How triathletes mount their bikes after first transition (T1). A proposal of classification

A proposal is submit for the classification referring to the different ways in which triathletes mount their bikes to start pedalling. This action happens at the end of the transition area (T1) after having gone across on foot, with the bikes at their side, or, led across by hand, in a specific way (Fernández, Romero, Merino and April, 2015). These are unique aspects of this sport, compared to other sports in which a bike is also used. The purpose of this research was concentrates in describing and classifying the motor behaviours that occur at the end of the transition area, in front of the “judge’s line”. This study was bassed on participants of 3 Spanish Elite Championships of different distances (407 triathletes). It was filmed in the moment when they picked up their bikes, passed through the transition area and mounted their bikes. Eleven different ways were discovered on how to mount a bike when passing the judge’s line.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Kinesio taping & Síndrome femoro-patelar: una revisión sistemática

INTRODUCCIÓN: El síndrome femoro-patelar (SFP), también conocido como condromalacia rotuliana, aparece cuando existe una degeneración del cartílago rotuliano entre las superficies óseas del fémur y de la rótula. Su sintomatología característica es un dolor anterior de la rodilla que se agudiza al mover dicha articulación. OBJETIVOS: Actualizar los datos sobre la efectividad del Kinesiotaping (KT) en el tratamiento del SFP y aportar posibles pautas de aplicación del KT en el SFP. PALABRAS CLAVE: Kinesio taping, síndrome femoro-patelar, dolor. METODOLOGÍA: Se realizó una búsqueda bibliográfica hasta Junio de 2014, identificando ensayos clínicos que trataran sobre la eficacia del KT en el SFP. Las bases electrónicas consultadas fueron: Scopus, Cochrane Library, Medline, Physiotherapy Evidence Database (PEDro), Sport Discus, Embase, Web of Science, Science Direct y Scielo. Las palabras claves utilizadas fueron: (kinesio* tap* OR elastic tap* OR neuro tap* OR vendaje neuro muscular) AND (pain* OR soreness OR ache OR discomfort) AND femoro-patellar. RESULTADOS: De 159 artículos estudiados, tras eliminar duplicados y proceder a la lectura completa de los mismos, la revisión quedó finalmente reducida a 12 artículos. A continuación se detallan los resultados de algunos de los estudios: Akbas (2011)Obtuvo una disminución del dolor en el GC y en el grupo de KT a las 6 semanas. Aytar (2011)No encontró resultados significativos sobre el parámetro de intensidad del dolor. Bayrakci (2008) Hubo efecto del KT sobre los sujetos sanos pero no en los pacientes con SFP. Jancaitis(2007) Considera que el KT pueda tener un efecto placebo sobre el dolor al descender escalones. Campolo(2013)Encontró una disminución del dolor al aplicar la técnica de KT vs al no vendaje. Kuru (2012)La electroestimulación y KT mejoran el dolor de rodilla, sin ver diferencias entre grupos. Chen (2008) Encontró una disminución del dolor tras la aplicación del KT. Osorio (2012)El taping mejora la clínica del SFP, independientemente de la técnica aplicada. Chang (2012)El KT aplicado alrededor de la rodilla mejora la funcionalidad. Yang (2014)El vendaje elástico mejora el dolor y la actividad muscular en el grupo KT vs GC. Miller (2013) El KT facilita la activación muscular del glúteo medio y la estabilidad postural. Freedman (2014)El KT mejora significativamente el dolor en comparación con la aplicación placebo. DISCUSIÓN: Existe discrepancia sobre la efectividad del vendaje neuromuscular en el tratamiento del SFP. Existe un protocolo más o menos homogéneo sobre la forma de aplicación del vendaje en el SFP: el KT se aplica descendiendo de origen a inserción sobre el recto femoral con una extensibilidad de un 10%, en modo de facilitación muscular, terminando en "Y" sobre los bordes mediales rotulianos con una extensibilidad entre un 50-75% manteniendo una ligera flexión de rodilla y anclando los extremos del vendaje sin tensión. CONCLUSIONES: El vendaje neuromuscular es una novedosa herramienta terapéutica que puede usarse sola o en combinación con otras terapias, sin embargo, existen aún muchas controversias sobre su utilidad en la clínica de esta sintomatología. BIBLIOGRAFÍA: 1. Akbas E., Atay A.Ö., Yüksel Í. The effects of additional kinesio taping over exercise in the treatment of patellofemoral pain syndrome. Acta Orthopaedica et Traumatologica Turcica. 2011; 45(5):335-341. 2. Aytar A., Ozunlua N., Surenkok O., Baltacı G., Oztop P., Karatas M. Initial effects of kinesio taping in patients with patellofemoral pain syndrome: A randomized, double-blind study. Isokinetics and Exercise Science. 2011; 19:135-142. 3. Bayrakci V., Akyüz A., Önal S., Güder G., Dogan G., Teker B., ÇINAR Ö. Patellofemoral agri sendromunda kinezyo ve McConnell patellar bantlama tekniklerinin performans üzerine anlik etkilerinin karsilastirilmasi. Fizyoterapi Rehabilitasyon, 2008; 19(3):104-9. 4. Jancaitis. Short term effects of KT on symptoms of pain patellofemoral syndrome. Journal of Athletic Training. 2007; 42(2): S135. 5. Campolo M., Babu J., Dmochowska K., Scariah S., Varughese J. A comparison of two taping techniques (Kinesio and McConnell) and their effect on anterior knee pain during functional activities. The International Journal of Sports Physical Therapy. 2013; 8(2): 105-110. 6. Kuru T, Yaliman A, Dereli E. Comparison of efficiency of Kinesio® taping and electrical stimulation in patients with patellofemoral pain syndrom. Acta Orthopaedica et Traumatologica Turcica 2012; 46(5): 385-392. 7. Chen P.L., Hong W.H., Lin C.H., Chen W.C. Biomechanics Effects of Kinesio Taping for Persons with Patellofemoral Pain Syndrome during Stair Climbing. Biomed. 2008; IFMBE Proceedings 21: 395-397. 8. Osorio J et al. The effects of two therapeutic patellofemoral taping techniques on strength, endurance and pain responses. Physical Therapy in sport. 2012; 14(4): 199-206. 9. Chang L, Dong L, Hyun J, Moon L. The effects of kinesio taping on VMO and VL EMG activities during stair ascent and descent by persons with patellofemoral pain: a preliminary study. Journal of Physical Therapy Science. 2012; 24(2): 153-156. 10. Yang L, Jiang JL, Liang Q, Lei ZJ, He CQ. The effect of elastic taping on patients with patellofemoral syndrome. Journal of Sichuan University. Medical science edition. 45(1): 126-8, 141. 11. Miller J., Westrick R., Diebal A., Marks C., Gerber JP. Immediate effects of lumbopelvic manipulation and lateral gluteal kinesio taping on unilateral patellofemoral pain syndrome: a pilot study. Sports Health, 2013; 5(3):214-9. 12. Freedman S, Thein L, Rosenthal M, Wise J. Short-term effects of patellar kinesio taping on pain and hip function in patients with patellofemoral pain syndrome. Sports Physical Therapy, 2014; 6 (4): 294-300.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Gender differences and age-related changes in performance at the duathlon world champions

