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Is intense exercise bad for your mind? Subjective, behavioral and physiological responses to a cognitive effort to failure
No full textIntroduction Most previous research has investigated if a cognitive task reduces the time a person can perform a posterior physical exercise (Holgado et al., 2023). However, no previous research has investigated if performing an intense physical exercise reduces the time a person can complete a cognitive task with an adequate level of performance. The aim of this study was to assess the subjective, behavioral and brain activity responses of performing an intense physical exercise on a posterior cognitive task until failure.
Methods In a pre-registered, randomized, within-participant design experiment, 29 physically active participants completed a cognitive task until failure after running at 90% maximal aerobic speed until failure or after walking for 10 min (control condition). During the cognitive task, brain activity was recorded with an electroencephalogram and brain complexity was quantified. Multidimensional subjective experience was assessed with the Temporal Experience Tracing method (TET) (Jachs et al., 2022). Sequential Bayesian analysis for the main hypothesis (intense physical exercise reduces cognitive task performance) until it reached strong evidence in favor of the alternative hypothesis (BF10 > 6), or the null hypothesis (BF10 < 1/6) were conducted.
Results The physical exercise induced a reduction in maximal force generating capacity and increased rate of perceived exertion compared to the control condition, evidencing the presence of fatigue. The total duration to complete the cognitive task in both conditions were 4755.8 s (95% CI 3326.8 - 5107.8) and 4308.2 s (95% CI 3902.9 - 5481.2) for the control and experimental conditions, respectively with no difference across sessions (BF10 = 0.329). Subjective experience analysis identified two distinct clusters of task-related feelings, but the time spent in these experiential states did not differ between conditions. However, cognitive task performance was better in the in the phases of low subjective demands. Brain complexity was lower after the physical fatigue condition, indicating a potential shift in physiological states, although neither behavioral performance nor subjective feelings were affected.
Discussion/Conclusion In conclusion, our study did not find evidence that short intense physical exercise negatively affected negatively the duration participants could sustain an adequate (or optimal) cognitive effort. However, it offers valuable insights into the dynamic nature of psychological and subjective states during such tasks.
References
Holgado, D., Mesquida, C., & Román-Caballero, R. (2023). Assessing the evidential value of mental fatigue and exercise research. Sports Medicine, 53, 2293–2307. https://doi.org/10.1007/s40279-023-01926-w
Jachs, B., Garcia, M. C., Canales-Johnson, A., & Bekinschtein, T. A. (2022). Drawing the experience dynamics of meditation. bioRxiv. https://doi.org/10.1101/2022.03.04.48223
How to quantify youth cycling performance? Development of a method based on competition results.
No full textOur understanding of the development of youth cyclists on their way to elite performance can be aided by quantifying cycling performance. However, there is currently no robust measure of youth cycling performance available. Therefore, we aimed to develop a method resulting in a youth seasonal cycling performance score (YSCPS) for all cyclists competing in the same category that accounts for differences in the race levels and race types those cyclists compete in. In co-creation with an expert panel and starting from the Dutch national ranking system, we propose using the best two performance scores over an entire season for several race types (e.g., international races, stage races, time trials) and averaging those scores over the race types in which a cyclist participated. The YSCPS can be used to follow a cyclist’s development longitudinally as well as for stratifying a cohort of youth cyclists based on performance scores. Researchers and practitioners may use our template methodology to quantify youth cycling performance for the competition structure in their country
Resistencia, mercado y portuñol: Ideologías del lenguaje en circulación en la frontera uruguaya con Brasil
