Exercise Science Students Research Articles

Evaluating the effects of behavior change training on the knowledge, confidence and skills of sport and exercise science students

BackgroundBehavior change interventions have the potential to have a transformative effect on the health of populations. Allied health professionals have a key role to play in delivering these interventions. However, traditionally undergraduate allied health professional programs have not had a behavior change focus. The aim of this study was to assess the effectiveness of a training program on sport and exercise science students’ knowledge, confidence and skills in the provision of behavior change support.MethodA mixed method convergent design was used to address the research question. Fifteen sport and exercise science students took part in a training program consisting of seven 90-min weekly face to face group sessions. Student satisfaction with training methods was assessed. Pre-to-post training changes in students’ confidence and knowledge in the provision of behavior change support was evaluated. Delivery of behavior change support was assessed by an audio recorded role-play rated by an expert using the Health Care Climate Questionnaire, and an adapted version of the Communication Evaluation in Rehabilitation Tool. Students also completed a reflective assignment.ResultsStudents were satisfied with the training. There were increases in students’ confidence and knowledge of certain behavior change components post-training but not behavior change techniques. Students delivered behavior change support in a broadly needs supportive manner. The reflective assignment showed that students found particular behavior change strategies difficult to implement.ConclusionIt is feasible to train undergraduate students in particular components of behavior change support. Academic institutions should embed behavior change training into the allied health professional curriculum to ensure graduates are job ready with the knowledge, confidence and skills to support health related behavior change within the wider health system.

FIT: A community-engaged approach to health and physical education

Background: The purpose of the Smart Nutrition and Conditioning for Kids (SNACK) pilot study was to increase fitness levels and overall health of children aged 7 to 9 years in two elementary schools, one urban and one urban rim. Fundamental Integrative Training (FIT) was incorporated into physical education class and was considered a vital component of SNACK. Methods: The FIT intervention was performed twice weekly during physical education class for 8 weeks. Pre- and post-Fitnessgram fitness tests were completed by each child. Results: Fitnessgram fitness test scores improved for all fitness tests for both the experimental and control groups in both schools (P<0.05). Significant differences between groups were found in 4 areas: PACER, push-up, curl-ups, and long jump (P<0.05). Conclusions: FIT is one example of an interdisciplinary (nursing, health and exercise science students and faculty, elementary school administration and staff) collaborative approach to improving fitness levels with limited time and resources.

Cardiorespiratory Fitness and Its Relationship with Health Risk Factors Among University Students: A Comparison Between Iran and Italy

Background: Cardiorespiratory Fitness (CRF) and its associated modifiable and non-modifiable health risk factors are very important in clinical studies. Objectives: This study aimed to compare health risk factors affecting CRF between Iranian and Italian male and female exercise science students. The correlation between VO2max and these factors was also evaluated. Methods: The sample consisted of 87 sport science students from the University of Milan (25 males and 17 females) and the University of Mazandaran (20 males and 25 females) aged 23.69 ± 1.95 years. The level of Physical Activity (PA) and body composition indices were obtained as health risk factors. Then, CRF was assessed by the Bruce test. Rate Pressure Product (RPP), blood pressure, and Heart Rate (HR) were measured before, in the end, and six minutes after the end of the test. Results: Statistical analyses revealed significant differences in RPP, Systolic Blood Pressure (SBP) during exercise, resting SBP, and Waist-to-Height Ratio (WHtR) between Iranian and Italian males and significant differences in Waist-to-Hip Ratio (WHR) and body fat percentage between Iranian and Italian females (P < 0.05). The relationships between VO2max and resting RPP, resting HR, heart rate recovery, step counts, and vigorous PA were significant in all groups (P < 0.05). Conclusions: As an assessment of VO2max, CRF is associated with hemodynamics and health risk factors. Age, sex, ethnicity, lifestyle, and culture of people in different geographical regions can affect health risk factors.

