Male Physical Education Research Articles

Physical education teachers’ attitudes regarding multicultural education and people of different sexual orientations

ABSTRACT Background While the research showed that the education stakeholders had a favorable attitude toward multicultural education, it also showed a negative view of individuals with different sexual orientations considered within multiculturalism. Since there are hardly any studies on how this situation is reflected in physical education (PE) and sports, it is believed those revealing PE teachers’ attitudes to multicultural education and people with various sexual orientations in the Turkish sample will add to the body of limited literature. Purpose This research had two objectives. First, compare the attitudes of female and male PE teachers toward multicultural education and lesbians and gay men. Second, investigate the relationship between PE teachers’ attitudes toward multicultural education, lesbians and gay men, age, and years of teaching experience. Method The study included 313 conveniently selected in-service PE teachers. The study's participants were all currently working at Turkey's public lower- and upper-secondary schools. Data were gathered using the Teacher Multicultural Attitude Survey and the Attitudes toward Lesbians and Gay Men Scale Revised Short Version. Findings PE teachers’ attitudes regarding multicultural education were not found to differ by gender. Female teachers, unlike their male counterparts, viewed lesbians and gay men more favorably. Female and male teachers’ attitudes towards multicultural education were positively related to their attitudes towards lesbians and gay men and were negatively associated with their age. Years of teaching experience did not correlate with the female and male teachers’ attitudes toward lesbians and gay men. Conclusions It needs to be emphasized that the positive attitudes of the two sexes of PE teachers toward multicultural education did not have a similar reflection on the attitudes toward people of different sexual orientations and that male teachers’ attitudes towards lesbians and gay men are less favorable than female teachers. This conclusion leads to the recommendation that the required modifications be made to the teacher education program to include sexual orientation diversity within the multicultural framework. Seminars and in-service training are necessary to assist the currently employed PE teachers in developing a helpful mindset.

Examination of the Relationship Between Stress Coping and Problem Solving Skills of Physical Education Teachers

This study aimed to investigate the relationship between coping with stress and problem-solving abilities among physical education teachers. The research sample comprised 64 female and 89 male physical education teachers, totaling 153 individuals, employed in schools under the Ministry of National Education in Mardin. Data collection instruments included a personal information form developed by the researcher, the Coping with Stress Scale developed by Türküm (2002), and the Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted into Turkish by Şahin, Şahin, and Heppner (1993). Statistical analyses involved testing for variance and homogeneity, employing independent t-tests for pairwise comparisons, One-Way ANOVA for multiple comparisons, and conducting Correlate analysis to determine relationships. Results revealed no significant differences in mean scores for coping with stress or problem-solving skills among physical education teachers based on gender, school type, or years of service in the profession. However, a positive low-level relationship was identified between the coping with stress scores and problem-solving scores of the physical education teachers. In summary, the study revealed notably high mean scores for both coping with stress and problem-solving skills among physical education teachers, suggesting their adeptness at managing stressors and addressing challenges effectively. Additionally, it is postulated that physical education teachers who exhibit effective stress coping mechanisms are also proficient in resolving encountered problems.

Reflective and critical thinking as determinants of academic achievement: A study in physical education and sport teacher candidates

This study examined the relationship between reflective thinking and academic achievement in physical education and sports teaching students. The research aimed to investigate to what extent the reflective and critical thinking tendencies of prospective physical education and sports teachers explain academic achievement. Based on John Dewey's vital and reflective thinking approaches, considered among thinking skills, an answer to this question was sought. A traditional and positivist paradigm was adopted as the research model, and a quantitative research approach was used. The study was designed with the relational method, and the relationship between critical and reflective thinking dispositions of physical education and sports teacher candidates and their academic achievement was analysed. The study group consisted of 200 participants studying in the first, second, third and fourth grades of the physical education and sports teaching program. The mean age of the participants was 22.20±2.98; 44.5% exercised regularly, and 49% were licensed athletes. Data collection tools included personal information forms, academic achievement grouping, the Critical Thinking Scale, and the Reflective Thinking Scale. The Critical Thinking Scale was adapted to Turkish using a two-dimensional model. The Reflective Thinking Scale has four sub-dimensions. The Confirmatory Factor Analysis indicated that some items were not suitable due to high error variances and cross-loading. After removing these items based on expert opinions, the remaining items in the reflection and critical reflection dimensions showed very good factor loadings. The reliability coefficients for the scale were satisfactory. Final year students scored higher in critical reflection and reflective thinking than third-grade students. No significant difference was found in critical openness, reflective skepticism, and critical thinking. Male physical education and sports teacher candidates scored higher in reflection, critical reflection, and reflective thinking tendency than their female counterparts. Consequently, the findings show that reflective thinking can potentially increase academic achievement in prospective physical education and sports teachers. These findings emphasize that developing thinking skills should be a priority in education programs.

