The Force-Vector Theory Supports Use of the Laterally Resisted Split Squat to Enhance Change of Direction.

ABSTRACT: Cooley, C, Simonson, SR, and Maddy, DA. The force-vector theory supports use of the laterally resisted split squat to enhance change of direction. J Strength Cond Res 38(5): 835-841, 2024-The purpose of this study was to challenge the conventional change of direction (COD) training methods of the modern-day strength and conditioning professional. A new iteration of the modified single-leg squat (MSLS), the laterally resisted split squat (LRSS), is theorized to be the most effective movement for enhancing COD performance. This study lays out a rationale for this hypothesis by biomechanically comparing the LRSS, bilateral back squat (BS), and MSLS with a COD task (90-degree turn). One repetition maximum (1RM) for LRSS, MSLS, and BS was measured for 23 healthy active female subjects. Peak ground reaction forces (GRF) for the dominant leg were recorded when performing COD and the LRSS, MSLS, and BS at 70% 1RM. Peak frontal plane GRF magnitude and angle were calculated for each task and submitted to repeated measures ANOVA. Peak GRF magnitude was significantly larger for COD (2.23 ± 0.62 body weight) than the LRSS, MSLS, and BS (p ≤ 0.001). Peak GRF angle was not significantly different between COD and the LRSS (p = 0.057), whereas the MSLS and BS (p < 0.001) vector angles were significantly greater than COD. In this application of the force-vector theory, the LRSS more closely matches COD than the MSLS or BS. Thus, the LRSS has the greater potential to enhance COD.

Improving Power Output in Older Adults Using Plyometrics in a Body Mass-Supported Treadmill.

Dobbs, TJ, Simonson, SR, and Conger, SA. Improving power output in older adults using plyometrics in a body mass-supported treadmill. J Strength Cond Res 32(9): 2458-2465, 2018-The purpose of this study was to determine if performing plyometrics in a body mass-supported treadmill would lead to greater increases in power output and functional strength in older adults compared with traditional strength training. Twenty-three participants were randomized to strength (SG, n = 8), plyometric (PG, n = 8), or control (CG, n = 7) groups. The SG and PG exercised 3 times per week for 8 weeks, whereas the CG performed no exercise. Timed sit-to-stand and stair climb, estimated maximal muscular isotonic strength, and isokinetic strength were assessed pre- and posttraining. Significant improvements occurred in the PG vs. CG in the timed chair sit-to-stand (22.11 ± 8.48%; p = 0.013), timed stair climb (14.68 ± 6.28%; p = 0.002), and stair climb power (16.59 ± 9.07%; p < 0.001). PG and SG significantly increased their estimated 1 repetition maximum in the leg extension and single leg lunge (p < 0.05), and PG was significantly more powerful at all 3 velocities in both flexion and extension compared with SG and CG ranging from 24.54 to 61.85% (p < 0.001) except for 60°·s extension during isokinetic testing. Eight weeks of plyometrics in a body mass-supported treadmill can significantly improve functional strength and power in older adults. In this study, the PG increased muscular strength at the same rate or better than the SG without performing any resistance training. The PG also outperformed SG during the functional tests. These results suggest that plyometrics, if modified and performed in a safe environment, can increase muscular strength and power and improve functional abilities in older adults.

Establishing common course objectives for undergraduate exercise physiology.

Undergraduate exercise physiology is a ubiquitous course in undergraduate kinesiology/exercise science programs with a broad scope and depth of topics. It is valuable to explore what is taught within this course. The purpose of the present study was to facilitate an understanding of what instructors teach in undergraduate exercise physiology, how it compares with various guidelines, and to continue the conversation regarding what should be taught. A survey was created using course outcomes from the American Society of Exercise Physiologists, National Association for Sport and Physical Education, Ivy's 2007 Quest article, the National Athletic Training Association, the National Council for Accreditation of Teacher Education, and 36 undergraduate exercise physiology course syllabi. The 134-item survey was disseminated to individuals who use exercise physiology: university faculty members, clinical exercise physiologists, researchers, and other practitioners on various exercise physiology lists; 2,009 surveys were sent, and 322 surveys were completed (16% rate of return). There was a high degree of agreement about a lot of important content in undergraduate exercise physiology. Instructors of exercise physiology should focus their curriculum on regulation and homeostasis (including adaptation, fatigue, and recovery), aerobic systems, bioenergetics, muscle physiology, and fitness principles. In addition, attention should be paid to performance and technical skills. In conclusion, it is up to exercise physiologists to ensure quality of knowledge and practice. Doing so will improve the uniformity and quality of practitioners within the various kinesiology/exercise science fields and increase the value of a Kinesiology/Exercise Science degree and set it apart from other healthcare providers and fitness professionals.

How prepared are college freshmen athletes for the rigors of college strength and conditioning? A survey of college strength and conditioning coaches.

