Exercise Science Students Research Articles

Transitions to university from vocational and academic colleges: exploring alignment and discontinuity

ABSTRACT The rise in students entering higher education in England with vocational qualifications, or a blend of academic and vocational qualifications, has sparked debate about the correlation between qualifications and degree outcomes. Focusing on Sport and Exercise Science students and mobilising Bourdieu’s theory of practice, this paper explores ‘misrecognition’ of the problem alongside intersectional explanations of differential attainment. Students’ concerns about independent study and levels of support, different modes of delivery, and assessment types, exemplify misalignment between their cultural capital and habitus and the tacit demands of the university. Yet these misalignments are not explained merely by the Level 3 qualification they studied. We argue that the institutional culture (habitus) of sixth form colleges is better aligned with universities than is the culture of Further Education colleges. This alignment facilitates a smoother transition and leads to improved degree outcomes. So, it is partly the context in which students study, and not simply the qualification type, that matters. This problem of variable alignment of learning cultures at the transition to university is more relevant that ever given the introduction of T-Levels and the proposed Advanced British Standard.

The learning styles of Australian exercise science and clinical exercise physiology students

ABSTRACT There has been a shift in tertiary education, whereby large portions of theory are now taught online, and the practical skills underpinned by this knowledge taught in clinical environments. It is unclear if this flipped approach is appropriate for the learning styles Exercise Science (ES) and Clinical Exercise Physiology (CEP) students. First- and second-year ES and CEP students at a South Australian metropolitan university were invited to participate between March 2021 and October 2022. Eligible participants completed the Kolb’s Learning Style Inventory (KLSI) (Version 3.1) to identify learning styles. Descriptive statistics were calculated for the four KLSI learning orientations. Group scores for the learning orientations were used to identify group preference for abstractness over concreteness and action over reflection. A total of 69 students completed the KLSI fully. As a single cohort, Accommodators were the most common learning style, and there was a preference for concreteness over abstractness when gaining experience and a preference for action over reflection when transferring experience into knowledge. These findings indicate that Australian ES and CEP students have a unique learning style that may be suited to flipped classroom approaches, but only if they include opportunity to experience skill learning in a hands-on manner, while also allowing time for reflection.

CLINICAL INTERNSHIP PROGRAM DEVELOPMENT IN AN ACADEMIC CARDIOPULMONARY EXERCISE LAB

https://youtu.be/L4guyGQnFdQ BACKGROUND Programs in exercise physiology, exercise science, kinesiology, sports sciences, and human performance encompassing both undergraduate and graduate studies are increasingly popular, providing education for a growing career field. Preparing students for healthcare careers requires adequate exposure and hands-on learning using experiential internship and practicum opportunities. An initiative to formalize the exercise science academic requirements for university programs is already in place and requires institutional program CAAHEP accreditation by 2027. Participation in a clinical internship and the hours required vary among college programs. This retrospective study performed on the cardiopulmonary internship program at a large Midwest pediatric hospital provides insight to clinical education and research skill development for undergraduate and graduate exercise science students. METHODS A retrospective review of program metrics and outcomes was analyzed regarding university affiliations with the internship program, number of students accepted into the internship program, completion rate, training and competencies, student academic level and associated culminating student presentations, and program satisfaction surveys for students completing their internship experience. RESULTS Between 2012 to 2023, the program grew from 3 to 40 university affiliation agreements/institutions. 143 students participated in the internship program: 32 fulfilled shadowing experiences, 90 were undergraduate interns and 21 were graduate interns. Internship hour requirements varied from 100 to 600 hours, with most students completing 350-450 hours. In 2012, the program enrolled 1 student per year, and by 2013 the capacity expanded to 4 student positions per semester (each spring, summer, fall). Internship students have presented 38 poster/abstract presentations at regional conferences and seminars. Students achieved 99% completion of site-specific sign-off competencies in cardiopulmonary exercise testing, including expanded requirements for cardiac rehabilitation starting in 2018. 98% of the student interns completed the program. CONCLUSIONS The cardiopulmonary internship program has continued to expand additional affiliate universities from both local and out of state institutions referring students to the pediatric internship program. Secondary to our cardiology program’s growth to include pediatric and now adult congenital patients, our outreach sites, and the expansion into cardiac rehabilitation and exercise prescription, the lab team members and allocated space have increased to accommodate increasing patient volumes. This has led to the ability to increase student interns per semester and expand their preparation for transition into the healthcare workforce. Understanding of the skills and competencies obtained during the practicum experience may help to enhance academic curriculum to transition students into clinical opportunities.

