Female Physical Education Students Research Articles

Motivational Climate, Personal Goal Perspectives, and Cognitive and Affective Responses in Physical Education Classes

The purpose of this study was to assess the motivational climate, personal goal perspectives, and cognitive and affective responses in physical education lessons. A total of 118 male and female secondary school physical education students from the United Kingdom were involved in the study. The students completed a survey assessing the class motivational climate, their personal goal perspectives, beliefs about the causes of success, satisfaction and boredom, self‐rated improvement and effort exertion, and attitude toward athletics. Students who viewed the climate as mastery‐oriented evidenced a more motivationally adaptive pattern of responses. They were more task‐involved, believed success was due to effort, experienced greater satisfaction and less boredom, rated their improvement higher, and had a positive attitude toward athletics. In comparison, students who viewed the climate as performance‐oriented were more ego‐involved, believed success was due to deception, and rated their improvement as low. Based on the findings of this study, physical educators need to emphasize mastery‐oriented cues and de‐emphasize performance‐oriented cues.

Investigation of Circadian Rhythms in Peak Power and Mean Power of Female Physical Education Students

The aim of this investigation was to establish if there were characteristic circadian rhythms in peak power and mean power. Thirteen female physical education undergraduate students, aged from 18-21 years, were measured for peak power and mean power (Wingate Anaerobic Test) at four time points: 0300, 0900, 1500, and 2100 hours. Peak power was defined as the highest mechanical power that is elicited during a 5-sec period and mean power was defined as the average power that is sustained throughout a 30-s period. A significant circadian rhythm was found for the peak power (F = 3.22, p = 0.030). The mean peak power at 1500 h was about 7% higher (p < .05) than at 0300 h. Also a tendency to circadian rhythm was observed in mean power (F = 3.99, p = 0.01) being about 16% and 15% higher respectively (p < 0.05) at 1500 h and 2100 h than at 0300 h. Based upon the particular protocol used, it was concluded that there are characteristic circadian rhythms in peak power and mean power.

Validity of ratings of perceived exertion as an index of exercise intensity in swimming training.

The validity of ratings of perceived exertion (RPE), proposed by Borg (1962), as an index of exercise intensity in swimming training was discussed based on the following four experiments. Experiment I: VO2 and heart rate (HR) were measured and RPE was asked in ten female and seven male physical education students with different levels of swimming skill performing submaximal and maximal work in tethered swimming. The increases in HR and RPE with increase in %VO2max were fitted well by straight lines with high correlation coefficients of r = 0.957-0.999 and r = 0.893-0.988, respectively. RPE was increased in a linear fashion with increase in HR except for a few subjects. The correlation coefficients for linear regression for individuals were 0.862-0.987. Experiment II: Swimming velocity and HR were measured in four groups with different levels of swimming skill. The breast stroke in a 50-m pool for 5 min at three RPE ratings, i.e., very light (RPE 9), somewhat hard (RPE 13) and very hard (RPE 17) was requested of these groups. In good skilled well trained college swimmers, %HRmax was fairly higher than the RPE at the RPE 9 and RPE 13 levels but coincided with the RPE at the RPE 17 level. In skilled trained physical education students, the HR increased with a corresponding increase in RPE. But in the group with low or lower levels of swimming skill, the HR kept about the same values in spite of the increase in RPE. Experiment III: Two male and six female low skilled physical education students took the swimming training in the swimming pool for 2.0-2.5 hours a day, 6 days a week, for 2 weeks. The students also received the swimming training in the sea which lasted for 2 hours each in the morning and in the afternoon for 6 days. The same RPE test, as mentioned in Experiment II, was done before, during and after swimming training. Mean swimming velocity during and after training was slightly higher than that before training at the RPE 9 and RPE 13 levels, and was much higher at the RPE 17 level. Before training, the HR was fairly higher than the RPE at the RPE 9 and RPE 13 level. But during and after training, the HR was much closer to the RPE at the RPE 9 and RPE 13 levels. Experiment IV: Two male and three female lower skilled middle-aged swimmers performed the same RPE test as mentioned in Experiment II.(ABSTRACT TRUNCATED AT 400 WORDS)

