scholarly journals Learn-to-swim program in a school context for a twelve-week period enhance aquatic skills and motor coordination in Brazilian children (Las clases de natación en el contexto escolar durante un período de doce semanas mejoran las habilidades acuáticas y l

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 316-324
Author(s):  
Orilda M. Moura ◽  
Daniel A. Marinho ◽  
Jorge E. Morais ◽  
Mafalda P. Pinto ◽  
Luís B. Faíl ◽  
...  
Keyword(s):  
Deep Water ◽  
Motor Coordination ◽  
Body Position ◽  
School Context ◽  
School Curriculum ◽  
Vertical Position ◽  
State School ◽  
Before And After ◽  
Brazilian Children ◽  
Breath Control

  This study aimed to verify the effects of 12 weeks of swimming lessons implemented in age school Brazilian children’s aquatic skills and motor coordination. Fifty children aged 6 to 10 years old (mean ± SD: 8.34 ± 1.10 years), participated in one swimming lesson per week provided by the school curriculum. Each child was evaluated for their aquatic skills (17 skills checklist) and motor coordination (Körperkoordinationstest Für Kinder test–KTK) before and after the swimming program. This study showed significant improvements in the sum of scores obtained in swimming skills evaluation (31.40 ± 12.89 vs. 46.90 ± 10.73 points, p < .01, d = 3.38). Large effects were found in water orientation and adjustment at the vertical position, breath control, horizontal buoyancy, body position at ventral, dorsal gliding and at longitudinal rotation, front and back somersaults, leg kicking with breath control, feet-first/head-first entries, autonomy in a deep pool and vertical buoyancy and immersion at deep water. The sum of scores in motor coordination assessment increased from 140.64 ± 41.94 to 175.20 ± 41.39 points (p < .01, d = 1.56). These results showed that 12 weeks of swimming practices, even conditioned by state school context (i.e., once a week), allowed Brazilian children aged 6-10 years old to increase aquatic skills and motor coordination.  Resumen. Este estudio tuvo como objetivo verificar los efectos de las clases de natación durante un período de 12 semanas en las habilidades acuáticas y la coordinación motora en niños brasileños. Cincuenta niños entre los 6 y los 10 años de edad (media ± DE: 8.34 ± 1.10 años) participaron una vez por semana en una clase de natación ofrecida por el plan de estudios escolar. Cada niño fue evaluado en cuanto a sus habilidades acuáticas (lista de verificación de 17 habilidades) y coordinación motora (Körperkoordinationstest Für Kinder test - KTK) antes y después del programa de natación. Los resultados del estudio mostraron mejoras significativas en la suma de las puntuaciones obtenidas en la evaluación de las habilidades de natación (31.40 ± 12.89 frente a 46.90 ± 10.73 puntos, p < .01, d = 3.38). Se observaran efectos importantes en la orientación y el ajuste del agua en la posición vertical, en el control de la respiración, en la flotabilidad horizontal, en la posición del cuerpo en la posición ventral, en el deslizamiento dorsal y la rotación longitudinal, en los saltos mortales hacia adelante y hacia atrás, en los empujes con las piernas con control de la respiración, pies primero / cabeza primero entradas, en la autonomía en piscina profunda y flotabilidad vertical y inmersión en aguas profundas. La suma de las puntuaciones en la evaluación de la coordinación motora aumentó de 140.64 ± 41.94 a 175.20 ± 41.39 puntos (p < .01, d = 1.56). Estos resultados mostraron que 12 semanas de prácticas de natación, incluso condicionadas por el contexto de la escuela estatal (es decir, una vez por semana), permitieron a los niños brasileños de 6 a 10 años aumentar de forma significativa la preparación acuática y la coordinación motora.

scholarly journals Using Brain-Breaks® as a Technology Tool to Increase Attitude towards Physical Activity among Students in Singapore

2021 ◽  
Vol 11 (6) ◽  
pp. 784
Author(s):  
Govindasamy Balasekaran ◽  
Ahmad Arif Bin Ibrahim ◽  
Ng Yew Cheo ◽  
Phua Kia Wang ◽  
Garry Kuan ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mixed Model ◽  
School Curriculum ◽  
Control Group ◽  
School Students ◽  
Mixed Model Analysis ◽  
Before And After ◽  
Brain Breaks ◽  
Student's Attitudes ◽  
The Brain

