Search Results

You are looking at 1 - 2 of 2 items for

  • Author: José María Pérez x
  • All content x
Clear All Modify Search
Restricted access

M. Adoración Villarroya, José Antonio Casajús, and José María Pérez

Objectives:

To compare temporal and pressure values between racewalking and normal walking (freely selected speed) and evaluate the impact of racewalking on normal walking.

Design and Participants:

Temporal and plantar-pressure values were recorded (xPression system) during normal walking and racewalking in 8 high-level racewalkers. The Wilcoxon test was used for comparisons.

Measurements:

Duration of walking and racewalking cycle phases (seconds and percentage of the cycle), peak and average pressures under the hind foot and metatarsal heads, and pressure distribution (%) among metatarsal heads.

Results and Conclusions:

Normal walking: temporal parameters similar to those described in normal gait; peak pressures higher than those described in nonracewalkers with displacement toward lateral forefoot. Racewalking: shorter cycles (important decrease of midstance phase); higher peak pressures than during normal walking in the hind foot and 4th and 5th metatarsal heads; average pressures similar to normal walking in hind foot and lower in forefoot; pressure displacement toward lateral forefoot greater than in normal walking.

Restricted access

Luis Columna, Luz Amelia Hoyos-Cuartas, John T. Foley, Jose Rafael Prado-Perez, Dana Milena Chavarro-Bermeo, Ana Lorena Mora, Maria Antonieta Ozols-Rosales, Luis Álvarez-del Cid, and Ivana Rivero

Purpose:

To analyze Latin American physical education (PE) teachers’ intentions toward teaching students with disabilities.

Participants:

474 in-service PE teachers from 5 different Latin American countries.

Method:

Descriptive survey. Data were collected using a modified version of the Physical Educators’ Intention Toward Teaching Individuals With Disabilities Survey. Multiple-regression analysis showed significant differences in the attitudes of teachers by gender, the number of adapted-PE courses taken, and years of experience working with individuals with disabilities.

Results:

The predictor variables had a significant impact on the participants’ intentions toward teaching children with disabilities; however, the effects of these predictor variables differed between countries.