Made available in DSpace on 2016-06-07T17:12:23Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-08-31. Added 1 bitstream(s) on 2016-06-07T17:17:03Z : No. of bitstreams: 1 000862987_20190102.pdf: 1386058 bytes, checksum: b953d14066d94c186b2c4bb15757c87f (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Objetivo: Investigar o papel do treinamento físico (TF) em regular os processos inflamatório, de estresse de retículo endoplasmático e principalmente de apoptose em neurônios hipotalâmicos responsáveis pelo controle da fome em camundongos obesos induzidos por dieta rica em gordura. Metodologia: Quarenta e cinco camundongos Swiss foram distribuídos em 3 grupos com 15 animais em cada (n=15): Controle - animais sedentários, alimentados com dieta padrão por 16 semanas; Obeso - animais sedentários, que receberam dieta hiperlipídica (DHL) por 8 semanas (OB); Obeso Treinado (OBT) - animais alimentados com DHL por 8 semanas e, concomitantemente, foram submetidos a um protocolo de TF. No início e ao final do experimento foram realizadas avaliações morfofisiológicas, moleculares e de ingestão alimentar nos animais. O protocolo de TF consistiu em corrida em esteira por 1h, 5 dias/semana, durante 8 semanas, a 60% da Pmáx dos animais. Vinte e quatro horas após a última sessão do TF extraiu-se os hipotálamos dos animais para as análises do conteúdo, fosforilação e/ou associação das proteínas JAK2, STAT3, TNF-α, IL-6, IL-1β, JNK, IKK, TLR4 e MyDD88, Bcl-2, Bax, Casp9, Casp8, FADD, APAF1, PERK, eIF2α, NPY e POMC por imunoblot, imunoprecipitação e/ou PCR-RT. Para avaliar apoptose, aplicou-se a técnica de TUNEL. A ativação de macrófagos foi analisada pela marcação com F4/80. Resultados: A DHL foi capaz de aumentar a massa corporal total, o índice de Lee, a glicemia e os níveis de colesterol total e LDL nos animais obesos se comparado aos animais controles. Ao contrário, o TF foi capaz de atenuar estes parâmetros. O TF aumentou a fosforilação das proteínas da via de sinalização da leptina (p-JAK2/p-STAT3) em neurônios hipotalâmicos dos camundongos obesos quando comparados a seus pares não exercitados. Tais resultados foram acompanhados por menor conteúdo de TNF-α, IL-6, IL-1β e TLR4 e redução da fosforilação... / Objective: To investigate the role of physical training (PT) in regulating the inflammatory processes, endoplasmic reticulum stress and especially apoptosis in hypothalamic neurons responsible for controlling hunger in diet induce obese mice. Methods: Forty-five Swiss mice were distributed into 3 groups of 15 animals each (n = 15): Control - sedentary animals fed a standard diet for 16 weeks; Obese - sedentary animals that received high fat diet (HFD) for 8 weeks (OB); Obese trained (OBT) - animals that received HFD for 8 weeks, and concomitantly, were subjected to a PT protocol. At the beginning and end of the experiment, morphophysiological variables, food intake and molecular biology were evaluated. The TF protocol consisted of treadmill running for 1 h, 5 days / week for 8 weeks, at 60% of Pmax of the animals. Twenty-four hours after the last session of the PT, the extraction of hypothalamus was done for analysis of the level, phosphorylation and / or association of, JAK2, STAT3, TNF-α, IL- 6, IL-1β, JNK, IKK, TLR4 and MyDD88, Bcl-2, Bax, Casp9, Casp8, FADD, APAF1, PERK, eIF2α, NPY and POMC by immunoblot, immunoprecipitation and/or RT-PCR. The TUNEL technique was performed to evaluated apoptosis. In addition, the activation of macrophages was analyzed by labeling with F4/80. Results: DHL was able to increase total body weight, Lee's index, blood glucose and total cholesterol levels and LDL in obese animals compared to the control animals. Rather, PT was able to attenuate these aspects. PT increased phosphorylation of the proteins of leptin signaling pathway (p- JAK2/p-STAT3) in hypothalamic neurons of obese mice compared to not exercised mice. These findings were accompanied by lower content of TNF-α, IL-6, IL-1β and TLR4 and reduced phosphorylation of JNK and IKK trained in the obese animals compared to the obese animals which have remained inactive during the same period. In the same way, it can be observed more macrophage... / FAPESP: 2012/01750-0

