Influence of Adventure Race Disciplines on the Overall Performance during 35 to 50-km Races

Abstract Aims: This study aims to analyze the influence of adventure race disciplines on the overall performance during 35 to 50-km competitions. Methods: Twenty-four athletes from twelve teams were studied during the second (Jacarei-SP, Brazil, 44.5-km) and fourth (Passa Quatro-MG, Brazil, 37.1-km) races of the 2015 Haka Race Series, which comprised Brazilian Adventure Race Ranking. We analysed the relationship between disciplines velocities and overall race velocity of the teams during each competition. Results: We observed the race velocity of the teams during second race was significantly (P < 0.05) correlated with the first (R=0.80) and last (R=0.65) split velocities of trekking, and with the last split velocity of mountain biking (R=0.73). On the other hand, the race velocity of teams during fourth race was significantly (P < 0.05) correlated with the split velocity performed during the course of water trekking with trekking (R=0.96). Conclusion: Greater performance of the athletes in the disciplines of mountain biking, trekking and water trekking is related to their overall performance during 35-50 km ARs. In addition, the influence of adventure race disciplines is specific to the overall performance during different competitions.

Risk factors for lesions of the knee menisci among workers in South Korea’s national parks

BACKGROUND: This study was designed to investigate the prevalence of the menisci lesions in national park workers and work factors affecting this prevalence. METHODS: The study subjects were 698 workers who worked in 20 Korean national parks in 2014. An orthopedist visited each national park and performed physical examinations. Knee MRI was performed if the McMurray test or Apley test was positive and there was a complaint of pain in knee area. An orthopedist and a radiologist respectively read these images of the menisci using a grading system based on the MRI signals. To calculate the cumulative intensity of trekking of the workers, the mean trail distance, the difficulty of the trail, the tenure at each national parks, and the number of treks per month for each worker from the start of work until the present were investigated. Chi-square tests was performed to see if there were differences in the menisci lesions grade according to the variables. The variables used in the Chi-square test were evaluated using simple logistic regression analysis to get crude odds ratios, and adjusted odds ratios and 95 % confidence intervals were calculated using multivariate logistic regression analysis after establishing three different models according to the adjusted variables. RESULTS: According to the MRI signal grades of menisci, 29 % were grade 0, 11.3 % were grade 1, 46.0 % were grade 2, and 13.7 % were grade 3. The differences in the MRI signal grades of menisci according to age and the intensity of trekking as calculated by the three different methods were statistically significant. Multiple logistic regression analysis was performed for three models. In model 1, there was no statistically significant factor affecting the menisci lesions. In model 2, among the factors affecting the menisci lesions, the OR of a high cumulative intensity of trekking was 4.08 (95 % CI 1.00–16.61), and in model 3, the OR of a high cumulative intensity of trekking was 5.84 (95 % CI 1.09–31.26). CONCLUSION: The factor that most affected the menisci lesions among the workers in Korean national park was a high cumulative intensity of trekking.

El trekking en el trayecto formativo de profesores de educación física: integrando el enseñar, aprender y enseñar a enseñar en la formación profesional / The trekking during physical education in the way the training of teachers: integrating the teaching, learning and teaching to teach professional formation

El presente artículo se enmarca en el proyecto de investigación “El andinismo en la Educación Física: seguridad, enseñanza y formación docente” (B169) desarrollado en el Centro Regional Universitario Bariloche dependiente de la Universidad Nacional del Comahue. Dicho proyecto toma como principal foco de estudio las asignaturas del Profesorado de Educación Física vinculadas con la Orientación Actividades de montañismo y escalada a fin de indagar sobre los procesos de enseñanza y aprendizaje que en ellas se llevan a cabo. En esta oportunidad se comparten avances relacionados con el trekking y su enseñanza en la formación de Profesores de Educación Física. Se analizan programas de cátedra y entrevistas realizadas a profesores, asistentes y ayudantes con el objetivo de identificar propósitos, estrategias de enseñanza, secuencia de contenidos y selección de itinerarios que promuevan en el estudiante la apropiación de la actividad, el conocimiento del medio en el cual se realiza y la transferencia de contenidos a otros contextos educativos.A partir de la revisión de marcos teóricos se define conceptualmente al trekking e identifican variables que otorgan rasgos particulares al desarrollo de la actividad. Se establecen categorías que denotan grados de complejidad a fin de visualizar y establecer criterios para la elección de opciones posibles de ser implementadas de manera segura y responsable en distintos ámbitos de la educación formal y no formal.

This article is part of the research project "The andinism in Physical Education: safety, education and teacher training" (B169) developed at the Centro Regional Universitario Bariloche dependant of the Universidad Nacional del Comahue. The project has its main focus of study on the subjects in the Faculty of Physical Education related to climbing and mountaineering orientation, to investigate the processes of teaching and learning that take place. On this opportunity, advances related to trekking and its teaching in the training of physical education teachers are shared. Academic programs and interviews with teachers, assistants and aides are analyzed with the objective of identifying purposes, teaching strategies, contents sequences and choice of itineraries that promote in the student the appropriation of the activity, the knowledge of the environment in which is performed and the transference of contents to other educational contexts. From the review of theoretical frameworks “the trekking” is conceptually defined and variables that give particular features to the development of the activity are identified. Categories indicating degrees of complexity to visualize and establish criteria for the choice of possible options to be implemented safely and responsibly in different areas of formal and non-formal education are established.