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Is digit ratio (2D:4D) a biomarker for lactate in women? Evidence from a cardiopulmonary test on professional female footballers
Get PDFBackground: Lactate and digit ratio (2D:4D) have been linked to sports performance, cardiovascular disease, and some cancers. 2D:4D is strongly and positively associated with lactate during exercise across a range of running speeds in men. This study aimed to consider the relationship between 2D:4D and lactate in women during an incremental cardiopulmonary exercise test.
Method: The participants were professional female football players. The treadmill test began at a speed of 6 km/h and was increased by 2 km/h every 3.15 min, with measurements at 6, 8, 10, 12, and 14 km/h.
Results: There were 25 Caucasian and 3 Black participants; 2D:4D and lactate levels were lower in the latter, but the sample size was too small for meaningful comparisons. Lactate levels increased with running speed. The 2D:4D was not associated with lactate at 6 to 12 km/h. At 14 km/h, lactate was positively associated with right and left 2D:4D (stronger for the former) and negatively with height and digit lengths. These correlations were significant for the total sample and Caucasians only. Multiple regressions for the Caucasian sample showed that right 2D:4D was positively related to lactate at 14 km/h, and height was negatively associated with lactate at all speeds.
Conclusion: During exercise, the effect sizes for relationships between 2D:4D and lactate in women are positive but smaller than those reported for men and restricted to higher running speeds. Unlike men, women show a negative relationship between height and lactate. It is suggested that prenatal and pubertal sex steroid effects may explain these sex differences
Teaching Innovation Project: "Flipped Health Research: Educational Modules in English"
Get PDFEste manual ha sido diseñado como un recurso de apoyo al aprendizaje autónomo para los estudiantes de cuarto curso del Grado en Fisioterapia de la Universidad San Jorge, en el marco de la asignatura Health Research (Investigación Sanitaria). Su propósito principal es facilitar la preparación previa de los contenidos de cada sesión presencial, mediante la metodología de aula invertida (flipped classroom), fomentando un aprendizaje activo, reflexivo y centrado en el estudiante.
El manual incluye la transcripción íntegra de los 15 vídeos docentes que componen el material audiovisual principal de la asignatura. Además, se incorporan diagramas explicativos para reforzar la comprensión visual de los conceptos y, al final de cada unidad, se propone una serie de preguntas de carácter teórico-prácticoas con el principal objetivo de servir de herramientas de monitorización y seguimiento de la metodología recibidae control teórico-prácticas para verificar la asimilación de los contenidos fundamentales.This handbook is designed as a self-study resource for 4th-year physiotherapy students at San Jorge University, within the Health Research course. Its main goal is to help students prepare in advance for each class using a flipped classroom methodology, promoting active, reflective, and student-centered learning.
The handbook includes full transcripts of the 15 instructional videos that form the core audiovisual material of the course. Additionally, explanatory diagrams are provided to enhance visual understanding of key concepts. At the end of each unit, a set of theoretical and practical questions is offered to monitor and track students’ engagement with the methodology, and to verify their grasp of fundamental content.Universidad San Jorg
Sociología, creencias e identidades de la comunidad conversa de Teruel según los testimonios judíos prestados ante la Inquisición (siglo xv)
Get PDFEn el presente artículo se analiza la percepción que los judíos de Teruel tienen del sistema de creencias y costumbres de sus antiguos correligionarios, con los que existe una relación fluida por motivos de parentesco, amistad/enemistad y vecindad, cuyos vínculos se quiebran abruptamente tras el establecimiento de la Inquisición en la ciudad. La información, procedente de un centenar de procesos judiciales, y contextualizada con documentación notarial y municipal, nos permite, por un lado, determinar el casuismo en el que se basan los inquisidores para calificar la herejía y, de otro, las prácticas más comunes de la primera y segunda generación de judeoconversos, con sus implicaciones no solo creenciales sino, psicológicas, antropológicas y culturales. Se subraya, asimismo, el papel relevante de las mujeres en las redes intercomunitarias.This article analyses the perception of the Jews of Teruel towards the system of beliefs and customs of their former co-religionists. The relationship between them was fluid due to reasons of kinship, friendship/enemy, and neighbourliness. However, their ties were abruptly broken after the establishment of the Inquisition in the city. The analysis of approximately one hundred judicial processes, along with notarial and municipal documentation, enables us to determine the casuistry upon which the inquisitors based their classification of heresy. Additionally, it sheds light on the most common practices of the first and second generation of Judeo converts, including their implications not only in terms of beliefs but also phytologically, anthropologically, and culturally. The study also highlights the significant role of women in intercommunity networks.Esta investigación se inscribe en los Proyectos «Identidades colectivas y solidaridades de grupo en la Baja Edad Media» (PID2022-136257NB-I00) y «Minorías religiosas y especialización laboral en la Edad Media» (PID2021-124401NB-I00), Subprograma Estatal de Generación de Conocimiento (OE4). Ministerio de Ciencia e Innovación. Gobierno de España
Effect of active breaks on stress and musculoskeletal discomfort during work in office workers
Get PDFBackground Musculoskeletal disorders and stress are a common problem for office workers.
