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Cafeine increases whole‑body fat oxidation during 1 h of cycling at Fatmax
No full textPurpose: The ergogenic effect of caffeine on exercise of maximum intensity has been well established. However, there is controversy regarding the effect of caffeine on shifting substrate oxidation at submaximal exercise. The aim of this study was to investigate the effect of acute caffeine ingestion on whole-body substrate oxidation during 1 h of cycling at the intensity that elicits maximal fat oxidation (Fatmax).
Methods: In a double-blind, randomized, and counterbalanced experiment, 12 healthy participants (VO2max = 50.7 ± 12.1 mL/kg/min) performed two acute experimental trials after ingesting either caffeine (3 mg/kg) or a placebo (cellulose). The trials consisted of 1 h of continuous cycling at Fatmax. Energy expenditure, fat oxidation rate, and carbohydrate oxidation rate were continuously measured by indirect calorimetry.
Results: In comparison to the placebo, caffeine increased the amount of fat oxidized during the trial (19.4 ± 7.7 vs 24.7 ± 9.6 g, respectively; P = 0.04) and decreased the amount of carbohydrate oxidized (94.6 ± 30.9 vs 73.8 ± 32.4 g; P = 0.01) and the mean self-perception of fatigue (Borg scale = 11 ± 2 vs 10 ± 2 arbitrary units; P = 0.05). In contrast, caffeine did not modify total energy expenditure (placebo = 543 ± 175; caffeine = 559 ± 170 kcal; P = 0.60) or mean heart rate (125 ± 13 and 127 ± 9 beats/min; P = 0.30) during exercise. Before exercise, caffeine increased systolic and diastolic blood pressure whilst it increased the feelings of nervousness and vigour after exercise (P < 0.05).
Conclusion: These results suggest that a moderate dose of caffeine (3 mg/kg) increases the amount of fat oxidized during 1 h of cycling at Fatmax. Thus, caffeine might be used as an effective strategy to enhance body fat utilization during submaximal exercise. The occurrence of several side effects should be taken into account when using caffeine to reduce body fat in populations with hypertension or high sensitivity to caffeine
Character strengths predict an increase in mental health and subjective well-being over a one-month period during the COVID-19 pandemic lockdown.
Get PDFThis study examines whether character strengths predict resilience (operationalized as
stable or higher mental health and subjective well-being despite an adverse event) over
a period of approximately 1 month during the COVID-19 pandemic lockdown in Spain.
Using a longitudinal design, participants (N = 348 adults) completed online measures of
sociodemographic data, information regarding their situation in relation to the COVID-19,
character strengths, general mental health, life satisfaction, positive affect and negative
affect. All variables were measured at Time 1 and Time 2, except for sociodemographic
and most COVID-related information (Time 1 only). Time 1 data collection was
conducted between March 21, 2020 and April 2, 2020, i.e., approximately the second
week of lockdown in Spain. Time 2 data collection was conducted between April
24, 2020 and May 18, 2020, after the Spanish government announced its intention
to progressively release the lockdown. A principal component analysis of character
strengths was conducted. Five character strength factors were extracted: fortitude,
goodness, intellectual, interpersonal, and restraint. Factor structures at Times 1 and
2 were highly consistent. All character strength factors at Time 1 correlated positively
with life satisfaction and positive affect, and negatively with negative affect and mental
health at T2 (higher scores in the mental health measure indicate poorer mental
health). Fortitude strengths showed the highest correlations. We conducted a series of
regression analyses with strength factors at Time 1 as predictors, and mental health, life
satisfaction, and positive and negative affect as dependent variables, controlling for their
baseline levels. To test the directionality of the relationship between strengths and the
dependent variables, all analyses were reversed. All character strength factors predicted
an increase in mental health. They also predicted positive affect, with the exception
of strengths of restraint. Fortitude, intellectual, and interpersonal strengths predicted
an increase in life satisfaction. Finally, fortitude strengths, interpersonal strengths, and
strengths of restraint, predicted a decrease in negative affect. None of the reversed
analyses yielded significant effects. Limitations, implications, and possible character
strengths-based interventions aimed at promoting mental health in the COVID-19
pandemic are discussed
Efectos de diferentes propuestas de calentamiento específico sobre la altura de salto vertical en jugadores de fútbol
Get PDFContexto: El salto vertical es una característica fundamental en el rendimiento óptimo de los deportistas, incluidos los jugadores de fútbol. El objetivo principal de este estudio es valorar los efectos de los ejercicios de pliometría ,y, de los estiramientos dinámicos como parte de un calentamiento específico, sobre la altura de salto vertical en jugadores de fútbol. Los objetivos secundarios son valorar la posible correlación directa entre el salto pre-intervención y los perímetros de muslos y pantorrillas; y este, con el índice de masa corporal (IMC).