Academic Burnout Amongst Exercise Science Students

PURPOSE: Prior research shows that the psychological constructs of hope, optimism, and self-efficacy impact voluntary behavior, and quality of life. Academic burnout is prevalent among university students of all types. However, knowledge of what predicts burnout in undergraduate exercise science (ES) students is limited. Thus, the purpose of this longitudinal study was to examine the level of burnout at the beginning and end of the semester in ES students. Second, we examined the association of psychological factors and physical activity (PA) with burnout in ES students. METHODS: Students completed two online surveys within one Fall semester: one at the beginning and the other near the end. The first survey included the following questionnaires: Copenhagen Burnout Inventory, Adult Hope Scale, Life Orientation Test-Revised (optimism), Self-Efficacy to Regulate Exercise, Satisfaction with Life, and International Physical Activity Questionnaire (IPAQ). The second survey included the Copenhagen Burnout Inventory, IPAQ, and Satisfaction with Life. From the IPAQ, measures of moderate PA, vigorous PA, walking, and total PA were computed. Of the 169 participants, 59 were retained who completed both surveys and listed their major as ES. RESULTS: At the beginning of the semester 35.6% of students reported high burnout and 22.8% reported high burnout near the end of the semester. Predictors of burnout were chosen based on significant correlations. Burnout at Time 1 negatively correlated with vigorous PA, optimism, and Life Satisfaction at Time 1. The regression revealed vigorous PA (Beta= -.232, p=.037), life satisfaction (Beta= -.268, p=.04), and optimism (Beta= -.369, p=.005) as predictors of burnout at Time 1. Burnout at Time 2 negatively correlated with GPA, optimism, life satisfaction, and hope at Time 1. Regressions showed life satisfaction (Beta= -.359, p=.008) and optimism (Beta = -.415, p=.002) at Time 1 as significant predictors of burnout at Time 2. CONCLUSION: ES students reported higher burnout at the beginning of the semester compared to the end of the semester. Higher levels of vigorous PA, optimism, and life satisfaction predicted lower burnout at the beginning of the semester. Greater optimism and life satisfaction at the beginning of the semester predicted lower burnout near the end of the semester.

Community, Connectedness, And Learning In Exercise Science: Does Classroom Context Matter?

Exercise science programs require rigorous academic preparation often taught in traditional classroom and lab settings. However, situated learning theory views learning as action in a community of practice, where the elements of social interaction, connectedness, and authentic participation transform cognitive understanding into meaningful knowing. Situated learning can have a complex effect on exercise science students’ connectedness, understanding, theory application, and professional skills. Additionally, social networks (like Facebook) can provide a modern educative community in which to increase engagement and connection in the classroom. PURPOSE: The purpose of this quantitative research was to examine the relationship between learning environment type (situated versus traditional) and the use of Facebook on undergraduate exercise science students’ perceived sense of overall classroom community, connectedness, and learning. METHODS: 69 undergraduate exercise science students (age [yrs] = 22.5 ± 2.1, males = 37.7%; females = 60.9%) who had participated in either a traditional course, traditional course with Facebook, a situated course, or a situated course with Facebook completed Rovai’s (2002) Classroom Community Survey at the end of their course experience. Multiple Regression was performed to determine if there were any significant differences between the four groups (α = .05). RESULTS: Results demonstrated a situated learning classroom and a situated learning classroom with Facebook were significant positive predictors of students’ perception of overall classroom community (R2 = .181, F(3, 65) = 4.794, p = .004), connectedness (R2 = .130, F(3, 65) = 3.232, p = .028), and learning (R2 = .186, F(3, 65) = 4.965, p = .004). CONCLUSIONS: This research supports situated learning as a best practice for increasing classroom community in undergraduate exercise science programs. Students perceived higher levels of overall classroom community, connectedness, and learning when participating in a situated classroom and to an even greater extent a situated classroom with Facebook. Incorporation of these types of learning environments and teaching strategies in exercise science degree programs may enhance professional skill development and successful employment within the field.

Functional Movement Screen: Single Items For Injury Prediction Of Physical Education And Exercise Science Students.

