Problem: the bullying have a big prevalence among children around the word, especially in the school. Today, this behavior is associated to depression, low self esteem, and, including suicide, becoming a very important public heath problem. Objectives: to verify whether or not cooperative games are able to reduce bullying in Physical Education classes. Propose: a volunteer group of 240 individuals from two municipal schools in the capital and smaller city of Rondônia was selected, with a mean age of 9.89 + 0.42 years including both sexes. To verify the number of bullying incidents, the researchers observed five classes before and after an experimental intervention based exclusively on cooperative games, for 3 months in Physical Education classes lasting 60 minutes with two classes per week. The statistical treatment was descriptive through the mean and standard deviation and inferential by means of the "student t test" and a sensitivity of 5%. Results: occurrences of verbal aggression decreased by 85.7% and physical aggression decreased by 100%. Conclusions: cooperative games seem to reduce bullying in Physical Education classes suggesting that the cooperative games may be a strong tool to reduce the bullying.
Introduction: Sports scientists have been studying the phenomenon involving different types of exercises and their influence on other activities. Stretching exercises have a negative influence on muscular strength and power output, as do high intensity or long duration cardiovascular training. Nevertheless, several studies have found the opposite to be true Nevertheless, few investigations have studied the opposite. Objective: To determine whether high intensity power exercise influences muscular flexibility in an acute manner. Methods: A sample of forty-three male and female young adults aged between 18 and 28 years, with a mean age of 22.88 + 3.04 years, who have practiced physical activity for at least six months. To determine flexibility, the sit-and-reach test was used. For the high intensity training, a 45º leg press was used. A 10-rep movement was performed at 85% of 1 RM, in both pre-and post-tests. Statistic analysis was conducted using the ANOVA and Scheffer's post-hoc tests, with a level of significance for differences of < 0.05. Results: Comparison of the pre-and post-tests proved to be statistically significant from the baseline from the fourth to the seventh repetitions. Conclusion: Strength exercises at 85% of 1RM seem to significantly increase range of motion in an acute manner, and the growth of this range of motion has a dose-effect response.
RESUMEN: El objetivo de este estudio fue describir la frecuencia genotípica y alélica del ACTN3 R577X y ECA I/D en atletas ciegos de fútbol 5. Se incluyó una metodología descriptiva con una muestra de 63 deportistas ciegos (28,0±5,8 años), todos varones, de equipos de fútbol 5 de alto rendimiento. El polimorfismo se determinó mediante la reacción en cadena de la polimerasa en tiempo real (RT-PCR). La estadística fue descriptiva realizada a partir de las medidas de frecuencia de genotipos y alelos. La frecuencia genotípica de la ACTN3 en los deportistas presentó la siguiente distribución: el 28,6 % con genotipo RR, el 54 % con RX y el 17,4 % con XX y frecuencia alélica del 55,6 % para el alelo R y del 44,4 % para el alelo X. En cuanto a la ECA I/D, la frecuencia genotípica fue del 63,5 % para el genotipo ID, del 22,2 % para el DD y del 14,3 % para el II. La frecuencia alélica presentó prevalencia del alelo D con el 53,9 %. El estudio constató una predominancia de los genotipos y alelos representativos de las modalidades de fuerza y velocidad para ACTN3 R577X y ECA I/D de atletas de fútbol 5.