Material y métodos: Este estudio es un estudio experimental, aleatorizado y prospectivo. La muestra fue compuesta por 21 sujetos, divididos de forma aleatorizada en tres grupos de intervención: grupo control, grupo de estiramientos dinámicos y grupo pliometría. Se les realizó un test de salto vertical pre-intervención y post-intervención mediante un salto en contramovimiento (CMJ).
Resultados: Se encontró que el grupo de pliometría tuvo un aumento estadísticamente significativo en el salto post-intervención respecto al grupo control (p=0,008) y al grupo de estiramientos dinámicos (p=0,012). Por el contrario, el grupo de estiramientos dinámicos no obtuvo resultados significativos respecto al grupo control (p=1)
Por otra parte, no se encontró una correlación lineal significativa entre el salto pre-intervención y los perímetros de muslos y pantorrillas; ni tampoco con el IMC.
Conclusiones: Un calentamiento específico que incluya ejercicios pliométricos permite aumentar la altura alcanzada en un salto vertical posterior. La incorporación de estiramientos dinámicos no produce un efecto estadísticamente significativo en el rendimiento del salto vertical posterior. Además, no existe una correlación lineal significativa entre el salto pre-intervención y los perímetros musculares; ni tampoco con el IMC
Factores de riesgo y epidemiologia lesional en personas que realizan Crossfit: un estudio observacional retrospectivo Español
Get PDFObjetivos: estudiar la tasa e índice lesional del Crossfit® en España, regiones con
más lesión, y riesgo, dependiendo de las características de los deportistas, y formular
un logaritmo predictivo de lesión.
Metodología: estudio de tipo retrospectivo observacional en el que se realizó una
encuesta online, distribuida en todo el territorio español.
Resultados: 434 repuestas fueron analizadas. Se determinó un índice lesional del
64,3% (n=279). Las estructuras más lesionadas fueron: hombros 30,6% (n=133),
espalda baja 17,7% (n=77), rodilla 10,6% (n=46) y muñeca 6,7% (n=29). Con una tasa
de lesión de entre 0,55-0,77/1000h. Los hombres competidores tuvieron entre 0,6-
0,85/1000h y las mujeres competidoras 0,75-1,05/1000h. En cambio, los hombres
amateur 0,49-0,69 lesiones cada 1000h y las mujeres amateur 0,5-0,7 lesiones cada
1000h. Los competidores tenían un riesgo lesional 2,16 veces más alto que los
amateur (IC 95%, 1,362-3,445; P = 0,001), y el de las personas que realizaban
Crossfit® en un box no oficial fue 30,9 veces mayor al de aquellos que realizaban
Crossfit® en un box oficial (IC 95%, 0,134-0,712; P= 0,004).
Conclusión: el índice de lesión de los deportistas españoles fue del 64,3%, sin
diferencias significativas entre sexos, pero sí entre competidores y amateur. Los
competidores presentaron un riesgo de 2,16 veces mayor de sufrir lesión que los
amateur. Las regiones en las que se dieron más lesiones fueron hombros (n= 133,
30,6%), espalda baja (n= 77, 17,7%), rodilla (n= 46, 10,6%) y muñeca (n= 29, 6,7%)
The effects of cooperative learning on trait emotional intelligence and academic achievement of Spanish primary school students
No full textIncreasing the students' academic achievement in the international evaluation arena is a challenge for our country, and cooperative learning and emotional intelligence may be a solution for this problem. The link between cooperative learning, emotional intelligence, and academic achievement has been poorly studied so far. The objective of the present investigation was to examine the influence of cooperative learning on trait emotional intelligence and academic achievement. The methodology used was a quasi-experimental design with pre/post-measurements and experimental/control groups. The participants were primary education students (n = 692) and teachers (n = 24) from eight public schools in Madrid, Spain. The instruments used were the Emotional Quotient-Youth Version questionnaire and internal and external assessment tests. Our results indicated that cooperative learning improved scores of one dimension of trait emotional intelligence, change adaptability, and students' academic achievement (Mathematics and Spanish Language). We discussed the possible implications of these outcomes for educational practice
Bases para una educación inclusiva en el aula universitaria
No full textSe habla mucho de inclusión y diversidad, pero pocas veces vemos bien aterrizados los componentes teóricos en la práctica de aula. Se pautan medidas para todas las etapas educativas, pero ¿qué reminiscencias de ello llegan a la universidad? El profesor ¿tiene formación? ¿es suficiente? ¿la sabe aplicar en el aula? El objetivo de este capítulo es promover una educación inclusiva en la Universidad; revisar las bases legales que la justifican; defender la importancia de la información, formación y sensibilidad del profesorado, así como su proactividad en el aula hacia lo que esta inclusión supone, y sentar las bases de una propuesta de intervención inclusiva y diversa en el currículo universitario basada en un plan transdisciplinar y con un modelo integral que atienda al rigor académico, al carácter práctico, e investigador, y con metodologías basadas en competencias 2020 que contribuyan al desarrollo personal y social de nuestros alumnos, y les ayuden en su inserción al mercado laboral, en un contexto global, diverso, multicultural y de no discriminación
