Biopsychosocial Effects of a Conventional Exercise Program and Culturally Relevant Activities in Older Women From Mozambique.

AIM: This randomized controlled trial compared the effects of a Conventional Exercise Program (CEP) and Culturally Relevant Activities (CRA) on body mass, cardiovascular risk, functional fitness (strength, flexibility, cardiorespiratory fitness, and agility), self-efficacy, and self-esteem in older women dwelling in Mozambique. METHODS: Fifty-seven women (67 [7] y) underwent 60-minute sessions of CEP (n = 28) or CRA (n = 29) performed 3 days per week for 12 weeks. CRA included Mozambican traditional dances and games (intensity corresponding to scores 3-4 of BORG-CR10 scale), and CEP included 20-minute stationary cycling (65%-75% heart rate reserve) and a resistance training circuit (8 exercises, 15-repetition maximum). RESULTS: CEP and CRA (P < .05) showed increased percent fat (3.4% and 5.3%), waist circumference (3.3% and 5.8%), and cardiorespiratory fitness (14.4% and 9.4%), and decreased triglycerides (-20.0% and -77.8%). In CEP (P < .05), body mass (2.9%), body mass index (3.2%), and high-density lipoprotein (10.0%) increased, while glycemia (-4.8%) and total cholesterol (-9.8%) decreased. Blood pressure slightly increased in CEP (6.2%, P > .05) and CRA (4.3%, P < .05). Self-efficacy and self-esteem increased to similar levels in both groups (15%, P < .05). CONCLUSIONS: CEP and CRA were capable to improve biopsychosocial health-related variables in Mozambican older women. Culturally referenced PA interventions should be considered as an alternative in African countries.

Gender Stereotype Threat Undermines Dance Performance and Learning in Boys.

The objective of the present study was to examine the effects of gender stereotype on the performance and learning of a classical ballet pirouette in 11-year-old boys. Participants in the stereotype threat (ST) group were informed that, in general, boys tend to show worse results when completing the pirouette task in comparison to girls. Participants in the stereotype lift (SL) group were told that girls tend to show worse results in comparison to boys. The control group did not receive stereotype instructions. The results demonstrated worse performance during practice and retention (next day) for the ST group relative to the SL and control groups; the SL and control groups did not differ. The findings indicate that gender stereotype threat can undermine motor performance and learning in boys.

Lesões no esporte de rendimento: uma análise em atletas brasileiros de pádel / Lesiones en el deporte de rendimiento: un análisis en los atletas de pádel brasileños / Injuries in competitive sports: an analysis of Brazilian padel athletes

RESUMO O objetivo deste estudo foi analisar a prevalência de lesões em atletas brasileiros de pádel. Participaram 62 padelistas (40 homens), com idade média de 31,03±7,32 anos e com o treinamento periódico do esporte de pelo menos oito meses. Todos responderam ao Inquérito de Morbidade Referida (IMR), em uma etapa do circuito nacional da modalidade. O IMR continha questões que abrangiam desde a identificação dos atletas até o local anatômico, além de investigar o mecanismo, a natureza, o momento e a gravidade da lesão, assim como o retorno às atividades normais e recidivas. Os resultados revelaram uma taxa de lesão de 1,39 por atleta e 2,05 por atleta lesionado, sendo o mecanismo de lesão mais prevalente o sem contato e o momento de lesão mais frequente, o final das partidas. O local anatômico mais acometido foi o membro superior, com gravidade leve e retorno sintomático. Conclui-se que padelistas têm uma alta taxa de lesão por atleta, bem como uma alta taxa de lesão por atleta lesionado.

RESUMEN El objetivo de este estudio fue analizar la prevalencia de lesiones en atletas de pádel brasileños. Participaron 62 jugadores de pádel (40 varones), con una edad media de 31,03±7,32 años y al menos ocho meses de entrenamiento periódico en el deporte. Todos respondieron a la Encuesta de Morbilidad Referida (IMR) en una etapa del circuito nacional de este deporte. La IMR constaba de preguntas sobre los atletas, el local anatómico de la lesión, además de investigar el mecanismo, la naturaleza, el momento y la gravedad de la lesión, así como el regreso a las actividades normales y las reocurrencias. Los resultados indicaron una tasa de lesiones de 1,39 por atleta y de 2,05 por atleta lesionado; el mecanismo sin contacto fue el más prevalente; y el final de los partidos, el momento de lesión más frecuente. El miembro superior fue el local anatómico más afectado, con severidad leve y reocurrencia sintomática. Se concluye que los jugadores de pádel tienen una elevada tasa de lesiones por atleta y por atleta lesionado.

