Saddle height influences cycling performance and would be expected to influence cyclists physically, perceptually, and emotionally. We investigated how different saddle positions and cadences might affect cyclists' torque, heart rate, rate of perceived exertion (RPE), and affective responses (Feeling scale). Nine male recreational cyclists underwent cycling sessions on different days under different conditions with a constant load. On Day 1, the saddle was at the reference position (109% of the distance from the pubic symphysis to the ground), and on Days 2 and 3, the saddle was in the "upward position" (reference + 2.5%) and "downward position" (reference - 2.5%) in random order. Each session lasted 30 minutes and was divided into three cadence-varied 10-minute stages without interruption: (a) freely chosen cadence (FCC), (b) FCC - 20%, and (c) FCC + 20%. We assessed all dependent measures at the end of each 10 minute stage. While there was no significant interaction (Saddle × Cadence) for any of the analyzed variables, torque values were higher at lower cadences in all saddle configurations, and the FCC + 20% cadence was associated with faster heart rate, higher RPE, and lower affect compared with FCC and FCC - 20% in all saddle positions. At all cadences, the saddle at "downward position" generated a higher RPE compared with "reference position" and "upward position." The affective response was lower in the "downward position" compared with the "reference position." Thus, while cyclists perceived the downward (versus reference) saddle position as greater exercise effort, they also associated it with unpleasant affect.

BACKGROUND: The COVID19 Pandemic has impacted human behavior worldwide. Restrictive circulation, working and staying at home, and limitations on outdoor leisure time may have changed people’s physical activity level, stimulating sedentary behavior. AIM: To examine changes in physical activity levels and use of urban space for leisure during quarantine in the municipality of Ilhéus / BA – Brazil. METHOD: Thirty-nine (53.8% of men) residents from Ilhéus answered an online questionnaire before (pre-pandemic) and during (post-pandemic) the adoption of social distancing. Physical activity level (IPAQ survey) and places for leisure physical activity were determined by using the GIS technique. RESULTS: Significant decrease in occupational (-68%) and transportation (-71%) time was found. An increase in physical activity at home (152%) was observed. The average distance from house to leisure physical activity space decreased 74%, and time in sedentary behavior has increased only for men on weekdays (35%). CONCLUSION: Even without difference between the total amount of physical activity before and during COVID19, a significant reallocation in time spent in occupational, transportation, household, and space of leisure-time physical activity could indicate demands and adaptations occurred during the study period.

Este trabalho tem como objetivo identificar a possível correlação entre as diferentes intensidades da atividade física realizadas na escola e o desempenho escolar. Trata-se de estudo transversal, de amostra não probabilística, realizado no ano de 2019 em uma instituição de ensino municipal de Ilhéus-BA. Participaram do estudo 39 escolares de ambos os sexos do quarto ano do ensino fundamental, os quais utilizaram um acelerômetro (ActiGraph mod. GT3X+) durante cinco dias letivos consecutivos. O desempenho escolar foi mensurado mediante classificação em competência construída (CC) e competência aproximada (CA). A análise estatística compreendeu a utilização do Teste t para amostras independentes e Coeficiente de correlação de Spearman. Todas as análises foram realizadas no pacote estatístico IBM SPSS v. 25.0 e o nível de significância adotado foi de 5%. Foi observada correlação apenas entre atividades físicas muito vigorosas e desempenho escolar (rho=0,33; p=0,04). Não foram observadas diferenças estatisticamente significativas na comparação do tempo sedentário entre CC e CA (p=0,442; 187,3 ± 15,8 vs. 191,5 ± 17,5 min/4h). Além disso, quando comparados os valores médios de tempo despendido em diferentes intensidades da atividade física segundo o desempenho escolar, observa-se diferença estatisticamente significativa apenas nas atividades de intensidade muito vigorosas (p=0,033; 1,63 ± 0,66 vs. 1,13 ± 0,74 min/4h) para CC e CA respectivamente. Conclui-se que o desempenho escolar nesta amostra de escolares foi correlacionado apenas com atividades físicas de intensidade muito vigorosa, com valores médios de tempo despendido nesta intensidade superiores para aqueles participantes classificados com melhor desempenho escolar.

All the contents of this work, except where otherwise noted, is licensed under a Creative Commons Attribution 4.0 International license. Todo o conteúdo deste trabalho, exceto quando houver ressalva, é publicado sob a licença Creative Commons Atribição 4.0. Todo el contenido de esta obra, excepto donde se indique lo contrario, está bajo licencia de la licencia Creative Commons Reconocimento 4.0. Parte 3-Educação física e esporte: compassos e descompassos da relação formação x intervenção Formação em educação física e a intervenção no esporte de alto rendimento