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Vasomotor symptoms (VMS) are experienced by most women as they transition through menopause, but their etiology is incompletely understood as is their relationship to body composition. While the association of VMS to body fat, body weight, and body mass index has been broadly researched, little is known about the role of lean body mass. The purpose of this research was to examine the association of lean body mass (LBM) to the development of VMS as women transition through menopause. Data from 2,533 participants in the longitudinal Study of Women's Health Across the Nation (SWAN) who provided bioelectrical impedance (BIA) measurements over five visits, was accessed and examined. Women who reported no VMS at baseline were modelled for concurrent association of skeletal muscle mass and fat free mass with VMS, and additionally for percent change since prior visit and percent change since baseline. Adjusted models included covariates of fat mass, age, race/ethnicity, education, and menopausal status. VMS with concurrent LBM was significant in unadjusted (p <.0001) and adjusted models (p = .036). Percent change since prior visit and since baseline models were significant (adjusted p = .003, p <.001; unadjusted p = .009, p = .001) and overall mean association remained significant (p = .007, p = .023). Associations at each visit were not significant in logistic regression. Predicted probabilities of VMS showed a negative correlation to lean body mass for all visits and overall regression analysis. These results suggest that maintaining higher levels of LBM as women progress through menopause may protect against the development of VMS.
A social support network is something people need in difficult times. Athletes may have even more of a need for their social support network. The purpose of this research was to explore National Collegiate Athletic Association (NCAA) Division II athletes' perceived social support networks, which compared friends to teammates, family to coaches, and significant others to athletic trainers following injury, illness, or other identified life stressors. In this quantitative study, 546 participants completed a four-part survey that included a demographic section with the University Stress Scale, the Multidimensional Scale of Perceived Social Support, the Athletic Multidimensional Scale of Perceived Social Support, and the Perceived Stress Scale. Results indicated athletes perceived social support in the following hierarchical order from family, significant others, coaches, teammates, friends, and athletic trainers. There were significant differences across all groups when comparing the groups to one another for perceived social support. There were no significant differences in perceived support between friends, coaches, teammates, significant others, and family. All 546 participants reported feeling stress, with 352 stating moderate stress. Additional significant findings indicated that females compared to males preferred the support of friends, significant others, and athletic trainers; freshmen and sophomores perceived more social support from friends than did seniors. The results suggest differences exist when comparing perceived social support following injury, illness, or other identified life stressors.,Research Advisor, Linda Meyer.
This research aimed to determine if there was a difference in concussion severity and/or recovery among collegiate female athletes following sports related concussion (SRC) between two groups: those athletes who used synthetic progestins and those who did not use synthetic progestins. A causal comparative design utilized data recorded through the CARE (CARE Consortium, 2018a) study and available through FITBIR (FITBIR, n.d.a) for the analysis of 536 concussion incidents; allowing for subsequent data extraction of symptom scores, total days to symptom resolution, and assignment to groups: (1) currently using synthetic progestins (n = 219) and (2) not currently using synthetic progestins (n = 317). Statistical matching was used to control for the co-variables of sport participation and prior concussion history. Following this process, paired t-tests were conducted across 378 concussion incidents (189 per group) to examine differences in somatization and total days to recovery. The use of synthetic progestins was associated with significantly less severe somatization across seven symptom scores (p < .001) and total symptom scores (p < .05). However, no significance was found in total recovery differences between groups (p = 0.865). These results indicate that use of synthetic progestins may result in decreased somatization severity following SRC. Further, these results contribute to existing evidence in support of a possible link between hormonal fluctuations associated with menstruation and somatization severity following SRC.
Although topical, the nature and function of grit remains incompletely understood, leading to improper applications and misutilization. Employing a mixed methods research design, this research examined cognitive flexibility (CF) and mental toughness (MT), two properties closely related to grit. Quantitative inquiry conducted via SurveyMonkey gathered data from Spartan obstacle course racers (n = 152) via the Dennis and Vander Wal (2010) Cognitive Flexibility Inventory (CFI) and the Madrigal, Hamill, and Hill (2013) Mental Toughness Scale (MTS). Analysis of data demonstrates CF and MT are positively correlated (p < .0001). Too, males display both higher levels of MT (p < .0001) and CF (p = .0015), whereas no such correlations exist in females. Subsequent qualitative personal interviews conducted via Facebook Messenger utilized n = 15 derived from the original Spartan racer participant pool. Transcripts were thematically analyzed to provide high-level insights and interpretative phenomenological analysis (IPA) demonstrated both variables to be unique complex constructs with a synergistic relationship dynamic. Deeper examination of how CF and MT are cultivated elucidated the unequivocally beneficial impact of each on participants' lived experiences and overall outcomes. Implications of this research include stronger support for the neurological link between mindset and the changes seen in biological structure (Ng, 2018; Schroder, Moran, Donnellan, & Moser, 2014). Future work may include examination of the efficacy of various mind-body interventions such as bio-feedback, meditation, yoga and other mindfulness practices with the ultimate intent of facilitating autodidactic improvements in physical, mental and emotional outcomes.
