Maximum isometric handgrip strength (MIHS) is a relevant parameter for judo performance and is related to health. Understanding the association between MIHS and MIHS relative (MIHSrel) and the absolute lean mass of the arm (LMarm) and the percentage of body fat (%BF) can provide important information for performance and health. The study aimed to investigate the correlation between MIHS and MIHSrel with the LMarm and the %BF of young judokas (sub-19, 15 males and 14 females). MIHS was measured using a multipurpose digital dynamometer with a load cell for computer. Body composition was measured by dual-energy X-ray absorptiometry (DXA). The correlation between MIHS, MIHSrel with LMarm and %BF was verified through Pearson’s correlation, with a significance level of p < 0.05. Correlation between MIHSrel and %BF was very high only in female judokas for both arms (right, r = −0.76; left, r = −0.75). Correlations between LMarm and MIHS of the right and left arms ranged from very high to almost perfect for both sexes (r = 0.74 to 0.94). These results highlight the importance of strengthening the arms in young judokas, and controlling body fat for performance and health, especially in female judokas.

Low-load intensity resistance exercise with blood flow restriction (BFR) is an alternative method for enhancing strength and muscle mass. However, acute cardiovascular responses to a complete training session remain uncertain compared to high-load intensity resistance exercise (HI). Therefore, the objective of this study to examine acute and post-exercise hemodynamic responses to low-load BFR and HI protocols. This systematic review and meta-analysis (RD42022308697) followed PRISMA guidelines to investigate whether the responses of heart rate (HR), blood systolic (SBP), blood diastolic pressure (DBP), and rate pressure product (RPP) immediately after and up to 60 min post-exercise from BFR were consistent with those reported after resistance exercises performed at HI in healthy individuals. Searches using PICO descriptors were conducted in databases from January 2011 to December 2023, and effect sizes were determined by Hedge’s g. The selected studies involved 160 participants in nine articles, for which the responses immediately after BFR and HI exercises showed no differences in HR (p = 0.23) or SBP (p = 0.57), but significantly higher DBP (p < 0.01) and lower RPP (p < 0.01) responses were found when comparing BFR to HI. Furthermore, the BFR and HI protocols showed no differences regarding SBP (p = 0.21) or DBP (p = 0.68) responses during a 15 to 60 min post-exercise period. Thus, these results indicated that hemodynamic responses are similar between BFR and HI, with a similar hypotensive effect up to 60 min following exercise.

Este artículo analiza el constructo de autoeficacia, configurado como el conjunto de creencias sobre la capacidad para ejecutar planes de acción, en la práctica docente, en sujetos participantes de una investigación psicométrica realizada con educadores chilenos de la región del Ñuble y su relación con aspectos de formación y educación desempeño profesional, considerando variables sociodemográficas. Es un estudio transversal con alcance descriptivo y comparativo. Participaron 193 docentes de Educación Física de la Región de Ñuble con edad 33,9±8,9 años (mínimo=25 años y máximo=66 años). 65 de ellos son mujeres y 128 hombres. En el estudio no hubo diferencia significativa en la percepción de autoeficacia entre géneros; Hubo una mayor percepción de autoeficacia en el manejo del aula en docentes con más de 25 años de experiencia en comparación con docentes con hasta 7 años de experiencia. En cuanto al nivel de formación, los docentes de posgrado mostraron mayor autoeficacia en comparación con los docentes que solo se graduaron en la dimensión de estrategias de enseñanza y aprendizaje de las escalas. Hubo una diferencia entre los docentes que trabajaban en el sistema escolar público que mostraron una mayor autoeficacia en las estrategias de enseñanza y aprendizaje, en comparación con los docentes que trabajaban en el sistema escolar privado.

A Relative Age Effect (RAE), by which young athletes with birthdates early in a calendar year have experienced a team selection advantage that persists throughout their careers, has been found to be prevalent in many sports. However, this phenomenon has not been investigated in the Paralympic sports context. Thus, we aimed to investigate the prevalence of RAE among male and female Brazilian Paralympic swimmers. Data from 694 ranked athletes were collected from the 2021 Brazilian Paralympic Swimmers National rankings. Athletes’ birthdates were divided into four quarters (Q1, Q2, Q3, and Q4) according to their month of birth. Chi-Square (χ²) goodness-of-fit tests were used to compare the observed and expected distributions of athletes born in each quarter, based on sex (male and female), impairment type (physical, visual, and intellectual), and swim stroke competition (freestyle, medley, backstroke, butterfly, and breaststroke). The observed birthdates distributions were different from expected in males (χ² = 11.647; p = 0.009) and females (χ² = 8.899; p = 0.031), for athletes with physical impairments (χ² = 10.443; p = 0.015); and for athletes who competed in freestyle (χ² = 16.683; p = 0.001), medley (χ² = 12.343; p = 0.006) and backstroke (χ² = 8.025; p = 0.045) races. Even though our results demonstrated asymmetric distributions of Brazilian Paralympic swimmers’ birthdates in many of the analyses, we could not establish the classical prevalence of athletes born at the beginning of the year that defines RAE. Therefore, the selection process of Brazilian Paralympic swimmers does not seem to be influenced by the athletes’ time of birth.

