Objectives: Determine if numbness differs in magnitude and duration between 10-, 15-, and 20-min ice bath immersions, when temperature was held constant. Design: Dependant variables; sensation of pressure (g), perceived pain (cm), and skin temperature (º C). A repeated measures 3 X 19 factorial guided this study. Conditions were 10-, 15-, and 20-min ice bath immersions. Measurement times were before immersion, 1, 3, 5, 7, 9, 10, 11, 13, 15, 17, 19, and 20 min immersion, and 1.5, 3, 5, 7, 9 and 11 min postimmersion. Subjects: Eighteen college-aged volunteers. Measurements: Subjects participated in three ice bath immersions (10, 15, and 20 min). Sensation of pressure was tested over the anterior talofibular ligament prior to immersion, and 1.5, 3, 5, 7, 9, and 11 min postimmersion. Cold induced pain was recorded at baseline (prior to treatment), every 2 min during immersion (beginning with 1 min), immediately following foot removal (10, 15, and 20 min), and directly following each monofilament reading (1.5, 3, 5, 7, 9, and 11 min posttreatment). Water bath and skin temperature were recorded every min (baseline to 11 min postimmersion). ANOVA's and Tukey-Kramer multiple range tests were used to determine significance. Results: Water bath temperature was held constant at 1º C. Loss of sensation was greater following 20 min of immersion than 10 min of immersion at all postimmersion measurement times. The greatest loss of sensation was at 1.5 min following the 20-min immersion. Cold induced pain was greatest, in all conditions, during the first 5 min of immersion. Pain peaked at 1 min of immersion and declined sharply until 9 min after immersion. Postimmersion pain was significantly greater following 20 min of immersion than 10 or 15 min of immersion. Skin temperature did not differ among conditions at baseline or during immersion. Conclusions: Our research supports clinical recommendations of 12-20 min initial immersion during cryokinetics. There was no difference in water or skin temperature between groups; therefore, the increased magnitude and duration of numbness following 20-min immersion was due to the increased length of immersion. Prolonging immersion past the point of perceived numbness may be beneficial.

The purpose of this study was to determine the effects of video modeling on skill acquisition in learning the golf swing. One-hundred-eight college students participated in this study. All participants were pre-tested via videotaping to determine initial skill level. The pre-test videotaping was analyzed using DartTrainer software. Each participant was randomly assigned to one of three groups (1) control (2) single-view or (3) multi-view. Participants in the control group viewed a compact disc (CD) with a putting demonstration repeated 40 times. The participants in the single-view group viewed a CD with a front view only demonstration repeated 40 times of the golf swing with a driver. Participants in the multi-view group viewed a CD with a multi-view (front, back, left, and right) demonstration of the golf swing using a driver. The demonstration was performed by a golf professional and each view was repeated 10 times for a total of 40 repetitions. After five weeks of CD viewing, practice, and class instruction, participants were video-taped to determine the level of improvement. Factorial ANOVA (3 groups x 2 trials) indicated significant within group pretest to posttest differences (F (1, 105) = 295.93, p<0.001). Between group differences were also noted (F, (2,105) = 18.33, p<0.001). Post hoc analysis indicated significantly fewer posttest deviations in the MV group than in the control group (p<0.001). The single-view group also had fewer posttest deviations than did the control group (p<0.001). There were no significant differences between the multi-view and single-view groups. The current study suggests that video modeling provided on a CD, which a learner can access on their own, may significantly increase skill acquisition rate and performance in learning the golf swing.

Public school physical educators have the opportunity to help students understand the importance of engaging in regular physical activity in order to combat America's obesity problem. However, students are often unmotivated to participate in their physical education classes. Providing students with an autonomy supportive environment increases intrinsic motivation. Self-determination theory states that higher levels of intrinsic motivation should lead to an increase in behavior, or higher activity levels in a physical education class. This study examined (a) the effects of increased autonomy on self-determination, and (b) the effects of increased autonomy on physical activity levels. Seventh and eighth grade girls (n = 122) in four classes participated in two fitness units (one allowing choice of activities, the other no choice). The 14-item abridged Situational Motivation Scale (SIMS) was administered pre and post each unit. Pedometers were used to measure step counts during both units. Results of the SIMS data showed there was a significant difference in motivation between the trials for all students, and between the groups (pre and post) during the second unit. There was no significant difference in step counts for all students between Unit 1 and Unit 2, and no difference between groups. The results revealed that increased autonomy in activity selection increases student self-determination, and therefore, should be implemented into the physical education curriculum. To truly determine the relationship between increased autonomy and activity levels, students need to be in an environment where they can be responsible for their own behavior, and where they can choose how much effort they are willing to put into the activities they have chosen.

