Dissertationen zum Thema „Education, Physical|Health Sciences, Recreation|Biology, Physiology“

Since the Canadian educational reform in the 1990's, schools have included health education in their curriculum, and as all children under the age of 16 must attend school, on can ask "what better place to encourage health?" With this increased focus on health education, more schools are adopting a Comprehensive School Health (CSH) approach, yet as the CSH approach is not standardized in Canadian schools, school's choosing to adopt such principles must do so independently. In addition to independent adoption, school's who do chose to employ a CSH approach are under researched, resulting in little information on current CSH practices. This lack of research is prevalent in many countries, as researchers have acknowledged that the concept of the CSH approach is more advanced than its implementation (WHO, 1997). Therefore, by examining the physical activity habits and body image perceptions of rural students, this research sought to develop a better understating of a rural CSH approach. Results of this study demonstrated that this school's vice-principal and physical education teachers engaged in a series of health promoting initiatives. This school's joint development of their CSH approach was one of the factors that lead to their extensive application of the approach, as they benefited from the additional support of volunteers, government funding, pedagogical resources, and health professionals. With these unique opportunities, this school surpassed the level of CSH implementation that is presented in the current literature, by successfully implementing a Health Curriculum, a Healthy Environment, and providing an avenue for Health Services to begin. The students in this rural school demonstrated high levels of physical activity participation and body image satisfaction. Students credited their knowledge of health issues to their unique health education opportunities, parental and peer modeling, and their participation in regular physical activities.

Childhood obesity rates have increased three-fold since 1980 and up to 80% of obese children become obese adults. Since young children are forming habits that they will carry with them into adulthood, preschool represents an ideal setting to instill proper physical activity habits. Therefore, the purpose of this investigation was to assess the amount of physical activity in preschool children during three different recess conditions on separate days: free play, structured play and a control (non-active) condition.

Physical activity levels were measured in preschool children (N = 22) during three, 30-minute recess conditions; control, structured play recess, and free play recess. Children wore accelerometers for the duration the school day (165 minutes) for three days. Accelerometer counts during the recess sessions and for the entire school day were recorded. Each recess condition was completed on a separate day, but all during the same week. After all three recess conditions had been completed; the child was asked which recess period they preferred.

Children accumulated significantly (p = 0.001) more accelerometer counts during recess and for the entire school day in the free play (570 ± 460 counts.min^-1 at recess; 632 ± 232 counts.min^-1 during school day) and structured (1,416 ± 448 counts.min^-1 at recess; 629 ± 200 counts.min^-1 during school day) recess conditions versus the control condition (570 ± 460 counts.min ^-1 at recess; 462 ± 200 counts.min^-1 during school day). Accelerometer counts during recess and for the entire school day were not different (p = 0.9) between the free play and structured recess conditions. All children indicated that they preferred either the structured play (55%) or free play (45%) recess conditions over the control recess condition.

Presently both a structured play and free play recess condition were equally successful in increasing physical activity behavior and were preferred versus a non-active recess condition. Providing pre-school children with the opportunity to be physically active during recess successfully increases physical activity during the school day and is preferable to a sedentary recess.

Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: B, page: 4315. Adviser: Janet P. Wallace. Title from dissertation home page (viewed Apr. 15, 2008).

Purpose. We evaluated the effects of an eight-week aerobic exercise training program in previously sedentary individuals on whole-body heat balance. Whole-body evaporative (H˙E) and dry (H˙ D) heat loss as well as changes in body heat content (DeltaH b) were measured using simultaneous direct whole-body and indirect calorimetry. It was hypothesized that following the 8-week exercise training program, a more rapid increase in the rate of whole-body heat loss would occur during exercise resulting in a decrease in the change of body heat content by the end of exercise. It was further hypothesized that the rate of decay of whole-body heat loss during recovery would be greater following the exercise training program. Methods. Ten previously sedentary young adults (7 males, 3 females) underwent an 8-week exercise program. Participants exercised at a university based facilities 4-5 times per week, 30-90 minutes per session, supervised by personnel. Prior to, and after the 8-week training program, subjects underwent an incremental treadmill test to measure their maximal aerobic capacity (V˙O2max). On a subsequent day, they performed 60-90 minutes of cycling at a constant rate of heat production (∼450 W) followed by 60 minutes of recovery, in a calorimeter at 30°C and 15% relative humidity. Core temperature [esophageal; (Tes), rectal (Tre ) and aural canal (Tau)], mean skin temperature, skin blood flow (SkBF), local sweat rate (LSR), mean arterial pressure (MAP), and heart rate (HR) were measure at baseline and at 2 min, 5 min, 8 min, 12 min, 15 min, 30 min, 45 min, 60 min, and 90 min intervals for the exercise and post-exercise recovery periods. Results. No significant difference in the rate of total heat loss (H˙L=H˙E+H˙D) was observed during exercise. As a result, the average DeltaHb was similar for the pre- (+441+/-89 kJ) and post-training (+430+/-118 kJ) 60-min exercise bout (p=0.385). Although the absolute changes in Tes (p=0.060), Tre (p5≤0.05) and Tau (p≤0.05) were lower at rest post-training, no differences in the relative change from baseline was measured during exercise. Local sweat rate and SkBF were elevated during exercise however the relative changes from baseline were similar pre- to post-training. A 12% increase in V˙O2max was measured after the 8-week training program (p≤0.05). This was paralleled by a decrease in heart rate throughout exercise (p=0.004). Conclusion. Although physical training resulted in improvements in cardiorespiratory function as evidenced by increases in V˙O2max and reduced HR response during exercise, these adaptations did not result in an improvement in the capacity for heat dissipation during exercise.

