The purpose of this study was to investigate the relationship between depression and bone mineral density in Korean elder men (55+), and test mediating role of health behaviors. Korean National Health and Nutrition Examination Survey 2006-2011 data were analyzed. Bone mineral density was measured using DXA. Depression was measured by whether a participant had diagnosed depression, depressed mood lasted longer than 2 weeks, and/or suicidal thinking. Mediating health behaviors were serum vitamine D, calcium intake, high-risk drinking, endurance physical actiity, and resistance exercise. The associations among depression, health behaviors, and bone mineral density with demographic covariates were tested by linear regression, logistic regression, and path analysis. Diagnosed depression was not significantly associated with bone mineral density. Men who experienced substantial depressed mood and suicidal thinking has significantly lower bone mineral density than non-experienced counterparts. The effect of suicidal thinking on bone mineral density was mediated by endurance physical activity only. This study results suggest that elder men who experienced severely depressed mood and suicidal thinking were at-risk population for osteopenia. Also, physical activity intervention seems to be a priority to prevent osteoporosis comorbidity in depressed people.
PURPOSE This study sought to explore elementary school (ES) teachers' avoidance of teaching model-based instruction (MBI) in physical education (PE) lessons. METHODS An open-ended questionnaire (n=93) and three focus group interviews (FGI ) were conducted with seven ES teachers. The collected data were analyzed using grounded theory analysis procedures (Strauss & Corbin, 1997). RESULTS Accordingly, we derived a grounded theory paradigm model composed of the core phenomenon (ES teacher’s avoidance of MBI in PE lessons), causal conditions (traditional difficulties of Elementary PE lessons, mismatch between MBI and ES teachers/PE lessons, lack of experience and teacher knowledge for/in MBI), contextual conditions (complex instructor organization, powerful trend of play), intervening conditions (value orientation for fun-focused PE, misunderstanding about PE curriculum), interactive strategies (focus on screening physical activities, preparing for PE lessons with YouTube rather than teacher guide book), and results (learner inclusive effects and de-curricularization). CONCLUSIONS ES teachers’ avoidance of MBI in PE lessons is a result of several reported problems with elementary PE lessons and is likely to be a recurring problem in the future. To encourage ES teachers’ MBI in PE lessons, efforts should be made to build practical knowledge of model use in pre- and in-service teacher education.
PURPOSE This study aimed to compare body composition, physical fitness, maximum muscle strength, and blood lactate concentration according to the level of aerobic capacity in Keirin cyclists. METHODS Forty-four Keirin cyclists participated in this study and were divided into three groups: the top 20% VO2max group (TG, n=9), the middle 20% VO2max group (MG, n=9), and the low 20% VO2max group (LG, n=9). The study measured body composition, physical fitness, maximum muscle strength, and blood lactate concentration in Keirin cyclists. Differences between groups were determined using one-way ANOVA analysis. RESULTS Body weight, percentage of body fat, and body mass index were significantly higher in the LG than in the TG and MG. The vertical jump and maximum muscle strength were significantly higher in the TG and MG than in the LG. Additionally, blood lactate concentrations immediately after exhaustive exercise and during the 5-minute recovery periods were higher in the LG than in the TG and MG. Moreover, the time to exhaustion, HRmax and maximum power were the highest in the TG. CONCLUSIONS Our findings suggest new information that levels of aerobic capacity in male Keirin cyclists might be a crucial predictor of cycling performance and recovery ability.
Purpose The purpose of this study is to investigate the comparison of peak resultant force in taekwondo body dollyeochagi in accordance with Jejariditgi existence and the position of kicking leg. Methods Twelve students who majored taekwondo participated in this experiment. They have a forth dan(degree) black belt in taekwondo. The peak resultant force was measured 12 times(2 jejariditgi existence × 2 position of kicking leg × 3 times). Two-way ANOVA with repeated measures was used to analyze the data. Results There was significant difference in interaction effect of peak resultant force in taekwondo in accordance with jejariditgi existence and the position of kicking leg. And there was significant difference in main effect of peak resultant force in taekwondo in accordance with jejariditgi existence and the position kicking leg. Higher peak resultant force was shown in body dollyeochagi with jeariditgi as compared with non jejariditgi. And higher peak resultant force was shown in rear kicking leg as compared with front kicking leg. Conclusions The results show that jejariditgi is a factor affecting the peak resultant force. Comparison of peak resultant force in taekwondo body dollyeochagi in accordance with jejariditgi existence and the position of kicking leg will provide strategies for coaches and athletes to perform improved taekwondo dollyeochagi.
[Purpose] The purpose of this study was to examine the effect of recovery methods comparing with change ratio in Lactic acid(LA), Heart rate(HR), VAS(Visual analogue scale) on recovery patterns after field training(FT) in Korea National bobsleigh and skeleton players. [Methods] The tests were conducted for 3 times at a one-week interval as an experimental design within the same subjects(n=9), observed change ratio in LA, HR, VAS through applying Active recovery(AR), Whole body vibration(WBV) & Cold water immersion(CWI) after FT. [Results] The results were summarized as follows: The alteration of ratio in LA, HR, VAS decreased significantly after applying the three recovery patterns(p<.01). The difference between the groups showed that the reduction in lactic acid according to active recovery and whole-body vibration was higher than cold water immersion(p<.01). [Conclusion] In conclusion, although active recovery was more effective than static recovery, there was a significant effect of the three recovery methods in this study on reducing a fatigue in bobsleigh & skeleton players. Therefore, it would be considered to improve the performance of athletes when these methods apply for them depending on situations and environments.
