Estimated energy expenditure and training intensity in young female artistic gymnasts

Abstract Aim: This study determined the energy expenditure and effort intensity of athletes during women's artistic gymnastics training sessions. Methods: Ten gymnasts (age 10.9 ± 1.7 years) performed a test to estimate the maximum rate of oxygen uptake (VO2max), during which the maximum heart rate (HRmax) was also obtained. The heart rate (HR) of these gymnasts was recorded during five training sessions and then used to estimate the exercise intensity and energy expenditure. Results: Mean duration of training sessions was 4.08 ± 0.42 h, with mean HR corresponding to 137 ± 8 bpm or 69.0 ± 3.5% of HRmax. Gymnasts spent less training time at 90-100% HRmax compared to the other HR ranges (p < 0.05). Time spent at 60-70% and 70-80% was higher compared to 80-90% HRmax (p = 0.012 and p = 0.001, respectively). The training impulse was 239.2 ± 35.4 AU. Estimated energy expenditure was 768.3 ± 168.5 kcal, metabolic rate was 3.1 ± 0.6 kcal/min, and the metabolic equivalent of task (MET) corresponded to 6.1 ± 0.6. Conclusion: Young gymnasts performed prolonged and moderate-intensity training sessions that generated high energetic demands. This information is beneficial to gymnasts since the coaching team can use the data to control the training load and prescribe a proper diet.

The bandwidth knowledge of results regarding the task of the overhand serve in volleyball

Abstract Aim: Motor learning is considered a complex process, providing numerous investigations. Knowledge of Results (KR), a kind of extrinsic feedback, is one of the variables that are used for investigations on motor learning. There are different ways to provide KR to optimize motor learning. The bandwidth KR is one of these forms, being a factor that affects motor learning, however, the specificity of the task needs to be considered in the investigation of this theme. Thus, the objective of the study is to analyze the bandwidth of KR in the acquisition of motor skills of the overhand serve in volleyball. Methods: The sample consisted of 24 volunteers of both sexes (12 men and 12 women), 18 to 35 years of age (M = 27, SD = 3.46) and inexperienced in the task. The effect of the bandwidth was analyzed in two groups (with range and without range), in which the volunteers had to learn to control their force by performing the volleyball tennis type service in order to hit a target line. Performance was inferred by the mean and standard deviation of absolute, constant and variable errors. Results: There was no statistically significant difference between the groups and the volunteers improved both the precision (absolute error and constant error) and in the consistency (variable error) during the acquisition. There was an improvement in the groups also in the transfer test in the precision measures. Conclusion: The variable bandwidth is similar to a control condition in which the volunteers have information at each attempt, causing dependence on external information.

The effect of constant practice in transfer tests

Abstract BACKGROUND There is aconsensus that repetition observed in constant practice producesminimalbenefits to the transfer of learning. OBJECTIVE The purpose of this study was to investigatein 3 experiments the effects of constant practicein transfer contexts. METHODOLOGY Participants were asked during acquisition phase, in all experiments, to press four keys sequentially with different requirements of absolute timing in a same relative timing structure. In the transfer tests, they were tested in a novel absolute timing criterion. RESULTS The results of experiment 1 and 2 showed that the relative timing structure was maintained only when the transfer required parameter scaling close to the parameter value practiced in acquisition. The transfer parameter that is far to the parameter practiced did not affect the movement parameterization. The result of experiment 3 showed that relative timing structure is disrupted in the transfer test when constant practice has high and low amount of practice. CONCLUSION Some specific aspects interfere in the transfer test when constant practice is experienced.(AU)

Constant-blocked practice: variation of parameters improves motor skill acquisition

AIMS: The purpose of this study was to investigate the effects of the combination of constant and variable practice when both, motor program and parameters on absolute and relative dimensions of a task, are manipulated. METHOD: Twenty undergraduate students, aged between 19 and 24 years, participated in this study. Two groups practiced the task of pressing four keys of a numeric keyboard with total and relative times specified under constant conditions in the first part of the acquisition phase and under block conditions in the second part when one group varied parameters and another varied motor programs. RESULTS: Both groups improved parameters and motor program measures during the acquisition phase. In the retention test, the parameters variation resulted in higher accuracy on motor program measure that the variation of motor programs. CONCLUSION: Both combinations improve parameters and motor program accuracy. Moreover, the maintenance of GMP during the variation phase contributes to strengthening it.(AU)

Tempo de reação de escolha de capoeiristas iniciantes e experientes / Reaction time of choice for beginners and experienced capoeiristas / Tiempo de reacción de elección para capoeiristas principiantes y avanzados

Resumo Na capoeira uma capacidade fundamental é o tempo de reação, pois exige a seleção rápida de uma resposta correta para a variedade de estímulos que se apresentam. O presente estudo verificou o efeito da prática da capoeira sobre o tempo de reação. Participaram 20 adultos praticantes de capoeira divididos em dois grupos de acordo com o tempo de prática. O tempo de reação foi medido com a Unidade de Determinação do Sistema de Testes de Viena (versão 6.0). Os resultados apresentaram diferença significativa (p < 0,05) para o número de respostas corretas, respostas erradas e para o tempo de reação de escolha a favor dos capoeiristas experientes em comparação com os iniciantes. Concluiu-se que a prática da capoeira pode melhorar o TR de escolha de seus praticantes.

