RESUMEN
The aim of this study was to investigate the effects of different protocols of moderate-intensity intermittent hypoxic training in patients who had recovered from COVID-19 on quality of life (QoL) and mental health. The sample of this clinical trial-controlled double-blind study consisted of 67 participants aged 30-69 years, who were organized randomly according to Normoxia, Hypoxia, Hypoxia Recovery or Control Group. Eight weeks of cycle ergometer training were performed with a frequency of three training sessions per week in normoxic or hypoxic conditions (with or without hypoxic recovery). Health-related QoL and Mental Health Status were evaluated by 12-Item Short Form Survey and Depression Anxiety and Stress Scale instruments, respectively. All training groups improved the QoL's physical dimensions (Baseline-Post: Normoxia Group 42.1 (11.0)-48.7 (7.0), Hypoxia Group 46.9 (11.8)-53.5 (6.6) and Hypoxia Recovery Group 45.8 (9.2)-51.1 (5.3)) and mental dimensions (Baseline-Post: Normoxia Group 48.8 (7.9)-54.6 (4.6), Hypoxia Group 45.2 (7.7)-53.2 (3.8) and Hypoxia Recovery Group 46.5 (9.7)-52.0 (9.9)). Regarding mental health outcomes, all training groups decreased depressive symptoms (66.7% Normoxia, 31.2% Hypoxia Recovery and 31% Hypoxia groups), anxiety symptoms (46.5% Normoxia, 45.9% Hypoxia Recovery and 39.5% in the Hypoxia groups) and stress symptoms (40.6% Normoxia, 36.3% Hypoxia Recovery and 22.1% Hypoxia groups). Significant statistical difference was not found between groups. Normoxic and hypoxic training showed a similar effect on QoL and the mental health of Brazilian adults who had recovered from COVID-19.
RESUMEN
Objetivo: identificar e discutir os sistemas de jogo (ofensivos e defensivos) mais importantes para treinadores de handebol de equipes escolares das categorias sub-14 e sub-17 e as possíveis implicações para o treinamento dos jogadores. Método: Onze treinadores de equipes escolares de handebol de um município do Estado de São Paulo (Brasil) foram entrevistados individualmente. A análise dos discursos foi realizada com base no discurso do sujeito coletivo. Resultados: apresentaram-se uma diversidade de opiniões sobre os sistemas defensivos considerados mais importantes. Já para os sistemas ofensivos observou-se maior preferência pelo 3:3 clássico em ambas as categorias. Identificou-se que há influência da busca por resultados competitivos na escolha dos sistemas de jogo abordados pelos treinadores. Conclusão: a formação do jogador deve ser entendida como um processo de longo prazo, considerando a seleção dos conteúdos, dos métodos de ensino e de uma sequência que possibilite a compreensão do jogo.
Objective: To identify and to discuss the most important game systems (offensive and defensive) for handball coaches of school teams (U-14 and U-17), as well as their possible implications for player training. Method: Eleven coaches of handball school teams from a city in the State of São Paulo (Brazil) were interviewed individually. The discourse analysis was performed based on the discourse of collective subject. Results: A diversity of opinions about the most important defensive systems was presented. For offensive systems, preference was given to the classic 3:3. It was identified that the search for competitive results has an influence on the choice of game systems addressed by the coaches. Conclusion: Player training should be understood as a long-term process, considering the selection of content, teaching methods, and a sequence that allows understanding the game.
Objetivo: identificar y discutir los sistemas de juego (ofensivo y defensivo) más importantes para entrenadores de balonmano de equipos escolares (sub-14 y sub-17), y las posibles implicaciones para el entrenamiento de los jugadores. Método: se entrevistó individualmente a once entrenadores de equipos escolares de balonmano de un municipio del estado de São Paulo (Brasil). El análisis del discurso se realizó sobre la base del discurso del sujeto colectivo. Resultados: se presentó una diversidad de opiniones sobre los sistemas defensivos más importantes. Para los sistemas ofensivos, se dio mayor preferencia al 3:3 clásico. Se identificó que la búsqueda de resultados competitivos tiene influencia en la elección de los sistemas de juego abordados por los entrenadores. Conclusión: la formación del jugador se debe entender como un proceso a largo plazo, considerando la selección de contenidos, los métodos de enseñanza y una secuencia que permite la comprensión del juego.