INTERNATIONAL CRITERIA EKG COMPARISON STUDY

https://youtu.be/4jm0uzAQNm8 BACKGROUND There has been an evolution of athlete specific Electrocardiogram (EKG) criteria over the years, resulting in improved specificity and lower false positive rates, starting with the European Society of Cardiology 2005 guidelines and most recently with the current 2017 International Recommendations. The consistency of EKG interpretation with the 2017 International Criteria have been compared between various groups, including local and specialized center physicians. Whether novice EKG interpreters (undergraduate/graduate students) can be taught to accurately interpret athletes’ EKGs with the 2017 International Criteria has not been extensively studied. This study seeks to assess the accuracy and variability of novice EKG interpreters, compared to cardiologist interpretations and expert readers. METHODS Three novice EKG interpreters (undergraduate exercise science students) were trained in interpreting EKGs of athletes with the 2017 International Criteria during one semester under the instruction of an expert reader. During an annual high school, sports screening day 1350 EKGs were collected and assigned a corresponding number. The on-site cardiologists evaluated the EKGs in real-time and classified as “normal” or “abnormal” according to the International Criteria. Following the sports physical day, three novice EKG interpreters (students), a cardiologist and a Clinical Exercise Physiology Professor (expert reader) were asked separately to classify the same EKGs as “normal or “abnormal” according to the International Criteria. All readers were blinded to the initial classifications made by the cardiologist during the sports physical event. Information regarding the athlete's age, gender, race/ethnicity, and sport was provided on the EKGs. We assessed the agreement between the cardiologist, expert reader and students in interpreting EKGs using Fleiss' kappa analysis. RESULTS 1350 athlete EKGs (males = 879; females = 471, age (mean + SD) 15.09 + 1.3y) including 37 (2.7%) abnormal cases were reviewed. The inter-rater agreement between novice readers, expert reader, and physicians in classifying an EKG as abnormal was good (k = 0.7, p < .001). CONCLUSION This study demonstrated that novice EKG readers could correctly classify EKGs based on the International Criteria as “normal and abnormal” to identify athletes at high risk of acute cardiovascular events

University students' preferences of learning modes post COVID-19-associated lockdowns: In-person, online, and blended.

Online teaching accelerated during COVID-19-associated lockdowns. At that time, it was assumed that university students wanted to revert to in-person sessions at the earliest opportunity. However, when in-person sessions were re-introduced, student attendance was not as high as expected. Therefore, we examined students' preferences of learning modes. Students (n = 968) from different UK universities, degree cohorts, study levels and biological sexes were given four learning-mode options: Face-to-face sessions for lectures and tutorials (in-person), Live online sessions for lectures and tutorials (Online-synchronous), Pre-recorded lectures and live online tutorials (Online-mixed-asynchronous-synchronous), and Pre-recorded lectures and face-to-face tutorials (Blended: in-person and online-asynchronous). Students ranked these options as per their preference via an online anonymous survey. Data were analysed using IBM SPSS Statistics 28. Results showed that the most frequently selected 1st and last choices were In-person and Online-synchronous modes, respectively. For the majority, above choices were the same across study levels and biological sex, but across degree cohorts, the 1st choice was either In-person or Blended. Proportion of students selecting In-person mode as their 1st choice (52.2%) was almost equal to the combined proportions of those selecting other learning modes as 1st choices (47.5%). Amongst degree cohorts, In-person mode was least preferred by Language Education students and most preferred by Bioscience and Sports & Exercise Science students. The latter cohort also preferred Online-synchronous mode more than other degree cohorts. Blended mode was preferred more by Language Education, Computer Science and Psychology students but preferred less by Sports & Exercise Science and Pharmacy students, compared to other degree cohorts. Ordinal regression revealed that Sports & Exercise Science students preferred Online-mixed-asynchronous-synchronous mode less than Language Education students. Undergraduates preferred In-person mode more and Online-mixed- asynchronous-synchronous mode less than postgraduates. Preference differences between biological sexes were insignificant. Thus, we identified students' preferences of learning modes and propose that not biological sex, but discipline and study level can predict/influence preferences.

