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Aula com o Professor - Prescri��o e Treinamento dos Esportes de Raquete - FLD6815215SAU — Transcript

by Cursos Uniasselvi - Ciências da Saúde · 11,424 words · 1,796 segments · language en · Watch on YouTube

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0:01Me too, professor. The side changed,
0:03right? The microphone, professor, went
0:05to the right side, everything's
0:07different.
0:07>> It changed quite a bit. I was even a
0:09little scared here, but I've already
0:11seen some things. Yeah,
0:13>> nothing, I've
0:14>> already found the things I use here,
0:17but it did change. It
0:18>> changed here. It changed for now. It
0:20just changed. I haven't really looked
0:22through Teams yet, right? But it
0:23changed here in the live session. The
0:25commands changed location. So it's
0:27acting up here, right? But the
0:30recording has started. Good evening
0:33everyone again. Our third live class
0:36here, right? I don't know if any
0:39students are accessing this live
0:40session for the first time. If so,
0:42comment here in the chat, okay? I
0:44always leave this as a tip for those
0:46students and also for you, right? If
0:49you want to revisit a live session or
0:51watch a class you missed, take a look,
0:52right? Over at LeoP, little by little
0:55you're normalizing this situation in
0:57the class recording, okay, everyone?
0:59It's not 100%yet, okay? The recording
1:02isn't 100%uploaded to your LPP yet, but
1:04the recordings are already available
1:06here on Teams, okay? From the two
1:09classes we had. It's very important
1:12that anyone who missed any of the live
1:14sessions can watch the recording to
1:15continue with the course schedule and
1:17the topics covered, okay? Even to do
1:20well on the exam, okay? So, to start,
1:24just to reinforce some agreements for
1:26this live session, to keep the class
1:28calm, right? Microphones and cameras
1:31remain disabled, okay? Just to avoid
1:33any noise or interference during the
1:35explanation, okay? That's all, okay?
1:37Sometimes we enter a noisy environment
1:39during the live class, which can
1:41interrupt the explanation, but if you
1:42want to ask a question, you can raise
1:44your hand, and we can unmute the
1:46microphone. And also participate a lot
1:48here in the chat, okay? Your
1:51participation is essential during this
1:53live session, because our barometer is
1:55the chat, your participation and
1:57interaction, so we can understand how
1:59the class is doing in relation to our
2:01subject and its content, okay? And for
2:05post-class questions, there's the "Talk
2:07to the Mediator" option in your virtual
2:09environment. When you open a request,
2:11it arrives in my system, and I can help
2:13you. You don't need to wait until next
2:14week to get any questions answered.
2:16This channel is available on your Leo
2:18PP, okay? Just to reinforce, everyone,
2:20we received a question about the
2:22request today, a student asking for my
2:24number, right? So, our only channel for
2:27questions is the "Talk to the Mediator"
2:29option and Teams. Any other channel
2:33besides these, we can't answer you or
2:35pass the information on to you. That's
2:37why we don't participate in the group,
2:39right? I believe you have a WhatsApp
2:41group for your class. We can't
2:43participate, neither me nor the
2:45professor, right? Our official
2:49communication channels are here on the
2:51Lop platform or here on Teams, okay?
2:53And right now, live. So, just to
2:55reinforce that, right? Sometimes a
2:59student wants to ask a specific
3:00question or send a message regarding
3:02assessments, and we can't answer
3:04outside of these channels. Talk to the
3:08moderator on Teams, okay? So, just to
3:11reinforce that, but feel free to ask
3:13your questions on those official
3:14channels, okay? Regarding access to the
3:17live session, I mentioned it earlier,
3:19right? I've noticed, in the classes I'm
3:22moderating, very few students are
3:24having trouble accessing the live
3:26session. That's great, right? It means
3:29everything is working well with access
3:31via Lop or Teams, okay? And also, few
3:33students are accessing with external
3:35email. Today I only saw one student who
3:37accessed with an external email. So,
3:39it's important to reinforce this,
3:41everyone, that it's essential that you
3:43always access the platform using your
3:44login and not your academic credentials
3:46, okay? When there's an external email
3:48address in the call, the call isn't
3:49perfect for anyone, okay? Not for us,
3:51not for you, not for that student. The
3:54chat gets a little choppy, our image
3:55gets a little choppy, the presentation
3:57gets choppy. Sometimes, for the student
4:00with an external email, they can't
4:02watch the presentation, they can't see
4:04us, the chat gets choppy for them too,
4:06so this live session isn't perfect,
4:08okay? So it's important that everyone
4:10always accesses the platform using
4:12their institutional credentials, okay?
4:14Having any difficulties with this?
4:16There's a link here: support, new
4:19support, academic services, Teams
4:21access guidance. Oh, professor, but can
4:23I ask this question in the forum with a
4:25moderator? I don't recommend it, okay,
4:27everyone? Why? This is the official
4:29channel for TINS support on your LEOP
4:31platform. So it's much easier when you
4:34open it this way, and the resolution is
4:36even faster. And when you open it
4:38through the file with the mediator, I
4:40can't direct you to that sector through
4:41the protocol. So it's good that you
4:44open it directly this way so that the
4:46resolution is easier and faster for
4:48your problem, okay? Any problem you
4:51have, whether it's related to login,
4:53password, or sometimes the group isn't
4:55showing up on your calendar, the link
4:57isn't right, this is the way, okay
4:59everyone? There in your LOPP, access
5:03instructions for TIM, okay? Regarding
5:06the code, our entry code is 729, okay?
5:10I generated this code around 7 am
5:12because it has an expiration time,
5:14right, 30 minutes, okay? So, whoever is
5:17accessing this live moment now, go to
5:19the Leo app and register your entry,
5:20okay? Here, when you access the Leo app
5:22, there's this section to register your
5:24attendance. You can enter the entry
5:26code there, and at the end of the class
5:28, I'll release the exit code so you can
5:29also register it on your LPP. The exit
5:35code also includes the live class poll,
5:37which is very important for you to
5:39participate in and leave your feedback.
5:42Whether it's positive or constructive,
5:44it's always welcome, okay? Just a tip:
5:47when you enter the exit code, wait a
5:49little while because sometimes it takes
5:51a while for the live class poll to
5:53appear on your LPP, okay? It takes
5:56about 30 seconds, it's quick. Sometimes
5:58people leave the app and don't
6:00participate in the live class poll, and
6:02when you open it again, it's gone. So
6:05it's important that as soon as you
6:06register your exit, you also
6:08participate in this live class poll,
6:10okay? Regarding the recorded classes,
6:12just to reinforce what I mentioned at
6:14the beginning of the explanation, right
6:16? We know there's a process for these
6:18recordings to reach your LOP (Location
6:20of Professionals), right? It happens
6:22here on Teams; we finish recording at
6:248:30, right? There's a 48-hour
6:26timeframe for it to reach your LOP.
6:28However, as I've already communicated
6:30to you, the Unha Self YouTube channel
6:32is experiencing more stability. When a
6:34recording is posted to your LOP, it's
6:36also posted to the Selfie YouTube
6:37channel, right? So, what's happening
6:40with this stability? The recordings
6:42aren't appearing on your LOP right now,
6:44okay? So, for now, things are
6:45normalizing, okay? I'm even receiving
6:48some feedback from students during the
6:49live classes. People are commenting: "
6:51Teacher, one recording is showing up
6:52for me, both recordings are showing up,
6:54" so I'm starting to receive some
6:55feedback like that. But it's nothing
6:57official, okay, everyone? I haven't
6:59received any official communication yet
7:01that this situation has been resolved,
7:03okay? The IT team is aware, but it's
7:05taking a little while to resolve
7:07because it depends on another platform,
7:09YouTube, right? So it also depends on
7:12their response and their resolution,
7:14okay? That's why it's taking a little
7:16while to be resolved. But here on Teams
7:18, when we end the recording, right,
7:20when we end the call, the recordings
7:22become available in the course chat.
7:25Last week I put the two recordings we
7:27had here in the chat for you. Today
7:29I'll put them again later, when this
7:30third recording is available, I'll put
7:32the three links for you to access, okay
7:34? This recording here is from today,
7:36okay? So, just to reinforce this, if
7:38you go to your PP (Project Planner),
7:40some recordings may appear or not yet,
7:43okay? It will be normalized. We will
7:46receive feedback on this soon. I will
7:48let you know, okay? But here on Teams
7:50everything is normal, okay? Here on
7:52this same path we have the learning
7:54path, right? It's always good to
7:56reinforce that it's essential that you
7:58access the learning path, the book for
8:00our subject. Oh, professor, but can I
8:02only access one material? No, okay?
8:05Absolutely not. Why? We know that the
8:08learning path is a summarized version
8:10of the book, very summarized. And
8:13sometimes, in your assessment, a
8:14question that's in the book might
8:16appear, but not in the learning path.
