This study measured total daily energy expenditure (TDEE) in adults at least 50 years of age. The goal was to determine the effect of the estimate of resting metabolic rate (RMR) on the relationship between energy expenditure estimates made using (a) self-reports of physical activity and (b) food intake records. The objectives were to determine if (a) RMR estimates based on body composition, body weight, and the 111 metabolic cart were strongly related to each other, and (b) TDEE estimates based on a 7- day physical activity diary and a 7-day food intake record were more strongly related to each other when an RMR was used that was based on body composition, body weight, or the met cart. This was a three-phase study. In phases I and II, the Pearson r was computed for all combinations of methods . If r > .80, the most practical method for field use was used in the next phase. Phase I: Estimated body composition using bioimpedance (BIA), skinfold (SKF), and girth. Phase II: Measured RMR using a met cart and three equations. Phase III: Computed TDEE using the self-reports. The Pearson r was computed to determine which methods of estimating RMR resulted in the strongest relationships. Forty-four older adults participated. Phase I: r = .88 for SKF, girth; r = .64 for SKF, BIA. Phase II: rs ranged from .47 to .59 between the met cart-RMR and all the other methods; rs ranged from .84 to .98 for the remaining methods. Phase III: r = .41 between the two estimates of TDEE that used a body weight -RMR; r = .59 between estimates using a met cart-RMR; and r = .58 between estimates using a body composition-RMR. Even though r = .59 and r = .58 are similar, the average individual difference between the two estimates for each participant was smaller for the metabolic cart- RMR (372 calories /day) than for the body composition-RMR (1,045 calories /day), which suggests that body composition is not as useful as a met cart when estimating TDEE for older adults . When estimating clients' daily calorie needs, health professionals ought to consider using a met cart to estimate RMR and TDEE instead of other methods .

The problems of this work involve four chief divisions. Here they are treated in general, with an elaboration of each in the section devoted to "scope of the study." The four separate problems are as follows: What are the physiological differences between the athlete and the non-athlete? What particular differences are disclosed by the English and educational placement tests? What light do the academic achievement records cast on the differences of the two groups. What differences do certain auxiliary factors establish between the athlete and non-athlete?

This project proposes the utilization of a movement education approach in a physical education curriculum for elementary school grades one through six. It is intended to assist elementary physical education teachers in establishing and maintaining a program based on current research and literature in the field. The movement education philosophy differs from the traditional physical education approach in the following ways: The program is child-centered rather than subject-centered with successful experiences for each child of prime importance. Consideration of the affective domain is as necessary to the program as the psychomotor. Creativity is encouraged in that the teacher seeks new and better ways to use the activities, equipment, and play areas to meet the needs of the individual child. The children solve movement problems in unique ways, design movement sequences, and make up their own games and dances. The teacher helps the children work toward becoming self-reliant, self-directed, and self-disciplined. Evaluation is an ongoing and cooperative process with the students as well as the teacher participating. The objectives of the program are presented along with suggestions as to teaching methods, content, and evaluation procedures. Topical areas include: (1) movement education; (2) learning theories applied to physical education; (3) movement and other school areas; (4) child growth and developmental needs; (5) objectives; (6) scheduling (listing activities by six week periods for the year); (7) the extra-class program; and (8) evaluation.

The purpose of the study was to determine the validity of the Jumps Decathlon test (or battery of tests) as a predictive method for recognizing a potentially good triple jumper.

This investigation is intended to determine just how effective the compulsory Health and Physical Education Code, which is to go into force in every high school in the state of Kentucky at the beginning of the 1948-49 school year, will be, and to discover the actual conditions of these schools in regard to establishing or maintaining a program that will fulfill the requirements of the Code.

The main purpose of this study has been to compile a record, as nearly complete as possible, of the results of intercollegiate athletic contests in which teams representing Western Kentucky State Teachers College and its predecessor Western Kentucky State Normal School, have participated.

