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The sport of cycling has unfortunately been marred by doping throughout its history, both the acts itself and the speculation surrounding its prevalence in the peloton. But how does cycling stack up against other sports? In this article, we will analyse the evolution of anti-doping in cycling and how it ranks compared to other popular sports. Cycling, counting all UCI disciplines, is the sport with the third highest number of doping samples analysed in the last year with data , just behind football. However, there are far more professional athletes in football than in cycling, so in reality doping control as a proportion of the professional population is much higher in cycling than in football. It should also be noted that the major U. Looking at the graph above, we can see that cycling is even the first sport in the number of blood samples for the biological passport. The UCI was the first international sports federation to introduce the biological passport in and is still at the forefront today. The biological passport includes a haematological profile and a steroid profile, which measure the evolution of these values over a period of time. It is an indirect evidence of the use of a doping substance or method, allowing riders to be sanctioned even though they had not provided a positive sample. The majority of blood samples for the biological passport of cyclists are taken out of competition, where the number of urine and blood samples is almost equal. Focusing on out-of-competition samples, cycling overtakes football, the latter of which falls almost to the level of aquatics. Athletes have to update their daily location in the ADAMS whereabouts system, so they have to be prepared to submit to an anti-doping test anytime, anywhere. The fight against doping in cycling comes at a significant cost to many of the stakeholders in the sport. The cyclists also contribute 2. The biological passport has therefore been the major development in the fight against doping in the last decade. In and , the number of samples analysed was logically reduced due to mobility restrictions because of the pandemic, but it is assumed that the anti-doping pressure is now back to normal from onwards is the latest data included in the WADA report. Enforcement of biological passport violations, in the absence of a positive standard sample, are often slow and legally difficult. For example, the cyclist Roman Kreuziger was provisionally sanctioned by the UCI in for abnormal values in his biological passport, but ended up being cleared by the Czech Olympic Committee. Other cyclists such as Juanjo Cobo and Denis Menchov were sanctioned after retiring from competition. The evidence must be very clear for the UCI to sanction a rider for an irregular biological passport. History shows that the absence of a positive test does not prove the absence of doping. Undetectable substances or methods may be used, which is why the biological passport is useful to show the physiological effects of such substances or methods. In , 4. In , the percentage of positive samples has been reduced to 0. Rather unhelpfully, WADA points out that this is the total number of positive samples, but not all of the positive samples are anti-doping rule violations ADRVs. An athlete with a valid Therapeutic Use Exemption TUE may trigger a positive test for the relevant substance and that positive test is included within this data even though it will not be an ADRV. TUEs legalise the use of a banned substance for legitimate medical reasons. In addition, positive samples in the report may also correspond to multiple findings on the same athlete. For example, in in cycling, positive samples constituted anti-doping rule violations ADRVs , while 46 positive samples were cleared for medical reasons and 25 more were cleared for other unspecified reasons. The possible abuse of TUEs has been a controversial topic in sport, as TUEs permit athletes to take substances that are otherwise banned. In some instances, TUE authorisation for steroid-based substances has been granted and backdated even after a rider has started a race. The purpose of this was not to treat medical need, but to improve his power to weight ratio ahead of the race. The application for the TUE for the triamcinolone for Bradley Wiggins, ahead of the Tour de France, also meant that he benefited from the performance enhancing properties of this drug during the race. This suggested a deficiency within the TUE process itself, which permitted exemptions for the use of corticosteroids within competition. For some time the use of corticosteroids within competition, even with a TUE, was prohibited for all voluntary member teams of the Movement for Credible Cycling. However, after lobbying from the UCI, WADA introduced an in-competition ban of all injectable glucocorticosteroids from the start of In any case, considering the size of the professional peloton, these are not numbers that warn of widespread use in the peloton. Many athletes train outside of Europe, often in remote locations. Training in a remote country can make the UCI suspicious and ultimately be counterproductive for a would-be doper seeking to circumvent testing. As you can see on the map below, there are 30 WADA-accredited laboratories worldwide, but there is only one in Africa and one in South America. Unless an athlete is training in Bloemfontein or Rio de Janeiro, samples taken in Africa or South America will have to travel further to a WADA-accredited laboratory compared to if they were taken in Europe, where the vast majority of anti-doping samples are analysed. Logistically, it is also more expensive and complicated to get an anti-doping test carried out in locations with infrequent travel connections or few anti-doping testing agents nearby — bearing in mind that financial resources for anti-doping