Get PDFEn las últimas décadas, distintas iniciativas de activismo del lenguaje han buscado reivindicar el uso del llamado portuñol en la frontera entre Uruguay y Brasil y reinterpretar los significados negativos sobre este recurso lingüístico y sus hablantes. En ese contexto de reivindicación, este artículo discute ideologías del lenguaje sobre el portuñol que circulan en esa frontera en la actualidad. A partir de recorridos etnográficos que articulan datos generados en línea y fuera de línea, el artículo discute significados sobre el portuñol movilizados en dos ámbitos: en la reivindicación del portuñol a través de la producción artística y en la promoción del turismo en la región fronteriza. En el caso de los artistas que crean en portuñol, el trabajo ideológico está orientado a la construcción de significados que relacionan el portuñol con una cultura auténtica y contra sistémica, que resiste a una cultura conservadora y oficial. En el caso de emprendimientos turísticos, el trabajo ideológico se orienta a construir significados que destacan la frontera como destino turístico cultural. Esta reconfiguración de las ideologías del lenguaje sobre el portuñol parece beneficiar así a grupos que lo puedan movilizar siguiendo las dinámicas de mercantilización de la nueva economía globalizada.In the last decades, language activism initiatives have reclaimed the use of so-called Portuñol at the border between Uruguay and Brazil, seeking to reinterpret the negative meanings about this linguistic resource and its speakers. In the context of this vindication, this article discusses language ideologies about Portuñol that circulate on that border today. Following ethnographic paths which articulate data generated online and offline, the article discusses meanings about Portuñol mobilized in two areas: in the vindication of Portuñol through artistic production and in the promotion of tourism in the border region. In the case of artists whose creations are in Portuñol, the ideological work is oriented towards the construction of meanings that relate Portuñol with an authentic and counter-systemic culture, which resists a conservative and official culture. In the case of tourism ventures, ideological work is oriented towards the construction of meanings that highlight the border region as a cultural tourist destination. The reconfiguration of language ideologies regarding Portuñol thus seems to benefit those groups that can mobilize it in accordance with the dynamics of commodification of the globalized new economy
Diversidad afectivo-sexual, comunicación oral y escrita y enfoque lúdico en ELE: Propuesta a partir de El maleficio de la mariposa de Federico García Lorca
Get PDFLa diversidad afectivo-sexual incluye tanto las distintas orientaciones sexuales como las múltiples formas de mostrar el afecto. Su reconocimiento es clave para favorecer una sociedad inclusiva, donde cada persona pueda ser aceptada tal y como es. En el ámbito educativo, visibilizar esta realidad ayuda a combatir prejuicios y a generar espacios seguros, aunque su tratamiento en el aula no está exento de retos, como la falta de formación docente o la escasez de recursos específicos. En este trabajo se aborda la temática a través de la obra teatral El maleficio de la mariposa (1920) de Federico García Lorca, en la que el autor proyecta sus propias frustraciones frente a una sociedad poco tolerante con las libertades individuales. La propuesta está dirigida principalmente a estudiantes de Español como Lengua Extranjera (ELE) a partir del nivel B2, con posibilidad de adaptarse a otros contextos educativos.Affective-sexual diversity encompasses both different sexual orientations and the many ways of expressing affection. Recognizing it is essential to fostering an inclusive society in which every person is accepted as they are. In education, making this reality visible helps to challenge prejudice and create safe spaces, although addressing it in the classroom is not without challenges, such as a lack of teacher training or limited access to specific resources. This project proposes exploring the topic through the play The Butterfly’s Evil Spell (1920) by Federico García Lorca, in which the author conveys his own frustrations with a society that showed little tolerance for individual freedoms. The proposal is aimed primarily at students of Spanish as a Foreign Language (ELE) from level B2 onwards, with the possibility of adapting it to other educational contexts
El teatro representado por mujeres en el Siglo de Oro: La Baltasara y La Calderona
Get PDFDurante el Siglo de Oro español, bajo la dinastía de los Austrias, el teatro se consolidó como uno de los géneros literarios más importantes, especialmente en el siglo XVII, siendo impulsado por los monarcas y convirtiéndose en un espectáculo de masas que reunía a diversas clases sociales. Los temas preferidos incluían lances novelescos, episodios picarescos, aventuras amorosas y acontecimientos militares, reflejando la realidad social en clave de comedia. En este contexto destacan las actrices La Baltasara y La Calderona, cuya fama y polémica permiten apreciar rasgos fundamentales de la Comedia Nacional, género genuinamente español con notable influencia histórica, y evidencian cómo las mujeres participaron activamente en la vida cultural pese a las limitaciones sociales.El siguiente enlace corresponde a la conferencia impartida el 22 de noviembre de 2024 en la California State University, Bakersfield, CA (USA) sobre “La Baltasara y La Calderona, actrices del Siglo de Oro español” https://recordings.reu1.blindsidenetworks.com/iesabroad/cdcaa5f6f8ee1038863478c82feca10bc5b0e10c-1732100204763/capture/ El estudio de estas figuras aporta al alumnado de español perspectivas históricas sobre los roles de género, análisis cultural y