ABSTRACT This study aimed to analyze the prevalence of injuries in Brazilian padel athletes. In total, 62 padel players (40 men) participated, with an average age of 31.03±7.32 years who periodically trained for at least eight months. All individuals responded to the Referred Morbidity Survey in a stage of the national circuit of the sport, which contained questions on the athletes' identification, anatomical site, mechanism, nature, time, and severity of the injury and return to normal activities and injury recurrence. Results showed an injury rate of 1.39 per athlete and 2.05 per injured athlete, with the most prevalent injury mechanism being non-contact and the most frequent injury occurring at the end of the matches. The most affected anatomical site was the upper limb with mild severity and a symptomatic return to activities. We concluded that padel players show a high injury rate per athlete, as well as a high injury rate per injured athlete.

Obesity impairs performing and learning a timing perception task regardless of the body position.

Obesity has been associated with poorer sensorimotor performance. However, it remains unclear whether these obesity-related impairments can be mitigated by practice. In the present study, we sought to investigate the effects of practice on performing and learning a temporal estimation task, in women with and without obesity. The experimental task consisted of synchronizing the arrival of two rectangles at a target point. Limited to the pressing of a switch, the task was intended to minimize possible muscular fatigue, self-generated perturbations to balance and the need to accelerate/decelerate body segments. Participants were allowed to choose the displacement velocity of the rectangle they controlled and were informed that they would not be offered any choice over it during a test to come. To control for the effect of different body positions on sensorimotor performance and learning, the 19 women with obesity (BMI = 40.0 + 7.33, age = 44.2 + 6.6) and 20 without obesity (BMI = 22.3 + 1.95, age = 43 + 6.9) were assigned into 4 groups, according to their BMI and body position assumed during practice (standing upright with feet together or sitting). As no significant differences concerning body position were found, the data were reanalysed disregarding this factor. Results revealed that while both groups reduced errors during the Acquisition, participants with obesity showed poorer performance (Acquisition) and sensorimotor learning (Transfer). Given the experimental task and adopted procedures, our results tend to support the hypothesis that hindered perception and/or integration of sensory information is associated with obesity.

Knowledge of Results do not Affect Self-Efficacy and Skill Acquisition on an Anticipatory Timing Task.

The literature provides that self-efficacy increases if individuals receive more information of their success during practice with a consequent increase in learning outcomes. The objective of this study was to test the effects of different knowledge of results (KR) frequencies on self-efficacy and motor learning. Two groups with different KR frequencies performed an anticipatory timing task on two consecutive days. To measure self-efficacy, a questionnaire on participant's efficacy was applied at different times. Both groups increased self-efficacy during practice, but we found no evidence of the effect of performance on self-efficacy and no group and self-efficacy effect on retention. These findings demonstrate that different KR frequencies do not affect the self-efficacy and learning of an anticipatory timing task.

Análise das publicações de livros e capítulos de livro dos bolsistas de produtividade em pesquisa do CNPq da área de educação física / Analysis of books and book chapters published by physical education researchers with productivity grants from Brazil's Council for Scientific and Technological Development (CNPq) / Análisis de las publicaciones de libros y capítulos de libro de los becarios de productividad en investigación del CNPq del área de educación física

Resumo O objetivo do estudo foi analisar a produção de livros e capítulos de livro dos bolsistas de produtividade do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) da área da Educação Física (PQ-EF), procurando entender a sua trajetória e verificar tendências das publicações e eventuais alterações nas suas características no período de 1991 a 2016. Foram analisados os currículos dos 91 bolsistas PQ-EF em curso no ano de 2017, no que diz respeito aos livros e capítulos de livro publicados, número de coautores e posição autoral dos bolsistas, por períodos definidos e por categoria de bolsistas. Os resultados mostraram um crescente aumento da produção de livros e capítulos de livro per capita e também um aumento na quantidade de autores por livro e capítulo de livro, sugerindo estratégias de publicação visando ao aumento de produtividade visualizadas na produção de artigos.

