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Nicole C.A. Strock, Kristen J. Koltun, Emily A. Southmayd, Nancy I. Williams, and Mary Jane De Souza

Energy deficiency in exercising women can lead to physiological consequences. No gold standard exists to accurately estimate energy deficiency, but measured-to-predicted resting metabolic rate (RMR) ratio has been used to categorize women as energy deficient. The purpose of the study was to (a) evaluate the accuracy of RMR prediction methods, (b) determine the relationships with physiological consequences of energy deficiency, and (c) evaluate ratio thresholds in a cross-sectional comparison of ovulatory, amenorrheic, or subclinical menstrual disturbances in exercising women (n = 217). Dual-energy X-ray absorptiometry (DXA) and indirect calorimetry provided data on anthropometrics and energy expenditure. Harris–Benedict, DXA, and Cunningham (1980 and 1991) equations were used to estimate RMR and RMR ratio. Group differences were assessed (analysis of variance and Kruskal–Wallis tests); logistic regression and Spearman correlations related ratios with consequences of energy deficiency (i.e., low total triiodothyronine; TT3). Sensitivity and specificity calculations evaluated ratio thresholds. Amenorrheic women had lower RMR (p < .05), DXA ratio (p < .01), Cunningham1980 (p < .05) and Cunningham1991 (p < .05) ratio, and TT3 (p < .01) compared with the ovulatory group. Each prediction equation overestimated measured RMR (p < .001), but predicted (p < .001) and positively correlated with TT3 (r = .329–.453). A 0.90 ratio threshold yielded highest sensitivity for Cunningham1980 (0.90) and Harris–Benedict (0.87) methods, but a higher ratio threshold was best for DXA (0.94) and Cunningham1991 (0.92) methods to yield a sensitivity of 0.80. In conclusion, each ratio predicted and correlated with TT3, supporting the use of RMR ratio as an alternative assessment of energetic status in exercising women. However, a 0.90 ratio cutoff is not universal across RMR estimation methods.

Open access

Carlos Capella-Peris, Jesús Gil-Gómez, and Òscar Chiva-Bartoll

Purpose: To compare the development of teaching competency in preservice teachers of physical education (n = 96) through two different modalities of intervention from the same service-learning program. The preservice teachers provided a direct service to children with motor functional diversity, promoting their motor skills and counteracting their lack of social attention. Method: The topic was approached using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of two nonequivalent experimental groups implementing the following instrument: the Teaching Competency while performing Motor Skills and Body Language Games Rubric. Meanwhile, qualitative analysis was undertaken by elaborating upon 12 life histories of multiple crossed stories. Results: The quantitative results provided significant evidence regarding the academic effect of service-learning on preservice teachers, while the qualitative interpretation complemented this view, reflecting on how this learning was developed. Discussion/Conclusion: The authors provided the original findings of the service-learning effects on the teaching competency of preservice teachers as well as the promotion of additional academic and social learning.

Open access

Seiichiro Takei, Kuniaki Hirayama, and Junichi Okada

Purpose: The optimal load for maximal power output during hang power cleans (HPCs) from a mechanical perspective is the 1-repetition-maximum (1RM) load; however, previous research has reported otherwise. The present study thus aimed to investigate the underlying factors that determine optimal load during HPCs. Methods: Eight competitive Olympic weight lifters performed HPCs at 40%, 60%, 70%, 80%, 90%, 95%, and 100% of their 1RM while the ground-reaction force and bar/body kinematics were simultaneously recorded. The success criterion during HPC was set above parallel squat at the receiving position. Results: Both peak power and relative peak power were maximized at 80% 1RM (3975.7 [439.1] W, 50.4 [6.6] W/kg, respectively). Peak force, force at peak power, and relative values tended to increase with heavier loads (P < .001), while peak system velocity and system velocity at peak power decreased significantly above 80% 1RM (P = .005 and .011, respectively). There were also significant decreases in peak bar velocity (P < .001) and bar displacement (P < .001) toward heavier loads. There was a strong positive correlation between peak bar velocity and bar displacement in 7 of 8 subjects (r > .90, P < .01). The knee joint angle at the receiving position fell below the quarter-squat position above 70% 1RM. Conclusions: Submaximal loads were indeed optimal for maximal power output for HPC when the success criterion was set above the parallel-squat position. However, when the success criterion was defined as the quarter-squat position, the optimal load became the 1RM load.

Open access

Daniel Boullosa

Open access

James A. Betts, Javier T. Gonzalez, Louise M. Burke, Graeme L. Close, Ina Garthe, Lewis J. James, Asker E. Jeukendrup, James P. Morton, David C. Nieman, Peter Peeling, Stuart M. Phillips, Trent Stellingwerff, Luc J.C. van Loon, Clyde Williams, Kathleen Woolf, Ron Maughan, and Greg Atkinson

Open access

Alan J. McCubbin, Bethanie A. Allanson, Joanne N. Caldwell Odgers, Michelle M. Cort, Ricardo J.S. Costa, Gregory R. Cox, Siobhan T. Crawshay, Ben Desbrow, Eliza G. Freney, Stephanie K. Gaskell, David Hughes, Chris Irwin, Ollie Jay, Benita J. Lalor, Megan L.R. Ross, Gregory Shaw, Julien D. Périard, and Louise M. Burke

It is the position of Sports Dietitians Australia (SDA) that exercise in hot and/or humid environments, or with significant clothing and/or equipment that prevents body heat loss (i.e., exertional heat stress), provides significant challenges to an athlete’s nutritional status, health, and performance. Exertional heat stress, especially when prolonged, can perturb thermoregulatory, cardiovascular, and gastrointestinal systems. Heat acclimation or acclimatization provides beneficial adaptations and should be undertaken where possible. Athletes should aim to begin exercise euhydrated. Furthermore, preexercise hyperhydration may be desirable in some scenarios and can be achieved through acute sodium or glycerol loading protocols. The assessment of fluid balance during exercise, together with gastrointestinal tolerance to fluid intake, and the appropriateness of thirst responses provide valuable information to inform fluid replacement strategies that should be integrated with event fuel requirements. Such strategies should also consider fluid availability and opportunities to drink, to prevent significant under- or overconsumption during exercise. Postexercise beverage choices can be influenced by the required timeframe for return to euhydration and co-ingestion of meals and snacks. Ingested beverage temperature can influence core temperature, with cold/icy beverages of potential use before and during exertional heat stress, while use of menthol can alter thermal sensation. Practical challenges in supporting athletes in teams and traveling for competition require careful planning. Finally, specific athletic population groups have unique nutritional needs in the context of exertional heat stress (i.e., youth, endurance/ultra-endurance athletes, and para-sport athletes), and specific adjustments to nutrition strategies should be made for these population groups.

Open access

Jan-Erik Romar and Magnus Ferry

Purpose: This study was framed with an explorative approach in which preservice classroom teachers (PCTs) participated in physical education learning activities. The purpose was to investigate the construction of their practical knowledge. Methods: Data collection was integrated into a methods course and included a written text assignment in which 28 PCTs described significant didactical milestones (practical knowledge) that will guide their future teaching in physical education. The qualitative analysis of the didactical milestones involved identifying the content of and arguments for their milestones and categorizing them based on common themes and categories. Results: The results showed that the content of the PCTs’ practical knowledge was mainly pedagogical and focused most often on instructional strategies; the reasons were related to students and their learning processes. Conclusion: By exploring and understanding PCTs’ learning of practical knowledge, teacher educators can help to bridge the gap between theory at university and the practice of teaching.