Progressive resistance training and stretching following surgery for breast cancer: study protocol for a randomised controlled trial

Background: Currently 1 in 11 women over the age of 60 in Australia are diagnosed with breast cancer. Following treatment, most breast cancer patients are left with shoulder and arm impairments which can impact significantly on quality of life and interfere substantially with activities of daily living. The primary aim of the proposed study is to determine whether upper limb impairments can be prevented by undertaking an exercise program of prolonged stretching and resistance training, commencing soon after surgery. Methods/design: We will recruit 180 women who have had surgery for early stage breast cancer to a multicenter single-blind randomized controlled trial. At 4 weeks post surgery, women will be randomly assigned to either an exercise group or a usual care ( control) group. Women allocated to the exercise group will perform exercises daily, and will be supervised once a week for 8 weeks. At the end of the 8 weeks, women will be given a home-based training program to continue indefinitely. Women in the usual care group will receive the same care as is now typically provided, i.e. a visit by the physiotherapist and occupational therapist while an inpatient, and receipt of pamphlets. All subjects will be assessed at baseline, 8 weeks, and 6 months later. The primary measure is arm symptoms, derived from a breast cancer specific questionnaire (BR23). In addition, range of motion, strength, swelling, pain and quality of life will be assessed. Discussion: This study will determine whether exercise commencing soon after surgery can prevent secondary problems associated with treatment of breast cancer, and will thus provide the basis for successful rehabilitation and reduction in ongoing problems and health care use. Additionally, it will identify whether strengthening exercises reduce the incidence of arm swelling. Trial Registration: The protocol for this study is registered with the Australian Clinical Trials Registry (ACTRN012606000050550).

High- and low-volume resistance training similarly enhances functional performance in older adults

It is well known that resistance training improves muscle strength in older adults and may enhance or preserve functional performance. However, it is unclear if the volume of work undertaken in the elderly alters the response in functional performance. PURPOSE: To investigate the effect of a high- versus low-volume resistance training program on functional performance in older adults. METHODS: Thirty-two healthy men and women aged 65-78 years were randomly assigned to either a single-set (SS, n = 16) or 3-set (MS, n = 16) progressive resistance training program for 20 weeks. Groups trained 2 days per week using machine weights at 8 repetitions maximum (8-RM) for 7 upper and lower body exercises. Muscle strength was assessed by the 1-RM and functional performance by a battery of tests (repeated chair rise, usual and fast 6-m walk, 6-m backwards walk, floor rise to standing, stair climb, and 400-m walk time). RESULTS: Twenty-eight subjects completed the study. There was no difference between groups at baseline in muscle strength or functional performance. Whole body muscle strength significantly increased in both groups with greater gains in the 3-set group (MS 32.9 ± 3.1%; SS 18.6 ± 2.7%, mean ± SE; P < 0.01). Significant improvement (time effect, P < 0.01) occurred for both groups in the chair rise (MS 13.6 ± 3.2%; SS 10.2 ± 3.0%), 6-m backwards walk (MS 14.9 ± 3.3%; SS 14.3 ± 4.2%), stair climb (MS 6.4 ± 2.8%; SS 7.7 ± 3.1%) and 400-m walk (MS 7.4 ± 1.4%; SS 3.9 ± 1.2%). There were no interaction (group × time) effects for functional performance and no differences by sex. CONCLUSION: Resistance training that utilizes either a singleset or 3-set regimen may significantly and similarly improve functional performance in community-dwelling older adults. Enhancement of functional performance may prolong independence and improve quality of life. ©2004The American College of Sports Medicine

The information specialist in the clinical team: Building expertise in evidence-based healthcare

The Clinician Development Program (CDP) is an initiative of Queensland Health’s Quality Improvement and Enhancement Program. At the Royal Brisbane & Royal Women's Hospital Health Service Districts, evidence-base practice (EBP) is an important CDP area in which several projects were carried out in 2002. This paper describes one such project. A medical librarian was invited to accompany the clinical team on morning rounds in the Medical Assessment & Planning Unit (MAPU). The librarian conducted information skills training in the ward and helped clinicians to answer questions directly related to patient care. Questions not answered during the round were followed-up, usually within 48 hours, and responses emailed to the consultant who led the rounds. At the project’s conclusion the librarian was invited to continue as a member of the MAPU clinical team, thus acknowledging the valuable role an information specialist can play in incorporating research evidence into patient care. Clinical librarianship (CL) creates a space, albeit a contentious one, for the health librarian at the bedside. This paper describes an Australian CL project and attempts to demystify the role of an information specialist in EBP. It also highlights some of the challenges facing librarians and clinicians attempting to embed EBP in clinical settings.