Evaluation of Undergraduate Internship Interprofessional Experiences Using the Jefferson Teamwork Observation Guide (JTOG )

Purpose: The purpose of this study was to evaluate and describe the healthy behaviors of teamwork at internship sites of undergraduate health and exercise science students. Data from the Jefferson Teamwork Observation Guide (JTOG) tool, in conjunction with five open-ended debrief questions were used as an innovative means of assessment to evaluate the quality of interprofessional experiences at various internship sites, as reviewed by the internship coordinator. Methods: Students observed an interprofessional team at their internship site and completed the JTOG, for the observed team. The JTOG is a two-part assessment (Likert Scale questions; qualitative questions) of identifiable characteristics of well-functioning teams drawn from the literature about teamwork, team-based care, and client-centered care. Mean Likert scores (SD) were calculated for each of the 14 Likert Scale responses and themes from the five open-ended questions were identified. Results: Students responded that their internship interprofessional teams engaged in friendly interactions and understood the roles and responsibilities of other team members, as well as valued the opinions of others and by demonstrating respect, confidence, and trust in one another. In contrast, areas of improvement were noted in the ability to openly disagree with other team members, as well as the frequency in which team members sought out opportunities to work with others. Comments captured from the JTOG open-ended debrief questions indicate the following six themes from their observations: 1) observable behaviors of effective teamwork (trust, collaboration, unity, common goal; termed shared leadership), 2) modeling collaborative care, 3) practicing client-focused care, 4) communication, 5) understanding roles, and 6) displaying importance of creating a professional environment. Conclusions: The JTOG proved to be a valuable tool: 1) to assess internship site teams within the healthcare field in order to justify the continued partnership between the university and the internship site; 2) to demonstrate that accreditation competencies are met by student learning experiences; and 3) as part of intentional interprofessional education curriculum at the foundational education level within the learning continuum.

Fostering weight status understanding among exercise science and health students by simulating common physical activities with additional body mass.

Overweight and obesity rates continue to rise and appear unlikely to abate. While physical activity (PA) is an important contributor to health and successful weight maintenance, exercise science and health students (ESHS) often endorse negative weight status biases that could undermine PA promotion. This experiential learning activity was intended to help foster weight status understanding among ESHS. Nine ESHS completed the learning activity across two 75-minute class periods. During the initial didactic lesson, the instructor presented on psychophysiological responses to PA among normal and overweight individuals. During the second simulation lesson, the students first responded with their predictions of how the experience of four common physical activities, including shoe tying, brisk walking, running, and climbing and descending stairs, could differ with additional body mass. Next, students twice completed each of the four physical activities while first wearing a weighted vest that simulated 16 lb followed by 32 lb of additional mass. At the beginning, middle, and end of the stair climb and descent, the students provided ratings of affective valence (i.e., pleasure-displeasure). Following the PA simulations, the students wrote about their experiences and how their PA promotion strategies could be modified for overweight clients. The changes in student qualitative responses, particularly following the 32-lb simulations, suggested an increased understanding of the psychophysiological experience of PA while carrying additional mass. Learning activities like this one may be meaningful additions to ESHS curricula aiming to mitigate weight status bias and improve PA promotion among overweight clients.NEW & NOTEWORTHY Exercise science and health students (ESHS) often enter the field with the noble intention to help people become more physically active. However, many ESHS endorse negative weight status biases that could undermine health promotion efforts among overweight individuals. Experiential learning simulations that approximate the experiences of physical activity while overweight may be helpful tools to foster understanding and reduce bias. This article outlines a two-part didactic/simulation learning activity to promote weight status understanding among ESHS.