Abstract In Capoeira, good reaction time is that to provide rapid and correct answer for stimuli prestentioned, consist of in ability very important for success or not event. The purpose this study was to verify effect of the practice of Capoeira on choice reaction time. Participated of the study 20 practitioners Capoeira, adults, divided in two groups according to time practice. Reaction time went measured used a Unit Determination of the Viena's System Tests (version 6.0). The results showed a significant difference (p < .05) for the numbers of correct answers, wrong answers and choice reaction time in favor of capoeiristas experienced in comparison with beginners. It was conclude that the practice of Capoeira could improve choice reaction time of the practitioners.

Resumen En Capoeira, tiempo de reacción es una capacidad fundamental, requiere una selección rápida de una respuesta correcta a la variedad de estímulos que se presentan. Este estudio examinó el efecto de la práctica de Capoeira en el tiempo de reacción. Los participantes fueron 20 adultos que practican Capoeira dividido en dos grupos de acuerdo con el momento de la práctica. El tiempo de reacción se midió usando la unidad de determinación del Sistema de Prueba de Viena (versión 6,0). Los resultados mostraron diferencias significativas (p < 0,05) para el número de respuestas correctas, respuestas incorrectas y el tiempo de reacción de elección a favor de capoeiristas experimentado en comparación con los principiantes. Se concluyó que la práctica de la capoeira puede mejorar TR elección de sus practicantes.

Repetition and variation in motor practice: A review of neural correlates.

Random practice results in more effective motor learning than either constant or blocked practice. Recent studies have investigated the effects of practice schedules at the neurophysiological level. This study aims to conduct a literature review of the following issues: (a) the differential involvement of premotor areas, the primary motor cortex, the dorsolateral prefrontal cortex and the posterior parietal cortex in different types of practice; (b) changes in the participation of these areas throughout practice; and (c) the degree of support that current neurophysiological findings offer to strengthen the behavioral proposition that distinct cognitive processes are generated by different practice schedules. Data from 10 studies that investigated associations between practice structures and neurobiological substrates were analyzed. The participation of the indicated areas was found to depend on practice structure and varied during the learning process. Greater cognitive engagement was associated with random practice. In conclusion, distinct neural processes are engendered by different practice conditions. The integration of behavioral and neurophysiological findings promotes a more comprehensive view of the phenomenon.

A instrução do professor na apresentação de tarefas no ensino de ginástica artística / Teacher instruction in the artistic gymnastics / Instrucción en la tarea de la formación en las gimnasia artística

O presente estudo objetivou caracterizar a instrução na apresentação das tarefas da Ginástica Artística utilizando três estratégias instrucionais: instrução Direta, Ensino aos Pares e Aprendizagem Cooperativa. Os dados foram coletados através de filmagem das aulas com som e imagem. Recorreu-se à análise observatória. Os tipos de prática foram: informação, refinamento, extensão e aplicação. As categorias aplicadas basearam-se na explicitação da instrução e no tipo de prática. Resultados: a Instrução Direta foi a mais aplicada (80%); o tipo de prática individual foi de 39%; a explicitação da instrução focalizou o conteúdo (82,5%), e a categoria combinada(objetivo geral, situação e critério forma) foi a mais frequente (26,1%). Concluímos que a instrução e a escolha da estratégia de ensino resultarão na melhoria da qualidade da docência.

The study aimed to characterize the statement in the presentation of tasks in artistic gymnastics instructional strategies using Direct Instruction, the Peer Education,and Cooperative Learning. To collect data we used video taping of lessons mating sound and image. Recourse observatory analysis was validated. The types of informationwere practical, refinement, extension and application. The categories appliedwere based on explicit instruction and type of practice. Results direct instructionwas more applied (80%), type of individual practice (39%); explicit instruction focused content (82.5%), combined general purpose category, location and test themost frequent (26.1%). We conclude the instruction and the choice of teaching strategy will result in better teaching.