Foam rolling can acutely improve range of motion (ROM) and it's possible that longer durations of foam rolling can provide more favorable results. The purpose of this research was to explore the effects of different durations and the application area of foam rolling on changes in hamstring flexibility, ease of movement, and muscle tightness in physically active adults. It was hypothesized that both a 60 seconds (s) and 180 s of application of self-myofascial release (SMR) would increase hamstring flexibility when compared to a control group, with longer treatment times resulting in greater increases in ROM. Additionally, it was hypothesized that both rolling through the trigger point (TP) and holding the roller on the TP would increase hamstring flexibility when compared to a control group, with holding on the TP resulting in greater increases in ROM. Forty subjects (20 female and 20 male) were randomly assigned to one of five groups: (1) foam rolling (60 s) holding on the TP, (2) foam rolling (180 s) holding on the TP, (3) foam rolling (60 s) rolling through the TP, (4) foam rolling (180 s) rolling through the TP and (5) control group focusing on rhythmic breathing but not foam rolling. A sit-and-reach test measuring hamstring flexibility was completed before and after each session, and questionnaires were completed pre-, post- and 24-hours after. A 3 (time of application) x 3 (location of application) between-subjects factorial analysis of variance (ANOVA) was conducted to compare the effects of the application area and the location of the foam roller. The main effect for foam rolling (p = 0.308), time of application (p = 0.310) and location of application (p = 0.541) were not significant. The interaction between time and location of application was not significant (p = 0.488). An inductive content analysis was performed, codes were used for data reduction, and similar information was placed together. Categories were formed so the five main themes would emerge: (1) 'Feels beneficial'; (2) 'Duration matters'; (3) 'Hit the TP'; (4) 'Immediate effects'; and (5) 'Incorporate.' Foam rolling functionally improved hamstring flexibility, but the differences did not differ significantly between any of the five groups. The 60 s holding on the TP group displayed the greatest improvement in overall mean score on the sit-and-reach test, and subjects reported improved movement and less tightness following treatment.,Research Advisor: Thomas F. West.
Mindfulness-based interventions have been shown to enhance well-being through a reduction in stress, anxiety, and depressive symptoms. They have also been shown to enhance working memory capacity, empathy and compassion among practitioners. The purpose of this study was to examine the mechanisms of infusing mindfulness-based interventions and mindfulness-based stress reduction practices into teacher pedagogy and gain insight into a teacher's lived experiences. Participants were 13 teachers (7 female, 6 male) ranging from 2-to-35 years of experience. Three serial semi-structured interviews along with an observation of a lesson between the second and third interviews were conducted between a three-month period. Findings from a qualitative analysis of interview transcripts and observational notes revealed eight themes present among mindful educators: (1) teachers select content mindfully basing decisions on class climate and make-up, (2) personal history and personal practice influence ability and perceived support, (3) implementation experience varies and directly affects perceived outcomes, (4) modeling behavior for students and other staff, (5) intrinsic and extrinsic motivation remain relevant factors to implementation, (6) challenges become motivators, (7) various levels of perceived organizational support, and (8) teachers developed higher levels of empathy from teaching mindfulness. In conclusion, teachers' experiences are a result of their ability to provide quality social and emotional instruction as a coping mechanism critical in their students' transition to adulthood.
The purpose of this study mixed-method study was to explore physical education (PE) based MVPA strategies/interventions used by elementary physical education (EPE) teachers within public schools in Western Massachusetts. Research aims included: (1) are EPE teachers in Hampshire/Hampden County aware of MVPA concepts/strategies/interventions, (2) how are EPE teachers utilizing MVPA interventions, (3) what specific interventions are being implemented, and (4) how frequently? This study also sought to discern if MVPA strategies in use aligned with the theory of expanded, extended, and enhanced opportunities (TEO) for physical activity using a sequential explanatory mixed-method design. Phase one consisted of collecting quantitative data using an electronic survey link sent to all EPE teachers in Hampshire/Hampden County, Massachusetts. Phase two collected qualitative data in the form of\ncollective case study using open-ended interviews. EPE teachers were designated to a collective case by teaching assignment: full-time, part-time, or itinerant. Participants included 25 EPE teachers (phase one) and five EPE teachers (two full-time, one part-time, and two itinerants) for phase two. Phase one survey data was analyzed using SurveyMonkey analysis tools and SAS frequency tables. Phase two follow-up interviews were coded into NVivo software for text analysis. Results showed that EPE teachers in Hampshire/Hampden counties are aware of MVPA concepts, and that specific strategies in use align with expanded and enhanced opportunities outlined in the TEO, however, EPE teachers' assignment did not have direct impact on their ability to implement MVPA. All EPE teachers interviewed, regardless of teaching assignment, reported feasibility of strategies, access to PE specific professional development, and insufficient PE class time as challenges to their implementation of MVPA.
