JOHSK 2021, Volume 2, Issue 3 (s), including conference presentations and abstracts.
JOHSK 2021，第2卷，第3期，包括会议报告和摘要。
{"title":"Journal of Health, Sports, and Kinesiology","authors":"","doi":"10.47544/johsk","DOIUrl":"https://doi.org/10.47544/johsk","url":null,"abstract":"JOHSK 2021, Volume 2, Issue 3 (s), including conference presentations and abstracts.","PeriodicalId":16025,"journal":{"name":"Journal of Health, Sports, and Kinesiology","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82572095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-30DOI: 10.47544/johsk.2021.2.2.28
Jeongwon Choi, Hong-Nam Kim, Allison B. Smith
In the United States higher education, collegiate athletes mostly have a four-year eligibility within a five-year time frame to compete for and represent their institutions. During this period, collegiate athletes are expected to perform successfully in both academic and athletic roles so that they can maintain benefits, such as scholarships and eligibility. In other words, being a collegiate athlete brings about a multitude of pressures and stressors from handling this dual role, which include but are not limited to, scheduling classes, fatigue, financial pressure, and inflexibility of coaches (Cosh & Tully, 2015). According to the National Collegiate Athletic Association (NCAA) (2020), collegiate athletes are only allowed to participate in athletic-related activities for 20 hours per week, four hours a day in season, and eight hours per week during off season (NCAA, 2020). However, previous empirical research has indicated that Division I level collegiate athletes spend about 40 hours per week participating in sport-related activities (Smith & Hardin, 2018). Even though collegiate athletes invest tremendous time and effort in athletics, less than two percent of collegiate athletes become professional athletes after college (NCAA, 2018). For collegiate athletes, both athletic and academic performances require tremendous amounts of efforts due to their intense schedule. That is, it is convoluted for collegiate athletes to have identical motivation or reasons for attending college and participating in their sport. While collegiate athletes strive to balance in both academic and athletic responsibilities, they exhibit various types of motivation factors. According to Doupona Topic (2005), female collegiate athletes seem to be more academically motivated and less athletically motivated compared to male collegiate athletes. Also, Beamon and Bell (2006) found that African American collegiate athletes place less emphasis on academics than athletics, and they place less emphasis on education than Caucasian collegiate athletes. For African American collegiate athletes’ academic underperformance and negative psychosocial experiences can happen due to unwelcoming campus climate, inadequate academic support, and an overemphasis on their athletic roles (Beamon, 2008). As mentioned above, only a few collegiate athletes have a chance to move on to professional sport after their collegiate career. That is, majority of collegiate athletes go through a transitioning process moving out from sport. Numerous studies within the literature support that collegiate athletes often have a difficult time transitioning out of sport (Lally, 2007; Smith & Hardin, 2018). Motivation may be one of the solutions to overcome this abstruse moment. To foster effective and successful higher education environments in collegiate athletics, it is essential to understand what motivates collegiate athletes in their dual roles and how collegiate athletes set up create and implement their
{"title":"Collegiate Athletes’ Challenge, Stress, and Motivation on Dual Role","authors":"Jeongwon Choi, Hong-Nam Kim, Allison B. Smith","doi":"10.47544/johsk.2021.2.2.28","DOIUrl":"https://doi.org/10.47544/johsk.2021.2.2.28","url":null,"abstract":"In the United States higher education, collegiate athletes mostly have a four-year eligibility within a five-year time frame to compete for and represent their institutions. During this period, collegiate athletes are expected to perform successfully in both academic and athletic roles so that they can maintain benefits, such as scholarships and eligibility. In other words, being a collegiate athlete brings about a multitude of pressures and stressors from handling this dual role, which include but are not limited to, scheduling classes, fatigue, financial pressure, and inflexibility of coaches (Cosh & Tully, 2015). According to the National Collegiate Athletic Association (NCAA) (2020), collegiate athletes are only allowed to participate in athletic-related activities for 20 hours per week, four hours a day in season, and eight hours per week during off season (NCAA, 2020). However, previous empirical research has indicated that Division I level collegiate athletes spend about 40 hours per week participating