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Purpose: The purpose of this survey was to create a list of essential historical and contemporary readings for undergraduate and graduate students in the field of exercise physiology. Methods: Fifty-two exercise physiologists/sport scientists served as referees, and each nominated ∼25 papers for inclusion in the list. In total, 396 papers were nominated by the referees. This list was then sent back to the referees, with the instructions to nominate the “100 essential papers in sports and exercise physiology.” Results: The referees cast 4722 votes. The 100 papers with the highest number of votes received 51% (2406) of the total number of votes. A total of 37 papers in the list of “100 essential papers” were published >50 years ago, and 63 papers were published since 1973. Conclusions: This list of essential studies will provide a perspective on contemporary studies, the “giant’s shoulders” to enable young scholars to “see further” or to understand where they have “come from.” This compilation is also meant to impress on students that, given the (lack of) technology available in the past, some of the early science required enormous intuitive leaps on the part of historical scientists.

It is important for athlete and public health that we continue to develop our understanding of the effects of exercise and nutrition on bone health. Bone turnover markers (BTMs) offer an opportunity to accelerate the progression of bone research by revealing a bone response to exercise and nutrition stimuli far more rapidly than current bone imaging techniques. However, the association between short-term change in the concentration of BTMs and long-term bone health remains ambiguous. Several other limitations also complicate the translation of acute BTM data to applied practice. Importantly, several incongruencies exist between the effects of exercise and nutrition stimuli on short-term change in BTM concentration compared with long-term bone structural outcomes to similar stimuli. There are many potential explanations for these inconsistencies, including that short-term study designs fail to encompass a full remodeling cycle. The current article presents the opinion that data from relatively acute studies measuring BTMs may not be able to reliably inform applied practice aiming to optimize bone health. There are important factors to consider when interpreting or translating BTM data and these are discussed.

Purpose: The optimal approach to hamstring training is heavily debated. Eccentric exercises reduce injury risk; however, it is argued that these exercises transfer poorly to improved hamstring function during sprinting. Some argue that other exercises, such as isometric exercises, result in better transfer to running gait and should be used when training to improve performance and reduce injury risk. Given the performance requirements of the hamstrings during the terminal swing phase, where they are exposed to high strain, exercises should aim to improve the torque production during this phase. This should improve the hamstrings’ ability to resist overlengthening consequently, improving performance and limiting strain injury. Most hamstring training studies fail to assess running kinematics postintervention. Of the limited evidence available, only eccentric exercises demonstrate changes in swing-phase kinematics following training. Studies of other exercise modalities investigate effects on markers of performance and injury risk but do not investigate changes in running kinematics. Conclusions: Despite being inconsistent with principles of transfer, current evidence suggests that eccentric exercises result in transfer to swing-phase kinematics. Other exercise modalities may be effective, but the effect of these exercises on running kinematics is unknown.

Dyslipidemia is a major contributor to the development of atherosclerotic cardiovascular disease. Despite high level of physical activity, athletes are not immune from dyslipidemia, but longitudinal data on the variation of lipids are currently lacking. We sought to assess lipid profile changes over time in Olympic athletes practicing different sports disciplines (power, skills, endurance, and mixed). We enrolled 957 consecutive athletes evaluated from London 2012 to Beijing 2022 Olympic Games. Dyslipidemia was defined as low-density lipoprotein (LDL) ≥115 mg/dl, high-density lipoprotein (HDL) <40 mg/dl for males, or HDL <50 mg/dl for females. Hypertriglyceridemia was defined as triglycerides >150 mg/dl. At the follow-up, a variation of ±40 mg/dl for LDL, ±6 mg/dl for HDL, and ±50 mg/dl for triglycerides was considered relevant. Athletes with follow-up <10 months or taking lower lipid agents were excluded. Follow-up was completed in 717 athletes (74.9%), with a mean duration of 55.6 months. Mean age was 27.2 ± 4.8 years old, 54.6% were male (n = 392). Overall, 19.8% (n = 142) athletes were dyslipidemic at both blood tests, being older, practicing nonendurance sports, and predominantly male. In 69.3% (n = 129) of those with elevated LDL at t ₀, altered values were confirmed at follow-up, while the same occurred in 36.5% (n = 15) with hypo-HDL and 5.3% (n = 1) in those with elevated triglycerides. Weight and fat mass percentage modifications did not affect lipid profile variation. LDL hypercholesterolemia tends to persist over time especially among male, older, and nonendurance athletes. LDL hypercholesterolemia detection in athletes should prompt early preventive intervention to reduce the risk of future development of atherosclerotic disease.

Purpose: Given the existing difficulty in implementing Models-Based Practices (MBP) in Physical Education (PE) as expressed in the literature, a study on the application of Cooperative Learning (CL) in primary PE is presented. This research aims to bridge the gap between practice and theory of MBP. Method: A trans-institutional research team (school-university) with expertise in CL supervised and developed a thematic narrative analysis of a single case based on the creative, yet non-fictional, autoethnographic stories of an Elementary 5th-grade PE teacher. Results and Discussion: Five non-fictional stories are presented in raw, narrating significant learning context events. Each story and its events are connected and analysed through the basic conditions of CL. Conclusion: The research highlights the value of narratives as a driver of educational reflection that helps reveal the complexity of implementing CL in a classroom and bridges the gap between MBP theory and its practical application.