Screening tools for the individual risk of injury in athletes have gained high popularity lately. Not only professional athletes, but also college students are in need for cost efficient and quick screening tools to allow targeted injury prevention. The applicability of the Functional Movement Screen (FMS) as a valid screening tool for injury prediction among various populations has been evaluated in several studies. Most studies have drawn their conclusions from the composite score. Only a few studies have examined the validity of single items for injury prediction. In addition, gender differences have only been taken into account to a limited extent. PURPOSE: The aim of the study was to determine the applicability of the FMS composite score and its seven single items for the sex-specific prediction of injury among German physical education and exercise science students. METHODS: Overall, N = 99 physical active college students (female: 53, male: 46) between 18-29 years of age were recruited. All participants performed a FMS at the beginning of two consecutive semesters. All injuries were recorded monthly for the entire semester. Receiver operating characteristic (ROC) curves and area under the curve (AUC) were used to estimate an optimal cut-off score for females and males separately and to assess the ability of the FMS sum score to predict an injury. Logistic regression analysis was utilized to assess odds ratios for the chance of injury related to single items of the FMS. RESULTS: The ROC curves indicated moderate ability in the injury prediction for women (AUC: 0.66, p= 0.02) and poor injury prediction for men (AUC: 0.40, p= 0.19). However no satisfying cut-off score could be determined for any gender due to poor sensitivity and specificity. The logistic regressions revealed the Deep Squat (DS) to be significant for women (p= 0.03, OR= 0.2). CONCLUSION: The FMS is frequently cited as a useful screening tool for subsequent injury. In this regard, cut-off values are used to identify persons at high risk for injury. The DS was the only significant single item for women in this study, but had no strong prediction effect. Results of this study cannot provide solid gender-specific recommendations for the use of the FMS composite score or single items as an injury screening tool for German physical education and sports science students.

ECG CHARACTERISTICS IN SENIORS PARTICIPATING IN A STRUCTURED FITNESS PROGRAM: A PILOT STUDY

PURPOSE: Undergraduate exercise science students can benefit from curriculum which includes authentic, hands-on opportunities for learning. A 12-lead electrocardiograph (ECG) can serve as both as a teaching and screening tool to assess cardiac abnormalities in seniors (over age 65) prior to beginning an exercise program. The purpose of this pilot study was to evaluate the ECG characteristics of older adults prior to participation in a twice-weekly supervised strength training program. METHODS: Thirty seniors (Males = 10; Females = 20; Age =72 ± 7.6yrs) completed cardiovascular screening with resting 12-lead ECG analysis prior to program participation. An exercise physiologist reviewed all ECG results and any identified abnormalities were referred to a cardiologist. Gender, ECG abnormalities, and anthropometrics were compared using a mixed model ANOVA. Chi-square analysis was used to test for differences in the frequency of ECG findings across gender. RESULTS: Thirty seniors (Males = 10; Females = 20; Age =72 ± 7.6yrs) completed cardiovascular screening with resting 12-lead ECG analysis prior to program participation. An exercise physiologist reviewed all ECG results and any identified abnormalities were referred to a cardiologist. Gender, ECG abnormalities, and anthropometrics were compared using a mixed model ANOVA. Chi-square analysis was used to test for differences in the frequency of ECG findings across gender CONCLUSIONS: A pre-exercise ECG can be a useful teaching and screening tool for students who are preparing to supervise older adults in a structured strength training program. ECG results can be used to adjust training variables (type, duration, and intensity) accordingly for each individual senior participant.

Postactivation potentiation effects of Back Squat and Barbell Hip Thrust exercise on vertical jump and sprinting performance.

This study aimed to determine and compare the post-activation potentiation (PAP) effects of the Back Squat (SQ-PAP) and Hip Thrust (HT-PAP) exercises in terms of vertical jump height (VJ), 20-yard dash and 40-yard dash time in physically active university students. Considering the Force-vector theory, it was hypothesized that HT-PAP would induce greater potentiation for 40-yard dash than SQ-PAP whereas SQ-PAP would induce greater potentiation for 20-yard dash and VJ than HT-PAP. Seventeen kinesiology and exercise science students (8 male and 9 female) who resistance train at least 3 times/week (age, 21.71±1.49 years; body mass, 75.58±11.89 kg; height, 173.98±11.88 cm and training experience 5.47±2.00 years) joined this study. They performed three experimental sessions namely; baseline (BL), SQ-PAP loading session and HT-PAP loading session with 48 hours interval with a randomized open crossover study design. BL session was also accepted as control and familiarization session. SQ-PAP and HT-PAP exercises were performed roughly at 90% of 1 Repetition maximum (1 RM) of the subjects with three repetitions. Subjects were tested for vertical jump height (VJ), 20-yard dash and 40-yard dash time before and 8 minutes after each PAP loading exercise. Statistical analysis revealed that the potentiation effects of SQ-PAP and HT-PAP exercises on VJ height, 20-yard and 40-yard dash were similar that none of the loading exercises with 8 min rest interval had any increasing or detrimental performance effect on VJ (P=0.923), 20-yard dash (P=0.133) as well 40-yard dash time (P=0.570). These findings demonstrate that none of the loading protocols with above mentioned exercises have any detrimental or improving effects on VJ height, 20-yard dash and 40-yard dash time for physically active university students who joined this study. Although no acute potentiation effect has been found, this study also shows that SQ-PAP, HT-PAP exercises can be used interchangeably and safely to avoid training monotony during longer training periods for chronic adaptations.

