of the difference in averages the Two-Sample T- Test was used, where p<0.05.
Results: The vegetative equilibrium ratio and the standard deviation of the R-R intervals showed a significant difference between the apnea patients and the healthy group at night. Examining the severity of apnea, we didn't find significant difference between the two groups in the mean of the time and frequency indices, however, a decrease in the values of the apnea group was observed compared to the control group.
Conclusion: Night differences in the vegetative equilibrium rate and time parameters of the apnea patients and the control group, as well as differences in the HRV index recorded by the change in the severity of the disease, draw attention to the importance of the HRV indicators with HOLTER monitors.
During the mentoring work, the question often arises as to how much the mentor becomes a model for the student or intern. What could be the reason why some people reflect the values and models that they represent and thus the students follow and respect them, just by their activities, by the manifestation of their personality, by their existence within the entire school? How can the mentoring task be made more effective? Answering these questions motivated me to prepare the research, the purpose of which is to determine the role of the mentor teacher in the mentoring process and to demonstrate the criteria for the success and efficiency of the mentor-student relationship. To answer the research questions, we conducted a questionnaire survey. In the study, we interviewed teachers and mentor teachers (n=30), of whom 63% were women, 36.7% were men (average age 51, minimum: 38, maximum: 65). 66.7% have more than 20 years of teaching experience. 11.9% of the respondents teach in the field of physical education and sports literacy. Our results showed that the lead and mentor teacher has a decisive role in the mentoring process and his personal influence can be an important factor in the retention of teacher candidates. In the mentoring process, openness to the new, mutual respect and critical, empathetic mentoring behavior are the most encouraging in the bipolar mentoring relationship. Students' self-confidence is increased most by the teacher's encouraging behavior based on professional knowledge. In terms of their own development, mentors are mostly inspired by students with a cooperative, positive attitude, but they are at least as motivated by the student's interest in teaching and becoming a teacher. It is interesting that it is not the powerful managerial control, but the developmental mentoring control that assumes reflexivity that appears during the teachings.
Our research aimed to determine what temperature changes occur along with the spinal segments during seated exercise and in which direction these temperature values change due to a preventive exercise program. This thesis aims to develop a thermographic analysis procedure to monitor the loads generated in and along the spine of mainly e-athletes and to investigate the effect of a preventive exercise program designed by the research team on the temperature values generated by the load. During our research, we conducted a study with three university students over several months. After an acclimatization period, the research subjects performed e-sport activities in a standardized temperature room while their back temperatures were monitored. The resulting thermograms were analyzed using ImageJ free-use image analysis software. The RGB-type thermograms were converted to 8-bit color depth, and the pixel intensity of the ROI (Range of interest) areas was measured. The following ROI areas were isolated during measurements: neck (C-cervical), back (T-thoracic), lumbar (L-lumbar), and muscle groups to the left (S-sinistrum) and right (D-dextrum) of these areas. Results were obtained at five-minute intervals. Our results showed that the intervention did not produce apparent changes. In two out of three subjects, the cervical section was the hottest, followed by the thoracic and lumbar areas. In general, surfaces to the left of the spinal regions were warmer than surfaces to the right.
Physical Education as a subject – much like other subjects – has its own literary and educational content and the primary goal is the transference of that knowledge. In this respect, it is but one subject. At the same time it is unique, being the only subject dedicated to improving the body and the physique, yet “when we talk about the internal values of physical education, we only refer to its own literary and educational content. The meaning of this phrase includes the system of movement-based activities as well as the related intellectual knowledge” (RÉTSÁGI, 2011). During a Physical Education lesson students learn and practice movement-based activities, the importance of which is to improve their motor abilities, physical fitness (MÜLLER et al., 2013. MÜLLER et al., 2017) and mental health (BORBÉLY – MÜLLER, 2008). It may facilitate the prevention of numerous deformities or ailments, thus contributing to the preserving and of one’s health (MOSONYI et al., 2013., MÜLLER, 2015). For the past few years, multinational food companies (e.g. Danone and Nestlé) have also realized this, as they began to promote various programmes to support the regular physical activities of schoolchildren (RÁTHONYI – ODOR – RÁTHONYI, 2016). Physical Education in schools can only be considered effective if students come to appreciate and begin to feel the need for regular physical activities. For that purpose PE lessons are needed to be filled with content that is serious, requires effort (i.e. it should be a challenge that inspires improvement), but at the same time, it provides every student with feelings of success and enjoyment. This work, which at many times adapts to vastly different students (i.e. differentiates), is the duty of sports specialists and PE teachers (H. EKLER, 2013).