Physiologic responses to running with a jogging stroller.

The purpose of this study was to assess the effect of running with a jogging stroller (JS) on oxygen consumption (VO2), heart rate (HR), and rating of perceived exertion (RPE). This study included 2 parts: Part 1 involved participants (N=15) running on an indoor track and Part 2 involved participants (N=12) running on a paved greenway. All participants completed 6, one-mile trials randomized over 2 visits: 3 were completed at a predetermined pace (160.8 m·min (- 1)) without a JS (NoJS), with 11.36 kg in the JS (JS1), and 22.72 kg in the JS (JS2) and 3 were self-paced and included NoJS, JS1, and JS2. VO2 and HR were measured using a portable metabolic system and telemetry. Repeated measures ANOVAs were used to determine differences among conditions. Part 1, there were no differences in VO2 across conditions, but HR and RPE were significantly higher (P<0.05) during the JS trials compared to the NoJS trials. Part 2, VO2 and RPE during JS trials were higher than NoJS trials (P<0.05). No significant differences were found in HR. The results indicate that it is feasible to run while pushing a JS with minimal increases in exertion compared to running without a JS.

Health-related fitness and academic achievement in middle school students.

AIM: The aim of the present study was to determine the association between health-related fitness (HRF) and academic achievement in middle school youth. METHODS: Subjects were 312 middle school students. HRF was assessed using the FITNESSGRAM test battery. Students were grouped by the number of fitness tests in which they performed within the Healthy Fitness Zone, ranging from <1 test (lowest fitness) to all 5 tests (highest fitness). Academic achievement was assessed using grades (A - F) from four core classes, which were converted to interval data (A=5, F=1) and summed over the academic year and a standardized test (percentile). Maturity offset was calculated to control for the possible effect of maturity status on the association between HRF and academic achievement. Differences in academic achievement among HRF groups were determined using ANOVA. RESULTS: Grades and standardized test percentiles were higher in HRF group 5 (P<0.01) compared to HRF groups <2, 3, and 4. Cardiorespiratory endurance and muscular strength and endurance were the HRF components most strongly associated with academic achievement. CONCLUSION: HRF was related to academic achievement in youth. Students with the highest fitness level performed better on standardized tests and students with the lowest fitness level performed lower in class grades.