Percorrer por autor "Ramirez-Campillo, Rodrigo"
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- Advancing sports science and physical education research through a shared understanding of the term motor performance skills: a scoping review with content analysisPublication . Sortwell, Andrew; Behringer, Michael; Granacher, Urs; Trimble, Kevin; Forte, Pedro; Neiva, Henrique P.; Clemente-Suárez, Vicente Javier; Ramirez-Campillo, Rodrigo; Konukman, Ferman; Tufekcioglu, Ertan; Filiz, Bijen; Branquinho, Luís; Ferraz, Ricardo; Sadeghi, Hassan; Arroyo-Toledo, JaimeBackground: The inappropriate usage of terms and concepts and/or unclear definitions provided in the scientific literature hinder progress in any scientific field. This risk is especially noticeable in applied fields of research such as sports science and physical education. Objective: This study explored existing literature that uses the term 'motor performance skills' and aimed to propose a comprehensive definition to be applied in future research. Method: Following an adapted scoping approach grounded in the rapid review model, we searched electronic databases Pub-Med/Medline, Web of Science, and Scopus until February 2022. The primary demographic focus was sports science and physical education disciplines. After screening of titles and abstracts, 184 papers were identified for a full review. Twenty-two papers met the inclusion criteria from the full review and received qualitative content analysis. The qualitative content analysis focused on the elaborated qualities of the term 'motor performance skill'. Coding was used to identify and extract content, identify patterns, and observe the depth of interpretation of the term. Results: Only six papers used descriptive language, and three used explanatory language to convey aspects of the term's meaning. All included papers extrapolated or provided examples to demonstrate the term's meaning. Based on a collaborative process, the study reached a proposed definition that has the potential to be coined for the term 'motor performance skills' and used in future research. Conclusion: Thus, the current analysis revealed the need to collaboratively address the conceptual ambiguity and develop a comprehensive definition of 'motor performance skills' © 2022 Australian International Academic Centre. All rights reserved.
- Interaction of kinematic, kinetic, and energetic predictors of young swimmers’ speedPublication . Morais, J.E.; Barbosa, Tiago M.; Bragada, José A.; Ramirez-Campillo, Rodrigo; Marinho, D.A.The aim of this study was to assess the interaction of kinematic, kinetic, and energetic variables as speed predictors in adolescent swimmers in the front-crawl stroke. Design: Ten boys (mean age [SD] = 16.4 [0.7] y) and 13 girls (mean age [SD] = 14.9 [0.9] y) were assessed. Methods: The swimming performance indicator was a 25-m sprint. A set of kinematic, kinetic (hydrodynamic and propulsion), and energetic variables was established as a key predictor of swimming performance. Multilevel software was used to model the maximum swimming speed. Results: The final model identified time (estimate = −0.008, P = .044), stroke frequency (estimate = 0.718, P < .001), active drag coefficient (estimate = −0.330, P = .004), lactate concentration (estimate = 0.019, P < .001), and critical speed (estimate = −0.150, P = .035) as significant predictors. Therefore, the interaction of kinematic, hydrodynamic, and energetic variables seems to be the main predictor of speed in adolescent swimmers. Conclusions: Coaches and practitioners should be aware that improvements in isolated variables may not translate into faster swimming speed. A multilevel evaluation may be required for a more effective assessment of the prediction of swimming speed based on several key variables rather than a single analysis
- Interventions to promote the development of motor performance skills in primary school aged children with autism spectrum disorder: a systematic review and meta-analysis of controlled trialsPublication . Sortwell, Andrew; Forte, Pedro; Ramirez-Campillo, Rodrigo; Trimble, Kevin; Steel, Kylie; O’Brien, Kate; Neiva, Henrique P.; Marinho, D.A.; Ferraz, RicardoBackground: The development of proficiency in motor performance skills (MPS) builds the foundation for the complex movement skills required to participate in a range of sports and physical activities throughout the lifespan. Objective: To assess the efficacy of different intervention approaches on developing MPS proficiency in children with autism spectrum disorder (ASD) and examine the intervention factors that influence change. Method: Searches were completed in three databases (PubMed/MEDLINE, Scopus, Web of Science) up to March 2022. Only randomised controlled trials (RCTs) or controlled trials (CTs), that evaluated the effectiveness of