The purpose of this study was to investigate the effects of classroom-based Brain Breaks® Physical Activity Solution in Southeast Asia Singaporean primary school students and their attitude towards physical activity (PA) over a ten-week intervention. A total of 113 participants (8–11 years old) were randomly assigned to either an experimental (EG) or a control group (CG), with six classes to each group; the Brain Breaks® group (EG: six classes) and the Control group (CG: six classes). All EG members participated in a Brain Breaks® video intervention (three–five min) during academic classes and the CG continued their lessons as per normal. The student’s attitudes towards PA in both research conditions were evaluated using the self–reported Attitudes toward Physical Activity Scale (APAS), applied before and after intervention. The effects of the intervention on APAS scores were analysed using a mixed model analysis of variance with Time as within-subject and Group as between-subject factors. The analysis revealed evidence in support of the positive effect of classroom video interventions such as Brain Breaks® on student’s attitudes toward benefits, importance, learning, self-efficacy, fun, fitness, and trying to do their personal best in PA. The Brain Breaks® intervention provided a positive significant impact on students in Singapore. This study also revealed that interactive technology tools implemented into the school curriculum benefit students in terms of health and education.

Deficits of hand coordination and laterality of carotid endarterectomy

2015 ◽  
Vol 122 (1) ◽  
pp. 101-106 ◽  
Author(s):  
Eric J. Heyer ◽  
Kaitlin A. Mallon ◽  
Joanna L. Mergeche ◽  
Yaakov Stern ◽  
E. Sander Connolly
Keyword(s):  
Carotid Artery ◽  
Motor Coordination ◽  
Dominant Hand ◽  
Neurocognitive Performance ◽  
Rate Analysis ◽  
Before And After ◽  
Group Rate ◽  
Z Scores ◽  
Hand Coordination ◽  
Grooved Pegboard Test

OBJECT Neurocognitive performance is used to assess multiple cognitive domains, including motor coordination, before and after carotid endarterectomy (CEA). Although gross motor strength is impaired with ischemia of large cortical areas or of the internal capsule, the authors hypothesize that patients undergoing CEA demonstrate significant motor deficits of hand coordination contralateral to the operative side, which is more clearly manifest in the nondominant hand than in the dominant hand with ischemia of smaller cortical areas. METHODS The neurocognitive performance of 374 patients was evaluated with a battery of neuropsychometric tests. Both asymptomatic and symptomatic patients undergoing CEA were included. The authors evaluated the patients' dominant and nondominant hand performance on the Grooved Pegboard test, a test of hand coordination, to demonstrate their functional laterality. Neurocognitive dysfunction was evaluated as the difference in performance before and after CEA according to group-rate and event-rate analyses. The z scores were generated for all tests using a reference group of patients who were having simple spine surgery. Dominant and nondominant motor coordination functions were evaluated as raw scores and as calculated z scores. RESULTS According to event-rate analysis, significantly more patients undergoing CEA of the opposite carotid artery demonstrated nondominant than dominant hand deficits of coordination (41.2% vs 26.4%, respectively, p = 0.02). Similarly, according to group-rate analysis, in patients undergoing CEA of the opposite carotid artery, raw difference scores from the Grooved Pegboard test reflected greater nondominant than dominant hand deficits of coordination (21.0 ± 54.4 vs 9.7 ± 37.0, respectively, p = 0.02). CONCLUSIONS Patients undergoing CEA of the opposite carotid artery are more likely to demonstrate nondominant than dominant hand deficits of coordination because of greater dexterity in the dominant hand before surgery.

scholarly journals Importance of physiotherapy/nursing multidisciplinary integration about update newborn position in the neonatal intensive care unit

2015 ◽  
Vol 28 (3) ◽  
pp. 437-445 ◽  
Author(s):  
Vanessa da Silva Neves Moreira Arakaki ◽  
Alana Monteiro de Oliveira ◽  
Trícia Bogossian ◽  
Viviane Saraiva de Almeida ◽  
Gustavo Dias da Silva ◽  
...  
Keyword(s):  
Intensive Care ◽  
Neonatal Intensive Care ◽  
Physical Therapist ◽  
Body Position ◽  
Effective Care ◽  
Before And After ◽  
Student’S T ◽  
The Impact ◽  
Clinical Stability

