The purpose of this study was to examine the effects of 5 d of creatine (Cr) loading on the electromyographic fatigue threshold (EMG FT) in college-age men. Sixteen men (age 22.4 ± 2.6 yr, height 177.4 ± 6.8 cm, weight 79.5 ± 10.6 kg; M ± SD) participated in this double-blind study and were randomly placed into either placebo (Pl; 10 g of flavored fructose powder per packet; n = 8) or Cr (5 g dicreatine citrate plus 10 g of flavored fructose powder per packet; n = 8) loading groups. Each participant ingested 1 packet 4 times/d, totaling 20 g/d for 5 days (loading). Before and after loading, each participant performed a discontinuous cycle-ergometer test to determine his EMG FT, using bipolar surface electrodes placed on the vastus lateralis of the right thigh. Four 60-s work bouts (ranging from 200 to 400 W) were completed. Adequate rest was given between bouts to allow for the participants’ heart rate (HR) to drop within 10 beats of their resting HR. The EMG amplitude was averaged over 5-s intervals for each 60-s work bout. Resulting slopes from each successive work bout were used to calculate EMG FT. A 2-way ANOVA, Group (Cr vs. Pl) EETime (pre vs. post), resulted in a nonsignificant (p > .05) interaction for supplement and time. In addition, a significant increase (p = .009) in weight was observed in the Cr group. These data suggest that there was a minimal influence of Cr loading on EMG FT for the participants in this study.
Ashley A. Walter, Abbie E. Smith, Trent J. Herda, Eric D. Ryan, Jordan R. Moon, Joel T. Cramer and Jeffrey R. Stout
Lisa M. Barnett, David Stodden, Kristen E. Cohen, Jordan J. Smith, David Revalds Lubans, Matthieu Lenoir, Susanna Iivonen, Andrew D. Miller, Arto Laukkanen, Dean Dudley, Natalie J. Lander, Helen Brown and Philip J. Morgan
Recent international conference presentations have critiqued the promotion of fundamental movement skills (FMS) as a primary pedagogical focus. Presenters have called for a debate about the importance of, and rationale for teaching FMS, and this letter is a response to that call. The authors of this letter are academics who actively engage in FMS research.
We have answered a series of contentions about the promotion of FMS using the peer reviewed literature to support our perspective.
We define what we mean by FMS, discuss the context of what skills can be considered fundamental, discuss how the development of these skills is related to broader developmental health contexts, and recommend the use of different pedagogical approaches when teaching FMS.
We conclude the promotion of FMS is an important focus in Physical Education (PE) and sport and provide future research questions for investigation.