ABSTRACT
RESUMEN Introducción: Las habilidades comunicativas dialógicas constituyen una necesidad para el buen desempeño de la labor pedagógica del profesor de deporte. Sin embargo, todavía es una problemática el poco uso de herramientas que sitúen al estudiante-atleta en condición de sujeto de su propio proceso de aprendizaje. Objetivo: Consistió en elaborar un procedimiento formativo centrado en lo comunicativo para dar tratamiento a las relaciones que se establecen entre profesor y estudiante-atleta durante el proceso de enseñanza del deporte de fútbol en la categoría escolar 11-12 años del Distrito #4. "Abel Santamaría" Santiago de Cuba. Materiales y métodos: A partir del diagnóstico realizado a diez profesores del equipo masculino de fútbol del centro seleccionado, se pudieron constatar las deficiencias en la asunción de procedimientos desarrolladores, reflexivos y creativos para la enseñanza de los contenidos del deporte. Para la realización de este estudio, se aplicaron métodos como: observación, encuesta y entrevista, así como la escala valorativa de Linkert para evaluar el grado de aceptación y aplicabilidad de la propuesta. Resultados: Se obtuvo un instrumento formativo para el perfeccionamiento de la dimensión colaborativo-dialógica del profesor de fútbol en interrelación sujeto-sujeto-objeto, basado en estudios principales de autores, lo que posibilitó el fortalecimiento de la labor pedagógica en los sujetos actuantes del proceso y, por consiguiente, la transformación gradual media en el modo de actuación profesional pedagógica del profesor de fútbol durante el proceso de enseñanza-aprendizaje. Conclusiones: Los resultados de la aplicación enfatizan la necesidad de expresión de una comunicación asertiva reflejada en un proceso continuo de negaciones y significados en la orientación conductual objetiva del profesor deportivo.
SÍNTESE Introdução: As habilidades comunicativas dialógicas constituem uma necessidade para o bom desempenho do trabalho pedagógico do professor de esporte. Entretanto, o pouco uso de ferramentas que colocam o estudante-atleta como assunto de seu próprio processo de aprendizagem ainda é um problema. Objetivo: Consistia em elaborar um procedimento de treinamento centrado na comunicação para tratar as relações estabelecidas entre professor e aluno-atleta durante o processo de ensino do esporte do futebol na categoria escolar 11-12 anos de idade no Distrito #4 "Abel Santamaría" Santiago de Cuba. Materiais e métodos: Com base no diagnóstico realizado em dez professores da equipe de futebol masculino do centro selecionado, foi possível confirmar as deficiências na assunção de procedimentos de desenvolvimento, reflexivos e criativos para o ensino do conteúdo do esporte. Para a realização deste estudo, foram aplicados os seguintes métodos: observação, pesquisa e entrevista, bem como a escala de avaliação da Linkert para avaliar o grau de aceitação e aplicabilidade da proposta. Resultados: Foi obtido um instrumento formativo para a melhoria da dimensão colaborativa-dialógica do professor de futebol na inter-relação assunto-sujeito-objeto, com base nos principais estudos dos autores, o que possibilitou o fortalecimento do trabalho pedagógico nas disciplinas de atuação do processo e, conseqüentemente, a gradual transformação média na forma de atuação pedagógica profissional do professor de futebol durante o processo de ensino-aprendizagem. Conclusões: Os resultados da aplicação enfatizam a necessidade de expressão de comunicação assertiva refletida em um processo contínuo de negações e significados na orientação comportamental objetiva do professor de esportes.
ABSTRACT Introduction: Dialogic communication skills are a necessity for the good performance of the pedagogical work of the sports teacher. However, the little use of tools that place the student-athlete as a subject of their own learning process is still a problem. Objective: It consisted of developing a training procedure focused on communication to treat the relationships established between teacher and student-athlete during the process of teaching the sport of soccer in the 11-12-year-old school category of District #4. " Abel Santamaría" Santiago de Cuba. Materials and methods: From the diagnosis made to ten teachers of the male soccer team of the selected center, it was possible to verify the deficiencies in the assumption of developing, reflective and creative procedures for teaching the contents of sport. To carry out this study, methods such as: observation, survey and interview were applied, as well as the Linkert rating scale to assess the degree of acceptance and applicability of the proposal. Results: A training instrument was obtained for the improvement of the collaborative-dialogical dimension of the soccer teacher in the subject-subject-object interrelation, based on main studies of authors, which made it possible to strengthen the pedagogical work in the acting subjects of the process and, consequently, the gradual transformation in the mode of pedagogical professional performance of the soccer teacher during the teaching-learning process. Conclusions: The results of the application emphasize the need to express assertive communication reflected in a continuous process of denials and meanings in the objective behavioral orientation of the sports teacher.
ABSTRACT
The time to exhaustion (tlim) at the respiratory compensation point (RCP) and whether a physiological steady state is observed at this workload remains unknown. Thus, this study analyzed tlim at the power output eliciting the RCP (tlim at RCP), the oxygen uptake (VO2) response to this effort, and the influence of endurance fitness. Sixty male recreational cyclists (peak oxygen uptake [VO2peak] 40-60 mLâkgâmin-1) performed an incremental test to determine the RCP, VO2peak, and maximal aerobic power (MAP). They also performed constant-load tests to determine the tlim at RCP and tlim at MAP. Participants were divided based on their VO2peak into a low-performance group (LP, n = 30) and a high-performance group (HP, n = 30). The tlim at RCP averaged 20 min 32 s ± 5 min 42 s, with a high between-subject variability (coefficient of variation 28%) but with no differences between groups (p = 0.788, effect size = 0.06). No consistent relationships were found between the tlim at RCP and the different fitness markers analyzed (RCP, power output (PO) at RCP, VO2peak, MAP, or tlim at MAP; all p > 0.05). VO2 remained steady overall during the tlim test, although a VO2 slow component (i.e., an increase in VO2 >200 mL·min-1 from the third min to the end of the tests) was present in 33% and 40% of the participants in HP and LP, respectively. In summary, the PO at RCP could be maintained for about 20 min. However, there was a high between-subject variability in both the tlim and in the VO2 response to this effort that seemed to be independent of fitness level, which raises concerns on the suitability of this test for fitness assessment.
Subject(s)
Bicycling , Oxygen Consumption , Physical Endurance , Bicycling/physiology , Exercise Test , Humans , Male , Time FactorsABSTRACT
BACKGROUND: Indoor cycling sessions are usually guided by heart rate (HR) and rating of perceived exertion (RPE). This study was designed to examine the effects of sex, age, previous experience, use of a HR monitor, estimated sweat rate and room temperature and humidity increases on HR and RPE during indoor cycling sessions. METHODS: Measurements were made in 39 sessions performed by 300 experienced subjects. Sweat rate was categorized as SR1≥750 mL, SR2 400-749 mL, and SR3<400 mL; temperature increase as T1≤0.2 °C, T2 0.2-1.5 °C, and T3>1.5 °C; and humidity as H1≤2%, H2 2-15%, and H3>15%. Mean HR was determined for the sessions and RPE recorded at the start, middle and end of each session. RESULTS: Significant differences in HR were observed between SR1 and SR3 (148.22±12.17 vs. 141.73±17.39 bpm; P<0.05) and between T1 and T2 (141.01±16.38 vs. 146.95±15.29 bpm; P<0.05). The RPE was lower (P<0.05) for T1 than T2 or T3 in all recordings and for H1 than H2 or H3 at the session start and middle. CONCLUSIONS: Our results indicate that real (%HRmax) and perceived (RPE) intensity of exercise in an indoor cycling session are influenced by factors such as the estimated sweat rate, or the increase in temperature or relative humidity produced in the cycling room.