Orientador: Angelina Zanesco / Coorientador: / Banca: Maria Andréia Delbin / Banca: Bruno Rodrigues / Resumo: O período pós-menopausa esta associado a um maior risco cardiovascular em comparação ao pré-menopausa. Este fato tem sido atribuído parcialmente à deficiência nos estrógenos. Outros estudos destacam a relação existente entre o aumento do estresse oxidativo, dos biomarcadores inflamatórios e as doenças cardiovasculares (DCV) nesta fase da vida, especialmente a hipertensão arterial. No entanto, novos estudos ainda são necessários para compreender os mecanismos responsáveis por este fenômeno. Por outro lado, sabe-se que o exercício físico é uma estratégia importante na prevenção e/ou tratamento das DCV. Assim, o objetivo deste estudo foi avaliar as concentrações basais dos biomarcadores cardiovasculares e endócrino-inflamatórios em mulheres normotensas (NT) e hipertensas (HT) na pós-menopausa e as possíveis diferenças nos padrões de resposta frente ao treinamento físico aeróbio (TFA). Trinta e sete voluntárias finalizaram o estudo, sendo 19 NT e 18 HT. Foram avaliados: a) parâmetros antropométricos - índice de massa corporal (IMC), circunferência abdominal (CA) e relação cintura-quadril (RCQ); b) parâmetros cardiovasculares - pressão arterial sistólica (PAS), pressão arterial diastólica (PAD) e frequência cardíaca de repouso (FC) - c) parâmetros bioquímicos - perfil lipídico e glicemia, nitrito/nitrato (NOx-), monofosfato cíclico de guanosina (GMPc), dimetilarginina assimétrica (ADMA), atividade das enzimas antioxidantes superóxido dismutase (SOD) e catalase, malondialdeído (MDA), cortisol, leptina e interleucina-1β (IL-1β). O TFA consistiu em 24 sessões de caminhada em esteira, 3 x semana, 30 a 40 min, na intensidade da máxima fase estável de lactato. Como resultado, observou-se que somente o grupo HT reduziu o IMC (-1,5%) em resposta ao TFA. Não foram observadas alterações nos outros parâmetros antropométricos, bem como no perfil lipídico e glicemia em resposta ao TFA, em... / Abstract: The postmenopausal period is associated with greater cardiovascular risk compared to premenopausal. This fact has been partly attributed to estrogen deficiency. Other studies highlight the relationship between the increase in oxidative stress, inflammatory biomarkers and cardiovascular diseases (CDV) at this stage of life, especially hypertension. However, other studies are needed to understand the mechanisms responsible for this phenomenon. On the other hand, it is known that physical exercise is an important strategy both in prevention and treatment of CVD. So, the aim of this study was to evaluate the baseline concentrations of cardiovascular and endocrine-inflammatory biomarkers in normotensive (NT) and hypertensive (HT) postmenopausal women and the possible differences in patterns of response against aerobic exercise training (AET). Thirty-seven volunteers completed the study, 19 NT and 18 HT. Were evaluated: a) anthropometric parameters - body mass index (BMI), waist circumference (WC) and waist-hip ratio (WHR); b) cardiovascular parameters - systolic blood pressure (SBP), diastolic blood pressure (DBP) and rest heart rate (HR); c) biochemical parameters - lipid profile and glycemia, nitrite/nitrate (NOx-), cyclic guanosine monophosphate (cGMP), asymmetric dimethylarginine (ADMA), superoxide dismutase (SOD) and catalase activity, malondialdehyde (MDA), cortisol, leptin and interleukin-1β (IL-1β). AET consisted of 24 sessions of walking on a treadmill, 3 days/week, 30 to 40 min, in the maximal lactate steady state intensity. Were observed only the HT group decreased BMI (-1.5%) in response to AET. No changes in other anthropometric parameters were observed, as well as lipid profile and glycemia in both groups. On the other hand, AET decreased SBP (- 4.4 mmHg), DBP (- 4.3 mmHg) e HR (-3.9%) only in HT group. This reduction was accompanied by an increase in NOx- (+37.7%) and cGMP (+30.8%) plasmatic concentration. In NT group, ... / Mestre

Orientador: Maria Eliza Brefere Arnoni / Banca: José Luís Vieira de Almeida / Banca: Gustavo Martins Piccolo / Resumo: Caracterizado como um trabalho de cunho teórico, tendo como referencial teóricometodológico o materialismo histórico-dialético, o presente estudo teve como objetivo principal analisar e discutir as possibilidades e limitações de utilização da Metodologia da Mediação Dialética (MMD) nas aulas de Educação Física. A referida proposta metodológica foi criada por Arnoni (2007, 2012, 2014) e tem seus fundamentos no Método dialético, na Lógica dialética e na Ontologia do ser social, qualificando-se como uma alternativa aos professores para trabalharem na perspectiva da emancipação humana, para além da emancipação política (cidadania). Para isso, foram expostas e analisadas as principais abordagens da Educação Física, apontando em que medida