8:18So, that's why it's important that you
8:20read both materials, the learning path
8:21and the book. Oh, professor, can I use
8:24some AI to summarize the book? Uh, or,
8:27as I mentioned to you, there was a
8:29student who made the book, the units of
8:31the book, become a podcast one by one
8:33on a website, an AI. That's possible,
8:36it's a strategy, folks, there's no
8:38problem at all, but you need to access
8:40these materials, okay? It's essential
8:42that you access these materials, read
8:44them carefully. An important tip is to
8:46read the book first, then read the
8:48study guide as if it were a review of
8:49the book. And this live session is also
8:53essential for you to participate in,
8:55either live–ideally, you should
8:57participate live with us–or watch the
8:59recording, okay? But don't forget to
9:02participate in this live session with
9:04us to ask any questions that may arise
9:06while you're reading this material,
9:07okay? So, these materials are the basis
9:11for the assessments, okay? And speaking
9:13of assessments, let's remember some
9:15important deadlines, okay? There's one
9:17that opened yesterday, okay? Uh, the
9:19first important deadline, assessment
9:21one, right? Assessment one opened on
9:24September 21st. It closes this Saturday
9:27, okay? The 3rd. Okay, everyone?
9:30Remember I mentioned to you, nobody
9:32here will be taking this assessment on
9:34the 3rd? Why? Because the app will
9:37definitely experience some instability
9:39on the 3rd, okay? There are many
9:40accesses. The last day of assessments
9:42has many accesses. So, avoid submitting
9:45, right, taking that first assessment
9:47on the 3rd. It has a weight of 1.5,
9:49okay? To contribute to your average,
9:51okay? It covers unit one of the book,
9:54okay? And of the learning path as well,
9:56okay? Assessment two started yesterday,
9:59okay, everyone? The entry code is 729,
10:02okay? It's even pinned here in the chat
10:05for you, 729, okay? Assessment two
10:08started yesterday, okay? The 28th and
10:10goes until October 10th, okay? Remember
10:14that assessment two has a weight of 1.5
10:16, okay? And it covers unit two of the
10:19book. Perfect. Assessment three, which
10:23is the challenge, has been open since
10:25September 14th and also ends on the
10:2710th, okay? In the other classes, I
10:30reinforced the steps of the challenge.
10:32For those who couldn't watch those
10:34classes where I reinforced the steps,
10:35right? It's the first and second
10:37classes where I reinforced the steps of
10:39the challenge, of submitting the
10:40challenge, take a look. Today I'm going
10:42to talk to you about the following.
10:44Regarding the submission, everyone, be
10:46very careful when you submit your
10:48challenge. Remember, the challenge
10:51submission is the entire template
10:53filled out, with all the steps
10:55completed, okay? No steps missing. And
11:00the fifth step, which is the analytical
11:01report, you need to follow the template
11:03guidelines for the challenge, right,
11:05for the analytical report as well, okay
11:07? And you're going to take this fifth
11:11step, copy and paste it into the
11:13answers section of your LEO app, notes
11:15and evaluations. Evaluation three, you
11:19can't miss either the template or this
11:21part of copying and pasting your
11:23analytical report, okay? And it's
11:26essential, everyone, that the guidance
11:28that's there in your analytical report,
11:30which has the presentation section, the
11:32conclusion section, self-evaluation,
11:34references, you can't miss any step,
11:36okay, everyone? Because it has an
11:39impact on your grade in the challenge,
11:41okay? So, follow the template
11:42guidelines. Read the instructions there
11:44. If you haven't done the challenge yet
11:47, read the instructions, download the
11:49template, answer using the template,
11:51and finally, when you hand it in,
11:53convert that template, that Word
11:55document, into a PDF, okay? If you
11:58can't save it as a PDF on your phone or
12:00computer, there's I Love PDF, which is
12:02a website, okay? Where you can convert
12:06any file to PDF. Okay? You'll convert
12:10the file to PDF, hand in that completed
12:12PDF template, and then step five. Be
12:15very careful, everyone. Why am I saying
12:18this? Because from the moment you hand
12:20in the challenge, you hand in the
12:22material, the template, the entire
12:24completed document, we can't change it
12:26anymore. Neither I, nor Professor
12:29Miguel, nor you, okay? Once you hand it
12:32in, it goes straight to a correction
12:34queue, okay? Which is another
12:35department that handles this week. This
12:37week, no, on Friday, I received a
12:39message from a student saying: "
12:40Professor, I wanted to know why you
12:42gave me a grade of two on the challenge
12:44. What did you give me that grade for?"
12:46Guys, we're not the ones who grade,
12:48okay? It's not me or Professor Miguel.
12:50We don't have access to that grading
12:52part, we really don't, okay? So, be
12:54very careful, including when deleting
12:56any files. Once you submit a file, we
12:58can't delete it anymore, okay? So be
13:01very careful when you submit it. Do it
13:03in a quiet environment. If your cell
13:05phone or computer battery drains
13:07quickly, plug it in when you submit the
13:09challenge to avoid that risk, okay?
13:11After you submit it, only the file you
13:13submitted will be considered for
13:15grading, okay? And that's where the
13:16grade will be for your challenge, okay?
13:18And one important thing, okay? If you
13:22submit the challenge and you include a
13:24different file, something different,
13:25even after the grade is given, if you
13:27open a review, only the file you
13:29submitted will be considered. Okay? We
13:34can't review a file that's already been
13:36submitted, okay? So be very careful
13:38with the submission of your
13:39professional challenge, okay?
13:41Especially since it has a weight of
13:42three, which is an important weight in
13:44your average, okay? And the last
13:46assessment, which is assessment four,
13:48the one that's at the on-site center,
13:50you need to schedule this assessment,
13:51okay? Scheduling is still open; you can
13:53schedule it through your LPP. And just
13:56to reinforce that assessment four
13:58covers all the units of the book, okay?
14:00So it's a summary of all the units in
14:02the book in the last assessment, and it
14:04has a weight of four, the highest
14:05weight in your average, okay? So, just
14:08to reinforce regarding the assessments,
14:11access here, grades and assessments,
14:13and don't miss any important deadlines,
14:15okay? Curricular extension. Today I'm
14:18just going to say one piece of good
14:20news for you. For those who haven't yet
14:24completed the extension project I
14:26mentioned, which was 100%online and
14:28worth 50 hours, it's still open, okay
14:30everyone? The deadline has been
14:33extended! It was supposed to close on
14:35the 27th last week, actually on Sunday,
14:37right? And it's open until tomorrow. So
14:40, if you didn't manage to complete it
14:42on time, do it today without fail, okay
14:44? In your LO app, in this extension
14:47section, click here on extension, okay?
14:49It will appear like this: add activity.
14:52Then you'll look for it, okay? In
14:53alphabetical order, under the letter C,
14:56socioeconomic sense and lifestyle
14:58habits of higher education students,
15:00okay? I also put it here in the chat,
15:02okay? It's worth 50 hours, okay? You
15:05have until tomorrow at the latest to
15:07complete it. It's very easy, it's 100%
15:09online. Answer an online questionnaire,
15:12take a picture of yourself answering it
15:13, take a picture of yourself watching
15:15the video that's also on Leo PP, which
15:17you watch when you register for the
15:19activity, okay? Take that photo, those
15:22photos you took, the form, turn it into
15:24a PDF, into a single file, and submit
15:27it. That's it, okay? And then there
15:29will be a validation period. This
15:31validation takes 15 to 30 days, okay?
15:33But from the moment you submit it, it's
15:35easier, you'll be able to guarantee the
15:3750 hours, okay? So, by tomorrow at the
15:39latest. Don't forget to do it. By
15:42tomorrow at 11:59, okay? Whoever can do
15:44it today at 8:30 should do it today to
15:46guarantee it, okay? If any questions
15:49arise, there's the mediator file here
15:51in your Leo PP, in this orange icon and
15:53this yellow icon, okay? In your app, in
15:56your virtual environment, okay? Just
15:59remember that the mediator file is for
16:01pedagogical questions and guidance
16:03after class, okay? So it's the official
16:05channel for questions, okay? Regarding
16:07the extension, challenge, evaluation
16:09deadline, regarding anything about the
16:11learning path, the book, the live class
16:13. That's the way, okay everyone? If any
16:16questions arise, for example, regarding
16:19Teams, financial matters, enrollment,
16:21class changes, or shift changes,
16:23there's another way, okay? In your
16:26virtual environment, there's this:
16:28support, new support. In this space,
16:31you'll find some teams responsible for
16:33assisting you with non-pedagogical
16:35issues, okay? So, for pedagogical
16:37matters, talk to the mediator. For
16:39administrative and operational matters,
16:41there's this path here: support, new
16:43support, to make it easier to resolve
16:45your problem, okay? And just to get
16:47started, right? I'll pass the word to
16:49you, professor. Let me just stop
16:51sharing here. I'm looking here. Found
16:53it. Professor, stop sharing. I'm
16:57getting used to it.