Exercise and Nutrition Science Students' Perceptions of Blogging as a Required Course Component.

The purposes of this study were to evaluate exercise and nutrition science students' perceptions of blogging on perceived learning, sense of community, and technical knowledge at the beginning and end of the semester, and to compare the perceptions of undergraduate (UG) and graduate (GRAD) students. UG (pre, n = 78; post, n = 50) and GRAD (pre, n = 20; post, n = 17) students were enrolled in semester long seminar courses that required blogging. Perceptions of blogging were assessed using an anonymous Likert-scale survey at the beginning and end of the semester. T-tests were used to determine differences in perception on the survey subscales pre to post and between UG and GRAD students. Agreement that blogging could enhance learning or promote a sense of community was lower at the end of the semester compared with the beginning, but remained relatively high. Agreement with items related to technical knowledge increased from presemester to postsemester. The change in perception in the whole sample was driven by the UG students, as GRAD students' perceptions of blogging, although initially less positive than UG, were mainly unchanged from the start of the semester to the end. Blogging as a required course component is viewed favorably by exercise and nutrition science students. Future research evaluating course characteristics and structure of blogging requirements that may enhance student' perceptions are warranted.

Promoting student engagement and academic achievement in first-year anatomy and physiology courses.

Students from three undergraduate programs at James Cook University, Queensland, Australia, studying combined first-year anatomy and physiology courses, showed different academic achievement in physiology. Physiotherapy students were more active and social when completing learning tasks and achieved significantly higher grades in physiology compared with students enrolled in Sport and Exercise Science and Occupational Therapy programs. To promote academic engagement and achievement by all three groups, discussion questions, case studies, and study guides were included. The aim of this study was to investigate the effectiveness of using these modified resources to promote active learning, enhance academic social interactions, and provide a supportive learning environment. The occupational therapy students showed increased academic achievement (from 57.9 to 66.5%) following implementation of the new resources, but there was no change in the already high-performing physiotherapy students (73.1%) and, more concerningly, the sport and exercise science students (from 54.6 to 56.7%). Fewer sport and exercise science students had prior learning in chemistry (30.4% of participants) and also spent little time outside class studying (8 h/wk), compared with the physiotherapy cohort (70.0% chemistry; 13 h/wk studying). Findings of this research demonstrate that creating a supportive and active learning environment are important factors in promoting the learning of physiology for some cohorts. Background knowledge, academic self-regulatory skills, and the experience of teaching staff are factors that must be considered when endeavoring to increase student academic achievement. Future studies should examine the effect of students' academic self-regulation and the use of remedial chemistry classes when learning physiology.

Development of a Short-Term, Athletic Training and Public Health International Service-Learning Study Abroad Program to Nicaragua

