This study examines Core Stabilizer Endurance Normative Biological Sex and Age Ranged Data with Correlation to Non- Specific Chronic Low Back Pain. Currently, average performance times of the McGill core stabilizer tests compare all ages with the appropriate biological sex. The primary purpose of this study is to create biological sex and age range normative tables for McGill core stabilizer endurance tests. The secondary purpose of our study is to compare normative values to the prevalence of non-specific chronic low back pain. Creating these tables is essential to educate adults on their results as higher endurance times have led to improved activity of daily living performance activity (Santos et al., 2019). Prior to testing, a brief health history questionnaire is completed to ensure eligibility and complete the secondary purpose. Testing will include a familiarization period followed by maximum effort testing of the four McGill core positions. After testing the participants receive their results compared to the current average times. This study aims to prove the importance of improving core stabilizer muscle endurance and the role active lifestyles play in a wide range of populations with different demographics. These demographics include sex, activity levels, and health status.
Metabolic dysfunction is associated with excess adipose tissue, and interventions that improve body composition may mitigate related health consequences. Acute nutritional and exercise strategies have the potential to shift metabolic processes toward those favoring fat oxidation. PURPOSE: The purpose of this study was to investigate the effects of high-intensity resistance training (HIRT) and pre-exercise protein (PRO) ingestion on post-exercise respiratory exchange ratio (RER) in lean (LN) and overweight (OW) females. METHODS: Twenty recreationally active females (LN: n =10, body fat percentage: 22.6 ± 4.0; OW: n = 10, body fat percentage: 30.8 ± 3.2) completed two experimental sessions, consisting of HIRT and two acute nutritional interventions: PRO and placebo (PLA). RER was analyzed via indirect calorimetry (TrueOne 2400, Parvo Medics Inc., Sandy, UT) at the following timepoints: baseline (BASE), immediately-post (IP), 30-min (30), and 60-min (60) post-HIRT. A 2 x 2 x 4 mixed-factor, repeated measures analysis of variance was used to assess statistical significance on 5-minute averaged RER values. RESULTS: Data are presented as means ± SD. LN and OW females displayed significantly lower 30-RER (LN: 0.75 ± 0.04, OW: 0.74 ± 0.06) and 60-RER (LN: 0.76 ± 0.04, OW: 0.73 ± 0.06) post-HIRT when compared to BASE. PRO ingestion resulted in significantly lower RER values in OW females IP-HIRT (PRO: 0.74 ± 0.05, PLA: 0.78 ± 0.08; p = 0.02), and lower RER values in LN females at all timepoints post-HIRT (all p < 0.05), compared to PLA. CONCLUSION: These results show that HIRT effectively reduces RER in LN and OW females for 60 min post-exercise, and that the addition of PRO ingestion prior to HIRT provides a synergistic effect. However, the differential responses between LN and OW females highlight the need for further research to optimize protein dosing and explore the underlying hormonal and physiological mechanisms.
Burnout is one of the most frequently cited reasons teachers leave the profession, with early-career educators demonstrating heightened vulnerability. This study examined the prevalence and characteristics of burnout among physical education teachers within their first ten years of teaching in Wisconsin, with an emphasis on understanding why burnout emerges early in the profession. A quantitative, cross-sectional design was employed, and an online survey was distributed via Qualtrics. Burnout was measured using the Maslach Burnout Inventory-Educators Survey (MBI-ES), a validated instrument assessing three dimensions of burnout: Emotional Exhaustion, Depersonalization, and Personal Accomplishment. Participants also responded to open-ended questions to provide additional insight to their experiences. Findings revealed that Emotional Exhaustion was the most prominent dimension of burnout, with respondents reporting persistent fatigue and emotional strain throughout the school week. No significant elevations were observed in Depersonalization or reduced Personal Achievement. Qualitative responses identified workload, limited preparation time, scheduling demands, compensation concerns, and insufficient administrative support as primary contributors to burnout. Overall, results suggest that structural and organizational factors play a central role in the development of burnout among early-career physical education teachers.
This creative research project documents the design, implementation, and preliminary assessment of Emotion in Motion, a ten-week curriculum designed to implement physical activity that aligns with SHAPE national standards with core SEL principles using the Zones of Regulation Framework and Collaborative for Academic, Social, and Emotional Learning (CASEL). This project was implemented at the Boys and Girls Club of the Chippewa Valley with youth aged 7-11 to explore how movement-based activity can foster emotional regulation in youth outside of a school setting.This project was created to bridge the gap in current research of SEL integration outside of schools as well as create a practical curriculum model that can be implemented anywhere that demonstrates alignment with SHAPE national standards focused on increasing emotional regulation skills in youth in a unique way.Implementation included backwards design, breaking down core CASEL components into bi-weekly units and daily SEL goals. Movement-based activities were then developed based on the SEL goal and designed to align with SHAPE standards. Pre- and post-emotional regulation and emotional lability were scored for participants using the Emotional Regulation Checklist (ERC).This project creates a replicable curriculum that is practical for youth-serving organizations looking to implement social and emotional skills into movement-based programming.