Este artigo lida com uma das mais importantes questões sobre o meio social e educação, que é o papel do meio social em relação ao desenvolvimento da racionalidade e da moralidade. A partir deste problema nuclear, levantamos a hipótese de que uma criança ou um jovem poderão desenvolver a racionalidade e a moralidade, somente, se tiverem oportunidade de interagir socialmente. Racionalidade e moralidade são qualidades exclusivas do ser humano, mas não estão presentes na pessoa desde o início da vida. Para que se tornem pessoas racionais e morais, é necessário que pensem, ajam e decidam em um meio social. A abordagem metodológica deste estudo está baseada na teoria social de Piaget, como fundamentação teórica consideramos a contribuição de Alasdair MacIntyre, que nos auxilia na compreensão da moralidade; de Sucupira Lins (2007) e seu estudo sobre a relação entre moralidade e meio social enquanto situação de sala de aula; e, também, da neurociência (HERCULANO-HOUZEL, 2011). Podemos concluir que sem viver em um meio social, uma criança ou um jovem não desenvolverá racionalidade e moralidade.Palavras-chave: Piaget. Educação moral. Socialização. Racionalidade. Ética.THE ROLE OF SOCIAL ENVIRONMENT IN THE DEVELOPMENT OF RATIONALITY AND MORALITY Abstract: This article deals with one of the most important questions about social environment and education. This is the role of social environment relating to the development of rationality and morality. From this core problem, we raised the hypothesis that only if a child or a young person has the opportunity to interact socially it is possible to develop the rationality and morality. Rationality and morality are exclusive human being qualities, but they are not present in a person since the beginning of life. It is necessary for all people to become a rational and moral person to think, act and decide in a social environment. Methodological approach was based in Piaget’s social theory as the theoretical foundation for this study. For the analysis of morality we consider that Alasdair MacIntyre’s contribution helps to understand the question in both perspectives. This is necessary to understand in educational practice as Sucupira Lins (2007) has studied about the relation between morality and social environment in classroom situation. We also used the contribution of neuroscience (HERCULANO-HOUZEL, 2011) for best understanding of this question. We can conclude that without living in a social environment, a child or a young will not develop rationality and morality.Keywords: Piaget. Moral education. Socialization. Rationality. Ethic.EL PAPEL DEL ENTORNO SOCIAL EN EL DESARROLLO DE LA RACIONALIDAD Y LA MORALIDAD Resumen: Este artículo se ocupa con una de las más importantes cuestiones sobre el entorno social y educación, que es el papel del entorno social para el desarrollo de la racionalidad y la moralidad. A partir de este problema nuclear, planteamos la hipótesis de que un niño o joven podrán desarrollar la racionalidad y moralidad, solamente se tienen oportunidad de interactuar socialmente. Racionalidad y moralidad son cualidades únicas del ser humano, pero no están presentes en persona desde el comienzo de la vida. Para que se vuelvan personas racionales y morales, es necesario que piensen, actúen e decidan en un medio social. El enfoque metodológico está basado en la teoría social de Piaget como fundamentación teórica consideramos la contribución de Alasdair MacIntyre, que nos ayuda en la comprensión de la moralidad; de Sucupira Lins (2007) y su estudio sobre la relación entre la moral y el entorno social como una situación de clase; y, también de la neurociencia (HERCULANO-HOUZEL, 2011). Podemos concluir que sin vivir en un entorno social, un niño o joven no se desarrollará racionalidad y moralidad. Palabras clave: Piaget. Educación moral. Socialización. Racionalidad. Ética.
El objetivo de este estudio fue analizary comparar la composición corporal y el somatotipo de atletas ciegos de fútbol 5 de alto rendimiento de diferentes posiciones de juego. Participaron de esta investigación 63 atletas (28,0±5,8años) de diferentes equipos masculinos defútbol5 de alto rendimiento. Los atletas fueron sometidos a una evaluación antropométrica a fin de para obtener las medidas: espesor de pliegues cutáneos, perímetros corporales, diámetros óseos, estatura y masa corporal total. A partir de estas medidas fueron calculados los siguientes parámetros: porcentaje de grasa corporal y porcentaje de masa magra, Σ de 9 pliegues cutáneos, índice de masa corporal y somatotipo. Los jugadores Alas presentaron valores inferiores en porcentaje de grasa (%G=17,4%) en comparación con los atletas Cierre (23,1%) y Pivot (21,5%), ambos con diferencia significativa (p<0,05). Se obtuvo un perfil somatotpio meso-endomorfo con predominancia del componente muscular, tanto para el grupo general como separadamente por posiciones de juego. El conocimiento de la composición corporal y del somatotipo de estos atletas de fútbol5 podrá contribuir hacia la orientación y el monitoreo de entrenamientos, favoreciendo el rendimiento deportivo. Palabras Clave: Discapacidad visual; Atletas paralímpicos; Somatotipo; Antropometría, Fútbol 5. Abstract. The aim of this study was to analyze and compare the body composition and the somatotype of blind athletes of 5-a-side football of high-performance in different positions in play. Participated in this research 63 blind athletes (28.0 ± 5.8 years) from male of teams of 5-a-side football of high-performance.The athletes underwent an anthropometric evaluation to obtain the following measurements: skinfold thickness, body perimeters, bone diameters, height and total body mass. From these measurements, the following parameters were calculated: body fat percentage, lean mass percentage, Σ of the 9 skinfolds, body mass index and somatotype. Wing athletes showed a significant difference (p <0.05) with lower values for % G (17.4%) compared to fixed athletes (23.1%) and pivots (21.5%). A meso-endomorphic somatotype profile was obtained, with a predominance of the muscular component in the team and in all positions in play. The knowledge of body composition and somatotype of these blind athletes of 5-a-side footballcan contribute to guidance and monitoring of training, favoring sports performance. Key words: Visual impairment; Paralympic athletes; Somatotype; Anthropometry, Five-a-side football.
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