ContextStudy abroad programs are a key educational opportunity for athletic training students to grow in cultural competence. Yet, there are few faculty-led, study abroad programs specifically designed for athletic training community engagement in low-income nations.ObjectiveTo describe the process of developing and implementing a short-term athletic training and public health service-learning study abroad program to Nicaragua.BackgroundPartnerships with a Nicaraguan partner institution aimed at creating sustainable study abroad programs for students from a variety of disciplines were initially explored. A short-term, study abroad program with athletic training and public health faculty was established based on the opportunities and benefits that it would provide to students, interests of host staff, and the accessibility to a local community.SynthesisNine athletic training and exercise science students, composed mostly of graduate students, participated in the program in Nicaragua. Students worked with local soccer coaches and their student-athletes. Curriculum for the coaches included basic athletic injury prevention and management techniques including the Fédération Internationale de Football Association 11+ injury prevention protocol, concussions and head injury, heat illness and hydration management, nutrition and performance, and basic first aid. With the student-athletes, the group implemented injury prevention skills including the Fédération Internationale de Football Association 11+, proper heading techniques, and teamwork drills.ResultsWorking with the Nicaraguan soccer players and coaches provided students important lessons in cultural competence, interprofessional education, communication, and patient care.Recommendation(s)As athletic training education shifts to a professional master's degree, it is important for educators to consider study abroad program length, structure, and student learning outcomes if they are interested in creating faculty-led programs.Conclusion(s)Athletic training study abroad programs, which provide students with opportunities for direct interaction with coaches and student-athletes, can provide students with beneficial learning opportunities. This program can offer a framework for those interested in offering short-term programs abroad.

A Flavor Perception Game Designed to Introduce Basic Chemical Sensation of Taste Modalities to Undergraduate Nursing and Exercise Science Students

A Flavor Perception Game Designed to Introduce Basic Chemical Sensation of Taste Modalities to Undergraduate Nursing and Exercise Science Students

Effects Of A Situated Environment On Classroom Community, Connectedness, And Learning In Exercise Science Students

Effects Of A Situated Environment On Classroom Community, Connectedness, And Learning In Exercise Science Students

Using genetic algorithms to abbreviate the Mindfulness Inventory for Sport: A substantive-methodological synthesis

ObjectivesTo demonstrate the use of machine-learning for reducing questionnaire response burden, we created multiple, shorter versions of the Mindfulness Inventory for Sport. We then tested the reliability and validity of scores derived from these shorter versions in athletic populations. DesignWe used genetic algorithms to shorten the measure, and both cross-sectional and longitudinal data to test psychometric properties. MethodWe collected data from 859 undergraduate exercise science students and 118 golfers. We used 75% of the student sample to shorten the measure, and the rest of the data to test the internal consistency, test-retest reliability, content validity, and factorial validity. For criterion validity, we explored relationships between the subscales and other measures of mindfulness, golf handicaps, and an objective measure of putting accuracy. ResultsGenetic algorithms efficiently generated stable solutions to shortening the measure. Reliability decreased as the measure become shorter—especially between three and two items per subscale—but remained acceptable. Validity metrics for shorter versions were as good, and sometimes better, than the full questionnaire. Awareness and refocusing subscales demonstrated weak associations with golf handicap for long and short versions. Non-judgment showed no significant associations, and no subscales significantly predicted putting performance. ConclusionsGenetic algorithms provide efficient solutions to reducing questionnaire response burden for athletes.

Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives.

Current physical activity (PA) guidelines recommend that children accumulate at least 60 min of PA each day, and that adults should collaborate across sectors to increase opportunities for PA. Implementing brief classroom PA breaks (CPABs) is one way to help increase daily PA. The primary purpose of this study was to determine perceptions of a 14-wk CPAB program among elementary school children, in the first through fourth grades ( n = 254), at a suburban elementary school, and their teachers ( n = 18). The CPAB program was implemented by university exercise science students, and student and teacher perceptions were assessed through surveys. The children reported that the CPABs were very fun (86%), provided them with a nice break during the school day (88%), were very good for their health (94%), helped them feel more ready to learn (71%), and learn better (50%). The teachers reported that the students really enjoyed the CPABs (100%), that encouraging students to be physically active was either very important (83%) or important (17%), and that they were either very confident (72%) or confident (28%) that they themselves could lead the CPABs. No teacher reported that the CPABs hindered classroom learning. CPABs appear to be enjoyable to both students and teachers, easy to administer, and supportive of learning. Recommendations for improvements within the present collaboration were minimal and could be easily addressed with firmer entrenchment of the program. This collaboration was beneficial and fun for the vast majority involved, and others are urged to implement similar programs.

Social media and e-learning use among European exercise science students.