in sport-related activities (Smith & Hardin, 2018). Even though collegiate athletes invest tremendous time and effort in athletics, less than two percent of collegiate athletes become professional athletes after college (NCAA, 2018). \u0000For collegiate athletes, both athletic and academic performances require tremendous amounts of efforts due to their intense schedule. That is, it is convoluted for collegiate athletes to have identical motivation or reasons for attending college and participating in their sport. While collegiate athletes strive to balance in both academic and athletic responsibilities, they exhibit various types of motivation factors. According to Doupona Topic (2005), female collegiate athletes seem to be more academically motivated and less athletically motivated compared to male collegiate athletes. Also, Beamon and Bell (2006) found that African American collegiate athletes place less emphasis on academics than athletics, and they place less emphasis on education than Caucasian collegiate athletes. For African American collegiate athletes’ academic underperformance and negative psychosocial experiences can happen due to unwelcoming campus climate, inadequate academic support, and an overemphasis on their athletic roles (Beamon, 2008). \u0000As mentioned above, only a few collegiate athletes have a chance to move on to professional sport after their collegiate career. That is, majority of collegiate athletes go through a transitioning process moving out from sport. Numerous studies within the literature support that collegiate athletes often have a difficult time transitioning out of sport (Lally, 2007; Smith & Hardin, 2018). Motivation may be one of the solutions to overcome this abstruse moment. To foster effective and successful higher education environments in collegiate athletics, it is essential to understand what motivates collegiate athletes in their dual roles and how collegiate athletes set up create and implement their","PeriodicalId":16025,"journal":{"name":"Journal of Health, Sports, and Kinesiology","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84198178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-30DOI: 10.47544/johsk.2021.2.2.35
David Silas, J. Park, J. Kim
Previous studies in adults have found a correlation between nonalcoholic fatty liver disease (NAFLD) and sarcopenia. The present study evaluated the relationship between NFALD and skeletal muscle mass in overweight/obese youth. A total of 234 children and adolescents (age 8-16) was stratified into tertiles based on relative muscle mass (RMM). Total, regional lean body mass, and total fat mass were obtained by dual-energy X-ray absorptiometry. RMM was defined as the percent of muscle mass (kg) relative to the sum of muscle and fat mass (kg). NAFLD was diagnosed via ultrasononography and a subset of participants with NAFLD (n=40) underwent a liver biopsy. The lowest tertile had a significantly higher risk for obesity, dyslipidemia, insulin resistance, metabolic syndrome, NAFLD, and nonalcoholic steatohepatitis (NASH). The present study demonstrated an association between low muscle mass, NAFLD, and NASH in overweight/obese youth. Despite the strong scientific merits of the present study, a lack of race/ethnic description could be a major critique as different ethnic background (specifically in the minorities) may be disproportionately impacted by fat distribution and relative muscle mass. Even though there is a clear relationship between sarcopenia and NAFLD in the elderly, this association may not stem from the same origin in the pediatric population. Lastly, but not least, future studies should evaluate NAFLD in obese youth with varying degrees of metabolic disorders (i.e., metabolic syndrome).
{"title":"Relationship Between Nonalcoholic Fatty Liver Disease and Low Skeletal Muscle Mass \u0000in Obese Youth","authors":"David Silas, J. Park, J. Kim","doi":"10.47544/johsk.2021.2.2.35","DOIUrl":"https://doi.org/10.47544/johsk.2021.2.2.35","url":null,"abstract":"Previous studies in adults have found a correlation between nonalcoholic fatty liver disease (NAFLD) and sarcopenia. The present study evaluated the relationship between NFALD and skeletal muscle mass in overweight/obese youth. A total of 234 children and adolescents (age 8-16) was stratified into tertiles based on relative muscle mass (RMM). Total, regional lean body mass, and total fat mass were obtained by dual-energy X-ray absorptiometry. RMM was defined as the percent of muscle mass (kg) relative to the sum of muscle and fat mass (kg). NAFLD was diagnosed via ultrasononography and a subset of participants with NAFLD (n=40) underwent a liver biopsy. The lowest tertile had a significantly higher risk for obesity, dyslipidemia, insulin resistance, metabolic syndrome, NAFLD, and nonalcoholic steatohepatitis (NASH). The present study demonstrated an association