RESUMO JUSTIFICATIVA E OBJETIVOS: No voleibol, a alta exigência da articulação do ombro torna-o suscetível a lesões devido à repetição dos gestos esportivos. A presença de dor no ombro pode gerar incapacidade para executar os movimentos corretamente, ocasionando redução do desempenho esportivo. O estudo teve como objetivo avaliar e correlacionar a presença de dor e incapacidade funcional de membro superior em atletas de voleibol. METODOS: Estudo transversal, descritivo, desenvolvido com 30 mulheres atletas de voleibol de quadra. A incapacidade funcional foi avaliada por meio do Disabilities of the Arm, Shoulder and Hand Questionnaire (DASH) e a intensidade de dor pela Escala Visual Numérica (EVN) de 10 pontos. A pesquisa foi conduzida no formato on-line. Utilizou-se o programa estatístico IBM SPSS 21.0 para Windows, pelo qual foram realizadas as medidas descritivas, o teste de Wilcoxon e a correlação de Spearman adotando p≤0,05. RESULTADOS: Dezenove atletas relataram dor leve a moderada para realizar as atividades diárias, e 21 atletas para realizar os gestos esportivos, sendo a dor significativamente mais intensa no ombro dominante em movimentos para ataque (p<0,001), saque (p<0,001) e bloqueio (p=0,03). As atletas não apresentaram limitação funcional no DASH geral, mas no DASH esporte as opostas, ponteiras e centrais foram classificadas com limitação leve. Houve correlação forte entre DASH e dor no dia a dia (rs=0,79; p<0,001) e correlação moderada entre DASH esporte e dor no ombro dominante no ataque (rs=0,67; p<0,001) e no saque (rs=0,60; p<0,001). CONCLUSAO: Atletas avaliadas apresentaram dor no ombro, maior incapacidade funcional na atividade esportiva, e dor e incapacidade funcional estavam positivamente correlacionadas. DESTAQUES Movimentos aéreos como saque e ataque contribuem para a dor no ombro em jogadores de voleibol; A incapacidade funcional dos membros superiores correlaciona-se positivamente com a intensidade da dor para a realização de atividades cotidianas e esportivas; O diagnóstico cinético-funcional é importante para minimizar o risco de lesão, reabilitar atletas lesionados e proporcionar um retorno adequado do atleta à prática esportiva.

ABSTRACT BACKGROUND AND OBJECTIVES: In volleyball, the high demand for shoulder sports makes it susceptible to injuries due to the repetition of sporting gestures. The presence of pain in the shoulder can lead to the disability to perform movements correctly, resulting in reduced sports performance. The study aimed to evaluate and correlate the presence of pain and functional disability of the upper extremity in volleyball athletes. METHODS: Cross-sectional descriptive study, developed with 30 female volleyball athletes. Functional disability was assessed using the Disabilities of the Arm, Shoulder, and Hand Questionnaire (DASH) and pain intensity using the Visual Numeric Scale (VNS). The study was conducted in an online format. The IBM SPSS 21.0 statistical package for Windows was used, where descriptive measures, Wilcoxon, and Spearman correlation tests were performed, adopting p≤0.05. RESULTS: Nineteen athletes reported mild to moderate pain to perform daily activities, and 21 athletes reported pain to perform sporting gestures, with pain being significantly more intense in the dominant shoulder in the spike movement (p<0.001), serve (p<0.001), and blocking (p=0.03). Athletes did not present functional limitations in the DASH, but the opposite, outside hitter, and middle blocker, presented mild limitations in the DASH sport. There was a strong correlation between DASH and day-to-day pain (rs=0.79; p<0.001) and a moderate correlation between sports DASH and pain in the dominant shoulder in the spike (rs=0.67; p<0.001) and in the serve (rs=0.60; p<0.001) movements. CONCLUSION: Evaluated athletes presented shoulder pain, higher functional disability to performer the sports activity, and pain and functional disability were positively correlated HIGHLIGHTS Overhead movements such as serve and spike contribute to shoulder pain in volleyball players; The functional disability of the upper limbs is positively correlated with the intensity of pain to perform daily activities and sports; The kinetic-functional diagnosis is important to minimize the risk of injury, rehabilitate injured athletes and provide an adequate return of the athlete to sports practice.

