Physical education and training

Periodized training programs seem to augment muscle performance (i.e.,
hypertrophy, strength and muscle endurance), however, optimal repetition ranges to
achieve these adaptations are unclear. Thus, the purpose was to compare high and low
repetition daily undulating periodization (DUP) models, with equal volume on
performance. Eleven trained, college-aged males were counterbalanced into high (DUPHR) or low (DUP-LR) repetition groups. Subjects performed the squat and bench press 3X/wk. for 8wks. Outcome measures included one-repetition maximum (1RM) bench press, squat, and total strength (TS=squat+bench press), and muscle thickness (MT). 1RM strength increased with no difference between groups. Both groups increased total chest and total body MT (p<0.05); but only DUP-HR increased thigh MT (p<0.05). Effect sizes showed meaningful differences in strength favoring DUP-LR for bench press-1.48 and TS-0.89. Our findings indicate with equal volume, there may be meaningful differences in strength that are repetition-dependent, and varying responses to MT across different muscle groups.

The purpose of this study was to explore the relationship between children's enjoyment and perceived competence in physical education (PE) and the effects these factors may have on physical activity participation outside of school. Fifth through eighth grade (n = 100) school children completed questionnaires pertaining to their enjoyment in PE, perceived competence in PE, and physical activity participation outside of school. Results indicated a positive significant relationship between enjoyment in PE, and perceived competence in PE (p<0.01). Children with higher perceptions of competence in school PE, reported greater physical activity participation outside of the school environment (p<0.002). Enjoyment in PE had no statistical significance in determining physical activity participation outside of school (p>0.05). Understanding the factors which influence physical activity participation can help inform future policies and strategies aimed at providing developmentally appropriate experiences, ultimately providing intrinsic motivation to seek out, and sustain, regular physical activity strategies aimed at providing developmentally appropriate experiences, ultimately providing intrinsic motivation to seek out, and sustain, regular physical activity participation.

Sports and its effects on children have been researched for the benefits that it may bring. The purpose of this study is to see if sports competency, assessed by both peer reports and self-reports, benefits both boys and girls and whether it protects children who generally are gender-atypical from adjustment difficulties and also to see if there are any interactive influences of cross-gender typing and sports competency on self-esteem, depression, and other adjustment indexes. Our results found that there was a significant interaction between sports competence and cross-gender typing when looking at popularity and also a significant interaction between sports self-efficacy and cross-gender typing when looking at self-esteem. Our data did not provide sufficient support for our buffering hypothesis, but it allowed for us to conclude that self-esteem of low-cross-gender-typed children profit more from high sports self-efficacy and suffer more from low sports self-efficacy than the self-esteem of high-cross-gender-typed children.

The purpose of this investigation was to determine the effects of a pedometer-based intervention on physical activity and self-efficacy among community college students in wellness classes (N = 154). The intervention included a pretest/posttest physical activity questionnaire, pedometer use, weekly goal setting and self-report of step data via the web. The experimental group wore pedometers daily for ten weeks; the control group wore pedometers for one week at baseline and week ten. Average weekday physical activity increased 29% for the experimental group and decreased 16% for the control group. Data analysis demonstrated a statistically significant difference due to the treatment regarding step count, differences in mean scores for self-efficacy, and a main effect for treatment for BMI. These results support the effectiveness of pedometer use to increase physical activity and self-efficacy in conjunction with a community college health curriculum.

The fact that 45% of boys and 32% of girls in the United States participate in youth sports suggests that sports participation might be an important influence on children's psychosocial development. This study explored: (1) how children's gender cognitions influence sports self-efficacy and (2) how sports self-efficacy influences children's psychosocial adjustment. Results suggest that for boys, felt pressure to conform to gender standards and the belief that sports is important for boys influence sports self-efficacy. In girls, both the belief that sports is important for girls and the belief that sports is important for boys predicted sports self-efficacy. Sports self-efficacy predicted benefits for girls adjustment (high self-esteem, higher body satisfaction, lower depression and lower anxiety) but both positive and negative outcomes for boys (higher narcissism, higher aggression, and lower depression and lower anxiety). The findings overall suggest that the correlates of sports self-efficacy are somewhat different for boys and for girls.

Extensive literature research revealed that little was known about the effectiveness of athletic training continuing education workshops in increasing athletic trainers' knowledge, skills and abilities. The three purposes of this mixed method exploratory study were: 1) to examine whether continuing education workshops were perceived by athletic trainer participants as effective; 2) to determine if a relationship existed between efficacy and perceived workshop training effectiveness; 3) to demonstrate the transfer of training through work experiences. Participants were recruited through Board of Certification for the Athletic Trainer (BOC) approved continuing education workshops. Eighty-four participants completed a questionnaire packet on the day of the workshop. The packet contained the Athletic Training Efficacy Questionnaire, subject matter pre-test, workshop evaluation, and subject matter post-test. Two months after the workshop, participants were contacted and asked to complete an online questionnaire that focused on their perceptions of the workshop they attended and their transfer of the training to the workplace. Quantitative data analysis revealed no significant relationships between participants' levels of efficacy and ages, genders, work experience, and degree attainment. Nor was there a significant relationship found between participants' level of efficacy and their perceptions of workshop effectiveness. The characteristics of the workshops were perceived as effective in increasing participant knowledge, skills and abilities related to athletic training. Overall, 20.2% of participants perceived the workshops as being very effective, 46.4% perceived the workshops to be effective, and 33.3% perceived the workshops as ineffective.