Examinando por Autor "Ramirez-Campillo, R."
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Ítem Editorial: Training Methodology: A Multidimensional Approach for Team Sports(Frontiers Media S.A., 2022-03) Silva, A.; Afonso, J.; Sarmento, H.; Castillo, D.; Praça, G.; Raya-González, J.; Ardigò, L.; Aquino, R.; Ramirez-Campillo, R.; Knechtle, B.; Clemente, F.The theory and methodology of training combine different factors that support the coach's intervention for maximizing the athlete's performance. Among these factors can be included the testing and monitoring, the definition of targets and structure of intervention, the planning, and the intervention itself or in a larger concept a hybrid model factor supporting performance as recovery strategies, psychological interventions, nutrition, or supplementation.Ítem Effects of active exergames training on physical functional performance in older females(Universidad Catolica San Antonio Murcia, 2022-02) Hernandez-Martínez, J.; Ramirez-Campillo, R.; Álvarez, C.; Valdés-Badilla, P.; Moran, J.; Izquierdo, M.Objective: To analyze the effects of 8 weeks of an active exergames training program on walking speed, static balance, timed up-and-go test, and sit-to-stand performance in older females. Methods: Two groups of participants were formed by block-design randomization as follows: (i) control group (n=12; age, 74.1±7.9 years); (ii) 8 week exergames training group (n=13; age, 75.6±9.1 years). Training was undertaken three times per week, including athletic, bowling and table tennis exergames. Each exergame had a duration of 8 min, with 2 min of recovery between exergames. The intensity of the training sessions was controlled using the 10-point rating of perceived exertion scale. Results: Group×time interactions were observed for the 4 m walking speed test, static balance test, timed up-and-go test and the 5-repetition sit-to-stand test (all p<0.01; d=0.46–0.80). Conclusion: Exergames training improve physical functional performance in older females. These results should be considered when designing appropriate and better training programs for older adults, since active exergames training it is an affordable and low-cost alternative for community centres and preventive health units working with this population.Ítem Effects Of Jump Training On Youth Female Soccer Player’s Physical Fitness(Bentham Open, 2022) Sanchez, M.; Sanchez-Sanchez, J.; Bermejo-Martín, L.; Villa Del Bosque, M.; Moran, J.; Romero-Moraleda, B.; Ramirez-Campillo, R.Background Youth female soccer players require high muscular power to overcome their opponents. Jump training can facilitate improvements in muscular power as has been demonstrated in youth male soccer players. However, studies in female players are comparatively scarce. Objective The aim of this study was to assess the effects of a jump-training program, as compared to soccer training alone, on the physical fitness of youth female soccer players. Methods Fourteen physically active youth female soccer players (age: 16.0±2.2 years) were randomly divided into a jump-training group (n=8) or control group (n=6). Before and after a 4-week intervention period, the players were assessed with a countermovement jump (CMJ) test, multiple 4-bounds test (4BT), a 20-m sprint, maximal kicking velocity (MKV) and the Yo-Yo intermittent recovery test (level 1; Yo-Yo IR1). Results No significant changes in any of the dependent variables were noted in the control group, although small effect sizes were observed in CMJ (ES=0.33) and 4BT (ES=0.27). In contrast, the jump training group achieved significant improvements in CMJ (p=0.001; ES=0.85), 4BT (p=0.002; ES=1.01) and MKV (p=0.027; ES=0.77), with small to medium effect sizes observed in the 20-m sprint (p=0.069; ES=0.59) and Yo-Yo IR1 (p=0.299; ES=0.20) tests. Conclusion Compared to regular soccer training that induced only small improvements in CMJ and 4BT, a jump training intervention resulted in small to large improvements in the physical fitness of youth female soccer players with changes seen in CMJ, 4BT, 20-m sprint, MKV, and Yo-Yo IR1.Ítem Effects of Plyometric Jump Training on Measures of Physical Fitness and Sport-Specific Performance of Water Sports Athletes: A Systematic Review with Meta-analysis(Springer Science and Business Media Deutschland GmbH, 2022-08) Ramirez-Campillo, R.; Perez-Castilla, A.; Thapa, R.; Afonso, J.; Clemente, F.; Colado, J.; de Villarreal, E.; Chaabene, H.Background: A growing body of literature is available regarding the effects of plyometric jump training (PJT) on measures of physical fitness (PF) and sport-specific performance (SSP) in-water sports athletes (WSA, i.e. those competing in sports that are practiced on [e.g. rowing] or in [e.g. swimming; water polo] water). Indeed, incoherent findings have been observed across individual studies making it difficult to provide the scientific community and coaches with consistent evidence. As such, a comprehensive systematic literature search should be conducted to clarify the existent evidence, identify the major gaps in the literature, and offer recommendations for future studies. Aim: To examine the effects of PJT compared with active/specific-active controls on the PF (one-repetition maximum back squat strength, squat jump height, countermovement jump height, horizontal jump distance, body mass, fat mass, thigh girth) and SSP (in-water vertical jump, in-water agility, time trial) outcomes in WSA, through a systematic review with meta-analysis of randomized and non-randomized controlled studies. Methods: The electronic databases PubMed, Scopus, and Web of Science were searched up to January 2022. According to the PICOS approach, the eligibility criteria were: (population) healthy WSA; (intervention) PJT interventions involving unilateral and/or bilateral jumps, and a minimal duration of ≥ 3 weeks; (comparator) active (i.e. standard sports training) or specific-active (i.e. alternative training intervention) control group(s); (outcome) at least one measure of PF (e.g. jump height) and/or SSP (e.g. time trial) before and after training; and (study design) multi-groups randomized and non-randomized controlled trials. The Physiotherapy Evidence Database (PEDro) scale was used to assess the methodological quality of the included studies. The DerSimonian and Laird random-effects model was used to compute the meta-analyses, reporting effect sizes (ES, i.e. Hedges’ g) with 95% confidence intervals (95% CIs). Statistical significance was set at p ≤ 0.05. Certainty or confidence in the body of evidence for each outcome was assessed using Grading of Recommendations Assessment, Development, and Evaluation (GRADE), considering its five dimensions: risk of bias in studies, indirectness, inconsistency, imprecision, and risk of publication bias. Results: A total of 11,028 studies were identified with 26 considered eligible for inclusion. The median PEDro score across the included studies was 5.5 (moderate-to-high methodological quality). The included studies involved a total of 618 WSA of both sexes (330 participants in the intervention groups [31 groups] and 288 participants in the control groups [26 groups]), aged between 10 and 26 years, and from different sports disciplines such as swimming, triathlon, rowing, artistic swimming, and water polo. The duration of the training programmes in the intervention and control groups ranged from 4 to 36 weeks. The results of the meta-analysis indicated no effects of PJT compared to control conditions (including specific-active controls) for in-water vertical jump or agility (ES = − 0.15 to 0.03; p = 0.477 to 0.899), or for body mass, fat mass, and thigh girth (ES = 0.06 to 0.15; p = 0.452 to 0.841). In terms of measures of PF, moderate-to-large effects were noted in favour of the PJT groups compared to the control groups (including specific-active control groups) for one-repetition maximum back squat strength, horizontal jump distance, squat jump height, and countermovement jump height (ES = 0.67 to 1.47; p = 0.041 to < 0.001), in addition to a small effect noted in favour of the PJT for SSP time-trial speed (ES = 0.42; p = 0.005). Certainty of evidence across the included studies varied from very low-to-moderate.Ítem Effects of traditional strength training versus jump training on muscular fitness among physically inactive and sedentary young adults(Bentham Science Publishers, 2020) Torres-Banduc, M.; Ramirez-Campillo, R.; García-Pinillos, F.; García-Hermoso, A.; Moran, J.; Jerez-Mayorga, D.Background: The effects of Traditional Resistance Training (TRT) and Plyometric Jump Training (PJT) had never been compared in participants that are both sedentary and physically inactive. Results derived from such research may allow important practical applications. Objective: The aim of this study was to compare the effects of 4-weeks of TRT versus PJT programs on the muscular fitness of sedentary and physically inactive participants. Methods: Baseline and follow-up tests included the assessment of Squat Jump (SJ), Countermovement Jump (CMJ), elastic index, and maximal strength of the knee extensors (MVS). Males and females (age range, 18-29 years) were randomly assorted into a control group (CG, n=11), TRT (n=8), and PJT groups (n=9). The TRT program emphasized slow-speed movements with free weights. The PJT program emphasized high-speed jump movements without external loads. Both TRT and PJT sessions lasted 30-minutes. Dependent variables were analyzed in separate three (Groups) × two (Time: pre, post) ANOVA, with Bonferroni-adjusted α (p<0.05). Results: Main effects of time (all p<0.05) were observed for SJ (ηp 2 = 0.51), CMJ (ηp 2 = 0.33), and MVS (ηp 2 = 0.33). Post-hoc analyses revealed similar significant (all p<0.05) improvements in the TRT and PJT groups for SJ (∆, 95%CL, 9.0-22.5%), CMJ (∆, 95%CL, 11.7-24.4%), and MVS (∆, 95%CL, 5.8-21.3%). No significant changes were observed in the control group. No changes were observed for the elastic index. Conclusion: In otherwise healthy participants that are both physically inactive and sedentary, both TRT and PJT protocols are equally effective in improving the muscular fitness.Ítem Intercultural training and attitudes of physical education teachers towards immigrant students in Chile: A multi-stakeholder perspective(Elsevier, 2024-10) Carter-Thuillier, B.; López-Pastor, V.; Gallardo-Fuentes, F.; Ramirez-Campillo, R.; del Río-Soto, C.; Sortwell, A.The number of immigrant students has significantly increased in Chile over the past decade; this has posed new challenges for teacher education in the field of Physical Education (PE), especially in the southern macrozone of the country, where there have historically been tensions related to the recognition of cultural diversity within schools. The present study was conducted in three university campuses in the southern macrozone of Chile. The study aimed to answer the following questions: (a) What are the attitudes towards immigrant K-12 students of pre-service PE teachers, their university professors and the PE teachers who guide their practicum experiences in the placement schools?; (b) What are the perceptions of immigrant K-12 students and their parents regarding the attitudes toward foreign pupils of pre-service (who undergo practicum experience in schools) and PE in-service school teachers (who guide and give feedback on the practicum)?; (c) What are the differences and similarities between the perceptions of all stakeholders (PE in-service and pre-service teachers, their professors, immigrant K-12 students and their parents) about the effectiveness and appropriateness of university strategies preparing future PE teachers to engage with in intercultural contexts? University professors, pre-service PE teachers, and in-service PE teachers display positive attitudes towards interculturality, defined as the presence of K-12 immigrant students in schools. However, significative differences in attitudes exist between those responsible for their teacher education (university professors and in-service PE school teachers). Some K-12 immigrant students and their parents hold a critical perspective toward in-service PE school teachers (both pre-service and in-service), primarily because they perceive a lack of cultural inclusion within the classroom. There is a consensus among the majority of participants regarding the necessity to enhance teacher education concerning interculturality.