Bakgrund: Menstruationscykeln kan påverka den kvinnliga idrottaren ihennes idrottsutövande både psykiskt och fysiskt. Eftersom den kvinnligahormoncykeln pågår runt en månad, så sker hormonfluktuationer i olikafaser. Syfte: Syftet var att redogöra för vad forskningen säger om hurmenstruationscykeln kan påverka den kvinnliga styrkeatleten och ifall detgenerellt är viktigt att periodisera sin träning utifrån informationen somfinns om de kvinnliga könshormonerna och dess effekter påprestationsförmågan. Metod: En systematisk litteraturöversikt där 11 artiklar inkluderades efterartikelsökningar i PubMed, SPORT Discus och One Search. Resultat: Muskelstyrkan och hypertrofin kan gynnas av intensivareträning i follikelfasen, i linje med de högre östrogennivåerna. Trötthet imuskler och mental prestation kan vara nedsatt i lutealfasen i och medprogesteronets toppnivåer. Men studier har även visat på bättremuskelstyrka i lutealfasen och sämre mental prestationsförmåga ifollikelfasen. Slutsats: Prestationsförmågan i styrketräning påverkas avmenstruationscykeln, men alla effekter är individuella och aktuellforskning har inte kommit fram till ett gemensamt och generellt resultatangående ämnet.

BACKGROUND: Polycystic ovary syndrome (PCOS), a diagnosis of exclusion, is considered the most common endocrinopathy in females of reproductive age. Current cohorts of individuals with PCOS exist but are limited, specifically in racial/ethnic diversity, due to the complexity of multiple choice survey questions and difficulty to obtain data. METHODS: After examining existing cohorts and their questionnaires, an online survey was designed specifically to assess PCOS characteristics in a diverse population. The survey was field tested for cognitive understanding and usability in a diverse population, with respect to race/ethnicity and education. After cognitive testing, the survey was launched online and participants were recruited to complete the survey. Survey completion rates by level of education, race/ethnicity, and birthplace were established by determining the proportion of participants in each subgroup to complete the entire survey. We also looked at the average percentage of the survey participants in each subgroup completed before discontinuing the survey. Univariate regression analyses were performed to evaluate these results. Question comprehension was determined by evaluating all survey questions by length and complexity. The survey question asking participants to report their typical menstrual cycle length (MCL) was selected to assess participants’ question comprehension. Responses that fell outside of the normal range for MCL were examined and those that may have been inaccurate were isolated. Level of education and birthplace reported by participants who may have responded to the MCL question inaccurately were noted and assessed collectively. RESULTS: Two-hundred and forty-eight participants, aged 18-53 years, began the survey between August 9, 2017 and October 23, 2017. Of these participants, 71.7% identified as White; 11.7% as Hispanic, Latina, or of Spanish Origin; 12.6% as Black or African American; 13.2% as other races/ethnicities; and 9.2% as more than one race/ethnicity. Of the participants with some high school education, a high school diploma, or a GED, 74% completed the entire survey; of those with some college education or a 2-year degree, 81% completed the entire survey; and of those with a 4-year college degree or more, 90% completed the entire survey. On average, participants with a high school education completed 86% of the survey before discontinuing; those with some college education completed 91% of the survey before discontinuing; and those with a college degree or more completed 95% of the survey before discontinuing. Of the participants who identified as White, 92% completed the entire survey; of those who identified as Hispanic, Latina, or of Spanish Origin, 68% completed the entire survey; and of those who identified as Black or African American, 70% completed the entire survey, with statistical significance (p = 0.002). On average, participants who identified as White completed 96% of the survey before discontinuing; those who identified as Hispanic, Latina, or of Spanish Origin completed 82% of the survey before discontinuing; and those who identified as Black or African American completed 86% of the survey before discontinuing, with statistical significance (p = 0.002). Of the participants who were born in the United States, 92% completed the entire survey, and of the participants who were not born in the United States, 66% completed the entire survey, with statistical significance (p < 0.0001). On average, participants who were born in the United States completed 96% of the survey before discontinuing and participants who were not born in the United States completed 81% of the survey before discontinuing, with statistical significance (p < 0.0001). When asked to report their typical MCL, 66 participants (28.1%) responded with irregular answers and 20 (8.5%) may have responded inaccurately. Of these 20 participants, 18 (90%) completed at least some amount of college and 16 (80%) were born in the United States. DISCUSSION: This pilot study succeeds in establishing a cohort that is more racially/ethnically diverse than existing cohorts of individuals with PCOS. In order to gather more information on the ways in which PCOS manifests across different groups, future recruitment efforts ought to be more targeted towards individuals belonging to different racial/ethnic groups and socioeconomic statuses. Additionally, the baseline survey and future modules can be made more accessible to diverse groups through language translation. Furthermore, the addition of a menstrual cycle tracker component to the survey may increase the accuracy of information on participants’ menstrual cycle patterns.