Abstract The study analyzes production of books and book chapters by Physical Education (PQ-EF) researchers who held productivity grants from Brazil's National Council for Scientific and Technological Development (CNPq), seeking to understand their trajectory and check trends regarding publications and possible changes in their characteristics in 1991-2016. The curricula of the 91 PQ-EF researchers holding productivity grants in 2017 were analyzed, with regard to books and book chapters, number of co-authors, and position among authors, for defined periods and by grant holder category. The results showed increase in the production of books and book chapters per capita and also in the number of authors per book and book chapter, suggesting publication strategies aimed at increasing productivity seen in production of articles.

Resumen El objetivo del estudio fue analizar la producción de libros y capítulos de libro de los becarios de productividad del Consejo Nacional de Desarrollo Científico y Tecnológico (CNPq) del área de Educación Física (PQ-EF), buscando comprender su trayectoria y verificar las tendencias de las publicaciones y posibles cambios en sus características en el período de 1991 a 2016. Se analizaron los currículos de los 91 becarios PQ-EF en curso en 2017, en lo que se refiere a los libros y capítulos de libro publicados, número de coautores y posición autoral de los becarios, por periodos definidos y por categoría de becarios. Los resultados mostraron un incremento creciente en la producción de libros y capítulos de libro per cápita y también un incremento en la cantidad de autores por libro y capítulo de libro, sugiriendo estrategias de publicación orientadas al aumento de productividad observada en la producción de artículos.

Trends in scientific production by physical education phd student researchers holding productivity grants from Brazil's National Council of Technological and Scientific Development (CNPq) / Tendências da produção científica dos bolsistas de produtividade em pesquisa do CNPq da área de educação física / Tendencias en la producción científica de los becarios de productividad en investigación del CNPq del área de educación física

Este estudo buscou analisar a produção científica dos bolsistas de produtividade do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) da área da Educação Física (PQ-EF), procurando entender a sua trajetória e verificar tendências quanto a publicações de artigos e às eventuais alterações nas suas características no período de 1991 a 2016. Foram analisados os currículos dos 91 bolsistas PQ-EF em curso no ano de 2017, no que diz respeito aos artigos publicados em periódicos, número de coautores e posição na autoria dos artigos, como também a relação entre esses fatores por níveis de bolsa e tempo de término do doutorado. Os resultados revelaram um aumento expressivo da produção científica per capita e também um aumento de publicações multiautorais com número cada vez maior de coautores, sugerindo estratégias de publicação visando ao aumento de produtividade.

This study analyzes the scientific production by Physical Education (PQ-EF) PhD student researchers holding productivity grants from Brazil's National Council of Technological and Scientific Development (CNPq), in order to understand their trajectory and look into publication trends and possible changes in their characteristics in 1991-2016. The curricula of the 91 PQ-EF researchers holding grants in 2017 were analyzed in terms of articles published in journals, number of co-authors, and authors' positions in the articles, as well as how these factors relate according to productivity grant levels and time taken for completing their PhD studies. The results revealed a significant increase in per capita scientific production and also an increase in multi-author publications as well as the number of co-authors, suggesting publication strategies aimed at higher productivity.

Este estudio se propuso analizar la producción científica de los becarios de productividad del Consejo Nacional para el Desarrollo Científico y Tecnológico (CNPq) en el área de Educación Física (PQ-EF), tratando de comprender su trayectoria y verificar las tendencias con respecto a la publicación de artículos y los posibles cambios en sus características en el período de 1991 a 2016. Se analizaron los currículos de los 91 becarios PQ-EF en curso en 2017, en lo que se refiere a los artículos publicados en revistas, el número de coautores y la ubicación en la autoría de los artículos, así como la relación entre estos factores según los niveles de beca y el tiempo de finalización del doctorado. Los resultados revelaron un aumento significativo en la producción científica per cápita y también un aumento en las publicaciones de varios autores, con un número creciente de coautores, lo que sugiere estrategias de publicación destinadas a aumentar la productividad.