Intergenerational, Community-Based Learning and Exercise Science Student Perceptions of Classroom Community

Background: Community-based learning is a high-impact, experiential teaching practice where elements of social interaction and authentic participation transform cognitive understanding into meaningful knowing. In the allied health field, the incorporation of community-based learning provides unique access to populations that are not inherently available in a university classroom. Purpose: Researchers used a mixed methods approach to examine the influence of an intergenerational, community-based learning environment versus a traditional learning environment on exercise science students’ perceptions of overall classroom community, connectedness, and learning. Methodology/Approach: Quantitatively, students ( n = 122) completed Rovai's CCS which was then analyzed using a t-test. Qualitatively, students completed written reflective assignments designed to gather data regarding their perceptions of working with an older adult population. Findings/Conclusions: Overall students perceived significantly greater levels of classroom community, connectedness, and learning in the intergenerational, community-based learning environment and evidenced highly positive growth in their awareness and understanding of older adults. Implications: Inclusion of an intergenerational, community-based learning environment in allied health-related degree programs can enhance student's confidence in knowledge application and their ability to connect with the older population.

Development and Evaluation of a Tailored Pre-Professional Identity Workshop: A Case Study in Exercise Science

Pre-professional identity (PPI) aims to provide an understanding of, and connection to, the skills and knowledge contained in a degree and the intended profession of the student. Investigation into PPI is of importance to higher-education institutions as it provides a means of understanding a student’s orientation and motivation behind degree and career selection. Developing learning activities that capitalise on these motivations is proposed to increase student engagement, reduce attrition, and enhance employability. Using the growing, but relatively new profession of Exercise Science as an example, this study describes a workshop based on theoretical models relating to the concept of PPI, adult learning and self-reflective practices that can be integrated into programs to enhance students’ understanding of their professional identity. One hundred and seventy-three final year Exercise Science students participated in and evaluated the workshop. The workshop was evaluated using a theoretical framework specifically designed for the evaluation of training activities. The combination of the evaluation and feedback from students were synthesised to develop a model for the application of PPI activities across a three-year undergraduate degree.

Service learning and self-efficacy in exercise science: outcomes of a community fitness training program involving undergraduate Exercise Science students.

There is increasing awareness of the importance of civic engagement in higher education. Service-learning activities in undergraduate programs, in particular, have been linked to positive academic outcomes and gains in various forms of self-efficacy. Exercise Science students at our university complete two service-learning courses as part of the curriculum, each of which involves implementing a structured 12-week individualized fitness training program with a community member client. The aim of this study was to investigate the effect of these service-learning experiences on Exercise Science students' self-efficacy for fitness assessment and exercise prescription. Students completed a seven-item self-efficacy questionnaire administered at both the beginning and end of each service-learning course and reflected on their experience using an end-of-course survey. Our results showed significant improvements in self-efficacy from pretest to posttest for each of the two service-learning experiences, with the second experience producing additional gains in self-efficacy over and above the first. Students also reported improved confidence in their fitness assessment and exercise prescription skills in the end-of-course survey. Community members involved in the fitness training program reported a positive experience with students' knowledge of fitness assessment and exercise prescription as well as their own progression to independence in a home exercise program. Our findings highlight the benefits of including a structured service-learning experience in the Exercise Science curriculum.NEW & NOTEWORTHY This study was done to investigate the effect of a structured fitness training experience on Exercise Science students' self-efficacy for fitness assessment and exercise prescription. Our results indicate a significant improvement in self-efficacy from pretest to posttest. Students also reported improved confidence in their fitness assessment and exercise prescription skills. Community members reported a positive experience with students' knowledge of fitness assessment and exercise prescription and their progression to independence in a home exercise program.