Contractile and cytoskeletal protein concentrations have been shown to differ on the basis of fiber type in whole muscle homogenates. The purpose of this study was to compare the content of the intermediate filament protein, desmin, between type I and type IIa single muscle fibers from a mixed muscle in human subjects. Biopsies were taken from the vastus lateralis of six recreationally active males. Approximately 150 single muscle fibers were dissected from each sample and analyzed using SDS-PAGE to determine myosin heavy chain (MHC) composition. Following identification, muscle fibers were pooled into two groups (MHC I and MHC IIa). Desmin and actin content within the pooled samples was determined via immunoblotting. On average, muscle samples were composed of 51 ± 7 % type I, 2 ± 1% type I/IIa, 27 ± 5% type IIa, 19 ± 4% type IIa/IIx and 1 ± 1% type IIx MHC single fibers. Desmin and actin contents were 40% and 34% higher in type I fibers compared to type IIa fibers, respectively (P < 0.05). However the desmin to actin ratio was similar between pooled type I and IIa single muscle fibers within the vastus lateralis. These data suggest that desmin and actin content is a function of muscle fiber type. These differences in cytoskeletal protein content may have implications for differences in contractile function and eccentric damage characteristics between fiber types.

The purpose of the present study was to examine the cross-sectional relationship between physical activity and C-reactive protein (CRP) in 211 middle-aged women (43.1 + 3.0 years). A secondary objective was to determine the extent to which body fat percentage operated as a confounder in the association between physical activity and CRP. Physical activity was objectively measured using MTI accelerometers, which the subjects wore for seven continuous days. Fasting blood samples were taken, from which CRP was measured using a solid phase ELISA. Body fat percentage was assessed using the Bod Pod. Results showed that physical activity was significantly and inversely related to CRP concentrations (F = 4.20, p = 0.042). Specifically, regression analysis showed that for each 100,000 count increase in physical activity (about 25 minutes of moderate exercise), there was a decrease of 0.026 mg/L of CRP. However, after adjusting for differences in body fat percentage, measured physical activity was no longer a significant predictor of CRP (F = 0.01, p = 0.927). These findings suggest that although higher physical activity levels are related to lower CRP levels, this relationship is almost entirely a function of differences in body fat.

Objective: To determine if undergraduate athletic training students enrolled in an athletic training education program (ATEP) and participating in a clinical assignment have burnout and if so, the possible causes. Design and Setting: All undergraduate athletic training students enrolled in a clinical education course were surveyed twice in an eight week period. The surveys were given during the fourth week and the twelfth week of the winter 2006 semester. As part of the survey, each participant also answered eight demographic/status questions for correlation purposes. Subjects: Fifty-one undergraduate athletic training students in a western United States university's accredited ATEP served as subjects for this study. Measurements: Data was analyzed using analysis of covariance with categorical independent variables and continuous covariants. Emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA) were scored in accordance with the MBI-HSS. Post hoc testing was done when interactions/effects were significant at the p = .05 level. Dependent variables consisted of the three subsets of burnout (EE, DP, and PA). Results: Overall mean scores demonstrated a moderate level (17.0) of EE, low levels (5.7) of DP, and moderate level (38.0) of PA. Fourth (+) semester students reported high DP levels (13.3) and high levels of EE (30.9). Semester effect (p = pre- 0.0001; post- 0.007), marital/serious relationship status by gender interaction (p = pre- 0.008; post- 0.02) and semester by gender interaction (p = pre- 0.0017; post- 0.005) all had an effect on EE for both testing times. For DP, marital/serious relationship status by semester interaction (p = pre- 0.0121; post- 0.003), semester (p = pre- 0.0001; post- 0.0003), and semester by gender interaction (p = pre- 0.0001; post- 0.0001) were significant interactions/effects for both pre and post-tests. Conclusions: This study showed that with moderate PA, low DP, and moderate EE undergraduate athletic training students, demonstrated a moderate degree of burnout from their clinical assignments. The expectations of the ATEP appear to have a cumulative effect which is evidenced in the fourth (+) semester showing a high/average degree of burnout.

