Physical Education, Exercise, Fitness and Sports: Early PM&R Leaders Build a Strong Foundation

Maximal oxygen intake as an objective measure of cardio-respiratory performance.

Growing Academic Physiatry: The Impact of the Baruch's Grants on Harvard Medical School and Columbia College of Physicians and Surgeons. Part II.

Growing Academic Physiatry: The Comparative Impact of Baruch Grants to Harvard Medical School and Columbia College of Physicians and Surgeons. Part I

Limitations to the prediction of maximum oxygen intake from cardiac frequency measurements.

Oxygen uptake during maximal treadmill and bicycle exercise.

The relationships between the discipline of exercise physiology and the activities of the Harvard Fatigue Laboratory were examined. Even though 5 decades have elapsed since the Laboratory's closure, its existence, leaders, and accomplishments continue to be revered by exercise physiologists. The Laboratory was unique because it was the first research facility of its type and because no single exercise physiology laboratory in the United States since 1947 has been able to attract the stature of the national and international investigators that conducted the interdisciplinary research published by the Laboratory. Despite the inference from its name, the Laboratory's purpose was not to advance the discipline of exercise physiology; rather, it was to advance our understanding and interactions of applied physiology, physiology, and sociology. Consequently, its contributions to the critical mass of exercise physiology literature were limited even though may of the publications were seminal in nature. As documented by the Horvaths, the closure resulted in the establishment of many different research laboratories by former Laboratory staff members and associates (R.E. Johnson at Illinois, Horvath at Santa Barbara, and Dill at Nevada); however, their impact on exercise physiology was delayed because Keys and Robinson had left for Minnesota and Indiana, respectively, well in advance of closing. Unfortunately, the administrative structure and organization of the Laboratory was not conducive to the training of Ph.D candidates with an interest in exercise physiology. Consequently, only two individuals graduated during its existence. Since departments of physiology or biology had limited faculty or interest in preparing students for such a future before and after closure, departments of physical education with specialization graduate programs in exercise physiology assumed this responsibility, which was facilitated by post-World War II funding that supported mass education, graduate training, health related research, and facility development. Today, the majority of the leaders in exercise physiology are the "products" of the specialization movement. Although undergraduates were encouraged to participate in the research activities, the talented faculty of the Laboratory did not offer formal courses in exercise physiology. Thus, the development of an academic discipline in exercise physiology was left to institutions that required a science-oriented curriculum in their undergraduate and graduate degree programs in physical education, exercise science, or kinesiology. The emergence of exercise physiology as a discipline in the United States was enhanced by the publications of the Journal of Applied Physiology in 1948 and by Medicine and Science in Sports in 1969. These were peer-reviewed journals that were interested in publishing research studies on exercise topics. Two other reasons contributed to its development. The first was the creation of an Applied Physiology Study Section at the National Institute of Health in 1964, whose purpose was to evaluate grant proposals in subject matter area intrinsic to exercise physiology, while the second reason was the formation of the American College of Sports Medicine in 1954. ACSM was an important for the establishment of the discipline because it had an organizational structure that encouraged exercise physiologists to join, provided opportunities for members to present at regional and national meetings, and would publish their findings. Although the American Physiological Society had been established more than a 100 years ago, only a limited number of its members were interested and active in exercise physiology at the time of the Laboratory's closure or at the beginning of the specialization era (1963). However, in 1977, APS created a membership section that included exercise physiology in its title. Currently, both APS and ACSM are effectively representing the professional interests of exercise ph