With the rise of digital technologies, electronic learning and communication tools are becoming a firm part of academia to promote knowledge of health sciences. This study sought to analyse the attitude of students regarding social media and digital learning for study purposes in sport and exercise science. A survey was carried out with a questionnaire (20 main items) in six sport science faculties, equally spread across Germany (G), Italy (I) and the United Kingdom (UK) between February and October 2017. The focus areas were students' usage of social media (Facebook, Google+, Instagram, LinkedIn, Skype, Twitter, WhatsApp, YouTube) for academic purposes and their use of e-learning. Data were analysed by quantitative and qualitative methods. 229 students participated in the study (G: 68, I: 121, UK: 40). While YouTube was mostly used for receiving knowledge, WhatsApp and Facebook showed additional preferences for peer contacts for learning purposes and knowledge discussions. Preferred online data sources were PubMed (77%), free access journals (67%), YouTube (66%) and Wikipedia (63%). Often used digital learning materials were own universities' PowerPoints (77%), scripts (59%) and scientific articles (53%). However, some preferences showed national differences. The evaluated participants showed an overall high use of social media and e-learning tools for their studies. Students would like more digital learning sources made available to them by their institutions. However, some differences in preferences of digital learning or communication tools may exist and this should be considered for international approaches to promote health knowledge among students.

Ageism, Priming, and Working with Older Adults Among Undergraduate Exercise Science Students

Aims: Many students resist the possibility of working with older adults, however, few prior studies have focused on undergraduate exercise science students. The purpose of this exploratory study was to evaluate interest among exercise science students and explore related factors, namely, ageism and priming.Methods: A total of 225 exercise science students from across the United States completed the Ambivalent Ageism Scale, Student Perceptions of Working with Older People questionnaire, and open-ended questions.Results: Descriptive statistics indicated that this population has relatively low levels of ageism and somewhat favorable views of working with older adults. The priming manipulation did not influence perceptions and a significant negative correlation between ageism and perceptions emerged. Follow-up analyses showed that regular contact with older adults and self-reported interest affected ageist beliefs and perceptions.Conclusions: Encouragingly, exercise science students are not very ageist and are interested in working with older adult patients.

The Development of Physical Activity Leaders Using a Contemplative Education Approach to Promote Wellness among the Elderly

The purpose of this study was to develop physical activity leaders using a contemplative education approach to promote wellness among the elderly. This study used the qualitative method design. All subjects were 30 physical education and exercise science students. The instrument focus on the contemplative approach with the 7Cs, which are Contemplation, Compassion, Connection, Confronting, Continuity, Commitment, and Community. The results from reflective papers, observation and focus group were analysed by content analysis. The result of this study shows that the students learned to become the leader leading the elderly to do physical activity. The outcome of the learning came in three domains. The first one was cognitive domains. It was found that the learners had understood the lessons in the course and could connect them with self-awareness, recognizing the differences between the elderly's physical body and mind. Secondly, the psychomotor domain was presented as the students had learnt to focus. All these are learned through contemplation and acknowledging the importance of deep conversation. Thus, they made possible physical activity leaders who could promote health for the elderly. Lastly, the affective domain shows that the learners had transformed their abilities into a fundamental domain. They had come to love and have compassion for the elderly.

Exercise is Medicine®: Knowledge and Awareness among Exercise Science and Medical School Students

Exercise is Medicine®: Knowledge and Awareness among Exercise Science and Medical School Students

The Effects of Prosocial and Antisocial Behaviors on Emotion, Attention, and Performance During a Competitive Basketball Task.

The purpose of this experiment was to investigate whether prosocial and antisocial teammate behaviors affect emotions (i.e.,happiness, anxiety, anger), attention, and performance. Undergraduate sport and exercise science students (N = 102) were randomly assigned to 1 of 3 groups: prosocial behavior, antisocial behavior, and control. They performed a basketball free-throw shooting task for 2min in baseline and experimental phases and completed measures of emotions and attention. Free-throw shooting performance was also recorded. A series of analyses of covariances controlling for baseline scores showed that the prosocial group reported more happiness than the antisocial and control groups. The antisocial group reported more anxiety than the prosocial group and more anger and lower attention than the other 2 groups. The prosocial and antisocial groups performed better than the control group. These findings suggest that prosocial and antisocial teammate behaviors may influence the recipient's emotions, attention, and performance during sport competition.