between low muscle mass, NAFLD, and NASH in overweight/obese youth. Despite the strong scientific merits of the present study, a lack of race/ethnic description could be a major critique as different ethnic background (specifically in the minorities) may be disproportionately impacted by fat distribution and relative muscle mass. Even though there is a clear relationship between sarcopenia and NAFLD in the elderly, this association may not stem from the same origin in the pediatric population. Lastly, but not least, future studies should evaluate NAFLD in obese youth with varying degrees of metabolic disorders (i.e., metabolic syndrome).","PeriodicalId":16025,"journal":{"name":"Journal of Health, Sports, and Kinesiology","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82421561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-30DOI: 10.47544/johsk.2021.2.2.11
Jiho Kim, Stepehn Hankil Shin
Currently, there are more than 40 million immigrants in the United States, and immigrant sports consumers have been considered a significant niche market in the sport industry. In particular, Major League Baseball (MLB) teams have realized that Korean immigrants, along with Japanese immigrants, are among the most attractive Asian immigrant MLB markets in the U.S., because of their large populations in the U.S. and the popularity of baseball in their native countries (Kim & Jeon, 2008). However, there has been limited research regarding Asian immigrants’ team identification with MLB teams. The theoretical framework of this study is drawn from acculturation theory (Berry, 1997) and social identity theory (Tajfel, 1982). Berry defines acculturation as “the general processes and outcomes (both cultural and psychological) of intercultural contact” (Berry, p. 8). Acculturation theory has been widely used to explain the adaptation patterns of immigrants to a new society. This theory further explains not only how immigrants evolve in new cultural contexts resulting from migration, but also how they retain their original cultural contexts and beliefs while in their new society (Berry, 1997). According to Berry (1980), there are four types of acculturation strategies: integration, assimilation, separation, and marginalization. These four acculturation strategies differ according to immigrants’ efforts to adapt to new cultural contexts as well as the extent of their relationships with their new as well as with their old societies. Social identity theory (Tajfel, 1982) is a useful theoretical framework for team identification. Social identity is defined as “the part of the individual’s self-concept which derives from their knowledge of their membership in a social group together with the value and emotional significance attached to that membership (p.2)”. Team identification research has been developed based on social identity theory and identity theory (Kwon, Trail, & James, 2007). Team identification is an extension of self-identity that results from a sports fan’s psychological connection to a team (Fink, Trail, & Anderson, 2002). The purpose of this study is to understand the Major League Baseball fandom of Korean immigrants by exploring factors associated with recent Korean immigrants’ team identification with MLB teams in the U.S.
{"title":"Understanding Korean Immigrants and Major League Baseball Fandom","authors":"Jiho Kim, Stepehn Hankil Shin","doi":"10.47544/johsk.2021.2.2.11","DOIUrl":"https://doi.org/10.47544/johsk.2021.2.2.11","url":null,"abstract":"Currently, there are more than 40 million immigrants in the United States, and immigrant sports consumers have been considered a significant niche market in the sport industry. In particular, Major League Baseball (MLB) teams have realized that Korean immigrants, along with Japanese immigrants, are among the most attractive Asian immigrant MLB markets in the U.S., because of their large populations in the U.S. and the popularity of baseball in their native countries (Kim & Jeon, 2008). However, there has been limited research regarding Asian immigrants’ team identification with MLB teams. \u0000 The theoretical framework of this study is drawn from acculturation theory (Berry, 1997) and social identity theory (Tajfel, 1982). Berry defines acculturation as “the general processes and outcomes (both cultural and psychological) of intercultural contact” (Berry, p. 8). Acculturation theory has been widely used to explain the adaptation patterns of immigrants to a new society. This theory further explains not only how immigrants evolve in new cultural contexts resulting from migration, but also how they retain their original cultural contexts and beliefs while in their new society (Berry, 1997). According to Berry (1980), there are four types of acculturation strategies: integration, assimilation, separation, and marginalization. These four acculturation strategies differ according to