Impact of inactivity and exercise on the vasculature in humans

The effects of inactivity and exercise training on established and novel cardiovascular risk factors are relatively modest and do not account for the impact of inactivity and exercise on vascular risk. We examine evidence that inactivity and exercise have direct effects on both vasculature function and structure in humans. Physical deconditioning is associated with enhanced vasoconstrictor tone and has profound and rapid effects on arterial remodelling in both large and smaller arteries. Evidence for an effect of deconditioning on vasodilator function is less consistent. Studies of the impact of exercise training suggest that both functional and structural remodelling adaptations occur and that the magnitude and time-course of these changes depends upon training duration and intensity and the vessel beds involved. Inactivity and exercise have direct “vascular deconditioning and conditioning” effects which likely modify cardiovascular risk

Effects of psychological and psychosocial interventions on sport performance:a meta-analysis

Background: Psychologists are increasingly supporting the quest for performance enhancement in sport and there is a need to evaluate the evidence base underpinning their work. Objectives: To synthesize the most rigorous available research that has evaluated psychological, social, and psychosocial interventions with sport performers on variables relating to their athletic performance, and to address some of the perplexing issues in the sport psychology intervention literature (e.g., do interventions have a lasting effect on sport performance?). Methods: Randomized controlled trials were identified through electronic databases, hand-searching volumes of pertinent journals, scrutinizing reference lists of previous reviews, and contacting experts in the evaluation of interventions in this field. Included studies were required to evaluate the effects of psychological, social, or psychosocial interventions on sport performance in athletes when compared to a no-treatment or placebo-controlled treatment comparison group. A random effects meta-analysis calculating the standardized mean difference (Hedges’ g), meta-regressions, and trim and fill analyses were conducted. Data were analyzed at post-test and follow-up (ranging from 1 to 4 weeks after the intervention finished) assessments. Results: Psychological and psychosocial interventions were shown to enhance sport performance at post-test (k = 35, n = 997, Hedges’ g = 0.57, 95 % CI = 0.22–0.92) and follow-up assessments (k = 8, n = 189, Hedges’ g = 1.16, 95 % CI = 0.25–2.08); no social interventions were included or evaluated. Larger effects were found for psychosocial interventions and there was some evidence that effects were greatest in coach-delivered interventions and in samples with a greater proportion of male participants. Conclusions: Psychological and psychosocial interventions have a moderate positive effect on sport performance, and this effect may last at least a month following the end of the intervention. Future research would benefit from following guidelines for intervention reporting

Impact of Recess Interventions on Children's Physical Activity—A Meta-Analysis

The purpose of this paper was to explore the effect of recess interventions on children's physical activity (PA) levels and to examine which specific interventions/characteristics have more influence on children's PA. Academic Search Premier, CINAHL, ERIC, MEDLINE, ProQuest, SPORT Discus. Papers published between 1986 and 2012, published in the English language, and evaluating any recess intervention with PA as an outcome. Study outcomes were distilled into seven domains related to PA: age, gender, intervention type, intervention duration, duration of PA per intervention session, outcome measures, and study region. Effect sizes were pooled within and across studies for each domain separately. Moderator analyses were performed using gender, age, and total length of intervention. Twenty-three independent samples were provided from 13 studies. The estimated overall effect size for time in PA was .56 (SE .07), suggesting a positive and significant mean difference between pretest and posttest PA time after implementing a recess intervention. Differences in PA levels were moderated by age, duration and type of intervention, and type of outcome measures. CONCLUSION. The limited evidence suggests recess interventions can improve youth PA levels. Implications reinforce the importance of schools in advocating for recess during the school day. Strategies shown to increase student PA during recess should be implemented