RESUMO Introdução: Os intervalos com atividade ou as intervenções com programas de exercícios na escola estão relacionados com a melhora da função cognitiva em adolescentes. Contudo, poucos estudos avaliaram a relação entre exercício físico e cognição em escolas de zonas rurais, onde os níveis de evasão são altos e o rendimento acadêmico é baixo. Objetivo: Analisar os efeitos de uma aula de exercício físico (EF) sobre o desempenho acadêmico subsequente dos alunos e o que sentem durante os testes de matemática (MAT) e de língua portuguesa (PO). Métodos: Trinta e seis estudantes (14,9 ± 1,5 anos) foram divididos randomicamente em dois grupos: um com 30 minutos de EF realizados a 74,3 ± 11,8% da FCmáx e um controle (CON), que permaneceram sentados assistindo a um filme antes dos testes (EF-MAT; EF-PO; CON-MAT; CON-PO). Resultados: O EF-MAT apresentou maior escore (5,3 ± 2,2) que o CON-MAT (4,0 ± 2,2). Os testes foram concluídos mais rapidamente no EF-PO (7,8 ± 3,3) do que no CON-PO (10,5 ± 4,2). O número de respostas corretas por minuto foi maior no EF-MAT e no EF-PO (0,52 ± 0,25; 0,64 ± 0,51) do que no CON-MAT e no CON-PO (0,35 ± 0,19; 0,41 ± 0,41). Além disso, 38,9% do EF-MAT sentiram que estavam mais concentrados durante o teste, em comparação com apenas 16,7% do CON-MAT que se sentiram mais concentrados. Durante o a prova de português, 27,8% dos CON-PO reclamaram de maior apreensão quando comparados com 8,3% do EF-PO. Ainda, 36,1% relataram cansaço durante o teste de PO depois de EF, comparados com 8,3% do grupo CON-PO. Conclusão: A aula de EF melhorou o desempenho acadêmico dos adolescentes. Apesar da sensação de cansaço, mais estudantes sentiram menos apreensão e estavam mais concentrados durante os testes depois de EF. Nível de evidência I; Estudos de acurácia diagnóstica (STARD).

ABSTRACT Introduction: Activity breaks or physical exercise interventions in schools are linked to better cognitive function in adolescents. However, few studies have evaluated the relationship between physical exercise and cognition in rural schools, where drop-out levels tend to be higher and academic achievement lower. Objective: To analyze the effects of a physical exercise class (PE) on subsequent academic performance of students, and how they felt during mathematics (MATH) and Portuguese language (PL) tests. Methods: Thirty-six students (14.9 ± 1.5 years) randomly carried out 30 min of PE, performed at 74.3 ± 11.8%HRmax, while a control group (CON) remained seated watching a movie, prior to the tests (PE-MATH; PE-PL; CON-MATH; CON-PL). Results: The PE-MATH group presented higher scores (5.3 ± 2.2) than the CON-MATH group (4.0 ± 2.2). The tests were completed more quickly in PE-PL (7.8 ± 3.3 minutes) than in CON-PL (10.5 ± 4.2 minutes). The number of correct answer per minute was higher in PE-MATH and PE-PL (0.52 ± 0.25; 0.64 ± 0.51) than in CON-MATH and CON-PL (0.35 ± 0.19; 0.41 ± 0.41). Furthermore, 38.9% of PE-MATH felt more focused during the test, while only 16.7% of CON-MATH felt more focused. During the Portuguese language test, 27.8% of CON-PL complained of greater apprehensiveness, compared to 8.3% for PE-PL. Also, 36.1% reported feeling fatigued during PL after PE, compared to 8.3% in the CON-PL group. Conclusions: PE improved the adolescents' academic performance. Despite feeling fatigue, more students who performed physical exercise felt less apprehensive and more focused during the tests after PE. Level of evidence I; STARD: studies of diagnostic accuracy.

