El efecto de la vibración aguda en el tiempo de reacción visual en esgrimidor

The purpose of this study is to determine the effect of an acute local vibration exercise on the visual reaction time of a fencer’s upper body extremities. Twenty-six male fencers between the ages of 15 and 23 (mean age, 17.38 ± 2.13 years, height: 173.6±9.1 cm, body mass: 70.2 ±14.1 kg) volunteered for this study. The reaction time test was applied before and after the vibration exercise (applied for 30 seconds in 27 Hz with a 2-mm amplitude). After 25 min. standard warming up, fencers were informed about the test, and three repeated reaction tests were performed to provide familiarization. The fencers started the reaction test in the standard fencing guard position. According to five signals coming at two to five second intervals from the target monitor, the fencers made touché by bending (attacking). The reaction time test had five trials. The average reaction time values pre-vibration, and post-vibration were compared. The visual reaction time measured pre-vibration were significantly longer than those measured post-vibration (p<0.001). Acute local vibration exercise applied to fencers shortened the visual reaction time. Given the fact that vibration can improve RT, the use of vibration in training has the potential to provide an advantage to fencers.El propósito de este estudio es determinar el efecto de un ejercicio de vibración local aguda en el tiempo de reacción visual de las extremidades superiores de un esgrimidor. Veintiséis esgrimidores masculinos entre las edades de 15 y 23 (edad media, 17.38 ± 2.13 años, altura: 173.6 ± 9.1 cm, masa corporal: 70.2 ± 14.1 kg) se ofrecieron como voluntarios para este estudio. La prueba del tiempo de reacción se aplicó antes y después del ejercicio de vibración (aplicado durante 30 segundos en 27 Hz con una amplitud de 2 mm). Después de 25 min. calentamiento estándar, se informó a los esgrimidores sobre la prueba y se realizaron tres pruebas de reacción repetidas para proporcionar familiarización. Los esgrimidores comenzaron la prueba de reacción en la posición estándar de protección de esgrima. De acuerdo con cinco señales que vienen a intervalos de dos a cinco segundos desde el monitor objetivo, los esgrimistas hicieron un toque al doblarse (atacar). La prueba del tiempo de reacción tuvo cinco ensayos. Se compararon los valores promedio de tiempo de reacción pre-vibración y post-vibración. El tiempo de reacción visual medido antes de la vibración fue significativamente mayor que el medido después de la vibración (p <0.001). El ejercicio de vibración local aguda aplicado a los esgrimidores acortó el tiempo de reacción visual. Dado que la vibración puede mejorar la RT, el uso de la vibración en el entrenamiento tiene el potencial de proporcionar una ventaja a los esgrimidores

Actividad física y niveles de condición física de los estudiantes del Departamento de Educación Física y Deportes durante la graduación

This study aimed to compare physical activity and fitness of physical education and sports teacher department students and investigate the relationship between physical parameters and academic success. Twenty-five (12 male and 12 female) students volunteered to participate in this study. Sportive background and higher education examination points, shuttle run test scores, and academic success pieces of information of students were taken from the personal folder with the permission of faculty administration. Body composition measured via bioelectric impedance method, shuttle run test performed. Self-admitted international physical activity questionary (long form) was performed. Sportive background and higher education examination points, physical activity levels, and academic success have founded similar within both sexes. However, aerobic capacity results decreased when compared to the entrance of the college with graduation in both male and female students. Also, there was a correlation between VO2max change percentage and academic success. Requirements of physical education and sports department cannot maintain until graduation. These results indicate that there is not an impact of physical tests to graduation quantities of the physical education teacher. However, the relationship between VO2max change percentage and academic success is important indicator that active playing sports and physical activity may be beneficial. To grow up better and more quantitative physical education teachers, future studies require to investigate current physical test which performed the entrance of physical education and sports teacher education and querying that do physical tests a good method to attain requested goals.Este estudio tuvo como objetivo comparar la actividad física y el estado físico de los estudiantes del departamento de educación física y de deportes, e investigar la relación entre los parámetros físicos y el éxito académico. Veinticinco (13 hombres y 12 mujeres) se ofrecieron como voluntarios para participar en este estudio.  Se analizó la composición corporal medida a través del método de impedancia bioeléctrica, se realizó una prueba de funcionamiento de la lanzadera. Se realizó un cuestionario de actividad física internacional. Los antecedentes deportivos y los puntos de examen de educación superior, los niveles de actividad física y el éxito académico han sido similares en ambos sexos. Sin embargo, los resultados de la capacidad aeróbica disminuyeron en comparación con la entrada a la universidad con la graduación en estudiantes masculinos y femeninos. Además, hubo una correlación entre el porcentaje de cambio de VO2max y el éxito académico.  Estos resultados indican que las pruebas físicas no afectan las cantidades de graduación del maestro de educación física. Sin embargo, la relación entre el porcentaje de cambio de VO2max y el éxito académico es un indicador importante de que los deportes activos y la actividad física pueden ser beneficiosos. Para crecer mejores y más maestros de educación física cuantitativos, los estudios futuros requieren investigar las pruebas físicas actuales que realizaron la entrada de educación física y educación de maestros de deportes y consultas que hacen pruebas físicas un buen método para lograr los objetivos solicitados