The regular practice of physical activity can positively influence well-being and reduce stress, anxiety, and depression symptoms. However, some studies indicate that a high level of activity practice can have a negative impact on mental health. So, this study aimed to verify the extent to which different levels of physical activity influence the incidence of anxiety, stress, and depression in Brazilian adults of both sexes. A total of 287 individuals participated in the study, answering the International Physical Activity Questionnaire (IPAQ-short form) and the Depression, Anxiety and Stress Scale (DASS-21). They were divided into four groups, considering the physical activity level: sedentary (n=23), irregularly active (n=35), active (n=88), and very active (n=141). The results show that, regarding the amount of practice and intensity of physical activities, the sedentary group (with little time per week in different dimensions of physical activity, such as walking and physical effort) was associated with higher scores of depression, anxiety, and stress. On the other hand, the same did not happen with the other groups. Thus, the results seem to suggest that there is an effect of the practice of physical activity on these variables, as sedentary individuals had higher scores for all dimensions. Furthermore, for the studied sample, any level of physical activity practice was associated with reduced anxiety, stress, and depression, with no differences found between irregularly active, active or very active individuals.

Objetivo: Identificar relações entre formação universitária e as habilidades docentes necessárias para o êxito da inclusão de crianças com deficiência na Educação Física Escolar (EFE), mais especificamente no ensino básico (Ensino Fundamental e Médio) e compreender se os professores de EFE estão preparados para atuar com pessoas com deficiência (PCD’s). Métodos: A pesquisa foi desenvolvida a partir da aplicação de um questionário semiestruturado de sete questões (quatro fechadas e três abertas), respondido por 32 professores do Ensino Fundamental e Médio, de 15 escolas da Cidade de São Paulo. Resultados: Os resultados mostram que dentre os entrevistados, apenas 31,2% dos professores deixam o ensino superior sentindo-se preparados para enfrentar a realidade inclusiva, considerando a formação acadêmica suficiente para sua atuação. Os maiores desafios destacados pelos professores atuantes com alunos PCD´s foram: falta de conhecimento e conceitos; infraestrutura; frustração dos alunos; motivação do grupo de educadores e preconceito quanto a pessoa com deficiência (PCD). Esta informação e o primeiro item destacado trazem dados aparentemente contraditórios, pois 78% dos professores mencionaram ter tido aulas com o conteúdo de Educação Física Adaptada (EFA) e, mesmo assim, indicam não dominarem o conteúdo sobre a forma de se trabalhar a inclusão e aplicá-la efetivamente na atuação escolar. Conclusão: Os resultados levam a concluir acerca da necessidade de se repensar a formação dos profissionais de educação física atuantes na rede regular de ensino, para que esses, de forma vantajosa e positiva, trabalhem a inclusão e participação de alunos PCD´s efetivamente na EFE, desde a formação acadêmica adequada até estratégias de formação continuada e atualizações profissionais durante a carreira educacional. Handicapped people’s inclusion at physical education: a possible challenge or utopia? Objective: To identify relationships between university education and the teaching skills necessary for the successful inclusion of children with disabilities in Physical Education (EFE), specifically in elementary and middle schools, and to understand if teachers of EFE are prepared to work with people with disabilities (PCD’s). Methods: The research was developed from the application of a semi-structured questionnaire of seven questions (four closed and three open), answered by 32 teachers from Elementary and Middle School, from 15 schools in the City of São Paulo. Results: The results show that among the interviewees, only 31.2% of teachers leave higher education feeling prepared to face the inclusive reality, considering the academic formation sufficient for their performance. The major challenges highlighted by the teachers with PCD’s were: lack of knowledge and concepts; infrastructure; students frustration; motivation of the group of educators and prejudice regarding the public person with disabilities (PCD). This information and the first item highlighted bring seemingly contradictory data, since 78% of teachers mentioned having had classes with Adapted Physical Education (EFA) content and, even so, indicate not master the content on the way to work to include and apply it effectively in school activities. Conclusion: The results lead us to conclude about the need to rethink the training of physical education professionals working in the regular education network, so that these, in an advantageous and positive way, work the inclusion and participation of PCD students effectively in EFE, from the adequate academic training to continuing education strategies and professional updates during the educational career.