This study compared bone mineral density of the radius, ulna, spine, and femur in healthy adults of varying activity levels. The sample included caucasian males (67) and females (82) ranging from 35 to 85 years. Males who were highly active in weight bearing activity had greater bone mineral density of the radius, ulna, femur neck and Ward's triangle of femur than those who were less active. Females who were highly active in high impact weight bearing activity and nonweight bearing activity had greater bone mineral density at the radius than females who were less active in these activities. Multiple regression revealed that weight bearing activity and age were fairly good predictors of radial bone mineral density in males aged 35-64 years, and high impact weight bearing activity and age were fairly good predictors of radial bone mineral density in females aged 35-49 years.

This study investigated the relationships between birth order, personality, mental toughness, and performance as they relate to trained collegiate athletes in the sports of Men's and Women's Basketball. There were three variables measured: personality, mental toughness, and performance. There were 238 participants in this study: 149 females and 89 males. All participants were NCAA collegiate basketball players. Participants' ages ranged from 18 to 24. Participants were administered the NEO Five Factor Inventory questionnaire to assess personality, while mental toughness was assessed using the Mental Toughness Scale (Madrigal & Hamill, 2013). To measure performance, statistics were obtained from the 2013-14 collegiate regular season and computed into an overall performance score (Ramos-Villagrasa & Navarro, 2013). Correlational analyses were conducted to determine the relationships between birth order, personality, mental toughness, performance score, and performance statistics. Based on past research, it was hypothesized that middleborns would score the highest in mental toughness while firstborns would score higher than lastborns (who will score the lowest). Hypotheses for the big five traits were as follows: Openness: middleborns would score the highest, followed by lastborns, then firstborns. Conscientiousness: firstborns would score the highest, then middleborns, then lastborns. Extroversion: middleborns would score the highest, then firstborns, and finally lastborns. Agreeableness: lastborns and middleborns would not differ, but would both score higher than firstborns. Neuroticism: lastborns would score highest, followed by firstborns, then middleborns. It was hypothesized that high conscientiousness and extroversion, along with low neuroticism would indicate higher mental toughness, while other big five traits would not factor into determining mental toughness. Higher mental toughness scores were hypothesized to result in higher performance scores. Middleborns were hypothesized to have the highest performance scores, followed by firstborns, and finally lastborns. The results of this study did not support any of the hypotheses regarding birth order. The results did support the hypothesis that high conscientiousness and extroversion, along with low neuroticism would predict higher mental toughness. The results also partially supported the hypothesis that higher mental toughness would yield higher performance scores.

Learning to provide emergency care alone and with others in the clinical environment imposes unexplored stresses on novice caregivers. It is unclear whether this stress inhibits or promotes performance and learning. Many academic health professions programs incorporate simulation as a method for teaching patient care emergencies. This study employed a modified switching replications design to explore the relationships and differences between psychological, physiological, and performance measures in health professions students who participated in acutely stressful health care simulation scenarios. Twenty-seven volunteer participants recruited from nursing, medicine, pharmacy, physical therapy, occupational therapy and speech therapy were assigned to teams in either a simulation treatment or a control group. Teams participated in two simulations scenarios where a fallen patient required assistance. Subjects in the simulation treatment groups received a standardized training module called the First Five Minutes^® between simulation experiences. Mean heart rate, maximal mean heart rate, salivary alpha amylase levels, and salivary cortisol levels were compared at intervals before, during, and after each simulation scenario. Psychological stress was evaluated using the Stressor Appraisal Scale (SAS). Team performance during scenarios was scored by independent evaluators using an skills checklist adapted from a standardized commercially available training module, The First Five Minutes™. Performance scores improved in both groups during the second simulation. Mean performance scores of the simulation intervention teams (M = 14.1, SD = 1.43) were significantly higher (t = 4.54, p < .01) than the performance scores of the control teams ( M = 10.6, SD = .96). Psychological and physiological measures did not significantly predict performance. Psychological and physiological indicators were reactive to the simulations across time, but did not differ significantly between the control and simulation intervention groups. This investigation explored the multi-dimensional nature of stress (psychological and physiological) that health professions students experience while learning. Simulation intervention did significantly improve group performance, but did not mitigate individual participant stress. Future research should include study with teams of working professionals to determine whether performance and stress measures differ with experience and expertise.

