This study examined the effects of improved strength on an obstacle course (OC) simulating gait tasks commonly encountered by community-living older adults. Forty-five adults (mean age 68.2 ± 1.5 years) were randomly assigned to a control (10 women, 5 men) or an experimental group (EXP; 19 women, 10 men) and trained 3 days/week for 12 weeks. Using a 1-repetition-maximum (1-RM) method, 6 leg-strength measures were evaluated pre- and posttest. The times to walk an OC of 4 gait tasks (stepping over and across an obstacle, negotiating a raised surface, and foot targeting) set at 3 progressively challenging levels were also assessed. Significant Group × Time interactions were found on all 1-RM tests, with only EXP recording significant improvements (124–147%; p < .001). Strength gains in EXP were accompanied by significant improvements in the times to negotiate all gait stations and walk the entire OC (6-15%; p = .001–.014). This study showed that improving strength is an effective strategy to improve community locomotion, which might decrease the risks of falls in community-living older adults.
Ecosse L. Lamoureux, Aron Murphy, Anthony Sparrow and Robert U. Newton
Joshua Nimmins, Ben Strafford and Joseph Stone
three trials with their designated puck for that session, with one week’s rest given between each session. Each session had two phases. First, participants performed an obstacle course (based on Stark et al., 2009 ) that created tasks representative of a game situation: (a) starting from a stopped
Deborah A.M. Jehu, Nicole Paquet and Yves Lajoie
-up consisted of walking at a self-selected pace on a treadmill for 5 min, followed by eight flights of stairs. Participants then completed approximately 50 min of static and dynamic exercises on a variety of unstable objects on the balance obstacle course (Table 2 ). For example, center of mass and base of
John P. Miller, James C. Vailas, Ronald V. Croce, Robert Confessore and Kerriann Catlaw
This study examined the effects of (a) functional knee braces on thigh muscle EMG and (b) physical activity and leg shape on knee brace migration. Ten female college ice hockey players were fitted with a strap-secured functional knee brace (SSB) and a hard-shell functional knee brace with strapping. Participants performed a side-step maneuver, a treadmill ran, and an obstacle course. Significant differences were noted in hamstring and quadriceps EMG median frequency (mfEMG) while wearing the SSB compared with the control condition. Significant downward shifts were noted in hamstring mfEMG for both braces when compared with the control condition. There was greater brace migration for the obstacle course for both brace types. No relation was found between leg shape and the amount of migration. This study suggests that custom-fitted functional knee braces alter the motor unit recruitment patterns of the thigh musculature during physical activity and that they do not migrate significantly during physical activity.
Kimberly A. Clevenger, Aubrey J. Aubrey, Rebecca W. Moore, Karissa L. Peyer, Darijan Suton, Stewart G. Trost and Karin A. Pfeiffer
Limited data are available on energy cost of common children’s games using measured oxygen consumption.
Children (10.6 ± 2.9 years; N = 37; 26 male, 9 female) performed a selection of structured (bowling, juggling, obstacle course, relays, active kickball) and unstructured (basketball, catch, tennis, clothespin tag, soccer) activities for 5 to 30 minutes. Resting metabolic rate (RMR) was calculated using Schofield’s age- and sex-specific equation. Children wore a portable metabolic unit, which measured expired gases to obtain oxygen consumption (VO2), youth METs (relative VO2/child’s calculated RMR), and activity energy expenditure (kcal/kg/min). Descriptive statistics were used to summarize data.
Relative VO2 ranged from 16.8 ± 4.6 ml/kg/min (bowling) to 32.2 ± 6.8 ml/kg/min (obstacle course). Obstacle course, relays, active kickball, soccer, and clothespin tag elicited vigorous intensity (>6 METs), the remainder elicited moderate intensity (3–6 METs).
This article contributes energy expenditure data for the update and expansion of the youth compendium.
Philip W. Scruggs, Sandy K. Beveridge and Doris L. Watson
Fifth-grade students’ physical activity levels were examined via heart rate telemetry and pedometry during school fitness and recess breaks. Twenty-seven students with a mean age of 11.03 (-.32) years participated in morning recess (MR), lunch recess (LR), and fitness breaks (FB) for three days. Structured FB’s consisted of students engaging in locomotor and nonlocomotor activities within an obstacle course framework, while recess breaks followed a traditional model. Results from repeated measures ANOVAs indicated students engaged in significantly more physical activity during FB than MR and LR. Fitness breaks provided a viable method for increasing children’s school time activity levels.
