The sequence of concurrent training sessions is a determining variable in physiological adaptations; however, its effects on body composition and physical condition have been little explored in older women. For this reason, the primary aim of this research is to determine the effects of the intrasession exercise sequence of concurrent training on older women’s body composition and physical fitness. The present study was conducted under a randomized experimental design. The population sample consisted of 38 physically inactive women aged between 60 and 75 years. These women were randomly assigned to one of the training groups: strength + endurance (SE, n = 19) or endurance + strength (ES, n = 19.) The intervention was the same for both training groups; the only difference was the exercise sequence of both components: one group first trained strength and then endurance, and the other did the opposite. The variables evaluated before and after the intervention were body composition and physical fitness. A two-way repeated measures ANOVA was used to determine statistically significant differences in pre- and post-test means within each group. Cohen’s d effect size was also calculated to determine the magnitude of the group differences. The ES group had significant differences in mass (p = 0.036, d = 0.834), fat percentage (p = 0.044, d = 0.419), arm curl (p = 0.041, d = 1.429), step (p = 0.023, d = 1.423), and grip strength (p = 0.001, d = 0.831). The SE group reported significant differences in mass (p = 0.035, d = 0.545), fat percentage (p = 0.023, d = 0.882), muscle percentage (p = 0.001, d = 3.536), chair stand (p = 0.001, d = 2.579), arm curl (p = 0.001, d = 1.530), step (p = 0.001, d = 1.369), and grip strength (p = 0.001, d = 0.85). When comparing the effects of the two interventions, strength followed by endurance training was more effective in: fat percentage, arm curl, chair sit-and-reach (cm) the muscle percentage and chair stand variables. The main conclusion of this research is that concurrent training starting with strength followed by endurance, in older women, is more effective in improving body composition and physical condition compared to endurance training followed by strength. Resumen. La secuencia de las sesiones de entrenamiento concurrente es una variable determinante en las adaptaciones fisiológicas; sin embargo, sus efectos sobre la composición corporal y la condición física se han explorado poco en mujeres mayores. Por esta razón, el objetivo del texto es determinar los efectos de la secuencia de ejercicios intrasesión del entrenamiento concurrente sobre la composición corporal y la aptitud física de las mujeres mayores. El presente estudio se realizó bajo un diseño experimental aleatorizado. La muestra poblacional estuvo conformada por 38 mujeres físicamente inactivas de entre 60 y 75 años. Estas mujeres fueron asignadas al azar a uno de los grupos de entrenamiento: fuerza + resistencia (FR, n = 19) o resistencia + fuerza (RF, n = 19.) La intervención fue la misma para ambos grupos de entrenamiento; la diferencia fue la secuencia de los ejercicios. Las variables evaluadas antes y después de la intervención fueron la composición corporal y la forma física. Se utilizó un ANOVA de medidas repetidas de dos factores para determinar diferencias estadísticamente significativas en las medias antes y después de la prueba dentro de cada grupo. El tamaño del efecto d de Cohen, se calculó para determinar la magnitud de las diferencias de grupo. El grupo RF tuvo diferencias significativas en las variable de peso (p = 0.036, d = 0.834), porcentaje de grasa (p = 0.044, d = 0.419), flexión de brazos (p = 0.041, d = 1.429), paso (sp = 0.023, d = 1.423) y fuerza de agarre (p = 0.001, d = 0.831). El grupo FR reportó diferencias significativas en peso (p = 0.035, d = 0.545), porcentaje de grasa (p = 0.023, d = 0.882), porcentaje de músculo (p = 0.001, d = 3.536), en soporte de silla (p = 0.001, d = 2.579), flexión de brazos (p = 0.001, d = 1.530), pasos (p = 0.001, d = 1.369) y fuerza de agarre (p = 0.001, d = 0.85). Al comparar los efectos de las dos intervenciones, el entrenamiento de fuerza seguido del entrenamiento de resistencia fue más efectivo en: porcentaje de grasa, flexiones de brazos, sentarse y alcanzar la silla , porcentaje muscular y pararse de una silla. La principal conclusión de esta investigación es que el entrenamiento concurrente que comienza con fuerza seguido de resistencia, en mujeres mayores, es más efectivo para mejorar la composición corporal y la condición física en comparación con el entrenamiento de resistencia seguido de fuerza. Al comparar los efectos de las dos intervenciones, la fuerza seguida por el entrenamiento de resistencia fue más efectiva en las variables de porcentaje muscular y soporte en silla. La principal conclusión de esta investigación es que el entrenamiento concurrente en mujeres mayores es más efectivo para el porcentaje de músculos y la prueba de apoyo en silla cuando el orden de la sesión es la fuerza seguida por el entrenamiento de resistencia.
There is no conclusive evidence determining whether grip strength (GS) correctly represents total muscular strength (MS) in young university students. To determine the correlation between GS and total MS of a sample of university students from the city of Bogotá, Colombia, a descriptive and cross-sectional study was carried out on 191 students from the University Foundation of the Andean area, located in Bogotá, Colombia. GS was measured using a model T.K.K.540 dynamometer. The total MS was evaluated through the assessment of one-repetition maximums (1RM) in five different exercises. The five exercises were assessed in the following order: bench press, squats on the Smith Machine, military press, leg press, and pull down. Following the assessment, the results of the individual tests were summed together and divided by five in order to estimate a variable known as the general strength index. Results were evaluated for correlations between the variables using the Pearson correlation coefficient. The criteria to interpret the strength of association were as follows: small (0.1-0.3), medium (0.3-0.5), large (0.5-1.0). In women, large correlation was present between GS and general strength index (r= 0.894; p=0.001). In men, this correlation was medium (r= 0.492; p=0.001).
