Effects of weight lifting training combined with plyometric exercises on physical fitness, body composition, and knee extension velocity during kicking in football
Why this work is in the frame
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Bibliographic record
Abstract
The effects of a training program consisting of weight lifting combined with plyometric exercises on kicking performance, myosin heavy-chain composition (vastus lateralis), physical fitness, and body composition (using dual-energy X-ray absorptiometry (DXA)) was examined in 37 male physical education students divided randomly into a training group (TG: 16 subjects) and a control group (CG: 21 subjects). The TG followed 6 weeks of combined weight lifting and plyometric exercises. In all subjects, tests were performed to measure their maximal angular speed of the knee during in-step kicks on a stationary ball. Additional tests for muscle power (vertical jump), running speed (30 m running test), anaerobic capacity (Wingate and 300 m running tests), and aerobic power (20 m shuttle run tests) were also performed. Training resulted in muscle hypertrophy (+4.3%), increased peak angular velocity of the knee during kicking (+13.6%), increased percentage of myosin heavy-chain (MHC) type IIa (+8.4%), increased 1 repetition maximum (1 RM) of inclined leg press (ILP) (+61.4%), leg extension (LE) (+20.2%), leg curl (+15.9%), and half squat (HQ) (+45.1%), and enhanced performance in vertical jump (all p < or = 0.05). In contrast, MHC type I was reduced (-5.2%, p < or = 0.05) after training. In the control group, these variables remained unchanged. In conclusion, 6 weeks of strength training combining weight lifting and plyometric exercises results in significant improvement of kicking performance, as well as other physical capacities related to success in football (soccer).
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it