AbstractIntroduction The high-risk newborns may require long periods of hospitalization until they reach clinical stability for hospital discharge. Avoiding babies to be in only one body position may be an effective way to cause respiratory and neuro-psycho-motor benefits, comfort and preventing pressure ulcers.Objectives This study investigated the impact of physiotherapy/nursing integration in update on body positioning of the newborn in the Neonatal Intensive Care Unit.Methods A questionnaire was administered to nurses and nursing technicians of the neonatal unit of Maternity School of UFRJ and nurses of the Advanced Course in Neonatal Nursing from the same institution. Two classes were taught by the physical therapist of the sector and the questions answered before and after these lessons. It was also a brief characterization of professional participants of the study. We used the Student's t test to compare the correct answers before (PRE) and after (POST) the classes, considering p < 0.05.Results There was a significant increase in the degree of knowledge of nurses and nursing technicians when compared the responses before (nurses: 68.8%; technicians: 70.1%) and after classes (nurses: 78.4 %; technicians: 88.9%). The nurses were less than five years of graduated (45%) and little time of professional experience in neonatology (60%). Forty-seven percent of technicians had less than five years of training and 82% had less than 10 years of experience.Conclusion The use of training by the nursing staff was significant, showing the importance of multidisciplinary approach and the integration of knowledge in the search for a humanized and effective care.

scholarly journals O lugar da cartografia no ensino de geografia: perspectivas a partir de um projeto de extensão

GeoTextos ◽  
2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Erika Do Carmo Cerqueira ◽  
Dária Maria Cardoso Nascimento
Keyword(s):  
New Technologies ◽  
School Context ◽  
Three Dimensional ◽  
Pedagogical Practice ◽  
State School ◽  
Dimensional Representation ◽  
Three Dimensional Representation ◽  
Innovative Methodology ◽  
Do So

Este trabalho visa discutir o lugar e/ou papel da cartografia no ensino da geografia. Para isso, traz resultados teóricos e práticos do projeto de pesquisa e extensão intitulado “Popularização da cartografia e suas novas tecnologias na escola pública”, realizado no Colégio Estadual Dona Mora Guimarães (Cajazeiras X, Salvador BA). Considera-se que a cartografia escolar, apesar dos avanços epistemológicos, vem passando por diversas dificuldades em sua implementação. Para analisar os entraves, potencialidades e exemplos de práxis pedagógicas, realizaram-se oficinas com foco nos conceitos da alfabetização cartográfica – visão vertical/horizontal, lateralidade, decodificação dos símbolos, proporcionalidade, representação bidimensional X tridimensional e uso de novas tecnologias. Defende-se que a alfabetização cartográfica pode ser utilizada como uma metodologia inovadora para a geografia escolar. Em paralelo, são discutidas as dificuldades encontradas em âmbito universitário e escolar. Por fim, dividem-se experiências exitosas, com mais de 400 alunos envolvidos diretamente, que utilizaram recursos técnico metodológicos a partir do espaço vivenciado e da abordagem construtivista, a saber: mapeamento do corpo humano, da sala de aula e construção de maquetes. Conclui-se que o tema possui muitos desafios, mas carece principalmente da ampliação deste debate para ultrapassar as barreiras dissociativas, colocando a cartografia como meio de comunicação da ciência geográfica. Abstract THE ROLE OF CARTOGRAPHY IN THE TEACHING OF GEOGRAPHY: PERSPECTIVES FROM AN EXTENSION PROJECT This paper aims to discuss the role of cartography in the teaching of geography. In order to do so it brings theoretical and practical results of the research project and extension called “Popularization of cartography and its new technologies in public school,” held in the State School Dona Mora Guimarães (Cazajeiras X, Salvador- BA). It is considered that the teaching of cartography, despite the epistemological advances, has experienced several difficulties in its implementation. To analyze the barriers, potentialities, and examples of pedagogical practice, workshops were held focusing on the concepts of cartographic literacy - vision vertical/horizontal, laterality, decoding of symbols, proportionality, two-dimensional X three-dimensional representation and use of new technologies. It is advocated that cartographic literacy can be used as an innovative methodology for the teaching of geography in schools. In parallel, the difficulties found in a university and school context are discussed. Finally, successful experiences are shared with more than 400 students involved directly, who used technical and methodological resources, from where they live and constructivist approach, namely: mapping of the human body, of the classroom and building of models. It is concluded that the theme has many challenges, but lacks mainly the expansion of this debate to overcome the dissociative barriers, putting the cartography as means of communication of the geographical science.

scholarly journals Effectiveness of a creative physical education intervention on elementary school students’ leisure-time physical activity motivation and overall physical activity in Finland

2018 ◽  
Vol 25 (3) ◽  
pp. 796-815 ◽  
Author(s):  
Juha Kokkonen ◽  
Sami Yli-Piipari ◽  
Marja Kokkonen ◽  
John Quay
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
School Context ◽  
Sixth Grade ◽  
School Students ◽  
Before And After ◽  
Negative Effect ◽  
Positive Effect