Point/Counterpoint

Eğitim programları ile uyumlu bir şekilde düzenlenmiş beden eğitimi ve spor çalışmaları, eğitim ve öğretime olumlu etkilerinin yanında, sağlık, ruhsal ve sosyal yönlerin geliştirilmesine de olumlu katkılar sağlamakta ve bireylerin özel gereksinimlerini karşılamak için bireyselleştirilmiş programlar tasarlamaktadır. Bu çalışmada, yetersizliğe sahip olan bireyler için uyarlanmış beden eğitimi ve spor programlarının önemi vurgulanmaya çalışılmış ve literatür bilgileri kullanılarak örnekler sunulması amaçlanmıştır. Toplum içinde farklı engel sınıflandırmaları vardır. Bu sınıflandırmalar içinde yer alan bireyler, normal gelişim gösteren akranlarına göre çeşitli alanlarda ve gelişimsel özelliklerinde daha fazla olumsuzluklar gösterebilmektedirler. Özellikle davranış bozukluğu, sosyalleşmede yetersizlik ve bağımsız hareket etme güçlüğü göze çarpmaktadır. Bu insanların sağlıklı yaşayabilmeleri için sosyalleşmeye ve hareket etmeye ihtiyaçları vardır. Yapılarına uygun, özel seçilmiş aktivite ve programlar tercih edilmeli ve gerekli uyarlamalar yapılmalıdır. Uyarlanmış beden eğitimi ve spor programları, bireylerin değişen özel gereksinimleri ve becerileriyle ilişkidir. Bu gereksinim bazen sınıfta/etkinlikte yardımcıların olması şeklinde, bazen çeşitli ekipmanların kullanılması, bazen de ekipmanların uyarlanması şeklinde olmaktadır. Uyarlamalar için kimi zaman ayrıştırılmış ortamlar kullanılabilir. Bazen çok az uyarlama yeterli olurken bazen de uyarlamaya gerek olmayabilir. Önemli olan bireyin ihtiyacı doğrultusunda uygun olan programların seçilmesi ve uygulanabilir olmasıdır. Sonuç olarak, uyarlanmış beden eğitimi ve spora, beden eğitiminin bir alt disiplini ve değişik yeteneklere sahip olanlar için güvenli, kişisel olarak tatmin edici ve başarılı bir deneyim olarak bakılmalıdır. Son yıllarda uyarlanmış beden eğitimine ilginin artması ile birlikte, uyarlanmış beden eğitimi üzerine tasarlanmış ve iyi uygulanan programlar ve programların nasıl uygulanacağı üzerine yazılmış ana hatlarla güçlenen ve tanımlanan yöntemlerde belirlenmiştir. Böylece bu programları uygulayan insanların neleri yapabileceklerini ve de imkânsız diye düşünülen birçok şeyi başarabilecekleri de ortaya çıkmış olacaktır.

Data about effects of exercise training in adolescents with intellectual disability (ID) are very limited. This study investigated the effect of 2 different frequencies of the same intensity and total training volume of combined exercise training on indices of body composition, physical fitness, and lipid profile in overweight and obese adolescents with ID. A total of 45 overweight and obese adolescents with ID aged 14-22 years with a total IQ 45-70 received combined exercise training 3 times a week (CET3) for 30 sessions (10 weeks; n = 15), twice a week (CET2) for 30 sessions (15 weeks; n = 15), or no training (10 weeks; n = 15). Groups were matched for age, sex, and education form. Before and after the intervention period, indices of body composition, physical fitness and lipid profile have been evaluated. Compared to the control group, CET3 resulted in a significant improvement of physical fitness, obesity indices, and lipid profile of the participants. Comparing CET2 with CET3, no significantly different evolutions were noticed, except for lower limb strength in favor of exercising 3 times a week. In conclusion, exercising 2 times a week, which is more feasible and practical for participants and guidance, has the same health beneficial effects as 3 times per week in overweight and obese adolescents with ID in short-term training.

