BACKGROUND:The aim of the present study was to assess how volume-oriented incentive spirometry applied to patients after a stroke modifies the total and compartmental chest wall volume variations, including both the right and left hemithoraces, compared with controls. METHODS: Twenty poststroke patients and 20 age-matched healthy subjects were studied by optoelectronic plethysmography during spontaneous quiet breathing (QB), during incentive spirometry, and during the recovery period after incentive spirometry. RESULTS: Incentive spirometry was associated with an increased chest wall volume measured at the pulmonary rib cage, abdominal rib cage and abdominal compartment (P ‫؍‬ .001) and under 3 conditions (P < .001). Compared with healthy control subjects, the tidal volume (V T ) of the subjects with stroke was 24.7, 18.0, and 14.7% lower during QB, incentive spirometry, and postincentive spirometry, respectively. Under all 3 conditions, the contribution of the abdominal compartment to V T was greater in the stroke subjects (54.1, 43.2, and 48.9%) than in the control subjects (43.7, 40.8, and 46.1%, P ‫؍‬ .039). In the vast majority of subjects (13/20 and 18/20 during QB and incentive spirometry, respectively), abdominal expansion precedes rib cage expansion during inspiration. Greater asymmetry between the right and left hemithoracic expansions occurred in stroke subjects compared with control subjects, but it decreased during QB (62.5%, P ‫؍‬ .002), during incentive spirometry (19.7%), and postincentive spirometry (67.6%, P ‫؍‬ .14). CONCLUSIONS: Incentive spirometry promotes increased expansion in all compartments of the chest wall and reduces asymmetric expansion between the right and left parts of the pulmonary rib cage; therefore, it should be considered as a tool for rehabilitation.

Discute os principais resultados de um projeto de pesquisa que teve como objetivo investigar problemas relativos ao ensino e à aprendizagem da Geometria, enfrentados por professores da rede pública estadual de ensino, bem como por seus alunos de 5ª a 8ª séries. Analisa essencialmente procedimentos metodológicos, fundamentos teóricos e principais resultados, focalizando a origem dos problemas relacionados com o ensino e a aprendizagem da Geometria, as estratégias montadas para enfrentar uma parte desses problemas e as mudanças de concepções e práticas de professores.

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Este artigo tem por objetivo identificar aspectos da prática de uma docente ao ministrar disciplinas fundamentadas no Ensino Híbrido para o curso de Fisioterapia de uma instituição privada de Ensino Superior, situada no Distrito Federal. Como instrumento de coleta de informações, foi utilizada a entrevista semiestruturada, composta de um roteiro com oito questões. A análise dessas informações foi inspirada na Análise de Conteúdo, principalmente os procedimentos de fragmentação, codificação e realização de agrupamentos das respostas. Conclui-se que a professora demonstra conhecer que as disciplinas híbridas são assim denominadas por combinar dois contextos de aprendizagem, ou seja, parte é desenvolvido em ambientes virtuais e parte presencial, porém, ao observar como é sua prática em sala de aula, nota-se que a professora reconhece não ter conseguido se adaptar à situação e está em processo de aceitação e mudança de práticas, por se tratar de uma inovação disruptiva de ensino. Palavras-chave: Ensino Híbrido. Formação Continuada de Professores. Prática Docente. AbstractThis article aims to identify aspects of a teacher's practice in teaching subjects based on Blended Learning for the Physiotherapy course of a private institution of Higher Education, located in the Federal District. As a tool for collecting information, a semi-structured interview was used, consisting of a script with eight questions. To analyze this information, we draw on content analysis inspirations, especially the fragmentation, coding and grouping procedures of the responses. We conclude that the teacher demonstrates to know that the hybrid disciplines are so named by combining two learning contexts, that is, part is developed in virtual environments and part in person, but when positioning itself about what is their practice in the classroom, it is noted that the teacher acknowledges that she was unable to adapt to the situation and is in the process of accepting and changing practices, as it is a disruptive teaching innovation. Keywords:  Blended Learning. Continuing Teacher Training. Teaching Practice.

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IntroductionExergames training, as an additional therapy to standard care, has been widely used for motor recovery after patients who had a stroke, and it is a valuable and positive tool in the rehabilitation of this population. This study describes a single-blind randomised clinical trial that will aim to investigate the effects of exergames training on postural balance in patients with chronic stroke.Methods and analysisForty-two individuals with chronic stroke (>6 months), aged 20–75 years, will be randomised into two groups: the experimental group, which will be subjected to an exergames protocol, and control group, which will undergo a kinesiotherapy protocol. Both protocols are based on postural balance. The intervention will consist of 40-minute sessions two times per week for 10 consecutive weeks. The volunteers will be evaluated before the treatment, at the end of the interventions and 8 weeks thereafter. The primary outcome will be postural balance (Berg Balance Scale, Functional Reach Test, Timed Up and Go test and Centre of Pressure variables) and secondary outcomes will include gait (6 m timed walk and Kinovea Software), cortical activation patterns (electroencephalography Emotiv EPOC), functional independence (Functional Independence Measure), quality of life (Stroke-Specific Quality of Life Scale) and motivation (Intrinsic Motivation Inventory).Ethics and disseminationThis protocol was approved by the Ethics Committee of the Federal University of Rio Grande do Norte (number 3.434.350). The results of the study will be disseminated to participants through social networks and will be submitted to a peer-reviewed journal and scientific meetings.Trial registration numberBrazilian Registry of Clinical Trials (RBR-78v9hx).