Title: The impact of the menstrual cycle on the performance of the top track and field athletes Objectives: On the base of the survey data determine how and to what extent the menstrual cycle affects the performance of athletes from the national team of the Czech Republic. Methods: The main research method of this work is a non-standardized anonymous questionnaire. Results: According to the results, performance is most often impaired on the first day of menstruation. Performance is generally worse in 40% during menstruation, in 40% is the same and in 20% is better. The female athletes have their best performance during the days following the end of the menses and the first week after the menses. Most female athletes (78%) suffer from premenstrual syndrome, which has significant symptoms and these can subsequently affect the training process. Cases of amenorrhea associated with high training doses were identified in the respondents. Problems with the menstrual cycle most occur sprinters, endurance athletes and multi-combatants. Difficulties with the menstrual cycle (MC) are most commonly manifested by irregular menstruation and an unnaturally painful course of menstruation. 94% of female athletes do not use any contraception. Only 3% of respondents regularly adjust the training process to their...

The purpose of the study was to provide descriptive information on nutritional profiles and body weight (BW) patterns of 6 competitive female body builders (x age = 27) before, during and after a competition. Precompetition (-28 to -26 d); (-9 to -7 d), competition (-2 to 0 d) and post competition (+1 to +3 d); (+26 to +28 d) 3-d diet and BW records were recorded. Diet records were analyzed using the Nutripractor 6000 nutrient analysis system. Two weeks precompetition, percent body fat was estimated using skinfold measurements. All subjects completed a 60-item fixed choice and open-ended questionnaire concerning menstrual characteristics, training and dietary practices. A subgroup (n=2) agreed to collect daily urine samples for one month prior and one month after competition. Samples were analyzed for estradiol (E2) and progesterone (P4). / Master of Science

I denna uppsats undersöks transmäns relation till sin mens i avseende på deras dysfori och hur de upplevde att den påverkade deras känsla av maskulinitet. Utifrån detta undersöks hur exempelvis diskursen kring mens påverkar dem och huruvida ett transinkluderande språk påverkar dem. De teoretiska infallsvinklarna var bland annat performativitetsteori och queer- teori. Fyra intervjuer gjordes med fyra personer som identifierade sig som transmän och hade erfarenhet av att ha mens. Intervjupersonerna upplevde en del dysfori i förhållande till mensen och kopplade ihop mens med kvinnlighet. Diskussionen fördes bland annat kring hur fenomenet mens kopplas ihop med kvinnlighet och hur det performativt kan reproducera femininitet samt hur mensen är kulturellt och socialt betingat och leder till stigma. Det undersöktes också hur ett transinkluderande språk som till exempel användandet av ordet ”menstruant” kan skapa en normalisering av mens generellt och leda till mindre socialt stigma men också hur det eventuellt kan göra att kvinnligt kodade fenomen fortsätter vara marginaliserade. Detta leder också in på en diskussion kring kvinnan som subjekt i feminismen när det inte enbart är kvinnor som är offer för patriarkala strukturer.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

The influence of sex hormones on Attention Deficit/Hyperactivity Disorder (ADHD) symptoms in women has gained attention in recent years. This systematic review examines the impact of hormonal fluctuations, such as those occurring during the menstrual cycle, puberty, adulthood, and menopause, on ADHD symptoms in women. Sex hormones, including progesterone, estradiol, and testosterone, significantly affect the central nervous system and the neurotransmitters GABA, serotonin, dopamine, and glutamate, which are involved in mood regulation, behavior, and cognition. Hormonal imbalances can lead to neurocognitive dysfunctions and exacerbate the symptoms of neuropsychiatric disorders like ADHD. After a thorough search in two electronic databases (Web o Science and Medline Ebsco), only three original studies were selected as matching the inclusion criteria. These studies observed the effect of sex hormones in women with regular menstruation, polycystic ovary syndrome (PCOS), or primary dysmenorrhea (PD) on their ADHD symptoms. Based on the reviewed studies, it is evident that hormonal fluctuations throughout different life stages can influence the severity and expression of ADHD symptoms in women, thus affecting treatment and prognosis. Understanding the interaction between sex hormones and ADHD symptoms is essential for personalized treatment approaches and for improving the well-being of women with ADHD.