The importance of a health problem is emphasized in youth. Unfortunately, healthy activity physical education is not well utilized and is not popularly being researched. In order to improve these problems, this study attempted to explore the validity and applicability of SPARK program by designing and practicing the SPARK based P.E. classes. This study employed a mixed method research method based on a qualitative research strategy. Physical activity and physical fitness level were measured by accelerometers and FITNESSGAM. Additionally, empirical data were collected and analyzed by both Photovoice technique and recording. Findings of this study were divided into designing and practicing perspectives. First of all, the PE classes based on SPARK program was designed by 2009 national physical education curriculum and studies associated with the SPARK program. Further, I attempted to specify teaching strategy for enhancing physical activity level, power of execution and motivation. Second, PE class which has higher physical activity level, more participation and achievement, and successful fulfillment were emerged as consequences. Based on the study results, I discussed the validity and applicability of Physical Fitness based SPARK program and proposed suggestions for future studies.
PURPOSE This study analyzed the relationship between the center of pressure (CoP) trajectory area and ankle inversion/eversion movement across different walking speeds and established a new assessment method for predicting ankle instability. METHODS Twenty-seven healthy young adult males (20 yrs) performed treadmill walking trials at three speeds (slow, normal, and fast). Their cumulative CoP trajectory area and ankle inversion/eversion angles were analyzed, with particular focus on the third quadrant area (3QA). RESULTS During slow walking, mediolateral CoP range (p < .05) and 3QA (p < .05) increased significantly compared to normal and fast walking. Concurrently, ankle inversion/eversion angle (p < .05) and range of motion (p < .05) also increased. Furthermore, 3QA exhibited significant negative correlations with maximum ankle eversion angle (p = .001) and eversion angular velocity (p = .005). CONCLUSIONS This study provides findings that the CoP trajectory’s cumulative area, specifically 3QA, serves as a critical predictor of ankle joint eversion kinematics. These findings have potential implications for ankle instability assessment, prevention, footwear design, and rehabilitation protocols.
PURPOSE This study seeks to explore the subjectivity regarding leisure constraints perceived by college student-athletes. METHODS Based on Q methodology as an analysis framework, 25 Q-samples and 25 P-samples suitable for the research purpose were selected, and Q-classification and Q-factor analysis were conducted. RESULTS The leisure constraints were categorized into “Type Ⅰ: Psychological constraints,” “Type Ⅱ: Financial constraints,” and “Type Ⅲ: Spatio-temporal constraints.” The three types provided discussions on “strong athlete identity of student-athletes,” “role conflict between students and athletes,” “core competencies of student-athletes,” “current student-athlete support project,” and “school sports camp training.” CONCLUSIONS College student-athletes’ leisure constraints are closely related to strong athlete identity, anxiety about enjoying leisure, cost burden, and closedness of camp training, and each type provided new perspectives on discussions related to Korean student-athletes.
PURPOSE This study aimed to apply a capacity building program to sport life skill leaders and to provide cases of this process. METHODS The study participants included four leaders (male=2, female= 2, Mage=37.5) who were managing a sport life skills program at a university. They participated in a capacity building program, which consisted of (a) understanding (leader seminar), (b) application (managing the sport life skills program), and (c) evaluation (leader’s self-reflection), which were conducted in eight sessions. Four leaders conducted self-evaluations using program quality assessment (PQA) during every session, and quantitative and qualitative data were collected. Qualitative data were derived using a cross-case analysis, and quantitative data were used for calculating the effect size after performing the paired t-test. RESULTS Analyzing the reported cases of sport life skill leaders, the use value of the capacity building program was identified. Furthermore, the cases reported by the four leaders enabled observation of how the leader’s capabilities were strengthened. In the paired t-test, the effect size of physical and psychological safety, appropriate structure, supportive relationship, opportunities to belong, support for efficacy mattering, opportunities for life skill building, excluding integration of family, school, and community effort, were all significant. All effect sizes were found to have “very large effects.” CONCLUSIONS The capacity building program played a positive role in strengthening the leaders’ life skill coaching capabilities. These findings have practical implications—chiefly, it is important to strengthen leaders’ or coaches’ capabilities in order to foster life skill development and transfer of student-athletes.
PURPOSE The purpose of this study was to apply a life skills program to student-athletes and statistically verify the changes in life skills of the experimental and control group. METHODS Participants were 34 high school Taekwondo athletes (Mage=17.71). They were divided into 18 in the experimental group and 16 in the control group. For eight weeks, the experimental group participated in the life skills program after training and the control group participated in only training as usual. Data were collected by using Life Skills Scale for Student-Athletes (LSSSA), and the participants of two groups filled out the LSSSA before and after the program application. The collected data were analyzed by using repeated measure analysis of variance (ANOVA), and partial η2 (eta squared) was calculated to present the effect size. RESULTS The interaction between time and group was statistically significant in goal setting, coping with stress, positive thinking, and managing emotion among sub-factors of life skills. Partial η2 was interpreted as having a large effect size as it revealed the range of .22 to .51. Therefore, comparing before and after participating in the program, the life skills score of the experimental group among the two groups was significantly improved. CONCLUSIONS Student-athletes who participated in the program experienced positive changes in life skills than those who did not participate in the program.