Analyze the differences in performance between genders, and changes in performance in age group category at Short distance during the ITU Duathlon World Championships held between 2005 and 2016.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Effects of a strength and stretching program, combined or Iisolated, on active flexibility in physical education setting.

Purpose. To examine the effects of a two-session-per-week strength and stretching program on sit and reach score among high-school students in the physical education setting. Methods. A sample of 46 high-school students (16 girls and 30 boys) aged 12-14 years from four classes were clustered and randomly assigned to a strength group (n=8), a stretching group (n=12), a strength + stretching group (n=16) or a control group (n=10). During physical education classes, the experimental students performed a 1-minute stretching, a 1-minute strength or a 2-minutes strength + stretching program twice a week a total of 20 weeks. Control students performed the same physical education classes, but they did not follow any strength and/or stretching program. Active flexibility (estimated by the classic sit-and-reach test) was assessed at the beginning and at the end of the intervention program. Results. The Wilcoxon test results showed that students that performed a combined strength and stretching program increased statistically significantly their active flexibility levels from pre-intervention to post-intervention (∆ = 1.8 ± 3.2 cm; p 0.05). Conclusiones. Since in physical education many curricular contents need to be developed each academic year and the subject is also restricted by its limited curriculum time allocation, teachers could improve students’ flexibility combining stretching and strength workout. Therefore, in addition to the improvement of students’ flexibility levels, this intervention program might permit regular development of other physical education curricular contents.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Differences according to modalities, distances and genders of how the triathletes carry their bicycles for the boxes during the first transition in the Spanish Championships