Hidden in plain sight:low-literacy adults in a developed country overcoming social and educational challenges through mobile learning support tools

Illiteracy is often associated with people in developing countries. However, an estimated 50 % of adults in a developed country such as Canada lack the literacy skills required to cope with the challenges of today's society; for them, tasks such as reading, understanding, basic arithmetic, and using everyday items are a challenge. Many community-based organizations offer resources and support for these adults, yet overall functional literacy rates are not improving. This is due to a wide range of factors, such as poor retention of adult learners in literacy programs, obstacles in transferring the acquired skills from the classroom to the real life, personal attitudes toward learning, and the stigma of functional illiteracy. In our research we examined the opportunities afforded by personal mobile devices in providing learning and functional support to low-literacy adults. We present the findings of an exploratory study aimed at investigating the reception and adoption of a technological solution for adult learners. ALEX© is a mobile application designed for use both in the classroom and in daily life in order to help low-literacy adults become increasingly literate and independent. Such a solution complements literacy programs by increasing users' motivation and interest in learning, and raising their confidence levels both in their education pursuits and in facing the challenges of their daily lives. We also reflect on the challenges we faced in designing and conducting our research with two user groups (adults enrolled in literacy classes and in an essential skills program) and contrast the educational impact and attitudes toward such technology between these. Our conclusions present the lessons learned from our evaluations and the impact of the studies' specific challenges on the outcome and uptake of such mobile assistive technologies in providing practical support to low-literacy adults in conjunction with literacy and essential skills training. © 2013 Her Majesty the Queen in Right of Canada.

Tale of two studies:challenges in field research with low-literacy adult learners in a developed country

Efforts to address the problems of literacy are often focused on developing countries. However, functional illiteracy is a challenge encountered by up to 50% of adults in developed countries. In this paper we reflect on the challenges we faced in trying to design and study the use of a mobile application to support adult literacy with two user groups: adults enrolled in literacy classes and carpenters without a high school education enrolled in an essential skills program. We also elaborate on aspects of the evaluations that are specific to a marginalized, functionally illiterate, group in a developed country - aspects that are less frequently present in similar studies of mobile literacy support technologies in developing countries. We conclude with presenting the lessons learnt from our evaluations and the impact of the studies' specific challenges on the outcome and uptake of such mobile assistive technologies in providing practical support to low-literacy adults in conjunction with literacy and essential skills training.

A New Approach Model in Post Graduate Training of Local Government Officers

In 2013-15 there was a new type of post graduate training elaborated and piloted in Hungary at the Institute of Executive Training and Continuing Education (VTKI) within the National University of Public Service (NKE). Although the pilot financed by the State Administration Reform Operative Program (ÁROP) had not lacked the previously established attempts to include interactivity in the training, it was the first to observe and apply the actual principles of the European Union 2020 expressed in the threefold criteria of economic growth: smartness, sustainability and inclusiveness. All of them are represented by a pillar of the program like e-learning, class training and field training with the inclusion of local society. According to the objectives of the program there were at least 10 thousand attendees from the civil service sphere set as project indicators, so it has been a large scale training program that took place in 2014 in Hungary. The following article shows the innovations included in this new approach model of post graduate training civil servants.

An empirical study of Kirkpatrick's evaluation model in the hospitality industry

This study examined Kirkpatrick’s training evaluation model (Kirkpatrick & Kirkpatrick, 2006) by assessing a sales training program conducted at an organization in the hospitality industry. The study assessed the employees’ training outcomes of knowledge and skills, job performance, and the impact of the training upon the organization. By assessing these training outcomes and their relationships, the study demonstrated whether Kirkpatrick’s theories are supported and the lower evaluation levels can be used to predict organizational impact. The population for this study was a group of reservations sales agents from a leading luxury hotel chain’s reservations center. During the study period from January 2005 to May 2007, there were 335 reservations sales agents employed in this Global Reservations Center (GRC). The number of reservations sales agents who had completed a sales training program/intervention during this period and had data available for at least two months pre and post training composed the sample for this study. The number of agents was 69 ( N = 69). Four hypotheses were tested through paired-samples t tests, correlation, and hierarchical regression analytic procedures. Results from the analyses supported the hypotheses in this study. The significant improvement in the call score supported hypothesis one that the reservations sales agents who completed the training improved their knowledge of content and required skills in handling calls (Level 2). Hypothesis two was accepted in part as there was significant improvement in call conversion, but there was no significant improvement of time usage. The significant improvement in the sales per call supported hypothesis three that the reservations agents who completed the training contributed to increased organizational impact (Level 4), i.e., made significantly more sales. Last, findings supported hypothesis four that Level 2 and Level 3 variables can be used for predicting Level 4 organizational impact. The findings supported the theory of Kirkpatrick’s evaluation model that in order to expect organizational results, a positive change in behavior (job performance) and learning must occur. The examinations of Levels 2 and 3 helped to partially explain and predict Level 4 results.

