Journal: Research quarterly for exercise and sport
This study examined agreement between all 3 standards (as well as relative diagnostic associations with metabolic syndrome) using a representative sample of youth from the Hungarian National Youth Fitness Study.
The regular practice of Nordic walking (NW) has increased in recent years, in part thanks to the health benefits described by the scientific literature. However, there is no consensus on the effects of shock-impact absorption during its practice. Purpose: The aim of this study was to compare the levels of impact and ground reaction forces (GRF) between NW and walking (W). Method: Twenty physically active and experienced participants were assessed using a dynamometric platform and accelerometry analysis. Results: The results show statistically significantly higher levels of acceleration in the tibia (12%) and head (21%) during NW compared with W. Equally, GRF were significantly higher (27%) at the instant of strike compared with W, and a reduction of the forces at the instant of takeoff (8%) was observed. Conclusions: During NW, shock impacts and GRF levels increased compared with W, an aspect that should be considered when prescribing health improvement programs.
The purpose of this study was to determine if mental toughness moderated the occurrence of social loafing in cycle time-trial performance.
The purpose of this article was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom during the preschool year.
This feasibility study compared the effects of 2 movement programs, traditional and mastery climate (i.e., the Children’s Health Activity Motor Program [CHAMP]), on lesson context and children’s physical activity (PA) levels. A secondary aim was to examine sex differences in PA levels in both programs.
The purpose of this study was to conduct a systematic review of classroom-based physical activity interventions that integrate academic content and assess the effectiveness of the interventions on physical activity, learning, facilitators of learning, and health outcomes.
Purpose: Excess postexercise oxygen consumption (EPOC) is dependent on intensity, duration, and mode of exercise. The purpose of this study was to compare the effect of both exercise mode and intensity on EPOC while controlling for caloric expenditure and duration. Method: Ten low to moderately physically active men (22 ± 2 yrs) performed 3 nonrandomized isocaloric bouts of exercise separated by 7 days. The 1st session was resistance training (RT), followed by moderate-intensity steady-state (SS) aerobic exercise, and concluding with a high-intensity intermittent (IT) aerobic session. Results: Total energy expenditure, rate of energy expenditure, and duration did not differ among trials (p>.05). Respiratory exchange ratio was greater during the RT trial than the SS trial (p < .05). At 12 hr postexercise, resting metabolic rate (RMR) was higher after the RT trial (4.7 ± 0.67 mL/kg/min) and IT trial (4.6 ± 0.62 mL/kg/min) compared with their respective baseline measurements (p < .008) and the SS trial (4.3 ± 0.58 mL/kg/min; p < .008). At 21 hr postexercise, RMR was higher after the RT trial (3.7 ± 0.51 mL/kg/min) and IT trial (3.5 ± 0.39 mL/kg/min) compared with the SS trial (3.2 ± 0.38 mL/kg/min; p < .008). The SS trial did not influence RMR at either 12 hr or 21 hr postexercise. Conclusion: Both RT and IT aerobic work increased EPOC to a greater degree than did SS work, indicating that either mode may be more effective at increasing total daily caloric expenditure than SS aerobic exercise.
Purpose: The purpose of this article was to investigate how boys communicate previous experiences of cultural norms in physical education (PE) practice. This was done by analyzing what boys (from a school in the United Kingdom) remember about PE 2 years after they last participated. Making use of autobiographical memory theory and John Dewey’s notions of reactualization of experience and collateral learning, we discuss the results of the study in terms of re-membering. Method: The participants in this study were 20 boys from a secondary school in the United Kingdom. At the time of the study, 11 of the boys were aged 16 to 17 years old and 9 were aged 17 to 18 years old. These boys were interviewed using a semistructured approach to explore their autobiographical memories of PE. Results: The overarching “logic” of memories of PE was sport. Almost all of the boys' articulated memories were of doing sports, albeit in various capacities. Beyond the main theme, the article positions the boys' recollections against established cultural norms of PE as a social practice and explores three subthemes: (a) just doing the game in a traditional curriculum though a multiactivity sport discourse; (b) learning the games in a technical sport discourse; and © learning beyond the game around an educational sport discourse. Conclusions: These boys reactualized memories of learning within an educational discourse, which suggests that what they learned goes beyond the simple consequence of participating.
This study was situated within a longitudinal study of 5 teachers examining the realities of teaching physical education by determining the impact of individual dispositions and contextual factors on the career trajectories of postprimary physical education teachers in Ireland (Iannucci & MacPhail, 2017). One of these participants, Jane, was examined in this study to gain a greater understanding of the realities and tensions experienced by a postprimary teacher enacting 2 distinct sets of role expectations when teaching physical education and another school subject concurrently.
The aim of this study was to identify the effects of a differential-learning program, embedded in small-sided games, on the creative and tactical behavior of youth soccer players. Forty players from under-13 (U13) and under-15 (U15) were allocated into control and experimental groups and were tested using a randomized pretest to posttest design using small-sided games situations.