immigrants’ efforts to adapt to new cultural contexts as well as the extent of their relationships with their new as well as with their old societies. \u0000 Social identity theory (Tajfel, 1982) is a useful theoretical framework for team identification. Social identity is defined as “the part of the individual’s self-concept which derives from their knowledge of their membership in a social group together with the value and emotional significance attached to that membership (p.2)”. Team identification research has been developed based on social identity theory and identity theory (Kwon, Trail, & James, 2007). Team identification is an extension of self-identity that results from a sports fan’s psychological connection to a team (Fink, Trail, & Anderson, 2002). The purpose of this study is to understand the Major League Baseball fandom of Korean immigrants by exploring factors associated with recent Korean immigrants’ team identification with MLB teams in the U.S.","PeriodicalId":16025,"journal":{"name":"Journal of Health, Sports, and Kinesiology","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77269536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-30DOI: 10.47544/johsk.2021.2.2.4
Boram Lim, J. Mercer
Given the nature of a triathlon race, the cycling distance is typically much longer than swimming and running across race distances from sprint to Ironman. Besides, triathletes should try to not only maintain a certain level of cycling power but also consider cycling economy to make a better performance in both the cycling portion and the overall race (Bonacci et al., 2013; Sleivert & Rowland, 1996; Swinnen et al., 2018). The cycling economy is an important indicator to predict cycling performance in terms of time to complete a certain distance. Both cycling economy and performance are determined by the interaction between mechanical output and physiological input (Barratt et al., 2016; Korff et al., 2007; Sunde et al., 2010). Theoretically, improving cycling economy elicits a better cycling time trial performance and/or less physiological demands (e.g., rate of oxygen consumption: V̇O2, heart rate) to complete at a given distance. The crank arm length (CAL) is one of the important factors among many variables that affect the economy and performance in cycling (McDaniel et al., 2002). Therefore, the appropriate selection of CAL may play a key role in improving the cycling portion of the race and entire triathlon performance. The purpose of this review is to identify the effects of acute changing CAL on physiological and biomechanical responses during cycling.
考虑到铁人三项比赛的性质，从短跑到铁人三项的比赛距离，骑自行车的距离通常比游泳和跑步要长得多。此外，铁人三项运动员不仅要努力保持一定的骑行力量水平，还要考虑骑行经济性，以便在骑行部分和整体比赛中都取得更好的成绩(Bonacci et al.， 2013;Sleivert & Rowland, 1996;Swinnen et al.， 2018)。循环经济是用完成一定距离所需的时间来预测循环性能的重要指标。循环经济和绩效都是由机械产出和生理投入之间的相互作用决定的(Barratt et al.， 2016;Korff et al.， 2007;Sunde et al.， 2010)。理论上，提高循环经济性可以获得更好的自行车计时赛成绩和/或更少的生理需求(例如，耗氧量:V / O2，心率)来完成给定距离。曲柄臂长度(CAL)是影响自行车经济性和性能的众多变量中的重要因素之一(McDaniel et al.， 2002)。因此，适当的CAL的选择可能对提高比赛的自行车部分和整个铁人三项的成绩起着关键作用。这篇综述的目的是确定急性改变CAL对循环过程中生理和生物力学反应的影响。
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Pub Date : 2021-07-30DOI: 10.47544/johsk.2021.2.2.31
Daesu Ha, Jisu Kim, Jaegyun Kim, T. Ha
Korean national laws may have limited application in the sports sector. Sports rules that restrain government intervention have allowed organizations to exercise power as autonomous and private sectors at the global level (Kim, 2011). Despite these constraints, certain issues, including criminal problems, economic interests, and bodily integrity in sports, sometimes call for intervention from judicial powers (Park, 2016). As it is impossible to completely avoid physical contact in team sports games, acts of violence that have high chances of harming others naturally take place during games and competitive events. Thus, this paper seeks to define whether violence in sports is subject to criminal prosecution. After a descriptive exploration of pre-existing studies through a systematic literature review, qualitative research was conducted to examine the precedents in accordance with legal transition and flow. Legal concepts in Korea were first established, and key points of previous works and studies were examined thoroughly (Sohn, 2011). It is critical to judge the intentionality of such actions for a legal interpretation to see whether they can be deemed offensive (Sohn, 2011). As the concept of violence is defined as a physical assault on bodies, illegally exercised physical coercion, and invasion of other people’s bodies, thus validating such action as a crime, the benefit and protection of law to be honored in such incidents are bodily integrity and its physiological functions (Oh, 2019). In order to decide criminality under penal law, each case consists of the “component validity-illegality-obligation” (Yeon et al., 2018).