Effectiveness of Student-Led Interventions on Improving Diabetes Outcomes: A Systematic Review

ABSTRACT Background Diabetes education and treatment is a public health priority. Student-delivered strategies have the potential to offer low-cost, high-quality healthcare services to underserved patients while giving students practice experience. However, the effectiveness of these interventions is unknown. Purpose To document study characteristics and the effectiveness of student-delivered interventions on diabetes health outcomes. Methods Databases searched included Medline, CINAHL Plus, and others. Appropriate keywords/subject headings were used to identify studies meeting inclusion criteria. Two reviewers independently extracted data which were compared, and conflicts resolved by discussion. Results Seven studies met inclusion criteria. Six had statistically significant improvement in outcomes including HbA1c, a long-term glycemic control indicator (n = 4), blood pressure (n = 3), physical activity (n = 1), and exercise stage of change (n = 1). Studies involved medical (n = 3), pharmacy (n = 2), nursing (n = 1), and exercise science (n = 1) students. Studies with improved outcomes tended to have more patient contact. Discussion This review provides evidence that student-led diabetes interventions may be effective at improving outcomes, although studies reviewed are limited by lack of comparison groups and representative samples. Translation to Health Education Practice: Student-delivered diabetes interventions may improve outcomes, especially with adequate patient contact time. Studies of theory- and evidence-based student-led diabetes interventions involving health education/promotion students are warranted.

Cardiovascular physiology and autonomic heart control principles: the use of a station rotation strategy to recall basic cardiovascular knowledge among exercise science students

Aim: Cardiovascular physiology learned by exercise science students is often quickly forgotten. We tested whether a state rotation model would help students to recall key principles of Cardiovascular Physiology (CV). Methods: Seventy-one undergraduate students enrolled in the Exercise Physiology Course at the School of Physical Education and Sport, University of São Paulo, participated in the study. The students were randomly assigned into one of 4 stations, dedicated to recalling the concepts of the heart as a pump (e.g. preload, post-load, and contractility; station 1) and hemodynamics (e.g. serial and parallel conductance; station 2) by using the educational tool. Heart rate (HR) control by sympathetic nervous system activation (station 3) and HR control by vagal activation (station 4) were assessed by quantifying HR response to the Stroop color and word test and during face immersion in cold water, respectively. To evaluate the efficacy of the intervention, we used a Socrative app to launch eight multiple-choice questions before (PRE) and after (POST) the student's station rotation. The questions were related to the basic principles of exercise physiology and its consequences on the cardiovascular system. Results: The 4-station average score (% of corrected answers) achieved after the station rotation was higher than the score achieved before (71.21%, SD 14.50 vs. 31.07%, SD 18.04; for POST and PRE, respectively p < 0.005). Considering specific stations, the lowest score of corrected answers before the rotation was observed at station 2- hemodynamics when compared with station 1-heart as a pump and station 3/4 - autonomic control (18.9%, SD 0.9 vs. 46.5, SD 24.1 and 34.8, SD 2.1 for hemodynamics, heart as a pump and autonomic control, respectively). Interestingly, after the rotation, there was a significant increase in corrected scores for all stations (33.9, SD 9.8; 80.5, SD 4.6 and 90.2, SD 2.3, for hemodynamics, heart as a pump, and autonomic control, respectively). Conclusion: Our results suggest that the use of the educational tool was effective to recall CV principles that are essential to a better understanding of the CV responses to exercise and applying the concepts in exercise testing and prescription for different populations.