Characteristics of the Commission on Accreditation of Allied Health Education Programs or National Athletic Trainers' Association -accredited athletic training programs associated with first -attempt passing rates on the NATABOC examination

Athletic training is an allied health profession recognized by the American Medical Association requiring certification by examination. There are two routes towards certification as an athletic trainer: attending a university with an accredited athletic training program or with an internship program By 2004, the only route towards certification will be by attending a Commission on Accreditation of Allied Health Education Programs (CAAHEP) or National Athletic Trainers' Association (NATA) accredited athletic training program. CAAHEP looks at passing rates on the NATA Board of Certification (NATABOC) examination when granting accreditation. This study examined characteristics of programs associated with first time passing rates. ^ Directors from 39 CAAHEP or NATA accredited athletic training programs completed a descriptive 17-question survey regarding academic characteristics, faculty characteristics, and program characteristics. Analysis used Spearman's rho correlation coefficient, with significance of p = <.05. Four program directors were interviewed to gather additional insight. ^ There were three program characteristics that showed a significant positive association with first attempt passing rates: the number of full-time and part-time approved clinical instructors (ACIs), and the number of students in the program. Further investigation found a statistically significant association between a low ratio of ACIs to athletic training students and first time passing rates. ACIs are certified athletic trainers (ATCs) who have received special training in order to supervise athletic training students. CAAHEP mandates a 1:8 ratio of ATCs to athletic training student. This study showed that a smaller ratio of ATC to student in combination with ACI training was significantly associated with higher first time passing rates. The number of courses above the required 13 delineated by the Education Council showed a significant negative association with first attempt passing rates. ^ Universities seeking or maintaining accreditation should incorporate characteristics associated with a higher passing rate on the NATABOC examination. Characteristics include utilizing a large number of full-time and part-time ACIs, admitting a large number of students into the program while maintaining a low ACI to athletic training student ratio, and offering curricula that focuses on the 13 courses that have been deemed relevant to the athletic training curriculum by the Education Council. ^

A criança com transtorno do espectro autista (TEA) e o professor: uma proposta de intervenção baseada na experiência de aprendizagem mediada (EAM)

The presence of students with Autism Spectrum Disorder (ASD) in regular schools has increased and with it, the need to develop interventional strategies that enhance their learning. One of the tools that can facilitate this process is Mediated Learning, defined as an interaction style where the teacher selects, modifies, enhances, and interprets environmental stimuli in order to promote student learning. In recent years several studies have used the Mediated Learning Experience Scale (MLE; Lidz, 1991) as a tool to assess the mediator behavior. These studies have suggested that the EAM Scale can provide important guidelines for planning educational interventions, particularly those involving students with special needs. In order to extend these findings, this study aimed to evaluate the effects of an intervention based on the Mediated Learning Experience on social / academic skills of a child with ASD, enrolled in the 4th grade of a regular elementary school. This collaborative study was held in the city of Parnamirim, state of Rio Grande do Norte, in 2014. A 9-year old boy with ASD and his teacher participated in the study. The research used a quasi-experimental A-B design (baseline and treatment) to evaluate the teacher's behavior. Qualitative procedures were also used to analyze the dyad´s responses. Teacher and student behaviors were observed in three school routines during baseline. Based on the results of this phase, a training program was designed for the teacher. Dyad behavior was analyzed again after training in the same routines. The results of this phase showed qualitative and quantitative changes in levels of teacher mediation. Additionally, data indicated that the child enhanced his social and academic skills during the intervention.

Postnatal pelvic floor muscle training for preventing and treating urinary incontinence : where do we stand?

