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James A. Betts

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Eishin Teraoka, Heidi Jancer Ferreira, David Kirk and Farid Bardid

Purpose: The purpose of this study was to carry out a systematic review of intervention programs that have addressed affective learning outcomes within physical education and to explore pedagogical practices in alignment with teaching, lesson content, and learning outcomes. Method: The literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Included were 26 peer-reviewed pedagogical studies of physical education programs that addressed affective outcomes and reported fidelity of implementation. Results and Discussion: Affective outcomes were grouped into four themes: motivation, emotional responses, self-concept, and resilience. The findings showed that offering choice, encouraging peer feedback, asking deductive questions, focusing on personal improvement, and differentiating are effective teaching strategies that were widely used to support affective learning in children and adolescents. This review highlights the importance of fidelity of implementation to understand how intervention programs are delivered.

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Erin L. McCleave, Katie M. Slattery, Rob Duffield, Stephen Crowcroft, Chris R. Abbiss, Lee K. Wallace and Aaron J. Coutts

Purpose: To examine whether concurrent heat and intermittent hypoxic training can improve endurance performance and physiological responses relative to independent heat or temperate interval training. Methods: Well-trained male cyclists (N = 29) completed 3 weeks of moderate- to high-intensity interval training (4 × 60 min·wk−1) in 1 of 3 conditions: (1) heat (HOT: 32°C, 50% relative humidity, 20.8% fraction of inspired oxygen, (2) heat + hypoxia (H+H: 32°C, 50% relative humidity, 16.2% fraction of inspired oxygen), or (3) temperate environment (CONT: 22°C, 50% relative humidity, 20.8% fraction of inspired oxygen). Performance 20-km time trials (TTs) were conducted in both temperate (TTtemperate) and assigned condition (TTenvironment) before (base), immediately after (mid), and after a 3-week taper (end). Measures of hemoglobin mass, plasma volume, and blood volume were also assessed. Results: There was improved 20-km TT performance to a similar extent across all groups in both TTtemperate (mean ±90% confidence interval HOT, −2.8% ±1.8%; H+H, −2.0% ±1.5%; CONT, −2.0% ±1.8%) and TTenvironment (HOT, −3.3% ±1.7%; H+H, −3.1% ±1.6%; CONT, −3.2% ±1.1%). Plasma volume (HOT, 3.8% ±4.7%; H+H, 3.3% ±4.7%) and blood volume (HOT, 3.0% ±4.1%; H+H, 4.6% ±3.9%) were both increased at mid in HOT and H+H over CONT. Increased hemoglobin mass was observed in H+H only (3.0% ±1.8%). Conclusion: Three weeks of interval training in heat, concurrent heat and hypoxia, or temperate environments improve 20-km TT performance to the same extent. Despite indications of physiological adaptations, the addition of independent heat or concurrent heat and hypoxia provided no greater performance benefits in a temperate environment than temperate training alone.

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Janine V. Olthuis, Margo C. Watt, Christopher E. J. DeWolfe, Emma Connell, Emily N. Wright and Laura Sevigny

Women, relative to men, are at particularly high risk for anxiety and depression, perhaps in part due to their heightened levels of anxiety sensitivity (AS). Physical activity (PA) is an accessible mental health intervention that may be particularly beneficial for women. Using a within-subjects pre-post mixed methods design, this study tested the acceptability, appropriateness, feasibility, and evidence-base of a community-based PA intervention for AS among women at high risk for anxiety and depression. Participants were 45 women with high AS who completed an 8-week group PA intervention. Data were collected via self-report questionnaires, interviews, and recruitment, participation, and retention rates. Results suggest the intervention is acceptable, appropriate, and feasible. Interviews reveal high intervention satisfaction and perceived benefits beyond AS reduction. There was a relatively high attrition rate that suggests room for improvement. The intervention significantly reduced AS, as well as panic, social anxiety, generalized anxiety, and depression symptoms. In the context of the preliminary nature of this study, results suggest the use of community-delivered, group-based PA as a mental health intervention strategy for women is worth further exploration. There is potential for collaboration between the health system, PA delivery professionals, and community organizations to improve access to care.

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Lewis Keane, Emma Sherry, Nico Schulenkorf, Joel Negin, Ding Ding, Adrian Bauman, Edward Jegasothy and Justin Richards

Background: The purpose of this paper was to identify personal, social, and environmental mediators of recreational physical activity (PA) in a 6-month netball-based intervention for women and girls in Tonga. Methods: Tonga Netball’s “low-engagement village program” was implemented in 10 villages and aimed to increase the recreational PA levels in women and girls through a comprehensive, structured community-level netball program addressing key barriers to participation. In a mixed-methods approach, these mediating barriers were identified through qualitative interviews based on the socioecological model. Quantitative measures for mediators and recreational PA were then developed, and data from 301 women and girls were collected. Standard mediation analyses methods were then applied. Results: Program participation appeared to significantly increase PA levels. Statistically significant personal mediators were body issues, preferring competitions, and clothing. Social mediators were support from sports council, community leaders, friends, and church. Environmental mediators were travel time and access to balls, bibs, and umpires. Conclusion: A comprehensive community-level program addressing key participation barriers can increase recreational PA among women and girls in Tonga. Triangulating these results with mediation analyses of variables on the causal pathway can strengthen our understanding of causation and inform funding prioritization for critical program components in similar contexts.

