The Perception of Effort as a Basis for Improving Physical Efficacy and Efficiency in Italian Military School Students

Military schools primarily aim to prepare young people for the admission procedures of military academies. In this specific environment, the high overall load can generate burnout in cadets and the consequent failure to achieve scholastic and military objectives. The present study investigated how a training protocol based entirely on internal load and a reflective approach in a military-type school context affects participants' physical efficacy, efficiency, and psychological outcomes. For this study, 63 cadets who were 17 years old from an Italian military school were recruited. Twenty-two of them were allocated into a control group (CG), twenty-one were allocated into a group exercising based on external load (EG), and twenty we allocated into a group exercising based on internal load (IG). All groups performed tests of physical efficacy (maximal tests) and physical efficiency (self-perception-based submaximal test) and answered psychological questionnaires to assess motivation, self-efficacy, and enjoyment. Group participants attended eight weeks of interventions in which physical education lessons were led as follows: the EG performed a circuit training at 50% of maximal repetitions, the IG performed a circuit training at value six on Borg's scale, and the CG attended curricular physical education lessons. Tests were then repeated. The IG increased physical efficacy more than the EG and CG, while only the IG increased physical efficiency. The IG and EG improved in psychological variables more than the CG. Education in self-perception and self-regulation could help cadets better manage their psychophysical status, allowing them to reach the physical demands for academic admission.