8 haftalık pliyometrik ve direnç antrenmanlarının genç eskrimcilerde statik-dinamik denge ve yön değiştirme performansına etkileri

Eskrim branşının doğası gereği, yön değiştirme ofansif ve defansif aksiyonlarda sıklıkla görülmektedir ve bu yön değiştirmeler sırasında eskrimcinin dengesini koruyarak planladığı teknik hareketini en iyi bir şekilde uygulayabilmesi kazanma adına oldukça önemlidir. Bu çalışmada 8 haftalık pliyometrik ve direnç antrenman uygulamalarının genç eskrimcilerde statik-dinamik dengeleri ve yön değiştirme performansı üzerine etkileri araştırılmasıdır. Ayrıca, fonksiyonel hareket testleri uygulanarak iki farklı antrenman türünün çok yönlü fonksiyonel hareketlere etkileri de araştırılmıştır. Pliyometrik antrenman grubu on üç (15.17±1.42 yıl, 169.38±9.13 cm, 60.23±9.24 kg), direnç antrenman grubu on dört (15.35±1.89 yıl, 167.41±9.65 cm, 57.29±12.28 kg), kontrol grubu ise on bir (14.94±1.07 yıl, 164.16±7.09 cm, 55.38±7.05 kg) kişiden oluşmaktadır. Katılımcılara statik-dinamik denge testleri, 4-2-2-4 m mekik testi (yön değiştirme hızı), 7 m tekrarlı hamle testi ve fonksiyonel hareket testleri, 8 haftalık antrenmandan önce ve sonra olarak uygulanmıştır. 4-2-2-4 m mekik testi (yön değiştirme hızı), 7 m tekrarlı hamle testi ve fonksiyonel hareket testlerinde grup x zaman etkileşiminde anlamlı farklar bulunurken (p.05), denge testlerinde anlamlı bir farklılık gözlemlenmemiştir (p>.05).Due to the nature of the fencing branch, changing direction is often seen in offensive and defensive actions, and during these changes, the winner needs to be able to apply his planned technical movement while maintaining his balance. This study aims to investigate the effects of 8-week plyometric and resistance training practices on young fencers on static-dynamic balances and change of direction performance. Besides, the effects of two different training types on functional movements were investigated by applying Functional Movement Screen tests. Thirty-eight fencers were assigned to a plyometric training group (n=13, 15.17±1.42 aged, 169.38±9.13 cm, 60.23±9.24 kg), resistance training group (n=14, 15.35±1.89 aged, 167.41±9.65 cm, 57.29±12.28 kg) and control group (n=11, 14.94±1.07 yıl, 164.16±7.09 cm, 55.38±7.05 kg). Static-dynamic balance tests, 4-2-2-4 m shuttle test (change of direction speed), 7 m Repeat Lunge Ability, and Functional Movement Screen tests were applied to the participants before and after the 8-week training. There were significant differences in group x time interaction in the 4-2-2-4 m shuttle test (direction change speed), 7 m repeat move test, and functional motion tests (p .05), however, no significant differences were observed in static-dynamic balance tests (p>.05)

A COMPARISON OF TIME OF FLIGHT AND HORIZONTAL DISPLACEMENT SCORES IN TRAMPOLINE GYMNASTICS ROUTINES

In trampoline gymnastics, elements with low difficulty values are given more place in the first routines in accordance with the international competition rules. In the second routines, because the difficulty value of all the elements performed earn points for the gymnast, elements with high difficulty values are preferred. This difference may affect other score types in the routines. Accordingly, the aim of this study was to compare the time of flight and horizontal displacement scores in first and second routines. The results of the 2019-2020 Trampoline Gymnastics Turkish Championship constituted the data of the study. In both competitions, both the entire group and the female and male groups were evaluated. Except for the 2019 male horizontal displacement scores, the time of flight and horizontal displacement scores of all groups were found to be statistically significantly lower in the second routines compared with the first routines (p<0.05). According to these results, the trampoline gymnasts preferred more complex and difficult elements to obtain high difficulty scores in the second routines in accordance with the international rules, which may have caused them to achieve lower time of flight and horizontal displacement scores compared with the first routines. Trainers and gymnasts should aim to increase the difficulty score without decreasing the total score while choosing elements for second routines. To find this difficulty level, trainings and trial competitions can be performed with routines with different difficulty scores