Training programs for high school athletes have changed over the last 20 years. High school physical education classes have transformed into sport-specific conditioning classes with intensities matching college or professional athlete programming. In addition, involvement in private, sport-specific, training increased; but despite these advanced training methods, are high school athletes prepared for collegiate sport competition? An anonymous survey was sent to 195 Division I strength and conditioning coaches (SCC) to discern incoming college freshman athletes' physical and psychological preparedness for the rigors of collegiate training and sport competition. Fifty-seven (29%) responses were received. Strength and conditioning coaches stated that incoming college freshman athletes lack lower extremity strength, overall flexibility, and core strength as well as proper Olympic lifting technique. Strength and conditioning coaches also stated that athletes lacked the mental toughness to endure collegiate sport training in addition to claiming incoming athletes lacked knowledge of correct nutrition and recovery principles. These results suggest a lack of collegiate training/sport preparedness of high school athletes. High school strength and conditioning specialist's goal is to produce better athletes and doing so requires the strength and conditioning coach/trainer to have knowledge of how to train high school athletes. One way to assure adequate knowledge of strength and conditioning training principles is for high school coaches/trainers to be certified in the field. Strength and conditioning certifications among high school strength and conditioning coaches/trainers would encourage developmentally appropriate training and would provide universities with athletes who are prepared for the rigors of collegiate sport training/competition.

Making students do the thinking: team-based learning in a laboratory course.

Team-based learning (TBL) is a teaching pedagogy for flipping the classroom that moves the focus of the classroom from the instructor conveying course concepts via lecture to the application of concepts by student teams. It has been used extensively in lecture courses; however, there is little evidence of its use in laboratory courses. The purpose of this report is to describe the implementation of TBL in a graduate exercise physiology laboratory course. Using TBL in a graduate laboratory course was very successful and well received by both the students and instructor. Students reported increased content learning, skill development, and retention. They took on the responsibility for learning and were more accountable. The learners drove the process and were guided by the instructor rather than through instructor-centered delivery.

Physiologic performance test differences in female volleyball athletes by competition level and player position.

The purpose of this study was to examine physiologic performance test differences by competition level (high school and Division-I collegiate athletes) and player position (hitter, setter, defensive specialist) in 4 volleyball-related tests. A secondary purpose was to establish whether a 150-yd shuttle could be used as a field test to assess anaerobic capacity. Female participants from 4 varsity high school volleyball teams (n = 27) and 2 Division-I collegiate volleyball teams (n = 26) were recruited for the study. Participants completed 4 performance-based field tests (vertical jump, agility T-test, and 150- and 300-yd shuttle runs) after completing a standardized dynamic warm-up. A 2-way multivariate analysis of variance with Bonferroni post hoc adjustments (when appropriate) and effect sizes were used for the analyses. The most important findings of this study were that (a) college volleyball athletes were older, heavier, and taller than high school athletes; (b) high school athletes had performance deficiencies in vertical jump/lower-body power, agility, and anaerobic fitness; (c) lower-body power was the only statistically significant difference in the performance test measures by player position; and (d) the correlation between the 150- and 300-yd shuttle was moderate (r = 0.488). Female high school volleyball players may enhance their ability to play collegiate volleyball by improving their vertical jump, lower-body power, agility, and anaerobic fitness. Furthermore, all player positions should emphasize lower-body power conditioning. These physical test scores provide baseline performance scores that should help strength and conditioning coaches create programs that will address deficits in female volleyball player performance, especially as they transition from high school to college.

Lactate response to different volume patterns of power clean.

The ability to metabolize or tolerate lactate and produce power simultaneously can be an important determinant of performance. Current training practices for improving lactate use include high-intensity aerobic activities or a combination of aerobic and resistance training. Excessive aerobic training may have undesired physiological adaptations (e.g., muscle loss, change in fiber types). The role of explosive power training in lactate production and use needs further clarification. We hypothesized that high-volume explosive power movements such as Olympic lifts can increase lactate production and overload lactate clearance. Hence, the purpose of this study was to assess lactate accumulation after the completion of 3 different volume patterns of power cleans. Ten male recreational athletes (age 24.22 ± 1.39 years) volunteered. Volume patterns consisted of 3 sets × 3 repetition maximum (3RM) (low volume [LV]), 3 sets × 6 reps at 80-85% of 3RM (midvolume [MV]), and 3 sets × 9 reps at 70-75% of 3RM (high volume [HV]). Rest period was identical at 2 minutes. Blood samples were collected immediately before and after each volume pattern. The HV resulted in the greatest lactate accumulation (7.43 ± 2.94 mmol·L) vs. (5.27 ± 2.48 and 4.03 ± 1.78 mmol·L in MV and LV, respectively). Mean relative increase in lactate was the highest in HV (356.34%). The findings indicate that lactate production in power cleans is largely associated with volume, determined by number of repetitions, load, and rest interval. High-volume explosive training may impose greater metabolic demands than low-volume explosive training and may improve ability to produce power in the presence of lactate. The role of explosive power training in overloading the lactate clearance mechanism should be examined further, especially for athletes of intermittent sport.

Leukocytosis occurs in response to resistance exercise in men.