a MMD cabe no âmbito pedagógico da Educação Física e de que forma ela pode superar tais abordagens. Apresentada a referida metodologia, foi feita também uma revisão acerca da produção do conhecimento em diversos momentos históricos e de sua relação com a escola, e a Educação Física na atualidade. Constatou-se que a Metodologia da Mediação Dialética se coloca como possibilidade aos professores de Educação Física na perspectiva da emancipação humana, porém, para que se torne uma realidade e possa ser articulada, ainda se faz necessário para a área estudar e definir os conhecimentos e conceitos dos quais trata, depreendendo suas origens, natureza e função social / Abstract: Characterized as a theoretical study, having as theoretical and methodological framework the historical-dialectical materialism, the main goal of this work was to analyze and discuss the possibilities and limitations of using the Methodology of Dialectical Mediation (MDM) in Physical Education classes. This methodological proposal was created by Arnoni (2007, 2012, 2014) and has its foundations in the Dialectical Method, dialectical Logic and Ontology of the social being, qualifying itself as an alternative for teachers to work in the perspective of human emancipation, beyond political emancipation (citizenship). In this sense, the main approaches of Physical Education were exposed and analyzed, pointing in which extent the MDM fits in the pedagogical context of Physical Education and how it can overcome such approaches. Having the methodology above being exposed, it was also conducted a review of the production of knowledge in different historical moments and its relationship with the school and Physical Education nowadays. It was stated that the Methodology of Dialectical Mediation arises as a possibility to Physical Education teachers from the perspective of human emancipation, nevertheless, in order to become a reality and possibly articulated, it is still necessary for the field to study and define the knowledge and concepts it deals, comprehending their origins, nature and social function / Mestre

This study was an investigation of attitudes toward perceived values of physical activity among students and faculty within the Department of Health, Physical Education, and Recreation at North Texas State University. The specific purposes of this study were to determine if a significant difference in attitudes toward each of six values of physical activity exist (1) among men at four educational levels, (2) among women at four educational levels, (3) among undergraduate men who chose to major or minor in either health, physical education or recreation. (4) among undergraduate women who chose to major or minor in either health, physical education, or recreation, (5) between part-time and full-time faculty men, (6) between part-time and full-time faculty women, (7) among graduate men who work in either elementary, secondary, college, or recreation programs, and (8) among graduate women who work in either elementary, secondary, college, or recreation programs. Finally, the study was to determine if significant differences in attitudes toward perceived values of physical activity among subjects within each of twenty-six selected groups within the professional preparation program.

M.Sc. / This study investigated the correlations between the motivational profiles as defined by Achievement Goal Theory (AGT) and parental expectations and criticism of secondary school children in South Africa who participate in sport. A sample of 267 secondary school athletes completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ) as well as the Parental Expectations (PE) and Parental Criticism (PC) subscales of the Multidimensional Perfectionism Scale (MPS). Results indicated that the majority of athletes have a high task orientation, with most of them having High task-Low ego and High task-High ego motivational profiles. High ego orientations showed positive correlations to Parental Criticism and Parental Expectation subscales of the MPS. A positive correlation was also found for task orientation and PE measures. This suggests that motivational profile may be highly influenced by the motivational climate with less parental criticism yielding higher desirable task orientation behaviours. It was also found that male participants scored higher than females for MPS subscale measures and that individuals residing with other parental figures than their biological parents reported higher perceptions of parental criticism.

