Train Like You Compete? Physical and Physiological Responses on Semi-Professional Soccer Players

We would like to thank all the players of the Loja soccer team who participated in the present study. Also thanks to all the technical staff of the Loja soccer team, mainly to its coach (Diego Delgado Poblete) and its physical trainer (Antonio J. Martínez Retamero). Furthermore, we would like to thank the Faculty of Sport Sciences and Physical Education of the University of Coimbra (Portugal) for its reception and enrichment during the stay.Background: Decision-making in soccer has repercussions and depends on the environment of training or competition. The demands on the players can reveal if the decision-making is similar or different from that required during competition. Objectives: The aim of this study was to assess the physical and physiological responses of players in training matches (TM) and official competition matches (CM) according to the playing position (external defenders, internal defenders, midfielders, and forwards/extremes). Methods: Twenty semi-professional male soccer players and 10 CM (n = 40) and 10 TM (n = 40) were studied using global positioning system technology, and paired and one-way ANOVA tests were carried out to compare physical (distances and number of sprints) and physiological (heart rates) responses with the factors a) match environments (TM and CM) and b) the playing position, respectively. Results: The results revealed that during CM, players covered higher total distance, partial distances, and sprints at different speeds (0–21 km/h) and produced higher physiological responses. Midfielders covered the greatest total distance in both TM (7227.6 m) and CM (11,225.9 m), in comparison to the other playing positions. However, forwards and extremes spent more time (56.8% of the CM [d = 0.78]) at 76% to 84% of their maximal heart rates. Conclusions: First, the physical and physiological responses in TM were significantly lower than in CM. Second, these responses were different according to the playing position, so this study was able to verify the exact amount of variation between the load produced in TM and CM. These results will help the coach and technical staff to design training tasks to complement the responses found in TM

Psychometric characteristics of the Spanish version of instruments to measure neck pain disability

[EN] Background. The NDI, COM and NPQ are evaluation instruments for disability due to NP. There was no Spanish version of NDI or COM for which psychometric characteristics were known. The objectives of this study were to translate and culturally adapt the Spanish version of the Neck Disability Index Questionnaire (NDI), and the Core Outcome Measure (COM), to validate its use in Spanish speaking patients with non-specific neck pain (NP), and to compare their psychometric characteristics with those of the Spanish version of the Northwick Pain Questionnaire (NPQ). Methods. Translation/re-translation of the English versions of the NDI and the COM was done blindly and independently by a multidisciplinary team. The study was done in 9 primary care Centers and 12 specialty services from 9 regions in Spain, with 221 acute, subacute and chronic patients who visited their physician for NP: 54 in the pilot phase and 167 in the validation phase. Neck pain (VAS), referred pain (VAS), disability (NDI, COM and NPQ), catastrophizing (CSQ) and quality of life (SF-12) were measured on their first visit and 14 days later. Patients' self-assessment was used as the external criterion for pain and disability. In the pilot phase, patients' understanding of each item in the NDI and COM was assessed, and on day 1 test-retest reliability was estimated by giving a second NDI and COM in which the name of the questionnaires and the order of the items had been changed. Results. Comprehensibility of NDI and COM were good. Minutes needed to fill out the questionnaires [median, (P25, P75)]: NDI. 4 (2.2, 10.0), COM: 2.1 (1.0, 4.9). Reliability: [ICC, (95%CI)]: NDI: 0.88 (0.80, 0.93). COM: 0.85 (0.75,0.91). Sensitivity to change: Effect size for patients having worsened, not changed and improved between days 1 and 15, according to the external criterion for disability: NDI: -0.24, 0.15, 0.66; NPQ: -0.14, 0.06, 0.67; COM: 0.05, 0.19, 0.92. Validity: Results of NDI, NPQ and COM were consistent with the external criterion for disability, whereas only those from NDI were consistent with the one for pain. Correlations with VAS, CSQ and SF-12 were similar for NDI and NPQ (absolute values between 0.36 and 0.50 on day 1, between 0.38 and 0.70 on day 15), and slightly lower for COM (between 0.36 and 0.48 on day 1, and between 0.33 and 0.61 on day 15). Correlation between NDI and NPQ: r = 0.84 on day 1, r = 0.91 on day 15. Correlation between COM and NPQ: r = 0.63 on day 1, r = 0.71 on day 15. Conclusion. Although most psychometric characteristics of NDI, NPQ and COM are similar, those from the latter one are worse and its use may lead to patients' evolution seeming more positive than it actually is. NDI seems to be the best instrument for measuring NP-related disability, since its results are the most consistent with patient's assessment of their own clinical status and evolution. It takes two more minutes to answer the NDI than to answer the COM, but it can be reliably filled out by the patient without assistanceS