Aims Evaluate the effect of 8 weeks of intervention with active breaks via video call in musculoskeletal discomfort and
stress in office workers.
Methods Thirty-one office workers completed an-8-week active break program with 2 weekly sessionss with exercise
(15 min) implemented via video call. Stretching, mobility, and body weight resistance exercises were prescribed and implemented
by a sports scientist. Participants recorded musculoskeletal discomfort using the Cornell Musculoskeletal Discomfort
Questionnaire at the beginning and end of the intervention. In addition, perceived stress was evaluated using the 14-item
perceived stress scale (PSS-14). Differences between pre and post-evaluations were analyzed using the paired t test of Student
for age, BMI, and perceived stress variables. For discomfort variables, which did not present a normal distribution, the
Wilcoxon rank test was employed.
Results The workers had an average adherence of 82% to the active break intervention. At the end of the intervention, the
workers significantly decreased the perception of discomfort in the neck, lower back, and total body score (p < 0.05). Perceived
stress did not decrease significantly in the entire group.
Conclusions Performing active breaks via video call with stretching and body weight strength exercises reduces the perception
of neck and low back discomfort in office workers.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. Not applicable
Impact of an asynchronous telerehabilitation program on the self-efficacy and motivation for physical activity in discharged COVID-19 patients: a secondary analysis of a randomized controlled trial
No full textBackground: Telerehabilitation has become an important tool for the recovery of coronavirus disease (COVID-19) patients, allowing treatment to be continued remotely for this and other pathologies. Self-efficacy plays a key role in motivating and ensuring adherence to these programs. The aim of this study was to evaluate the effects on self-efficacy (GSES) and sport motivation (BRSQ-36) and analyze the correlation between self-efficacy and physical condition after a program composed of therapeutic exercises and education.
Materials and methods: This pilot randomized controlled trial included 35 post-discharge COVID-19, with two groups: an asynchronous telerehabilitation and a booklet-based rehabilitation groups who undertook a 12-week intervention of therapeutic exercise and education..
Results: The telerehabilitation group showed better results in all variables analyzed, with moderate and large clinical changes in overall motivation d = 0.8, but no significant changes. At the 3- and 6-month follow-up, statistically significant differences in self-efficacy were found in favor of the telerehabilitation group (3-m, p = 0.025, d = 0.76); 6-m, p = 0.007, d = 0.79). The telerehabilitation group showed better results in 'Extrinsic Motivation' (3-m, p = 0.037, d = 0.75; 6-m, p = 0.010, d = 0.94) and 'Identified Regulation' (3-m, p < 0.001, d = 1.09; 6-m, p = 0.005, d = 0.49) after 3- and 6-month follow-up. . In all patients, a direct correlation was found between self-efficacy and meters walked in the six minutes' walk test (6 MWT) (p = 0.022; R2 = 0.149), '30 STST and 30' ACT (p = 0.002; R2 = 0.261; p = 0.017; R2 = 0.160), respectively; an inverse correlation was found after three months with the fatigue variable (p < 0.001; R2 = 0.2858) and after six months (p < 0.001; R2 = 0.2889).
