DDEMPC - Artículos

L-carnitine and alpha-lipolic acid fail to improve anaerobic and aerobic performance in trained cyclists despite a reduction in blood lactate concentration

2026-03-24T07:50:08Z

L-carnitine and alpha-lipolic acid fail to improve anaerobic and aerobic performance in trained cyclists despite a reduction in blood lactate concentration de Rozas, Alejandro; Pérez-Díaz, Juan-José; Muros Molina, José Joaquín; Sánchez Muñoz, Cristóbal; Rufián Henares, José Ángel; Zabala Díaz, Mikel; Salas Montoro, José Antonio Background/Objectives: This study aimed to evaluate the effects of four weeks of combined Acetyl-l-Carnitine and alpha-lipoic acid (ALA) supplementation on anaerobic and aerobic performance and fatigue resistance in trained cyclists, hypothesizing improvements in maximal aerobic power (MAP), Wingate test performance, and reduced lactate accumulation. Methods: In a double-blind, randomized trial, 41 male trained cyclists (age: 36 ± 12 years; MAP: 4.35 ± 0.60 W·kg−1) were assigned to a supplement group (SUP, n = 19; 1200 mg/day Acetyl-l-Carnitine, 300 mg/day ALA, 1.1 mg Vitamin B1, 2.5 µg Vitamin B12) or placebo group (PLA, n = 22) for four weeks. Performance was assessed pre- and post-intervention via counter-movement jumps (CMJs), Wingate tests (WG1, WG2), and a graded exercise test (GXT). Blood lactate ([La−]) was measured post-Wingate. A three-way mixed ANOVA analyzed Wingate performance (session, order, and group), and a two-way ANOVA assessed MAP and fatigue effects. Results: MAP increased by 3.4% (314 ± 32 W to 324 ± 37 W; p = 0.005) with no group interaction (p = 0.457). Wingate peak power showed main effects for order (p < 0.001) and session (p = 0.011) but no group interaction (p = 0.676). SUP reduced [La−] by 1.5 mmol·L−1 post-WG2 in POST (p = 0.049). No significant group differences were found for CMJ or fatigue metrics. Conclusions: Four weeks of Acetyl-l-Carnitine and ALA supplementation did not enhance aerobic or anaerobic performance in trained cyclists, despite reducing blood lactate after high-intensity exercise, suggesting no ergogenic benefits. This research was supported by the Spanish Ministry of Universities, grant number FPU20/00611 awarded to Juan-José Pérez-Díaz and grant number FPU17/04742 awarded to JoséAntonio Salas-Montoro.

Academic discipline and university students' well-being: a comparative analysis with implications for physical and psychological health promotion strategies

2026-03-24T07:35:56Z

Academic discipline and university students' well-being: a comparative analysis with implications for physical and psychological health promotion strategies Yang, Zhangyu; Villodres Bravo, Gracia Cristina; Chen, Chen; Zhang, Xing; Huang, Li; Muros Molina, José Joaquín Background: The university years represent a formative period for establishing health behaviors and psychological resources. While existing research often examines individual predictors of student well-being, few studies have explored how academic discipline shapes these patterns. The present study aimed to examine differences in physical activity (PA), self-esteem, resilience, health-related quality of life (HRQoL) and negative psychological outcomes (anxiety, stress, and depression) among Chinese undergraduates according to academic discipline.Methods: A cross-sectional online survey was conducted in December 2024 among 1,560 students from six comprehensive universities in China. Participants were categorized into four academic disciplines: physical education (PE), health sciences (HS), education sciences (ES) and other non-health sciences (ONS). Validated instruments were used to assess PA, self-esteem, resilience, HRQoL and negative psychological symptoms.Results: Significant differences were observed between academic disciplines. PE students reported the highest scores for PA engagement, self-esteem, resilience and HRQoL, along with the lowest scores for anxiety and stress. In contrast, ES and ONS students reported higher levels of anxiety, stress and depression, as well as lower self-esteem, resilience and HRQoL. Further analyses revealed that male students, those with higher perceived socioeconomic status (PSES) and those with higher PA levels demonstrated more favorable psychological profiles.Conclusion: Academic discipline, alongside demographic and behavioral factors, plays a key role in shaping students’ psychological health and lifestyle behaviors. University-based health promotion strategies should incorporate academic discipline and prioritize action-based interventions to foster sustainable well-being across diverse student populations.