Purpose of review: Postnatal pelvic floor muscle training aims to rehabilitate the pelvic floor muscles. To be effective, a certain exercise dosage must be respected. Recent trials evaluated the effect of different programs on prevention/treatment of urinary incontinence immediately after delivery and in treatment of persistent incontinence. Recent findings: Only three systematic reviews, six trials, and four follow-up studies have been published in the past two decades. High heterogeneity in postnatal pelvic floor muscle training programs is observed throughout the literature, making comparisons difficult. In the prevention/treatment of postnatal urinary incontinence immediately after delivery and in persistent incontinence, supervised intensive programs prove more effective than standard postnatal care. Longer-term results have yet to show advantages for postnatal training programs. Summary: Although a certain exercise dosage must be respected for a postnatal pelvic floor muscle training program to be effective, a few randomized controlled trials present such dosage. Randomized controlled trials should study the effect of supervised, intensive training protocols with adherence aids. As standard care does not seem to reduce the prevalence of postnatal urinary incontinence, obstetrics services must address delivery of postnatal pelvic floor muscle training.

Expertise sportive et entraînement perceptivo-cognitif de l’athlète

Pour être performant au plus haut niveau, les athlètes doivent posséder une capacité perceptivo-cognitive supérieure à la moyenne. Cette faculté, reflétée sur le terrain par la vision et l’intelligence de jeu des sportifs, permet d’extraire l’information clé de la scène visuelle. La science du sport a depuis longtemps observé l’expertise perceptivo-cognitive au sein de l’environnement sportif propre aux athlètes. Récemment, des études ont rapporté que l’expertise pouvait également se refléter hors de ce contexte, lors d’activités du quotidien par exemple. De plus, les récentes théories entourant la capacité plastique du cerveau ont amené les chercheurs à développer des outils pour entraîner les capacités perceptivo-cognitives des athlètes afin de les rendre plus performants sur le terrain. Ces méthodes sont la plupart du temps contextuelles à la discipline visée. Cependant, un nouvel outil d’entraînement perceptivo-cognitif, nommé 3-Dimensional Multiple Object Tracking (3D-MOT) et dénué de contexte sportif, a récemment vu le jour et a fait l’objet de nos recherches. Un de nos objectifs visait à mettre en évidence l’expertise perceptivo-cognitive spécifique et non-spécifique chez des athlètes lors d’une même étude. Nous avons évalué la perception du mouvement biologique chez des joueurs de soccer et des non-athlètes dans une salle de réalité virtuelle. Les sportifs étaient systématiquement plus performants en termes d’efficacité et de temps de réaction que les novices pour discriminer la direction du mouvement biologique lors d’un exercice spécifique de soccer (tir) mais également lors d’une action issue du quotidien (marche). Ces résultats signifient que les athlètes possèdent une meilleure capacité à percevoir les mouvements biologiques humains effectués par les autres. La pratique du soccer semble donc conférer un avantage fondamental qui va au-delà des fonctions spécifiques à la pratique d’un sport. Ces découvertes sont à mettre en parallèle avec la performance exceptionnelle des athlètes dans le traitement de scènes visuelles dynamiques et également dénuées de contexte sportif. Des joueurs de soccer ont surpassé des novices dans le test de 3D-MOT qui consiste à suivre des cibles en mouvement et stimule les capacités perceptivo-cognitives. Leur vitesse de suivi visuel ainsi que leur faculté d’apprentissage étaient supérieures. Ces résultats confirmaient des données obtenues précédemment chez des sportifs. Le 3D-MOT est un test de poursuite attentionnelle qui stimule le traitement actif de l’information visuelle dynamique. En particulier, l’attention sélective, dynamique et soutenue ainsi que la mémoire de travail. Cet outil peut être utilisé pour entraîner les fonctions perceptivo-cognitives des athlètes. Des joueurs de soccer entraînés au 3D-MOT durant 30 sessions ont montré une amélioration de la prise de décision dans les passes de 15% sur le terrain comparés à des joueurs de groupes contrôles. Ces données démontrent pour la première fois un transfert perceptivo-cognitif du laboratoire au terrain suivant un entraînement perceptivo-cognitif non-contextuel au sport de l’athlète ciblé. Nos recherches aident à comprendre l’expertise des athlètes par l’approche spécifique et non-spécifique et présentent également les outils d’entraînements perceptivo-cognitifs, en particulier le 3D-MOT, pour améliorer la performance dans le sport de haut-niveau.

Postnatal pelvic floor muscle training for preventing and treating urinary incontinence : where do we stand?