韩国国家法律在体育领域的适用范围可能有限。限制政府干预的体育规则允许组织在全球范围内作为自治和私营部门行使权力(Kim, 2011)。尽管存在这些限制，但某些问题，包括犯罪问题、经济利益和体育运动中的身体完整性，有时需要司法权力的干预(Park, 2016)。在集体体育比赛中，身体接触是不可能完全避免的，因此在比赛和竞技项目中，很容易发生伤害他人的暴力行为。因此，本文试图界定体育暴力是否受到刑事起诉。通过系统的文献回顾，对已有的研究进行描述性的探索，然后进行定性的研究，按照法律的过渡和流动来检验先例。首先建立了韩国的法律概念，并对以前的工作和研究的关键点进行了彻底的检查(Sohn, 2011)。对于法律解释来说，判断这些行为的故意性是至关重要的，以确定它们是否可以被视为冒犯(Sohn, 2011)。由于暴力的概念被定义为对身体的身体攻击，非法实施身体胁迫和侵犯他人的身体，从而将此类行为认定为犯罪，因此在此类事件中，法律所尊重的利益和保护是身体的完整性及其生理功能(Oh, 2019)。为了在刑法下判定犯罪，每个案件都由“有效性-违法性-义务”组成(Yeon et al.， 2018)。
{"title":"The Legal Implications of Korean Sports Violence","authors":"Daesu Ha, Jisu Kim, Jaegyun Kim, T. Ha","doi":"10.47544/johsk.2021.2.2.31","DOIUrl":"https://doi.org/10.47544/johsk.2021.2.2.31","url":null,"abstract":"Korean national laws may have limited application in the sports sector. Sports rules that restrain government intervention have allowed organizations to exercise power as autonomous and private sectors at the global level (Kim, 2011). Despite these constraints, certain issues, including criminal problems, economic interests, and bodily integrity in sports, sometimes call for intervention from judicial powers (Park, 2016). As it is impossible to completely avoid physical contact in team sports games, acts of violence that have high chances of harming others naturally take place during games and competitive events. Thus, this paper seeks to define whether violence in sports is subject to criminal prosecution. After a descriptive exploration of pre-existing studies through a systematic literature review, qualitative research was conducted to examine the precedents in accordance with legal transition and flow. Legal concepts in Korea were first established, and key points of previous works and studies were examined thoroughly (Sohn, 2011). It is critical to judge the intentionality of such actions for a legal interpretation to see whether they can be deemed offensive (Sohn, 2011). As the concept of violence is defined as a physical assault on bodies, illegally exercised physical coercion, and invasion of other people’s bodies, thus validating such action as a crime, the benefit and protection of law to be honored in such incidents are bodily integrity and its physiological functions (Oh, 2019). In order to decide criminality under penal law, each case consists of the “component validity-illegality-obligation” (Yeon et al., 2018).","PeriodicalId":16025,"journal":{"name":"Journal of Health, Sports, and Kinesiology","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87663324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-30DOI: 10.47544/johsk.2021.2.2.40
Jaegyun Kim, Jisu Kim, Daesu Ha, S. Son
Competitions in sport games can cause athletes to become overly immersed, and it can lead to violent incidents. In Korea, structural violence and animosity between senior and junior athletes and between coaches and athletes have been rampant in the field of sports (Sohn, 2011). Although criminal acts under the code of criminal procedure have been applied in many different cases of violence and the perpetrators have been punished, structural violence in sports community is still a chronic problem in Korea. The purpose of this study was to find and analyze specific examples of structural violence and actual cases of sports crimes occurring in sports to present countermeasures and mitigation measures against structural violence in the Korean sports community.