A virtual versus blended learning approach to higher education during the COVID-19 pandemic: The experiences of a sport and exercise science student cohort

During the 2020/21 academic year most UK universities rapidly developed learning material as part of a move to blended learning, in response to the COVID-19 pandemic. This was interspersed with periods of virtual-only delivery, aligning with national lockdowns. The previous literature suggests there are both advantages and disadvantages to virtual-only and blended learning approaches, which may impact on student satisfaction. Student satisfaction scores may be especially insightful in a student cohort enrolled on an applied sport programme, whereby practical seminars and assessments would be severely impacted by social restrictions. Therefore, this study aimed to explore the experiences and perceptions of virtual and blended learning approaches in an undergraduate sport and exercise sciences cohort, during the COVID-19 pandemic. Additionally, this study aimed to explore whether student perceptions of both learning modes differed between and within-year groups. Students completed an adapted version of the national student survey (NSS), pertaining to periods of virtual learning-only (n = 81) and blended learning (n = 62). When all students were considered, blended learning yielded consistently higher satisfaction scores across all survey sub-sections (teaching on my course, learning opportunities, assessment and feedback, academic support, organisation and management, learning resources, learning community and student voice) resulting in a significantly higher overall course satisfaction score (3.93 ± 0.99 vs 3.55 ± 1.11; p = 0.33; ES = 0.36). When comparing Year 1 and Year 2 students, the former had significantly higher (p < 0.005) perception scores for teaching on my course, assessment and feedback, academic support, organisation and management, learning resources and learning community, but not learning opportunities, student voice or Covid-19-specific, for the virtual learning survey. Additionally, within-year group (Year 2) differences were found in assessment and feedback, academic support and learning community, with higher perception scores reported in the blended learning survey. No significant within-year group differences were observed in Year 1 students. This study provides the first data on student perceptions of a sport and exercise science programme during blended and virtual learning, amidst a global pandemic. The clear preference for blended learning in the current study, suggests sport and exercise science students appreciated the access to face-to-face teaching, despite the social distancing measures in place. Broadly, the findings may assist in governmental and institutional decision making, and in the designing of learning material during periods of social restrictions. These findings may be more beneficial to the design and implementation of face-to-face and/or online components for more applied, science-based courses.

Normative Fitness in Undergraduate Exercise Science Students: How Do They Compare?

ABSTRACT The purpose of this study was to report normative physical fitness data for Exercise Science undergraduate students and compare the findings with criteria published by the American College of Sports Medicine (ACSM). 514 participants (males, n = 204; females, n = 310) aged from 18 to 29 years participated in this descriptive study. Pre-exercise heart rate and blood pressure, body mass index, waist circumference, skinfold thicknesses to estimate total body fat percentage (BF%), estimated maximal oxygen intake (VO2max), and muscular endurance were evaluated. Percentiles were calculated and compared to those from the ACSM, with hypothesis testing of the medians. The median BF% for male students was leaner (p < 0.001) than criterion standards. VO2max was lower compared to the published median in both sexes (p < 0.001). Students performed on par with ACSM-published muscular endurance assessments. Exercise Science students are not fitter than the normative data published by the ACSM.

Predictors of Weight Bias in Exercise Science Students and Fitness Professionals: A Scoping Review.

Background Although previous studies have reported weight bias among students and professionals in exercise science, physical education, kinesiology, and fitness instruction, predictors of weight bias in these professions have not been extensively reviewed. Aim The purpose of this scoping review was to explore the available literature on predictors of weight bias in exercise science students and fitness professionals to identify key concepts and research gaps. Methods PubMed and ERIC were searched from January 1990 to May 2019. Eighteen studies were included in this review. A thematic analysis was conducted. Findings. Six main themes were drawn from these studies including beliefs in the personal controllability of weight; sex differences; enrollment in a health sciences-related program; psychosocial and personal factors; knowledge of obesity; lack of personal history, family, or friend with obesity. Our scoping review highlighted diverse predictors of weight bias among exercise science students and professionals that warrant further study and intervention.