Electrocardiographic Findings according to Sex in Athletes and Controls

We have previously compared the electrocardiogram of 1,299 male and female students of physical education and sports with 151 age- and sex-matched sedentary controls and found that the former had lower heart rate, longer conduction times and increased voltages. The same material of 1,450 young adult subjects was split according to sex into 617 females and 833 males in order to analyze the influence of gender on the resting 12-lead electrocardiogram. We found that females had a significant higher heart rate, shortened conduction times (PQ, Q, ventricular activation time and QRS) and a prolonged repolarization time (QTc), decreased P, Q and T amplitudes as well as indices of right, septal and left hypertrophy, and ST elevation in precordial leads were lower in females than in males. These differences were highly significant with p values less than 0.0001 for almost all parameters. Sinus bradycardia was more common in men and sinus tachycardia in women. The prevalence of other rhythms and supraventricular and ventricular premature beats was low in both sexes. AV block grade I was found in 1% of females and 3% of males (p less than 0.02). Notching of R/S in V1-V2 and incomplete right bundle branch block were less common in females (p less than 0.0001). The differences in ECG parameters between the two sexes in the total material persisted also when the athletic and control groups were investigated separately. Gender seems to be highly important for most ECG parameters in the resting ECG. This points to the necessity of discussing different upper normal limits for ECG parameters according to gender.

Gender Differences in Managerial Aspirations and Potential among Physical Education and Non-Physical Education Students

Gender differences in managerial aspirations and managerial potential have been advanced as possible explanations for the structuring of organizations along gender lines, with women concentrated in lower level jobs and under-represented in managerial positions. These hypothesized gender differences were examined in a sample of male and female physical education and non-physical education students. Analysis of variance results showed that the effects of gender, faculty, or their interaction on managerial aspirations were not significant. The main effects of aspiration level, faculty, and gender on the set of managerial potential variables were significant. Aspirants scored higher than nonaspirants on self-assurance, decisiveness, and need for dominance. Non-physical education students scored higher on need for dominance than did physical education students. Males were higher in need for autonomy and need for dominance, while females were higher in decisiveness.

Effects of the menstrual cycle on selected responses to short constant‐load exercise

Abstract The purpose of this study was to determine whether there were differences in blood lactate (La), pulmonary ventilation (V E), rating of perceived exertion (RPE), volume of carbon dioxide expired (VCO 2 ), oxygen consumption (VO2) and heart rate (HR) among four phases of the menstrual cycle during short constant‐load exercise. The subjects of this investigation were 21 female physical education students at Springfield College. After determination of maximal oxygen consumption (VO 2 max) on the bicycle ergometer, subjects exercised at intensities designed to elicit 70 and 90% VO 2 max in each of four phases of the menstrual cycle : menses, follicular (F), luteal (L) and premenses (PM). Phases were identified by menstrual history and variation in basal morning oral temperatures. For purposes of description the variation in body weight was analysed by a one‐factor ANOVA across the four phases of the menstrual cycle. Post hoc comparisons revealed that body weight was higher (P <0.05) in PM when compar...

Effects of menstruation and contraceptive pill on the performance of physical education students.

Of the 109 specialist female physical education students who answered a detailed questionnaire on menstruation and the contraceptive pill in relation to exercise, 91 (83.5%) reported that they suffered menstrual problems. These included stomach ache, depression, abdominal cramps and backache. Over two-thirds of the students considered that these problems adversely influenced their physical performance. However, whether they had a mainly physiological or psychological effect is not clear. Many of the students with menstrual problems thought that exercise had a beneficial effect and helped alleviate their discomfort. A small number of students reported problems such as amenorrhoea and reduced menses possibly due to excessive training. Just under half the students in the investigation took the contraceptive pill, and though as many students taking the pill complained of menstrual problems as those not taking it, they reported less problems and to a lesser degree. Most students claimed that taking the contraceptive pill had no effect upon their performance.

Hemoglobin, hematocrit, and calculated plasma volume changes induced by a short, supramaximal task.

The influence of a short, supramaximal task of 30 s duration on plasma volume (PV) was tested in 14 female physical education students. Hemoglobin (Hb), hematocrit (Hct), and osmolality (Osm) were tested pre- and post-exercise. Performance of the exercise test, consisting of 30 s all-out pedaling against a load of 4.4 J/kg body weight per pedal revolution, brought about a significant elevation in the measured variables. The changes in Hct, Hb, and Osm were 3.14%, 0.92g X dl-1, and 9.58 mOs/kg-1, respectively. The changes in PV, calculated from the increase in Hct alone and from changes in Hct and Hb, was found to be -10.4% and -11.2%, respectively. It is suggested that very short periods of maximal exercise can bring about some 10% - 15% drop in PV. Mechanisms for this decrease are not clear. It could result from changes in tissue osmolality, filtration pressure, or opening up of collapsed capillaries.

Changes in muscle metabolites in females with 30-s exhaustive exercise.