lingüístico del teatro y su función social, así como reflexiones sobre empoderamiento y agencia femenina. Comprender la relevancia de La Baltasara y La Calderona enriquece el conocimiento del patrimonio cultural español, fomenta el pensamiento crítico y mejora la competencia lingüística mediante el análisis literario en contextos históricos y sociales, mostrando cómo el teatro reflejaba y cuestionaba las normas de la época, y ofreciendo lecciones sobre género, representación y cultura.During the Spanish Golden Age, under the Habsburg dynasty, theater became one of the most important literary genres, especially in the seventeenth century, being promoted by the monarchy and turning into a mass spectacle that brought together people from different social classes. Popular themes included novelistic intrigues, picaresque episodes, romantic adventures, and military events, reflecting social reality through comedy. In this context, the actresses La Baltasara and La Calderona stand out; their fame and controversy highlight fundamental features of the Comedia Nacional, a genuinely Spanish genre with significant historical influence, and demonstrate how women actively participated in cultural life despite social limitations. Studying these figures provides Spanish students with historical perspectives on gender roles, cultural and linguistic analysis of theater and its social function, as well as reflections on female empowerment and agency. Understanding the relevance of La Baltasara and La Calderona enriches knowledge of Spanish cultural heritage, fosters critical thinking, and improves linguistic competence through literary analysis in historical and social contexts, showing how theater both reflected and challenged the norms of the time and offering lessons on gender, representation, and culture
Entwicklung mathematischen und mathematikdidaktischen Wissens von Primarlehrpersonen und Lehrpersonen der Sekundarstufe I vom Studienbeginn bis in das dritte Berufsjahr
No full textBislang liegen kaum empirische Befunde dazu vor, wie sich das Professionswissen von Lehrpersonen während der Ausbildung und in den ersten Berufsjahren entwickelt. Im vorliegenden Beitrag wird die Entwicklung von Mathematikwissen (MCK) und mathematikdidaktischem Wissen (MPCK) von 74 Lehrpersonen mit standardisierten Tests aus TEDS-M längsschnittlich untersucht. Während für die Primarstufe im Studienverlauf kein Zuwachs in MCK, dafür aber eine moderate Zunahme von MPCK erfolgt, nehmen auf der Sekundarstufe I sowohl MCK und MPCK zu. Das im Studium erworbene MPCK bleibt auf beiden Zielstufen bis zum dritten Berufsjahr stabil, die Leistungen in MCK sinken hingegen. Die Befunde werden in Bezug auf die Bedeutung von Lerngelegenheiten für den Erwerb von Professionswissen diskutiert
Manns genug für einen Frauenberuf? Männer- und Frauenanteil im Lehrberuf
No full textIn diesem Beitrag werden zwei Projekte vorgestellt, die an der PHZ Zug zum Thema «Gender» durchgeführt worden sind. Ein Projekt erfolgte im Rahmen eines BBT Projekts zum Thema «Mehr Männer in soziale und pädagogische Berufe». In diesem Projekt, in dem fünf Hochschulen zusammenarbeiteten, ging es um die Frage, wie mehr junge Männer für den Lehrberuf begeistert werden könnten. Das zweite Projekt entwickelte sich aus dem BBT-Projekt heraus. Es fand ausschliesslich an der PHZ Zug statt und befasste sich mit der Frage, wie Studentinnen und wie Studenten der PHZ Zug sich zu bestimmten Fragen im Bereich Gender und Lehrberuf positionieren. Diese Aussagen werden erörtert und kommentiert. Abschliessend werden einige Überlegungen zur Notwendigkeit eines ausgewogenen Verhältnisses der Geschlechter im Lehrberuf dargelegt
Eur. IT 819: A Parallel
Get PDFDuring a tense exchange with Orestes, Euripides’ Iphigenia appears to suggest that a happy marriage should erase a young woman’s memory of the events preceding it. This unusual idea has puzzled three recent commentators on the tragedy, P. Kyriakou, L. P. E. Parker, and E. Kearns, who suggest that v. 819 is corrupt. The article draws attention to the fact that the same notion is implied in a papyrus fragment of Erinna (F 4, 28–30 Neri). This parallel enables Iphigenia’s response to be interpreted more accurately: if she had been destined for a happy marriage, she would have forgotten not her prenuptial bath, but the fact that the water for it was given to her by her mother. В напряженный момент диалога с Орестом еврипидовская Ифигения как будто дает понять, что счастливый брак должен отнимать у девушки память о том, что ему предшествовало. Эта необычная мысль вызвала недоумение трех недавних комментаторов трагедии, которые, совпав в этом с длинным рядом старых издателей, предлагают считать ст. 819 испорченным. В статье обращается внимание на то, что аналогичное представление выражено в папирусном фрагменте Эринны (F 4, 28–30 Neri). Более того, эта параллель позволяет точнее истолковать ответ Ифигении: будь ей сужден счастливый брак, она могла бы забыть не о самом предсвадебном омовении, но о том, что вода для него была передана матерью
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