El presente estudio tiene por objetivo analizar la percepción de las barreras y los facilitadores para la práctica de actividad física (AF) en deportistas con discapacidad. En este estudio participaron 23 personas adultas (30,35 ± 10,82 años) con discapacidad intelectual (DI) y parálisis cerebral (PC) que entrenaban y competían asiduamente en un equipo de futbol de la Liga Genuine. Para analizar las barreras y los facilitadores percibidos, los participantes completaron el cuestionario Motivos y Barreras para la Actividad Física y el Deporte (MBAFD). Los resultados de este estudio muestran que las mayores barreras a la hora de practicar AF son la pereza y el no sentirse a gusto con su cuerpo. Cabe destacar que todas las barreras recibieron una puntuación muy baja (< 0,74 ± 1,18). Respecto a los facilitadores, los más puntuados fueron realizar AF por diversión y para sentirse bien consigo mismo. La mayoría de los ítems sobre los facilitadores recibieron una alta puntuación. Atendiendo a los resultados obtenidos, podría ser interesante promover una práctica de AF donde se destaquen las tareas grupales, lúdicas y orientadas a la salud y al bienestar. No obstante, el hecho de que los participantes fueron personas con discapacidad asiduamente practicantes de un deporte de equipo y con una amplia experiencia, ha podido condicionar la baja puntuación de las barreras en la mayoría de los ítems.
The teaching methodology adopted by teachers can influence the levels of participation and learning of students. The main goal of this study was to compare the effect of two intervention programs of postural education according to the used methodology. A total of 36 students (19 girls and 17 boys) in the 1st year of high school participated in the study. In the first intervention program a gamified methodology was applied, while in the second one a traditional methodology was used. Both intervention programs were carried out along 6 sessions. Theoretical contents were analyzed through questionnaires (COSACUES and COSACUES-AEF) and muscular endurance through three physical tests (Biering-Sørensen Test, Side Bridge Test and Prone Forearm Plank Test) before and after the intervention. Motivation levels (Feeling Scale) and perception of effort (OMNI Scale) were measured after each session. The results obtained did not show significant differences between methodologies, but differences have been found in terms of gender and type of methodology. Girls were shown to assimilate better contents with the gamified methodology. There was also a greater perception of effort and greater motivation with the gamified intervention. Therefore, the application of gamified educational interventions by teachers can be an interesting strategy to increase the levels of motivation and effort of students.
The aim of this study was to analyze the health and wellness status perception in amateur half-marathon runners according to sex, age, being injured or not during the two months prior to the race, and having the support or not of qualified staff for race preparation. Six hundred and twenty-four amateur level half-marathon athletes (515 men and 107 women; 41.5 ± 10.1 years) participated in the study. One week before competing in a half-marathon, participants answered the Hooper Index and the SF-36 questionnaire. Women stated higher stress before competing in the race (p < 0.01) compared to men and the group of runners of <40 years stated greater fatigue (p < 0.05) compared to the group of >40 years. Women showed a better quality of life in physical and emotional role dimensions (p < 0.05), and the group of >40 years showed a better quality of life in the emotional role dimension (p < 0.05). The group that had suffered an injury (InjuryYes) declared greater muscle soreness (MusclSore; p < 0.01), and the group that had qualified staff (QualifStaffYes) declared a higher level of stress (p < 0.05) and fatigue (p < 0.01). The Injury No (InjuryNo) group showed a better quality of life in the physical function dimension (p < 0.01). The group that did not have qualified staff (QualifStaffNo) showed a better quality of life in the dimensions of body pain, general health, vitality, social function (p < 0.05), and mental health (p < 0.01), while the QualifStaffYes group showed better results in the dimensions of physical function and emotional role (p < 0.05). Sex, age, being injured or not during the two months prior to the race, and having the support or not of qualified staff for the race preparation can influence the health and wellness status perception.
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