The purpose of this study was to determine the effects of a single bout of resistance exercise on immune cell numbers of moderately active men. Subjects were 16 male volunteers (mean +/- standard deviation [SD] age 30 +/- 7 years, height 180.1 +/- 7.0 cm, mass 83.97 +/- 10.33 kg); 8 were randomly assigned to treatment and 8 to control groups. Treatment was a common resistance training routine (3 sets of 8-10 repetitions at 75% of 1 repetition maximum) of 8 large muscle mass exercises using resistance machines. Blood samples were drawn before exercise and at 0 minutes (P0), 15 minutes (P15), and 30 minutes (P30) postexercise. Control subjects sat quietly in the training facility; blood was drawn at the same intervals as treatment. Leukocyte and lymphocyte (LY) subpopulation numbers were determined. Statistical analysis was analysis of variance (ANOVA) (repeated measures, p < or = 0.050) and multiple comparisons (Dunn method) to isolate variability. All leukocyte subpopulations, except basophils (BA) and eosinophils (EO), increased and counts declined by P15 and P30. Only neutrophils (NE) did not return to preexercise levels by P30. The majority of resistance exercise induced leukocytosis was due to an increase in circulating LY (natural killer cells increased most, CD4+/CD8+ ratio unchanged) and monocytes (MO). The transient, inconsequential immune cell population responses to resistance exercise are similar to those during aerobic activity. The lack of large alterations in and rapid recovery from cell number changes suggests that resistance exercise is not immunosuppressive.

Heart rate and blood pressure during initial LBNP do not discriminate higher and lower orthostatic tolerant men.

High (n = 7, 25 +/- 2 yr) and low (n = 8, 26 +/- 3 yr) lower body negative pressure (LBNP) tolerant men were exposed to -15 mmHg (for 12 min) followed by -50 mmHg (for 21 min) to test the hypothesis that heart rate (HR) and blood pressure (BP) data from acute exposure to LBNP would not discriminate between the higher and lower tolerance men. Central venous pressure (CVP), HR, and systolic (SBP) and diastolic (DBP) blood pressures measured before and at 15-s intervals during LBNP and calculated mean arterial pressure (MAP), pulse pressure (PP), and work of the heart (HW) were analyzed using ANOVA (p < or = 0.05). There were no significant changes in HR, SBP, DBP, MAP, PP, or HW during exposure to -15 mmHg LBNP. Throughout -50 mmHg LBNP, there were no significant changes in SBP, MAP, PP, or HW, but HR increased significantly (high tolerance by 30%, low tolerance by 40%) with no difference between groups. Diastolic blood pressure changed by +7.6 % (NS) in the high group and by -3.3% (NS) in the low group; the initial exposure to -50 mmHg resulted in a significant difference between groups for the first 45 s. Central venous pressure decreased significantly at -15 mmHg (high group by -33%, low group by -38 %) and at -50 mmHg (high group by -70%, low group by -73%) with no difference between groups. Thus, HR and BP responses at -15 and -50 mmHg of LBNP for 30 min do not discriminate between the high and low tolerant men and questions the validity and usefulness of the clinical stand test to predict orthostatic tolerance.

The exercise and environmental physiology of extravehicular activity.

Extravehicular activity (EVA), i.e., exercise performed under unique environmental conditions, is indispensable for supporting daily living in weightlessness and for further space exploration. From 1965-1996 an average of 20 h x yr(-1) were spent performing EVA. International Space Station (ISS) assembly will require 135 h x yr(-1) of EVA, and 138 h x yr(-1) is planned for post-construction maintenance. The extravehicular mobility unit (EMU), used to protect astronauts during EVA, has a decreased pressure of 4.3 psi that could increase astronauts' risk of decompression sickness (DCS). Exercise in and repeated exposure to this hypobaria may increase the incidence of DCS, although weightlessness may attenuate this risk. Exercise thermoregulation within the EMU is poorly understood; the liquid cooling garment (LCG), worn next to the skin and designed to handle thermal stress, is manually controlled. Astronauts may become dehydrated (by up to 2.6% of body weight) during a 5-h EVA, further exacerbating the thermoregulatory challenge. The EVA is performed mainly with upper body muscles; but astronauts usually exercise at only 26-32% of their upper body maximal oxygen uptake (VO2max). For a given ground-based work task in air (as opposed to water), the submaximal VO2 is greater while VO2max and metabolic efficiency are lower during ground-based arm exercise as compared with leg exercise, and cardiovascular responses to exercise and training are also different for arms and legs. Preflight testing and training, whether conducted in air or water, must account for these differences if ground-based data are extrapolated for flight requirements. Astronauts experience deconditioning during microgravity resulting in a 10-20% loss in arm strength, a 20-30% loss in thigh strength, and decreased lower-body aerobic exercise capacity. Data from ground-based simulations of weightlessness such as bed rest induce a 6-8% decrease in upper-body strength, a 10-16% loss in thigh extensor strength, and a 15-20% decrease in lower-body aerobic exercise capacity. Changes in EVA support systems and training based on a greater understanding of the physiological aspects of exercise in the EVA environment will help to insure the health, safety, and efficiency of working astronauts.