interventions on overall MPS proficiency or specific MPS such as balance, running speed and agility, bilateral coordination, jumping, ball skills and push-ups in children (4–13 years old) were included. The DerSimonian and Laird random-effects model was used to compute the meta-analyses. The effect sizes were reported as Hedges’ g. Using a random-effects model, potential sources of heterogeneity were identified, including subgroup analyses (type of intervention), and single training factor analysis (total number of weeks, session frequency, total intervention time, total number of training sessions). In addition, a multivariate meta-regression calculation was performed for balance. The GRADE framework was applied to assess certainty of evidence. Results: Seventeen interventions (13 RCTs and 4 CTs) revealed significant differences among groups favouring the intervention group with moderate to very large effects. Significant (p < 0.05) small-to-large effects of interventions were evident on overall motor performance skills (ES = 2.43), ball skills (ES = 2.95), jumping (ES = 1.89), bilateral coordination (ES = 2.21), push-ups (ES = 1.92), balance (ES = 1.56), running speed and agility (ES = 1.31). Multivariate meta-regression for balance revealed that total sessions, total intervention time and session frequency predicted (p = 0.009, p<0.001, p = 0.036, respectively) the effects of interventions on change in balance performance. Conclusion: Structured interventions that explicitly teach traditional FMS or promote the development and learning of movement skills specifically associated with a type of physical activity or sport, effectively improve MPS in children with ASD. Education settings should implement ‘planned’ movement experiences or interventions as a strategy to promote MPS proficiency in children with ASD.
- Making neuroscience a priority in Initial teacher education curricula: a call for bridging the gap between research and future practices in the classroomPublication . Sortwell, Andrew; Evgenia, Gkintoni; Zagarella, Samuel; Granacher, Urs; Forte, Pedro; Ferraz, Ricardo; Ramirez-Campillo, Rodrigo; Carter-Thuillier, Bastian; Konukman, Ferman; Nouri, Ali; Bentley, Bernadette; Marandi, Pegah; Jemni, MonèmConstant global advancements and expanding evidence in the neuroscience of learning have provided compelling support for the inclusion of neuroscience as a crucial content priority in initial teacher education. Existing research confirms the efficacy of neurocognitive interventions for atypical and typical school-aged learners in a variety of key subject areas. Despite advances in the neuroscience of learning, the adoption of contemporary approaches and strategies that support and enhance neurocognitive development by education practitioners is yet to be the norm. Incorporating neuroscience education content, research, and practical application into initial teacher education curricula will enhance teacher preparation, leading to evidence-based education.
- A Review of the Literature for a Call for Action to Improve Muscular Fitness in School-aged Students in Physical EducationPublication . Sortwell, Andrew; Ramirez-Campillo, Rodrigo; Thapa, Rohit Kumar; Ulloa-Sánchez, Paul; Branquinho, Luís; Teixeira, José EduardoMuscular fitness (i.e., power, strength and endurance) is reported to be beneficial for children’s physical, mental, and social development, encompassing a holistic approach to student wellbeing. However, modern sedentary lifestyles have led to declines in student muscular fitness and motor skills, highlighting the need to prioritize physical activities that promote muscular fitness. Education authorities often claim that their physical education curricula are contemporary and based on recent research; however, is the prescribed curricula truly reflecting this, especially in terms of reflecting the importance of student engagement in activities that promote muscular fitness and neuromuscular development? Too often, these critical aspects are overlooked or underemphasized. This paper examines the role of physical activities that enhance muscular fitness, improving neuromuscular performance, motor skills, and physical competence in school-aged students. When performed with proper technique and supervision, muscular fitness training is safe and beneficial, improving power, strength, balance, coordination, and mental wellbeing, while boosting academic focus and fostering resilience. The paper argues for integrating activities focused on muscular fitness into physical education programs, ensuring stronger, healthier school-aged students. By addressing muscular fitness and neuromuscular development as part of the physical education curriculum, schools can better support students’ long-term health and wellbeing, supporting both physical health and mental wellbeing.