This study investigated the effectiveness of a creative physical education (CPE) intervention on students’ perceptions of motivational climate in physical education (PE), leisure-time physical activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students ( Mage= 10.87[.93]) from two elementary schools were assigned to the CPE intervention ( n = 196; Mage= 10.84[.95]) and control ‘PE-as-usual’ ( n = 186; Mage= 10.90[.90]) groups. Students’ perceived task- and ego-supportive climate in PE, leisure-time PA motivation, and overall PA were measured before and after the one-year intervention. Analyses of covariance and path analyses were implemented to test the effectiveness of the intervention. The intervention had a positive effect on students’ perceptions of task-supportive climate in PE ( p < .001) and a negative effect on ego-supportive climate ( p < .001). Students’ perceptions of task-supportive climate had a positive effect on their leisure-time PA motivation ( p < .001), which, in turn, had a positive effect on their overall PA ( p < .001). The results suggest that CPE-based PE may increase students’ perceptions of task-supportive climate in PE, which predicts their later leisure-time PA motivation outside the school context and overall PA.

Fluid and electrolyte shifts in women during +Gz acceleration after 15 days' bed rest

1977 ◽  
Vol 42 (1) ◽  
pp. 67-73 ◽  
Author(s):  
J. E. Greenleaf ◽  
H. O. Stinnett ◽  
G. L. Davis ◽  
J. Kollias ◽  
E. M. Bernauer
Keyword(s):  
Mean Corpuscular Volume ◽  
Body Position ◽  
Venous Blood ◽  
Bed Rest ◽  
Corpuscular Volume ◽  
The Third ◽  
Before And After ◽  
The Mean ◽  
Electrolyte Loss ◽  
Reduced Activity

Twelve women (23–34 yr), comprising a bed-rest (BR) group of eight subjects and an ambulatory (AMB) group of four subjects, were centrifuged after 14 days of ambulatory control (C),after 15 days of a 17-day BR period, and on the third day of recovery (R). Venous blood was taken before and after the third +3.0 G acceleration run (1.8 G/min). Relative to (C), the +Gz tolerance after BR was reduced -49.0% (P less than 0.05) in the BR group and -38.7% (NS) in the AMB group; during (R) the BR group regained up to 89.4% and the AMB group up to 87.1% of their (C) tolerances. In each of the three test periods, the shifts in plasma Na, Cl, PO4, and osmotic contents, which accompanied +Gz, followed the outward shift of plasma volume (PV). The correlation of the shift of PV during acceleration with the +Gz tolerance was 0.72 (P less than 0.01). During acceleration, the PV and electrolyte loss for both groups after BR was about half the loss of (C) and (R). Compared with (C) and (R) values, potassium shifts were variable but the mean corpuscular volume and mean corpuscular Hb contents and concentrations were unchanged during all +Gz runs; The results indicate that: 1) the higher the (C) + Gz tolerance, the greater the tolerance decline due to BR; 2) relative confinement and reduced activity contribute as much to the reduction in tolerance as does the horizontal body position during BR; 3) bed-rest deconditioning has no effect on the erythrocyte volume during +3.0 Gz; and 4) about one-half the loss in tolerance after BR can be attributed to PV and electrolyte shifts.

Effects of horizontal body casting on the baroreceptor reflex control of heart rate

1982 ◽  
Vol 52 (6) ◽  
pp. 1552-1556 ◽  
Author(s):  
G. E. Billman ◽  
D. T. Dickey ◽  
H. Sandler ◽  
H. L. Stone
Keyword(s):  
Heart Rate ◽  
Prolonged Exposure ◽  
Body Position ◽  
Systolic Arterial Pressure ◽  
Baroreceptor Reflex ◽  
Beta Blockade ◽  
Least Squares Fit ◽  
Before And After ◽  
Reflex Control ◽  
Baroreceptor Reflex Control

The purpose of this study was to investigate the effects of long-term horizontal body position on baroreceptor reflex control of heart rate. Six male rhesus monkeys (6.2–9.4 kg) were given bolus injections of 4.0 micrograms/kg phenylephrine during each of the following conditions: awake, anesthetized (10 mg/kg ketamine HCl), and after beta-blockade (1 mg/kg propranolol HCl) before, 7, 14, and 28 days after being placed in a horizontal body cast. R-R interval vs. systolic arterial pressure was plotted, and the slope was determined by least-squares-fit linear regression. Baroreceptor slope was significantly reduced by 7 days of horizontal body position and remained attenuated throughout the 28-day restraint period both before and after beta-receptor blockade. These data are consistent with the thesis that prolonged exposure to a zero-gravity environment impairs autonomic reflex regulation of the cardiovascular system.

