{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,2]],"date-time":"2026-08-02T21:28:27Z","timestamp":1785706107130,"version":"3.56.0"},"reference-count":38,"publisher":"MDPI AG","issue":"22","license":[{"start":{"date-parts":[[2022,11,14]],"date-time":"2022-11-14T00:00:00Z","timestamp":1668384000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["IJERPH"],"abstract":"<jats:p>The objective of this investigation was to explore in a sample of female students the effects of several acute plyometric training intensities (low, moderate, and high\u201455\u201365%, 70\u201380%, and 90\u2013100% of maximal vertical jump performance, respectively) on cognition (attention) and psychological states (mood). Thirty-seven female students (mean age = 19.72 \u00b1 0.73 years, mean body mass index = 19.51) participated in the current study. They were randomly allocated to one of three conditions: a high-intensity plyometric exercise (HIPE), a moderate-intensity plyometric exercise (MIPE), and a low-intensity plyometric exercise (LIPE). Before and immediately after each session for the three conditions, all participants underwent a cognitive performance test (d2 test) and filled in a battery of psychological questionnaires (the Rating of Perceived Exertion (RPE), and the Brunel Mood Scale (BRUMS)). The data reported higher concentration performance and a lower number of errors in the MIPE when compared with HIPE (all, p-value &lt; 0.05) groups, whereas no significant difference was found between other conditions (p-value &gt; 0.05). The RPE value was higher in the HIPE (p-value &lt; 0.001) and MIPE (p = 0.01) than in the LIPE, and in the HIPE than in the MIPE (p = 0.001) conditions. Concerning the BRUMS scale, fatigue (p = 0.005) was significantly different among the various conditions, being higher in HIPE with respect to MIPE and LIPE (all, p-value &lt; 0.05) conditions. In conclusion, moderate-intensity plyometric exercise can be considered the best activity to improve visual attention. Practitioners may practice moderate-intensity plyometric exercises to improve concentration performance. However, due to the limitations of the present study (lack of a control group and between-subjects study design), further research in the field is warranted.<\/jats:p>","DOI":"10.3390\/ijerph192214959","type":"journal-article","created":{"date-parts":[[2022,11,14]],"date-time":"2022-11-14T02:32:01Z","timestamp":1668393121000},"page":"14959","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":13,"title":["Effects of Different Acute Plyometric Training Intensities on Attention and Psychological States"],"prefix":"10.3390","volume":"19","author":[{"given":"Hela","family":"Znazen","sequence":"first","affiliation":[{"name":"Department of Physical Education and Sport, College of Education, Taif University, P.O. Box 11099, Taif 21944, Saudi Arabia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amri","family":"Hammami","sequence":"additional","affiliation":[{"name":"Higher Institute of Sport and Physical Education of Ksar Said, University of Manouba, Manouba 2010, Tunisia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8409-868X","authenticated-orcid":false,"given":"Nicola Luigi","family":"Bragazzi","sequence":"additional","affiliation":[{"name":"Laboratory for Industrial and Applied Mathematics (LIAM), Department of Mathematics and Statistics, York University, Toronto, ON M3J 1P3, Canada"},{"name":"School of Public Health, Department of Health Sciences (DISSAL), Genoa University, 16126 Genoa, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Atyh","family":"Hadadi","sequence":"additional","affiliation":[{"name":"Department of Physical Education and Sport, College of Education, Taif University, P.O. Box 11099, Taif 21944, Saudi Arabia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4346-1750","authenticated-orcid":false,"given":"Maamer","family":"Slimani","sequence":"additional","affiliation":[{"name":"Higher Institute of Sport and Physical Education of Ksar Said, University of Manouba, Manouba 2010, Tunisia"},{"name":"School of Public Health, Department of Health Sciences (DISSAL), Genoa University, 16126 Genoa, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2022,11,14]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"167","DOI":"10.2165\/00007256-200029030-00003","article-title":"Physical activity and mental health","volume":"29","author":"Paluska","year":"2000","journal-title":"Sports Med."},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"18","DOI":"10.1353\/csd.2003.0008","article-title":"Using emotional and social factors to predict student success","volume":"44","author":"Pritchard","year":"2003","journal-title":"J. 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