16:59>> Yeah, even reacting now is different
17:02than before. I didn't
17:04>> like the update, did I? But
17:06>> also not. Now that I see it's together,
17:08right, professor? Raising your hand and
17:09reacting together. My God, it's
17:11>> going to be wonderful.
17:12>> You have to, you have to do two clicks.
17:14Before it was just one, three clicks,
17:16right? One to click there, another to
17:18click on the reaction. They clicked,
17:23but let's go, let's go. It'll work.
17:26>> So, good evening, professor. Good
17:29evening, class. Everyone, are you there
17:31? How are you all doing? I see the
17:33class is quite empty, right, professor?
17:3564 students. Do you have the impression
17:38that this class was a little bigger?
17:40>> It was, professor, in the last class we
17:42had 120, I think. It dropped quite a
17:44bit today.
17:45>> It dropped quite a bit. I don't know if
17:47people will gradually arrive, they are
17:49still arriving. Look, it's going up,
17:51look. 106.
17:54>> I put the link here in the chat, right?
17:56Just in case someone is lost out there.
17:58If you see someone lost, you can send
18:00the link, okay, everyone? That's
18:02>> it, everyone. Look, it
18:07>> appeared now, professor.
18:10>> Perfect, perfect. Let's go, class.
18:13Today is our third lesson on
18:15prescription and training for racket
18:17sports. I'll skip the introductions,
18:19you already know me, right? Third
18:21lesson. You already know the tips for
18:26making the most of your studies and you
18:28also know how the online conduct works
18:30in our live classes. OK, everyone? So
18:34let's get to our learning objective for
18:36today's lesson. Today you will
18:38understand the training processes
18:45focused on racket sports, I will
18:47understand how to apply the training
18:49load components, learn about
18:50biomechanical aspects, analyze aspects
18:53inherent to physical preparation, and
18:55understand the tactical components of
18:57racket sports. So, we have a slightly
19:04longer lesson today, we have some very
19:06complex topics, so I ask for your full
19:09attention, okay? Well, everyone, with
19:13that said, let's do our check-in before
19:15we actually start the content. How are
19:19you all doing for today's lesson?
19:21Comment here in the chat. Hey
19:24>> everyone, how are you all doing today?
19:26Are you increasing? Are you at 76? Oh,
19:28the AD is in everyone. Dilson already
19:30mentioned he's curious. Who else? Oh,
19:35Pâmila is curious too. Bianca is tired
19:38. Bianca from table tennis is tired.
19:41Let's go. Let's grab some coffee and
19:43continue. Let's
19:45>> go, everyone.
19:48>> Cleron mentioned he's number one. Happy
19:51. Good. Lucas. That's three more. Guys,
19:54I'm burning up with heat here today.
19:56The
19:56>> air conditioning can tell, right,
19:58professor? Ah, unfortunately, I don't
20:00have air conditioning here in the
20:01office.
20:02>> Oh, no way, professor. My God, I'm
20:04>> all using the fan. It's
20:06>> tough. I turned it on. Today I had to
20:08turn it on, there was no other way, it
20:10was too hot here. I
20:11>> even thought about going to my room
20:12which has air conditioning, but the
20:13internet in my room is very bad. I said
20:15: "Ah, I won't be able to do the class
20:17with the internet in my room." But I
20:19already have plans to put air
20:21conditioning here in the office. It's
20:23good, right, professor? Before
20:24Elninho's, right? The famous Elninho.
20:27Uh-huh.
20:27>> The electricity bill is going to be
20:29high, right? But what can you do? Don't
20:31>> talk about it,
20:32>> we work for it.
20:33>> Iremar commented that Senador Canedo in
20:36Goiás is on fire. I can imagine, Irem,
20:38if it's like that here, imagine there.
20:42>> Ah, Dilson, I live in an apartment here
20:44, Adilson. Starlink isn't an option,
20:46it's difficult. Renata commented that
20:50she's also focused on number three. The
20:52group is somewhere between focused,
20:53cheerful, and curious. Professor, good
20:55stuff.
20:56>> Great, everyone. Great. So let's go,
20:58everyone. We're already commenting on
21:00your checks. There are always some who
21:03comment, but most don't, right? That's
21:06a shame, guys. You don't comment here
21:09in the chat, but let's keep going. Okay
21:12? Well, folks, today's lesson is about
21:15the training process, okay? You already
21:20know this, right? You know that racket
21:24sports are based on physical
21:26conditioning, motor skills, quick
21:28decision-making, and technical,
21:29physical, and tactical training. So,
21:36why do you guys need to understand and
21:38study training methods? Why? What do
21:44you think? Why should you study
21:47training methods? Comment in the chat.
21:52So,
21:53>> guys, what do you think? Comment here.
21:56You can comment whatever comes to mind,
21:58okay?
21:59>> Anything.
22:03>> So, we're at 80. Guys, we arrived late,
22:05but we arrived.
22:07>> 82. Almost there. So,
22:11>> what do you think? Why should you study
22:14training methods?
22:16>> Nobody, guys. What's
22:19>> that? No fear, okay? Oh, an Adilson
22:23came out. Training has a reason and
22:25that's why we have to study to have
22:26direction. Improve training options.
22:29Good. Who else? Only Adilson and Lucas.
22:34Who's already active, if I'm not
22:36mistaken, in this group there were some
22:38who were already doing internships.
22:40Good, Patrick. That's it, so you don't
22:42give up on your job. That's it. Exactly
22:46.
22:48>> Yes, guys. Perfect, guys. So, what we
22:58need to understand is that, regardless
23:00of our students 'goals—whether for
23:03leisure, sports training, or even high
23:05performance—the training method will
23:07guide you, the teacher, on how to
23:09develop your students' technical and
23:11tactical skills. Okay? So you will
23:22respect their skill level, their needs,
23:24based on what? The training method.
23:31Furthermore, and this ties in with what
23:33our colleague Patrick commented, the
23:42training you will gain by studying
23:44training methods will contribute to you
23:46becoming good teachers, will improve
23:48the quality of your work, and will then
23:50favor what? The growth of the sport you
23:56are working in. And without this
24:00knowledge of how to use training
24:01methods, you will become, as Patrick
24:03said, a teacher who just hands the ball
24:06. Your work will be purely improvised,
24:11less effective, and sometimes,
24:16personally, it can even be detrimental
24:18to your athletes, okay? So, that's why
24:21in today's class we're going to
24:23understand the logic of training
24:25progression. We'll also understand the
24:28relationship between training load and
24:30competition load. It's important to
24:32differentiate between these. We'll also
24:35look at the biomechanical aspects of
24:37training. "Oh, professor, our class has
24:39nothing to do with biomechanics.
24:40Biomechanics is another discipline."
24:43Yes, everyone, we'll give a very basic
24:45overview of that in today's class as
24:47well. Okay? Great, everyone.
24:53Characterization of the game with the
24:55game model, okay? The first step is to
24:58understand that the game model is the
25:00first step in sports preparation. So,
25:05before we think about exercises, loads,
25:08training periodization, the first step
25:10we must take in sports preparation is
25:18to understand what game model we're
25:20going to be using. In other words,
25:27everyone, understand the logic of the
25:29racket style we're teaching, how it
25:32works, how it happens, what the rules
25:34are, the physical and metabolic demands
25:36it will require of our athlete? What
25:42are the strokes, what is the frequency
25:44of the strokes? Which strokes are used?
25:47How long does a rally last? What are
25:50the rules of the sport? You have to
25:55understand all of this to create a good
25:57training periodization. Because how are
26:05you going to create a training method,
26:07create a periodization, teach your
26:08athlete, or provide your athlete with a
26:11plan if you don't understand the
26:12specifics of the sport they are
26:14training in? Badminton is not the same
26:19as tennis, tennis is not the same as
26:21cycling. Cycling is not the same as
26:23table tennis. Table tennis is not the
26:25same as badminton. Each will have its
26:28own specifics. It's important that you
26:31understand this. First, before defining
26:35a training model, it's fundamental to
26:38know the rules and how the sports
26:43you're going to train work. Okay? Okay.