Introduction The purpose was to compare the proportion in the use (by elite or pro category) of the 4 types of hold-riding the bicycle during the transition between triathletes’ sex (men and women), distance or modality (Olympic, sprint, long and cross) at the Triathlon Spanish Championships. Method The sample was composed by 648 Spanish triathletes, participants of eight elite Spanish championship triathlon during 2016. Results Most of triathletes hold-ride the bike by the seat only while driving it (76.2%), followed by the handlebar (14.9%), seat-handlebar (7.1%) and stem styles (1.9%). The same tendency was showed within sex, category and race subcategories, except for Olympic (seat style was used for the 95% of triathletes), sprint (seat and handlebar styles were similar), and long (seat-handlebar and stem styles were equal). The results showed that there were statistically significantly differences in the proportion of triathletes that used each hold-riding of the bicycle between sex, race, and sex-race subcategories (p 0.05; Cramer´s V = 0.000-0.244). Discussion The difference between men and women is that men have twice the grip on the handlebars. The videos show that this may be because the groups of men in the boxes are greater than those of the women, and this sometimes forces them, to take the bike by the handlebar to control it better and avoid incidents. While in the Olympic, sprint and long-distance elite triathletes mostly used the seat style, and in the cross race the handlebar style.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Comparison of the effect of a Physical Education-Based Stretching Program applied during the Warm-Up, ColdDown and both periods on hamstring extensibility in Primary Schoolchildren.

Purpose. To compare the effects of a physical education-based stretching program applied during the warm-up, cold-down and both periods on hamstring extensibility in primary schoolchildren. Methods. A sample of 237 schoolchildren aged 7-12 years old (128 girls and 109 boys) from two primary school centres participated in the present study and met satisfactorily the inclusion and exclusion criteria. A cluster randomized controlled trial design was used. The classes balanced by grade were randomly assigned to the warm-up (n = 57), cold-down (n = 55), both periods (n = 61) or control groups (n = 64). During the physical education sessions, the students from the interventional groups performed a four-minute stretching program twice a week for eight weeks. The intervention program was applied during the warm-up (4 minutes), cold-down (4 minutes) and warm-up (2 minutes)-cold-down (2 minutes) for the warm-up, cold-down and both periods groups, respectively. Hamstring extensibility (estimated by the back-saver sit-and-reach test) was assessed at the beginning and at the end of the intervention program. Results. The one-way ANOVA (p 0.05). Conclusions. In order to develop students’ flexibility, PE teachers should apply stretching programs during the cold-down period. Due to the negative effect of static stretching on performance as previously found in the literature, it seems that PE teachers should improve students´ flexibility during the cool-down period of the sessions.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Physical activity and spatial use during school break times in children aged four

Poster de CongresoAnalyze quantity of physical activity and use of space during school break times according to gender, in four-year-old pupils.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Criterion-related validity of toe-touch test for estimating hamstring extensibility: A meta-analysis

The main purpose of the present meta-analysis was to examine the scientific literature on the criterion-related validity of the toe-touch test for estimating hamstring extensibility. For this purpose relevant studies were searched from five electronic databases dated up through September 2012. Primary outcomes of criterion-related validity were Pearson´s zero-order correlation coefficients (r) between the toe-touch test and hamstring extensibility criterion measure. Then, from the included studies, the Hunter-Schmidt´s psychometric meta-analysis approach was conducted to estimate population criterion-related validity of the toe-touch test. Firstly, the corrected correlation mean (rp), unaffected by sampling error and measurement error, was calculated. Subsequently, the three potential moderator variables (sex of participants, age of participants, and level of hamstring extensibility) were examined by a partially hierarchical analysis. Of the six studies included in the present meta-analysis, 12 correlations values were retrieved. The overall results showed that the toe-touch test have a moderate mean criterion-related validity for estimating hamstring extensibility (rp = 0.66, 0.54-0.79). Generally, females, children and individuals with high levels of hamstring extensibility seem to have greater mean values of criterion-related validity for estimating hamstring extensibility. However, due to the low number of r values found, the fact that almost all the 95% CIs of mean correlation coefficients were overlapped, and that criterion-related validity of the toe-touch test within each category was still heterogeneous, we should be cautious with the results of the present meta-analysis. When the use of the angular tests is limited, the toe-touch test seems to be a useful alternative to estimate hamstring extensibility.The author Daniel Mayorga-Vega is supported by a research grant from the Spanish Ministry of Education, Culture and Sport (AP2010-5905)

