Abstract Objective: To evaluate the reliability of HRVT and postexercise parasympathetic reactivation analysis after a submaximal exercise test in young women. Methods: Twenty-four young women [21.1 (20.1, 24.7) years; 21.4 (20.1, 23.1) kg/m2] underwent three incremental exercise tests on a treadmill on occasions separated by 48 h. R-R intervals were continuously recorded during the incremental tests and throughout 5 min of post-exercise active recovery for HRVT and parasympathetic reactivation analysis, respectively. HRVT was identified using two methods: a) the intensity where no significant reduction of SD1 HRV index was identified by visual inspection of the graphic (HRVTvisual), b) the first stage to present SD1 value < 3ms (HRVT3ms). Postexercise parasympathetic reactivation was assessed at each minute during five minutes of recovery using SD1 and r-MSSD indexes. Absolute and relative reliability were assessed using the coefficient of variation (CV) and the intraclass correlation coefficient (ICC), respectively. Results: Good (ICC = 0.81, CV = 17.3) and excellent (ICC = 0.90, CV = 4.6) reliability were observed for HRVT3ms and HRVTvisual, respectively. On the postexercise period, good reliability was observed for both SD1 (ICC = 0.82-89, CV = 22.1-28.9) and r-MSSD (ICC = 0.82-89, CV = 21.1-28.6), with a high correlation between indexes in all-time points of analysis (r = 0.96-0.99). Conclusions: HRVT may be reproducibly assessed in women, mainly when HRVTvisual is used for analysis. In addition, SD1 and r-MSSD provide reliable and redundant measures of postexercise parasympathetic reactivation.

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.

Resumo O exercício aeróbico (AE) e exercícios resistidos (ER) têm demonstrado benefícios na prevenção e/ou controle da pressão arterial (PA), embora as influências destes dois modelos de exercícios (exercício concorrente) em uma única sessão sobre a PA ainda são desconhecidos. Desta forma, o objetivo do presente estudo foi verificar os efeitos da alternância entre EA e ER em diferentes sessões de exercícios concorrente sobre as respostas da PA. Participaram do estudo 10 jovens atletas do sexo masculino (22,6 ± 3,78 anos, 70,3 ± 5,89 kg, 175,96 ± 5,83 centímetros, 6,8 ± 2,38 % de gordura corporal). Os testes consistiram de quatro protocolos randomizados, sendo a sessão AR composta por EA seguido do ER, a sessão RA por ER seguido do EA (AR), a sessão circuito (CC) (ER e EA alternando de forma intermitente ) e a sessão de controle (CO) (sem exercício) . EA foi realizado em uma esteira a 90% do lactato mínimo indireto e o ER foi realizado em forma de circuito a 90% de 12 RM, alternado por segmento em seis exercícios. A PA foi mensurada em todos os protocolos, durante o momento repouso e no período de recuperação pós-exercício (REP). Observou-se uma redução da pressão arterial sistólica (PAS) aos 45 e 60 minutos de recuperação do protocolo RA em relação aos valores pré-exercício. A PA diastólica e média não apresentaram diferenças significativas. A sessão RA foi mais eficaz em demonstrar respostas hipotensoras em relação aos outros protocolos experimentais.

Abstract Aerobic exercise (AE) and resistance exercise (RE) have shown benefits in preventing and / or controlling blood pressure (BP), although the influences of these two models (concurrent exercise) in a single session of exercise on BP are still unknown to the individual. Therefore, the aim of the present study was to verify the effects of the alternating between AE and RE in different concurrent exercise sessions on BP responses. In order to do so, ten young male athletes (22.6 ± 3.78 years, 70.3 ± 5.89 kg, 175.96 ± 5.83 cm, 6.8 ± 2.38 % body fat) participated in the study. The tests consisted of four randomized protocols, the sessions consisted of AE followed by RE (AR), RE followed by AE (RA), circuit (CC) (ER and EA alternating intermittently) and control session (CO) (without exercise). AE was performed on a treadmill at 90% of indirect minimum lactate and RE was performed on a circuit at 90% of 12 RM, alternating muscle segments in six exercises. BP was measured in all protocols and post-exercise recovery period (PERP) every 15 minutes during one hour. Results showed a significant decrease in systolic blood pressure (SBP) at the 45th minute of recovery (R45) and one-hour mean values of the PERP in the RA protocol when compared to its value at rest. Diastolic and mean BP showed no significant differences. Thus, the RA session promoted a more accentuated decrease in SBP when compared to the other sessions.