{"title":"Structural Violence in Korean Sports Community","authors":"Jaegyun Kim, Jisu Kim, Daesu Ha, S. Son","doi":"10.47544/johsk.2021.2.2.40","DOIUrl":"https://doi.org/10.47544/johsk.2021.2.2.40","url":null,"abstract":"Competitions in sport games can cause athletes to become overly immersed, and it can lead to violent incidents. In Korea, structural violence and animosity between senior and junior athletes and between coaches and athletes have been rampant in the field of sports (Sohn, 2011). Although criminal acts under the code of criminal procedure have been applied in many different cases of violence and the perpetrators have been punished, structural violence in sports community is still a chronic problem in Korea. The purpose of this study was to find and analyze specific examples of structural violence and actual cases of sports crimes occurring in sports to present countermeasures and mitigation measures against structural violence in the Korean sports community.","PeriodicalId":16025,"journal":{"name":"Journal of Health, Sports, and Kinesiology","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80793999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-30DOI: 10.47544/johsk.2021.2.2.22
J. Park, J. Kim
The present study hypothesized that treatment with GW501516 (a selective PPAR-δ agonist) lowers lipids by increasing fatty acid oxidation without adverse effects on oxidative stress. Caucasian men (age 18-50 years, n=18) were randomly assigned to treatment with GW501516, GW590735, or placebo for two weeks while residing in a clinical research facility. A meal tolerance test, skeletal muscle biopsy, and blood/breath sampling were conducted. The study reported that treatment with GW501516 ameliorated multiple metabolic abnormalities associated with metabolic syndrome including oxidative stress, obesity, dyslipidemia, and insulin resistance, all while increasing fatty acid oxidation. Notably, no adverse effects were reported. However, the restricted living conditions and/or diets that the participants were subjected to likely do not resemble their normal lifestyle. Therefore, the beneficial effects of GW501516 on metabolic health observed in the study should further be investigated in a real-life setting. During participant recruitment, the use of dietary supplements were minimally considered, thereby increasing the risk for confounding effects on the metabolic parameters assessed in the study. Also, recruiting a larger and more diverse population would allow for a more detailed analysis that may benefit a broader range of people (i.e., examining the effects of GW501516 in certain ethnic groups or with/without exercise programs). Additional research on GW501516 and other PPAR-δ agonists is encouraged since it appears that this class of drugs can ameliorate multiple metabolic syndrome features. Future studies should consider additional metrics relevant to metabolic syndrome such as C-reactive protein, cortisol, and homocysteine.
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Pub Date : 2021-07-30DOI: 10.47544/johsk.2021.2.2.43
Hyeonho Yu, Hosung So, Minhyun Kim, T. Ha
Introduction Sport education is a curriculum model that helps students to be a competent, literate, and enthusiastic sportsperson (Siedentop et al., 2020). The effectiveness of the model on badminton skill development has been demonstrated by previous literature (Hastie et al., 2011). Along with the skill development, cognitive outcomes (e.g., sport-specific knowledge) are considered to be important parts of one’s performance in sports. Cognition of ‘how to play’ in a sport is associated with improved performances (Thomas & Thomas, 1994). Therefore, teaching sport knowledge is important to enhance the effectiveness of practice and gameplay. Thomas and Thomas (1994) described the three concepts of sport knowledge in performance: (a) declarative (factual information, such as rules), (b) procedural (techniques and tactics), and (c) strategic knowledge (knowing how to learn). Given that the nature of sport knowledge has great potential to be developed for all levels of players (Dexter, 1999), it is important to dive into diverse ways to boost students’ cognitive learning while playing sports in physical education. Using advanced video technology, such as