M.Ed. / Despite the proven benefits of activity, people today are living sedentary lifestyles, resulting in a decline in the general health of the population. At the World Summit on Physical Education held in 1999 in Berlin, international delegates presented research evidence on the benefits of Physical Education (PE) and its important role in developing healthy, active children. However, the assumption that the ineffective implementation of PE in many of the schools in the past compromised the value of the subject and its status was lost. PE was a subject in need of review. Change was essential in order to ensure that the holistic benefits of PE were realised and that the knowledge, skills and values necessary to encourage lifetime physical activity participation were developed. In the new democratic South Africa, the need to establish curriculum principles founded on the fundamental values of the Constitution was essential for the growth of individuals, communities and the country as a whole. Although these principles are considered across the curriculum, the development and implementation of a new Learning Area (LA) known as Life Orientation ensured these principles were also entrenched in a specific programme. Of particular interest was the positioning of the PE outcome in the Further Education and Training (FET) phase. As a PE specialist who believes in the value and worth of PE, especially in its new guise within Life Orientation, the researcher noted, with concern, the apparent lack of commitment in many schools to uplift the state and status of this vitally important outcome within Life Orientation. Although the new curriculum was only implemented in Grade 10 in 2006, Grade 11 in 2007 and came into effect in Grade 12 in 2008, there were already noticeable gaps developing between policy and practice in some of the schools in South Africa. This study gave the researcher the opportunity to investigate the implementation of the PE outcome in the FET phase in rural schools in Mpumalanga Province where the gap between policy and practice had already been expressed.There were many implementation problems identified by the findings. The lack of the teachers’ relevant knowledge, skills and experience, the poor support received from the district and the schools, insufficient teaching and learning material, the almost non-existent facilities and equipment available and the large class sizes all contributed to implementation difficulties. A comprehensive picture of the many inter-dependent aspects affecting the implementation of PE programmes was acquired. The research conducted gave the researcher the framework to establish both the current level of implementation and the ideal level of implementation to which the schools could aspire.

The purpose of this research is to mainly determine and describe what the current role of physical education and extra‐curricular activities and how other factors and elements influence childhood obesity so that I can make recommendations on what can be done to combat childhood obesity. The desire to under‐go this research was motivated by the prevalence of childhood obesity that is increasing at an exponential rate which has gained popularity as a universal problem.

The purpose of this study was to investigate the effects of an accelerated physical education programme on various physical and motor development factors of kindergarten and grade two students. The physical and motor development factors investigated were: 1. Physical Development: height, weight, lung capacity, arm and thigh girth, chronological age, and skeletal age. 2. Motor Ability and Agility: standing broad jump and shuttle run. 3. Strength: grip strength, flexed arm bar hang. 4. Cardiovascular Appraisal: submaximal work task. One hundred students of Sir Richard McBride Elementary School of Vancouver, British Columbia participated in the study. In each grade the pupils were divided into one experimental group and one control group. All groups were pretested, the exception being the grade two control group. Administrative difficulties made this not possible. For the final tests, a total of forty-one subjects were randomly selected from the four groups. The subjects of the control groups followed a programme outlined by the Department of Education of British Columbia under the guidance of the homeroom teacher. The grade two control group met twice weekly, for forty minute periods. The kindergarten control group met twice weekly, for twenty minute periods. The subjects of the experimental groups followed a programme designed and administered by the investigator. The grade two experimental group met three times weekly, for forty minute periods. The kindergarten experimental group met three times weekly, for twenty minute periods. The grade two experimental period was fifteen weeks in duration, and the kindergarten experimental period was twelve weeks in length. There were found to be no statistically significant differences in the final means of both groups other than the following exceptions. The grade two control group mean chronological age was significantly older than the grade two experimental group’s chronological age with a t-value of 2.43, significant at the .05 level. The flexed arm bar hang score of kindergarten control was significantly better at the .05 level, t = 2.54, than that of the kindergarten experimental group. The grade two experimental group had a significantly lower steady heart rate than did the grade two control group (t = 2.24). All groups made improvement in all variables. Significant improvements at the .01 level of confidence were demonstrated in standing broad jump (t = 4.09, grade two experimental), flexed arm bar hang (t = 4.37, kindergarten control). Significant improvements at the .05 level were demonstrated in lung capacity (t = 2.38, kindergarten experimental), shuttle run (t = 2.28, kindergarten control). While the results of this study do not show conclusively that an accelerated physical education programme benefits the growth and physical development of primary school children, the concept initiating this project does have merit. A more constructive evaluation of the programme's objectives could be obtained with an extended period of participation, at least one school year. Further recommendations seem warranted in view of the results of this study. More attention should be given to the time for testing and a sufficient number of personnel assigned to.this aspect of the study. The control group programme should be monitored to insure a true comparison of activities. The accelerated physical education programme could be reviewed to strengthen those areas which appear weak. It must be recorded here that more research is needed in elementary school physical education. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this study was to investigate the effects of an accelerated and a regular physical education programme on various physical and motor traits of grade one, three, and four children. Two hundred children of Sir Richard McBride Elementary School of Vancouver, British Columbia participated in the study. Two classes in each grade were selected for one experimental and one control group. All experimental classes were tested initially. Fifty-four students of the two hundred control and experimental participants were randomly selected and were tested at the end of the programme. The physical and motor development traits investigated were: 1. Physical Development: height, weight, lung capacity, arm and thigh girths, chronological age, skeletal age. 2. Motor Ability and Agility: standing broad jump, shuttle run. 3. Strength: left and right grips strength, flexed arm bar hang. 4. Cardiovascular Appraisal: submaximal work task. The subjects of the control groups followed the programme outlined by the Department of Education of British Columbia for physical education. The programme was administered by the respective classroom teachers. These groups met twice weekly, for forty minute periods. Exception to the above is grade four, who met three times per week. The subjects of the experimental groups followed a programme designed and administered by the investigator. These groups met three times per week, for forty minute periods. The programme for both experimental and control groups extended over a period of 15 weeks. Review of the final results indicates no statistically significant difference between the two groups, with the exception of the thigh girth for grade three control group. The t value was 2.66, significant beyond the .05 level. The subjects in grade three control group were taller and heavier. It is interesting to note that although the grade three control group was younger chronologically and skeletally, they surpassed the grade three experimental group in all test items, with the exception of standing broad jump. The final results of the experimental group indicate improvement in all variables. Significant improvements beyond the .01 level were demonstrated in standing broad jump (t = 7.78 for grade three, and t = 10.29 for grade four) ; flexed arm bar hang (t = 3.23 for grade four); thigh girth (t = 3.20 for grade three); at the .05 level in shuttle run (t = 2.39 for grade three) . The interpretation of the investigation shows only a marginal difference between the control and experimental groups, in favor of the latter. This difference, however, cannot be considered beyond the limitations of this study. However, this is not to deny the possibility that a more intensive physical education programme, such as administered by the investigator to the experimental groups, may enhance the physical and motor development of children. It seems that such a programme, on a long-term basis, can contribute to the improvement of the physical capacity of children. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study supported Schon's notions of reflective practice as being applicable to teachers involved in teaching physical activities in the context of unforgiving learning environments and specifically to teachers in the sport diving community. According to Schon, one's ability to recognize patterns and act effectively and efficiently in situations of uniqueness and uncertainty depends upon one's capacity to frame problems. In doing so, one draws upon a repertoire of past experience arid ways of capturing that experience which enables the development of the ability to reframe problems in light of information gathered from the direct experience. Reframing occurs through the processes of reflection-in-action and reflection-onaction and is a response to an internal dialogue related to the action setting, in which something has not happened as expected, thus producing a curious or intrigued response. A number of issues specific to teacher reflection in unforgiving learning environments emanated from the analysis of one sport diving teacher engaged in teaching an entry-level sport diving course which involved three different teaching environments (the classroom setting, the confined water [pool] and open water [ocean] environments). Three research questions guided the analysis. In answer to the first research question: What factors do sport diving practitioners reflect upon in each of the three environments? six reflective themes were identified in this case study with five being common across the three teaching environments and the remainder being specific to the classroom environment. The common themes were: a trusting relationship, the necessity of teacher control, to see the 'unforgivingness' of the environment, learning from one's practice, challenges to one's practice and understanding one's practice. In answer to the second research question: What influences the reflective process? the analysis revealed thirteen underlying or influencing factors or dispositions across the three teaching environments with eight of them being common to either two, or all three, of the environments. In answer to the third research question: What is the nature of sport diving practitioners' reflective practice? five categories have been used to address the analysis: 1) across environment related, 2) classroom and confined water (pool) related, 3) confined water (pool) and open water (ocean) related 4) classroom and open water (ocean) related and 5) specific to one environment. The reflection process documented in this study suggested that Schon's notion of reflective practice is very applicable to the professional development of sport diving as his conception of reflection applies to the three areas of teaching which exist in unforgiving learning environments: the problem solving disposition of teacher reflection, the learning from one's practice, and the probing of internal dialogue. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate