No abstract

Listening to music during ambulatory colonoscopies decreases the level of anxiety that is inherent to the process without other anxiolytic methods.

No abstract

Vertical jump is a relevant variable in the classification of football for individuals with cerebral palsy. In this regard, the literature is limited. There are no studies assessing vertical jumping ability through kinematic methods and in more specific football game situations, such as jumps with a header. The goals of the present study were to assess how the modification of jumping conditions (without and with a header) might affect the kinematic and kinetic parameters of counter movement jumping, and whether the functional profiles of the players constrain their ability to jump vertically, both with and without a header. Thirteen male football players with cerebral palsy (27.7 ± 5.7 years old) and different functional profiles participated in this study. All the players performed ten counter movement jumps with arms swing, five headed a ball and five did not. The kinematic parameters were recorded with a 3D motion analysis system, and the kinetic parameters using a force platform. Significantly smaller angles of the hips (dg = 0.75–0.79; p < 0.01) and knees (dg = 1.04–1.15; p < 0.05), as well as greater ankle extension (dg = −0.71; p < 0.05), were observed during the eccentric phase of the jumps with a header. There were also asymmetries between legs in ankle extension during jumps with a header (dg = −1.06; p < 0.05), which could be an adjustment element for the precision of the jumps (i.e., header action). It should be mentioned that the jumping pattern could be partially affected by the functional profile of football players with cerebral palsy.

Physical education teachers play a significant role in educating students with special education needs, but they often feel frustrated and unprepared to achieve a successful inclusion process. The lack of inadequate training has proven to have an unfavorable effect on educators’ perceived competence, confidence, and attitudes when working in inclusive settings with children with disabilities. This study evaluates the effect of a training program implemented with in-service physical educators from two different regions in Spain, insular and peninsular, in order to improve their self-efficacy in including students with disabilities in physical education. A pre- vs. post-test intervention was conducted with two groups of 142 in-service physical educators with similar age and teaching experience. The intervention improved their perceived self-efficacy in including students with physical, visual, and intellectual disabilities in physical education (p < 0.01, effect sizes = large). The physical educators teaching in the insular region improved their self-efficacy to a higher extent. This study demonstrates the invariant effect of the training program in both regions, but the self-efficacy scores of the physical educators might be constrained by the contents regarding inclusion in their pre-service training, the education policies of the region where the teaching takes place or the geographical characteristics of their workplace.