are limited. There are also legitimate historical reasons for the UCI regulations including training in a remote location as a reason for target testing. A documentary presented on ARD in by renowned investigative journalist Hajo Seppelt, alleged that packets of EPO were found in a bin on the premises of an athletic training centre in Iten, Kenya. Robertson has been training and living between Addis Ababa, Ethiopia and the Rift Valley in Kenya since he was 17 years old. Robertson received an additional four year ban due to his attempt to subvert the doping control process. The data above shows great progress from the beginning of the century until now in the fight against doping in cycling. All stakeholders are making a huge sacrifices in the fight, particularly the riders with their adherence to the daily whereabouts protocol. Despite this, due to the history of cycling and the perception of the sport within the broader populace, it will be very difficult to ever dissociate the terms cycling and doping in the minds of the spectators — who may not think twice about the possibility of doping when watching their local football match. Whilst nobody can guarantee the complete absence of doping in any sport, the UCI should also consider the dissemination of information regarding the progress and success of the anti-doping fight as an important pillar in combatting doping itself. If athletes perceive the sport to have a level playing field with almost everybody playing by the rules, it is possible in some cases that this could reduce instances of doping:. Any source on that? Que afecta medicina ilegal. El ciclismo necesitamos apoyo de concimiento. Your email address will not be published. Save my name, email, and website in this browser for the next time I comment. Notify me of new posts by email. Analysing the Anti-Doping Fight. Cycling vs Other Sports Cycling, counting all UCI disciplines, is the sport with the third highest number of doping samples analysed in the last year with data , just behind football. Remote Locations Many athletes train outside of Europe, often in remote locations. Zane Robertson: New Zealand athlete handed eight-year ban for doping violations, CNN Robertson received an additional four year ban due to his attempt to subvert the doping control process. The Future The data above shows great progress from the beginning of the century until now in the fight against doping in cycling. Podcast, March Leave a Reply Cancel reply Your email address will not be published.

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Evaluate the learning of visually disabled people after participating in an educational game about psychoactive drugs. Quasi-experimental research, conducted in an association of the blind and in an experimental laboratory of health teaching at a university, involving 60 blind people over the age of 18, blind or with low vision, literate in Braille or able to read texts with enlarged letters. Learning was evaluated in an individual interview, before and after the application of the game, with questions organized by levels of complexity. Comparison of the number of hits evaluated using the McNemar test. There was no statistical difference in the medium and high complexity questions. The game Drugs: playing fair, significantly contributed to the learning of people with visual disabilities, representing a strategy to include individuals with disabilities in the access to information. The abuse of psychoactive drugs is a severe public health problem, arousing concern on the international scene. Among the types of drugs, legal drugs stand out, especially tobacco and alcohol, due to the legalization of their consumption. Their use is superior to that of illicit drugs such as marijuana, cocaine and crack. Although adolescents, due to the phase of life that is characterized by risk behaviors, impulsive acts and for being more exposed to multiple risk factors for drug use, 2 2. These can experience the same complications due to drug use and abuse, with greater risk for violence in its different forms, because disabled people who use some psychoactive substance are more likely to be victims of moral, psychological and institutional violence when compared to their peers without disabilities. Estudos Pesquisas Psicol. Valuing diversity is one of the principles that should guide educational practices in health. Strategies that eliminate barriers and seek inclusion contribute to the health promotion of these clients, who in many situations have limited accessibility to services and information. Bersch R. That is, any available resources, adapted to these clients can be considered an assistive technology. In health education, accessible games are presented as a useful tool for people with visual impairments to have the same learning opportunity, that is, to apprehend. Concerning the theme of psychoactive drugs, accessible technologies in the format of games can be an excellent prevention strategy. Health and education professionals share the idea that play, which is any activity aimed at fun, is one of the possible mediators of the teaching learning process. Through play, experiences and discussion can occur, which can produce knowledge. The role of transfer in designing games and simulations for health: systematic review. Thus, play integrates criteria for effective learning, in the sense of drawing attention to a certain subject; its meaning can be discussed among the participants and the knowledge generated can be transported to the field of reality. Visually disabled people use online and physical games for entertainment, while few are intended for health promotion. The board game Drugs: playing fair uses play to promote health by proposing problem situations that require immediate solutions, which favors creativity with experience exchange and interaction. The game, submitted to content and