El objetivo del estudio fue caracterizar la declaración en la presentación delas tareas en la gimnasia artística con tres estrategias de enseñanza de instrucción directa, la educación de pares, el aprendizaje cooperativo. Larecogida de datos a través de la grabación de los sonidos de apareamiento lecciones y análisis imagen. Para se utilizó el análisis de tipo validados. Paraobservatorio de las variables de práctica se utilizaron tareas de instrucciónde la información, el refinamiento, la extensión y aplicación. Presentaciónde la tarea, las categorías aplicadas se basan en la enseñanza explícita y el tipo de práctica. Resultados de la instrucción directa fue más aplicada(80%), el tipo de práctica individual (39%), la enseñanza explícita decontenido enfocado (82,5%), combinado categoría de propósito general, laubicación y probar el más frecuente (26,1%). Llegamos a la conclusión de lainstrucción y la elección de la estrategia de enseñanza se traducirá en unamejor enseñanza.

Efeitos do intervalo pós-conhecimento de resultados CR na aquisição de habilidades motoras / Effects of post­-knowledge of results (KR) interval in motor skill acquisition: pilot study

O momento em que se fornece conhecimento de resultados (CR) envolve três intervalos de tempo, sendo um deles o pós­ CR, intervalo entre a apresentação do CR e a próxima tentativa. Este estudo investigou a influência deste intervalo na aquisi­ção de habilidades motoras. Utilizou­-se um aparelho composto por seis recipientes em que se realizou transporte de bolas manipulando­-se a sequência e tempo alvo. O estudo foi constituído de fase de aquisição e testes com três grupos: sem intervalopós­ CR e com intervalos de 5 e 10 segundos. O teste de Kruskal­-Wallis nãoregistrou diferenças significantes (p>0,05) entre grupos no teste. Concluiu-­se que o intervalo pós ­CR não influenciou a aprendizagem motora, o que pode ser explicado pela ausência do intervalo pré ­CR, o que sugere certa relação entre esses intervalos no processo de aquisição de habilidades motoras...

Temporal locus of knowledge of results (KR) involves three time intervals. Among them, post­KR interval is the time between KR presentation and the next trial. This study investigated the effect of pos-t­KR interval in motor skill acquisition. It was used a device consisting of six containers where balls should be transported. It was manipulated the sequence and target time. The study presented acquisition phase and tests with three groups: no pos-t­KR interval and intervals of 5 and 10 seconds of post­KR. Kruskal­-Wallis test did not register significant differences (p >0.05)among groups in testes. It was concluded that pos-t­KR interval did not influence motor learning, what could be explained for pre-­KR interval absence, suggesting acertain relation between intervals in motor skills acquisition process...

El momento en el que aporta el conocimiento de los resultados (CR) implica tres intervalos de tiempo, siendo uno de ellos el post­-CR, intervalo de tiempo entre la presentación de los CR y el siguiente intento. Este estudio investigó la influencia de este intervalo en la adquisición de las habilidades motoras. Utilizamos una herramienta formada por seis contenedores en los que se celebraron las pelotas portransporte de manipular la secuencia y tiempo meta. El estudio se compone de fase de adquisición y exámenes con tres grupos: sin intervalos post-­CR y con intervalos de 5 y 10 segundos. La prueba de Kruskal-­Wallis no se observaron diferencias significativas (p>0,05) entre los dos grupos en la prueba. Se llegó a la conclusión que el intervalo después de CR no influyó en el aprendizaje motor, que puede explicar-se por la ausencia de rango pre-­CR, que denota una cierta relación entre estos intervalosen el proceso de adquisición de las habilidades motoras...

Efeitos dos intervalos pré-CR, pós-CR e intertentativas em aprendizagem motora / Effects of delay KR, post-KR, and intertrial intervals in motor learning

O fornecimento de conhecimento de resultados (CR) envolve os aspectos temporais, que consistem no momento em que o CR é fornecido além de se relacionar a três intervalos: Pré-CR, Pós-CR e o intervalo intertentativas. O presente estudo investigou esses intervalos em três diferentes experimentos. 90 voluntários desempenharam uma tarefa de posicionamento com sequência e tempo alvo pré-estabelecidos. Testes de transferência imediata e atrasada foram realizados em nova sequência e tempo alvo, sem CR. O teste de transferência atrasada foi realizado 24h após a fase de aquisição. Os três experimentos foram conduzidos para investigar os efeitos do pré-CR, intervalo pós-CR e o intervalo intertentativas, respectivamente. Os resultados mostraram diferenças entre os grupos na condição do intervalo pré-CR e intervalo intertentativas. Concluiu-se que os efeitos do intervalo pré-CR e intervalo intertentativas podem ser mais efetivos para a aprendizagem motora que o intervalo pós-CR.

