Browsing by Author "Garrido, Nuno"
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- Air ventilation effects during the stationary roller bicycle testPublication . Brito, João; Costa, Aldo; Bento, Pedro; Garrido, Nuno; Reis, Vitor; Conceição, Ana; Louro, HugoProblem Statement: The aim of our study was to analyse the influence of body cooling through fan airflow, in acute physiological responses of elite cyclists during a maximal progressive exercise with four stages. Approach: Nine male cyclists, from the sub-23 and elite category (average age, 26.11 ± 5.11 years-old; average weight, 68.69 ± 7.28 kg; average height, 172.87 ± 3.53 cm) performed, in random order, two discontinued maximum cycling tests with progressive increments: one with fan airflow ~10km/h-1 (~3m.s-1), and the other without it, with an initial load of 150 Watts (W), and an increase of 50 Wevery 6-minute long stage, until exhaustion. In both test conditions, the heart rate (HR), oxygen consumption (VO2), blood lactate concentration [La], tympanic temperature (TT), and rating of perceived exertion (RPE), were measured. Results: When the test conditions were compared, no significant differences were found between the stages for HR and RPE. Significant differences were noted for La, only at the 4th stage of the test (p=0.008). The VO2max was significantly different between the protocols (p=0.004), with significant variations at stage 2 (p=0.033), and 3 (p=0.028). TT was significantly lower (p<0.05) during all the four stages of the protocol. With the exception of HR, all the registered maximum values were significantly different (p>0.05) between the two test conditions and were achieved in the stage in which each subject reached VO2max. Conclusions: The speed of airflow at ~10 km.h-1 does seem to induce significant variations in the acute physiological responses of elite cyclists, as seen during a discontinued maximal progressive cycling test.
- Angiotensin-converting enzyme genotype affects skeletal muscle strength in elite athletesPublication . Costa, Aldo; Silva, António; Garrido, Nuno; Louro, Hugo; Marinho, Daniel; Marques, Mário; Breitenfeld, LuisaPrevious studies have associated angiotensin-converting enzyme (ACE) D allele with variability in the skeletal muscle baseline strength, though conclusions have been inconsistent across investigations. The purpose of this study was to examine the possible association between ACE genotype and skeletal muscle baseline strength in elite male and female athletes involved in different event expertise. A group of 58 elite athletes, designated as Olympic candidates, were studied: 35 swimmers (19 males and 16 females, 18.8 ± 3.2 years) and 23 triathletes (15 males and 8 females, 18.7 ± 3.0 years). The athletes were classified as: short (≤ 200m) and middle (400m to 1500m) distance athletes, respectively. For each subject the grip strength in both hands was measure using an adjustable mechanical hand dynamometer. The maximum height in both squat jump (SJ) and counter movement jump (CMJ) were also assessed, using a trigonometric carpet (Ergojump Digitime 1000; Digitest, Jyvaskyla, Finland). DNA extraction was obtained with Chelex 100® and genotype determination by PCR-RFLP methods. Both males and females showed significantly higher right grip strength in D allele carriers compared to II homozygote’s. We found that allelic frequency differs significantly by event distance specialization in both genders (p < 0.05). In fact, sprinter D allele carriers showed the superior scores in nearly all strength measurements (p < 0.05), in both genders. Among endurance athletes, the results also demonstrated that female D allele carriers exhibited the higher performance right grip and CMJ scores (p < 0.05). In conclusion, the ACE D allele seems associated with skeletal muscle baseline strength in elite athletes, being easily identified in females.
- Can the curriculum be used to estimate critical velocity in young competitive swimmers?Publication . Costa, Aldo; Silva, António; Louro, Hugo; Reis, Victor; Garrido, Nuno; Marques, Mário; Marinho, DanielThe aims of the present study were to assess critical velocity using the swimmer curriculum in front crawl events and to compare critical velocity to the velocity corresponding to a 4 mmol·l-1 of blood lactate concentration and to the velocity of a 30 min test. The sample included 24 high level male swimmers ranged between 14 and 16 years old. For each subject the critical velocity, the velocity corresponding to a 4 mmol·l-1 of blood lactate concentration and the mean velocity of a 30 min test were determined. The critical velocity was also estimated by considering the best performance of a swimmer over several distances based on the swimmer curriculum. Critical velocity including 100, 200 and 400 m events was not different from the velocity of 4 mmol·l-1 of blood lactate concentration. Critical velocity including all the swimmer events was not different from the velocity of a 30 min test. The assessment of critical velocity based upon the swimmer curriculum would therefore seem to be a good approach to determine the aerobic ability of a swimmer. The selection of the events to be included in critical velocity assessment must be a main concern in the evaluation of the swimmer.
