ABSTRACT
BACKGROUND: A negative lifestyle is reported to be related to cognitive problems. However, there is little information about this in relation to university students. The objective of the present study was to investigate the association between executive functions (EFs) and lifestyle parameters (i.e., physical activity (PA), sleep duration, screen time (ST), and food habits) among Chilean university students. METHODS: This cross-sectional study included a total of 150 university students (94 females and 56 males, aged 21.28 ± 3.15 and 22.18 ± 2.90 years, respectively). Cognitive outcomes were measured using the CogniFit assessment battery. Lifestyle was measured through validated questionnaires. RESULTS: Across the total sample, attention exhibited a positive association with PA h/week (ß: 24.34 95% CI: 12.46 to 36.22, p = 0.001). Additionally, coordination was positively associated with PA h/week (ß: 15.06 95% CI: 0.62 to 29.50, p < 0.041). PA h/week was positively linked with reasoning (ß: 20.34 95% CI: 4.52 to 36.17, p = 0.012) and perception (ß: 13.81 95% CI: 4.14 to 23.49, p = 0.005). Moreover, PA h/week was significantly linked to memory (ß: 23.01 95% CI: 7.62 to 38.40, p = 0.004). In terms of the EFs, PA h/week showed a positive association with cognitive flexibility (ß: 45.60 95% CI: 23.22 to 67.69, p = 0.001). CONCLUSIONS: In conclusion, lifestyle (PA h/week) was positively associated with EFs. Therefore, an increase in PA levels among these students should be a target for community- and university-based interventions in order to promote cognitive development such as attention, coordination, reasoning, perception, memory, and cognitive flexibility.
ABSTRACT
El balonmano, un deporte altamente dinámico y competitivo, involucra una interacción compleja de variables que influyen en el rendimiento de jugadores y equipos, entre ellas está la comunicación. Este artículo se centra en examinar la relación entre la comunicación y el entrenamiento en el balonmano durante el período 2013-2023. El objetivo de esta revisión sistemática es revelar el estado actual de la investigación en este ámbito. 12 estudios fueron exhaustivamente revisados, abordando la comunicación, el rendimiento y la formación en el contexto del balonmano a partir de una revisión sistemática siguiendo las directrices del PRISMA, recopilando evidencia de una exhaustiva búsqueda de literatura en la Web of Science, abarcando artículos publicados entre 2013 y 2023. Los resultados resaltan un interés creciente en la comunicación entre entrenadores y jugadores, especialmente enfocado en mejorar el rendimiento de los jugadores. La literatura subraya la importancia de una comunicación efectiva en la formación y el desempeño, pero se identifica una carencia en el enfoque integral de la comunicación como variable crítica. A pesar de la evidencia abundante sobre su importancia, la exploración de la comunicación en el contexto del balonmano aún está en sus etapas iniciales en comparación con otros deportes. Se concluye que existe un creciente interés en la relación entre la comunicación del entrenador y el rendimiento de los jugadores en balonmano, pero se necesita un enfoque más integral. Los entrenadores pueden utilizar esta información para mejorar la formación y el rendimiento (AU)
Handball, a highly dynamic and competitive sport, involves a complex interplay of variables influencing player and team performance, with communication being one of them. This article focuses on examining the relationship between communication and coaching in handball during the period 2013-2023. The objective of this systematic review is to unveil the current state of research in this field. Twelve studies were thoroughly reviewed, addressing communication, performance, and coaching in the context of handball through a systematic review following PRISMA guidelines, gathering evidence from an extensive literature search in the Web of Science, covering articles published between 2013 and 2023. The results highlight a growing interest in coach-player communication, particularly aimed at enhancing player performance. The literature underscores the importance of effective communication in training and performance but identifies a lack of a comprehensive approach to communication as a critical variable. Despite ample evidence of its significance, the exploration of communication in the context of handball is still in its early stages compared to other sports. It is concluded that there is a rising interest in the relationship between coach communication and player performance in handball, but a more comprehensive approach is needed. Coaches can use this information to enhance training and performance (AU)
Subject(s)
Humans , Feedback, Physiological/physiology , Communication , AffectABSTRACT