Purpose of review: Postnatal pelvic floor muscle training aims to rehabilitate the pelvic floor muscles. To be effective, a certain exercise dosage must be respected. Recent trials evaluated the effect of different programs on prevention/treatment of urinary incontinence immediately after delivery and in treatment of persistent incontinence. Recent findings: Only three systematic reviews, six trials, and four follow-up studies have been published in the past two decades. High heterogeneity in postnatal pelvic floor muscle training programs is observed throughout the literature, making comparisons difficult. In the prevention/treatment of postnatal urinary incontinence immediately after delivery and in persistent incontinence, supervised intensive programs prove more effective than standard postnatal care. Longer-term results have yet to show advantages for postnatal training programs. Summary: Although a certain exercise dosage must be respected for a postnatal pelvic floor muscle training program to be effective, a few randomized controlled trials present such dosage. Randomized controlled trials should study the effect of supervised, intensive training protocols with adherence aids. As standard care does not seem to reduce the prevalence of postnatal urinary incontinence, obstetrics services must address delivery of postnatal pelvic floor muscle training.

Multiple training interventions significantly improve reproducibility of PET/CT-based lung cancer radiotherapy target volume delineation using an IAEA study protocol

BACKGROUND AND PURPOSE: To assess the impact of a standardized delineation protocol and training interventions on PET/CT-based target volume delineation (TVD) in NSCLC in a multicenter setting.

MATERIAL AND METHODS: Over a one-year period, 11 pairs, comprised each of a radiation oncologist and nuclear medicine physician with limited experience in PET/CT-based TVD for NSCLC from nine different countries took part in a training program through an International Atomic Energy Agency (IAEA) study (NCT02247713). Teams delineated gross tumor volume of the primary tumor, during and after training interventions, according to a provided delineation protocol. In-house developed software recorded the performed delineations, to allow visual inspection of strategies and to assess delineation accuracy.

RESULTS: Following the first training, overall concordance indices for 3 repetitive cases increased from 0.57±0.07 to 0.66±0.07. The overall mean surface distance between observer and expert contours decreased from -0.40±0.03 cm to -0.01±0.33 cm. After further training overall concordance indices for another 3 repetitive cases further increased from 0.64±0.06 to 0.80±0.05 (p=0.01). Mean surface distances decreased from -0.34±0.16 cm to -0.05±0.20 cm (p=0.01).

CONCLUSION: Multiple training interventions improve PET/CT-based TVD delineation accuracy in NSCLC and reduces interobserver variation.

Évolution des aptitudes physiques et motrices d’élèves-athlètes inscrits dans un programme de spécialisation sportive et d’élèves-athlètes inscrits dans un programme de diversification sportive.