Music teacher education for the future: Reflections on change

2026-03-09T08:45:40Z

Music teacher education for the future: Reflections on change Christophersen, Catharina; Arostegui Plaza, José Luis; Holdhus, Kari; Kenny, Ailbhe; Knudsen, Jan Sverren; Lindgren, Monica; Väkevä, Lauri; Viig, Tine Grieg This article conceptualizes and discusses change in music teacher education. Results from the FUTURED research project provide the starting point for the article. The project explored various dimensions of change within the music education programs in Norwegian generalist teacher education. In this project, change was regarded as having a transformative capacity closely related to co-construction and complexity. Telling new stories about education, and thereby imagining different educational realities, may be seen as a possible trigger for change. In this article, therefore, the authors contrast the current situation against an imagined reality to create a heuristic framework for a critical discussion of change. Based on a meta-analysis of research findings, the authors propose a vision for a future music teacher education, which they then use to highlight and discuss several intersecting dimensions of educational change: values and traditions, demographics, educational practices, curricula, and society.; Este artículo conceptualiza y analiza el cambio en la formación del profesorado de música. Los resultados del proyecto de investigación FUTURED constituyen el punto de partida del artículo. El proyecto exploró diversas dimensiones del cambio en los programas de educación musical de la formación generalista del profesorado en Noruega. En este proyecto, se consideró que el cambio tenía una capacidad transformadora estrechamente relacionada con la co-construcción y la complejidad. Contar nuevas historias sobre la educación y, con ello, imaginar diferentes realidades educativas, puede considerarse un posible desencadenante del cambio. Por lo tanto, en este artículo, los autores contrastan la situación actual con una realidad imaginada para crear un marco heurístico para un debate crítico sobre el cambio. Basándose en un metaanálisis de los resultados de la investigación, los autores proponen una visión para la futura formación del profesorado de música, que luego utilizan para destacar y debatir varias dimensiones entrecruzadas del cambio educativo: valores y tradiciones, demografía, prácticas educativas, planes de estudio y sociedad. Proyecto de investigación "Music Teacher Education for the Future", financiado por el Consejo de Investigación de Noruega. https://prosjekt.hvl.no/futured/

Implementación en el museo de las Metodologías Basadas en las Artes: una experiencia didáctica a partir de las Metodologías Artísticas de Enseñanza-Aprendizaje

2026-02-25T08:35:12Z

Implementación en el museo de las Metodologías Basadas en las Artes: una experiencia didáctica a partir de las Metodologías Artísticas de Enseñanza-Aprendizaje Mena de Torres, Jaime Presentamos una experiencia educativa en la que se utiliza la creación artística visual como principal estrategia metodológica en el museo. En un contexto en el que los museos y centros de arte perciben a los visitantes como interpretes activos que construyen significados a partir de su experiencias, preferencias y sentido de identidad, las Metodologías Artísticas de Enseñanza-Aprendizaje definen un modelo pedagógico en el que la creación artística y el diseño de acciones colaborativas son contempladas como los principales instrumentos para la interacción y el aprendizaje de las artes. La experiencia, desarrollada en la Colección del Museo Ruso, se plantea con un doble objetivo: analizar esta metodología como posible enfoque principal en las actividades pedagógicas del museo, así como presentar un nuevo formato de aproximación a las exposiciones con especial atención al público joven.; This article presents an art‐based project that explores the visual arts as main pedagogical strategy at the museum educational actions. Museums and art centers perceive visitors as active interpreters who make their meanings based on their selfexperiences, preferences and sense of identity; in this current context, the Artistic Teaching‐learning Methodologies define a pedagogical model based on artistic creation and participative actions which allow visitors and educators to approach artworks by means of horizontal and personal methods. The experience, carried out at the Museum‐Name, is presented with a double objective: to analyze this methodology as a possible main strategy in the museum pedagogical activities, as well as to explore a new ways of approaching exhibitions, especially when working with young audiences. I+D+i “Acceso al ocio y la cultura. Plataforma de difusión y evaluación de recursos audiovisuales accesibles” (FFI2015-65934-R).

