Analysis of progressive muscle relaxation on psychophysiological variables in basketball athletes

The purpose of this study was to evaluate the effects of a progressive muscle relaxation program on psychological (stress levels, anxiety, and mood states) and physiological (blood pressure and heart rate) variables in basketball athletes. Fifty-nine basketball players, aged 14 to 19 years, and members of Bauru Basket team, were recruited for this study and grouped into control group (CG, n = 30) and intervention group (IG, n = 29). The participants were evaluated, before and after the intervention, by the following means: Competitive State Anxiety Inventory-2 (CSAI-2), to measure the pre-competitive anxiety state, i.e., how anxious each athlete felt just before the competition; Brunel Mood Scale (BRUMS), an instrument for early detection of overtraining syndrome; Recovery-Stress Questionnaire for Athletes (RESTQ-Sport), to identify the extent to which each athlete was physically or mentally stressed and the athlete’s current capability for recovery; Athlete Burnout Questionnaire (ABQ), specifically developed for athletes. The IG athletes participated in 12 progressive muscle relaxation sessions, a practice for tensing or tightening a specific muscle until an ideal state of relaxation is reached. Each participant had blood pressure and heart rate measured before and after every session. The CG athletes were evaluated similarly to those in the IG but without relaxation. The results showed statistically significant differences in cognitive anxiety (p = 0.039) and specific stress (p = 0.016) between CG and IG before the intervention; in addition, a significant heart rate decrease (p < 0.01) between IG and CG was noted.info:eu-repo/semantics/publishedVersio

Reconhecimento de palavras, nomeação de figuras e de palavras impressas em surdos implantados pré-linguais

Crianças com surdez adquirida antes da linguagem (surdez pré-lingual) podem ter a detecção auditiva estabelecida pela primeira vez a partir da ativação do implante coclear (IC), contudo, os repertórios de ouvir e de falar requerem aprendizagem. Uma questão de pesquisa e intervenção diz respeito às condições sob as quais estes repertórios se estabelecem e se expandem a partir do uso do IC. Este estudo teve como objetivo verificar se implantados cocleares pré-linguais aprenderiam relações condicionais entre palavra ditada e figura (AB) e entre figura e palavra impressa (BC) via exclusão; e se a aprendizagem destas relações seria condição para a emergência de relações transitivas (AC) e simétricas (CB), para a nomeação de figuras (BD) e de palavras impressas (CD) e para o responder generalizado diante das mesmas palavras ditadas no ensino (voz feminina de adulto), mas com outra intensidade e freqüência de voz (voz masculina de adulto e de criança). Foram realizados dois estudos com objetivos semelhantes, porém, com uma diferença procedimental. No Estudo 1, três crianças entre seis e sete anos de idade, com surdez pré-lingual e usuárias de IC modelo Nucleus 24k foram expostas a tarefas de emparelhamento de acordo com o modelo, pelo software MTS®. As sessões foram realizadas individualmente e gravadas em fitas VHS para registro e análise das vocalizações. O procedimento iniciava com o Pré-treino e, posteriormente, o repertório inicial era avaliado no Pré-teste, a partir do qual eram escolhidos os estímulos que participariam do ensino e testes subseqüentes. O procedimento de ensino da linha de base (AB e BC) foi o ensino por exclusão. Após a aquisição da linha de base, eram conduzidos testes de formação de classes (AC e CB), seguidos pelos testes de generalização, de nomeação de figuras (BD) e de palavras...Prelingual acquired deafness (prelingual deafness) may present hearing detection achieved for the first time stemming from the activation of the cochlear implant (CI), although the hearing and speaking repertories require learning. A case of research and intervention describes the conditions in which these repertories are established and expand from the use of CI. The present study aimed to verify if prelingual cochlear implanted subjects, would learn conditional discriminations between the dictated word and the picture (AB) and between the picture and the printed word (BC) by exclusion; and if learning these discriminations would be a condition for the emergence of transitive relations (AC) and symmetric (CB), for the nomination of pictures (BD) and printed words (CD) and for answering in a general way, facing the same words dictated when teaching (adult female voice), with different intensity and voice frequency (male voice of adult and child). Two studies, with similar objectives were realized, employing a different procedure. In study n° 1, three children whose ages ranged from six to seven years of age, with prelingual deafness and users of CI, model Nucleus 24k were exposed to matching-to-sample, according to the model, using software MTS®. The sessions were realized individually and recorded in VHS for registering and analysis of the vocalizations. The procedure started with the Pre-training and afterwards, the initial repertory was evaluated on the Pre-test and then the stimuli were selected in order to take part of the teaching and subsequent tests. The baseline teaching procedure (AB and BC) was by exclusion. After the acquisition of the baseline, classes of equivalent stimuli tests were conducted (AC and CB), followed by the generalization tests, nomination of pictures (BD) and words (CD). Two of the three... (Complete abstract click electronic access below)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP

Aprendizagem após via exclusão e formação de classes de equivalência em crianças com deficiência auditiva e implante coclear (aceito condicionalmente)

Studies on learning by exclusion have shown that participants tend to select a new object or a new figure when a new word is dictated, rejecting the objects and figures they already know or that were associated with other words. This study aimed at training conditional relations between dictated word-picture and between picture-printed word, by exclusion, and verify whether this training would be a condition for the emergence of relations between dictated word-printed word, printed word-figure, picture naming and reading. We also investigated whether responding to the words dictated with a female voice generalized to other frequencies such as male and child voices. Participants were five children between five and nine years old, with acute neurosensorial bilateral hearing impairment, users of cochlear implant Nucleus 24k®. They were exposed, individually, to tasks that consisted in selecting a comparison stimulus (either picture or printed word) related to the sample (either dictated word or picture). Words with lowest scores on a pre-test were used. The relations between dictated word-figure (AB) and figure-printed word (BC) were taught by exclusion. We assessed the emergence of the relations between dictated and printed words (AC), printed word and picture (CB), male and child voices generalization (A’C and A’’C), naming (BD) and reading (CD). All the children responded by exclusion and learned relations AB and BC, showing receptive vocabulary; AC and CB relations also were learned, consistent with class formation. Responding generalized to male and child voices, but data on naming were not systematic. Learning by exclusion was similar to that of children with typical hearing and these results describe some conditions that can improve receptive verbal repertoire.Estudos sobre o responder por exclusão têm mostrado que participantes tendem a selecionar um objeto novo ou uma figura nova quando uma palavra nova é ditada, rejeitando os objetos e figuras conhecidos ou relacionados a outras palavras. O objetivo deste estudo foi estabelecer relações condicionais entre palavra ditada e figura e entre figura e palavra impressa, via exclusão, e verificar se seria condição para a emergência de relações entre palavra ditada-palavra impressa, palavra impressa-figura, nomeação de figuras e leitura de palavras; também se verificou se ocorreria o responder generalizado diante das mesmas palavras ditadas em voz feminina para outras frequências de voz como a masculina e a infantil. Participaram cinco crianças entre cinco a nove anos, com deficiência auditiva bilateral neurosensorial, usuárias de implante coclear Nucleus 24k®. Os participantes foram expostos, individualmente, a tarefas que consistiram em selecionar estímulos de comparação (ora figura, ora palavra impressa) relacionados ao modelo (ora palavra ditada, ora figura). Foram adotadas como estímulos as palavras com as quais os participantes apresentaram baixo desempenho no pré-teste. As relações entre palavra ditada e figura (AB) e figura e palavra impressa (BC) foram ensinadas por exclusão. Foram testadas as relações entre: palavra ditada e palavra impressa (AC), palavra impressa e figura (CB), generalização entre palavras ditadas com vozes masculina (A’C) e infantil (A’’C), de nomeação (BD) e de leitura (CD). As crianças responderam por exclusão e aprenderam as relações AB e BC, demonstrando aquisição de vocabulário receptivo; também demonstraram resultados consistentes com a formação de classes de equivalência pelos acertos nas relações AC e CB; todas demonstraram generalização para voz masculina e infantil e em nomeação os resultados não foram consistentes. No que concerne ao responder por exclusão os resultados foram similares aos de ouvintes típicos e descrevem condições sob as quais repertório verbal receptivo pode ser melhorado

Desempenho de crianças com deficiência auditiva e implante coclear em tarefas de seleção de e de nomeação de figuras

