Fisiologia do Exercício para alunos de graduação: uso de estratégias de ensino baseadas na metodologia dialética / Exercise Physiology for undergraduates: the use of teaching strategies basead on the dialectical method

A metodologia dialética propõe um ensino de dupla mão (professor-aluno) que provoque a aprendizagem por meio de tarefas contínuas dos sujeitos. Para isso, o professor assume o papel de mediador e dirige as diferentes atividades. Nesse contexto, a Fisiologia do Exercício é uma disciplina academicamente orientada que está inserida em um ambiente dinâmico, e a utilização de estratégias de ensino se faz necessária para otimizar a apropriação do conhecimento de forma ativa, além de contribuir para a maior autonomia dos estudantes universitários. Portanto, o objetivo do presente estudo foi o de utilizar diferentes estratégias de ensinagem por meio de atividades propostas aos alunos na disciplina de Fisiologia da Atividade Motora I da Escola de Educação Física e Esporte da Universidade de São Paulo e correlacionar o desempenho do aluno com a sua participação nessas atividades propostas. Nossos principais achados demonstram correlações significativas e positivas entre a presença nas aulas e o desempenho nas avaliações (p < 0,0001; r = 0,84), bem como entre a realização das atividades propostas e o desempenho nas avaliações (p < 0,0001; r = 0,69). Em conjunto, esses dados sugerem que a utilização de diferentes estratégias de ensinagem baseadas na metodologia dialética com a ativa participação dos alunos é essencial para um bom rendimento acadêmico, sendo altamente recomendada para o ensino da Fisiologia do Exercício...

The dialectic method proposes a two-way teaching (teacher-student) that causes learning through ongoing task of the subjects. For this, the teacher assumes the role of mediator and directs several activities. In line with the above, Exercise Physiology is an academically oriented discipline undergoing in a dynamic environment, and the use of different teaching strategies is needed to optimize the appropriation of knowledge in an active way and contribute to the greater autonomy of university students. Therefore, the aim of this study was apply different strategies in the course entitled "Physiology of the Motor Activity I" at School of Physical Education and Sport of University of Sao Paulo and assess a correlation between students participation and students performance. We used teaching strategies such as exposition and dialogue classes, practical classes, conversations with experts, directed study, study of scientific texts, concept mapping, case study and study of the environment in order to optimize the appropriation of the concepts of exercise physiology with emphasis on neuromuscular and cardiovascular physiology exercise. Our main findings show significant and positive correlations between the presence in classes and the performance evaluations (p < 0.0001, r = 0.84) as well as between the tasks proposed and the performance evaluations (p < 0.0001; r = 0.69). Altogether, these data suggest that using different teaching strategies based on the dialectic method associated with the participation of students is essential for a good academic performance in Exercise Physiology...

Exercise training prior to myocardial infarction attenuates cardiac deterioration and cardiomyocyte dysfunction in rats

OBJECTIVES: The present study was performed to investigate 1) whether aerobic exercise training prior to myocardial infarction would prevent cardiac dysfunction and structural deterioration and 2) whether the potential cardiac benefits of aerobic exercise training would be associated with preserved morphological and contractile properties of cardiomyocytes in post-infarct remodeled myocardium. METHODS: Male Wistar rats underwent an aerobic exercise training protocol for eight weeks. The rats were then assigned to sham surgery (SHAM), sedentary lifestyle and myocardial infarction or exercise training and myocardial infarction groups and were evaluated 15 days after the surgery. Left ventricular tissue was analyzed histologically, and the contractile function of isolated myocytes was measured. Student's t-test was used to analyze infarct size and ventricular wall thickness, and the other parameters were analyzed by the Kruskal-Wallis test followed by Dunn's test or a one-way analysis of variance followed by Tukey's test (p<0.05). RESULTS: Myocardial infarctions in exercise-trained animals resulted in a smaller myocardial infarction extension, a thicker infarcted wall and less collagen accumulation as compared to myocardial infarctions in sedentary animals. Myocardial infarction-induced left ventricular dilation and cardiac dysfunction, as evaluated by +dP/dt and -dP/dt, were both prevented by previous aerobic exercise training. Moreover, aerobic exercise training preserved cardiac myocyte shortening, improved the maximum shortening and relengthening velocities in infarcted hearts and enhanced responsiveness to calcium. CONCLUSION: Previous aerobic exercise training attenuated the cardiac dysfunction and structural deterioration promoted by myocardial infarction, and such benefits were associated with preserved cardiomyocyte morphological and contractile properties. .