Effect of mat vs. apparatus pilates training on the functional capacity of elderly women

INTRODUCTION

It is well known that physical exercise improves functional capacity (FC), promoting healthy aging. The Pilates method (PM) is an example of well-accepted physical exercise by the elderly and has been reported in studies to be beneficial for this population. However, it is not yet known whether there is a difference between the practice of mat and apparatus PM. The goal of this study was to compare the effect of mat versus apparatus Pilates training on functional capacity in elderly women.

METHOD

48 active elderly women (65.15 ± 3.0 years old), independent or partially independent in Activities of Daily Living (ADL) and Instrumental Activities of Daily Living (IADL), who had never practiced Pilates, were separated into three groups in a random order through a draw: Mat Group (MG = 15), Apparatus Group (AG = 16) and Control Group (CG = 17). Pilates training sessions were applied to MG and AG for 8 weeks, with two weekly sessions of 50 min. The FC of the three groups was evaluated by the Senior Fitness Test (SFT) battery, pre and post intervention.

RESULTS

There were improvements in lower and upper limb strength, aerobic endurance, lower and upper limb flexibility, and agility after the intervention in both groups, showing no significant differences when compared to mat and apparatus Pilates training (<0,05).

CONCLUSION

The mat and apparatus Pilates training provide significant and similar improvements in the functional capacity of elderly women.

School environment, sedentary behavior and physical activity in preschool children

Objective:

To analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors.

Methods:

370 preschoolers, aged 4–6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression.

Results:

At school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6–90.9%), followed by light (4.6–7.6%), moderate (1.3–3.0%) and vigorous (0.5–2.3%) physical activity. The indoor recreation room (OR 0.20, 95%CI 0.05–0.83) and the playground (OR 0.08, 95%CI 0.00–0.80) protect four-year-old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR 0.20, 95%CI 0.00–0.93) in five-year-old children. The indoor recreation room (OR 1.54, 95%CI 1.35–1.77), the playground (OR 2.82, 95%CI 1.14–6.96) and the recess (OR 1.54, 95%CI 1.35–1.77) are factors that increase the chance of six-year-old schoolchildren to be active.

Conclusions:

The school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children.

School environment, sedentary behavior and physical activity in preschool children

OBJECTIVE

To analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors.

METHODS

370 preschoolers, aged 4 to 6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression.

RESULTS

At school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6%-90.9%), followed by light (4.6%-7.6%), moderate (1.3%-3.0%) and vigorous (0.5%-2.3%) physical activity. The indoor recreation room (OR=0.20; 95%CI 0.05 to 0.83) and the playground (OR=0.08; 95%CI 0.00 to 0.80) protect four-year-old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR=0.20; 95%CI 0.00 to 0.93) in five-year-old children. The indoor recreation room (OR=1.54; 95%CI 1.35 to 1.77), the playground (OR=2.82; 95%CI 1.14 to 6.96) and the recess (OR=1.54; 95%CI 1.35 to 1.77) are factors that increase the chance of six-year-old schoolchildren to be active.

CONCLUSIONS

The school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children.

Comparative in vitro and in planta analyses of extracellular enzymes secreted by the pathogenic fungus Sclerotinia sclerotiorum

Dry bean (Phaseolus vulgaris L.) is an important economic crop in Brazil but its yield can be significantly reduced by white mold, a disease caused by Sclerotinia sclerotiorum (Lib.) de Bary, a necrotrophic, highly destructive, and non-host-specific fungus. This fungus secretes numerous cell wall-degrading enzymes such as polygalacturonases, exo-β-1,3-glucanases, xylanases, and cellulases that have been detected during the early stages of infection. In this study, the activities of these enzymes were detected in all carbon sources tested (citrus pectin, cell wall extract from P. vulgaris, carboxymethyl cellulose, and glucose), but the highest levels were found when using citrus pectin and cell wall extract from P. vulgaris. Regardless of the carbon source, pH decreased throughout the culture time. During pathogenesis in dry bean stems, increased enzyme activities were also observed. Reverse transcriptase-polymerase chain reaction experiments showed that the induction of polygalacturonases (sspg1, sspg3, sspg5, sspg6, and sspg7), exo-β-1,3-glucanases, and endo-β-1-4-glucanase in S. sclerotiorum occurred during the early stages of colonization.