Effect of a physical education-based dynamic stretching program on hamstring extensibility in female high-school students

The purpose of the present study was to examine the effects of a dynamic stretching development program followed by a four-week detraining period and maintenance program on hamstring extensibility in a physical education setting. A sample of 108 female high-school students aged 16-17 years from four classes were clustered randomly and assigned to either an experimental or a control group. During physical education sessions, the experimental group students performed a dynamic stretching program twice a week for eight weeks. Subsequently, after a four-week period of detraining, the experimental group students completed a maintenance program twice a week during four weeks. The results of the two-way analysis of variance showed that the physical education-based development program significantly improved students’ hamstring extensibility (p.05), the gains obtained previously were recovered after a four-week maintenance program (p<.001). Hence, a physical education-based dynamic stretching intervention is effective in improving and maintaining hamstring extensibility among female high-school students. However, after four weeks of detraining, students’ flexibility reverts to its baseline levels. These findings could help and guide teachers to design programs that guarantee a feasible and an effective development of flexibility in a physical education setting

Efeito de um programa de força e alongamento, combinado ou isolado, na flexibilidade em ambientes de educação física. Um estudo piloto

Introduction. The purpose of this study was to examine the effects of a two-session- per-week strength and stretching program, on sit and reach score, among high-school students in the physical education setting. Methods. A sample of 75 high-school students (26 girls and 49 boys) aged 12-14 years from four classes were clustered and randomly assigned to a stretching group (n = 21), a strengthening group (n = 18), a strengthening + stretching group (n = 20) or a control group (n = 16). During physical education classes, the experimental students performed a 1-minute stretching, a 1-minute strengthening or a 1-minute strengthening + 1-minute stretching program twice a week a total of 20 weeks. Control students performed the same physical education classes, but they did not follow any strength and/or stretching program. Active flexibility (estimated by the classic sit-and-reach test) was assessed at the beginning and at the end of the intervention program. Results. The Wilcoxon test results showed that students that performed a combined strengthening and stretching program increased statistically significantly their active flexibility levels from pre- intervention to post-intervention (∆ = 1.8 ± 3.2 cm; p &amp;lt; 0.05). However, for students that performed an isolated) program and control group students statistically significant differences were not found (strengthening group, ∆ = 0.6 ± 0.7 cm; stretching group, ∆ = 0.3 ± 2.3 cm; control group, ∆ = 0.7 ± 1.5 cm; p &amp;gt; 0.05). Conclusions. Since in physical education many curricular contents need to be developed each academic year and the subject is also restricted by its limited curriculum time allocation, teachers could improve students’ flexibility combining stretching and strength workout. Therefore, in addition to the improvement of students’ flexibility levels, this intervention program might permit regular development ofother physical education curricular contents. This knowledge could help and guide teachers to design programs that guarantee a feasible and effective development of flexibility in the physical education setting.Introducción. El propósito de este estudio fue examinar los efectos de un programa de fuerza y estiramiento, de dos sesiones por semana, en las marcas del test sentarse y alcanzar entre estudiantes de secundaria en el ámbito de la educación física. Método. Una muestra de 75 estudiantes de secundaria (26 chicas y 49 chicos) de 12 a 14 años de edad pertenecientes a cuatro grupos naturales se asignaron al azar a un grupo de estiramiento (n = 21), un grupo de fortalecimiento (n = 18), un grupo de fortalecimiento + estiramiento (n = 20) o a un grupo control (n = 16). Durante las clases de educación física, los estudiantes de los grupos experimentales realizaron un programa de 1-minuto de estiramiento, de 1-minuto de fortalecimiento o de 1-minuto de fortalecimiento + 1-minuto de estiramiento dos veces por semana, un total de 20 semanas. Los estudiantes de grupo control realizaron las mismas clases de educación física, pero no siguieron ningún programa de fortalecimiento y/o estiramiento. La flexibilidad activa (estimada por la prueba clásica de sentarse y alcanzar) se evaluó al principio y al final del programa de intervención. Resultados. Los resultados de la prueba de Wilcoxon mostraron que los estudiantes que realizaron un programa combinado de fortalecimiento y estiramiento aumentaron estadísticamente de manera significativa sus niveles de flexibilidad activa desde la pre-intervención hasta la post-intervención (∆ = 1,8 ± 3,2 cm; p &amp;lt; 0,05). Sin embargo, para los estudiantes que realizaron un programa aislado) y los estudiantes del grupo de control no se encontraron diferencias estadísticamente significativas (grupo de fortalecimiento, ∆ = 0,6 ± 0,7 cm; grupo de estiramiento, ∆ = 0,3 ± 2,3 cm; grupo control, ∆ = 0,7 ± 1,5 cm; p &amp;gt; 0,05). Conclusiones. Dado que en la educación física es necesario desarrollar muchos contenidos curriculares cada año académico y que la asignatura también está restringida por su limitada asignación de tiempo curricular, los profesores podrían mejorar la flexibilidad de los estudiantes combinando los estiramientos y el entrenamiento de fuerza. Por lo tanto, además de mejorar los niveles de flexibilidad de los estudiantes, este programa de intervención podría permitir el desarrollo regular de otros contenidos curriculares de educación física. Este conocimiento podría ayudar y guiar a los profesores a diseñar programas que garanticen un desarrollo factible y efectivo de la flexibilidad en el entorno de la educación física.Introdução. O objetivo deste estudo foi examinar os efeitos de um programa de força e alongamento de duas sessões por semana nos resultados dos testes de sentar e alcançar entre estudantes do ensino médio em educação física. Método. Uma amostra de 75 estudantes do ensino médio (26 meninas e 49 meninos) de 12 a 14 anos de quatro grupos naturais foram aleatoriamente designados para um grupo de alongamento (n = 21), um grupo de fortalecimento (n = 18), um grupo de fortalecimento + alongamento (n = 20) ou um grupo controle (n = 16). Durante as aulas de educação física, os alunos dos grupos experimentais realizaram um programa de 1 minuto de alongamento, 1 minuto de fortalecimento ou 1 minuto de fortalecimento + 1 minuto de alongamento duas vezes por semana, totalizando 20 semanas. Os alunos do grupo controle fizeram as mesmas aulas de educação física, mas não seguiram nenhum programa de fortalecimento e/ou alongamento. A flexibilidade ativa (avaliada pelo teste clássico de sentar e alcançar) foi avaliada no início e no final do programa de intervenção. Resultados. Os resultados do teste de Wilcoxon mostraram que os alunos que realizaram um programa combinado de fortalecimento e alongamento aumentaram estatisticamente significativamente seus níveis de flexibilidade ativa da pré-intervenção para a pós-intervenção (∆ = 1,8 ± 3,2 cm, p &lt; 0,05). No entanto, para alunos que realizaram um programa isolado) e alunos do grupo controle, não foram encontradas diferenças estatisticamente significativas (grupo fortalecimento, ∆ = 0,6 ± 0,7 cm; grupo alongamento, ∆ = 0,3 ± 2,3 cm, grupo controle, ∆ = 0,7 ± 1,5 cm, p &gt; 0,05). Conclusões. Dado que a educação física precisa desenvolver muitos conteúdos curriculares a cada ano letivo e que a disciplina também é limitada por sua alocação de tempo curricular limitada, os professores poderiam melhorar a flexibilidade dos alunos combinando alongamento e treinamento de força. Assim, além de melhorar os níveis de flexibilidade dos alunos, este programa de intervenção poderá permitir o desenvolvimento regular de outros conteúdos curriculares de educação física. Esse conhecimento pode ajudar e orientar os professores a projetar programas que garantam o desenvolvimento viável e eficaz da flexibilidade no ambiente de educação física