In today’s media, menstruation tends to be portrayed in different ways. Periods are either portrayed as being natural or as a problem that must be solved. When these different portrayals are made, questions about the normalization around menstruation are being raised and there are doubts if the menstrual taboo is really gone. This thesis will analyze how menstruation is represented in two different commercials for menstrual products and further discuss if a menstrual taboo is still present in commercials today. Through a semiotic analysis the study shows that menstruation is being represented in different ways and that one company is more progressive than the other, however signs can be found in both commercials which indicate that a menstrual taboo is still present. The differences can on the other hand also demonstrate the positive change that has come out of questioning the menstrual taboo.

Aim: The purpose of this study is to examine the experiences of female high school students’menstruation in relation to the subject of physical education, as well as students' experiencesof teachers' responses to menstruation during lessons. The following research questions are:1. What are the students' views on menstruation?2. How do the students perceive the impact of menstruation on their participation in physicaleducation?3. How do the students perceive the way teachers address and adapt the teaching in relation tomenstruation? Theory and Method: A semi-structured qualitative interview method was applied, involvingseven menstruating women in high school. The study draws inspiration from hermeneutic andphenomenological analysis. Data processing is based on a thematic analysis from which threecategories emerge. The study utilizes curriculum theory. Results: The results show that the students have different views on menstruation, bothpositive and negative. These views are shaped by factors such as knowledge and normssurrounding menstruation, as well as their mental and social well-being during menstruation.Knowledge and experience of both students and teachers are found to be very importantduring menstruation, as communication and management by teachers are considered crucialfor student’s participation. The results also show that the students have a positive view onparticipation during menstruation, where the students experience reduced pain and improvedwell-being during and after physical education. Despite this, students do not participateextensively in the subject of physical education and health during menstruation. Conclusion: The study shows that the students have different views on menstruation and thatit affects them in various ways both positively and negatively, which is consistent withprevious research. The students experience that movement during menstruation is positive.However, it turns out that the students do not participate in physical education duringmenstruation. This seems to be due to the norm about menstruation that exists in the school,where prejudices and silencing occur, which the students feel that teachers avoid in theircommunication and interaction with the students. / Syfte och frågeställningar: Denna studie syftar till att undersöka kvinnliga elevers upplevelser av menstruation kopplat till ämnet idrott och hälsa samt elevers erfarenhet av lärares bemötande vid menstruation i undervisningen. Studiens frågeställningar lyder: 1. Vad är elevernas syn på menstruation? 2. Hur upplever eleverna att menstruation påverkar deras delaktighet i ämnet idrott och hälsa? 3. Hur upplever eleverna att lärare bemöter och anpassar undervisningen i relation till menstruation? Teori och metod: En semistrukturerad kvalitativ intervjumetod tillämpades, där sju menstruerande kvinnor på gymnasiet deltog. Studien hämtar inspiration från en hermeneutisk och fenomenologisk analys. Databearbetningen utgår ifrån en tematisk analys där tre kategorier framkommer. Studien använder sig utav läroplansteorin. Resultat: Resultatet visar att eleverna har olika syn på menstruation, både positiv och negativ syn. Eleverna uttrycker att deras syn på menstruation påverkas bland annat av kunskap och normer kring menstruation samt utifrån deras psykiska- och sociala mående vid menstruation. Kunskap och erfarenhet hos både eleverna och lärare visar sig vara mycket väsentligt vid menstruation, då kommunikation och hantering av lärarna anses vara bristfällig och spela stor roll för elevernas deltagande. Resultatet visar även på att eleverna har en positiv syn på delaktighet vid menstruation på grund av minskad smärta och ökat mående under och efter idrottslektionen. Trots detta deltar inte eleverna i hög utsträckning i ämnet idrott och hälsa vid menstruation. Slutsats: Studien visar att eleverna har olika syn på menstruation och att det påverkar dem både positivt och negativt i ämnet idrott och hälsa, vilket överensstämmer med tidigare forskning. Eleverna upplever att rörelse vid menstruation är positivt, trots detta deltar inte eleverna under idrottslektionerna vid menstruation. Detta verkar bero på den norm om menstruation som förekommer i skolan, där fördomar och nedtystning förekommer, vilket eleverna upplever att lärarna undviker i sin kommunikation och hantering med eleverna.