Digital teaching materials and their relationship with the metacognitive skills of students in primary education
Get PDFMetacognition is a construct that is noteworthy for its relationship with the prediction and enhancement of student performance. It is of interest in education, as well as in the field of cognitive psychology, because it contributes to competencies, such as learning to learn and the understanding of information. This study conducted research at a state school in the Community of Madrid (Spain) with a sample of 130 students in Grade 3 of their primary education (8 years old). The research involved the use of a digital teaching platform called Smile and Learn, as the feedback included in the digital activities may have an effect on students’ metacognition. We analyzed the implementation of the intelligent platform at school and the activities most commonly engaged in. The Junior Metacognitive Awareness Inventory (Jr. MAI) was the measuring instrument chosen for the external evaluation of metacognition. The study’s results show a higher use of logic and spatial activities. A relationship is observed between the use of digital exercises that have specific feedback and work on logic and visuospatial skills with metacognitive knowledge. We discuss our findings surrounding educational implications, metacognition assessment, and recommendations for improvements of the digital materials.This research was funded by Community of Madrid ‘Industrial PhD grants’, under project number IND2017/SOC-7874
Hacia una evaluación psicológica clínica más completa. Aspectos para reflexionar
No full textEn el presente capítulo, se definen y delimitan algunas variables transdiagnósticas que siempre se trabajan, directa o indirectamente en la intervención, en casos clínicos y subclínicos, pero que no se incorporan como variables a evaluar de forma sistemática (por ejemplo, autoestima, asertividad, regulación emocional). Asimismo, se refleja la importancia de algunas variables relacionadas con la motivación o la activación hacia el cambio que podrían explicar cómo y cuándo comenzar un proceso de evaluación e intervención. Además, se presentan aquellas variables o aspectos positivos de la personalidad que se han de tener en cuenta y sistematizar para una completa evaluación y una intervención más precisa (por ejemplo, fortalezas de la persona, valores, proyectos y objetivos vitales). Finalmente, se presentan otros aspectos transdiagnósticos en la evaluación (por ejemplo, la perspectiva de género en la evaluación y las diferencias en las expresiones de mejoría según los diagnósticos)
Validation of the Mexican Spanish Version of the Scale of Positive and Negative Experience in a Sample of Medical and Psychology Students
No full textThe Scale of Positive and Negative Experience (SPANE) aims to measure affect with high transcultural validity. The bifactor model is the best theoretical option to represent affective balance, although it is not typically used in validation studies. The objectives of this research were to test a bifactor model vis-à-vis the traditional model composed of two correlated factors, to prove its invariance across sexes, and to provide evidence of concurrent validity. A nonprobability sample composed of 600 Mexican students of psychology and medicine was recruit. One-group and multigroup confirmatory factor analyses were carried out. The SPANE and the scales selected to assess depression, perceived stress, and satisfaction with life were applied. The bifactor model showed better goodness-of-fit indices than the two correlated factors model: Δχ²(11) = 121.436, p 5, ΔGFI = .034, ΔNFI = .025, ΔNNFI = .022, and ΔCFI = .023 >.01. The internal consistency for the general factor as well as for the factor of positive affect was excellent, whereas it was good for the factor of negative affect. The measurement model was valid across sexes. The general factor of affective balance had a very high correlation with depression, high with perceived stress, and medium with satisfaction with life. It is concluded that SPANE is reliable and shows evidence of validity among Mexican student of psychology and medicine, and the bifactor model is adequate to represent affective balance
Witches, Princesses, Ogres and Dragons: Teaching the Language Through Folktales
Get PDFLa literatura tradicional oral ha servido durante siglos para dar voz a los sueños, aspiraciones y preocupaciones de todos los pueblos. Estas muestras culturales son un aliado extraordinario para las clases de español como lengua extranjera, sirviendo como nexo entre la cultura de origen y la lengua meta. En este artículo se presenta un proyecto en el que trabajaron de forma colaborativa en la recuperación de relatos de tradición oral estudiantes de un Máster Universitario en Enseñanza de Español como Lengua Extranjera (ELE) y alumnos de cursos de español de diferentes instituciones. Su objetivo era desarrollar la competencia intercultural en el aula de ELE y, posteriormente, crear materiales didácticos