The aim of this study was to assess effects of a short-term resistance program on strength in fit young women using weight machines/free weights or elastic tubing. 42 physically fit women (21.79±0.7 years) were randomly assigned to the following groups: (i) the Thera-Band^® Exercise Station Group (TBG); (ii) the weight machines/free weights group (MFWG); or (iii) the control group (CG). Each experimental group performed the same periodised training program that lasted for 8 weeks, with 2–4 sessions per week and 3–4 sets of 8–15 submaximal reps. A load cell (Isocontrol; ATEmicro, Madrid, Spain) was used to test the evolution of the Maximum Isometric Voluntary Contraction (MIVC) in 3 different exercises: Vertical Rowing (VR), Squat (S) and Back Extension (BE). A mixed model MANOVA [group (CG, TBG, MFWG) x testing time (pre-test, post-test)] was applied to determine the effect of the different resistance training devices on strength. The only groups to improve their MIVC (p<0.005) were TBG and MFWG, respectively: VR 19.87% and 19.76%; S 14.07 and 28.88; BE 14.41% and 14.00%. These results indicate that resistance training using elastic tubing or weight machines/free weights have equivalent improvements in isometric force in short-term programs applied in fit young women.

Background: Down syndrome (DS) is a genetic disorder that occurs because of an abnormal division between cells that results in an extra copy of chromosome 21. Some studies show that physical exercise in people with DS increases some cognitive capacities, such as memory, and improves the quality of life. Aim: The main aim of this study was to perform an analysis of the reliability and feasibility of the SAMU-Disability Fitness (DISFIT) battery in adults with DS. Methods: A cross-sectional study with a test–retest design was performed in a maximum interval of 2 weeks in 37 subjects (11 women and 26 men) aged between 21 and 58 years old with DS. Eight field-based fitness tests were proposed to assess the physical fitness (PF) of adults with DS: Body Mass Index (BMI), Waist Circumference (WC), the Timed Up and Go test (TUG), the Deep Trunk Flexibility test (DTF), the Hand Grip test (HG), the Timed Stand Test (TST), the 30-s Sit-Up (SUP) and the 6-Min Walk Test (6MWT). Results: The intra-class correlation coefficient (ICC) in all the tests was good and high (>0.80), except for the 6MWT, whose reliability was fair. Conclusion: The SAMU-DISFIT battery is a reliable and feasible physical fitness battery which has been created with the purpose of establishing tests which measure the four basic components of PF (flexibility, cardiorespiratory fitness, musculoskeletal fitness and motor fitness) in adults with DS.

Introducción: El deporte, desde su visión androcéntrica y a través de la sociedad patriarcal imperante en este ámbito a lo largo de los años, ha limitado, no en pocas ocasiones, la acción y el desarrollo personal de aquellas personas que no se rigen por lo socialmente establecido. En este sentido, esta situación afecta no solo al colectivo de lesbianas, gays, transexuales, bisexuales e intersexuales (LGTBI), sino a todas aquellas personas que no siguen el patrón establecido por la heteronormatividad. Aunque es cierto que ha habido avances reseñables al respecto en nuestra sociedad, evolucionando hacia un clima de mayor tolerancia, aún se puede advertir la presencia de numerosas situaciones de discriminación y violencia hacia aquellas minorías que cuestionan la normativa heterosexual. Es necesario, por tanto, hacer uso de las funciones educativas, sociales, culturales y psicológicas saludables que la actividad físico-deportiva puede ejercer en las personas. Objetivo: El objetivo principal de este estudio fue conocer la actitud de alumnado de Educación Secundaria hacia la diversidad sexual en el ámbito deportivo. Método: En el estudio participaron 87 estudiantes con un rango de edad que oscilaba entre los 15 y 17 años. Para conocer la actitud del alumnado hacia la diversidad sexual se empleó la Escala de Actitudes hacia la Diversidad Sexual en el Deporte (EDSD). Resultados: En general se han hallado actitudes positivas hacia la diversidad sexual en el deporte, siendo los chicos los que presentaron puntuaciones más negativas que las chicas, principalmente hacia las personas transgénero. A la luz de los resultados se puede advertir que una parte del alumnado presenta actitudes negativas hacia la diversidad sexual, por lo que se considera necesario plantear líneas de actuación educativas que trabajen contra esta problemática. Introduction: From its androcentric vision and through the prevailing patriarchal society in this field over the years, sport has constrained, not infrequently, the action and personal development of those people who are not governed by socially established rules. In this sense, this situation affects not only the group of homosexuals, bisexuals, transsexuals, and intersexuals (LGBTI), but all those individuals who do not follow the pattern established by heteronormativity. Although it is true that there have been notable advances in this regard in our society, evolving towards a climate of greater tolerance, the presence of numerous situations dominated by discrimination and violence towards those minorities who question heterosexual norms is still present. Therefore, it is necessary to make use of the healthy educational, social, cultural, and psychological functions that physical-sports activities can play towards people. Objectives: The main objective of this study was to evaluate the attitude of Secondary Education students towards sexual diversity in the sports environment. Methods: The study involved 87 students ranging in age from 15 to 17 years old. The Attitudes towards Sexual Diversity in Sport Scale was used to determine students' attitudes towards sexual diversity. Results: In general, positive attitudes towards sexual diversity in sport were found, boys scoring more negatively than girls, mainly towards transgender individuals. Based on these results, it is evident that some of the students have negative attitudes towards sexual diversity, hence, proposing educational action lines that work against this situation is considered necessary.