Now, the part of intuition. Research, Art and Creation, 2018

Catálogo de Exposición del Máster en Investigación en Arte y Creación de la UCM. Muestra celebrada del 25 de septiembre al 10 de octubre de 2018 en la Sala de Exposiciones de la Facultad de Bellas Artes. C / Pintor el Greco 2, Ciudad Universitaria. 28040 Madrid. Comisariado de Javier Mañero Rodicio.Exhibition catalog of the Master in Art and Creation Research of the UCM. September 25 to October 10, 2018 in the Exhibition Hall of the Faculty of Fine Arts. C / Pintor El Greco 2, University City. 28040 Madrid. Curated by Javier Mañero Rodicio.Fac. de Bellas ArtesFALSEFacultad de Bellas Artes. Universidad Complutense de Madrid.pu

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

«CiTiEs (Cities: Time + Space)»: Didactic transfer of historical objects and subjects of Madrid's cultural heritage

Memoria del Proyecto de innovación docente de la UCM para el curso 2022-23: «CiTiEs (Ciudades: Tiempo + Espacio)». Transferencia didáctica de objetos y sujetos históricos del patrimonio cultural madrileño (nº 390, Ciencias Sociales).Siguiendo con la línea general del proyecto CiTiEs (Ciudades: Tiempo + Espacio), desarrollado ininterrumpidamente desde 2019, se diseñarán e implementarán materiales didácticos para la Educación patrimonial en Madrid. En esta ocasión el enfoque se realizará a través de ciertos objetos del patrimonio cultural madrileño y su relación con las personas que los crearon, encargaron, utilizaron o disfrutaron a través del tiempo.Universidad Complutense de MadridDepto. de Didáctica de las Ciencias Experimentales , Sociales y MatemáticasDepto. de Historia del ArteFac. de EducaciónFac. de Geografía e HistoriaFALSEsubmitte

Atención educativa al alumnado con deficiencia auditiva

Se analiza, desde diversos puntos de vista, el problema educacional de las personas con deficiencias auditivas. Se inicia con el estudio del problema físico de la sordera y las mejoras que la cirugía proporciona a través de implantes cocleares. Se estudian la situación social y laboral de los deficientes auditivos. Se aborda el sistema educativo ante la deficiencia auditiva, la accesibilidad de los sordos a los medios de comunicación y la adaptación curricular para la educación de personas sordas. Se examinan propuestas de educación musical, físico-deportiva y de expresión corporal para niños sordos, además de una concreta para uno niño saharahui sordo.AndalucíaBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín 5 -3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]

Volumen II. Tomo II. Catálogo de biodiversidad de las regiones andina, pacífica y piedemonte amazónico. Nivel Local. Volumen 2 Tomo 2. Serie Planeación ambiental para la conservación de la biodiversidad en áreas operativas de Ecopetrol

Bogotá, D. C.Instituto de Investigación de Recursos Biológicos Alexander von Humbold

Innovar en la enseñanza universitaria

Se recogen experiencias docentes innovadoras desarrolladas en la Universidad de Alcalá con el objetivo de indagar en las posibilidades y obstáculos surgidos en los procesos de cambio e innovación. En dichas experiencias docentes se han implementado nuevas metodologías, experiencias piloto y Proyectos de Innovación, que han contribuido a clarificar el proceso y a indagar en propuestas de acción contextualizadas. Las experiencias de dividen en cuatro bloques: estrategias de aprendizaje activo; estrategias de integración curricular; innovación en la educación; y uso de las nuevas tecnologías.MadridBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín 5 -3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]