The purpose of this study was to quantify the changes in selected intramuscular metabolites associated with non-oxidative energy metabolism after performance of the Wingate Test (WT), a widely used, exhaustive, 30-s cycle test of short-time muscular power. Muscle biopsies were taken from the m. vastus lateralis of nine female physical education students at rest and immediately after performance of the WT. The concentrations of adenosine triphosphate (ATP), creatine phosphate (CP), lactate, and glycogen were determined. The ATP decreased from 20.9 to 13.8; CP decreased from 62.7 to 25.1; lactate increased from 9.0 to 60.5; and glycogen decreased from 360 to 278 (all concentrations are mmol X kg-1 dry muscle). The absolute changes in CP and lactate were not as large as those reported in other exercise studies. Based on the metabolite changes, it was concluded that the WT is a satisfactory test of the maximal muscular power that can be generated from non-oxidative metabolism, but that the 30-s duration of the test probably does not tax the maximal capacity of such energy metabolism.

Altitude Acclimatization in Skiing Lowlanders

Influences exerted by altitude were investigated in eight male and three female physical education students (age 26 ± 1 SE years) during and after a ski course lasting 2 weeks.

Multivariate Analyses of Physical Education Student Personality Profiles

Previously (2, 4, 5 ) the author examined specific personality trait differences on the 16 PF (1) between various norms as appropriate and male and female, graduate and undergraduate physical education students. Also, secondstranun traits of these groups were compared with general population norms ( 3 ) . In the present analysis, the seven subject groups were: two of male graduate students, two of female graduates, two of male undergraduates, and one of female undergraduates. A multivariate analysis, coefficient of profile similarity rp (2 ) , between each group and the appropriate general population norm as well as between each group and every other group was conducted following age-correction to the average age of the normative group. The fp statistic may be thought of as similar to the correlation coefficient. Similarity between the compared groups is indicated when the result is positive and p .O1 at an rQ of .450. In the present case, very high coefficients were found between each subject group and the normative profile used (.540--.820). Also, very high coefficients were found between the subject groups themselves (.588-,922). In spite of the statistically significant differences previously reported when specific and second-stratum traits were explored, the subject group profiles do not differ in any meaningful way from general population profiles nor from one another. These physical education student groups are very similar in over-all personality structure to adults generally.

Comparison of the Personality Traits of Female Teacher Education and Physical Education Students

Abstract The purpose of this study was to investigate the personality profiles of women training to be classroom teachers and those training to be physical educators. Cattell's 16PF (form C), the 1PAT Anxiety Scale, the EPPS, and the CP1 were administered to female teacher-education students (N=128) and female physical education students (N=123) enrolled in a 4-yr program, leading to a B.Ed. degree, in a Canadian University. Multiple-discriminant analysis between groups indicated significant differences in personality. Separate personality components revealed the student classroom teachers to be high on order, affiliation, and patience, and the student physical education teachers to be high on warm-heartedness, mental capacity, enthusiasm, perseverance, venture-someness, imagination, shrewdness, self-sufficiency, self-image, exhibitionism, dominance, and social presence.

Energy intake and expenditure with reference to the female physical education student.

A random sample of twenty-seven 18-21-year-old female physical education students completed dietary and activity diaries for seven consecutive days. Tables were used for calculating tho subjects energy intake and expenditure. Measurement of metabolic energy was also determined using an open circuit method. Energy expenditure calculations by the tablo method differed from direct calculations. Unlike many studies, which have been confined to an eight hour working day, the present investigation obtained data for seven 24 hourly consecutive periods. Mean basal energy requirement was 6.53 ± 0.49 × 106 J/day; mean energy intake was 9.82 ± 2.06 × 106 J/day and mean energy expenditure was 10.18± 1.06 × 106 J/day. Intake varied more than expenditure. Mean daily Joule fluctuations showed a definite relationship with the college timetable. Maximum energy expenditure days coincided with minimum energy intake and vice versa. The ratio of body surface area to body mass (cms2/kg) decreased with increasing obesity.

Heart shadow sizes of female physical education students

Heart shadow sizes of female physical education students

Personality, achievement in physical competition, physique and grip strength in female physical education students

ABSTRACTThe study tested whether extroversion and neuroticism personality factors differentiated between groups of female physical education students in England sampled on their level of achievement in sports competition, In addition grip strength, which might differ due to personality differences i

Physical Fitness of College Students in South Africa, United States of America, and England

Abstract The Harvard step test was performed by male students of physical education and male sophomores not specializing in physical education in Cape Province (South Africa), North Carolina, and England. A modified Harvard step test was performed by corresponding groups of women. Assessed by this test, the fittest male physical education students were the English, and the South Africans were fitter than the Americans. English female students of physical education were not significantly fitter than South Africans but were fitter than Americans. The fittest sophomores (men and women) were the English. There was no significant difference in performance between American and South African sophomores. No correlation was found between fitness index and height, weight, or time devoted to organized physical training. Menstruation did not impair the performance of women students. The rapid method of calculating fitness index gave results almost identical with those obtained from the original, longer method.