26:49And when we talk about sports
26:51preparation, there are three very
26:53interesting topics we're going to
26:55discuss, okay? They are three systems
26:59that are well integrated, folks. So, we
27:02have to understand what the main
27:04objective of the training we want to
27:06have is. So, what's the main goal, guys
27:09? Does anyone know what the main
27:13training goal is for an athlete? Well,
27:19guys, who knows, it's much simpler than
27:21you're imagining, okay? It's not
27:26complex at all. When you train, what's
27:29the goal of that training for your
27:31athlete? To improve. Good. To improve
27:36the physical and technical aspects, to
27:38improve again. That's it, guys,
27:42improving, enhancing what? The
27:44athlete's performance. And that
27:46includes the physical, technical,
27:48tactical, and emotional aspects. That's
27:52why, guys, we use training loads; we
27:55make this training process more complex
27:57, right? So, we organize it, we plan it
28:03, we structure it both during what? The
28:09competition, which is the athlete's
28:11peak moment, and outside of competition
28:13periods, which is during the athlete's
28:15development, OK? And then we have three
28:22systems that are fundamental to sports
28:24preparation: training, complementary
28:26factors, and competition. Training,
28:32guys, is where you apply the training
28:35loads. Competition is where the demands
28:41of that training load you've done,
28:43everything you've done in training, are
28:45put to the test. And complementary
28:53factors are some factors that will
28:54influence both training and competition
28:56. In fact, training and competition can
29:03also influence these factors. Because,
29:07well, complementary factors, rest,
29:10nutrition, relationships. Relationships
29:14, yes, personal ones. If an athlete
29:19argued with their wife or husband the
29:21day before a competition, that can
29:23influence their performance. And these
29:29are complementary factors,
29:30psychological factors that can
29:32influence emotions, that can influence
29:34an athlete's competition. The athlete's
29:40training might be so exhausting that
29:42it's affecting their sleep, and they're
29:44not sleeping properly. This will again
29:49influence their training. So it's a
29:51two-way street, OK? And subsequently,
29:55it can also influence the competition.
29:58So, folks, if we want an athlete to
30:00have great rallies in racket sports, we
30:08need to simulate their competition
30:09performance in training. So, for
30:14example, you know he's going to face an
30:16athlete who likes to control the game
30:18with long rallies, tiring out the
30:20opponent. What do you have to do, guys,
30:24in training? You have to bring that
30:27into the training, that he can do long
30:29rallies, that he can endure, that he
30:31has a physical performance that will
30:33contribute to that style of play, to
30:35face the opponent. So, all of that has
30:38to be put to the test. OK? Exactly,
30:42Adilson. That also influences things.
30:45Generally, guys, no athlete is like
30:47Romário, okay? Romário used to go out
30:50, go partying. He's
30:52>> an exception.
30:53>> He's an exception. The exception can't
30:55be the rule. So Romário is an
30:58exception, guys. Then the player wants
31:01to go partying, wants to go to a club,
31:03uh, escapes concentration. That's very,
31:06wow, guys, it happens, okay? Athletes
31:09escaping concentration, that's what
31:11influences the competition. There's a
31:15very funny case, uh, I participated in
31:18the university Paralympics in 2018,
31:212019, representing my university. And
31:24the university Paralympics, they always
31:26take place at the Paralympic Training
31:28Center in São Paulo. And the
31:30Paralympic Training Center has a hotel
31:33for the athletes, and you don't pay
31:35anything, there's free food, there's a
31:37dormitory, a fantastic hotel, okay
31:39everyone? Very good, uh, all adapted,
31:41everything nice and tidy, but you're
31:43going to participate in the competition
31:45and you're going to sleep there. But
31:48there's a big catch to this whole story
31:49. We can't leave the Paralympic
31:53Training Center during the competition
31:54and we can't bring anyone inside during
31:56the Paralympic Training Center. So, uh,
32:00we have to be focused, we have to be
32:02concentrated. Of course, right?
32:04Athletes joke around with each other,
32:06tease each other, right? Uh, at the
32:09hotel we have shared rooms, not
32:12individual rooms. For example, in the
32:15competition I participated in, there
32:17were opponents who slept in the same
32:19room as me. So, of course there's that
32:22banter, that joking around, but the
32:24focus has to be total. So, it's
32:28important that this phase of training
32:30and complementary factors are carefully
32:32considered, because ideally, our
32:34athletes, especially when thinking
32:36about high performance, will focus on
32:38what, guys? On winning, on the
32:42competition, OK? Well, and here we have
32:51to understand, know how to
32:53differentiate two points, which are two
32:55fundamental concepts when we're dealing
32:57with training prescription: training
32:59load and game load. The game load, guys
33:09, will correspond to the real demands
33:11of the sport. What happens during the
33:16match, the game itself? And the
33:20training load will be the stimuli that
33:22will be applied for what purpose? To
33:26develop physical, technical, and
33:28tactical capacity. For what objective?
33:32To win the matches. So the training,
33:38the training load, should simulate the
33:40demands of the game load, OK? So, for
33:47example, if we take a badminton match,
33:49okay? The rallies last on average about
33:5310 seconds, OK? And every 10 seconds
33:58there's about a 20, 30 second pause
34:00between rallies, because the athlete
34:02does the rally, then picks up the
34:04racket, picks up the shuttlecock, and
34:06positions themselves to serve. All of
34:09that, let's say, about 20 seconds, okay
34:12, folks? If we put that into a
34:15percentage, how much game time will
34:17there be? Around 30 seconds of actual
34:20play. And what does that mean, folks?
34:26When we think about training, the
34:28training has to consider this type of
34:30factor. So, intermittent badminton will
34:35have high intensities of short duration
34:37. So the training also has to focus on
34:42situations of high intensity, short
34:44duration so that the athlete can win.
34:48And that's always the goal, folks,
34:50authorization. The athlete's goal is to
34:53win, OK? We're talking about high
34:56performance here, about professional
34:58athletes, OK? Oh, professor, we're
35:01talking about youth categories, sports
35:03initiation, that's a whole different
35:05story. The goal isn't always to win.
35:08One objective, of course, is
35:09fundamental, but it's not the only
35:11objective we'll have. We're going to
35:14think about the development of that
35:16child, that future professional athlete
35:17. Okay? And so, folks, since we're
35:23talking about training, we can't escape
35:25the training principles established by
35:27Tubino. For those who don't know Tubino
35:31yet, I invite you to learn about him.
35:34He's one of the main authors in
35:36physical education, okay? And he's
35:38going to bring up five fundamental
35:42principles of training. The first is
35:46biological individuality. And something
35:51I always like to discuss with the
35:52students at school, right? When I talk
35:56about biological individuality with
35:58them, it's like this: look at your
36:00classmate next to you, he's just like
36:02you, right? Oh, of course not, ugly as
36:05hell, are you crazy, nothing is like me
36:07. He has that joke, right? And then I
36:10tell them that each body is unique,
36:12each person has a different body. And
36:15when we apply this to sports training,
36:17it's the same thing, folks. Each
36:19athlete is unique. So what works for
36:24one athlete may not work for another.
36:29And you have to consider that when
36:31prescribing training. Another concept
36:34is adaptation. Every sport, every
36:39functionality we have, sports practice
36:41in general, what we do, what will it
36:44demand from us? Stimuli. Everything we
36:49do generates some stimulus, okay? I can
36:52pinch my arm here, that's a stimulus
36:54I'm applying to my body. Okay? Folks,
37:01every stimulus that our body applies,
37:03that it suffers, that it receives, our
37:05body tends to adapt to that style.
37:12Based on this principle, folks, our
37:15body will adapt, okay? If there is no
37:23adaptation, there will be no evolution.
37:28But if we are adapted and don't
37:34overload the stimulus, what happens? We
37:38also don't evolve. And then we enter
37:40the third principle, which is overload.
37:45You need to gradually increase the
37:47stimulus for your athlete so that they
37:48can evolve. If the stimulus is below
37:55what is necessary, they will not evolve
37:57and will remain stagnant. Okay? Since
38:03the body adapts, it will adapt to the
38:05stimulus and maintain that pattern,
38:07although it can even decline, okay? It
38:11can also decrease. So what's important
38:13for you to understand? Imagine a
38:16scenario: you're training at the gym
38:18and you pick up a weight X, let's say
38:2110 kg, okay? You're lifting it. I'll
38:24even put one here on the screen for you
38:26, okay? Let me just set it up here.
38:32Let's go. The athlete will lift 10 kg
38:38on the machine at the gym. He lifted 10
38:44kg, so he'll have an increase, right?
38:48He'll have an overload. In the first
38:50week he lifts 10 kg, in the second week
38:52he lifts 10 kg, in the third week he
38:54lifts 10 kg, and it will progress.
38:58There will come a time when the body
39:00will adapt to this stimulus and it will
39:02reach a plateau, as Leandro commented
39:04here in our chat. And this plateau,
39:08folks, will only end if you increase
39:12the stimulus. Maybe from 10 kg, now
39:16he's going to lift 15 kg. Okay? And
39:21what happens? He'll increase a little
39:26bit too, but he'll adapt, and so on.
39:31Okay? So what do you have to do?
39:36Gradually increase the training load so
39:38that the athlete continues to evolve.
39:43Okay, everyone? That's the principle of
39:47overtraining. Another very important
39:51principle for us to understand is
39:53continuity. And this principle says the
39:57following: you know that person who
39:59starts at the gym and then stops?
40:02Exactly that, folks. If we don't have
40:08continuity with sports training,
40:10everything we've gained we lose,
40:12there's no way around it. Training, uh,
40:17physical activity, physical exercise,
40:20gym, all of that, folks, aerobic
40:23exercises are for life until the last
40:28day of your life, OK? We must always
40:32remain in training so that we don't
40:34lose what we've already achieved. And
40:38finally, the last training principle
40:41I'll discuss with you today is
40:43interdependence: volume and intensity.
