Training Regimes and Recovery Monitoring Practices of Elite British Swimmers.

Consistent prescriptions for event-specific training of swimmers are lacking, which points to likely differences in training practices and a potential gap between practice and scientific knowledge. This study aimed to analyze the distance-specific training load of elite swimmers, derive a consistent training sessions' description and reflect on the current recommendations for training and recovery. The individual training regimes of 18 elite British swimmers were documented by surveying four swim and two strength and conditioning (S&C) coaches. The annual and weekly training load and content were compared between swimmers competing in sprint, middle and long-distance events. Thematic analysis of the surveys was conducted to identify key codes and general dimensions and to define a unified classification of the swimming and S&C training sessions. Weekly training loads and content of the swim (ƞ2 - effect size; p = 0.016, ƞ2 = 0.423) and S&C (p = 0.028, ƞ2 = 0.38) sessions significantly differed between the groups. Long-distance swimmers swam significantly longer distances (mean ± SD; 58.1 ± 10.2 km vs. 43.2 ± 5.3 km; p = 0.018) weekly but completed similar number of S&C sessions compared to sprinters. The annual swimming load distribution of middle-distance specialists did not differ from that of long-distance swimmers but consisted of more S&C sessions per week (4.7 ± 0.5 vs. 2.3 ± 2.3; p = 0.04). Sprinters and middle-distance swimmers swam similar distances per week and completed similar number of S&C sessions but with different proportional content. Whereas all coaches reported monitoring fatigue, only 51% indicated implementing individualized recovery protocols. We propose a consistent terminology for the description of training sessions in elite swimming to facilitate good practice exchanges. While the training prescription of elite British swimmers conforms to the scientific training principles, recommendations for recovery protocols to reduce the risk of injury and overtraining are warranted.

Development of an Ontology to Recommend Exercises from Conceptual Maps.

The recommendation of exercise plans requires several variables to be considered (e.g., patient's conditions and preferences) and are normally complex to analyze. To facilitate this analysis we proposed the creation of an ontology to assist professionals to recommend exercises. We interviewed 2 experts and this resulted in IDEF diagram and conceptual map. The conceptual map proved to be the preferred way that experts gained more understanding compared with the IDEF diagram. In addition, we also used the conceptual map to validate the formal structure of experts' ideas. From the conceptual map we created an ontology that is being reviewed. After this, we plan to incorporate the ontology into a decision support system that will assist professionals to recommend exercises for their patients.

Intensidad de las clases de Educación Física en adolescentes / Intensity of Physical Education classes in adolescents

Se registró la frecuencia cardiaca de 182 estudiantes (97 chicos y 85 chicas) de entre 12 y 18 años durante sus clases de Educación Física. Los resultados muestran una media del 21,62±14,33% del tiempo de clase en valores MVPA (moderate to vigorous physical activity). Respecto al género, pese a no ser significativo, los mayores valores corresponden a la chicas (23,47±14,45% vs 19,99±14,10%; p=0,106). No se ha observado efecto del tipo de sesión (deportes colectivos, deportes individuales, juegos tradicionales o bailes) sobre el tiempo en valores MVPA (p>0,05; TE<0,020), obteniéndose los mayores valores en sesiones de deportes colectivos. Los resultados muestran que la intensidad y duración de las clases registradas no cumplen con las recomendaciones para suponer un adecuado trabajo cardiovascular (AU)

Heart rate from 182 students (97 boys and 85 girls) aged between 12 and 18 years was assessed during physical education classes. Results have shown an average time of 21.62±14.33% of lesson time in MVPA (moderate to vigorous physical activity). Though there was no significant gender difference, girls were more active (23.47±14.45% vs 19.99±14.10%). There was no significant effect of session type (team sports, individual sports, traditional games or dancing) on time spent at MVPA values (p>0.05; ES<0.020), obtaining the highest values in team sports sessions. Results show that intensity and duration of analyzed classes do not comply with recommendations to become an adequate cardiovascular exercise (AU)