Background Experimental studies have determined that higher strength values are associated with more efficient cognitive function and better academic performance. In spite of this, the universities in Colombia are decreasing the time available for physical activity in favour of increasing the time devoted to theoretical subjects. This is one of the reasons why in Colombia, only 18% of young people complied with the world recommendations of physical activity. To examine this problem, the objective of this research was to establish the relationship between strength and academic performance in university students. Methods A cross-sectional study was developed in 135 (21.8 ± 4.5 yr; 78.69 ± 9.1kg) students of the fifth semester of the Areandina University in Bogota, Colombia. Each participant developed incremental protocols to determine the maximum weight that he or she could move in six different exercises: squat in smith machine, leg press, leg extension, bench press, pull down and military press. The average of the results of these tests was taken as the value of maximum strength. To determine academic performance, the average of the scores accumulated in the five semesters of their university studies was evaluated. Pearson correlation coefficient was used to find the linear relationship between strength and academic performance. Results Overall, 70.3 % of the participants were men and 29.7% were women. The results of the maximum strength tests were significantly higher in the male group than in the female group (P < 0.05). Academic performance was similar in both genders (P > 0.05). A positive correlation was established between maximum strength and academic performance. (r = 0.64 P < 0.05). Conclusions The conclusion of this research was that there is a significant relationship between strength and academic performance. These results are fundamental to justify the inclusion of spaces for the promotion of physical activity in public and private universities. Key messages Universities are institutions that only focus on academic training and generate contexts in which sedentary behaviours are promoted. Sedentary lifestyles are a public health problem in Colombia.
Los objetivos del presente estudio fueron i) analizar y comparar el autoconcepto físico en estudiantes universitarios considerando posibles diferencias entre sexos y asociaciones con el estrato socioeconómico y la edad, y ii) generar perfiles de los estudiantes utilizando algoritmos de aprendizaje automático no supervisado. Un total de 230 estudiantes colombianos entre los 18 y 38 años pertenecientes a programas académicos de Educación Física (n = 118) y Psicología (n = 112) participaron en este estudio transversal. Se aplicó el cuestionario de autoconcepto físico (PSQ). Se hallaron diferencias significativas entre hombres y mujeres. No se encontraron diferencias en el autoconcepto físico entre los hombres de los programas académicos; sin embargo, los valores de las mujeres fueron significativamente diferentes entre los dos programas (p< .05). Se evidenció una asociación inversa baja entre el autoconcepto físico y el estrato socioeconómico y la edad. Luego del análisis de agrupación jerárquica sobre componentes principales, se identificaron dos perfiles estadísticamente diferentes con tamaño del efecto grande para el autoconcepto físico y todos sus dominios (Perfil 1 [n = 138] versus Perfil 2 [n = 92]; p< .05; η2< .45). Aunque el autoconcepto físico contribuyó en mayor medida al componente principal, con valores mayores para el perfil 2, el ≈73% de las mujeres (n = 101) se agruparon en el perfil 1 y hubo una mayor cantidad de estudiantes de Psicología (85/112) que de Educación Física (27/118) en el perfil 2. Los resultados muestran comportamientos diferentes del autoconcepto físico entre hombres y mujeres de los dos programas académicos. Los perfiles generados podrían ayudar a universidades, orientadores y profesores a planear intervenciones dentro de las instituciones para favorecer el desarrollo del autoconcepto físico a la vez que se evalúan otras asociaciones potenciales. Palabras clave: Autoconcepto físico, universitarios, educación física, psicología, aprendizaje automático no supervisado Abstract. The aims of this study were i) to analyze and compare the physical self-concept in university students considering possible differences between sexes and associations with socioeconomic status and age, and ii) to generate student profiles using unsupervised machine learning algorithms. A total of 230 Colombian students between 18 and 38 years of age from the Physical Education (n = 118) and Psychology (n = 112) majors participated in this cross-sectional study. The physical self-concept questionnaire (PSQ) was applied. Significant differences were found between men and women. No differences were found in physical self-concept among men in the academic programs; however, women's values were significantly different between the two programs (p< .05). A low inverse association was evident between physical self-concept and socioeconomic stratum and age. Following hierarchical clustering analysis on principal components, two statistically different profiles with large effect sizes were identified (Profile 1 [n = 138] versus Profile 2 [n = 92]; p< .05; η2< .45). Although physical self-concept contributed most to the principal component, with higher values for profile 2, ≈73% of females (n = 101) were clustered in profile 1 and there were a greater number of Psychology (85/112) than Physical Education (27/118) students in profile 2. The results show different behaviors of physical self-concept between men and women in the two academic programs, so the profiles generated could help universities, counselors and professors to plan interventions within the institutions to favor its development while evaluating other potential associations. Keywords: Physical self-concept, college students, physical education, psychology, unsupervised machine learning
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