The aim of this study was to investigate the development of specific domains of Numerical Cognition (Number Sense – NS, Number Comprehension – NC, Number Production – NP, and Calculation – CA) in Brazilian children with Specific Learning Disorders. The study included 72 children (36 boys), from 9-to 10-years-old, enrolled in 4th and 5th years of elementary school of public schools at countryside of Sao Paulo State, Brazil. They were divided into three groups: control (CT, N = 42), Developmental Dyslexia (DL, N = 11) and Developmental Dyscalculia combined with dyslexia (DDc, N = 19). All participants had intellectual level within the normal range, however, children from the last two groups had Learning Disorders classified by School Achievement Test - TDE (Stein, 1994) and DDc children received necessarily classification as 'inferior' in Arithmetic Test of TDE. The children did not differ in NS. DL and DDc children showed slight deficits in NC. However, DDc children had moderate in NP and mild to moderate deficits in CA, which indicates a more generalized impairment in Numerical Cognition. Furthermore, DDc children showed discrepancy in Numerical Cognition performance when compared to the other groups. Thus, children with Learning Disorders showed different performances in Numerical Cognition, although both groups had preserved SN, DDc children showed higher deficits and discrepancy in relation DL and typically developing children.El objetivo de este estudio fue investigar el desarrollo de los sistemas específicos de la Cognición Numérica (el Sentido Numérico – SN, la comprensión numérica – CN, la producción numérica – PN y el Cálculo – CA) en niños brasileños con Trastornos Específicos de Aprendizaje. El estudio incluyó a 72 niños (36 chicos), con edad entre 9 y 10 años, estudiantes de los años 4to y 5to de primaria en escuelas públicas de un pueblo del Estado de São Paulo, Brasil; divididos en tres grupos: control (CT, N = 42), perfil de la Dislexia de Desarrollo (DL, N = 11) y el perfil de la Discalculia del Desarrollo combinado con dislexia (DDc, N = 19). Todos tenían el nivel intelectual dentro del rango medio. Los trastornos del aprendizajes e evaluaron a través de la Prueba de Rendimiento Académico (Stein, 1994), en el que los niños con DDc obtuvieron una clasificación necesariamente "inferior" en la prueba de aritmética. Los tres grupos fueron similares en SN. Los niños con DL y DDc mostraron ligeras pérdidas en CN. Sin embargo, los niños con DDc sufrieron daños moderados en PN y de leves a moderados en CA, por lo tanto, exhibieron un deterioro más generalizado en la cognición numérica en comparación a los otros grupos. En conclusión, los niños con DDc presentaron mayores perjuicios do que niños con DL o desarrollo típico de los diferentes sistemas de la Cognición Numérica.O objetivo do presente estudo foi investigar o desenvolvimento de sistemas específicos da Cognição Numérica (Senso Numérico – SN, Compreensão Numérica – CN, Produção Numérica – PN e Cálculo – CA) em crianças brasileiras com Transtornos Específicos de Aprendizagem. Participaram do estudo 72 crianças (36 meninos), entre 9 e 10 anos, cursando os 4º ou 5º Anos do Ensino Fundamental em escolas públicas da região centro-oeste do Estado de São Paulo, Brasil; divididas em três grupos: controle (CT, N=42), com perfil de Dislexia do Desenvolvimento (DL, N = 11) e com perfil de Discalculia do Desenvolvimento combinada com dislexia (DDc, N = 19). Todas apresentavam nível intelectual médio para faixa etária. Os Transtornos Específicos de Aprendizagem foram aferidos pelo Teste de Desempenho Escolar (Stein, 1994), no qual as crianças com DDc obtiveram necessariamente classificação 'inferior' no Teste de Aritmética. Os três grupos foram similares em SN. As crianças DL e DDc apresentaram prejuízos leves em CN. Contudo, crianças com DDc apresentaram prejuízos moderados em PN e de leve a moderado em CA, o que indica um comprometimento mais generalizado em Cognição Numérica quando comparadas aos outros grupos. Em conclusão, crianças com DDc apresentaram maiores prejuízos e defasagem em relação às crianças DL e com desenvolvimento típico nos diferentes sistemas da Cognição Numérica

Analysis of Progressive Muscle Relaxation on Psychophysiological Variables in Basketball Athletes

The purpose of this study was to evaluate the effects of a progressive muscle relaxation program on psychological (stress levels, anxiety, and mood states) and physiological (blood pressure and heart rate) variables in basketball athletes. Fifty-nine basketball players, aged 14 to 19 years, and members of Bauru Basket team, were recruited for this study and grouped into control group (CG, n = 30) and intervention group (IG, n = 29). The participants were evaluated, before and after the intervention, by the following means: Competitive State Anxiety Inventory-2 (CSAI-2), to measure the pre-competitive anxiety state, i.e., how anxious each athlete felt just before the competition; Brunel Mood Scale (BRUMS), an instrument for early detection of overtraining syndrome; Recovery-Stress Questionnaire for Athletes (RESTQ-Sport), to identify the extent to which each athlete was physically or mentally stressed and the athlete&rsquo;s current capability for recovery; Athlete Burnout Questionnaire (ABQ), specifically developed for athletes. The IG athletes participated in 12 progressive muscle relaxation sessions, a practice for tensing or tightening a specific muscle until an ideal state of relaxation is reached. Each participant had blood pressure and heart rate measured before and after every session. The CG athletes were evaluated similarly to those in the IG but without relaxation. The results showed statistically significant differences in cognitive anxiety (p = 0.039) and specific stress (p = 0.016) between CG and IG before the intervention; in addition, a significant heart rate decrease (p &lt; 0.01) between IG and CG was noted