RESUMO
Physical exercise (PE) is associated with cognitive changes and brain function. However, it is required to clarify the effect of PE in different intensities, population groups conditions and the EF duration over different cognitive domains. Besides, no studies are known to have evaluated the contextual emotional recognition. Therefore, we studied the effect of acute PE of moderate intensities up to higher ones to the executive functions and the contextual emotional recognition. The participants were evaluated and classified in two experiments according to the IPAQ short form self-report and control measures. In both experiments, the groups were randomized, controlled, and exposed to one session of indoor cycling through intervals of high measure intensity (75-85% HRmax). Experiment 1 comprised young adults who were physically active (PA) and healthy, apparently (n = 54, M age = 20.7, SD = 2.5). Experiment 2 involved young adults who were physically inactive (IP) and healthy, apparently (n = 36, M age = 21.6, SD = 1.8). The duration was the only factor that varied: 45 min for PA and 30 min for PI. The executive functions were evaluated by the Stroop, TMT A/B, and verbal fluency, and the emotional recognition through a task that includes body and facial emotions in context, simultaneously. The analysis of factorial mixed ANOVA showed effects on the right choices of the indoor cycling groups in the PA, and the time response in PI. Also, other effects were observed in the controlled groups. TMT-A/B measures showed changes in the pre-test-post-test measures for both experiments. Verbal fluency performance favored the control group in both experiments. Meanwhile, the emotional recognition showed an effect of the PE in error-reduction and enhanced the scores in the right choices of body emotions. These results suggest that the EF with intensities favored cognitive processes such as inhibitory control and emotional recognition in context. We took into account the importance of high-complexity tasks design that avoid a ceiling effect. This study is the first on reporting a positive effect of PE over the emotional contextual recognition. Important clinical and educational implications are presented implications which highlight the modulatory role of EF with moderate to high intensities.
RESUMO
La Teoría del bienestar Psicológico (Ryff, 1989) constituye uno de los eslabones fundamentales de la psicología positiva, la cual ha estado en marcada principalmente entre dos perspectivas que explican un modelo de mundo y un modelo de sujeto (Díaz, 2006). Ryff (1989) enuncia su modelo bautizado como Modelo Integrado de Desarrollo Personal (Integrated Model of Personal Develoment). Considerando que el deporte y la vida deportiva son actividades que requieren ser resistentes, alta capacidad volitiva, autonomía, poseer desafíos, plantearse objetivos, cumplir metas, crecer como persona, adaptarse a los distintos ambientes y cambios y para ello, relacionarse positivamente con el entorno, ser saludable, y mantener un control sobre lo que se hace, es por eso que nos detendremos en el concepto, y el análisis del bienestar psicológico y sus implicancias en el deporte y la psicología del deporte, desde el enfoque de Carol Ryff.
Well-being psychology theory (Ryff, 1989) is one of the essential links of positive psychology, which has been mainly framed between two perspectives that explain a model of world and a model of person (Díaz, 2006). Ryff (1989) states her model baptized as Integrated Model of Personal Development. Considering that sport, and life cycle sport are activities that demand to be strong, to have superior volitive skills, autonomy, be challenging, set up objectives, meet aims, grow as person, adapt to different environments and changes, and for that purpose, establish positive relationship with the others, be healthy and maintain self control, is for that reason we will stop into this concept and the analysis of psychological wellbeing and its involvement in sport, and sport psychology, from Carol Ryff perspective.
Assuntos
Humanos , Exercício Físico/psicologia , Psicologia , Seguridade SocialRESUMO
Este estudio buscaba comprobar si la evaluación de la motivación deportiva, según la Teoría de Orientación a Metas, varía de acuerdo con el uso de perfiles motivacionales simples ocombinados. También se explora su relación con variables tales como nivel de práctica deportiva o el nivel de competición y logro alcanzado. Setenta y dos hombres y mujeres,estudiantes de Ciencias de la Actividad Física y del Deporte de Zaragoza (España), respondieron el Cuestionario de Orientaciones Motivacionales en el Deporte (Guivernau & Duda, 1994,adaptación española del Task and Ego Orientation in Sport Questionnaire, Duda, 1989). Los resultados muestran la existencia de diferentes relaciones motivacionales con las variables depráctica deportiva, en función del tipo de perfil utilizado. Se discuten las implicaciones prácticas de los hallazgos respecto del clima motivacional generado en la enseñanza de la Educación Física.
This study analysed whether the evaluation of sports motivation, according to the Goal Orientation Theory, varies according with the use of simple or combined motivational profiles. It also explored its relationship with variables such as the level of sports practice, or the levelof competition and success. Seventy-two men and women, students of Sport and Physical Activity Sciences from Zaragoza (Spain), answered the Spanish adaptation (Guivernau &Duda, 1994) of the Task and Ego Orientation in Sport Questionnaire, (Duda, 1989). Results indicated differences between the motivational profiles considered, in relation to the sportive practice variables. Finally, we discuss the practical implications of these results attending theMotivational Climate generated at the Physical Education classrooms.