Iron deficiency is a frequent and multifactorial disorder in the career of athletes, particularly in females. Exercise-induced disturbances in iron homeostasis produce deleterious effects on performance and adaptation to training; thus, the identification of strategies that restore or maintain iron homeostasis in athletes is required. Hepcidin is a liver-derived hormone that degrades the ferroportin transport channel, thus reducing the ability of macrophages to recycle damaged iron, and decreasing iron availability. Although it has been suggested that the circulating fraction of hepcidin increases during early post-exercise recovery (~3 h), it remains unknown how an acute exercise bout may modify the circulating expression of hepcidin. Therefore, the current review aims to determine the post-exercise expression of serum hepcidin in response to a single session of exercise. The review was carried out in the Dialnet, Elsevier, Medline, Pubmed, Scielo and SPORTDiscus databases, using hepcidin (and “exercise” or “sport” or “physical activity”) as a strategy of search. A total of 19 articles were included in the review after the application of the inclusion/exclusion criteria. This search found that a single session of endurance exercise (intervallic or continuous) at moderate or vigorous intensity (60–90% VO2peak) stimulates an increase in the circulating levels of hepcidin between 0 h and 6 h after the end of the exercise bout, peaking at ~3 h post-exercise. The magnitude of the response of hepcidin to exercise seems to be dependent on the pre-exercise status of iron (ferritin) and inflammation (IL-6). Moreover, oxygen disturbances and the activation of a hypoxia-induced factor during or after exercise may stimulate a reduction of hepcidin expression. Meanwhile, cranberry flavonoids supplementation promotes an anti-oxidant effect that may facilitate the post-exercise expression of hepcidin. Further studies are required to explore the effect of resistance exercise on hepcidin expression.
Introduction: Physical activity, health-related quality of life, self-concept and body-mass index are indicators of a healthy lifestyle. Objective: To determine the levels of physical activity and sedentary lifestyle, the health-related quality of life, the physical self-concept and the body-mass index in Colombian middle and highschool students. Materials and methods: We included 1,253 students between 10 and 20 years of age (601 men and 652 women) in the study. We used the following instruments for the measurements: A weighing machine, a stadiometer, the International Physical Activity Questionnaire, the 12-Item Short Form Health Survey (SF-12®), and the Physical Self-concept Questionnaire in its Spanish version. Results: The statistical analysis showed higher levels in the body-mass index among female students and higher scores for the physical condition, self-concept and competence among male students, with meaningful statistical differences (p<0,05). Additionally, women had higher scores in moderate and vigorous physical activity, while men had higher scores in walking. Men got higher scores in the dimension of health-related quality of life, except in the social function, which differed significantly from the general health, emotional role, mental health, and vitality dimensions. Conclusions: We found a relation between the body-mass index and the physical condition and competence self-concept, as well as between body-mass index and general health, physical function, mental health and vitality. We also found a relation between a sedentary lifestyle and general health, body pain, and physical role.
RESUMEN:Este trabajo es una propuesta didáctica diseñada desde la perspectiva metodológica de la pedagogía de la aventura, la cual tiene como objetivo educar en y a través de las actividades en la naturaleza, para llevarla a cabo en el contexto escolar y desarrollarla en el primer o segundo ciclo de primaria de Educación Física, siempre teniendo como enfoque el aprendizaje experiencial. Para ello nos hemos centrado en las Habilidades Motrices Básicas (HMB) como contenido principal, las cuales se enseñarán de manera lúdica a través del juego de rol como proyecto interdisciplinar. Las actividades que aquí se proponen, se dividen en dos sesiones. Una primera, en la que se enseñará a los alumnos algunas herramientas necesarias para poder llevar a cabo la segunda sesión, que será el gran juego de rol, el cual se realizará fuera del centro educativo de manera coordinada con otras áreas, que aprovecharán el elemento lúdico del juego para impartir contenidos de las mismas. De manera específica desde el departamento de Educación Física se aprenderán las HMB Palabras clave: Pedagogía de la Aventura; Juego de rol; Habilidades Motrices Básicas; Orientación; Gamificación.ABSTRACT: This Work is a didactic proposal designed to carry it out in the school context, and develop it in the first or second cycle of elementary education in Physical Education. For this we have focused on the Basic Motor Skills (HMB) as the main content, which will be taught in a playful way through role play. The activities proposed here are divided into two sessions, a first one, where students will work on some necessary tools to be able to perform the second session, which will be the Great Role Play, which will be taught outside the school in a coordinated way with other areas, which will take advantage of the playful element of the game to teach contents of the same and from the Department of Physical Education in turn to teach HMB.
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