International result-oriented performance in sports requires systematic scientific training. A proper pedagogical approach is required for systematic loading of the athletes in order to record-breaking performance. The performance of an athlete largely depends upon a progressive training load for a relatively long period of time. The degree of mechanical tension, subcellular damage, and metabolic stress can all play a role in exercise-induced muscle adaptations. The process of adaptation largely depended upon the ratio of load and recovery stimulus. Thus the load dynamics and proper adaptation is reflected in the achievement of an athlete. The present research review-based article discussed systematically the procedure of training load, importance of recovery, and adaptation of load.

The aim of this case study research was to examine how one experienced PE Lead Teacher in a specialist special school for children with social, emotional, and mental health issues learned how to implement the teaching games for understanding (TGfU) model into a unit of hockey lessons. The qualitative data collection methods consisted of two main methods, firstly there was the end of unit semi-structured interview of the PE Lead and secondly there were the Likert Scale student questionnaires which were completed on three occasions, before during and after the study covering sixteen hockey lessons over a four-month period. Using inductive data analysis indicated the experienced PE Lead was able to teach the principles of the TGfU model through a series of benchmarks which has been developed from the original model created by Bunker and Thorpe (1982) and further developed by Metzler (2011). The study has been able to show that the experienced PE Lead has been able to learn how to use the model through his own research and interest in the TGfU approach to learning and apply this to his PE lessons with students who have special needs. The findings have also shown that by using each of the TGfU model benchmarks the engagement, social behaviours and interest levels of the students have also improved. However, the study is limited to one model of learning (TGfU) and is focussed on a single experienced teacher of PE over a relatively short period of time.

Introduction: The purpose of the study was to investigate the effects of backpacks on body posture and spinal morphology in children and adolescents, and the relationship between them and back pain in adolescents, in order to provide a theoretical basis for further research in this area. Methods: The literature on backpacks, body posture, spinal morphology and back pain was searched and the results were analyzed. Results: The studies mainly focused on the effects of backpack type, weight and position on their muscle activity; and the main muscles studied were upper trapezius, erector spinae, and rectus abdominis, while the studies on other muscles were still insufficient. Conclusion: Backpack type and method, backpack weight, backpack strap design, backpack position, and backpack time all have different effects on muscle activity in various parts of the adolescent body, and these effects may lead to back pain, which is one of the factors affecting spinal health that cannot be ignored.