Introduction: Experts in the field have advocated that quality physical education (QPE) is the centerpiece of a comprehensive school physical education program (CSPAP). Evidence-based programs and instructional models have shown great promise in increasing the physical activity (PA) of today’s youth. However, little is known about the specific impact of teaching behaviors (TB) used within these programs and their impact on student outcomes. Therefore, the aim of this study was to use a systematic observation method that is primarily focused on analyzing TBs that are displayed in class, identify TBs that may contribute to positive student activity outcomes, and make recommendations to current and future physical educators on behaviors they should and should not include in their teaching. Methods: Data for student activity and the Observational Record for Recording Physical Educator Teacher Behavior (ORRPETB) observation methodwere obtained from 22 video recorded elementary PE lessons. Results: The majority of the lesson climate was spent in activity (64.5%), followed by instruction (20.1%), management (10.8%), and waiting (4.6%). Interactions between the teacher and student revealed that teachers spent on average 59% of their lessons interacting with the whole class. Teachers interacted with individuals 32% (52% male, 48% female) and small groups, on average, 8% of the time. The primary outcome variable teacher behaviors found that, on average, teachers spent 27% of lesson time lecturing/orienting and 24% of lesson time monitoring their students. The next most common condensed teacher behavior was managing (13%), followed by fielding and responding to questions (10%), skill feedback – corrective (9%), behavioral feedback (7%), modeling (5%), undesirable behavior (3%), and skill feedback (2%) Discussion: The descriptive information in the study uncovers some important characteristics of PE impact teacher behaviors. Identifying “monitoring” as an impact teacher behavior that contributes significantly to the activity levels of students provides useful variable data. Despite this teaching behavior variable’s potential to increase student PA and moderate to vigorous PA (MVPA), PE specialists should attempt to balance the amount of monitoring that occurs in their classrooms with other desirable impact behaviors (i.e., providing skill feedback – non-corrective) while limiting impact behaviors that negatively impact PA (i.e., managing, skill-feedback corrective, etc.).

As the rates of obesity continue to increase among adolescents and young adults, adopting healthy dietary and lifestyle habits is necessary in order to prevent obesity-related chronic disease later in life. Although several studies have addressed nutrition education and its effect on weight in college students, few studies have assessed percent fat as it relates to a semester-long nutrition course. As such, the effectiveness of a formal introductory nutrition course on lifestyle habits and percent fat of college students was examined. The current study aimed to address the relationship between percent body fat and nutrition education over the course of 8-months. Using a quasi-experimental design, this study compared changes among an intervention group and a comparison group pre-semester, post-semester and at 8-months follow-up. Participants completed a dietary habits survey and body composition was measured between August 2015 and May 2016. Results indicated that nutrition knowledge may have a short-term impact on dietary habits and body fat percentage among college-aged students. Between baseline and 4-months, we found a 1.9% reduction (27.29%-26.77%) in body fat percentage among the experimental group, while there was a 2.5% increase (25.25%-25.89%) in body fat percentage among the control group. Although we could not determine the exact reason, our results suggest that the reduction in body fat percentage may be due to knowledge and exercise. Our findings suggest that nutrition education has the potential to affect body composition among college students.

Musculoskeletal Injuries are the most common cause of severe long-term pain and physical disability. Push-Ups and Pull-Ups are effective dynamic exercises that mimic high level function activities, such as those used in the military. The model developed allows for researchers to analyze the forces and moments associated with the shoulder, elbow and wrist, to further assess function in military personnel, athletes and the active population. The model also follows the guidelines set forth by the International Society of Biomechanics (ISB).

The purpose of this study was to apply a mixed-methods approach using an exploratory case study design to identify the impacts of a physical activity intervention program on student engagement in an elementary school setting. This exploratory case study research examined teachers’ perceptions of student engagement prior to and following implementation of a classroom-based physical activity intervention program, ABC for Fitness. Participants completed the Teacher Assessment of Student Engagement survey of student engagement and behavior, participated in an ABC for Fitness workshop, semi-structured interviews, a question and answer session, a mid-point check-in, and completed daily written behavior incident logs. Results indicated three main findings: 1) intervention teachers’ ratings and perceptions of student engagement improved; 2) intervention teachers’ attitudes towards students improved; and, 3) intervention teachers’ level of engagement in the classroom improved following implementation of the ABC for Fitness program. The demonstration of the ABC for Fitness program on student engagement levels during the three week intervention examination of its long-term effectiveness. With so much of the public educational discussion revolving around student engagement and student success, a detailed look into a classroom-based physical activity program would be a cost-effective approach to student engagement which is linked to student success.