The Functional Movement Screen as an injury prediction tool for German physical education and exercise science students: a prospective cohort-study

Abstract Background Several studies have evaluated the applicability of the Functional Movement Screen (FMS) as a screening tool for injury prediction. However, only few studies investigate gender differences for FMS as a screening tool for female and male college students. Objective To evaluate gender differences in FMS single items and the overall score. In addition, the applicability of FMS as a diagnostic tool for injury prevention of German exercise students will be investigated. Method N = 99 college students performed an FMS at the beginning of the semester. Injuries were recorded for the entire term. Gender differences of FMS single items were assessed using the Mann-Whitney-U-Test. Differences in injury prediction were calculated using logistic regression. If the model was statistically significant, diagnostic accuracy was calculated using receiver operating characteristic (ROC) curves and the area under the curve (AUC). The Youden index was used to identify a cut-off score. 2 × 2 contingency tables, sensitivity and specifity, positive/negative predictive values, and likelihood ratios were assessed. Results There were significant gender differences for Deep Squat, Shoulder Mobility, Trunk Stability Push Up, and Active Straight Leg Raise. The logistic regression showed that the composite score was statistically significant in clarifying the model for females (p = 0.005, RN 2 = 0.14), but not for males (p = 0.18, RN 2 = 0.04). The ROC curve indicated acceptable injury prediction in females (AUC: 0.66, p = 0.02) and poor injury prediction in males (AUC: 0.40, p = 0.19). The cut-off score of ≤ 16 for females resulted in a sensitivity of 63 % and specificity of 54 %. No cut-off score was calculated for males. Conclusion Females performed better on flexibility items, while males scored higher on strength exercises. Results of the study indicate low predictive accuracy. Therefore, no solid recommendation can be made for the use of the FMS as an injury screening tool for either female or male German exercise science students.

Describing pre-professional identity in higher education: A case study of exercise science students

Pre-professional identity (PPI) is an understanding of the skills, qualities, conduct, culture and ideology of a students’ intended profession. Understanding PPI is valuable for students and higher-education providers to provide insight into motivation for- and to promote engagement in- learning. Describing PPI is challenging, particularly for evolving health professions. This paper describes a process undertaken to understand PPI, using exercise science (ES), a new and evolving health profession, as a case study. Mixed methods were used to describe three aspects of PPI: 1) student cohort characteristics; 2) personal factors influencing PPI; and 3) perceived career direction. Final year ES students participated in an online survey and a focus group (n=305; 59% male; 75% age range of 20-24 years). Factors contributing to the development of PPI included the desire to help others; interest and experience in sports/exercise. Students had the strongest understanding of the PI domains of affiliation, money and structure and limited understanding of the role of scientist and researcher. Two outcomes were derived from the study findings to advance the theoretical understanding of PPI: 1) a 3-item framework that describes factors specific to students’ PPI; and 2) a worked case study demonstrating how this framework was applied to gain a nuanced understanding of PPI in ES. Our framework can be applied to increase student and higher education providers understanding of PPI and the motivations underpinning student decision-making in higher education.

Interdisciplinary Collaborative Learning as an Alternate to In‐person Laboratory Experiences for Exercise Science and Biology Undergraduate Students