Résumé : L’entrainement sportif est « un processus de perfectionnement de l’athlète dirigé selon des principes scientifiques et qui, par des influences planifiées et systématiques (charges) sur la capacité de performance, vise à mener le sportif vers des performances élevées et supérieures dans un sport ou une discipline sportive » (Harre, 1982). Un entrainement sportif approprié devrait commencer dès l’enfance. Ainsi, le jeune sportif pourrait progressivement et systématiquement développer son corps et son esprit afin d’atteindre l’excellence sportive (Bompa, 2000; Weineck, 1997). Or plusieurs entraineurs, dans leur tentative de parvenir à des résultats de haut niveau rapidement, exposent les jeunes athlètes à une formation sportive très spécifique et rigoureuse, sans prendre le temps de développer convenablement les aptitudes physiques et motrices et les habiletés motrices fondamentales sous-jacentes aux habiletés sportives spécifiques (Bompa, 2000), d’où l’appellation « spécialisation hâtive ». Afin de contrer les conséquences néfastes de la spécialisation hâtive, de nouvelles approches d’entrainement ont été proposées. Une des façons d’y arriver consisterait notamment à pratiquer différents sports en bas âge (Fraser-Thomas, Côté et Deakin, 2008; Gould et Carson, 2004; Judge et Gilreath, 2009; LeBlanc et Dickson, 1997; Mostafavifar, Best et Myer, 2013), d’où l’appellation « diversification sportive ». Plusieurs organisations sportives et professionnelles ont décidé de valoriser et de mettre en place des programmes basés sur la diversification sportive (Kaleth et Mikesky, 2010). C’est donc à la suite d’une prise de conscience des effets néfastes de la spécialisation hâtive que des professionnels de l’activité physique d’une école secondaire du Québec (éducateur physique, kinésiologue et agent de développement sportif) ont mis en place un programme multisports-études novateur au premier cycle du secondaire, inspiré des sciences du sport et des lignes directrices du modèle de développement à long terme de l’athlète (DLTA) (Balyi, Cardinal, Higgs, Norris et Way, 2005). Le présent projet de recherche porte sur le développement des aptitudes physiques et motrices chez de jeunes sportifs inscrits à un programme de spécialisation sportive et de jeunes sportifs inscrits à un programme de diversification sportive à l’étape « S’entrainer à s’entrainer » (12 à 16 ans) du modèle de développement à long terme de l’athlète (Balyi et al., 2005). L’objectif principal de cette étude est de rendre compte de l’évolution des aptitudes physiques et motrices de jeunes élèves-athlètes inscrits, d’une part, à un programme sport-études soccer (spécialisation) et, d’autre part, à un programme multisports-études (diversification). Plus spécifiquement, cette étude tente de (a) dresser un portrait détaillé de l’évolution des aptitudes physiques et motrices des élèves-athlètes de chaque programme et de faire un parallèle avec la planification annuelle de chaque programme sportif et (b) de rendre compte des différences d’aptitudes physiques et motrices observées entre les deux programmes. Le projet de recherche a été réalisé dans une école secondaire de la province de Québec. Au total, 53 élèves-athlètes de première secondaire ont été retenus pour le projet de recherche selon leur volonté de participer à l’étude, soit 23 élèves-athlètes de première secondaire inscrits au programme sport-études soccer et 30 élèves-athlètes de première secondaire inscrits au programme multisports-études. Les élèves-athlètes étaient tous âgés de 11 à 13 ans. Treize épreuves standardisées d’aptitudes physiques et motrices ont été administrées aux élèves-athlètes des deux programmes sportifs en début, en milieu et en fin d’année scolaire. Le traitement des données s’est effectué à l’aide de statistiques descriptives et d’une analyse de variance à mesures répétées. Les résultats révèlent que (a) l’ensemble des aptitudes physiques et motrices des élèves-athlètes des deux programmes sportifs se sont améliorées au cours de l’année scolaire, (b) il est relativement facile de faire un parallèle entre l’évolution des aptitudes physiques et motrices des élèves-athlètes et la planification annuelle de chaque programme sportif, (c) les élèves-athlètes du programme multisports-études ont, en général, des performances semblables à celles des élèves-athlètes du programme sport-études soccer et (d) les élèves-athlètes du programme sport-études soccer ont, au cours de l’année scolaire, amélioré davantage leur endurance cardiorespiratoire, alors que ceux du programme multisports-études ont amélioré davantage (a) leur vitesse segmentaire des bras, (b) leur agilité à l’épreuve de course en cercle et (c) leur puissance musculaire des membres inférieurs, confirmant ainsi que les aptitudes physiques et motrices développées chez de jeunes athlètes qui se spécialisent tôt sont plutôt spécifiques au sport pratiqué (Balyi et al., 2005; Bompa, 1999; Cloes, Delfosse, Ledent et Piéron, 1994; Mattson et Richards, 2010), alors que celles développées à travers la diversification sportive sont davantage diversifiées (Coakley, 2010; Gould et Carson, 2004; White et Oatman, 2009). Ces résultats peuvent s’expliquer par (a) la spécificité ou la diversité des tâches proposées durant les séances d’entrainement, (b) le temps consacré à chacune de ces tâches et (c) les exigences reliées à la pratique du soccer comparativement aux exigences reliées à la pratique de plusieurs disciplines sportives. Toutefois, les résultats obtenus restent complexes à interpréter en raison de différents biais : (a) la maturation physique, (b) le nombre d’heures d’entrainement effectué au cours de l’année scolaire précédente, (c) le nombre d’heures d’entrainement offert par les deux programmes sportifs à l’étude et (d) les activités physiques et sportives pratiquées à l’extérieur de l’école. De plus, cette étude ne permet pas d’évaluer la qualité des interventions et des exercices proposés lors des entrainements ni la motivation des élèves-athlètes à prendre part aux séances d’entrainement ou aux épreuves physiques et motrices. Finalement, il serait intéressant de reprendre la présente étude auprès de disciplines sportives différentes et de mettre en évidence les contributions particulières de chaque discipline sportive sur le développement des aptitudes physiques et motrices de jeunes athlètes.

Elaboração e aplicação de um Programa de Treino de Técnica de Pontas para os alunos do 3º ano de Dança, da Academia de Dança do Vale do Sousa, com vista à preparação de Variações de Repertório Clássico

Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do grau de Mestre em Ensino de Dança.