Physical activity has benefits for health, but many adolescents are inactive. However, video games such as Immersive Virtual Reality (IVR) have grown in popularity as a leisure activity among young people, allowing them to manipulate objects in virtual environments increasing the practice of physical activity. The evidence indicates that the interest in physical activity through IVR is greater than in traditional methods, and different experiences have been reported. However, few studies indicate the sample evaluated, the effects found, or the IVR instruments used. Due to this, is the aim of this study is to identify the publications referring to IVR and physical activity, characterize them, and present the obtained main findings. For this, the guidelines described in the PRISMA-ScR for scoping reviews were applied. After the use of the inclusion and exclusion criteria, eight articles were included. Results show evidence regarding physiological outcomes, perceptual variables, interest and enjoyment, and psychological effects regarding physical activity through IVR. Additionally, the use of different devices and their prescriptions are explored. It is concluded that there is interest from the scientific community for the practice of physical activity through IVR, as well as for its application for the maintenance of active habits. This is important as it positions IVR as a method that can be a more experiential and effective way to develop and maintain a healthy lifestyle.
ABSTRACT
Traditional models to train and teach young players in team sports assume that athletes learn as linear systems. However, an actual methodology called Non-Linear Pedagogy (NLP) accounts for the fact that the players and the team are complex dynamic systems. Experiences in handball under this methodology are scarce; due to this, an observational study has been conducted with a follow-up, idiographic and multidimensional design, in which 14 female school handball players belonging to four different local teams in Santiago, Chile (age = 15.55 + 0.51) agreed to participate in three special handball training sessions with the use of the NLP methodology where three different constraints were used. Descriptive analysis with the Chi-squared test showed a total of 252 observations where most of the variables were dependent on the constraints (p ≤ 0.001). Frequency showed that mainly "Defense in Line of progression" and "Proximal contact" were the most activated variables, followed by "Harassment" and "Deterrence" for all constraints. However, only constraint 2 highly activated two collective motor behaviors, while the rest only did it with individual motor behaviors. It is concluded that the constraints used in training seem to be effective in activating a group of defensive handball motor behaviors, specifically those that are basic for female school handball players.
ABSTRACT
Las redes sociales surgieron como una herramienta de comunicación lúdica, sin embargo, pronto se empezaron a ver otras posibilidades, como el desarrollo profesional, en especial, en el ámbito educativo. La presente investigación tiene como objetivo conocer el impacto que generan las redes sociales en el desarrollo profesional de los docentes y estudiantes de Educación Física y comparar los distintos usos, motivaciones y oportunidades que ofrecen. Para ello se elaboró y se validó un cuestionario que fue respondido por 403 participantes. Los resultados indican que la red social más utilizada para el desarrollo profesional en el ámbito de la Educación Física es YouTube (3,39/5), seguida de Instagram (2,82/5) y Facebook (2,68/5); las principales motivaciones para su uso son el entretenimiento y la ayuda que ofrecen para el desarrollo profesional en la formación docente (36,6% ambos); asimismo, las redes sociales permiten iniciar nuevos proyectos (76,8%), como el desarrollo de unidades didácticas y/o programaciones o la participación en congresos. (AU)
Social media emerged as an entertaining communication tool. However, other possibilities were soon considered, such as professional development, especially in education. This research aims to learn about what impact social media generate on the professional development of Physical Education teachers and students and compare the different uses, motivations and opportunities that they offer. To that end, a questionnaire was developed and validated, which was answered by 403 participants. The results indicate that the most used social media for professional development in Physical Educations area is YouTube (3.39/5), followed by Instagram (2.82 / 5) and Facebook (2.68 / 5); the main motivations for their use are entertainment and the aid they provide for professional development for teacher learning (36.6% both); furthermore, social media enable to start new projects (76.8%) like developing didactic units and/or programming or participating in conferences. (AU)