The COVID-19 pandemic caused major challenges to in-person undergraduate laboratory experiences, forcing instructors to find new methods for content delivery and skills development. A spring 2020 collaborative project examining maximal oxygen consumption, lactate threshold, and effects of caffeine consumption on maximal exercise performance paired Exercise Physiology students with Human Anatomy and Physiology (A&P) students to meet learning goals for both courses and to facilitate remote research skill development. The project replaced a hands-on A&P investigation that fulfills conceptual knowledge, data analysis, and communication learning goals and Exercise Science course-based undergraduate research experiences that meet conceptual knowledge and inquiry and analysis learning goals. 24 upper-level undergraduate Exercise Physiology students with VO2max and lactate threshold testing experience served as Consultants to upper-level undergraduate A&P students. A&P students (138 students; 9 laboratory sections) were divided into 31 groups of 4-5 students, with 1-3 groups assigned to each Consultant. Groups were intentionally structured to include a diversity of majors and GPAs. Students were provided with data collected in previous years. Consultants met with each group at least 3 times, serving as expert advisors to help A&P students: 1) understand VO2max and lactate threshold physiology, 2) understand VO2max and lactate threshold testing procedures, 3) develop a research question with appropriately-designed data comparisons and statistical tests, 4) analyze data from two conditions (caffeine and no caffeine), and 5) create appropriate figures, analyze results, and form conclusions based on data. The project successfully replaced a hands-on lab experience due to the Consultants’ prior experience conducting and analyzing data from maximal exercise tests, as well as developing research questions based on maximal exercise testing. Consultants provided A&P students with an additional resource for success and helped instructors manage their workload during the transition to emergency online instruction. A&P students indicated the project was generally successful, although they would have preferred in-person data collection experience and more direct supervision from instructors. Consultants indicated their previous experience with protocols and content was helpful, and teaching peers reinforced their understanding. Challenges included relative timing of instruction on fundamentals of exercise testing vs. data availability, scheduling conflicts, and the sudden move to remote learning. Interdepartmental collaborative projects that pair students with prior in-person data collection experience as Consultants for peers may provide a useful alternative to in-person labs because they reinforce Consultant understanding of procedures and data analysis, build peer understanding of procedures and data analysis, and manage instructor workload.

Body appreciation and body appearance pressure in Norwegian university students comparing exercise science students and other students

BackgroundBody image is considered a core issue for public health and associates with university students’ overall health. Due to positive associations between exercise and body image, it has been suggested that students within an exercise science program might be more body appreciative compared to other students. On the other hand, the strong societal idealization of the athletic body may expose them to a pressure of having a specific body appearance, which may result in unfavorable health consequences. Nevertheless, studies investigating these hypotheses are lacking. We therefore aimed to explore the level and associations of body appreciation, body appearance pressure, body image related mental health constructs, physical activity, and exercise, in Norwegian university exercise science and non-health reference students.MethodMale and female exercise science students (n = 517) and reference students (n = 476), from nine large universities in Norway took part in this cross-sectional study. Participants responded to the Body appreciation scale-2, a self-developed questionnaire on body appearance pressure, Physical Appearance Comparison Scale-Revised, Sociocultural attitudes towards appearance questionnaire-4R, Rosenberg Self-Esteem Scale, Satisfaction with Life Scale, and questions about physical activity and exercise. Between group differences were analyzed using student independent t-test and ANCOVA for parametric data and Chi-square test for categorical data, and associations were evaluated by Person’s correlation. P-values ≤0.05 were defined as significant.ResultsFemale exercise science students had higher scores on body appreciation compared to reference students. No group difference was found in males. A high percentage of students reported experiencing body appearance pressure, with 69 and 85% among male and female exercise science students, and 57 and 83% among male and female reference students. Fitness centers were the settings where most respondents experienced body appearance pressure. Body appreciation was strongly associated with favorable scores on body image related mental health constructs, while personally experienced body appearance pressure associated with destructive scores on the same constructs.ConclusionBody appearance pressure is an issue among university students regardless of study program. Actions to promote body appreciation and prevent body appearance pressure may include an implementation of media literacy, body functionality, and exercise as topics within the education program to safeguard students’ health and well-being.Clinical trial registryNo. NCT04256967.

The times are they a-changing? Evolving attitudes in Australian exercise science students’ attitudes towards sports concussion

The times are they a-changing? Evolving attitudes in Australian exercise science students’ attitudes towards sports concussion