Growing media attention and a high diagnosis rate of autism places significant demand on the service industry to provide qualified staff to work with individuals who have autism. Discrete trial instruction (DTI) is one of the most sought-after treatment approaches for those individuals. However, there is a gap in research regarding the efficacy of training methods for those who train direct staff to implement DTI. This quantitative study used an applied behavior analysis basis, deriving from foundations of behavior theory, to compare the abbreviated feedback form (AFF) to the lecture test model (LTM) to understand which will improve direct staff's ability to implement DTI more efficiently from baseline. The AFF provided for trainees a list of skills to implement tasks that have multiple steps. The LTM provided trainees a lecture of skills to understand basic applied behavior analysis, autism, and DTI. Four participating staff's baseline and training data were analyzed by comparing their scores to the set criterion from the AFF. The data were analyzed by both the program supervisor and the researcher, with inter-observer agreement reached. Using a single-subject, AB design, data demonstrated that staff who were trained using the AFF had significant improvement from baseline, compared to staff trained using the LTM. Supervisors who use the AFF to more efficiently and rapidly train staff may decrease the time gap between service recommendation and implementation, making needed treatment more readily available and efficacious to children diagnosed with autism. Improvements in staff skill set will likely have a direct correlation on the improvements and long term outcomes for those being treated.

Fossils belonging to the genus Homo, dating as far back as two million years ago, exhibit uniquely efficient features suggesting that early humans had evolved to become exceptional endurance runners. Although they did not have the cushion or stability-control features provided in our modern day running shoes, our early human ancestors experienced far less of the running-related injuries we experience today. The injury rate has been estimated as high as 90% annually for Americans training for a marathon and as high as 79% annually for all American endurance runners. There is an injury epidemic in conventionally shod populations that does not exist in the habitually unshod or minimally shod populations around the world. This has led many to conclude that the recent advent of highly technological shoes might be the problem. Although current literature has been inconclusive, there are two main limitations in virtually all of the studies: 1) transition phases of less than three months and 2) transition phases without rehabilitation exercises. These two aspects are key to the treatment of the structural consequences on the muscles and tendons of the foot and calf that habitually shod individuals have faced. This study includes a discussion of the cumulative consequences that lifelong shoe usage has on the development of the feet and lower legs. I propose a 78-week study that addresses the limitations of past studies by implementing a gradual, 32-week, multi-shoe transition complemented by an evidence-based rehabilitation program. I believe that this approach will restore strength and elasticity to muscles and tendons that have been inhibited by lifelong usage of overconstructed shoes and adequately prepare runners for the increased demand brought on by a­­­­­ changing running mechanic. This comprehensive, multifaceted transition plan to a fully minimalist shoe will provide novel insight into the ongoing barefoot debate. Can this approach finally demonstrate the proposed benefits of losing the shoes?

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.
Source: Dissertation Abstracts International, Volume: 69-11, Section: B, page: 6622. Adviser: Robert Motl. Includes bibliographical references (leaves 216-242) Available on microfilm from Pro Quest Information and Learning.

The relationship between endurance performance and physiology is well established. Most studies of this relationship do not examine the relationship of training to performance and physiology. In this study, 5 female subjects were recruited to provide training data in the four weeks immediately preceding a local 10k event (TC10k). Their training was quantified according to the TRIMP model (Banister et al.) in an attempt to examine the relationships between training, performance, and physiology. An additional 8 female subjects were recruited in order to confirm the relationships between performance and physiology. All subjects (n=13) raced in the TC10k, and underwent an evaluation of VO2max, LT and RE. The composite measures of vVO2max and vLT were also calculated. TC10k performance ranged from 4.31 to 2.71 m·s-1. VO2max (54.0±6.9 mL·min-1 · kg-1), vVO2max (4.00±0.45 m·s -1), LT (42.9±5.1 mL·min-1 · kg-1) and vLT (3.13+0.36 m·s-1) were all significantly correlated to race performance (r2=0.76-0.82, p<0.05). Due to the small training ‘n’, a statistical analysis of the relationships of training to performance and physiology was not indicated. This study employed a number of changes to the TRIMP calculation of training, which bear further examination.