Allen W. Burton
The purpose of this experiment was to design a gross-motor task that would quantify the perceptual sensitivity of developmentally disabled (DD) and nonhandicapped (NH) children to the relationship between their personal constraints and the constraints in the environment in a movement context. Three groups of subjects participated in this experiment: 17 DD preschoolers, 25 NH kindergarteners, and 27 NH fourth-graders. The subjects moved through a sequence of four high-jump barriers six times as quickly as possible, negotiating the barriers any way they wanted. They also went through the course without the barriers as quickly as possible to establish a baseline movement time. Relative to their own baseline, the fourth-graders moved through the obstacle course significantly faster than the kindergarteners, while the kindergarteners went through the course significantly faster than the DD preschoolers. In addition, significant differences were found between the NH kindergarteners and DD preschoolers for two sets of perceptual variables: percent error and the slopes of two identified transitions from one mode of locomotion to another. These results and further analyses showed that at least some of the movement problems experienced by DD children can be attributed to perceptual difficulties, and established the potential of the present methodology in examining perceptual sensitivity in a movement context in DD and NH children.
Adam M. Bruton, Stephen D. Mellalieu and David A. Shearer
The purpose of this multistudy investigation was to examine observation as an intervention for the manipulation of individual collective efficacy beliefs. Study 1 compared the effects of positive, neutral, and negative video footage of practice trials from an obstacle course task on collective efficacy beliefs in assigned groups. The content of the observation intervention (i.e., positive, neutral, and negative video footage) significantly influenced the direction of change in collective efficacy (p < .05). Study 2 assessed the influence of content familiarity (own team/sport vs. unfamiliar team/sport) on individual collective efficacy perceptions when observing positive footage of competitive basketball performance. Collective efficacy significantly increased for both the familiar and unfamiliar conditions postintervention, with the largest increase for the familiar condition (p < .05). The studies support the use of observation as an intervention to enhance individual perceptions of collective efficacy in group-based activities. The findings suggest that observations of any group displaying positive group characteristics are likely to increase collective efficacy beliefs; however, observation of one’s own team leads to the greatest increases.
Anja Groβek, Christiana van Loo, Gregory E. Peoples, Markus Hagenbuchner, Rachel Jones and Dylan P. Cliff
This study reports energy expenditure (EE) data for lifestyle and ambulatory activities in young children.
Eleven children aged 3 to 6 years (mean age = 4.8 ± 0.9; 55% boys) completed 12 semistructured activities including sedentary behaviors (SB), light (LPA), and moderate-to-vigorous physical activities (MVPA) over 2 laboratory visits while wearing a portable metabolic system to measure EE.
Mean EE values for SB (TV, reading, tablet and toy play) were between 0.9 to 1.1 kcal/min. Standing art had an energy cost that was 1.5 times that of SB (mean = 1.4 kcal/min), whereas bike riding (mean = 2.5 kcal/min) was similar to LPA (cleaning-up, treasure hunt and walking) (mean = 2.3 to 2.5 kcal/min), which had EE that were 2.5 times SB. EE for MVPA (running, active games and obstacle course) was 4.2 times SB (mean = 3.8 to 3.9 kcal/min).
EE values reported in this study can contribute to the limited available data on the energy cost of lifestyle and ambulatory activities in young children.
Claire E. Francis, Patricia E. Longmuir, Charles Boyer, Lars Bo Andersen, Joel D. Barnes, Elena Boiarskaia, John Cairney, Avery D. Faigenbaum, Guy Faulkner, Beth P. Hands, John A. Hay, Ian Janssen, Peter T. Katzmarzyk, Han C. G. Kemper, Duane Knudson, Meghann Lloyd, Thomas L. McKenzie, Tim S. Olds, Jennifer M. Sacheck, Roy J. Shephard, Weimo Zhu and Mark S. Tremblay
The Canadian Assessment of Physical Literacy (CAPL) was conceptualized as a tool to monitor children’s physical literacy. The original model (fitness, activity behavior, knowledge, motor skill) required revision and relative weights for calculating/interpreting scores were required.
Nineteen childhood physical activity/fitness experts completed a 3-round Delphi process. Round 1 was open-ended questions. Subsequent rounds rated statements using a 5-point Likert scale. Recommendations were sought regarding protocol inclusion, relative importance within composite scores and score interpretation.
Delphi participant consensus was achieved for 64% (47/73) of statement topics, including a revised conceptual model, specific assessment protocols, the importance of longitudinal tracking, and the relative importance of individual protocols and composite scores. Divergent opinions remained regarding the inclusion of sleep time, assessment/scoring of the obstacle course assessment of motor skill, and the need for an overall physical literacy classification.
The revised CAPL model (overlapping domains of physical competence, motivation, and knowledge, encompassed by daily behavior) is appropriate for monitoring the physical literacy of children aged 8 to 12 years. Objectively measured domains (daily behavior, physical competence) have higher relative importance. The interpretation of CAPL results should be reevaluated as more data become available.