Verbal aggressiveness and argumentativeness at the primary school: A gender-specific analysis

The study examined the effects of verbal aggressiveness and argumentativeness in relation to gender. Two experimental groups (44 children-18 boys and 26 girls-for the study of verbal aggressiveness and 61 children-29 boys and 32 girls-for the study of argumentativeness) and a control group (29 children-17 boys and 12 girls) in three primary schools in Magnesia participated. A questionnaire was used before and after an intervention. Results: Verbal aggression had a stronger influence on boys than arguementativeness on girls. Regarding the variable “badly threateningly,” the influence for boys was statistically significant in the control group after relaxation time, with more participation for the male physical education instructor. Regarding the variable “badly threateningly,” the influence for girls was statistically significant in argumentativeness before and after the speech, with more participation for the male physical education instructor after the speech. Concerning the variable “came back,” the influence for boys was statistically significant in verbal aggressiveness before and after the speech, with more participation for the female physical education instructor after the speech and for the control group for girls before relaxation time that came before the female and young physical education instructor. The variable of “how much aggressive” showed that the influence for boys was statistically significant in verbal aggressiveness before the speech with more participation in young physical education instructors. Two experimental groups may be more beneficial in the early and terminal stages of learning for these two dependent variables.

ICT-Driven instructional and assessment strategies for physical education in the new normal

Technology shaped the educational system since it enabled teachers to build several instructional methods that are both flexible and effective. It is undeniable that the use of ICT-aided teaching strategies in physical education enable the Physical Education (PE) teachers to adapt to the shifting educational environment. It has been established that several forms of ICT-aided methods were utilized by physical education teachers based on the applicability of these strategies and the teachers’ abilities to put them into practice. The purpose of this study was to determine the use of ICT-aided strategies across HEIs and secondary schools. There were total of 130 PE instructors from HEIs and secondary schools who participated in the study. Descriptive-comparative design was employed to emphasize the need to determine how nominal characteristics influenced competencies. Notably, the findings indicated that demonstration-based assessment was applicable among HEIs because of the intensive physical education curriculum. Male PE instructors were more competent in applying formative assessment and demonstration-based assessment. Competency of PE instructors within these metrics was remarkably high with an emphasis on self-efficacy. Teachers’ engagement to ICT-aided strategies reflected their teaching competencies having traces of motivational, leniency, and flexible learning. Limitations of the study represent the need to assess other factors that were relevant in teaching other that being described (e.g., social, economic, organizational). Nevertheless, ICT-aided strategies transformed the competencies of PE instructors towards sustainable learning in new normal.

Unimodal and bimodal curves of ground reaction force-time profiles identify the drop jump performance

ABSTRACT This study aimed to investigate the kinematics and kinetics differences in ground reaction force (GRF)-time profiles with uni- and bimodal curves (UNC and BIC) during the concentric phase of the drop jump (DJ). Twenty two male Physical Education college student who met UNC (N = 11) or BIC (N = 11) of the GRF-time profile of were recruited. Two force plates and eight infrared optical cameras were synchronised to collect the GRF and motion data during DJ from a 30-cm height. The Shapiro-Wilk test was used to assess the normality of data. The Wilcoxon test was used when data were not normally distributed. Otherwise, Independent t-tests were used to compare differences between the UNC and BIC groups for each dependent variable. The UNC group demonstrated shorter ground contact time, lower jump height, greater leg stiffness, greater peak power during the eccentric phase, less work during the eccentric and concentric phases, and greater hip and knee joint flexion and extension angle displacements (p < 0.05). No significant intergroup differences were found in reactive strength index (p > 0.05). The UNC and BIC of the GRF-time profiles can indicate whether athletes can practice DJ appropriately. UNC can be representative of a better DJ performance with an efficient stretch-shortening cycle function.

