2020
DOI: 10.1590/2317-1782/20192018233
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Abstract: RESUMO Objetivo Caracterizar e comparar a percepção de fadiga vocal em professores universitários no início e ao final do ano letivo. Método Estudo observacional, analítico, de coorte prospectivo. Participaram 115 professores universitários, idade média de 40 anos, sendo 71 mulheres e 44 homens, funcionários de 28 instituições de ensino superior das regiões sul e sudeste do Brasil. Todos responderam ao Índice de Fadiga Vocal (IFV) no início (fevereiro ou março) e ao final (outubro ou novembro) do ano letivo.… Show more

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Cited by 13 publications
(10 citation statements)
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“…19 It is usually due to increased demand for use or vocal load, leading to the perception of vocal effort or discomfort, decreased flexibility and pitch range, and vocal projection. 20 Vocal fatigue is defined as a set of symptoms of self-perception, 19,21−24 a negative physiological consequence for a vocal load of task 19 ; a perceived progressive increase in phonatory effort and loss of phonatory skills 25,26 ; and a quantifiable decrease in both in functional performance and voice perception, which influences the vocal task performance. 27 Although vocal fatigue can improve with adequate vocal rest, 19 in the present study, there was no improvement of symptoms after rest.…”
Section: Discussionmentioning
confidence: 99%
“…19 It is usually due to increased demand for use or vocal load, leading to the perception of vocal effort or discomfort, decreased flexibility and pitch range, and vocal projection. 20 Vocal fatigue is defined as a set of symptoms of self-perception, 19,21−24 a negative physiological consequence for a vocal load of task 19 ; a perceived progressive increase in phonatory effort and loss of phonatory skills 25,26 ; and a quantifiable decrease in both in functional performance and voice perception, which influences the vocal task performance. 27 Although vocal fatigue can improve with adequate vocal rest, 19 in the present study, there was no improvement of symptoms after rest.…”
Section: Discussionmentioning
confidence: 99%
“…Professional singers can relate vocal fatigue to a reduced ability to project or sustain voice, reduced vocal power, pitch, and loudness, increased hoarseness, increased effort to produce voice, or general vocal constriction 36 . The gradual decrease in task performance in singers with vocal fatigue may be due to neuromuscular inefficiency, which may involve an inadequate phonatory pattern and inefficient muscle recruitment, may increase the energy demand for function performance, and may or may not involve deficit recovery 20,23 . Neuromuscular adjustments used for singing are sophisticated and require a sizeable vocal demand 6 , and any complaint that indicates a possible vocal alteration, mainly behavioral, can compromise the vocal performance and lead to a sensation of vocal effort, possibly due to neuromuscular inefficiency.…”
Section: Discussionmentioning
confidence: 99%
“…This reduction of oxygenation would cause a decrease in the ability to perform a task over time, which can be explained by neuromuscular inefficiency or a recovery deficit. Neuromuscular inefficiency may involve an inadequate phonation muscle pattern, while recovery deficit may be affected by lack of training [20][21][22][23] .…”
Section: Introductionmentioning
confidence: 99%
“…Exaustivas horas de aulas e a dificuldade para realizar um descanso vocal satisfatório são realidades encontradas entre os docentes, as quais os tornam susceptíveis a apresentar mais problemas vocais do que aqueles que não são professores, podendo a fadiga vocal ser um dos sinais e sintomas iniciais (17,20,21) . No entanto, ainda há uma baixa procura por tratamento precoce entre os docentes que apresentam queixas e sinais de alterações vocais, sendo essa busca, geralmente, quando o problema já está instalado e comprometendo o desempenho vocal desse profissional em sala de aula (20) .…”
Section: Discussionunclassified