Background: Functional fitness training (FFT) is a new exercise modality that targets functional multi-joint actions via both muscle-strengthening exercises and aerobic training intervals. The aim of the study was to examine muscle recovery over a 20 min period after an FFT workout in trained adults. Materials and methods: Participants were 28 healthy trained subjects. In a single session, a countermovement jump (CMJ) was performed to determine several mechanical variables (jump height, maximum velocity, power) before (preFFT) and 4, 10, and 20 min after the FFT workout (postFFT). In parallel, capillary blood lactate concentrations were measured pre- and 3 min postFFT. Heart rate was also measured before and after the workout, and perceived exertion was measured postFFT. Results: Significant differences between the time points preFFT and 4 min and 10 min postFFT, respectively, were produced in jump height (p = 0.022, p = 0.034), maximum velocity (p = 0.016, p = 0.005), average power relative (p = 0.018, p = 0.049), and average power total (p = 0.025, p = 0.049). No differences were observed in any of the variables recorded preFFT and 20 min postFFT. Conclusions: While mechanical variables indicating muscle fatigue were reduced 4 and 10 min postFFT, pre-exercise jump ability only really started to recover 20 min after FFT although not reaching pre-exercise levels. This means that ideally intervals of around 20 min of rest should be implemented between training bouts.
Background: Although most common adverse events associated with dry needling can be considered minor, serious adverse events including induced pneumothorax cannot be excluded, and safety instructions for reducing the risk of pleura puncture are needed.
Objective: to investigate the influence of the application of new methodologies on learning and the motivation of students of the Anatomy discipline. Method: randomized, longitudinal, prospective, intervention study. Sixty-two students were recruited to assess the impact of different methodologies. The sample was randomized to compare the results of teaching with a 3D atlas, ultrasound and the traditional method. The parameters were assessed through a satisfaction evaluation questionnaire and anatomical charts. Repeated measures ANOVA was used to determine statistical significance. Results: in terms of the usefulness of the seminars, 98.1% of the students considered them to be very positive or positive, stating that they had stimulated their interest in anatomy. The students who learned with the 3D atlas improved their understanding of anatomy (p=0.040). In general, the students improved their grades by around 20%. Conclusion: the traditional method combined with new technologies increases the interest of students in human anatomy and enables them to acquire skills and competencies during the learning process.
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