Comparing Workplace Experiences of Physical Education Teachers and Physical Education Teacher Education Faculty Members

Purpose: This study aimed to understand differences in workplace experiences based on occupation (i.e., physical education, physical education teacher education) and gender (i.e., male, female). Methods: Survey data were used to evaluate perceptions of mattering, resilience, marginalization, isolation, role stressors, and emotional exhaustion among physical educators (n = 421) and teacher educators (n = 286). Results: Factorial analyses of variance showed that teacher educators reported higher perceived mattering and less marginality and isolation than in-service teachers. Teachers reported higher role ambiguity and emotional exhaustion, and teacher educators reported more role conflict and overload. Female faculty members reported the highest role overload among the groups, and male physical education teachers felt more overloaded than did female teachers. Women reported less resilience. Discussion: The results provide initial empirical evidence that higher education contexts may be perceived as less stressful, which supports the implied notion of in-service teachers’ washing up to higher education roles.

Lessons Learnt From Conducting an Instrumental Ethno-Case Study in a Mainstream Secondary School

The aim of this paper is to provide an insight into the lessons learnt as the primary researcher during an instrumental ethno-case study research project that took place in a mainstream secondary academy that set out to examine the physical education (PE) experiences of adolescent, white, pupils in a ‘typical’ working-class secondary school (Ayrefield Community School – ACS). With the term instrumental ethno-case study used to reflect the non-continuous nature of the 34 days spent in the school over a 16-month period, the structure and content of the paper aims to provide a greater theoretical and practical understanding of this relatively nuanced and contemporary approach to qualitative research in education. Determined that the study design remained based in ethnography, consideration is also given to the impact of professional and personal time constraints on an ability to engage in a truly immersive ethnographical study. In this regard, the paper also aims to provide additional guidance on the design and implementation of the study and the recording and interpretation of the data for any researcher with similar aims and/or time constraints. In addition, the paper also utilises Norbert Elias’ sociological concept of involvement and detachment as the lens through which the juxtaposition between objective researcher and experienced mainstream secondary school teacher was explored and managed throughout the duration of the study. Overall, therefore, the paper aims to provide a theoretical justification for the use of the term instrumental ethno-case study design, additional guidance and lessons learnt on the design and implementation of this approach, and further detail on the extent to which the potential conflict between objective researcher and former school teacher was acknowledged and managed. The project itself primarily set out to examine the physical education (PE) experiences of adolescent, white, pupils in a ‘typical’ mainstream working-class secondary school (Ayrefield Community School – ACS) and in doing so also sought to explore the attitudes of the pupils in relation to their views on qualifications and education generally, how they spent their leisure time, and more specifically, how their own actions and relationships with their male PE staff came to influence the content and delivery of their PE provision. Therefore, reflecting on the use of the traditional case study methodologies of covert and overt observations, informal guided conversations, and focus group interviews with male pupils and school staff, the paper highlights and examines the practicalities and considerations associated with the selection of, and access to, a ‘typical’ white, working-class school, how care was taken to encourage ‘natural’ behaviour during covert and overt observations, the specific nature of informal guided conversations with pupils and staff, and the techniques utilised in order to facilitate focus group interviews with these male adolescent pupils.

Impact of Covid 19 on Changes in Lifestyle Related Behaviour in Undergraduate Male Physical Education Students

Impact of Covid 19 on Changes in Lifestyle Related Behaviour in Undergraduate Male Physical Education Students

Integration of Mental Health Promotion Strategies Within Physical Education Curricula

The present study investigated the incorporation of mental health promotion techniques within physical education curricula, as well as the influence of school policies in addressing the mental health needs of students. The sample predominantly comprised male physical education instructors between the ages of 31 and 40, who possessed 11 to 20 years of teaching experience. The results of the study indicated a uniform degree of integration among physical education instructors across various age and experience cohorts. This finding implies the significance of incorporating continuous mental health education within physical education curricula, however there were observed discrepancies across distinct domains. Significantly, the domain of social and emotional learning had comparatively lower scores, hence highlighting the necessity for focused enhancements in these specific aspects. Educators played a pivotal part in modifying their instructional approaches to cater to the mental health requirements of their students. The proponents placed significant emphasis on the principles of individualization, emotional management, and value-oriented pedagogy. The emergence of school policies also played a crucial role. The policies should prioritize the implementation of strategies, comprehensive staff training, the utilization of diverse educational techniques, active collaboration with parents, the provision of extracurricular activities, the availability of psychological counseling services, the integration of ideological perspectives, and the adoption of a student-centered approach.

