The aim of the present study was to analyze the validation of the equation proposed by Brzycki for the prediction of a maximum repetition (1-RM) in the bench press. Fifty sedentary or moderately active male subjects (22.2 ± 3.5 years; 64.7 ± 8.6 kg), were initially submitted to six test sessions of 1-RM in the bench press, with 48 hours of interval between each session, in order to determine the maximum workload. A protocol of force resistance was then performed for the determination of 7-10-RM. The used criteria for the validation included: t-Student test for dependent samples, for comparison among the mean values obtained by the predictive equation and by the 1-RM test; Pearson correlation coefficient for analysis of the association degree among the measurements; standard error of estimate (SEE) for evaluation of the mean deviation degree of the individual data along the produced line; total error (TE) for the verification of the mean deviation of the individual values of the identity line; constant error (CE) for analysis of the difference among the mean values obtained in the 1-RM test and predicted by the proposed equation. None statistically significant difference was verified among the values produced by the 1-RM test and the Brzycki equation (P > 0.05). Both the SEE and the TE were relatively low (2.42 kg or 3.4% and 1.55 kg or 2.2%, respectively), as well as the CE found (0.22 kg or 0.3%). Moreover, the correlation coefficient value found was extremely high (r = 0.99; P < 0.05), thus showing a strong association between the values found by the 1-RM test and the Brzycki equation. Therefore, the equation analyzed by this study satisfied the validation criteria established by the literature. The results suggest that the Brzycki equation seems to be a fairly attractive alternative for the estimation of 1-RM values in the bench press from the performance of submaximal tests of 7-10-RM, in sedentary or moderately active male adults.
ABSTRACT1 Repetition Maximum (1RM) tests have been used in research on strength training effects in children and adolescents. However, little is known about the association between 1RM tests and morphologic, neuromotor and biological maturation variables. Therefore, the purpose of the present study was to analyze the relationship between 1MR tests and body composition, anthropometric variables, neuromotor tests and biological maturation. For such purpose, correlational methodology was used. The study involved 10 boys with average age of 10.28 (±2.20) years old. The variables analyzed were: body mass, stature, circumferences, skinfolds and biological maturation (pubic and axillary pilosity and genital development). Hence the sample was submitted to a battery of five neuromotor tests and six 1RM tests sessions for upper (UL) and lower (LL) limbs. Data analysis was developed using the Shapiro-Wilk's test (p≤0.05), descriptive statistics and the Spearman Correlation Coefficient (p< 0.01; P≤ 0.05). A strong correlation between age and the 1RM load for UL and moderate for LL was found. Stature presented a moderate correlation with 1MR of UL and strong correlation for 1RM of LL; absolute lean body mass presented moderate and strong correlation for UL and LL, respectively. The 1RM test for UL presented moderate correlation for pubic hair and strong correlation for axillary pilosity. These results indicated a multifactorial influence in the 1RM test loads demonstrating the importance in the use of morphological aspects, biological maturation and/or chronological age in the results analysis. Considering the weak relationship between the neuromotor and the 1RM tests, although they have been well used in research related to strength training on children and adolescents, their results should be carefully used when the purpose is to get information on the magnitude effects of strength training in that age range.
O uso de estratégias de aprendizagem tem sido proposto como um fator de proteção ao sucesso acadêmico, contribuindo para a aprendizagem autorregulada. O objetivo deste estudo foi analisar a frequência do uso das estratégias de aprendizagem de professores em exercício. Participaram do estudo 610 professores, com idade entre 22 e 71 anos. Foi utilizada como instrumento de medida a Escala de Avaliação de Estratégias de Aprendizagem – EEA, constituída por 35 itens de estratégias de aprendizagem, subdivididos em 3 fatores. As análises evidenciaram que os participantes relataram utilizar as estratégias de Autorregulação Cognitiva e Metacognitiva e as de Autorregulação dos Recursos Internos e Contextuais com maior frequência em relação ao uso das estratégias de Autorregulação Social. Não foi verificada diferença significativa em função do sexo. Além disso, observou-se uma tendência de que, quanto maior a idade e o tempo de experiência na ação docente, mais estratégico é o professor, segundo relatado na EEA-U, para os fatores de Autorregulação Cognitiva e Metacognitiva e de Autorregulação dos Recursos Internos e Contextuais. Nossos achados indicam a necessidade de fomentar as políticas de formação inicial e continuada de professores em relação ao incentivo do uso de estratégias de aprendizagem em virtude dos seus benefícios para ensinar e aprender.
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