motion analysis mobile applications (Apps) with a feature of live capture for instant feedback, may enhance cognitive learning outcomes in physical education. Video technology has grown rapidly to support learning in physical education over the past decades (Palao et al., 2015; Rikli & Smith, 1980; van Wieringen et al., 1989). However, little is known about the effectiveness of a motion analysis App on students’ sport knowledge enhancement in sport education. Therefore, the App-based feedback was examined to identify its effectiveness on students’ sport knowledge enhancement during sport education badminton season. Introduction Sport education is a curriculum model that helps students to be a competent, literate, and enthusiastic sportsperson (Siedentop et al., 2020). The effectiveness of the model on badminton skill development has been demonstrated by previous literature (Hastie et al., 2011). Along with the skill development, cognitive outcomes (e.g., sport-specific knowledge) are considered to be important parts of one’s performance in sports. Cognition of ‘how to play’ in a sport is associated with improved performances (Thomas & Thomas, 1994). Therefore, teaching sport knowledge is important to enhance the effectiveness of practice and gameplay. Thomas and Thomas (1994) described the three concepts of sport knowledge in performance: (a) declarative (factual information, such as rules), (b) procedural (techniques and tactics), and (c) strategic knowledge (knowing how to learn). Given that the nature of sport knowledge has great potential to be developed for all levels of players (Dexter, 1999), it is important to dive into diverse ways to boost students’ cognitive learning while playing sports in physical education. Using advanced video technology, such as motion analysis mobile applic
体育教育是一种课程模式，帮助学生成为一个有能力、有文化、有热情的运动员(Siedentop et al.， 2020)。该模型对羽毛球技能发展的有效性已被文献证明(Hastie et al.， 2011)。随着技能的发展，认知结果(例如，特定运动知识)被认为是一个人在运动中表现的重要组成部分。在一项运动中“如何玩”的认知与提高表现有关(Thomas & Thomas, 1994)。因此，传授体育知识对提高练习和比赛的有效性具有重要意义。Thomas和Thomas(1994)描述了运动知识在表演中的三个概念:(a)陈述性(事实信息，如规则)，(b)程序性(技术和战术)，以及(c)战略性知识(知道如何学习)。鉴于体育知识的本质对各级运动员都有很大的开发潜力(Dexter, 1999)，在体育教学中，探索多种方式促进学生在运动过程中的认知学习是很重要的。使用先进的视频技术，如具有实时捕捉即时反馈功能的运动分析移动应用程序(app)，可以提高体育教学中的认知学习效果。在过去的几十年里，视频技术迅速发展，以支持体育教学中的学习(Palao等人，2015;Rikli & Smith, 1980;van Wieringen et al.， 1989)。然而，在体育教育中，运动分析App对学生体育知识提升的效果却知之甚少。因此，本研究对基于app的反馈进行检验，以确定其对体育教育羽毛球季学生运动知识提升的有效性。体育教育是一种课程模式，帮助学生成为一个有能力、有文化、有热情的运动员(Siedentop et al.， 2020)。该模型对羽毛球技能发展的有效性已被文献证明(Hastie et al.， 2011)。随着技能的发展，认知结果(例如，特定运动知识)被认为是一个人在运动中表现的重要组成部分。在一项运动中“如何玩”的认知与提高表现有关(Thomas & Thomas, 1994)。因此，传授体育知识对提高练习和比赛的有效性具有重要意义。Thomas和Thomas(1994)描述了运动知识在表演中的三个概念:(a)陈述性(事实信息，如规则)，(b)程序性(技术和战术)，以及(c)战略性知识(知道如何学习)。鉴于体育知识的本质对各级运动员都有很大的开发潜力(Dexter, 1999)，在体育教学中，探索多种方式促进学生在运动过程中的认知学习是很重要的。使用先进的视频技术，如具有实时捕捉即时反馈功能的运动分析移动应用程序(app)，可以提高体育教学中的认知学习效果。在过去的几十年里，视频技术迅速发展，以支持体育教学中的学习(Palao等人，2015;Rikli & Smith, 1980;van Wieringen et al.， 1989)。然而，在体育教育中，运动分析App对学生体育知识提升的效果却知之甚少。因此，本研究对基于app的反馈进行检验，以确定其对体育教育羽毛球季学生运动知识提升的有效性。
{"title":"The Effects of App-Based Feedback on Students’ Sport Knowledge in Sport Education \u0000Badminton Season","authors":"Hyeonho Yu, Hosung So, Minhyun Kim, T. Ha","doi":"10.47544/johsk.2021.2.2.43","DOIUrl":"https://doi.org/10.47544/johsk.2021.2.2.43","url":null,"abstract":"Introduction \u0000Sport education is a curriculum model that helps students to be a competent, literate, and enthusiastic sportsperson (Siedentop et al., 2020). The effectiveness of the model on badminton skill development has been demonstrated by previous literature (Hastie et al., 2011). Along with the skill development, cognitive outcomes (e.g., sport-specific knowledge) are considered to be important parts of one’s performance in sports. Cognition of ‘how to play’ in a sport is associated with improved performances (Thomas & Thomas, 1994). Therefore, teaching sport knowledge is important to enhance the effectiveness of practice and gameplay. \u0000 Thomas and Thomas (1994) described the three concepts of sport knowledge in performance: (a) declarative (factual information, such as rules), (b) procedural (techniques and tactics), and (c) strategic knowledge (knowing how to learn). Given that the nature of sport knowledge has great potential to be developed for all levels