Process evaluation and challenges in collecting data from an after-school sports and literacy program in a diverse, low-income community.

BACKGROUND: To understand how programs succeed we must evaluate them. The purpose of this paper was to examine the intervention and evaluation processes and identify areas of success and challenges in delivering and evaluating the Reflective Educational Approach to Character and Health (REACH) after-school program in a low SES community. METHODS: Sixty-six fifth and sixth graders from two schools participated. Data were collected at the intervention and control schools at four time points over the year. Data collected at baseline (Aug/Sep 2016), and Time 4 (May, 2017) were used for the analysis. Reach and fidelity to the intervention were assessed along with information on the process of data collection for variables of interest (e.g., accelerometer-measured physical activity level, FITNESSGRAM tests, vertical jump, and literacy). Missing data were imputed and a 2(School) by 2(Time) mixed factorial ANOVA was performed to examine the efficacy of the intervention. RESULTS: There were no significant time by school interactions for any of the outcomes assessed. There were several challenges in evaluating the program such as low compliance to wearing the accelerometer, lack of effort during literacy tests, peers affecting effort on physical tests, and missing data. CONCLUSIONS: We posit that research implementation be re-examined in community-based research that is conducted with students at the elementary level in low-income communities. Future research should engage with youth in the data collection process to make it a meaningful experience for them and to possibly reduce attrition from the program.

In-Season Hip Thrust vs. Back Squat Training in Female High School Soccer Players.

The barbell back squat provides a highly effective training stimulus to improve lower body strength, speed, and power, which are considered key components of athletic performance in many sports. The barbell hip thrust exercise utilizes similar musculature, and is popular among practitioners, but has received far less scientific examination. The purpose of this study was to evaluate the effects of an in-season resistance training program with hip thrusts or back squats on physical performance in adolescent female soccer players. Fourteen players completed identical whole-body resistance training twice per week for 6 weeks, except one group used the barbell hip thrust (HT) (n = 6) and the other the back squat (SQ) (n = 8). Improvements were observed for both groups in hip thrust 3RM (HT = 34.0%, SQ = 23.8%), back squat 3RM (HT = 34.6%, SQ = 31.0%), vertical jump (HT = 5.4%, SQ = 4.9%), broad jump (HT = 10.5%, SQ = 8.1%), ball kicking distance (HT = 13.2%, SQ = 8.1%), and pro-agility (HT = -1.5%, SQ = -1.5%; faster), but not 36.6-m dash (HT = 2.9%, SQ = 1.9%; slower) with no significant between-group differences. These data indicate that both the hip thrust and the squat provide an effective stimulus to improve these sport-specific performance measures. Practitioners should consider these findings in combination with other factors (equipment availability, ability to coach the movement, training goals, injuries, etc.) when selecting exercises.

Students' Perceptions of Technology Integration During the F.I.T. Unit.

PURPOSE: This study sought to explore students' experiences of the Fitness Integrated with Technology (F.I.T.) unit and of their perceptions of using technology in physical education. METHOD: This manuscript is part of a larger mixed-methods study that measured student attitude and physical activity (PA) levels of 221 students in sixth, seventh, and eighth grades. Selected students (N = 13; seven girls) were observed and then interviewed after the unit through semistructured interviews. Students were identified based on their PA levels and attitude scores from a baseline measurement. The unit was designed to deliver fitness-based knowledge and used accelerometers as a tool to measure and teach students about PA. RESULTS: Three themes emerged from the data analysis: (a) technology and problems implementing it, (b) homework in PE, and (c) potential motivational effects of technology. The lack of access to technology at home and the design and utility of the accelerometers were perceived barriers. Additionally, homework was not well received. The accelerometer seemed to have a motivational effect on increasing students' PA levels but wore off during the unit. CONCLUSIONS: Results demonstrate that the use of technology for some students was a motivating factor to increase PA, and the use of accelerometers was a welcomed addition for students. Some students, however, raised concerns with the integration of technology such as the bulkiness of the accelerometer, not being able to wear it at sporting events, a novelty effect, and lack of access to technology at home that limited their interaction with their accelerometer data.

Effects of self-selected mass loss on performance and mood in collegiate wrestlers.

Wrestlers abruptly lose body mass before competition; however, the effects of "weight cutting" are poorly understood because of conflicting evidence. This study aimed to determine the effects of self-selected mass loss on precompetition mood, grip strength, and lower body power in collegiate wrestlers. Sixteen male collegiate wrestlers (age = 20 ± 2 years, height = 177.5 ± 7.2 cm) were weighed 10 days before (D-10) a competitive meet. Euhydrated subjects were administered the Brunel Mood Scale (BRUMS), tested on grip strength, and given a 30-second Wingate Anaerobic Power test to determine lower body power. Additional weigh-ins were conducted 6 (D-6) and 2 (D-2) days before competition. Subjects repeated the testing battery the day of competition (D-0). During the study, wrestlers self-selected the method and timing of mass loss. Wrestlers lost 0.0-8.1% of their body mass using exercise, caloric restriction, or fluid deprivation. Most mass loss occurred between D-2 and D-0 (mean ± SD, D-10 = 81.7 ± 18.2 kg, D-6 = 81.2 ± 17.8 kg, D-2 = 81.1 ± 18.5 kg, D-0 = 79.0 ± 19.2 kg). Wrestlers losing ≥ 4% body mass became significantly more confused (D-10 = 0 ± 0, D-0 = 3 ± 3); subjects losing less mass showed no difference in confusion. No significant differences existed across time for remaining BRUMS variables, grip strength, and Wingate variables. These results suggest that wrestlers self-select large, rapid mass loss that impairs aspects of psychological functioning without affecting grip strength or lower-body power.