EFFECTS OF STRENGTH TRAINING, AEROBIC AND CONCURRENT ON MUSCLE STRENGTH AND BODY COMPOSITION

Authors

  • Carlos Alberto de Souza Filho Universidade Federal do Rio de Janeiro (UFRJ-Macaé)

DOI:

https://doi.org/10.51891/rease.v9i6.10476

Keywords:

Body composition. Hypertrophy. Physical training.

Abstract

Objective: To compare the changes generated by strength, aerobic and concurrent training in men and women in body composition and also in muscle strength, whether these individuals are beginners in training or not. Methods: This study is an integrative review and used review and experimental articles. These were chosen by theme and content. Articles that did not fit the proposed theme were excluded, either because they did not address any of the trainings mentioned or/and because they were not related to any other variable addressed here. Results: Based on the articles presented here, it can be seen that all the training discussed here are effective in changing body composition, and that strength and concurrent training are also effective in positively changing muscle strength. Final considerations: It is considered that strength and concurrent training are more effective in significantly altering fat mass and fat percentage than aerobic training, and strength training is more efficient in improving strength and hypertrophy than other training.

Author Biography

Carlos Alberto de Souza Filho, Universidade Federal do Rio de Janeiro (UFRJ-Macaé)

Mestrando no Programa de Pós-Graduação Multicêntrico em Ciências Fisiológicas (Universidade Federal do Rio de Janeiro – Campus Macaé) Pós-graduação em cinesiologia (Universidade Braz Cubas); Pós-graduação em biomecânica (Universidade Braz Cubas); Pós-graduação em treinamento físico (Universidade Braz Cubas); Graduado em educação física (Universidade Estácio de Sá).

Published

2023-07-24

How to Cite

Souza Filho, C. A. de. (2023). EFFECTS OF STRENGTH TRAINING, AEROBIC AND CONCURRENT ON MUSCLE STRENGTH AND BODY COMPOSITION. Revista Ibero-Americana De Humanidades, Ciências E Educação, 9(6), 2965–2977. https://doi.org/10.51891/rease.v9i6.10476