face validation, 7 7. Therefore, the objective was to evaluate the learning of visually disabled people after participating in an educational game about psychoactive drugs. The participants, being the first guests in the association of the blind, were aged 18 years or older, with blindness or low vision, literate in Braille or able to read texts with enlarged letters. People with multiple disabilities and those who had already used the game Drugs: playing fair previously in the evaluation phase were excluded. This information was elaborated based on a validated educational text on drug prevention, 8 8. Rev Tend Enferm Profissional. It consists of a board with a route formed by five types of houses, with different textures, a beginning and an end; cards with questions and answers attached and information about the use of psychoactive drugs; pieces pins and chips ; game instructions; instructions on how to play. The material is written in braille and ink, and the instructions are also available in audio. The houses on the board are arranged in House Drug, with a wavy texture; House Find Out More, with a rubberized texture; House Friends, with a velvety texture; House Enemies, with a rough texture; and House Pass the Turn, with a smooth texture. The content of these houses is related to the concept and classification of drugs, protective and risk factors and curiosities. The participant who started the game drew one of these chips and walked that number of houses, and so on, in each round. If the opponent considered the answer to be corrected, the participant earned a life; if he made a mistake, he skipped a turn. If the participant fell into the house with a smooth texture, he passed the turn to the opponent. Thus, the game continued until one of the participants reached the end, who was considered the winner. The research was disseminated after the association of the blind had granted its authorization. Dissemination happened on a large scale and visually disabled people were invited to participate. To enlarge the sample, subjects were collected through the snowball technique, in which each participant indicates another one and so forth. They were invited to visit the university and were organized in pairs, according to the structure of the game. Thus, they received the game with its components, had free time to explore the material and read the instructions. The investigator did not interfere with the dynamics of the game, which lasted about 50 min, but merely observed the pair of players. In total, 30 pairs were constituted, involving 60 subjects, a limited number due to difficulties to join the pairs of players. To evaluate background knowledge about psychoactive drugs, the researcher interviewed the participants individually and applied a pre-test. Then, the duo played and, soon after, the post-test was applied, also individually. The knowledge assessment instruments consisted of six questions, organized into low, medium and high complexity levels, that is, the higher the complexity, the more elaborate and difficult the question was. The topics covered the concept and classification of drugs, protective and risk Factors and curiosities; categorized into levels of complexity and validated in a previous study on psychoactive substances. Construction and evaluation of issues database about psychoactive substances. Hence, in the future, health promotion strategies can be elaborated focused on this knowledge. The question bank covered the topics of concept and classification, signs and symptoms, harms, protective factors and risk factors regarding drug use. Questions were categorized by level of complexity. For the Knowledge Assessment Tools on the pre and post-test, eight low, two medium and two high-complexity questions were drafted to be divided equally between the two tools, without repeating questions. Thus, each instrument contained a total of six questions, being four of low B1, B2, B3 and B4 , one of medium M1 and one of high complexity A1. These assertions should be assessed as true T or false F. The questions in the pre-test instrument were: B1 - The main reason that leads to drug use is the influence of friends F ; B2 - The population does not consider alcohol and slimming drugs as drugs T ; B3 - The only harm drugs use causes is family abandonment F ; B4 - Cocaine use by pregnant women can cause a miscarriage T ; M1 - People who live with smokers and do not smoke are at risk of developing smoking-associated diseases F ; A1 - The topic drugs should be discussed only in schools with young people, because these are the people who most use drugs F. The learning analysis was computed comparatively by the number of hits on the pre - and post-test, when the McNemar test was applied. This study met the national and international standards of ethics in research involving human beings. Next, the number of correct and wrong answers is presented according to the levels of complexity of the questions on the theme psychoactive drugs before and after the educational intervention Table 1. The increase in the number of correct answers after the intervention was greater for question B1 Table 2 shows the percentage of correct answers before and after the use of the game, according to the age group. Questions B4, M1 and A1 showed a decrease by 9. Table 3 shows the difference in the number of correct answers between the pre and post-test, according to the number of years of study. In question B4, in the range from 10 to 12 years, and A1 in the range of 13 to 16 years of study, the number of correct answers decreased after the use of the game, but this was not statistically significant. The evaluations of the game were significant in terms of learning, but the study came with some limitations, such as the reduced number of participants, difficulty to gather two visually disabled people at the same time to play, small number