- Drop set versus traditional strength training protocols equated in volume on muscle thickness in womenPublication . Vilaça-Alves, José; Brito, João; Machado, Beatriz; Canário-Lemos, Rui; Moreira, Tiago; Matos, Filipe; Peixoto, Rafael; Monteiro, Gabriéla; Garrido, Nuno; Casanova, Filipe; Costa, Pablo; Reis, Victor MachadoPurpose The aim of this study was to investigate the effects of two strength training protocols, equated in volume, on the elbow flexor muscle thickness (MT) in women. Methods Twenty-seven women (mean±sd, age 21.89±2.85 years; stature,167.82±5.90 cm; body mass 63.01±7.20 kg; estimate of body fat mass, 19.19±2.88%) were divided in three experimental groups: a drop-set (DS), a traditional (TR), and a control group (CG). The CG maintained regular strength training without perform any upper body exercises. The participants performed a dumbbell biceps curl for two days per week for 12 weeks 4 sets of 3 blocks of 10 repetitions at 75%, 55%, and 35% of their 1 Repetition Maximum (RM) for the DS group, and 8 sets of 11 repetitions at 75% of the 1RM for the TR protocol. Rest interval between sets was 120 seconds for both groups. The MT was acquired in the anterior face of both upper arms at 50% and 60% of the distance between the lateral epicondyle of the humerus and the acromial process of the scapula before (T0) and after the 24 training sessions (T1). Results There was a significant increase in all MT measurements between T0 and T1for the training groups(p<0.05). In addition, significantly higher values of MT were found in the training groups compared to the control group for all local measurements in T1 (p<0.05). No significant differences were found between training the groups for MT. Conclusion It appears that both training groups (DS and TR), were effective in promoting MT of the elbow flexors muscles of young women with no differences between training strategies.
- Novas tendências para o ensino da técnica de crol. Proposta metodológicaPublication . Conceição, Ana; Garrido, Nuno; Barbosa, Tiago; Matos, Telmo; Louro, Hugo; Marinho, Daniel; Costa, Aldo; Silva, AntónioA técnica deve ser considerada como um acto motor no qual o objectivo é a produção de um determinado padrão de movimento, resultante de um processo de aprendizagem (1). Existem, como consequência, duas questões prévias que devem ser formuladas, antes da apresentação de qualquer programa de ensino/treino técnico: (i) qual o modelo técnico que se quer ver inscrito num determinado programa motor; (ii) qual a forma mais adequada de entender o processo de aprendizagem motora e desportiva, de forma a poderem ser inferidas as necessárias reflexões para a metodologia de ensino a aplicar. Com este artigo, procuramos: (i) enquadrar duma forma conceptual, quer o modelo biomecânico geral condicionante da velocidade de nado; quer o complexo sistema de investigação biomecânica nas técnicas alternadas sob a forma de princípios biomecânicos que deverão nortear a intervenção pedagógica ao nível do processo de ensino; (iii) operacionalizar estes princípios ao nível do processo de aprendizagem inicial e treino técnico da técnica de Crol.
- As técnicas alternadas em natação pura desportiva: modelo biomecânico, modelo técnico e modelo de ensinoPublication . Conceição, Ana; Garrido, Nuno; Marinho, Daniel; Costa, Aldo; Barbosa, Tiago; Reis, Vitor; Ferraz, Cristina; Silva, António; Louro, Hugoensino das técnicas de nado constitui uma etapa fundamental na formação das competências do nadador. Assim, ensinar e aperfeiçoar as técnicas de nado são actos pedagógicos que devem sempre orientar-se para a preparação do quadro de competências específicas do nadador. Importa referir, que a aprendizagem técnica, forma particular da aprendizagem motora, constitui uma complexa actividade neuromotora. Esta envolve a totalidade do sujeito num conjunto de relações circulares de assimilação-acomodação mediante as tensões do envolvimento e ulteriores adaptações consubstanciadas em níveis organizacionais de complexidade crescente e, por isso, também de competência motora crescente. Neste contexto, desempenha um papel fundamental a hierarquização destas tensões, ou estímulos, a que são submetidos os sujeitos da aprendizagem. Para que se verifique uma aprendizagem eficaz, é fundamental que no ensino de qualquer técnica de nado se estabeleça um programa de trabalho sequencialmente correcto, partindo dos elementos constituintes da técnica, e ir realizando pequenos acréscimos até se chegar à técnica global. Qualquer programa de ensino pretende estimular o desenvolvimento e aprendizagem das capacidades motoras do aluno. Para que se possa repercutir em efeitos positivos, o ensino da natação deve basear-se na sequencialização e hierarquização dos conteúdos a serem transmitidos; na quantidade de informação a transmitir; na qualidade da execução que se pretende atingir; e no envolvimento do professor/treinador no seio de todo o processo (Sarmento, 1994).
- As técnicas simultâneas em natação pura desportiva: modelo biomecânico, modelo técnico e modelo de ensinoPublication . Louro, Hugo; Garrido, Nuno; Ferraz, Cristina; Marinho, Daniel; Conceição, Ana; Tolentino, Jaime; Barbosa, Tiago; Silva, AntónioO ensino das técnicas de nado constitui uma etapa fundamental na formação das competências do nadador. Assim, ensinar e aperfeiçoar as técnicas de nado são actos pedagógicos que devem sempre orientar-se para a preparação do quadro de competências específicas do nadador. Importa, neste contexto, referir que a aprendizagem técnica, forma particular da aprendizagem motora, constitui uma complexa actividade neuro-motora que envolve a totalidade do sujeito num conjunto de relações circulares de assimilação-acomodação mediante as tensões do envolvimento e ulteriores adaptações consubstanciadas em níveis organizacionais de complexidade crescente, e por isso, também de competência motora crescente. Neste âmbito, desempenha um papel fundamental a hierarquização destas tensões, ou estímulos, a que são submetidos os sujeitos da aprendizagem.