There is great controversy regarding the methods in attenuating the epidemic of being overweight and obese among our population. For years, low-fat diets have been prescribed as the best approach to solving this problem, however, low-carbohydrate diets have become increasingly popular despite the widespread opinion that they result in large reductions in muscle tissue and function. The purpose of this study was to compare the effects of a Step-I and carbohydrate-restricted (ketogenic) diet on changes in body mass (BM), fat mass (FM), lean body mass (LBM), and resting metabolic rate (RMR). Eight overweight men (>25% body fat) consumed Step-I (<30% fat) and ketogenic (<10% carbohydrate) diets for 6 weeks in a randomized cross-over design. Body composition (dual energy X-ray absorptiometry) and RMR were examined before and after each diet. Energy intake was significantly reduced during the Step-I (1506 kcal/day) and ketogenic (1766 kcaL'day) diets compared to habitual dietary intake (2443 kcal/day). The following changes in body composition were observed during the Step-I and ketogenic diets, respectively: BM -4.1 and -5.9 kg, FM -3.5 and -4.4kg, LBM +0.1 and -1.7kg. The changes in RMR for the Step-I and ketogenic diets respectively were -155 and -26 kcal/day, relative RMR -0.68 and +0.81 kcal/kg BM. Although changes in BM, LBM, and FM tended to be greater during the ketogenic diet and changes in both absolute and relative RMR tended to be greater during the Step-I diet, no significant differences were noted between diets. These data indicate that hypoenergetic diets greatly differing in macronutrient distribution result in similar changes in body composition and that very low-carbohydrate diets do not result in significant losses in LBM and metabolic rate. / School of Physical Education

This study reported responses regarding factors which influenced the initial involvement and retention in sport by athletes with visual impairments competing at national and international levels. Fifty-five (55) athletes with visual impairments (40 male and 15 female) in attendance at five of the 1992 United States Association for Blind Athletes (USABA) national championships were interviewed. The championships included: judo, track & field (divided into two separate competitions; sprinters and field events; and distance runners), swimming, and goal ball. Athletes who were selected for and did participate in the Paralympics in Barcelona numbered 24. Biographic and demographic information were gathered in addition to 43 descriptive and open-ended questions in hour-long interviews.In general, the athletes interviewed were successful in their early contacts with sport, did not think of themselves as handicapped, disabled, or physically challenged, preferred to be referred to as visually impaired, and came from very supportive families who did not hinder their progress in sport. The positive factors perceived to influence involvement in sport were quality of life issues. Factors mentioned included: fun, health and fitness, friendships, and competition. Other comments of interest not falling into the above categories included: "high level of success", "satisfaction", "challenge", "enjoyment", "increased self-esteem", "self-confidence", "puts life in perspective", "I have a better outlook", "it balances my life", and "keeps my life normal".For a person with a visual impairment, sport seems to have some unique contributing qualities. Participation in sport was an important part of the lives of these athletes and contributed greatly to improved confidence and self-esteem, and to their efforts to be accepted by society in general. Sport was the means to an end and not the end itself as evidenced in the relatively small number of responses (nine out of 55) relating 'winning' as reason for involvement. Failure did not mean losing as defined by the score at the end of a competition. At this time in the history of sport for athletes with visual impairments, it appears that involvement in sport is a great asset to personal life satisfaction. / Department of Educational Leadership