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The current book presents the articles included in the Special Issue “Women in Sports and Exercise: From Health to Sports Performance”. Readers will find in this book evidence about the relationships between physical qualities in sports and how women's performance can be optimized using dedicated training intervention. Moreover, information about the impact of the menstrual cycle on athletic performance will be revealed. Attention to physical activity patterns in women will be also disclosed.

gender --- training load --- health surveys --- sport participation --- football --- athletic performance --- anaerobic --- aerobic --- sports training --- female athletes --- ovarian cycle --- plyometric exercises --- testing --- velocity --- sports nutrition --- continuous glucose monitoring --- carbohydrate --- protein --- hydration --- trail running --- Freestyle Libre --- breast cancer --- rowing --- exercise --- quality of life --- perceived health --- IPAQ-SF --- SF-36 --- movement quality --- physical performance --- strength --- power --- flexibility --- women --- physical activity --- racket sport --- injury --- elbow --- electromyography --- co-activation --- physical fitness --- high-intensity interval training --- high-intensity functional training --- body composition --- aerobic fitness --- muscle performance --- performance --- unilateral --- final score --- winning --- match result --- situational variables --- menstruation disturbances --- menstrual cycle --- athletes --- women’s health --- woman --- female --- sports performance --- creatine --- circadian rhythms

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Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand - for example, low perceived returns to education compared to opportunity cost; and supply - poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world's poorest people.