of cards, which made it easier to memorize the contents, which can be corrected in future studies by expanding the amount of cards and the contents. The game in this study is low-cost and handmade, favoring its replication and use by health and education professionals, and even during Braille literacy classes for visually disabled people. It can also be elaborated with other themes of interest, broadening its possible uses in health and education institutions. As health educators, nurses need to use artifacts such as educational games for the sake of health promotion. A similar educational profile was identified in a study involving participants, which was focused on the quality of life of Dutch visually disabled young adults 18 to 25 years , in which Quality of life and participation of young adults with a visual impairment aged 18—25 years: comparison with population norms. Acta Ophthalmol. It is known, however, that in Brazil, the disabled population in general has either none or unfinished basic education This can be associated with difficulties to get access to school, adapted material and effective interpersonal relationships, which remain as barriers to inclusion. BMC Res Notes. All these support axes will directly influence the health promotion of visually disabled people. Although not a characteristic of the participants in this study, low education is directly associated with drug abuse, which makes visually disabled people also a risk population for this problem. The use of psychoactive drugs is not restricted to individuals with low education though. Research with medical students showed the use of illicit drugs, marijuana and hashish being the most used both at any time in life Also, they reported on obtaining the drugs at parties Exposure to psychoactive compounds amongst students of medical University. Cent Eur J Public Health. The application of the game Drugs: playing fair as a strategy to facilitate the collection of information on psychoactive drugs presented positive results, with an index of best answers, on most questions, after the use of the game. Research with college students showed that they have the knowledge about vulnerability to drug use and the main reasons that lead them to use drugs, are: fun, escape valve, escape from reality, relieve stressful conditions and potentiate learning, attention and memory, pleasure, excitement or feeling of relaxation, emotional state, addiction, family relationship. Use of psychoactives substances among college students: epidemiological profile, settings and methodological limitations. Cad Saude Colet. Still, that knowledge about signs and symptoms of drugs is acquired through third parties, through the media, at school, with friends or in previous experiences. Perceptions of adolescent students about drugs. Rev Bras Enferm. This acquisition of information needs guidance so as to avoid errors. Protective factors such as: access to information, dialogue with parents, sports, religiosity are relevant in this context. Health professionals can appropriate these aspects to prevent the use of psychoactive drugs or to rehabilitate users. A study on drugs involving students pointed to religious practice as a protective factor for drug use. Rev Educ Humanidades. The game in this study contained information such as, for example: pregnant women who use cocaine may have a miscarriage because of the substance; individuals who use injectable drugs are at risk of contamination by hepatitis B, C and Aids. There is still ignorance regarding some injuries though, a fact reported during the games. The players were surprised by some information, evidencing gaps related to the main damage drugs use can cause. Many had some, but superficial and limited knowledge about the harms of drug abuse, but they were unaware of more severe physiological and mental changes. They acknowledge their mistaken perception about the legal drugs used in social life, a fact that may be associated with the lower level of education and with the fact that the pre - and post-test contained only one question of medium complexity, which limits a deeper assessment of learning. Despite the association between low education and knowledge about licit drugs, realities with better levels of education can show the impact of the use of socially and legally permitted drugs. A study involving Jamaican college students in the areas of Social Sciences, Humanities and Health identified alcohol use in the last twelve months Williams F, Brands B. Knowledge of consequences, academic performance and drug consumption among undergraduate students in one university in Jamaica. Texto Contexto Enferm. In the knowledge assessment instrument, there was a question that mentioned the school as the only place where the theme drugs should be discussed. The discussion on drug use should not be restricted only to schools and universities, as it permeates a wide range of social spheres. The debate at school on various topics, including drugs, as a form of prevention and early intervention, is important, school being the gateway to adult life. Caderno do gestor do PSE. In Brazil, there are drug prevention programs, but teacher training is necessary. Public policies for drug abuse prevention in Brazil and the United States. Cad Saude Publica. It is expected that, through health education and drug prevention activities with children, they will become adolescents and adults who are less vulnerable to risk behaviors, including drug abuse. The individuals were able to acquire information about drugs and the questions instigated reflections on the topic in the course of the game. This means that it allowed access to information, and can be used in the learning process and as a health education tool. It is emphasized, however, that just acquiring knowledge is not enough to prevent harmful and abusive drugs use, or even mitigate the