Arts‐Based Educational Research in Museums: ‘Art for Learning Art’, an A/r/tographic Mediation

2026-02-25T08:18:35Z

Arts‐Based Educational Research in Museums: ‘Art for Learning Art’, an A/r/tographic Mediation Palau Pellicer, Paloma; Mena de Torres, Jaime; Botelho Egas, Olga María This article discusses the forms of arts-based mediation in museums that use creation as the main tool in the learning process. We present four mediation experiences based on the art-based teaching methodologies promoted by the project 'Art for learning art'. These three experiences have been developed in four museums: three in Spain and one in Brazil: the Center Pompidou Málaga, the State Russian Museum in Malaga and the Espai d'Art Contemponeo [Center of contemporary art] in Castellon (Spain) and the Modern Art Murilo Mendes Museum of Minas Gerais (Brazil). Four experiences in three cities of two countries that work for a arts-based methodology that involves the active and collaborative relationship of the public with the works exhibited based on strategies based on the arts. In all cases, the artistic works of the exhibition are the conceptual foundation of the mediation proposals that are offered to the public for their participation. We have tried to link the aesthetic experience as the origin of the mediation process in its two fundamental aspects: creation and appreciation (Roldan, 2004). In the act of creative appreciation, most of the objectives of art education are met. The actions and processes are directed by collaborative contemporary creation strategies around two axes: mediators-artists in training and visitors-artists in learning. In the four experiences that we present here this confluence takes place. The different experiences have been adapted to the conditions of the place, public and exhibition of art, contributing new approaches to the model that was promoted from the University of Granada in 2013.; El presente artículo trata sobre las formas de mediación en museos que parten de la creación artística como principal instrumento en los procesos de aprendizaje. Presentamos cuatro experiencias de mediación basadas en las metodologías de enseñanza basadas en artes del proyecto ‘Arte para aprender arte’. Estas tres experiencias se han desarrollado en cuatro museos: tres en España y uno en Brasil: el Centre Pompidou Málaga, the State Russian Museum in Malaga y l'Espai d'Art Contemponeo [The place of contemporary art] in Castellon (Spain) y el Modern Art Murilo Mendes Museum de Minas Gerais (Brasil). Cuatro experiencias en tres ciudades de dos países que apuestan por una metodología de mediación que implica la relación activa y colaborativa del público con las obras expuestas a partir de estrategias basadas en las artes. En todos los casos las obras artísticas de la exhibición son el fundamento conceptual de las propuestas de mediación que se ofrecen al público para su participación. Hemos tratado de vincular la experiencia estética como origen del proceso de mediación en sus dos facetas fundamentales: la creación y la apreciación (Roldan, 2004). En el acto de apreciación creativa se cumplen la mayoría de los objetivos de la Educación Artística. Las acciones y procesos están directamente dirigidos por estrategias de creación contemporánea colaborativa en torno a dos ejes: mediadores-artistas en formación y visitantes-artistas en aprendizaje. En las cuatro experiencias que aquí presentamos se produce esta confluencia. Las diferentes experiencias se han adaptado a las condiciones del lugar, público y exhibición de arte, aportando nuevos enfoques al modelo que se promovió desde la Universidad de Granada en 2013. I+D+i “Métodos artísticos y visuales de investigación, innovación educativa e intervención social” (HAR2016-76353-R)” I+D+i “Acceso al ocio y la cultura. Plataforma de difusión y evaluación de recursos audiovisuales accesibles” (FFI2015-65934-R).