Objective- To investigate the extent to which changes in body fat percentage (BF%) and weight (BW) relate to changes in C-reactive protein (CRP) in women, while statistically controlling for possible confounders, such as age, initial body weight, and menopause status. Methods and Results- A cohort of 150 free-living subjects was followed prospectively over a 2½-year period. BF% was measured using dual energy X-ray absorptiometry (DEXA), while BW was determined with a calibrated, electronic scale. There was no significant relationship between changes in BF% and CRP, regardless of age, initial BW, and menopause status. However, changes in BW were predictive of changes in CRP (F=7.75, p=0.006, R2=0.05). The association remained significant after adjusting for differences in baseline age, initial BW, and menopause status (F=9.17, p=0.003, R2=0.08). Conclusions- Changes in BF% are not predictive of changes in CRP. However, in agreement with other studies, variations in BW are predictive of changes in CRP. Evidently, changes in CRP are more a function of changes in BW than changes in BF% in middle-aged women. If a causal relationship is assumed, then weight gain over time is likely to increase risk of elevated CRP levels and possibly cardiovascular disease.

Having valid and reliable methods for assessing physical activity levels is critical to understanding physical activity patterns. Direct observation is a widely used technique for obtaining contextually rich data on physical activity levels in physical education classes. One major limitation of direct observation is that it is time intensive. The use of digital video editing software programs may lessen the amount of time needed to gather the data. The purpose of this study was to compare the amount of time needed to obtain SOFIT (System for Observing Fitness Instruction Time) physical activity data using the traditional paper and pencil method and using SOFIT with Studio Code digital video editing software (Studio Code, Sportstec International, Camarillo, CA). Six second-grade classes (N = 23) were video taped and observed using both methods to gather SOFIT data. A stop watch was used to determine how long it took to gather the data and it was found that Studio Code took significantly less time (t = 4.91, p < .004) to gather SOFIT activity data than using the traditional paper and pencil method. Researchers who use direct observation may decrease the amount of time needed to gather data by using digital video software.

The purpose of this research was to examine the extent to which the block schedule is being used in Utah high school physical education, and determine teacher's perceptions of block scheduling in teaching physical education. Block scheduling is a new and more efficient way of organizing the school day. NASPE has found the following positive effects in block scheduling: a better learning environment, more access to stronger curriculum, detailed instruction and demonstrations, and more variety in assessment (NASPE, 2000). Although there were several different forms of the block schedule reported, it appears that a majority of physical educators have discovered an improvement in many aspects of teaching with the use of this schedule. Colleges and universities with teacher education programs should recognize the shift in scheduling for many schools to the block format and provide classes that will teach future educators how to effectively prepare for an extended block class period. According to teachers who are currently using it, it appears the block schedule is providing the time to allow students to learn and be active. They would not desire to change back to the traditional form.

Background: In recent history, there have been significant increases in both soft drink consumption and the prevalence of obesity throughout the developed world. To help curb the obesity epidemic, a better understanding of the behaviors contributing to weight and fat gain is vital. Objective: To examine the extent to which soft drink consumption is predictive of changes in body composition in middle-aged women over a 4-year period, while statistically controlling for age, energy intake, physical activity, and menopause status. Design: A prospective cohort design over 48 months with no intervention. Self-reported soft drink consumption was used to predict changes in body weight and body fat percentage over the study period. Subjects included 170 healthy women (mean: 41.5 yrs at baseline). Soft drink consumption and menopause status were measured by questionnaire. Body weight was assessed using a calibrated, electronic scale, and total body fat percentage was measured using dual energy x-ray absorptiometry (DEXA). Energy intake was estimated using 7-day, weighed, food records. Results: Women who primarily consumed sugar-sweetened soft drinks gained significantly more weight than those who consumed diet soft drinks or no soft drinks (p = 0.022), even after controlling for confounding variables, except energy intake, which weakened the relationship by 28%. Changes in body fat were unrelated to the type of soft drink consumed. Women who consumed 7+ soft drinks per week gained significantly less body fat (p = 0.015) and body weight (p = 0.052) over the 4-year study compared to women who consumed fewer soft drinks per week. Further investigation revealed that women who consumed 7+ soft drinks per week did so almost exclusively in the form of diet soft drinks (87%). Conclusions: Drinking sugar-sweetened soft drinks significantly increases risk of weight gain compared to consuming diet soft drinks or no soft drinks over a 4-year period. It appears that this relationship is partly due to differences in energy intake among those who drink different types of soft drinks. Thus, it appears that consuming diet soft drinks or no soft drinks instead of sugar-sweetened soft drinks may be a worthwhile method of preventing weight gain.