High-intensity exercise to improve cardiorespiratory fitness in cancer patients and survivors: A systematic review and meta-analysis.

Improving cardiorespiratory fitness (CRFit) in cancer patients is crucial to increase survivorship, promote health, and improve quality of life. High-intensity training (HIT) has the potential to increase CRFit, perhaps better than other exercise modalities, but the extant evidence has yet to be fully explored. This systematic review and meta-analysis aimed to evaluate the effects of HIT on CRFit in cancer patients and survivors and to identify the optimal characteristics of the interventions (eg, cancer type, intervention timing, exercise modality, intervention's duration, and the number of minutes of high-intensity exercise in each session). The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. A total of 31 articles (2515 participants) were included in the systematic review and 25 in the meta-analyses. CRFit significantly improved with HIT in comparison with a control group (P < .00001, SMD = 0.44 and a 95% confidence interval from 0.25 to 0.64). The results obtained in the sub-analysis were statistically significant except the comparison with the active group CRFit (P = .13). The results showed that higher effects could be achieved in: patients starting to exercise before treatment, interventions longer than eight weeks, programs including exclusively cardiovascular training and with a high-intensity part of session duration of at least 20 minutes.

El cuestionamiento como herramienta fundamental para el desarrolo de la toma de decisiones de los alumnos en educación física / Questioning as a fundamental tool for physical education students to develop decision-making skills / O questionamento como ferramenta fundamental para o desenvolvimento da tomada de decisão de estudantes em educação física

El objetivo del presente estudio fue analizar el efecto de un programa de enseñanza comprensiva, basado en el cuestionamiento, sobre la toma de decisiones en las habilidades del pase y del lanzamiento, en una unidad didáctica de baloncesto en Educación Primaria. Participaron 37 alumnos de 6º de Primaria con edades comprendidas entre los 11 y 12 años. La variable independiente fue el programa de intervención, basado en el modelo Teaching Games for Understanding (TGfU). La variable de toma de decisiones fue evaluada a través de la observación sistemática. Los resultados obtenidos mostraron que, tras la intervención, los alumnos que recibieron el cuestionamiento durante el desarrollo de las actividades formativas mejoraron su toma de decisiones en comparación con los alumnos que no lo recibieron. Estos resultados manifiestan la necesidad de incluir este modelo pedagógico en las programaciones docentes en los niveles superiores de la etapa de Primaria

O principal objetivo do estudo foi analisar o efeito de um programa de ensino centrado na compreensão, baseado no questionamento, na tomada de decisões nas ações de passe e do lançamento, numa unidade didática de basquetebol no ensino fundamental. Participaram 37 alunos com idades compreendidas entre 11 e 12 anos. A variável independente foi o programa de intervenção baseado no modelo Teaching Games for Understanding (TGfU). A variável dependente de tomada de decisão foi avaliada através da observação sistemática. Os resultados mostraram que, após a intervenção, os alunos que receberam o questionamento durante o desenvolvimento das atividades de treino melhoraram sua tomada de decisão em relação aos alunos que não o receberam. Esses resultados mostram a necessidade de incluir esse modelo pedagógico nos programas de ensino nos níveis superiores do ensino fundamental

The main purpose of this study was to analyze the effect of a comprehensive questioning-based teaching program about decision-making on passing and throwing abilities in a Primary Education teaching unit focused on basketball. Thirty-seven students aged 11-12 participated in the study. The independent variable was the intervention program based on the Teaching Games for Understanding (TGfU). The decision-making variable was assessed by systematic observation. The results obtained showed that, after the intervention, the students who received the questioning when developing training activities improved their decision-making compared to those who did not. These results show the need to include this pedagogical model in teaching programs at the higher levels of Primary Education

Developing sport expertise in youth sport: a decision training program in basketball.

BACKGROUND: This study has analyzed the impact of applying a decision training program, in which video-feedback and questioning were used, on the development of decision-making, skill execution and procedural knowledge in basketball players. METHODS: Participants were eleven male players aged between 12 and 13 years old (M age = 12.75, SD age = .65), who were assigned to an experimental or control group within a pre-test/intervention test/retention test quasi-experimental design. The decision training program was applied over 11 weeks. Throughout this intervention, players had to analyze the causes and reasons for the decision made, using video feedback and questioning to this end. Decision-making and skill execution variables were analyzed using the French & Thomas (1987) observation instrument, while a validated questionnaire was used to assess procedural knowledge in basketball. RESULTS: The results reported that sport expertise improved in players from the experimental group, who had significantly higher intervention test scores for successful decisions and skill executions when compared to players in the control group. In the intra-group analysis, the experimental group significantly improved in the intervention test compared to the pre-test, in terms of some of the variables of decision-making, skill execution and procedural knowledge. DISCUSSION: These results reinforce the idea of including cognitive tools in training, such as video-feedback and questioning, to improve sport expertise in players' formative stages, and presumably to improve their performance whilst maintaining decision training throughout time.

Barreras percibidas para la práctica de actividad física en estudiantes universitarios. Diferencias por género y niveles de actividad física / Perceived barriers to Physical Activity in University Students. Differences in Gender and Physical Activity Levels

Resumen La etapa universitaria supone un momento sensible respecto a la realización de práctica de actividad física (AF), especialmente en las mujeres. El objetivo principal de este estudio fue identificar la prevalencia de barreras de práctica de AF, y analizar las posibles diferencias en función del género y el cumplimiento de las recomendaciones de práctica de AF para adultos, establecidas por la Organización Mundial de la Salud (2010). Participaron 901 estudiantes universitarios (M = 22.59; DT = 3.59) que cumplimentaron el IPAQ-SF y la Escala de Percepción de Barreras. Entre los resultados destaca que las barreras relativas a la falta de tiempo obtuvieron los valores más altos entre la población universitaria. El MANOVA realizado mostró que los estudiantes que no cumplían las recomendaciones de práctica de AF percibían valores superiores en la mayoría de barreras de práctica de AF que aquellos estudiantes que sí cumplían las recomendaciones. De igual modo, las mujeres que cumplían las recomendaciones de AF presentaron valores superiores en todas las barreras analizadas, que los hombres que cumplían dichas recomendaciones. En esta misma línea, las mujeres que no cumplían las recomendaciones de AF presentaron valores superiores en las barreras referentes al tiempo y a la capacidad de disfrute que los hombres que no cumplían dichas recomendaciones. A raíz de la alta prevalencia de percepción de barreras, especialmente en las mujeres, se destaca la importancia de desarrollar programas de intervención y políticas que puedan suponer una mayor adherencia a la práctica de AF, asentando unos hábitos más activos en la población universitaria.

Abstract University stage is a sensitive moment about doing physical activity (PA), especially in women. The main objective of this study was to identify the barriers to PA in university students and analyze possible differences in gender and compliance with PA guidelines established in adults by World Health Organization (2010). 901 students (M = 22.59; SD = 3.59) completed the IPAQ-SF and the Scale of Perceived Barriers. Among the results, the barriers related to lack of time obtained the highest values among the university population. The MANOVA showed that students who failing to meet PA guidelines perceived higher values ​​in most analyzed barriers than the students who meet PA guidelines. Likewise, women who met the PA guidelines presented higher values in all the barriers analyzed than the men who met the PA guidelines. In addition, women who failing to meet PA guidelines presented higher values in the barriers related to time and disliking of PA than the men who failing to meet PA guidelines. In summary, this study showed a high prevalencia of barriers in university students, especially in women. The results highlight the importance of developing health policies and PA interventions targeting university students.