recreational use of licit drugs. During the learning process, some factors can cause either positive or negative interference. Thus, it is relevant to evaluate, in this study, the influence of the age group and education on information acquisition through strategic play. In some questions, the age group was related to the increase in the rate of correct answers between the pre and post-tests. This statistically significant difference prevailed in the age groups of 20 to 29 years and 40 to 49 years, as both age groups showed little knowledge about the subject drugs before the game intervention. This may be related to the fact that individuals in the first age group have already passed the adolescence phase and think they no longer need to have knowledge on the subject or are not at risk of getting involved with drugs. Nevertheless, the study emphasizes that both adolescents and young adults are vulnerable, even if in the academic sphere. J Stud Alcohol Drugs. In the age group between 40 and 49 years, it was assumed that the participants would already have greater knowledge about psychoactive drugs and that the game would not stimulate them or contribute to learning, but that was not what came out. It was in this age group that the highest rate of increase in the number of correct answers was found between the pre-and post-tests. The punctual correct answers given to some questions decreased when related to the age group. Considering that the questions were different in the pre-and post-test, the reduction in the number of correct answers may have been due to misunderstanding of the assertions when the researcher read them or actually to lack of knowledge on the content of that question, which was not even present in the pre-test and may not have been drawn for reading during the dynamics of the game. This decrease was no statistically relevant though. In this age range, most already have children, nephews, godchildren and feel responsible for knowing the subject, in order to prevent them from getting involved with drugs. The family, which is considered a protective factor, cares about how to educate them, guide them, and how to lead them safely throughout life. Zapper JG, Dapper F. Rev Psicol Imed. Despite the absence of statistically significant differences at the other complexity levels of the questions assessed, there was an overall increase in the index of correct answers in all age groups after the game, which increases the chance of interest and learning at all ages, showing a valid strategy for health education and health promotion. Not only nurses, but also some other health professionals can use it, as well as educators. The development of assistive technologies for visually disabled people permeates the interdisciplinary contribution, and, when elaborating them, health professionals need to consider the specific needs of each public. In turn, this intersectoral perspective allows reflections in that that there are several usage strategies and formats to construct these technologies. It is up to the professionals to discern the most appropriate to their clientele. The game is recurrently used as a health education strategy for preventing psychoactive drug abuse. J Bras Tele. Thus, as an assistive technology, it provides the insertion of the visually disabled person in a not only playful, but also informative universe. The educational game Drugs: playing fair contributed significantly to the learning of visually disabled people on the topic of psychoactive drugs, and can be inserted in the health education process. Strategies are important that permit the inclusion of disabled people into information access, enabling them to decide on their health. Adapted educational games should be included in health education practices in any environment. Open menu Brazil. Acta Paulista de Enfermagem. Open menu. Abstract Objective Evaluate the learning of visually disabled people after participating in an educational game about psychoactive drugs. Methods Quasi-experimental research, conducted in an association of the blind and in an experimental laboratory of health teaching at a university, involving 60 blind people over the age of 18, blind or with low vision, literate in Braille or able to read texts with enlarged letters. Conclusion The game Drugs: playing fair, significantly contributed to the learning of people with visual disabilities, representing a strategy to include individuals with disabilities in the access to information. Introduction The abuse of psychoactive drugs is a severe public health problem, arousing concern on the international scene. In health education, accessible games are presented as a useful tool for people with visual impairments to have the same learning opportunity, that is, to apprehend information, being considered an assistive technology. Table 1 Distribution of the number of questions before and after the educational intervention, according to the level of complexity. Table 2 Distribution of the percentages of correct answers before and after educational intervention, according to the level of complexity and age group. Table 3 Distribution as to the percentages of correct answers on the pre-and post-test, according to the level of complexity and years of study. Publication Dates Publication in this collection 06 June Date of issue History Received 15 Oct Accepted 25 Aug This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Pagliuca LMF gave the final approval of the version for publication. Conflicts of interest: none to declare. Tables 3. B - low complexity; M - medium complexity; A - high complexity. Questions Age Group Before.. After Before.. After B1 Stay informed of issues for this journal through your RSS reader. PDF Portuguese English. Google Google Scholar. Board game about psychoactive drugs for visually disabled people.

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