Conclusions: The findings highlight the potential of asynchronous telerehabilitation to improve self-efficacy and extrinsic motivation in a short period of time, which could facilitate better adherence to rehabilitation programs and improve physical condition. However, the results seem to be limited in the long term
Thermographic assessment of upper body muscles in climbers as a methodology for comparing different skill levels
No full textBackground: Infrared thermography (IRT) is increasingly used in sports science to monitor muscle temperature changes in athletes. This study aimed to analyze muscle groups of upper body regions warming in climbers, comparing high (HL) and very high-level (VHL) climbers after completing a maximum-difficulty route.
Methods: HL and VHL climbers performed their most challenging route, with thermographic measurements of muscle groups of upper body regions (biceps, elbow flexors, external and internal regions of the forearm, front shoulder, and triceps) taken before, immediately after, and 15 min postclimbing using IRT.
Results: Climbing-specific muscles, such as the biceps, elbow flexors, and forearm regions, warmed significantly immediately after and after climbing. In contrast, secondary muscles regions, like the shoulder and triceps, exhibited minimal changes, indicating their supportive role. Non-specific muscle regions, such as the chest, back, and lower back, exhibited a coolingrewarming cycle, highlighting their stabilizing role during climbing and contrasting with the greater heat generation of climbing-specific muscle regions. Advanced climbers showed less warming in specific areas—left biceps, right elbow flexor, and forearm—suggesting a more efficient thermoregulatory or metabolic response. This may indicate adaptations associated with advanced climbing performance. An optimized methodology for thermographic studies in climbing should include measurements immediately post-climbing and 15 min later to capture the immediate and ongoing muscle response.
Conclusions: These findings suggest that specific muscles involved in climbing sustain significant temperature increases, with advanced climbers potentially benefiting from enhanced efficiency in muscle thermoregulation, which may contribute to improved performance.The author(s) declare that financial support was received for the research and/or publication of this article. This work was partially funded by the Departamento de Ciencia, Universidad y Sociedad del Conocimiento, from the Gobierno de Aragón (Spain) (Research Group ValorA, under grant S08_23R)
Perceptions and Experiences of a Multimodal Rehabilitation Program for People With Post‐Acute COVID‐19: A Qualitative Study
Get PDFoai:repositorio.usj.es:123456789/1841Introduction: Home‑based rehabilitation has emerged as a practical solution for post‑acute phase COVID‑19 recovery, but patient perspectives on the different modalities remain underexplored.
Objective: To explore participants' perceptions and experiences after a 12‑week multimodal rehabilitation program delivered via asynchronous telerehabilitation versus a booklet after discharge and to identify the preferred format.
Methods: Qualitative descriptive study with two face‑to‐face focus groups of post‐discharge COVID‐19 patients (n = 12; age range 41–75 years; 50% female; with fatigue > 4 on the Fatigue Severity Scale) that included participants from each intervention arm of a randomised pilot study. Semi‑structured interviews to determine patients' perceptions and experiences were recorded, transcribed verbatim and coded independently by two researchers using inductive thematic analysis.
Results: Three overarching themes emerged from the analysis: (1) Facilitators for engagement and adherence: Innovative digital tools and personalised guidance foster active participation by providing flexible access and systematic progress monitoring; (2) Barriers to sustained participation: Technological issues, physical limitations and fluctuating motivation serve as critical impediments, underscoring the potential benefits of hybrid intervention models; and (3) Therapeutic alliance as support: A robust, individualised therapeutic relationship enhances patient confidence and self‐management, ultimately contributing to sustained empowerment and recovery.
Conclusions: A multimodal home‐based rehabilitation program with monitoring and personalisation by the physiotherapist is rated positively by post‐acute COVID‐19 patients, with asynchronous telerehabilitation emerging as the preferred method. Future research should investigate long‑term adherence, clinical efficacy and scalability.
Clinical Trial Registration: Clinialtrials.gov #NCT04794036.
Patient or Public Contribution: Post‐acute COVID‐19 patients contributed to the study by actively participating in its development, specifically through describing their experiences as part of a multimodal rehabilitation program. There was no additional participation or contribution from the public to the researchThis study has been supported by a research funding from Universidad San Jorge (ID 2122036). The funders had no role in study design, data collection and analysis, decision to publish or preparation of the manuscript
El coraje de educar hoy: Compromiso y esperanza
Get PDFResultado de la lección inaugural del curso académico 2025-2026 de la Universidad San Jorge.