The supply of knowledge of results (KR) involves temporal aspects, which is the moment when KR is provided, and it is composed by three intervals: delay KR, post-KR interval, and intertrial interval. This study investigated these intervals in three different experiments. Ninety volunteers performed a positioning task with sequence and target time pre-established. Immediate and delayed transfer tests were performed in a new sequence and target time, without KR. A delayed transfer test was carried out 24 hours after acquisition phase. Three experiments were conducted to investigate the effects of KR delay, post-KR interval, and intertrial interval, respectively. The results showed differences among groups in KR delay and intertrial interval conditions. We conclude that the effects of KR delay and intertrials interval can be more effective for motor learning than the post-KR interval.

Efeitos dos intervalos de tempo de apresentação de conhecimento de resultados (CR) na aquisição de habilidades motoras / Effects of temporal locus of knowledge of results (KR) in motor skills acquisition

O aspecto temporal do Conhecimento de Resultados (CR) é composto por três intervalos: pré-CR, pós-CR e o intervalo intertentativas. Um problema sobre este tópico é que a manipulação de um intervalo implica na alteração dos outros, o que sugere uma análise conjunta desses intervalos. O presente estudo investigou os efeitos dos intervalos de tempo de apresentação de CR na aquisição de habilidades motoras. Foi utilizada uma tarefa de posicionamento manual, que consistia em transportar três bolas de tênis entre seis recipientes em ordem e tempo alvo pré-estipulados. O instrumento continha uma plataforma com seis recipientes e uma central de controle ligada ao microcomputador. O estudo teve a fase de aquisição, com 30 tentativas com a sequência (4-2/5-3/6-1) e tempo alvo (3000 ms) definidos pelo experimentador. Dez minutos após o término da fase de aquisição foi aplicado o teste de transferência imediata e, após 24 horas, o teste de transferência atrasada. Ambos os testes tiveram de 15 tentativas de prática, de uma nova sequência de movimento (6-1/5-3/4-2) e tempo alvo (4000 ms), sem fornecimento de CR. Noventa universitários foram divididos em nove grupos (n = 10): três grupos com quatro segundos, três grupos com oito segundos e três grupos com 16 segundos de intervalo intertentativas, todos com intervalos pré e pós-CR distintos. Os resultados mostraram que menores intervalos intertentativas tiveram melhor desempenho nos testes. Isto sugere que o tempo para processamento de informação não deve ser longo, o que aumentaria a demanda de atenção e a exigência de memória.

The temporal locus of the Knowledge of Results (KR) is composed by three intervals: pre KR, post-KR, and inter trial interval. A problem regarding this topic is that the manipulation of one interval implies in changing the others, suggesting that the intervals may be combined for analysis. The present study investigated the effects of temporal locus of the KR in the motor skills acquisition. A manual positioning task consisting of the transport of three tennis balls between six containers in a specific sequence and time was used. The apparatus was comprised of a platform with six containers and a central controller connected to a computer. An acquisition phase of 30 trials using the 4-2/5-3/6-1 sequence and a 3,000 msec target time was allowed. The immediate transfer tests and the delayed transfer tests were performed ten minutes and twenty four hours after the completion of the acquisition phase, respectively. Both tests were preceded by 15 practice trials in a previously unknown movement sequence (6-1/5-3/4-2) and target time (4,000 msec.) without any KR. Ninety undergraduate students were allocated into nine groups (n = 10). Three groups had a four-second interval between trials; three groups had an eight-second intertrial interval; the reaming three groups had a sixteen-second intertrial interval. All groups had distinct pre and post-KR intervals. The results showed that smaller intertrial intervals resulted in better testing performance. It suggests that the time for information processing should not be long, as it increases both the attention and memory demands.

Efeitos da prática sistemática do judô no tempo de reação de crianças / Efectos de la práctica sistemática de judo en el tiempo de reacción de los niños / Effects of judo systematic practice in children reaction time

O presente estudo avaliou o efeito da prática sistemática do judô no tempo de reação de crianças utilizando uma plataforma com recipientes enumerados de 1 a 3 a qual era ligada a um microcomputador. A tarefa consistia em transportar bolas de tênis em uma ordem pré-determinada e maior velocidade possível. Interpretou-se o tempo de reação como o intervalo do estímulo visual ao início da tarefa. A amostra foi compostapor 30 indivíduos divididos em três grupos (n=10), crianças não judocas, judocas e adultos. Foi encontrada diferença entre grupos determinando que não judocas apresentaram pior desempenho que judocas (p=0,04) e adultos (p=0,0002), não houve diferença entre judocas e adultos (p=0,09). Os resultados indicam que a prática sistemática é benéfica para o tempo de reação.