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Jennifer R. Pharr, Mary Angela M. Terencio and Timothy Bungum

Background: People who are physically active enjoy a multitude of health benefits across their lifespan compared with people who are not physically active. However, little research has sought to determine whether those who meet the physical activity (PA) guidelines also engage in other healthy behaviors. The purpose of this study was to compare healthy behaviors of people who met the PA guidelines set forth by the U.S. Department of Health and Human Services to those who did not meet the guidelines. Methods: This was a cross-sectional study using data from the Behavioral Risk Factor Surveillance System survey conducted in 2017. Descriptive statistical analyses were performed using chi-square tests. Odds and adjusted odds ratios were calculated using multiple logistic regressions. Results: Those who met the PA guidelines were more likely to get a flu shot, have a medical checkup, take human immunodeficiency virus tests, wear seatbelts, and binge drink more frequently, compared with those who did not meet the guidelines. This group is also less likely to be smokers and be overweight or obese in comparison to their inactive counterparts. Conclusion: The positive association between PA and other healthy behaviors represents synergistic health activities, with healthy behaviors supporting others.

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Alanna Weisberg, Alexandre Monte Campelo, Tanzeel Bhaidani and Larry Katz

Traditional physical activity tracking tools, such as self-report questionnaires, are inherently subjective and vulnerable to bias. Physical activity tracking technology, such as activity tracking wristbands, is becoming more reliable and readily available. As such, researchers are employing these objective measurement tools in both observational- and intervention-based studies. There remains a gap in the literature on how to properly select activity tracking wristbands for research, specifically for the older adult population. This paper outlines considerations for choosing the most appropriate wrist-worn wearable device for use in research with older adults. Device features, outcome measures, population, and methodological considerations are explored.

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Sascha Ketelhut, Sebastian R. Ketelhut and Kerstin Ketelhut

Purpose: To evaluate the effectiveness of a school-based exercise intervention on endurance performance (EP), blood pressure (BP), and arterial stiffness in children. Methods: A total of 105 students (mean age = 8.2 [0.6] y; 51% girls; body mass index = 17.8 [3.0] kg/m2) were randomized to the intervention group (IG, n = 51) and control group (CG, n = 54). During a 37-week experimental period, the IG received an exercise intervention (2 × 45 min/wk) in addition to their regular school physical education class (3 × 45 min/wk). EP, peripheral and central BP, pulse pressure, augmentation pressure, augmentation index, and aortic pulse wave velocity were assessed. Results: Following the intervention, significant changes (P < .05) in EP, peripheral and central systolic BP, pulse pressure, augmentation pressure, augmentation index, and aortic pulse wave velocity were found in the IG. Children in the CG displayed significant changes in peripheral and central diastolic BP. An analysis of the baseline-to-post changes revealed significant between-group differences in EP (P < .001), pulse pressure (P = .028), augmentation pressure (P = .007), and aortic pulse wave velocity (P = .037) that favored the IG and in peripheral and central diastolic BP that favored the CG. Conclusion: The school-based exercise intervention had beneficial effects not only on EP but also on different hemodynamic parameters.

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Alejandro Pérez-Castilla and Amador García-Ramos

Objective: To compare the short-term effect of power- and strength-oriented resistance-training programs on the individualized load–velocity profiles obtained during the squat (SQ) and bench-press (BP) exercises. Methods: Thirty physically active men (age = 23.4 [3.5] y; SQ 1-repetition maximum [1RM] = 126.5 [26.7] kg; BP 1RM = 81.6 [16.7] kg) were randomly assigned to a power- (exercises: countermovement jump and BP throw; sets per exercise: 4–6; repetitions per set: 5–6; load: 40% 1RM) or strength-training group (exercises: SQ and BP; sets per exercise: 4–6; repetitions per set: 2–8; load: 70%–90% 1RM). The training program lasted 4 wk (2 sessions/wk). The individualized load–velocity profiles (ie, velocity associated with the 30%–60%–90% 1RM) were assessed before and after training through an incremental loading test during the SQ and BP exercises. Results: The power-training group moderately increased the velocity associated with the full spectrum of % 1RM for the SQ (effect size [ES] range: 0.70 to 0.93) and with the 30% 1RM for the BP (ES: 0.67), while the strength-training group reported trivial/small changes across the load–velocity spectrum for both the SQ (ES range: 0.00 to 0.35) and BP (ES range: −0.06 to −0.33). The power-training group showed a higher increase in the mean velocity associated with all % 1RM compared with the strength-training group for both the SQ (ES range: 0.54 to 0.63) and BP (ES range: 0.25 to 0.53). Conclusions: The individualized load–velocity profile (ie, velocity associated with different % 1RM) of lower-body and upper-body exercises can be modified after a 4-wk resistance-training program.

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Pete Van Mullem and Kirk Mathias

In the United States, interscholastic sport coach development occurs at the national, regional, and local levels, through higher education institutions, coaching associations, governing bodies of sport, and coach developers. Although each coach development pathway employs similar instructional methods, delivery formats, and often seeks the same outcome (i.e., certification or degree), each is unique in how they educate interscholastic coaches. Research studies on coach development have examined how interscholastic coaches learn, what they need to know, and what they need to know how to do. Furthermore, research studies in sport coaching have examined the role of a coach developer in facilitating, mentoring, and guiding coach development activities. Therefore, guided by the literature on coach development, the role of the interscholastic sport administrator as a coach developer, and insight gleaned from an exploratory descriptive study on interscholastic sport coaches, this best practices paper offers three steps the interscholastic sport administrator can implement in practice to provide ongoing coach development.