of players (Dexter, 1999), it is important to dive into diverse ways to boost students’ cognitive learning while playing sports in physical education. \u0000 Using advanced video technology, such as motion analysis mobile applications (Apps) with a feature of live capture for instant feedback, may enhance cognitive learning outcomes in physical education. Video technology has grown rapidly to support learning in physical education over the past decades (Palao et al., 2015; Rikli & Smith, 1980; van Wieringen et al., 1989). However, little is known about the effectiveness of a motion analysis App on students’ sport knowledge enhancement in sport education. Therefore, the App-based feedback was examined to identify its effectiveness on students’ sport knowledge enhancement during sport education badminton season.\u0000Introduction \u0000Sport education is a curriculum model that helps students to be a competent, literate, and enthusiastic sportsperson (Siedentop et al., 2020). The effectiveness of the model on badminton skill development has been demonstrated by previous literature (Hastie et al., 2011). Along with the skill development, cognitive outcomes (e.g., sport-specific knowledge) are considered to be important parts of one’s performance in sports. Cognition of ‘how to play’ in a sport is associated with improved performances (Thomas & Thomas, 1994). Therefore, teaching sport knowledge is important to enhance the effectiveness of practice and gameplay. \u0000 Thomas and Thomas (1994) described the three concepts of sport knowledge in performance: (a) declarative (factual information, such as rules), (b) procedural (techniques and tactics), and (c) strategic knowledge (knowing how to learn). Given that the nature of sport knowledge has great potential to be developed for all levels of players (Dexter, 1999), it is important to dive into diverse ways to boost students’ cognitive learning while playing sports in physical education. \u0000 Using advanced video technology, such as motion analysis mobile applic","PeriodicalId":16025,"journal":{"name":"Journal of Health, Sports, and Kinesiology","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84773433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-30DOI: 10.47544/johsk.2021.2.2.17
Jongho Moon, Dong-won Lee
Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012). Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008). Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.
小学体育教育(PE)在为学生提供教育体验方面发挥着独特的作用，可以支持学生的身体、认知和社会情感发展(医学研究所，2013)。研究表明，体育课程只有在设计和实施得当的情况下才能提高学生获得学习成果的可能性(Rink & Hall, 2008)。研究表明，学生的早期体育体验主要是由小学教师引导的(Kirk, 2005)。在全球范围内，在一些国家，任课教师(即教授每门课程的教师;通才)或体育专家(即主要教授体育的教师)有责任教授小学体育(Dyson et al.， 2018;福克纳等人，2008)。例如，在韩国的小学教育系统中，体育是一门必修课，大多数体育课程由课堂教师而不是专家教授(Jo & Lee, 2012)。课堂教师最适合在小学教授以儿童为中心的综合课程，因此经常将体育作为课程的一个组成部分来教授(Coulter et al.， 2009)。然而，一些教师认为，小学阶段的体育参与经验不足以使儿童为完成体育学习成果和积极的体育生活方式做好准备(Hardman, 2008;Jess, Keay， & Carse, 2016)。换句话说，为了让课堂教师成功地教授体育，他们需要考虑在学校环境中适应、教授各种学科和了解不同学生的发展特征的动态组合(Tinning & Rossi, 2013)。此外，课堂教师认为自己没有资格教体育的信念会对他们的体育教学信心产生不利影响(Harris, Cale， & Musson, 2012;Morgan & Bourke, 2008)。对课堂教师在体育教学方面的不同观点进行考察，对于制定有效的教师教育计划尤为重要(Hunter, 2006)。然而，由于这方面的研究相对缺乏，课堂教师教授小学体育的这一方面仍然是未知的(Kirk, 2005, p. 247)。因此，本文对课堂教师体育教学感知的研究结果进行了概述和讨论。作者通过谷歌Scholar、教育资源信息中心(ERIC)和Web of Science三个主要数据库对已发表的研究文章进行了详尽的检索。搜索词包括小学课堂教师、小学课堂教师、通才、非专业、体育、感知、经验、实践、障碍、信仰和价值(见图1)。利用得到的文章，该综述被组织成以下主题(Thomas & Harden, 2008):(a)对体育教学的理解，(b)对体育课程价值的不同感知，以及(c)体育教学的生态视角。
{"title":"Elementary School Classroom Teachers’ Perceptions of Teaching Physical Education: \u0000A Literature Review","authors":"Jongho Moon, Dong-won Lee","doi":"10.47544/johsk.2021.2.2.17","DOIUrl":"https://doi.org/10.47544/johsk.2021.2.2.17","url":null,"abstract":"Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). \u0000 Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012).\u0000 Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008).\u0000 Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. \u0000\u0000The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.","PeriodicalId":16025,"journal":{"name":"Journal of Health, Sports, and Kinesiology","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76060571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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