Results showed that small arteries stayed stiffer for a longer period of time after vibration exercises with BFR and BFR placed a greater demand on cardiovascular system. Findings also indicated that the type of exercises performed and/or the measurement location are very important and should be taken into account when examining arterial response.

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Purpose The purpose of this study was to examine haemodynamic and arterial elasticity responses to aerobic exercise of varying durations. Methods Eighteen male subjects (age = 23Á4 AE 2Á0) performed a maximal aerobic fitness (VO 2max ) test. Participants met in the laboratory following an overnight fast for three randomly assigned sessions. Assessments for large and small arterial elasticity (SAE), systemic vascular resistance (SVR), total vascular impedance (TVI), systolic blood pressure (SBP), diastolic blood pressure (DBP), heart rate (HR), stroke volume (SV), cardiac output (CO), pulse pressure (PP) and cardiac ejection time (CET) were performed using applanation tonometry at the radial artery. Following baseline measurements, participants executed aerobic exercise on a treadmill at 65% of their respective VO 2max for 30, 45 or 60 min on three different occasions. Postexercise measurements were performed immediately, 10, 20 and 40 min postexercise cessation. Results The 60-min exercise bout resulted in significantly increased SAE values (P < 0Á04) and decreased SVR values (P < 0Á02) when compared with the 30min exercise bout. The 60-min session also caused significantly higher HR values and significantly lower values for SV and DBP values following exercise (P < 0Á04).Conclusions The results of this study emphasize that varying the length of moderateintensity aerobic exercise bouts affects arterial elasticity response and total vascular resistance.

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Available research clearly shows that more children who have disabilities, including those with severe disabilities, are participating in swimming programs as well as wanting to be taught in a regular aquatic class without being segregated. Aquatic instructors need to prepare lessons that include children both with and without disabilities. This means that aquatics instructors need to understand and be willing to implement unique teaching and managerial techniques that foster the safe and successful learning environment for all children. While the task of teaching children who have severe disabilities may seem difficult at first, with a little knowledge and experience, instructors can become better teachers to all children, gain confidence in their instructional skills, and see more positive and successful performances in their aquatic programs.