La influencia de los constreñimientos espacio-temporales en la toma de decisiones en el área de penalti del futbol / The influence of spatial-temporal constraints on decision-making in penalty area of soccer / A influência dos constraints espaço-temporais na tomada de decisões na grande área do futebol

Este estudio investigó la toma de decisiones de jugadores dentro del área penalti en el fútbol, con base en variables espacio-temporales de coordinación interpersonal y extra personal. Fueron analizadas jugadas de remate (n= 71), pase (n= 26) y drible (n= 30), seleccionadas de 12 partidos de fútbol de un campeonato amateur en Colombia. Las imágenes capturadas fueron analizadas a través del software TACTO. Las variables espaciales y espacio-temporales utilizadas para el análisis fueron: II) ángulo de remate; III) ángulo A de pase; III) ángulo B de pase; IV) distancia interpersonal; V) velocidad y variabilidad relacionadas al cambio de cada una de esas medidas. Los resultados mostraron que, en relación a la decisión de rematar, los valores del ángulo de remate fueron superiores en comparación con el mismo ángulo cuando la decisión tomada fue la de pasar o driblar; y, en la decisión de driblar, los valores de la distancia interpersonal fueron diferentes con las situaciones en que se decidió pasar. En conclusión, os ángulos de remate y distancias interpersonales, funcionaron como parámetros de control en las situaciones de remate y drible, respectivamente

This study investigated the influence of spatio-temporal variables of interpersonal coordination on players’ decision-making within the penalty area of the soccer. We analyzed shooting events (n= 71), passing (n= 26) y dribbling (n= 30), which was choose from 12 games of an amateur Colombian championship and analysed using TACTO software. The spatiotemporal variables were: (I) shooting angle: formed by vectors liking the ball carrier (vertex) to two opponents that generated a gap in the goal; (II) passing angle A: vectors connecting the ball carrier (vertex) to his nearest defender and to a teammate; (III) passing angle B: vectors linking the ball carrier (vertex) to a teammate and to the teammate’s nearest defender; (IV) interpersonal distance: between the ball carrier and his nearest defender; (V) velocity: change rate of each of the measures, depending on the duration of the play; (VI) variability: coefficient of variation of each of the measures from the beginning to the end of the play. The results revealed that, values of the shooting angle were higher when players decide for shooting, comparing to situations in which the players decided to pass or dribble; and, the interpersonal distance was shorter in dribbling situations, comparing to passing situations. It was concluded that, the shooting angle and the interpersonal distance, functioned as control parameters in shooting at goal and dribbling situations, respectively

O presente estudo investigou a influência de variáveis espaço-temporais de coordenação interpessoal na tomada de decisões dos jogadores na grande área do futebol. Foram analisadas jogadas de chute (n= 71), passe (n= 26) e drible (n= 30), selecionadas de 12 jogos de futebol de um campeonato amador na Colômbia. As imagens capturadas foram analisadas através do software TACTO. As variáveis espaço-temporais consideradas para análise foram: i) ângulo de chute: vetores ligando o jogador com posse de bola (vértice) com os dois adversários geraram a maior lacuna no gol; ii) ângulo A de passe: vetores ligando o portador da bola (vértice) com seu marcador mais próximo e seu companheiro de equipe; iii) ângulo B de passe: vetores ligando o portador da bola (vértice) com seu companheiro de equipe e o marcador mais próximo dele.; iv) distância interpessoal: entre o atacante com posse de bola e o seu adversário mais próximo; v) velocidade: taxa de mudança de cada uma das medidas, em função do tempo de duração da jogada; vi) variabilidade: coeficiente de variação de cada uma das medidas desde o começo até o final da jogada. Os resultados mostraram que os valores do ângulo de chute foram superiores nas situações que os jogadores decidiram chutar, em comparação com as situações em que os jogadores decidiram passar ou driblar; e que, as distâncias interpessoais foram menores nas situações em que os jogadores decidiram driblar, em comparação com as situações de passe. Em conclusão, os ângulos de chute e distâncias interpessoais influenciaram na tomada de decisões do chute e drible, respectivamente

Do we know what we need? Preference for feedback about accurate performances does not benefit sensorimotor learning.

