Hydration to Maximize Performance and Recovery: Knowledge, Attitudes, and Behaviors Among Collegiate Track and Field Throwers.

Hydration plays an important role in performance, injury prevention, and recovery for athletes engaged in competitive sports. Therefore, it is important that strength and conditioning coaches understand an athlete's hydration needs to prevent illness and enhance performance. The purpose of this study was to identify hydration knowledge, attitudes, and behaviors of collegiate track and field throwers, as well as identify barriers to hydration and sources of nutritional information. The Rehydration and Refueling in Collegiate Track and Field Throwers Survey was sent to 271 track and field thrower coaches with a request to forward the email to current track and field throwers. Pearson correlation coefficients were calculated regarding knowledge, attitude, and behavior scores among the participants in this sample. Differences among response patterns were assessed via Chi-square analysis. Alpha level was set at p = .05. Results demonstrated that 97.3% (n = 287) of respondents knew that dehydration would decrease performance, but 50.5% (n = 149) erroneously believed thirst was the best indicator of dehydration. Chi-square analysis demonstrated a significant difference in reported values between participants who intended to eat a performance-enhancing diet and those who consumed less fluid than recomended values (207 - 295 m)l in the 2-3 hours prior to competition (χ2 = 10.87, p < .05). Pearson correlation coefficients demonstrated a large association between knowledge and behavior (r = .70, p < .05), a medium association between knowledge and attitude (r = .41, p < .05), and a small association between attitude and behavior (r = .21, p < .05). This suggests that strength and conditioning coaches and health staff need to educate and monitor hydration behaviors among collegiate track and field throwers to optimize performance.

Pre- and Post-Activity Stretching Practices of Collegiate Athletic Trainers in the United States.

Popp, JK, Bellar, DM, Hoover, DL, Craig, BW, Leitzelar, BN, Wanless, EA, and Judge, LW. Pre- and post-activity stretching practices of collegiate athletic trainers in the United States. J Strength Cond Res 31(9): 2347-2354, 2017-The aim of the study was to investigate the knowledge and practices of collegiate-certified athletic trainers (ATs) in the United States. Participants (n = 521) were provided an overview of the study and a hyperlink to a web-based survey. The "pre- and post-activity practices in athletic training questionnaire" consisted of demographic items and elements to measure knowledge and practices related to pre- and post-activity stretching routines. In previous studies, the survey demonstrated construct validity, α = 0.722. Pearson chi-square test was used to evaluate goodness of fit, and kappa was calculated to measure agreement between items. Only 32.2% of ATs recommended dynamic stretching (DS) to be performed pre-activity, whereas a larger percentage (42.2%) recommended a combination of static stretching (SS) and DS. Athletic trainers reported that only 28.0% of athletes are performing DS before activity. Conversely, 60.6% of collegiate ATs recommended SS postexercise, and 61.0% of athletes agree and perform after workout SS (κ = 0.761, p < 0.001). Collegiate ATs seem to underuse the current research evidence, which indicates that DS is more beneficial than SS when used pre-activity, and ATs continue to regularly incorporate SS in their pre-activity routines. However, there is evidence that collegiate ATs in the United States emphasize SS postactivity in a manner consistent with current research.

Load distribution and postural changes in young adults when wearing a traditional backpack versus the BackTpack.

Backpacks lead to poor posture due to the posterior placement of the load, which overtime may contribute to low back pain and musculoskeletal complications. This study examined postural and load distribution differences between a traditional backpack (BP) and a nontraditional backpack (BTP) in a young adult population. Using a 3D motion analysis system, 24 healthy young adults (22.5 ± 2.5 years, 12 male) completed both static stance and walking trials on a treadmill with No Load and with 15% and 25% of their body weight using the two different backpacks. There was a significant difference in trunk angle, head angle, and lower extremity joint mechanics between the backpack and load conditions during walking (p<.05). Notably, relative to the No Load condition, trunk angle decreased approximately 14° while head angle increased approximately 13° for the BP 25% state on average. In contrast, average trunk and head angle differences for the BTP 25% state were approximately 7.5° and 7°, respectively. There was also a significant difference in head angle from pre- to post-walk (p<.05) across backpacks, loads, and time. Taken together, the results indicate that the BTP more closely resembled the participants' natural stance and gait patterns as determined by the No Load condition. The more upright posture supported by the BTP may help reduce characteristics of poor posture and, ideally, help to reduce low back pain while carrying loads.

