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Department of Physical, Chemical and Natural Systems
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Department of Physiology, Anatomy and Cellular Biology
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    ABSTRACT: Ferrete, C, Requena, B, Suarez-Arrones, L, and Sáez de Villarreal, E. Effect of strength and high-intensity training on jumping, sprinting, and intermittent endurance performance in prepubertal soccer players. J Strength Cond Res 28(2): 413-422, 2014-The purpose of this study was to examine the effects of a 26-week on-field combined strength and high-intensity training on the physical performance capacity among prepubertal soccer players who were undertaking a competitive phase of training. Twenty-four prepubertal soccer players between the age of 8 and 9 years were randomly assigned to 2 groups: a control (C; n = 13) and an experimental group (S; n = 11). Both groups performed an identical soccer-training program, whereas the S group also performed combined strength and high-intensity training before the soccer-specific training. The 15-m sprint time (seconds), countermovement jump (CMJ) displacement, Yo-Yo intermittent endurance test (Yo-Yo IE), and Sit and Reach flexibility were each measured before (baseline) and after 9 (T2), 18 (T3), and 26 weeks (posttest) of training. There were no significant differences between the groups in any of the variables tested at baseline. After 26 weeks, significant improvements were found in the CMJ (6.72%; effect size [ES] = 0.37), Yo-Yo IE (49.57%, ES = 1.39), and Flexibility (7.26%; ES = 0.37) variables for the S group. Conversely, significant decreases were noted for the CMJ (-10.82%; ES = 0.61) and flexibility (-13.09%; ES = 0.94) variables in the C group. A significant negative correlation was found between 15-m sprint time and CMJ (r = -0.77) and Yo-Yo IE (r = -0.77) in the S group. Specific combined strength and high-intensity training in prepubertal soccer players for 26 weeks produced a positive effect on performance qualities highly specific to soccer. Therefore, we propose modifications to current training methodology for prepubertal soccer players to include strength and high-intensity training for athlete preparation in this sport.
    The Journal of Strength and Conditioning Research 02/2014; 28(2):413-22.
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    ABSTRACT: Encoding and memory consolidation are influenced by factors such as sleep and congruency of newly learned information with prior knowledge (i.e., schema). However, only a few studies have examined the contribution of sleep to enhancement of schema-dependent memory. Based on previous studies showing that total sleep deprivation specifically impairs hippocampal encoding, and that coherent schemas reduce the hippocampal consolidation period after learning, we predict that sleep loss in the pre-training night will mainly affect schema-unrelated information whereas sleep restriction in the post-training night will have similar effects on schema-related and unrelated information. Here, we tested this hypothesis by presenting participants with face-face associations that could be semantically related or unrelated under different sleep conditions: normal sleep before and after training, and acute sleep restriction either before or after training. Memory was tested one day after training, just after introducing an interference task, and two days later, without any interference. Significant results were evident on the second retesting session. In particular, sleep restriction before training enhanced memory for semantically congruent events in detriment of memory for unrelated events, supporting the specific role of sleep in hippocampal memory encoding. Unexpectedly, sleep restriction after training enhanced memory for both related and unrelated events. Although this finding may suggest a poorer encoding during the interference task, this hypothesis should be specifically tested in future experiments. All together, the present results support a framework in which encoding processes seem to be more vulnerable to sleep loss than consolidation processes.
    Neurobiology of Learning and Memory 01/2014;
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    ABSTRACT: The paper presents findings from a project conducted in Andalusia, Southern Spain, which examined school practices that aimed at promoting the integration and well-being of children from first generation immigrant, i.e. non-Spanish, families. How schools addressed the transitions between home and school for the children, and how school strategies were perceived by their communities, parents and the school staff as instruments for integration were examined through semi-structured interviews. Six multicultural schools were involved in the study. Analyses show that, most of the school practices related to pupils' integration can be understood in terms of a “benevolent assimilationist model”. From the schools' perspective the practice is “assimilationist” because the main goal is to “assimilate” the children as the “others” into the mainstream culture. We also refer to the practice as “benevolent” because we found a high level of coincidence between parental value positions about what the school should do in relation to their children's learning, and the strategies of the schools to integrate them. According to the parents, schools should allow children access to the skills and concepts they will need to participate in Andalusian society, hereby ascribing to an assimilationist way of thinking. Some differences were observed between parents and schools in the way the processes of integration should be carried out, in particular school discipline and the authority of the teacher. The paper concludes with the observation that the agreement between the value positions of home and school may be a temporary phenomenon.
    Learning, Culture and Social Interaction. 01/2014;

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    Pablo de Olavide University
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Revista de Toxicología. 01/2008;
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