[Effect of an 8-week aerobic training program during physical education lessons on aerobic fitness in adolescents]. / Efecto de un programa de entrenamiento aeróbico de 8 semanas durante las clases de educación física en adolescentes.

OBJECTIVE: To determine the effect of a high intensity aerobic training program of 8 weeks, developed during physical education classes, on the aerobic capacity of adolescents aged 15 to 18 years. METHODS: A total of 84 adolescents (51 boys and 33 girls) participated in this study. The aerobic capacity (VO(2)max) was measured directly with a portable gas analyzer (K4b², Cosmed) during the performance of the 20 Meters Shuttle Run Test (20mSRT). The sample was divided into 2 experimental groups (G2S and G3S) and 1 control group. The training program was composed of aerobic physical activity (75-80% VO(2)max.). The G2S developed 2 sessions per week while the G3S made 3. RESULTS: The G2S increased VO(2)max (boys: from 55.7 to 56.6 ml/kg/min; girls: from 37.8 to 38.7 ml/kg/min; p < 0.001) and the number of stages in the 20mSRT (9.0% boys, p < 0.001; 20.0% girls, p < 0.001). The G3S also increased VO(2)max (boys: from 54.9 to 56.0 ml/kg/min; girls: from 36.0 to 38.7 ml/kg/min) and the number stages in the 20mSRT (10.4% boys, p < 0.001; 32.3% girls, p < 0.001). In G2S and G3s, girls showed greater improvement than boys. CONCLUSIONS: A high intensity aerobic training program developed during 8 weeks, 2 sessions per week, improves aerobic capacity of the students. An extra session of intense exercise for week is a greater improvement in girls, but do not produce such effects in boys.

Efecto de un programa de entrenamiento aeróbico de 8 semanas durante las clases de educación física en adolescentes / Effect of an 8-week aerobic training program during physical education lessons on aerobic fitness in adolescents

Objetivo: Determinar el efecto de un programa de entrenamiento aeróbico de alta intensidad de 8 semanas, desarrollado durante las clases de Educación Física, sobre la capacidad aeróbica de adolescentes de 15 a 18 años. Método: Un total de 84 adolescentes (51 chicos y 33 chicas) participaron en el presente estudio. La capacidad aeróbica (VO2max) se midió directamente con un analizador de gases portátil (K4b2, Cosmed) durante la realización del 20 Meter Shuttle Run Test (20mSRT). La muestra fue dividida en 2 grupos experimentales (G2S y G3S) y 1 grupo control. El programa de entrenamiento consistió en la práctica de actividad física aeróbica con una intensidad equivalente al 75-80% del VO2max. El G2S realizó 2 sesiones semanales mientras que el G3S realizó 3 sesiones. Resultados: El G2S incrementó el VO2max (de 55,7 a 56,6 ml/kg/min los chicos; de 37,8 a 38,7 ml/kg/min las chicas, p < 0,001) y el n.o stages en el 20mSRT (9,0% los chicos, p < 0,001; 20,0% las chicas, p < 0,001). El G3S también aumentó el VO2max (de 54,9 a 56,0 ml/kg/min los chicos; de 36,0 a 38,7 ml/kg/min las chicas) y el n.o stages en el 20mSRT (10,4% los chicos, p < 0,001; 32,3% las chicas, p <0,001). En G2S y G3S, las chicas mostraron una mayor mejora que los chicos. Conclusiones: Un programa de entrenamiento aeróbico de alta intensidad de 8 semanas, 2 días por semanas, mejora la capacidad aeróbica de los alumnos. Una sesión extra de ejercicio intenso por semana supone una mayor mejora en las chicas, no produciendo tales efectos en los chicos (AU)

Objective: To determine the effect of a high intensity aerobic training program of 8 weeks, developed during physical education classes, on the aerobic capacity of adolescents aged 15 to 18 years. Methods: A total of 84 adolescents (51 boys and 33 girls) participated in this study. The aerobic capacity (VO2max) was measured directly with a portable gas analyzer (K4b2, Cosmed) during the performance of the 20 Meters Shuttle Run Test (20mSRT). The sample was divided into 2 experimental groups (G2S and G3S) and 1 control group. The training program was composed of aerobic physical activity (75-80% VO2max.). The G2S developed 2 sessions per week while the G3S made 3. Results: The G2S increased VO2max (boys: from 55.7 to 56.6 ml/kg/min; girls: from 37.8 to 38.7 ml/kg/min; p < 0.001) and the number of stages in the 20mSRT (9.0% boys, p < 0.001; 20.0% girls, p < 0.001). The G3S also increased VO2max (boys: from 54.9 to 56.0 ml/kg/min; girls: from 36.0 to 38.7 ml/kg/min) and the number stages in the 20mSRT (10.4% boys, p < 0.001; 32.3% girls, p < 0.001). In G2S and G3s, girls showed greater improvement than boys. Conclusions: A high intensity aerobic training program developed during 8 weeks, 2 sessions per week, improves aerobic capacity of the students. An extra session of intense exercise for week is a greater improvement in girls, but do not produce such effects in boys (AU)

[Analysis of the feeding habits in cyclists of the SpanishNational Mountain Bike Team]. / Estudio de los hábitos alimentarios de los ciclistas de la selección española de mountain bike.

OBJECTIVE: The aim of the study was to determine the feeding habits of the cyclists of the Spanish mountain bike (MTB) national team. METHOD: Forty cyclists were distributed in two categories according to time spent in training and competing category (25 Cadet/junior (C/J) -16.68 +/- 0.99 years-, and 15 Under-23/elite (U23/E) -25.33 +/- 4.25 years-. All the subjects completed a specific questionnaire about their feeding habits. Descriptive and contrast (Mann-Whitney) statistic was carried out in the 2 studied groups. RESULTS: Seventy Six per cent of the subjects of the C/J group showed incorrect feeding habit, and significantly less (36%) than the U23/E showed also incorrect patterns (p = 0.003). Seventy six per cent of the C/J and 60% of the U23/E do 3 intakes/day (p = 0.348), while 20% of C/J and 26.7% of the U23/E do 5 intakes/day. Sixty four per cent of the C/J and 26% of the U23/E eat between meals (p = 0.024). Also, 56% of C/J group and 20% of the U23/E group eat "fast food" (p = 0.028). CONCLUSIONS: Feeding habits of the C/J cyclists of the Spanish national team are considered inadequate, being significantly better for the U23/E group, although also in this older group there are basic aspects to improve.

Estudio de los hábitos alimentarios de los ciclistas de la selección española de mountain bike / Analysis of the feeding habits in cyclists of the Spanish national mountain bike team

Objetivo: Conocer los hábitos alimentarios de los integrantes de la selección nacional de ciclismo en la disciplina de mountain bike (MTB) para mejorar su rendimiento. Método: Cuarenta ciclistas fueron distribuidos en dos grupos atendiendo al nivel de dedicación mostrado y categoría (25 Cadetes/juniors (C/J) -16,68 ± 0,99 años- y 15 sub23/élites (S23/E) -25,33 ± 4,25 años-. Todos los sujetos completaron un cuestionario específico acerca de sus hábitos alimentarios. Se realizó una estadística descriptiva y de contraste (Mann-Whitney) entre los grupos establecidos. Resultados: El 76% de los sujetos pertenecientes al grupo de C/J muestran un incorrecto hábito alimenticio, siendo este porcentaje del 36% en el grupo de S23/E (p = 0,003). El 76% de los C/J y el 60% de los S23/E realizan 3 ingestas al día (p = 0,348), mientras que el 20% de los C/J y el 26,7% de los S23/E afirman realizar 5 tomas al día. El 64% de los C/J y el 26% de los S23/E manifiestan "picar" entre horas (p = 0,024). Por último, el 56% de los C/J y el 20% de los S23/E manifiestan ingerir alimentos precocinados (p = 0,028). Conclusiones: Los hábitos alimentarios de los ciclistas C/J de la selección española de MTB no eran los adecuados, considerándose mejores los de los S23/E, aunque con importantes aspectos básicos a mejorar (AU)

Objective: The aim of the study was to determine the feeding habits of the cyclists of the Spanish mountain bike (MTB) national team. Method: Forty cyclists were distributed in two categories according to time spent in training and competing category (25 Cadet/junior (C/J) -16.68 ± 0.99 years-, and 15 Under-23/elite (U23/E) -25.33 ± 4.25 years-. All the subjects completed a specific questionnaire about their feeding habits. Descriptive and contrast (Mann-Whitney) statistic was carried out in the 2 studied groups. Results: Seventy Six per cent of the subjects of the C/J group showed incorrect feeding habit, and significantly less (36%) than the U23/E showed also incorrect patterns (p = 0.003). Seventy six per cent of the C/J and 60% of the U23/E do 3 intakes/day (p = 0.348), while 20% of C/J and 26.7% of the U23/E do 5 intakes/day. Sixty four per cent of the C/J and 26% of the U23/E eat between meals (p = 0.024). Also, 56% of C/J group and 20% of the U23/E group eat "fast food" (p = 0.028). Conclusions: Feeding habits of the C/J cyclists of the Spanish national team are considered inadequate, being significantly better for the U23/E group, although also in this older group there are basic aspects to improve (AU)

Effect of manipulating positive and negative feedback on goal orientations, perceived motivational climate, satisfaction, task choice, perception of ability, and attitude toward physical education lessons.

This study examined the effect of different types of feedback on goal orientation, perception of motivational climate, satisfaction, and boredom in physical education (PE) classes, pupils' preferences for challenging versus easy tasks, pupils' attitudes towards PE lessons, and perception of gymnastic ability. 95 subjects in three treatment conditions (positive feedback, negative feedback, and both feedback types) participated in 14 lessons and completed pre- and postintervention measures. Results showed that subjects in the positive feedback group had significantly higher scores on learning-oriented motivational climate and enjoyment than the subjects of the negative feedback group. The negative feedback group reported higher scores on performance-oriented motivational climate than the positive feedback group. Results also showed that subjects in the group receiving both types of feedback had lower scores on learning-oriented motivational climate, higher scores on enjoyment than the negative feedback group, and lower scores on boredom than the positive feedback group. The effects of feedback on physical education students' motivation are discussed.