Predictors of Filipino physical education teachers’ intentions in the use of exercise as punishment

Background and Study Aim. Studies on exercise as punishment (EAP) have focused on students and coaches, but less attention has been given to the perspectives of physical education (PE) teachers. This study examined the factors that influence Filipino PE teachers' intentions to use EAP. Specifically, the study examined the role of socio-demographic characteristics, attitudes, and subjective norms in predicting intentions to use EAP in PE classes. Material and Methods. A cross-sectional study was conducted to collect data from 397 PE teachers from all 16 regions of the Philippines. A researcher-made questionnaire was used to collect data on the participants' socio-demographic characteristics, attitudes, subjective norms, and intention to use EAP in their classes. Descriptive statistics and regression analysis were used to analyze the data. Results. The results showed that attitude was the strongest predictor, followed by gender (male), subjective norms, and age (over 45 years). This analysis suggests that the intention to use EAP is more prevalent among males and those over 45 years. It also shows that attitudes significantly predict these intentions. This suggests that teachers who perceive exercise as a tool for improving physical fitness and enforcing adherence to rules in a physical education setting are more likely to have such intentions. In addition, respondents with higher social pressure in employing exercise as a disciplinary measure in PE classes showed greater intentions to use EAP. Conclusions. The intention to use EAP is more prevalent among male PE teachers, those who are older, and those with positive attitudes towards exercise. Additionally, teachers who feel more social pressure to use exercise as a disciplinary measure are also more likely to intend to use EAP. These findings can be used to inform the development of PE teacher training programs and policies that promote the use of positive reinforcement and other non-punitive methods of discipline in PE classes.

남자 체육교사를 향한 여학생의 언어에서 나타나는 권력 행위 탐구

남자 체육교사를 향한 여학생의 언어에서 나타나는 권력 행위 탐구

Comparison of anaerobic speed reserve and maximal aerobic speed methods to prescribe short format high-intensity interval training.

The purpose of the study was to compare the degree of intersubject variability in the cardiorespiratory, metabolic, and perceptual responses to high-intensity interval training (HIIT) prescribed based on the relative anaerobic speed reserve (ASR) or maximal aerobic speed (MAS) and to identify the optimal % ASR for execution of such HIIT. Seventeen male physical education students (age: 23.6 ± 1.1 years, height: 180.2 ± 5.9, body mass: 78.3 ± 8.1 kg; % body fat: 14.3 ± 2.7%) volunteered to execute three randomly scheduled 10-min HIIT exercises at 110% vVO2max , Δ15% ASR, or Δ25% ASR. Analysis of variance for repeated measures and the least significant difference post-hoc test were used to compare the physiological responses and the mean of individual residuals between the training sessions. The coefficients of variation (CV) of time spent ≥90% of maximal oxygen uptake (VO2max ) and maximal heart rate (HRmax ), peak VO2 , mean VO2 , peak HR, mean HR, blood lactate [La], and rating of perceived exertion (RPE) were 48.7%, 35.9%, 9.3%, 7%, 3.5%, 4.8%, 32%, and 16.9% during 110% vVO2max , 47.2%, 31%, 7.5%, 6.7%, 3.9%, 4.6%, 24.2%, and 14.6% during Δ15% ASR, and 48.1%, 31.5%, 7.6%, 8.4%, 3.6%, 4.1%, 20.2%, and 3.4% during Δ25% ASR session, respectively. Only the residuals in RPE were significantly (p < 0.001) higher in 110% vVO2max and Δ15% ASR in comparison to Δ25% ASR. Time spent ≥90% HRmax /VO2max was maximized during Δ15% ASR session, albeit this was not significantly different from other sessions. The ASR-based method leads to reduced CVs of physiological and perceptual responses during 10-min HIIT; however, only reductions in [La] and RPE may be considered practically meaningful. Practitioners can use vVO2max for prescription of 10-min HIIT session comprised of 15-s work and passive recovery intervals.

Study on the relationship between the professional identity and the work engagement of teachers in private universities

This study tries to take professional identity (PI) and job involvement (JI) as the starting points of the research and briefly discusses the characteristics of PI and JI of teachers in Chinese private universities as well as the main factors affecting the level of PI and JI of teachers. This paper analyzes the relationship between the professional identity (PI) and the work engagement (WE) of 530 teachers at a private university in China using questionnaires surveys, interviews and statistics. The result shows that 1) a teacher’s professional identity at a private university provides a positive prediction for work engagement. 2) The professional identity (PI) of teachers in different phases of professional development has level and structural differences in its relationship to work engagement (WE). The PI of teachers in private universities is generally in the middle range among which professional motivation is the highest and professional emotional benefit is the lowest. There are significant differences in career identity across different career development periods. Through male physical education teachers' sense of professional emotional benefit, professional motivation and professional self-regulation and female physical education teachers' sense of professional motivation and professional self-regulation, the job investment can be predicted.