The role of basketball-based physical education in enhancing students' physical fitness has been extensively documented, with numerous studies highlighting its benefits. In China, where sports and physical education are integral components of the educational curriculum, the importance of understanding the specific impacts of basketball-based physical education cannot be overstated. This study focuses on the technical vocational college setting in Fujian, China, aiming to fill a crucial research gap and address the need for tailored physical education programs. Basketball has been widely promoted and accepted in major universities across China, garnering broad support from both students and faculty. Wang (2024) emphasizes that with its increasing incorporation into university physical education programs, basketball significantly impacts students' physical fitness and athletic abilities. The current educational reforms in China necessitate the continual optimization of teaching methods and approaches to establish a solid foundation for the physical and mental development of students. Sui (2024) explores the impact of community basketball programs on high school students' physical and mental health in Guangzhou, highlighting improvements in physical fitness, social skills, and mental well-being. This study underscores the broader benefits of basketball beyond mere physical health, emphasizing its role in fostering social interaction and emotional resilience. Additionally, Shao et al. (2022) examine the individual characteristics of physical and mental development and their connection with regular physical exercises when playing basketball. Their findings suggest that basketball enhances motor fitness, moral, volitional, and mental qualities, as well as creativity and decision-making skills in rapidly changing circumstances. This holistic development is crucial for students, particularly in a competitive and fast-paced society like China. Butenko (2023) presents the effectiveness of a comprehensive use of sports games, including basketball, during extracurricular activities for high school students. The study found significant improvements in physical performance, physical qualities, and health indicators, demonstrating the high potential of integrating sports games into physical education programs to enhance students' overall fitness and health. As a teacher and coach in a technical vocational college in Fujian, China, the researcher has observed the transformative impact of sports, particularly basketball, on students' lives. Professional experience has shown that students engaged in basketball not only develop better physical fitness but also exhibit improved teamwork, leadership skills, and emotional resilience. These observations have fueled the researcher's passion for integrating basketball into the physical education curriculum and inspired a systematic exploration of its broader impacts. The researcher's personal motivation stems from a deep-seated belief in the power of sports to shape character and foster holistic development. Having been a basketball player, the researcher has experienced the discipline, dedication, and camaraderie that the sport instills. These values are essential for students, especially those in technical vocational education, as they prepare for their future careers and personal lives. Despite the known benefits of basketball-based physical education, there is a significant gap in research specifically targeting technical vocational colleges in China. Most existing studies focus on general high school or university settings, leaving a void in understanding how basketball impacts students in technical vocational education, who may have different needs and challenges. This study addresses this gap by focusing on a technical vocational college in Fujian, China. It aims to provide evidence-based insights into how basketball-based physical education influences various aspects of students' physical fitness, including physical attributes development, motor skills enhancement, cardiovascular fitness, strength and power development, flexibility and agility, coordination and balance, mental and emotional benefits, social interaction and teamwork, skill development and performance, and health and fitness awareness. By filling this research gap, the study seeks to inform policy and practice in physical education, providing valuable recommendations for optimizing physical education programs to enhance the health and fitness outcomes of vocational students.

(1) Introduction: This research was conducted with the aim of assessing whether an alternative physical education (PE) program could effectively substitute for the traditional PE curriculum and aid in accomplishing the essential goals and objectives of PE among younger elementary school children. (2) Materials and Methods: This longitudinal 6-month study included third-grade elementary school children of both genders, who were healthy, lived in urban areas, and were involved in an alternative PE program, as well as the regular PE classes. The sample of participants comprised 214 students, with 105 participants in the experimental group and 109 participants in the control group, who underwent pre- and post-intervention measurements. For the purposes of this study, 11 variables were applied to assess the parameters of growth and development, motor abilities, and physical and health education. MANCOVA and ANCOVA methods were used to determine the effects resulting from the alternative and regular PE programs, and differences between the groups, respectively. The data are reported as the mean and standard deviations, and were analyzed using the statistical package SPSS version 20.0 (SPSS Inc., Armonk, NY, USA). (3) Results: Based on the research results obtained for motor abilities and physical and health education, it was concluded that both the alternative and regular PE programs had positive effects in achieving the goals and objectives of PE, but without statistical significance at the multivariate and univariate levels. The differences between the two groups were found to be negligible (effect size, ES < 0.2). (4) Discussion: Sports and PE have distinct objectives and approaches. While sports emphasize competition and winning, PE aims to impart fundamental skills and knowledge, prioritizing inclusivity among younger students. Success in PE is measured by the number of students meeting these goals, potentially affecting both talented and struggling learners. (5) Conclusions: The results obtained from the conducted research indicate that both the alternative PE program and the regular PE program influence changes in motor abilities and physical and health education to a limited extent. The alternative PE program proposed in this study, with its modifications to the structure of existing, regular PE program, can fully replace the latter in schools that do not meet the required spatial and material standards.