Previous research on skill acquisition has shown that learners seem to prefer receiving knowledge of results (KR) about those trials in which they have performed more accurately. In the present study, we assessed whether this preference leads to an advantage in terms of skill acquisition, transfer, and retention of their capacity to extrapolate the motion of decelerating objects during periods of visual occlusion. Instead of questionnaires, we adopted a more direct approach to investigate learners' preferences for KR. Participants performed 90 trials of a motion extrapolation task (acquisition phase) in which, every three trials, they could decide between receiving KR about their best or worst performance. Retention and transfer tests were carried out 24 hr after the acquisition phase, without KR, to examine the effects of the self-selected KR on sensorimotor learning. Consistent with the current literature, a preference for receiving KR about the most accurate performance was observed. However, participants' preferences were not consistent throughout the experiment as less than 10% (N = 40) selected the same type of KR in all their choices. Importantly, although preferred by most participants, KR about accurate performances had detrimental effects on skill acquisition, suggesting that learners may not always choose the KR that will maximize their learning experiences and skill retention. (PsycINFO Database Record

Choose to move: The motivational impact of autonomy support on motor learning.

Numerous studies in the motor learning domain have demonstrated learning advantages of self-controlled practice relative to yoked conditions. In separate lines of evidence in the social-psychological literature, findings show that providing participants with task-relevant autonomy support or minor incidental choices can result in superior outcomes when compared with conditions that thwart autonomy or do not offer choice. We hypothesized that motor learning could be enhanced by providing learners with choices - even if those choices are unrelated to task performance. In Experiment 1, two groups of participants practiced a golf putting task. While one group (the choice group) was able to select the color of golf balls (white, yellow, or orange) to be used in each upcoming block of 10 trials, participants in the second group (the yoked group) were provided with the same colored golf balls their choice-group counterparts had chosen. The results of a 24-h delayed retention test indicated significantly greater putting accuracy for the choice compared with the yoked group. Experiment 2 went one step further by asking choice group participants for their preferences regarding two issues unrelated to the practice task (balancing on a stabilometer): (1) which of two subsequent tasks (coincident timing or hand dynamometry) they wanted to perform and (2) which of two prints of paintings by Renoir they thought the investigator should hang on the laboratory wall. Yoked group participants were simply informed about which task they would perform afterwards and of which painting the experimenter would put on the wall. Balance learning was significantly more effective in the choice group on a retention test. Thus, self-controlled practice conditions can influence motor learning without providing task-relevant information, content, or strategic learning advantages. Self-controlled effects in motor learning may be motivational in nature, attributable to satisfaction of fundamental autonomy needs.

External focus and autonomy support: two important factors in motor learning have additive benefits.

We examined whether the combination of two factors that have consistently been found to enhance motor learning - an external focus (EF) of attention and autonomy support (AS) - would produce additive benefits. Participants practiced throwing with their non-dominant arm. In a 2×2 design, they were or were not asked to focus externally (i.e., on the target), and were or were not given a choice (autonomy support). The latter involved choosing 2 5-trials blocks during practice on which they used their dominant arm. All four groups - EF/AS, EF, AS, and C (control) - completed a practice phase consisting of 60 trials. The distance to the target (bull's eye) was 7.5m. One day later, participants performed retention (same target distance) and transfer tests (8.5m). Both external focus instructions and autonomy support enhanced retention and transfer performance. Importantly, the combination of these factors resulted in additive learning advantages. The EF/AS group showed the greatest throwing accuracy, and the EF and AS groups outperformed the C group. In addition, self-efficacy measured after practice and before retention and transfer was increased by both factors. Thus, promoting an external focus of attention and supporting learners' need for autonomy seem to independently influence learning.

Effects of generic versus non-generic feedback on motor learning in children.

