Effects of Instructional Physical Activity Courses on Overall Physical Activity and Mood in University Students.

PURPOSE: The aim of this research was to assess the association between university-based instructional physical activity (PA) courses and changes in overall PA levels and negative mood and their interrelations. The study also sought to determine the amount of change in PA required to significantly improve mood in course enrollees. METHOD: Participants were university students initially completing PA below the level recommended for health who were either presently enrolled in an elective instructional PA course (treatment group, n = 52, 69% female) or not presently enrolled in such a course (comparison group, n = 32, 69% female). Validated surveys assessed volumes of PA completed per week and overall negative mood from baseline to course end. Mediation analyses assessed group effects on mood through PA changes and reciprocal relations between PA and mood changes. RESULTS: There was a significantly greater increase in PA and significantly more reduction in negative mood in the treatment group. Change in PA completely mediated the relationship between group and change in negative mood, and change in mood completely mediated the relationship between group and PA. These findings indicated a reciprocal, mutually reinforcing relationship between changes in PA and mood. An increase in PA of at least 2 days/week was associated with a significant reduction in negative mood, with no greater effect for more increase. CONCLUSIONS: Results provided an improved understanding of the effects of university-based instructional PA courses and how they might be leveraged to improve students' mental health and possibly contribute to their academic success.

A comparison of Hispanic middle school students' performance, and perceived and actual physical exertion, on the traditional and treadmill one-mile runs.

The purpose of this study was to assess whether a treadmill mile is an acceptable FitnessGram Test substitute for the traditional one-mile run for middle school boys and girls. Peak heart rate and perceived physical exertion of the participants were also measured to assess students' effort. 48 boys and 40 girls participated, with approximately 85% classified as Hispanic. Boys' mean time for the traditional one-mile run, as well as peak heart rate and perceived exertion, were statistically significantly faster and higher, respectively, than for the treadmill mile. Girls' treadmill mile times were not statistically significantly different from the traditional one-mile run. There were no statistically significant differences for girl's peak heart rate or perceived exertion. The results suggest that providing middle school students a choice of completing the FitnessGram mile run in either traditional one-mile run or treadmill one-mile format may positively affect performance.

Parent volatiles in comet 9P/Tempel 1: before and after impact.

We quantified eight parent volatiles (H2O, C2H6, HCN, CO, CH3OH, H2CO, C2H2, and CH4) in the Jupiter-family comet Tempel 1 using high-dispersion infrared spectroscopy in the wavelength range 2.8 to 5.0 micrometers. The abundance ratio for ethane was significantly higher after impact, whereas those for methanol and hydrogen cyanide were unchanged. The abundance ratios in the ejecta are similar to those for most Oort cloud comets, but methanol and acetylene are lower in Tempel 1 by a factor of about 2. These results suggest that the volatile ices in Tempel 1 and in most Oort cloud comets originated in a common region of the protoplanetary disk.