Acondicionamiento físico en escolares de 9 a 11 años de edad: diferencias por género (Physical conditioning in schoolchildren aged 9 to 11 years: differences by gender)

El objetivo fue comparar entre géneros los efectos de un programa de actividad física moderada a vigorosa en escolares de 9 a 11 años de edad. Se diseñó un estudio cuantitativo, de nivel explicativo, y alcance experimental, prospectivo, longitudinal. Muestra intencionada de 57 estudiantes de una Escuela Primaria de Durango, México. La mayoría de participantes fueron mujeres. Edades entre 9 a 11 años (M = 10.18 años,  0.78). Padres de participantes firmaron consentimiento informado. Se aplicó programa de entrenamiento físico de cargas moderadas/vigorosas durante 12 semanas, frecuenca de tres sesiones semanales de 50 minutos por sesión. Se aplicaron evaluaciones pre-post intervención de potencia muscular abdominal, resistencia muscular brazos/pectorales, velocidad de desplazamiento, capacidad aeróbica (VO2Max). Para analizar resultados se utilizó prueba T-Student o Wilcoxon según existiera normalidad de los datos determinada con la prueba Kolmogorov-Smirnov. Los resultados advierten en las cuatro pruebas físicas mejores resultados pretest en los chicos. Las chicas obtuvieron mejores resultados en potencia muscular abdominal y velocidad de desplazamiento en postest, los chicos en resistencia muscular brazos/pectorales y capacidad aeróbica. Las chicas obtuvieron mayor adaptación física evidenciada en las diferencias medias pretest-postest. Se concluye que mismo entrenamiento aplicado en chicos y chicas genera mayor efecto en la condición física de ellas acortando diferencias entre sexos en el rendimiento físico. Diferencias físicas entre sexos podrían disminuir con estimulación física intencionada.  The purpose was to compare the effects of a moderate to vigorous physical activity program between genders in schoolchildren aged 9 to 11 years. A quantitative, explanatory, and experimental, prospective, longitudinal study was designed. The sample was intended for 57 students from an Elementary School in Durango, Mexico. The participants were mostly women. The age was between 9 and 11 years old (M = 10.18 years,  0.78). Participant´s parents signed an informed consent. A moderate to vigorous physical load training program was applied for 12 weeks, with a three sessions per week frequency and lasting 50 minutes per session. Pre-post intervention evaluations were applied measuring abdominal muscle power, arm/pectoral muscle endurance, travel speed, and maximum aerobic resistance (VO2Max).  The results analysis was performed the T-Student or Wilcoxon test according to the normality of the data determined with the Kolmogorov-Smirnov test. The results warn in the four physical tests applied best results in the pretest in boys. The girls got better results in abdominal muscle power and postest travel speed, boys in arm/pectoral muscle endurance and maximum aerobic endurance. The girls gained greater physical adaptation evidenced in the differences in pretest-postest stockings. Concludes that the same training applied in boys and girls generates greater effect on their physical condition by shortening the differences between sexes in physical performance. Physical differences between sexes may decrease with intentional physical stimulation

Compromising between European and US allergen immunotherapy schools: Discussions from GUIMIT, the Mexican immunotherapy guidelines

Background: Allergen immunotherapy (AIT) has a longstanding history and still remains the only disease-changing treatment for allergic rhinitis and asthma. Over the years 2 different schools have developed their strategies: the United States (US) and the European. Allergen extracts available in these regions are adapted to local practice. In other parts of the world, extracts from both regions and local ones are commercialized, as in Mexico. Here, local experts developed a national AIT guideline (GUIMIT 2019) searching for compromises between both schools. Methods: Using ADAPTE methodology for transculturizing guidelines and AGREE-II for evaluating guideline quality, GUIMIT selected 3 high-quality Main Reference Guidelines (MRGs): the European Academy of Allergy, Asthma and Immunology (EAACI) guideines, the S2k guideline of various German-speaking medical societies (2014), and the US Practice Parameters on Allergen Immunotherapy 2011. We formulated clinical questions and based responses on the fused evidence available in the MRGs, combined with local possibilities, patient's preference, and costs. We came across several issues on which the MRGs disagreed. These are presented here along with arguments of GUIMIT members to resolve them. GUIMIT (for a complete English version, see Supplementary data) concluded the following: Results: Related to the diagnosis of IgE-mediated respiratory allergy, apart from skin prick testing complementary tests (challenges, in vitro testing and molecular such as species-specific allergens) might be useful in selected cases to inform AIT composition. AIT is indicated in allergic rhinitis and suggested in allergic asthma (once controlled) and IgE-mediated atopic dermatitis. Concerning the correct subcutaneous AIT dose for compounding vials according to the US school: dosing tables and formula are given; up to 4 non-related allergens can be mixed, refraining from mixing high with low protease extracts. When using European extracts: the manufacturer's indications should be followed; in multi-allergic patients 2 simultaneous injections can be given (100% consensus); mixing is discouraged. In Mexico only allergoid tablets are available; based on doses used in all sublingual immunotherapy (SLIT) publications referenced in MRGs, GUIMIT suggests a probable effective dose related to subcutaneous immunotherapy (SCIT) might be: 50–200% of the monthly SCIT dose given daily, maximum mixing 4 allergens. Also, a table with practical suggestions on non-evidence-existing issues, developed with a simplified Delphi method, is added. Finally, dissemination and implementation of guidelines is briefly discussed, explaining how we used online tools for this in Mexico. Conclusions: Countries where European and American AIT extracts are available should adjust AIT according to which school is followed