Non-generic feedback refers to a specific event and implies that performance is malleable, while generic feedback implies that task performance reflects an inherent ability. The present study examined the influences of generic versus non-generic feedback on motor performance and learning in 10-year-old children. In the first experiment, using soccer ball kicking at a target as a task, providing participants with generic feedback resulted in worse performance than providing non-generic feedback, after both groups received negative feedback. The second experiment measured more permanent effects. Results of a retention test, performed one day after practicing a throwing task, showed that participants who received non-generic feedback during practice outperformed the generic feedback group, after receiving a negative feedback statement. The findings demonstrate the importance of the wording of feedback. Even though different positive feedback statements may not have an immediate influence on performance, they can affect performance, and presumably individuals' motivation, when performance is (purportedly) poor. Feedback implying that performance is malleable, rather than due to an inherent ability, seems to have the potential to inoculate learners against setbacks--a situation frequently encountered in the context of motor performance and learning.

Efeitos do "feedback" autocontrolado na aprendizagem do lançamento da bola da ginástica rítmica / Effects of self-controlled feedback on the learning of ball throwing in rhythmic gymnastics

O objetivo do presente estudo foi investigar os efeitos da frequência autocontrolada de "feedback" na aprendizagem do lançamento da bola da ginástica rítmica. A amostra foi constituída de 24 crianças, de sete a 10 anos de idade, distribuídas em dois grupos em relação aos diferentes tipos de condições de "feedback": autocontrolado e externamente controlado. O estudo foi composto de uma fase de prática e um teste de retenção. Os resultados de um questionário revelaram que a maioria dos participantes do grupo autocontrolado solicitou "feedback" principalmente após as boas tentativas de prática, enquanto os participantes do grupo "yoked" indicaram ter recebido "feedback" nas tentativas em que o desejavam. Nenhuma diferença foi encontrada em relação ao desempenho ou aprendizagem. Conclui-se que a frequência autocontrolada de "feedback" é tão eficiente quanto a frequência externamente controlada na aprendizagem da habilidade motora específica lançamento do aparelho bola em crianças desta faixa etária...

The aim of this study was to investigate the effects of self-controlled frequency of feedback on the learning of ball throwing in rhythmic gymnastics. 24 children, ranging from 7 to 10-years old participated in the study, divided into two groups in relation to the different feedback conditions: self-controlled and externally controlled (yoked). The study consisted of a practice phase and a retention test. The results of a questionnaire showed that the majority of participants of the self-control group requested feedback mainly after good trials, while participants of the yoked group indicated that they had received feedback on the trials they desired. No differences were found regarding performance or learning. We concluded that self-controlled feedback frequencies are as effective as externally controlled feedback frequencies for the learning of rhythmic gymnastics ball throwing in children...

Aprendizagem motora e síndrome de Down: efeitos da frequência relativa reduzida de conhecimento de resultados / Motor learning and Down syndrome: effects of reduced relative frequency of knowledge of results

O objetivo do presente estudo foi comparar os efeitos de duas frequências (100 e 33%) de conhecimento de resultados (CR) na aprendizagem de uma habilidade motora em indivíduos com síndrome de Down (SD). Vinte participantes com SD foram divididos, aleatoriamente, em dois grupos. O grupo 100% recebeu CR após cada tentativa, enquanto o grupo 33% recebeu CR em um terço das tentativas, ou seja, uma tentativa com CR em cada bloco de três tentativas. A tarefa consistiu em arremessar um implemento em um alvo, com a mão dominante, sem visualizar o alvo. A fase de aquisição constou de 60 tentativas de prática, enquanto a fase de retenção, realizada 48 horas após, de 10 tentativas, sem CR. Os resultados indicaram a inexistência de diferença significativa entre os grupos. Conclui-se que frequências relativas reduzidas de CR podem ser tão efetivas quanto altas frequências para a aprendizagem de habilidades motoras em adultos com SD.

The objective of the present study was to verify the effects of two frequencies (100 and 33%) of knowledge of results (KR) on the learning of a motor skill, in individuals with Down syndrome (DS). Twenty participants with DS were randomly assigned into two groups.While the 100% group received KR after each trial, the 33% group received KR in a third of the trials. The task consisted of throwing an implement on a target, with the dominant hand, while blindfolded. The acquisition phase consisted of 30 practice trials, while the retention phase, performed 48 hours later, consisted of 10 trials without KR. The results showed no differences between the groups. We concluded that reduced relative frequencies of KR are as effective as high frequencies on the learning of simple motor tasks in adults with DS.