Recent acute studies have shown that high-intensity resistance circuit-based (HRC) training in hypoxia increases metabolic stress. However, no intervention studies have yet proven their effectiveness. This study aimed to analyze the effect of 8 weeks of HRC in hypoxia on aerobic performance, resting energy expenditure (REE), repeat sprint ability (RSA) and hematological variables. Twenty-eight subjects were assigned to hypoxia (FiO = 15%; HRC : n = 15; age: 24.6 ± 6.8 years; height: 177.4 ± 5.9 cm; weight: 74.9 ± 11.5 kg) and normoxia (FiO = 20.9%; HRC : n = 13; age: 23.2 ± 5.2 years; height: 173.4 ± 6.2 cm; weight: 69.4 ± 7.4 kg) groups. Each training session consisted of two blocks of three exercises (Block 1: bench press, leg extension, front pull down; 2: deadlift, elbow flexion, ankle extension). Each exercise was performed at 6 repetitions maximum. Participants exercised twice weekly for 8 weeks and before and after the training program blood test, REE, RSA and treadmill running test were performed. Fatigue index in the RSA test was significantly decreased in the HRC (-0.9%; P < .01; ES = 2.75) but not in the HRC . No changes were observed in REE and hematological variables. Absolute (4.5%; P = .014; ES = 0.42) and relative (5.2%; P = .008; ES = 0.43) maximal oxygen uptake (VO max), speed at VO max (4%; P = .010; ES = 0.25) and time to exhaustion (4.1%; P = .012; ES = 0.26) were significantly increased in HRC but not in the HRC . No significant differences between groups were found. Compared with normoxic conditions, 8 weeks of HRC training under hypoxic conditions efficiently improves aerobic performance and RSA without changes in REE and red blood O -carrying capacity.

La consecución de apoyos educativos inclusivos precisa de una respuesta a la diversidad común para todo el centro, que genere espacios que aseguren la presencia, la participación y el logro socioeducativo de todos los estudiantes. El objetivo general de este estudio es analizar cómo se desarrolla el apoyo educativo desde el marco de acción de la educación inclusiva en una comarca de la Región de Murcia. Para ello, se llevó a cabo una investigación descriptiva, no experimental y de corte mixto, a través de la utilización de un cuestionario en el que participaron 23 docentes de apoyo. Los resultados evidencian una desvinculación en las tareas del profesorado de apoyo hacia el aula ordinaria, una atención, en gran medida, individualizada y fuera del aula ordinaria hacia el alumnado que recibe apoyo, y una falta de coordinación y trabajo conjunto por parte de los docentes de apoyo y los docentes de aula ordinaria. Se concluye que la transformación de las barreras que dificultan el asentamiento de sistemas de apoyo inclusivo en facilitadores para la inclusión, pueden venir determinadas, por la existencia de un currículo más flexible, la formación docente en inclusión y la reformulación de los roles docentes hacia perfiles más colaborativos. The attainment of inclusive educational support requires a common response to diversity for the whole centre, which generates spaces that ensure the presence, participation and socio-educational achievement of all students. The general objective of this study is to analyse how educational support is developed from the framework of action of inclusive education in a territory from the Region of Murcia. For this purpose, a descriptive, non-experimental and mixed research was carried out using a questionnaire in which 23 support teachers participated. The results show a dissociation in the tasks of the support teachers towards the regular classroom, a largely individualised attention outside the regular classroom towards the students who receive support, and a lack of coordination and joint work on the part of the support teachers and the regular classroom teachers. It is concluded that the transformation of the barriers that hinder the establishment of inclusive support systems into facilitators for inclusion, can be determined by the existence of a more flexible curriculum, teacher training in inclusion and the reformulation of teaching roles towards more collaborative profiles.

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