40:47So, what does this principle say? The
40:51higher the training volume, okay? I'll
40:55put it here: the higher the training
40:58volume, the lower the intensity. Okay?
41:08The higher the volume, the lower the
41:10intensity. But the reverse is also true
41:16. That is, the higher the intensity,
41:28the lower the volume. Okay, everyone?
41:40So, how are we going to think about
41:42this? How can we put this into practice
41:46? Imagine the following: intensity is
41:52the training load, the weight you're
41:54lifting at the gym. And volume is the
41:58number of sets, the number of
41:59repetitions you're going to do. If you
42:06increase the training load, the weight
42:08you're lifting, proportionally, to
42:10achieve proper, effective execution,
42:12avoid unnecessary fatigue or even
42:14injury, what do you do? You decrease
42:21the training volume. In practice,
42:24imagine you lift 20 kg doing a set of
42:27three 10 reps. If you want to increase
42:30it, double it to 40 kg, what can you do
42:32? You can even keep the number of sets
42:36the same, but decrease the number of
42:37repetitions, and then you can do it
42:39more effectively. Okay, everyone? This
42:43is very important for prescribing
42:45training for people who sometimes have
42:47less time, so they can't spend an hour
42:49and a half at the gym. When you do this
42:53, you decrease their sets, decrease the
42:56number of repetitions, and increase the
42:58load, so they will take less time to do
43:00the training, they will have a higher
43:02intensity, a higher load, and then they
43:04will finish that training in less time,
43:07without losing their progress. Okay? So
43:13these are variables that you can adjust
43:15in the training. OK? Also, professor,
43:18quickly. Uh, I...I commented, I think
43:23it was in this group, right, that I did
43:25a trial class in bit tennis, and I
43:27noticed that they also, you know, both
43:29in bit tennis and in other sports that
43:31I've been involved with, they have a
43:33way of leveling the group a bit, right?
43:36So, there are classes, for example,
43:38they give them names: Beginner A,
43:40Beginner A +. Precisely because if you
43:44are, for example, Beginner B and you're
43:46in a Beginner A class, you can't
43:48develop well in that class, right? You
43:51can't even evolve, right? Nobody gets
43:53there, right? I even remember talking
43:56about this with the teacher, about
43:57students who arrived saying: "Oh, I've
43:59already played Bitand, I don't know
44:01what," and they're in Beginner A, they
44:02haven't even reached B yet. So, that's
44:04exactly it, right? To not hinder either
44:07the student who is already a little
44:08advanced in the sport or the one who is
44:10starting out, not to scare that student
44:12who is starting out, right, professor?
44:14>> Exactly. Exactly. You have to have that
44:18vision during training too, right,
44:20everyone? Very good, professor. Great.
44:25Class, now we're going to move on to
44:27another subject, and I ask that you
44:29don't be alarmed. Remember, I said
44:32we're going to touch on the subject of
44:34biomechanics? So, we're going to talk a
44:36little about that. Biomechanics studies
44:40body movement applied to sports. And
44:45why is it important? Why is it
44:46important for us to study this? Because
44:49it will improve the technique and
44:51performance of your athletes and help
44:53prevent injuries. Remember I mentioned
44:57to you that a coach, after years of me
44:59playing badminton, corrected me on how
45:01I was holding the racket incorrectly?
45:04That has everything to do with
45:06biomechanics, folks. I was performing
45:08the movement incorrectly, and I felt
45:10pain in my wrist because of the wrong
45:12movement. Unfortunately, that coach
45:18left yesterday from where we practiced;
45:20he's going to be a father, so he'll
45:22have to be absent. That's the
45:26>> reason.
45:26>> And we're going to miss him a lot,
45:28right? But there's not much we can do.
45:31We'll say goodbye to him there,
45:32everything. So, guys, it's important
45:38for us to understand the biomechanical
45:40aspects too, but that's where you're
45:42going to get a little scared, because
45:44we're going to talk about something you
45:46studied back in high school. Remember
45:51your uncle? Not your uncle, right? But
45:56the professor, that professor who
45:58talked about pushing a box, and then
46:00you exert a force on that box, and
46:02there's friction. Remember that? It was
46:08physics class. That's right. And in
46:12physics class you learned about what?
46:15Newton's Laws. That's right. You're
46:19going to say: "Professor Miguel, for
46:21the love of God, you're going to talk
46:23about physics in our racquet sports
46:25training class!" I thought I'd never
46:27see that again in my life. I train in
46:29physical education so I don't have to
46:31do calculations. I'm sorry, I'm sorry.
46:36But hey, it's a
46:37>> revelation, isn't it, professor? It's a
46:39revelation.
46:41>> No, but don't worry, you won't be doing
46:44calculations on the Unia Celbre exams,
46:47okay? It won't work, but it's important
46:50that you understand the concept, okay?
46:55So you know there are three essential
46:58laws, Newton's laws, and we can apply
47:00these laws to biomechanics. Because,
47:04folks, what is Newton's law? It's about
47:08movement, about physics. And
47:10biomechanics also uses physics, but
47:13more focused on our bodies, okay? They
47:16are universal laws, okay, folks? And
47:19the first law of physics we're going to
47:21see, Newton's law, is the law of
47:23inertia. So, everything tends to
47:27maintain its state of rest or what?
47:32Uniform rectilinear motion, uh, uniform
47:35rectilinear motion until an external
47:37force acts on that body. If you take a
47:42ball, folks, and it's stationary on the
47:44ground and you say, "Ball, move," will
47:47it move? Yes, right, folks? It will
47:51remain stationary. That's the law of
47:54inertia. For that ball to move, you'll
47:58have to execute a serve. When serving,
48:03the ball will be in uniform rectilinear
48:05motion, okay? It will move until
48:10external forces act upon it. And what
48:14external forces will act on the ball
48:16during the movement? Will it only be
48:19your opponent's racket at the moment of
48:21the hit? No, folks. What forces act in
48:24our universe? We have gravity, we have
48:28air friction, right? We have several
48:32forces that will act on the ball. Okay?
48:36Just so you know, it has everything to
48:38do with sports, folks. Especially
48:41tennis, which is an open-field sport,
48:43if it's raining. And then, folks, won't
48:47the friction of the rain on the ball
48:49decrease its acceleration? The wind.
48:55And all of this tends to influence a
48:57match, okay? Until, folks, the moment
49:01of the hit arrives. So, first example,
49:04right, the law of inertia. Everything
49:07will remain in a state of rest or
49:09motion until a force acts upon it. Okay
49:13? So, let's take the example of the
49:15racket. The racket will remain
49:19stationary until you apply a force to
49:21it to make it move. Newton's second law
49:27, the law of dynamics, states that the
49:30net force applied to an object is
49:31directly proportional to its
49:33acceleration. In other words, the net
49:38force equals the object's mass (
49:40expressed here in kilograms) times the
49:42acceleration. So, the more force you
49:49apply to a stroke, whether in badminton
49:51, table tennis, tennis, or other tennis
49:54games, the greater the acceleration.
50:01The net force equals mass times
50:03acceleration, meaning the greater the
50:05speed. This will make it more difficult
50:11for your opponent to return the ball,
50:13requiring greater motor control. So,
50:19look how Newton's second law, the law
50:22of dynamics, will create a tendency to
50:27condition your opponent to make
50:29mistakes. The more force, the more
50:33acceleration. The more acceleration,
50:36the more speed. And the more speed, the
50:40harder it is for your opponent to
50:41return the ball. So, in practice,
50:45stronger hits generate faster balls,
50:48requiring greater reaction time,
50:50precision, and motor control from the
50:52opponent. That, Adilson, the ball's
50:56spin also makes it much harder for the
50:59opponent, OK? And the third law is the
51:04law of action and reaction, folks. For
51:08every action, there is a reaction. Do
51:11you agree with me, folks? Do you agree?
51:13That's basic, right? Newton's third law
51:16, the law of action and reaction. In
51:20other words, force doesn't appear alone
51:22; it's always accompanied by a reaction
51:24. Okay? So, when you exert a force on
51:34the racket, hitting the shuttlecock, it
51:36will generate a reaction in you, and
51:38you will generate that reaction in the
51:40ground. Look, folks, you hit the
51:50shuttlecock, the shuttlecock pushes the
51:52racket back, your body is pushed back,
51:54you push the ground with your feet,
51:57which is the reaction, to maintain
51:59balance, to remain stable, and generate
52:01a force for the hit. So, guys, in short
52:07, you apply a force to the shuttlecock,
52:09the shuttlecock applies a force to the
52:11racket, since every action has a
52:13reaction. So it's no use, you don't
52:16just hit the shuttlecock, it's as if it
52:18hits the racket back too, okay? And
52:25then you receive this reaction, your
52:27body will respond to this reaction and
52:29you will try to balance yourself so
52:30that you can execute the stroke in the
52:32most appropriate way. Got it? And now,
52:41guys, since we're talking about
52:43Newton's law, we're talking about
52:45biomechanics, we can't fail to talk
52:47about mechanical and anatomical levers
52:49in racket sports. Let's consider that a
52:54lever is a rigid bar that rotates
52:56around a fulcrum, that is, imagine this
52:58here, okay, guys? OK. We have a kind of
53:09lever here, we have a fulcrum and we
53:11have a bar that will what? Rotate
53:15around this fulcrum. Agreed? In our
53:20body, what would the lever be, guys?