Predicting Self-determinism: Role of Charismatic Leadership and Mentoring Effectiveness among Physical Education Teachers of Higher Education Institutes

The current study aimed to find the relationship between charismatic leadership, mentoring effectiveness and self-determination in physical education instructors. It was hypothesized that there would be a negative relationship between charismatic leadership and mentoring effectiveness and a positive relationship between charismatic leadership and self-determination. Charismatic leadership and mentoring effectiveness would be significant positive predictors of self-determination. Data were collected from male physical education teachers from Lahore using a convenient sampling. The research findings indicate that instructors with strategic vision, sensitivity to the environment, and sensitivity to members’ needs have a high awareness of themselves and their perceived choices. There were non-significant family systems, educational differences, and income differences in self-determination among physical education instructors. = This study would help explore leadership styles in connection to mentoring effectiveness and self-determination for better teaching efficacy and the development of academia. Future research can include female teachers and cities other than Lahore.

Predicting Self-determinism: Role of Charismatic Leadership and Mentoring Effectiveness in Physical Education Teachers

The current study aimed to find the relationship among charismatic leadership, mentoring effectiveness, and self-determination in physical education instructors. It was hypothesized that there would be a negative relationship between charismatic leadership and mentoring effectiveness and a positive relationship between charismatic leadership and self-determination. Charismatic leadership and mentoring effectiveness would be significant positive predictors of self-determination. Data were collected from the male physical education teachers in Lahore using a convenient sampling. The research findings indicate that instructors with strategic vision, sensitivity to the environment, and sensitivity to members’ needs have a high awareness of themselves and their perceived choices. There were non-significant family systems, educational differences, and income differences in self-determination among the physical education instructors. This study would help explore leadership styles in connection to mentoring effectiveness and self-determination for better teaching efficacy and the development of academia. Future research can include female teachers and cities, other than Lahore.

Effects of different training intensities in high-intensity interval training (HIIT) on maximal aerobic velocity, hematological and muscle-damage markers in healthy young adults

This study aimed to examine the effects of two high-intensity interval training programs (HIIT) on maximal aerobic velocity (MAV), hematological variations and muscle damage markers in young healthy adults. Twenty-nine male physical education students, aged 20.3 ± 3.3 years, volunteered to participate in this study, and were randomly assigned to a control group (CG, n = 9) or two intervention groups (group 1 or 2). Intervention group 1 (n = 10) exercised at 100% of their MAV (EG100) while group 2 (n = 10) exercised at 110% MAV (EG110). Before and after the eight week training program, blood samples were drawn at rest, before, and after an intermittent exercise. Aspartate aminotransferase (ASAT), alanine aminotransferase (ALAT), C reactive protein (CRP), creatine kinase (CK) concentrations and hematological parameters (white blood cells [WBC], monocytes [MO], lymphocytes [LY], neutrophil [NE]) and lactate dehydrogenase (LDH) were measured. Post-hoc tests showed that MAV was significantly higher in EG110 compared to EG100 after HIIT (p < 0.01, ηp2 = 0.05), whilst ALAT, ASAT, and CPR were significantly lower (p < 0.01; 0.02 < ηp2 < 0.11) in EG110 compared to EG100. Moreover, post-hoc tests indicated that LY decreased significantly (p < 0.001, ηp2 = 0.21) only for EG110. Furthermore, there were significant positive correlations for both EG100 and EG110 between MAV and ALAT (r = 0.66, p = 0.044 and r = 0.64, p = 0.041 respectively), CK (r = 0.67, p = 0.031 and r = 0.86, p = 0.030, respectively), LDH (r = 0.74, p = 0.014, and r = 0.071, p = 0.021, respectively). In addition, there was a significant positive correlation for both, EG100 and EG110 between MAV and LY (r = 0.79, p < 0.01; r = 0.72, p < 0.05, respectively). Concerning the relationship between MAV and NE, there was a significant positive correlation (r = 0.66; p < 0.05) only for EG110. Findings from this study revealed that HIIT at 110% MAV was more efficient to improve MAV and reduce muscle damage. In addition, we observed significant associations between performance improvements (MAV) and markers of muscle damage.