Programs focusing on a single type of physical activity may not be suitable for schoolchildren with ASD as they fail to provide sufficient variety of means, which can lead to decreased interest in physical education and one-sided development of children. The issue of meaningful content development in physical education programs to improve the quality of life, psycho-physical, and social development of schoolchildren with ASD remains inadequately addressed. Research Objective: To develop a physical education program aimed at improving the quality of life and psycho-physical and social development of schoolchildren with ASD. Methods. To justify the content and structure of the physical education program prioritizing the development of coordination abilities of children with ASD, levels of quality of life indicators, physical fitness, and adaptive behavior of children with ASD were determined; relationships between them were established; indicators for boys and girls were compared. To assess the effectiveness of the physical education program, a pedagogical experiment was conducted. Nineteen boys and five girls participated in it. Throughout the academic year, children followed the program prioritizing the development of coordination abilities. Results. A low level of physical fitness, adaptability, and quality of life indicators in children with ASD was established, requiring effective ways to improve them. Based on the results obtained, the structure and content of the physical education program for children with ASD with a priority focus on the use of means for developing coordination abilities were justified. The program differed from traditional ones by focusing on the development of all muscle groups, a wide range of means from various sports. The volume of exercises prioritizing the development of coordination abilities was 55%, they were used in all parts of physical education lessons throughout the academic year in the content of educational material of all optional modules and in homework; various sports equipment and musical accompaniment were used. Some means were excluded as children with ASD were unable to perform them. The educational program was nominally built on a modular system, containing an invariant (mandatory) and a variable component. The invariant part included: theoretical- methodological knowledge and general physical training, the content of which was implemented during each lesson. However, the material of variable modules was implemented not sequentially, but simultaneously in all lessons. Material from three variable modules (games, athletics, gymnastics) and physical training was combined in one lesson. Conclusions. The author's physical education program contributed not only to a significant improvement in their level of development but also to the speed strength and endurance of various muscle groups of boys with ASD; it was effective (p=0.01) in improving the cognitive component of the quality of life of boys with autism spectrum disorders; significant positive changes occurred in boys' vision (p&lt;0.05). Most indicators did not change statistically significantly but tended to improve. The absence of significant changes in the results may be due to a large spread around the arithmetic mean.

There are many criteria by which advances in "sports medicine" and "exercise science" may be assessed. Historical developments in the basic and applied sciences--and in clinical practices, as well--may best be explored by those who are experts in particular fields. It is encouraging that more studies of this type have begun to appear. Studies of the evolution of organizations that have fostered various aspects of physical training, exercise science, and sports medicine may provide another useful approach. Whereas 910 individuals participated in the 1976 ACSM Annual Meeting, in 1992, attendance reached 3661. In 1954 (the year the American College of Sports Medicine was organized), Index Medicus listed approximately 250 items under the headings Athletics, Exercise, and Physical Education. In 1993, some 4000 citations were reported as being about Athletics, Exercise, Physical Fitness, Exercise-Related Physical Therapy, and Sports Medicine. According to the Congress Proceedings of the Third IOC World Congress on Sport Sciences (September 16-22, 1995), 225 individuals made presentations. More than 1650 women and men representing a vast array of contributing fields participated in symposia, lectures, and poster sessions during "Physical Activity, Sport, and Health"--The 1996 International Pre-Olympic Scientific Congress (July 10th-14th). What advances await in the 21st century?

With an aging and growing US population, American healthcare faces an impending physician shortage. This is important for the field of physical medicine and rehabilitation, because physiatrists' skills in managing chronic conditions and functional outcomes are especially relevant to an older population. The present study was designed to better understand the future physical medicine and rehabilitation workforce, by recording and analyzing the quantities of Accreditation Council of Graduate Medical Education-accredited physical medicine and rehabilitation graduate medical education programs and positions between 2001-2002 and 2017-2018. Results indicated that physical medicine and rehabilitation graduate medical education has grown since 2001-2002, especially in subspecialties such as pediatric rehabilitation and sports medicine. However, the growth in physical medicine and rehabilitation residency positions has been three-fold lower than that of total graduate medical education. In addition, subspecialization has become increasingly prevalent, and residency positions have declined relative to the population of older adults. The future identity of physical medicine and rehabilitation will continue to develop as professional and demographic trends shape this important medical specialty.

446 FREQUENCY OF COMPLEX REGIONAL PAIN SYNDROME IN STROKE PATIENTS AND DISTRIBUTION AND INTENSITY OF PAIN IN THE INVOLVED LIMB