53:23The body, the bone, would be the bar,
53:26the joint, the fulcrum, oh, again, oh.
53:29Imagine it was your arm, your elbow,
53:32and your forearm. And the muscle, what
53:35will it do? It will be the force, since
53:39it has to contract, it will exert the
53:41force to move this lever, OK? The
53:47mechanical lever, we use the racket, so
53:49the racket would be our mechanical
53:51lever. An anatomical lever is a lever
53:56between bones, muscles, and tendons. OK
54:00? And we have three classes of levers.
54:04The first class is force and resistance
54:06on opposite sides. The agonist is the
54:09antagonist. OK? We have resistance
54:13between force and fulcrum. And then we
54:16have the example of the ankle and the
54:18knee and the force, and the third class
54:20, which is the force between resistance
54:22and fulcrum, which is more common in
54:24the human body. Okay? Here we have an
54:29example of a first-class lever. So,
54:33look, the first-class lever is the one
54:35that is force and resistance on
54:37opposite sides. We can see, look, the
54:42force, for the muscle contraction there
54:44, it tends to go upwards, okay? To
54:49cause the muscle contraction here. And
54:54then, as you have the law of action and
54:57reaction, there is a counter-resistance
54:59, okay, folks, that will try to prevent
55:01this from happening. This is muscle
55:04contraction. Okay, folks? We have the
55:07second-class lever, which is resistance
55:10between force and fulcrum, right? So we
55:13have the example of the ankle and the
55:15knee. So we see the fulcrum here is
55:19positioned in the middle. The force is
55:23well conditioned here on the fulcrum.
55:26Notice, folks. It's right here on the
55:31fulcrum and the resistance is trying to
55:33prevent this force from being exerted.
55:38Okay? And the third-class lever, it's
55:42very common in the body, right? The
55:46force between resistance and fulcrum.
55:52Look, we have a force here, we have a
55:54fulcrum positioned there where the
55:56force is moving, and the resistance is
55:58trying to prevent this movement from
56:00being performed. Okay, everyone, we're
56:09going to delve a little deeper into a
56:11fundamental area of biomechanics:
56:13kinematics. What is kinematics? It's
56:17the study of motion in time and space.
56:21So, we're almost going to enter a
56:23parallel universe, okay? We're going to
56:26talk about motion in time, we're going
56:28to talk about space, okay? And what's
56:31the practical application of this? How
56:33does it help in racket sports? First,
56:37it improves the technique of our
56:38athletes, right? It will bring energy
56:44savings to our athletes during sports
56:46practice and will reduce the risk of
56:48injuries. And then we have two types of
56:52analysis: qualitative analysis, which
56:55is technical observation, and
56:57quantitative analysis, which is the use
57:00of videos, angles, etc. Okay? For
57:02example, imagine a tennis serve. An
57:06athlete is about to serve. How will
57:08kinematics help? It will analyze not
57:14only the serve itself, but also the
57:16trunk rotation, the elbow extension,
57:18and the angle at which the athlete was
57:20able to perform this extension. How
57:28long was the contact time between the
57:29racket and the ball? How was the
57:33athlete's movement? Knowing how this
57:40happened allows you to maximize your
57:42athlete's performance. That's why
57:46kinematic analyses exist. And now, in
57:52this part of the lesson, we're entering
57:54a key point in preparation, which is
57:56mastering advanced techniques. These
58:01advanced techniques go far beyond
58:07simply performing some fundamentals in
58:09isolation. We talked about some
58:13fundamentals of the Discord racket in
58:15our first lesson. I don't know if you
58:17remember. If you don't, I ask that you
58:21read the textbook and watch the lessons
58:23again. But, folks, advanced technique
58:28is the technique, the fundamental you
58:31already know, plus tactics. So it's
58:39about being able to use the technique
58:41you already know while thinking about
58:43game tactics. This will allow the
58:50athlete to use the right techniques at
58:52the right moments in the game, because
58:54it's no use knowing how to do a good
58:55drop shot or a good smash if you use
58:57them at the wrong time. So you are very
59:05essential for your athlete to have a
59:07good performance. OK. A lot of people
59:13are joining with external emails, right
59:15, professor? Yes,
59:18>> professor. I don't know if everyone
59:19shared the link in the group, right? I
59:21don't think so, but a lot of people are
59:23joining now with external emails.
59:26Everyone who is joining with an
59:27external email, if you have any
59:29difficulties with the institutional
59:31login, go to the "Talk to a Mediator"
59:33section in your LOP and I'll help you,
59:35okay? Regarding that, okay? Because the
59:38attendance becomes quite unstable when
59:40a student with an external email is
59:42accessing it, okay?
59:43>> Exactly. We are only concerned because
59:47sometimes someone from another class
59:49can't take attendance. The teaching
59:52methodology is also different, right,
59:55everyone? So, it's important that you
59:57access the correct group for you, okay?
1:00:00For now, nobody is requiring attendance
1:00:03per se, but the day they start
1:00:04requiring it, many people will be
1:00:06marked absent because they're in the
1:00:08wrong room, okay everyone? So, 700, OK?
1:00:12That's
1:00:13>> right.
1:00:15>> Well, here we have this figure, folks,
1:00:17which will show a little bit of this
1:00:19process, right? Uh, look, we have a
1:00:27gradual, progressive increase in the
1:00:29degree of difficulty of the exercise.
1:00:32We have the athlete's biological age
1:00:34and also the potential to capture
1:00:36stimuli. So these are conditions that
1:00:39will give total control of the
1:00:40technique. For what? For some
1:00:43objectives. Maximum degree of
1:00:45effectiveness, control of movement
1:00:47execution, minimum possible energy
1:00:49expenditure. This is very important,
1:00:51okay everyone? Reduction of injury risk
1:00:56as well, solution for all game
1:00:58situations, among others. OK? Well, and
1:01:03so, folks! The greater this technique,
1:01:10the more we reach a strategy that is a
1:01:12strategy of mastering such advanced
1:01:14techniques. In this specialized phase,
1:01:18an athlete who is already in a
1:01:20specialized phase, the focus of their
1:01:22training will no longer be solely on
1:01:24the execution of the stroke, as I said
1:01:26in the previous slides. So, they will
1:01:31apply a technique geared towards a game
1:01:33strategy. And what happens, folks, in
1:01:37this figure here? What do we observe,
1:01:41okay? Regarding the increase in the
1:01:44volume of work, okay? But with a focus
1:01:48on what this is, folks, goes according
1:01:50to the strategy for mastering advanced
1:01:52techniques, okay? The volume of work
1:01:55increases in mastering advanced
1:01:57techniques. When they increase this
1:02:02volume of specialization, right, the
1:02:04volume of work focused on advanced
1:02:06technique, look what happens, folks.
1:02:10The energy required during execution
1:02:12decreases, there is a greater
1:02:14commitment to speed and precision of
1:02:16movement. So, some gestures that the
1:02:21athlete had to make more quickly and
1:02:23that led them to make mistakes, they
1:02:25will make fewer mistakes because they
1:02:27will have greater precision, despite
1:02:29performing the stroke more quickly. Yes
1:02:35, the movement becomes more automated,
1:02:37he will have a greater capacity to read
1:02:40the game situation, he will stabilize
1:02:42the technical execution, right, under
1:02:44disturbing influences, that is, game
1:02:47situations that can destabilize the
1:02:49athlete emotionally or physically. He
1:02:54will also seek a continuous evolution
1:02:56of technique, and the ability to
1:02:58control situations with a high degree
1:03:00of difficulty. So, folks, with a
1:03:03greater volume of work mastering and
1:03:05advanced techniques, the athlete tends
1:03:08to have these benefits. And now, folks,
1:03:12we have another point that is quite
1:03:14basic, I believe you already know it,
1:03:16okay? I'm not going to delve into it in
1:03:19today's lesson, which is about physical
1:03:21abilities. And so I'm going to focus on
1:03:26three that are the main physical
1:03:28abilities in racket sports, but without
1:03:30disregarding the others, okay? Which
1:03:35are important abilities, but they come
1:03:37here as complementary abilities. So,
1:03:40what are the abilities that we have of
1:03:42paramount importance in racket sports?
1:03:46Strength, speed, and endurance. These
1:03:53are the main physical attributes we'll
1:03:55find in racket sports, and they're
1:03:57essential for good practice in racket
1:03:59sports. Okay? But this doesn't mean we
1:04:07can't consider other skills.
1:04:14Flexibility also comes into play, as
1:04:16does general motor coordination and
1:04:18balance, but these are complementary to
1:04:20these physical capacities. Okay?
1:04:28Another point we need to understand is
1:04:30the physiological aspects of racket
1:04:32sports. Generally, racket sports are
1:04:36intermittent sports, okay? They involve
1:04:39intermittent efforts. What does that
1:04:41mean? They are high-intensity efforts
1:04:42of short duration. And where do they go
1:04:46? The oxidative pathway, folks? The
1:04:48energy pathway, sorry. It goes to the
1:04:55anaerobic alactic system's energy
1:04:56pathway, which you've probably already
1:04:58studied in the sports training course
1:04:59or will study soon. Okay? Have you
1:05:01taken this course? Yes or no? Comment
1:05:04below, it's discussed there. And in the
1:05:06exercise physiology course, you'll also
1:05:08talk about this.
1:05:10>> And that part too, right, professor?
1:05:12Initially, biomechanical sinology, have
1:05:14you already covered that?
1:05:16>> Yes, we'll be talking about that too,
1:05:18okay? Next subject. There are several
1:05:21subjects that will address this, okay,
1:05:23everyone? And then we'll talk about the
1:05:27alactic anaerobic system. We'll just
1:05:30give a brief overview, because this is
1:05:32the main energy pathway that will be
1:05:34used in rallies, everyone. Why alactic?
1:05:40Because it won't produce oxidative
1:05:42metabolites that can lead to a drop in
1:05:44the athlete's performance. So it's that
1:05:49short-duration energy pathway for
1:05:51intermittent movements, intense
1:05:59movements that will happen intensely
1:06:01and quickly and at the same time will
1:06:03be ending. This gives the body the
1:06:10ability to produce new ATPs. Okay? But
1:06:17when the rally is much longer or the
1:06:19game extends for a much longer time
1:06:26than expected, this energy system will
1:06:28be supplemented by the anaerobic lactic
1:06:31system, okay? So, it can happen that
1:06:37the athlete—he will happen, it can't,
1:06:40it won't happen—the athlete also uses
1:06:42the anaerobic lactic system. So, he
1:06:47will produce metabolites, OK? And then
1:06:53during the pauses, the predominance
1:06:55will be of the aerobic system, which is
1:06:57the one that consumes oxygen for ATP
1:07:00production, OK. And here we have a
1:07:05marker of low intensity lactate, linear
1:07:08intensity, and high intensity based on
1:07:10lactate, OK? So lactate less than 2 mcg
1:07:16is low intensity, intensity from 2 to 4
1:07:19mcg is high intensity, and more than 4
1:07:22mcg is high intensity. OK? In racket
1:07:28sports, folks, let's go. Uh, tactics
1:07:32are an action, a technical action
1:07:34applied strategically, and it will
1:07:36depend on what? Reading the game,
1:07:39anticipating the opponent's moves, and
1:07:42decision-making, that is, what to do,
1:07:44how to do it, and when to do it. So, an
1:07:48example, OK? In badminton, it's very
1:07:52common to exploit the opponent's
1:07:53weaknesses and lead that opponent into
1:07:56making a mistake. Okay, thinking about
1:08:03that, we're going to look at some
1:08:04tactics focused on racket sports, okay?
1:08:12First, let me go back. Individual
1:08:15tactics versus doubles tactics, folks,
1:08:17there's a difference, okay? We have to
1:08:21consider that singles, which is
1:08:23individual play, has a very different
1:08:25dynamic from doubles, okay? So you have
1:08:29to consider that when establishing a
1:08:31tactic. Individual play has more open
1:08:34space, the shots are more aggressive,
1:08:36and there's an emphasis on initiative
1:08:38and variation of shots. Doubles play
1:08:42will have less court space available.
1:08:45Although the court is larger, there are
1:08:47two people occupying the court space.
1:08:50So there will be less space for you to
1:08:52execute a shot. Therefore, the emphasis
1:08:55will be on occupying territory and the
1:08:57angle of the shot. Synchronized
1:09:00communication between athletes is
1:09:02essential, and positioning close to the
1:09:04net is more common than in singles.
1:09:08Okay. Tactical zones in tennis. Folks,
1:09:11we have five divisions of tactical
1:09:14zones in tennis. The closer to the net,
1:09:17the more aggressive the shot, the
1:09:19higher and lower the shot. The further
1:09:23from the net, the higher the shot and
1:09:25the more control. OK? Tactical zones in
1:09:33tennis, folks. Zones in red or these
1:09:37warmer colors are the offensive zones,
1:09:39and the zones in blue, okay? are the
1:09:45defensive zones. The recommended
1:09:47strategy is to try to start the point
1:09:49in an offensive position. Five tactical
1:09:53zones. Definition zone, finishing the
1:09:57point, attack zone, which is number two
1:09:59. Third pressure zone, which is the
1:10:03challenge zone, right? Offensive
1:10:05build-up. The control zone, right?
1:10:09Rally zone, balanced exchange of balls.
1:10:12And the fifth defense zone. OK.
1:10:17Bisector model and tactical positioning
1:10:20. In every racket sport, you should
1:10:23consider the bisector model, folks.
1:10:26Look, the bisector is this yellow line
1:10:28that you can see here in the slides. Do
1:10:31you see it? OK. She's going to
1:10:36represent an ideal line, an ideal
1:10:37imaginary line to position yourself for
1:10:40receiving a serve and a shot. Always
1:10:44where, guys? Focused on the horizontal.
1:10:48But if you notice, imagine the opposing
1:10:50player, they served from here to you,
1:10:52OK? They did it, but in the opposite
1:10:55direction. The further forward you are
1:10:59on the court, the smaller the angle
1:11:01you'll have to return the ball. Look,
1:11:05from the angle of the bisector, we
1:11:07start to see here with the blue line,
1:11:09which is the angle of your return, okay
1:11:11? Look, the further away from the net,
1:11:18the more possibilities you have to hit
1:11:20the ball. The closer to the net, the
1:11:24smaller the angle you have for
1:11:26returning. So, look at the big gap you
1:11:29have here, which you can't reach. So,
1:11:35that's why we have the player
1:11:36positioning themselves in this
1:11:38defensive zone during the serve. This
1:11:41will happen at any moment of the match,
1:11:43okay? So, at any moment of the match,
1:11:47you have to consider the angle of the
1:11:49bisector so that you are not surprised
1:11:51by your opponent, okay? So, in
1:11:53badminton, it's quite common for the
1:11:55athlete to stay in the back row, okay?
1:11:58Especially in badminton, because
1:11:59otherwise they'd hit the shuttlecock up
1:12:01front and mess everything up. But where
1:12:02do they position themselves? In the
1:12:05middle of the court so they can catch
1:12:06both the shuttlecocks from the front
1:12:08and the shuttlecocks from the back.
1:12:11Okay. Tactics in table tennis. We have
1:12:15some main tactics in table tennis, and
1:12:17this tactic is very pronounced by the
1:12:19type of hit. So we have the cat effect,
1:12:23we have the touch screen, the drive,
1:12:25and the combination of effects that the
1:12:28athlete uses; they will exploit the
1:12:29opponent's movement and induce them to
1:12:32make a mistake. This is very common in
1:12:35racket sports, inducing the opponent to
1:12:37make a mistake. Okay? In badminton, we
1:12:40have a slightly different tactical
1:12:42setup. We'll go back to the angle of
1:12:46the bisector, but look, the triangle is
1:12:48the opponent, and the green one here
1:12:50would be you, okay, everyone? Look, the
1:12:56opponent in this position has an angle
1:12:58to make the attack. So, this is the
1:13:05positioning you should adopt to defend
1:13:10against your opponent's attack. If
1:13:12they're positioning themselves more
1:13:13towards the center, you position
1:13:15yourself a little more towards the
1:13:16center. If they're positioning
1:13:18themselves more to the side, you also
1:13:20position yourself a little more to the
1:13:22side. Professor, but there will be an
1:13:24open space there, and that's where you
1:13:26move, okay everyone? But it's a basic
1:13:30position so that you can efficiently
1:13:31return your opponent's shots. Okay? So,
1:13:36we're already heading towards the end
1:13:38of our slides. So, we're going to do
1:13:41our challenge in our class during our
1:13:43pit stop, okay? I'll read the text to
1:13:49you, then I'll give you the answer
1:13:50choices. And then you'll answer here in
1:13:54the chat. Let's go. Read the text.
