El propósito de este estudio fue analizar la configuración de las representaciones sociales de los docentes del área sobre la educación física, el deporte y la recreación, del programa de licenciatura en educación básica con énfasis en educación física, recreación y deportes de la Universidad de Pamplona. El enfoque epistemológico planteado para el desarrollo de esta investigación corresponde al pragmatismo, el diseño fue el secuencial exploratorio y el método fue la teoría fundamentada. El procedimiento de la recopilación de datos e información se realizó en dos fases: Fase Cualitativa y Fase Cuantitativa. En la fase cualitativa se llevó a cabo la entrevista a profundidad, se realizaron 6 entrevistas (dos a cada docente participante de la investigación, con una diferencia entre cada una de ella de ocho (8) días), en la fase cuantitativa se llevó a cabo la encuesta y se realizaron cuarenta y cinco encuestas. Todos los documentos que resultaron de la información recopilada en la fase cualitativa fueron exportados y analizados en el programa Atlas.ti., la fase cuantitativa fue analizada por medio de un análisis de correspondencia.

BACKGROUND: Supervised strength training has been shown to promote physiological adaptations in children and youth that can be beneficial to the process of physical growth and developed, and general health status. METHODS: Sixty-three children (9.2 ± 0.5 years old) were randomly assigned to training groups: multi jumps (MJ) (n= 20), sled towing (ST) (n= 21), or uphill running (UR) (n= 22). The following tests were applied before and after each intervention: vertical jump (ABK, CMJ, SJ), standing broad jump (SBJ), velocity/agility 4 × 10 m, and 20 m sprint test (ST20m). RESULTS: After 8 weeks of training, statistically significant changes were found in all study variables for all groups, but with different effect sizes. In the ABK jump, the largest effect size was observed in UR (1.40, 0.97–1.85), while in ST and MJ it was medium (0.67, 0.44–0.98 and 0.48, 0.17–0.82, respectively). Similarly, the effect size in the SJ jump was large for the UR and ST groups (1.10, 0.78–1.51 and 1.30, 0.98–1.64, respectively) and medium in MJ (0.56, 0.24–0.97). However, the magnitude of the effect registered in SBJ was large in MJ (0.80, 0.55–1.15) and medium in UR and ST (0.56, 0.32–0.86 and 0.64, 0.42–1.013, respectively). CONCLUSIONS: All three training programs improve jumping and velocity/agility performance but based on clinical significance, UR and ST methods can be considered more efficient to improve physical performance in children.

This study aimed to compare the effects of linear periodization (LP) and undulating periodization (UP) of strength training on acceleration in skater children. Methods: Twenty-nine girls (9.67±1.29 years-old, 34.47±8.06kg, 1.39±0.13m) were distributed into two groups: linear periodization group (LPG, n=14) and undulating periodization group (UPG, n=15). Six levels of progressive training were designed based on activities such as multi-jumps, plyometrics, sled towing, and facilitated exercises. The training lasted 16 weeks, with a 1-h session on three nonconsecutive days per week. The acceleration was recorded by digital videography following the major trochanter of the femur, at four moments and under two conditions: static (SS) and dynamic start (DS) in a rectilinear path. Statistical significance was set at 5%. Results: ANOVA indicated group*moment interaction in SS and DS for velocity (F 3,81 =7.883; p<0.001; pη²=0.226; F 3,81 =2.36; p=0.078; pη²=0.08-trend, respectively) and acceleration (F 3,81 =3.96; p=0.011; pη²=0.128; F 3,81 =2.92; p=0.039; pη²=0.098, respectively). Both groups increased velocity in SS and DS (UPG/SS: 1 st =4.07, 2 nd =9.75, 3 rd =8.91, 4 th =9.25m/s; LPG/SS: 1 st =4.27, 2 nd =7.13, 3 rd =7.61, 4 th =7.99m/s; UPG/DS: 1 st =8.30, 2 nd =8.73, 3 rd =8.12, 4 th =9.27m/s; LPG/DS: 1 st =8.20, 2 nd =8.31, 3 rd =7.90, 4 th =8.96m/s) and acceleration (UPG/ SS: 1 st =2.00, 2 nd =8.69, 3 rd =4.71, 4 th =5.02m/s 2 ; LPG/SS: 1 st =2.37, 2 nd =3.39, 3 rd =3.68, 4 th =4.12m/s 2 ; UPG/DS: 1 st =1.78, 2 nd =1.97, 3 rd =1.65, 4 th =2.46m/s 2 ; LPG/DS: 1 st =1.67, 2 nd =1.70, 3 rd =1.48, 4 th =1.93m/s 2). Conclusion: Both strength training periodization protocols were effective in developing acceleration and velocity in girl skaters over 16 weeks; however, UP was more efficient than LP for improving acceleration.