The Effects of a Stretcher-Carry Harness on Soldier Performance: A Mass Casualty Simulation

1994 ◽  
Vol 38 (10) ◽  
pp. 573-577
Author(s):  
J. B. Rice ◽  
William J. Tharion ◽  
Marilyn A. Sharp
Keyword(s):  
Motor Coordination ◽  
Mass Casualty ◽  
Fine Motor ◽  
Team Size ◽  
Period Analysis ◽  
Minute Period ◽  
Fine Motor Coordination ◽  
Before And After ◽  
Post Hoc ◽  
Female Soldiers

This study investigated whether the use of a shoulder harness and team size would affect stretcher-carry performance, post-carry rifle marksmanship, and post-carry fine-motor coordination during a mass casualty simulation. Twelve male and eleven female soldiers volunteered. Soldiers carried stretchers in two- and four-person teams, with and without a shoulder harness in a 15-minute bout of rapid, short stretcher-carries and lifts. Soldiers completed as many carries as possible within the alloted period. Soldiers completed a marksmanship and fine-motor coordination task before and after each 15-minute period. Analysis of Variance and post hoc Newman-Keuls Comparison of Means revealed significant rifle shooting impairments after stretcher-carrying (p < 0.02). Men completed more carries than women (p < 0.0001), and more four-person hand carries were completed than other team size x harness combinations (p < 0.01). Women's rifle marksmanship was better when carrying in four-person teams (p < 0.05), while men's rifle marksmanship performance was not significantly altered. The fine-motor coordination task was completed faster after using a harness (p = 0.03) and working in four-person teams (p < 0.02). The ability to transport, medically treat, and protect patients is improved by working in four-person teams. In conclusion, for a mass casualty scenario, tactical planning should allow for enough soldiers to be deployed to allow stretcher-carrying in four-person teams. A harness system should be available for exigencies requiring two-person teams.

scholarly journals Design for learning in the third space: opportunities and challenges

2021 ◽  
Vol 13 (2) ◽  
pp. 1-10
Author(s):  
Simona Ferrari ◽  
Serena Triacca ◽  
Gianluca Braga
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Formal Education ◽  
School Context ◽  
Third Space ◽  
School Curriculum ◽  
Participatory Action ◽  
Design For Learning ◽  
Innovation And Technology ◽  
Education Agency

Abstract Many educational agents offer paths that allow school to turn itself into a ‘third space’. Caritas Ambrosiana, based on a ‘pedagogy of facts’, proposes interventions to promote soft skills in schools. This non-formal education agency committed Research Center about Media Education, Innovation and Technology (CREMIT) of Catholic University for a project to improve their school programme and training effectiveness. We chose the participatory action research paradigm to verify how to design an educational path by applying third-space principles in the school context and how digital media can be embedded into the practice to enable a more porous exchange of experiences and expertise between students, educators and the school curriculum. The accompanying plan was designed on the basis of the initial questionnaire data analysis: sociomateriality was the main focus because it was considered by Caritas educators as one of the least important elements to include in the design process. The second reason is the need to rethink on-site training formats to face the challenges of the Covid-19 emergency. As expected, after the training intervention, sociomateriality had a significant growth in the design practices. The other third-space pedagogy elements (peering, experiential orientation, motivation, pleasure of making together) are maintained and reinforced, thanks to digital literacy.

scholarly journals High performance curricular management at the Technological Institute of Campeche

2019 ◽  
pp. 15-24
Author(s):  
Ana Luisa Ortega-Rodríguez ◽  
Leydi Elena Legorreta-Barrancos ◽  
Carmen Del Socorro Rodríguez-Chuc ◽  
María Eugenia López-Ponce
Keyword(s):  
Higher Education ◽  
High Performance ◽  
School Context ◽  
National Development ◽  
School Curriculum ◽  
Educational Process ◽  
Education Policies ◽  
Quality Of Higher Education ◽  
Curricular Structure ◽  
Teaching Learning

Higher Education Institutions (HEI) face challenges to fulfill their substantive function of educating and training people; within this educational process, there are factors that affect the achievement of academic objectives embodied in the school curriculum of various programs of the education system. An adequate curricular structure guarantees that the practices carried out in the classroom are intentional, systematic and secure learning; this implies the design and implementation of an innovative curricular proposal, from the planning of the teaching-learning process to the evaluation. The curricular management is one of the strategic processes of HEIs, which operationalizes the public education policies in the state, where the curriculum is key in the Quality of Higher Education, because it considers the needs, problems and social interests, through the development of professional skills of students, in order to train professionals that contribute to national development. The curriculum, as a process, operates according to the school context from the perception of the teacher and the administration, tracing a clear link between: the curricular management and the classroom processes, the support networks with the dimensions of the TecNM model to be aligned and focused on high performance.

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