Combined Effects of Drop Height and Fatigue on Landing Mechanics in Active Females.

Drop height and fatigue have been shown in isolation to affect landing mechanics and increase the risk of sustaining an anterior cruciate ligament injury. The purpose of this study was to identify the combined effects of drop height and fatigue on landing mechanics in recreationally active females. To assess this, 11 healthy, young adult females performed a series of drop jumps from randomized heights before and following a lower extremity fatiguing protocol. Findings for kinematic results demonstrated that hip flexion decreased at initial contact (P = .003) and maximum hip (P = .005) and knee flexion (P = .001) angles increased with increases in drop height. Kinetic results demonstrated that vertical ground reaction forces and joint moments and powers increased as height increased. Ground reaction forces and maximum knee valgus increased from pre- to postfatigue with interactive effects observed in frontal plane hip angle at impact and peak ankle moment. These results confirm the effects of drop height and fatigue and highlighted interactions between these factors. The differential effect of fatigue as a function of drop heights helps to illustrate potentially risky situations that should be addressed in training and injury prevention programs.

An examination of preactivity and postactivity stretching practices of NCAA division I, NCAA division II, and NCAA division III track and field throws programs.

The purpose of this study is to determine the pre- and postactivity stretching practices of Division I, II, and III track and field throws programs. A 33-item survey instrument was developed to collect data regarding the warm-up and flexibility practices at the National Collegiate Athletic Association (NCAA) Division I (n = 320), Division II (n = 175), and Division III (n = 275) universities. A total of 135 surveys were completed for a 17.5% return rate, and although the response rate was generally low, it did mirror the distribution percentages of the 3 divisions. Significant differences were found for the level of United States Track and Field (USATF) certification and the use of static stretching (SS) between throws (χ = 6.333, p = 0.048). Significance was also found for the USATF certification level and athletic trainer (AT) assistance in performing SS (χ = 13.598, p = 0.01). Significant differences were also found for the NCAA division levels and the use of soft tissue mobilization (χ = 5.913, p = 0.026). Although research supports dynamic warm-up/stretching over other forms of preactivity protocols, it seems that some track-and-field throws coaches are reluctant to completely discontinue preactivity SS. The results of this study suggest that it is necessary for track and field throws coaches to reevaluate their own practices, perhaps better aligning them with current research findings.

Peer-assisted learning and orthopaedic evaluation psychomotor skills.

CONTEXT: Athletic training educators often anecdotally suggest that athletic training students enhance their learning by teaching their peers. However, peer-assisted learning (PAL) has not been examined within athletic training education to provide evidence for PAL's current use or for its use as a pedagogic tool. OBJECTIVE: To assess the effectiveness of intentional, formal PAL on the performance of psychomotor skills and to identify students' perceptions of PAL. DESIGN: Randomized, pretest-posttest experimental design. SETTING: Athletic Training Research and Education Laboratory. PATIENTS OR OTHER PARTICIPANTS: Fifty-one undergraduate students (27 athletic training majors, 24 nonmajors). INTERVENTION(S): Review sessions led by either an Approved Clinical Instructor or peer tutor. MAIN OUTCOME MEASURE(S): We assessed pretest and posttest performance scores (number of correct skills) and the amount of time to complete the psychomotor skills in 3 categories of orthopaedic evaluation of the hand and wrist for subjects assigned to either a peer tutor or an Approved Clinical Instructor review group. Using the Athletic Training Peer-Assisted Learning Assessment Survey, we evaluated the perceptions of students assigned to the peer-tutor group regarding the benefits of, and preferences for, PAL. RESULTS: Differences in the pretest-posttest skill scores were noted in both groups (P < .05). No differences in the posttest skills scores or the times to perform the skills were seen between the groups. The Athletic Training Peer-Assisted Learning Assessment Survey revealed that most (n = 19, 70.4%) of the subjects felt less anxious when practicing psychomotor skills with peer tutors than with the laboratory instructor, and many students (n = 12, 44.4%) felt more self-confident when practicing psychomotor skills with a peer tutor. CONCLUSIONS: Peer-assisted learning appears to be a valid method for improving athletic training psychomotor skills. Peers can be resources for practicing clinical skills and report benefiting from the collaboration. Peer-assisted learning should be deliberately integrated into athletic training education programs to enhance student learning and collaboration.