Comparative Study on Sports Specific Personality among Male Physical Education Students of Uttar Pradesh

The present study was intended to compare the various sports specific personality (sociability, dominance, extroversion, conventionality, self-concept, mental toughness, and emotional stability) of physical education students of different universities (Agra University, Lucknow University, and Mahatma Gandhi Kashi Vidyapith University, Varanasi) of Uttar Pradesh using sports personality specific test developed by Dr. Agya Jit Singh and H.S. Cheema (2010). Descriptive research design was used in this study. For the purpose of the present study, a total of 90 physical education students were selected through random sampling. The collected data were analyzed using ANOVA. Level of significant was fixed at 0.05. The results of the study indicates that there was a significant difference on extroversion and self-concept between different university’s physical education students, however, no significant difference was found on sociability, dominance, conventionality, mental toughness, and emotional-stability.

Body composition in students physical education and sport: cross-sectional pilot study

Purpose: Young people who study physical education and sport are a priori regarded as having proper body structure and body composition. It is widely presumed that young who study physical education at one of several national universities of physical education (East Sarajevo) could be characterized with proper physique and body composition. Aim of the current study was to assess and analyze the body composition of a male students Physical Education and Sport, University East Sarajevo, by bioelectric impedance analysis and determine the significance of inter correlation coefficients.&#x0D; Material and methods: In study the participants consist 30 male students of Faculty of Physical Education and Sport, University of East Sarajevo, the III year of study (Body Height = 182.20 ± 6.89cm; Body Weight = 80.06 ± 8.80kg; Body Mass Index= 24.03 ± 2.58kg/m²).&#x0D; Results: of the study showed that the body composition is within the healthy (allowed) values recommended for this population of students (Body Fat=10.90kg or 13.62%; Body Muscle= 65.74kg or 82.40%; Body Water = 61.54%; Basal metabolic rate = 2045.07kCal; Daily calorie intake = 8436.56 kCal, etc.). Inter correlation coefficients showed inverse and significantly high correlation (p=0.000) between (inter correlation coefficient Fat-Muscle = -0.945), (inter correlation coefficients Fat-Water = -0.963) while direct correlation was achieved between (inter correlation coefficient Muscle-Water = 0.986).&#x0D; Conclusion: The obtained results of the study defined the appropriate body composition of the students, which is a consequence of their adequate physical activity and well-designed curricula at the home faculty. In the parameters of body composition, students of physical education and sports in East Sarajevo had a higher muscle component and lower values ​​of fat component than other students as a result of their somatotype, way of studying, teaching and extracurricular physical activities.

Evaluation of the Limb Symmetry Index: The Side Hop Test.

The main objective of present study was to evaluate inter-rater reliability and concurrent validity of Side Hop Test stopwatch vs. force plates timing, and to determine the number of sessions and trials required to minimize the effects of learning on Side Hop Test total time and limb symmetry index. Fifteen healthy male physical education students (mean ± SD: age, 23 ± 3 years; height, 181 ± 9 cm; and weight 72 ± 6 kg) participated. Side Hop Test total time (stopwatch and force plates) of left and right leg, and limb symmetry index (force plates) were obtained over seven sessions conducted 5–7 days apart. Time recordings of two raters were similar (t = −0.56, p > 0.05) with high reliability (all ICC >0.99 and CV% <0.1) and no systematic bias when compared to force plate data (p > 0.05; for rater 1 and 2, respectively). Total time improved across the Sessions (F = 25.87, p < 0.01, ω 2 = 0.18) and Trials (F = 68.15, p < 0.01, ω 2 = 0.10), with no significant interaction between factors. No between-leg differences were detected (F = 0.52, p > 0.05, ω 2 = 0.001). Limb symmetry index ranged from 0.999 to 1.055 across all sessions and trials (all p > 0.05 and ω 2 < 0.00). Due to low coefficient of correlation, high interclass correlation coefficient, and the lack in heteroscedasticity, stopwatch measurements are valid to measure total time in the Side Hop Test. Moreover, stopwatch measurements could be reliably used to measure total time in the Side Hop Test, while the test could be administrated with only one experienced rater. Unlike total times, findings on limb symmetry index suggest it could be reliably assessed after seven familiarization sessions.