RESUMEN Introducción: Los intervalos con actividad o las intervenciones con programas de ejercicios en la escuela están relacionados con la mejora de la función cognitiva en adolescentes. Sin embargo, pocos estudios evaluaron la relación entre ejercicio físico y cognición en escuelas de zonas rurales, en donde los niveles de evasión son altos y el rendimiento académico es bajo. Objetivo: Analizar los efectos de una clase de ejercicio físico (EF) sobre el desempeño académico subsiguiente de los alumnos y lo que sienten durante los tests de matemática (MAT) y de idioma portugués (PO). Métodos: Treinta y seis estudiantes (14,9 ± 1,5 años) fueron divididos aleatoriamente en dos grupos: uno con 30 minutos de EF realizados a 74,3 ± 11,8% de la FCmáx y un control (CON), que permanecieron sentados viendo una película antes de los tests (EF-MAT; EF-PO; CON-MAT; CON-PO). Resultados: El EF-MAT presentó mayor puntuación (5,3 ± 2,2) que el CON-MAT (4,0 ± 2,2). Los tests fueron concluidos más rápidamente en el EF-PO (7,8 ± 3,3) que en el CON-PO (10,5 ± 4,2). El número de respuestas correctas por minuto fue mayor en el EF-MAT y en el EF-PO (0,52 ± 0,25,0,64 ± 0,51) que en el CON-MAT y en el CON-PO (0,35 ± 0,19, 0,41 ± 0,41). Además, 38,9% del EF-MAT sintió que estaba más concentrado durante el test, en comparación con sólo 16,7% del CON-MAT que se sintió más concentrado. Durante la prueba de portugués, 27,8% de los CON-PO reclamó de mayor aprehensión cuando comparado con 8,3% del EF-PO. Además, 36,1% relató cansancio durante el test de PO después del EF, comparado con el 8,3% del grupo CON-PO. Conclusión: La clase de EF mejoró el desempeño académico de los adolescentes. A pesar de la sensación de cansancio, más estudiantes sintieron menos aprehensión y estaban más concentrados durante los tests después de EF. Nivel de evidencia I; Estudios de precisión diagnóstica (STARD).

A sedentary lifestyle and poor nutrition in childhood contribute to increasing levels of poor health among the population. This study aimed to develop a website as a pedagogical tool for health promotion in schoolchildren. Therefore, a total of 39 eutrophic schoolchildren were recruited (22 girls and 17 boys), from 2nd and 5th grades of elementary school (8-10yr), from both public (61.5%) and private (38.5%) schools. Children accessed the TODDS Kids (Fun and Healthy Every Day) website for 1 hour, which was built in HTML5 format on the Wix platform. The participants answered a questionnaire to assess their perception of the site and its content. It was observed that 97.4% of children said they would like to access the site again, and all of them said they would indicate the site to a friend. Scores between 9.14 and 9.56 were attributed to colours, images and information presented on the website. 92.3% and 87.2% reported they intended to be more active and to eat healthier foods after accessing the website, respectively. In conclusion, TODDS Kids website was a well-accepted tool, helping kids to raise awareness about healthier choices and could be used as a pedagogical tool for supporting child health promotion.

Abstract This study investigated the efficacy of using a diary to record daily routines, combined with guidance on healthy lifestyle (GHL) by a physical educator, on promoting changes in health parameters in children. Sixty-three children (10 ± 0.8 years) were allocated to one of the three following groups: a control group (CON, n = 18); a group that did not use the diary, but received GHL (G, n = 23); or a group that both used the diary and received GHL (DG, n = 22). Blood pressure, body composition, physical fitness tests (PF), physical activity levels (PAL), and dietary intake profiles were assessed in children and their parents before and after 2 months of intervention. The DG group improved their performance in PF, increased PAL, and reduced body fat (p < 0.05). Additionally, 56% of families from both DG and G reduced their consumption of unhealthy foods and 70,6% increased their consumption of healthy foods. Overall, it was concluded that 2 months of using a diary to record daily routines combined with GHL by a physical educator improved PAL, PF, body composition, and dietary intake profiles of children and their families.