La Educación tiene como fin último la formación de la persona en su totalidad para que llegue a ser lo que está llamada a ser, y por tanto no puede ser asimilada a ningún tipo de actividad productiva, y es más bien una labor de artesanía, un acto de esperanza.
En el vínculo que establecen alumno y docente tiene el potencial de transformar a las personas y a la sociedad que ellas generan, y las Universidades tenemos el deber de contribuir a la formación de estudiantes capaces de comprometerse con la construcción de una sociedad más fraterna para todos
El cine como recurso didáctico en la formación docente percepciones y aplicaciones en el aula
Get PDFEl uso del cine en la educación es una herramienta válida que permite abordar temas complejos o sencillos de manera visual, dinámica y accesible. A través del lenguaje cinematográfico, se facilita el análisis crítico y el desarrollo de competencias como la alfabetización visual, la reflexión y el debate. Gracias a su capacidad de conectar contenido académico con situaciones de la vida real o con contextos históricos, culturales y sociales, el cine se presenta como un recurso didáctico de gran valor, capaz de enriquecer el proceso de enseñanza-aprendizaje y captar el interés del alumnado. El presente estudio, que corresponde a una investigación doctoral más amplia, tuvo como objetivo identificar la percepción del uso del cine en la práctica docente del profesorado en facultades de Educación. Se buscó comprender en qué medida los docentes incorporan el cine en sus estrategias pedagógicas, qué tipo de películas consideran útiles para la enseñanza y qué beneficios o desafíos enfrentan en su implementación. Metodología: Se consultó a docentes sobre su experiencia en el uso del cine en el aula, las películas que han utilizado con fines educativos y su percepción sobre la efectividad de esta herramienta en el aprendizaje de los estudiantes. Resultados: Los resultados de la encuesta reflejaron un alto interés del profesorado en el uso del cine como recurso didáctico. Es destacable la diversidad de producciones cinematográficas sugeridas, lo que evidencia la variedad de enfoques y la utilidad didáctica que el profesorado ha identificado en estos materiales. Entre las películas mencionadas, se encuentran tanto largometrajes de ficción como documentales, abarcando una amplia gama de temáticas y niveles educativos. Una de las conclusiones preliminares más relevantes es la importancia de reforzar la formación docente en el uso de materiales audiovisuales
El cine como recurso didáctico en la formación docente percepciones y aplicaciones en el aula
Get PDFEl uso del cine en la educación es una herramienta válida que permite abordar temas complejos o sencillos de manera visual, dinámica y accesible. A través del lenguaje cinematográfico, se facilita el análisis crítico y el desarrollo de competencias como la alfabetización visual, la reflexión y el debate. Gracias a su capacidad de conectar contenido académico con situaciones de la vida real o con contextos históricos, culturales y sociales, el cine se presenta como un recurso didáctico de gran valor, capaz de enriquecer el proceso de enseñanza-aprendizaje y captar el interés del alumnado. El presente estudio, que corresponde a una investigación doctoral más amplia, tuvo como objetivo identificar la percepción del uso del cine en la práctica docente del profesorado en facultades de Educación. Se buscó comprender en qué medida los docentes incorporan el cine en sus estrategias pedagógicas, qué tipo de películas consideran útiles para la enseñanza y qué beneficios o desafíos enfrentan en su implementación. Metodología: Se consultó a docentes sobre su experiencia en el uso del cine en el aula, las películas que han utilizado con fines educativos y su percepción sobre la efectividad de esta herramienta en el aprendizaje de los estudiantes. Resultados: Los resultados de la encuesta reflejaron un alto interés del profesorado en el uso del cine como recurso didáctico. Es destacable la diversidad de producciones cinematográficas sugeridas, lo que evidencia la variedad de enfoques y la utilidad didáctica que el profesorado ha identificado en estos materiales. Entre las películas mencionadas, se encuentran tanto largometrajes de ficción como documentales, abarcando una amplia gama de temáticas y niveles educativos. Una de las conclusiones preliminares más relevantes es la importancia de reforzar la formación docente en el uso de materiales audiovisuales