Bakgrund: Många kvinnor i olika åldrar upplever mensrelaterade besvär. Studier indikerar att mens kan påverka elevers deltagande i idrott och hälsa. Skolans värdegrund säger att undervisningen ska anpassas till varje elevs förutsättningar och behov. Syfte och frågeställningar: Studien syftar till att undersöka elevers upplevelser och hur mens påverkar elever, i relation till idrott och hälsa i skolan. Studien ämnar besvara följande frågeställningar: Är mens en faktor till att elever inte deltar på lektioner i idrott och hälsa och vilka mensrelaterade faktorer anger de som anledning till det? Upplever elever att mens är ett stigmatiserat ämne i relation till undervisningen i idrott och hälsa? Hur upplever elever att lärare i idrott och hälsa hanterar uteblivet deltagande på idrottslektioner på grund av mens? Vad, om något, efterfrågar elever för ett öppnare och tryggare klimat i anknytning till ämnet idrott och hälsa i relation till mens? Teori och metod: Studien omfattar 143 högstadie- och gymnasieelever över 15 år med mens. Studien grundas i ett fenomenologiskt perspektiv för att förstå elevers upplevelser kring mens och dess påverkan. En kvantitativ enkätmetod användes genom online- verktyget Google Forms. En pilotstudie genomfördes för att förbättra enkätens utformning. För analysen användes statistikprogrammet Jamovi samt innehållsanalys. Resultat: Resultatet visar att 23 % av eleverna inte deltar på idrottslektioner när de har mens. Smärta uppgavs som den vanligaste faktorn till att inte delta, följt av rädsla för läckage. Resultatet visar att elever upplever positiva aspekter i bemötande från lärare men samtidigt betonas ett behov av ökad förståelse och kunskap kring mens. Vidare, visar studien att både elever och lärare införlivar stigmatiseringen kring mens. Slutligen visar studien att elever främst önskar anpassningar, förståelse och lyhördhet från idrottslärare för att öka deltagandet under mens. Slutsatser: Mens är en faktor till att elever inte deltar på lektioner i idrott och hälsa och att smärta och rädsla för läckage är de vanligaste mensrelaterade besvären. Stigmatisering är fortfarande stort när det kommer till mens. Elever efterfrågar mer anpassningar, förståelse och lyhördhet från lärare för att fler ska delta. Studien bidrar inte enbart med insikter kring mens och deltagande på idrottslektioner utan öppnar även upp för framtida forskning som vidare kan belysa andra perspektiv och aspekter relaterat till mens. / Background: Numerous women, in various age groups, experience with challenges linked to menstruation. Research suggests that menstruation can impact students' engagement in physical education. The school's core values state that teaching should be adapted to each student's conditions and needs. Aim and research questions: The study aims to explore students' experiences and how menstruation affects their participation in physical education in school. The study intends to answer the following research questions: Is menstruation a factor in students not participating in physical and health education, and what menstruation-related factors do they state as reasons for this? Do students perceive menstruation as a stigmatized topic in relation to physical and health education? How do students perceive the way teachers in physical and health education handle non-participation in PE-lessons due to menstruation? What, if anything, do students request for a more open and secure climate regarding the subject of physical and health education in relation to menstruation? Theory and methodology: The study encompasses 143 middle and high school students aged 15 or older who have experienced menstruation. Grounded in a phenomenological perspective, the study aims to understand students' experiences concerning menstruation and its impact. Employing a quantitative survey approach facilitated by the online tool Google Forms. A pilot study was conducted to refine the survey's design. For analysis, both the statistical program Jamovi and content analysis were utilized. Results: The findings reveal that 23% of students refrain from participating in physical education classes during menstruation. Predominantly, pain is cited as the primary factor, followed by apprehension about leakage. The results suggest that students acknowledge positive aspects in teachers' responses yet underscore a pronounced need for increased comprehension and knowledge regarding menstruation. Furthermore, the study shows that both students and teachers assimilate the stigma surrounding menstruation. Lastly, the study underscores that students predominantly seek adaptions, understanding, and responsiveness from physical education teachers to enhance participation during menstruation. Conclusions: Menstruation is a determining factor in students' non-participation in physical education, with pain and apprehension of leakage constituting the most prevalent menstruation-related challenges. The persisting stigmatization of menstruation remains noteworthy. Students advocate for more extensive adaptions, understanding, and responsiveness from teachers to enhance participation. Beyond shedding light on menstruation and participation in physical education classes, the study also opens up for future research to explore diverse perspectives and aspects associated with menstruation.