Health and wellness have been shown to have direct and indirect impact on academic performance in college students. Perception of health behaviors, as well as access to resources and facilities for student health and wellness are impactful in college student recruitment and retention processes as well. College students are mindful of their health and total wellness, and face both motivation and challenges to health behavior change. The main purpose of this study was to examine the perceptions of college students regarding their self-identified health behaviors and how those behaviors impacted or influenced their academic performance, as well as their motivations to change health behaviors. Participants in this study were 8 college students (4 males, 4 females) ranging in ages from 19 to 23. Two semi-structured interviews, along with a demographic information tool were conducted over a 16-week academic semester. Discovery from qualitative analysis of interview transcripts and field notes revealed a number of themes regarding health behavior perceptions, academic performance, and behavior change. These qualitative findings indicate that college students are somewhat aware of how certain health behaviors impact academic performance. The qualitative findings also posit student stress plays a large factor in how health behaviors are engaged in by college students. In conclusion, college students' perception about their health and wellness, how those perceptions and the resultant influence on health behaviors affects their academic performance, and the motivators and challenges to changing their health behavior are similar across gender, age, and other demographic factors.
Concussions and traumatic brain injuries (TBI) are a major health concern, with an average of 2-4 million concussions occurring in the United States each year (Langlois, Rutland-Brown, & Thomas, 2006). Among these injuries, 79.6% required emergency department care, 16.8% required admittance to a hospital, and 3.6% of these cases resulted in death (Langlois, et al., 2006). Concussions are individualized with different symptoms and impairments, which may be delayed or changing in presentation (McCrory et al., 2017). Although many concussions resolve within a few weeks some involve long-term continued physical, behavioral, cognitive, and sleep symptoms (McCrory et al., 2017). The purpose of this research was to investigate the hypothesis that a combined physical and mental health treatment would be associated with a more rapid recovery (i.e., resolution of symptoms) and improved cognitive outcomes. This causal-comparative quasi-experimental design involved data from 29 adolescents and young adults (13 females, 16 males) aged 16-25 years with a sport-related concussion (SRC) between January 2017 and December 2019. The deidentified data were accessed from an electronic health records database at a concussion specialty clinic located in the mid-Atlantic region. The data of 25 patients who received only a physical health intervention, consisting of dynamic or aerobic exertion therapies and sport-specific training as clinically appropriate, formed the physical health treatment control group. The data of four patients who received a combined mental health and physical health treatment formed the mental health treatment group. The mental health treatment group received both a physical and a mental health treatment consisting of dynamic or aerobic exertion therapy or sport-specific training, and a targeted mental health treatment such as cognitive behavioral therapy or psychiatric care as clinically appropriate. Results of an ANOVA and generalized linear model indicated that subjects receiving the mental health treatment recovered in 116.50 days (SD = 39.06), whereas the physical health treatment control group recovered in 29.44 days (SD = 16.34) (p<.001, effect size [ES]= .25). Initial reports of problems sleeping in both groups, as measured on the Post-concussion Symptom Scale (PCSS) (p=.006), elevated second visit ImPACT® (p=.02) scores, VOMS total scores (p=.01), and loss of consciousness (p=.02) were all significantly correlated with a longer recovery. Other medical history and injury-related factors, such as a personal history of migraine, concussion history, disorientation at time of injury, post-traumatic amnesia, and gender, were unrelated to recovery. These findings suggest that differences in treatment groups' symptoms and clinical presentation may indicate more complex initial injuries that could be responsible for both the referral to mental health treatment and prolonged recovery. Patients who experience mental health symptoms post-concussion may be more likely to require specialized treatment and take longer to recover.
Certified personal trainers (CPTs) work with many individuals that have difficulty with the motivation to adhere to unsupervised exercise. Attributional retraining (AR) is a method designed to redirect the client's perceived causal attributions for failure toward controllable factors. The purpose of this qualitative case study is to see if certified personal trainers find value in and are willing to perform AR after being exposed to education of how to use the method to help their clients with exercise motivation and adherence.
The aim of this research is to measure the current mindfulness levels public-school teachers as it correlates to individual's BMI and intensity of exercise activity. The purpose of this study is to associate mindfulness, BMI, and exercise level (EL) in teachers from a public school system. The specific goal is to determine the type and strength of correlation between three variables; mindfulness, mindfulness with BMI and mindfulness with EL. The following questions will be investigated: What is the degree of association between mindfulness, mindfulness and BMI, and mindfulness and EL?; Is a public-school teacher's level of mindfulness associated with their current BMI?; What is the degree of association measuring mindfulness in the relationship between BMI and EL; Is there a positive or negative correlation between mindfulness and EL and mindfulness and BMI; Does the level of mindfulness influence the intensity level of EL? The sample was recruited from total 2,783 email invitations where n =183 participated. A total of 29 questions divided through 3 testing instruments the Mindful Attention Awareness Scale (MAAS), Godin leisure-Time Exercise Questionnaire (GLTE), and the Demographic Information Sheet (DIS). Current mindfulness levels of public-school teacher's mindfulness values had a slight positive correlation with exercise levels (r = 0.34), however, a negative correlation association with their BMI (r = -0.09). Although, all variables have some correlation, the addition of influential health factors (IHF) may be used to increase mindfulness levels in this population.