1:14:00During the observation of a badminton
1:14:02match, a coach notices that his athlete
1:14:04is suffering constant physical fatigue,
1:14:06disorganization on the court, and
1:14:08committing recurring errors. Tactical
1:14:14analysis reveals that the opponent is
1:14:16applying an efficient movement strategy
1:14:18, forcing the athlete to move at
1:14:20opposite angles and cover long
1:14:22distances. Furthermore, the coach notes
1:14:28that after executing the stroke, the
1:14:30athlete remains static at the throwing
1:14:32point, without adequate spatial
1:14:34readjustment to anticipate the
1:14:36opponent's response. To reverse this
1:14:44situation, the coach needs to guide the
1:14:46athlete to apply a concept of base
1:14:48position, considered central to the
1:14:50game's tactics, understanding that it
1:14:52functions as a dynamic point of return
1:14:54that depends on the stroke applied and
1:14:57the opponent's response options,
1:14:58positioning themselves in the most
1:15:00advantageous zone to react to the next
1:15:02move. Let me print this here, put it in
1:15:09the chat for those who couldn't hear or
1:15:11read it, okay? Now we'll go to the
1:15:17alternatives. Considering the tactical
1:15:23dynamics of badminton, the importance
1:15:25of the base position and the need to
1:15:27read the opponent, indicate the option
1:15:29that presents the correct professional
1:15:31guidance to be given to the athlete to
1:15:33correct the observed flaw. We have
1:15:38alternative A, alternative B,
1:15:40alternative C, D and E. So, guys, which
1:15:43alternative is correct for you? It's
1:15:47the correct alternative.
1:15:51>> So, guys, I'll put it here in the chat
1:15:54too so they can see it clearly.
1:15:57>> Let me see. Adisso already gave B here.
1:16:00Who else? Hey
1:16:08>> everyone! Let's go. So, we're now at 97
1:16:13, so we want to see your participation
1:16:15here in the chat, without fear of being
1:16:18wrong, okay everyone? Let's go.
1:16:22>> Oh, Claudete also said letter B. Who
1:16:25else? Oh, Talícia, letter A, Renata,
1:16:32letter B. Márcio, letter B, Patrick,
1:16:35letter B too. Letter B is dominating
1:16:40for now. We only had one letter A.
1:16:49Priscila Juarez, that's the one we say,
1:16:51right, teacher? A pull, everyone goes.
1:16:56I'm kidding, guys. We imagine you're
1:16:59putting the alternative you think is
1:17:01right. Pula said letter A. Jusele
1:17:07letter B. Jonathan letter B. Rut letter
1:17:09B. Letter B won.
1:17:16>> A lot of people with letter B.
1:17:20>> Iremar gave
1:17:22>> a hint in the chat.
1:17:25>> I just said it.
1:17:26>> It worked, right, Iremar? Very good.
1:17:33Okay everyone, look, the correct answer
1:17:35is indeed letter B. Remember, racket
1:17:37sports are intermittent, meaning they
1:17:40are dynamic. So, it's no use for the
1:17:44athlete to stay in one position for too
1:17:46long, just in that basic position. Why?
1:17:49The opposing athlete will try to
1:17:51provoke an error. They will condition
1:17:53the athlete to go backward, forward, to
1:17:56the right, and to the left. The athlete
1:17:59going to these positions will return
1:18:01the shot, but they have to return to
1:18:02the basic position. So it's very
1:18:05dynamic, okay? So with each shot the
1:18:08athlete makes, they return to the basic
1:18:11position, readjust their positioning,
1:18:13and try to position themselves in a
1:18:15more advantageous way on the court so
1:18:17they can win a rally. So, everyone, the
1:18:22correct answer is letter B for Brazil,
1:18:25which beat Australia 4-0 or 3-0 in
1:18:28>> honor of Brazil.
1:18:30>> In honor of Brazil. OK. Letter B. Okay
1:18:34everyone, there are 10 minutes left,
1:18:36but I'm going to wrap things up here
1:18:38with you. I'm going to bring up the
1:18:43phrase I always use in every class so
1:18:45that we can be kinder to others, right?
1:18:51And I'm asking you to comment here in
1:18:53the chat what feeling you're taking
1:18:54away from our class. OK. Yes, Adilson,
1:18:59the parallel is the bisector. The
1:19:02parallel, Adilson, there's the model of
1:19:04the bisector. OK. Do you want to make
1:19:08any comments?
1:19:09>> No, no, professor. I'm here in the chat
1:19:12seeing what people are saying. I'm
1:19:13seeing it. Let me see what Renata
1:19:15posted here. Let me see. Look, Renata
1:19:17has already done, from what I
1:19:19understand, the challenge, assessment
1:19:21two, assessment one, I'm only seeing 91
1:19:24, right, Renata? Congratulations. Good
1:19:26job. That's it,
1:19:27>> very good. We just need the in-person
1:19:29exam, right, Renata? That's it. Now we
1:19:31just have to prepare for the last one.
1:19:32This is the best of both worlds, right?
1:19:35Having this schedule for the final
1:19:37assessment, which we know is the one
1:19:38that demands the most of your time,
1:19:40right? It's the last one at the center,
1:19:43right? But congratulations, Renata.
1:19:45That's it. That's the idea, everyone.
1:19:48I'll just reinforce this with you at
1:19:49this moment, right? We have some
1:19:51assessments that are open for
1:19:52submission, as we mentioned at the
1:19:54beginning. I'll use Renata's example
1:19:57from the chat who commented on the
1:19:58challenge. Don't forget to submit the
1:20:01challenge, don't leave it until the
1:20:02last minute. Remember that those who
1:20:06submit a little earlier get faster
1:20:07feedback on the corrections, okay? When
1:20:11you leave it until the end to submit,
1:20:13what can happen? There's a queue of
1:20:16corrections, and that queue gets longer
1:20:18over time. So, be very careful not to
1:20:21leave it until the last minute to
1:20:23submit the challenge. You can submit it
1:20:25there. Use the book a lot, as Adilson
1:20:27commented here in the chat, that he's
1:20:29reading the book. Congratulations,
1:20:30Adilson. That's it. Keep going on this
1:20:33path, it's all right. Make good use of
1:20:35the course textbook to answer the
1:20:37challenge, okay? The main thing for the
1:20:40challenge, the reference for the
1:20:41challenge, is the course textbook. So,
1:20:44take advantage of that a lot, okay?
1:20:47It's important. Eremar commented: "It's
1:20:49almost over, Eremar, your degree is
1:20:51almost over. Soon you'll start another
1:20:53one and continue with us, right?" No,
1:20:55professor, that's not the idea. We
1:20:57finish one degree and start another, it
1:20:59doesn't stop.
1:21:01>> I'll put this in the chat, take
1:21:03advantage of these comments.
1:21:04Congratulations, Eremar.
1:21:06Congratulations, Renata, who also got a
1:21:0810. That's it. That's the idea, right?
1:21:10That's what we say, right? If you
1:21:12participate in this live session, oh,
1:21:14professor, but I couldn't participate
1:21:16in a class, I'll be penalized, that's
1:21:18not it. But the more you participate in
1:21:20this live session, the more you access
1:21:22the materials, which is the book, the
1:21:24learning path, there's no mystery,
1:21:26folks. This is the famous recipe for
1:21:29success in assessments. So, don't
1:21:30forget to access the materials, don't
1:21:32forget to participate in this live
1:21:34session, because it's an exchange,
1:21:36right, professor? You comment here in
1:21:38the chat, you learn and we also learn,
1:21:40right? From this live session, in this
1:21:42exchange of experiences, it's always
1:21:43great to have this moment here with you
1:21:45. And taking advantage of this, thank
1:21:47you for the comment, Professor Miguel
1:21:49is amazing, as always. I'll leave the
1:21:51exit code here in the chat for you,
1:21:53okay? Today's exit code is 909, okay?
1:21:57909. Take advantage of these incredible
1:21:59comments you're putting here in the
1:22:01chat, put them in the live class poll.
1:22:03I know there's no space for comments in
1:22:05the poll, but there are stars there for
1:22:07you to give us, okay? Your
1:22:09participation and feedback are very
1:22:11important, okay? And for those of you
1:22:14who were using external email today,
1:22:15please avoid accessing with external
1:22:17email, okay? If you're having any
1:22:19difficulties, there's the path I showed
1:22:21at the beginning of the class on your
1:22:22Leo PP to contact support. If the
1:22:25difficulty persists, contact me on File
1:22:27with the mediator, but really avoid
1:22:29accessing with external email to avoid
1:22:31any issues with the live session, right
1:22:33? And don't try to access a different
1:22:35class either, because sometimes your
1:22:36class is a different one than the one
1:22:38we're in now. Okay? I'm also going to
1:22:41pause the recording here so it's
1:22:43available for you.

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This page contains the full transcript of Aula com o Professor - Prescri��o e Treinamento dos Esportes de Raquete - FLD6815215SAU by Cursos Uniasselvi - Ciências da Saúde, generated from the public captions YouTube serves with the video. The transcript has 11,424 words across 1,796 segments, with the original timestamps preserved so you can click any line to jump to that moment in the embedded player.

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