Background: Spatial navigation is a prodromal dementia marker. Exercise used alongside virtual reality improves many cognitive functions, but effects on spatial navigation are still unclear.Objective: To investigate the effect of virtual reality-based physical exercise with 2D exergames on spatial navigation in institutionalized non-robust older persons.Method: A total of 14 older persons (aged ≧ 60) were randomly allocated to the exergame (EG) and active control (ACG) groups. EG performed exercises with 2D exergames, while the ACG used the same movements as the EG, but without the use of virtual reality. Spatial navigation was assessed through the Floor Maze Test, where the immediate maze time (IMT) and delayed maze time (DMT) were recorded.Results: Spatial navigation was enhanced in EG participants compared to ACG individuals. A significant (p = 0.01) IMT reduction between groups was observed, while DMT time without prior planning was significantly different at the significance threshold (p = 0.07).Conclusions: Virtual reality-based exercise improves the spatial navigation of institutionalized non-robust older persons. This study should be replicated to confirm the findings reported herein.Clinical Trial Registration: This study was registered in the Brazilian Registry of Clinical Trials (Protocol RBR-8dv3kg - https://ensaiosclinicos.gov.br/rg/RBR-8dv3kg).
Objetivo: Verificar a prevalência de lesões nos ombros de professores da rede pública da cidade de Montes Claros-MG. Métodos: Trata-se de um estudo descritivo, com abordagem quantitativa e de corte transversal composto por professores do ensino médio e fundamental de escolas públicas da cidade de Montes Claros-MG. Foram selecionadas quatro instituições públicas com maior número de docentes que totalizou 256 docentes. O instrumento utilizado na coleta de dados foi o Questionário Nórdico para avaliação dos sintomas osteomusculares. Para análise dos dados foi utilizado o programa Microsoft Excel® versão 2016. Os dados foram analisados através da estatística descritiva, com determinação das médias e desvio-padrão. Resultados: Predominaram indivíduos do sexo feminino com média de idade de 42,20 anos e desvio padrão ±8,78, com carga horária média de 24,14 horas e desvio padrão ±10,90. O ombro foi a região mais acometida nos últimos 12 meses. Conclusão: Os resultados do presente estudo demonstram a necessidade de novas pesquisas em relação aos aspectos ergonômicos do trabalho docente, além da criação de politicas públicas que visem à prevenção de adoecimento e promoção do bem-estar dos professores.
Objective To determine the level of association between depressive symptoms and cognitive abilities of institutionalized older adults. Methods This is a cross-sectional study that enrolled 69 older adults, living in a long-term care facility. Investigation of depressive symptoms in all individuals was performed using the geriatric depression scale. Cognitive verbal fluency, digit span forward (DSF) and backward (DSB) tests, and two-minute stationary gait, sit-to-stand test, and six-minute walk test were performed to assess their association with depressive symptoms. Results Depressive symptoms were identified in 35 individuals. Worse cognition and physical performances were associated with the presence of depressive symptoms – Mini-Mental State Examination [t (61) = 2.36; p < 0.05] and Stationary gait test of two minutes [t (53) = 3.12; p < 0.05]. Short-term memory and working memory tests presented worse results in individuals with depressive symptoms (DSF: U = 402.00; p < 0.05 e DSB: U = 341,00; p < 0.05). Older adults with scores below normal in DSF were 5 times more likely to exhibit depressive symptoms. Conclusion The importance of physical, cognitive and social intervention strategies in long-term care facilities for the older adults is highlighted, in order to privilege autonomy. Notably, there is an association between deficits in short-term memory and the presence of depressive symptoms in older adults. Therefore, prospective studies are suggested to investigate the cause-effect relationship of this association with the institutionalization of older adults.
This systematic review aimed to investigate the effect of physical activity on anxiety symptoms during the COVID-19 pandemic. Three databases (PubMed; Scopus and Web of Science) were searched in the period from 2020 to 2022 the following base terms were used: “Physical Activity”, Exercise, Anxiety and COVID-19. Peer-reviewed, primary studies published in English, Portuguese and Spanish using valid and reliable measures were included. Eighteen studies met the eligibility criteria, of which 17 were cross-sectional, 2 were cohort studies. The number of participants ranged from 43 to 2,301, aged between 18 and 65 years or older. A decrease in PA practice or an increase in sitting time were associated with higher levels of anxiety symptoms. Additionally, participants who did not meet PA recommendations were more likely to experience moderate to severe anxiety symptoms. The results showed that physical activity is associated with the alleviation of anxiety symptoms during confinement in the COVID-19 pandemic.
Ao final da graduação o profissional de Educação Física deve estar qualificado, esentir-se preparado para trabalhar os conteúdos da disciplina com os alunos dentrodas escolas. O objetivo desse estudo é averiguar a perspectiva dos acadêmicosdo curso de Educação Física quanto a sua qualificação acadêmica para atuarno ensino básico. Esse estudo caracteriza-se como qualitativo e foram utilizadosdois grupos focais, composto por seis perguntas. A população foi constituída pelosacadêmicos do 8o período da Universidade Estadual de Montes Claros-MG docurso de Educação Física Licenciatura no campus de Montes Claros. Participaramda amostra dezenove acadêmicos do curso de Educação Física Licenciatura daUnimontes matriculados no oitavo período nos turnos diurno e noturno. A partirdas questões do grupo focal e dos discursos dos acadêmicos foram desveladasas seguintes categorias: A Educação Física nas fases da Educação Básica; Atransmissão do conhecimento docente para formação discente; Contribuição dosprojetos de ensino, pesquisa e extensão na formação profissional; Proatividade naformação docente. A partir das análises dessas categorias foi possível perceberque o acadêmico de Educação Física possui competências profissionais para atuarno Ensino Infantil e Fundamental, mas não está preparado pra atuar com qualidadeno Ensino Médio. Esse despreparo provavelmente se dá por defasagens em suaformação causada pela falta de interesse e comprometimento do mesmo e dealguns professores.
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