Validity of Remote Testing to In - Person Testing of 2 - Minute Walk Test and Stepping in Place Test

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Energy Expenditure and Enjoyment of Active Television Viewing

International Journal of Exercise Science 9(1): 64-76, 2016. This study examined energy expenditure and enjoyment during sedentary television viewing (SED-TV), stepping in place during television commercials (COMM-TV), and physical activity prompted by common character phrases/mannerisms within a television program (PA-TV). Adults (N=38, age: 27.0±8.0 years, BMI: 25.4±4.2 kg/m2) completed three 30-minute sessions in random order: SED-TV, COMM-TV, and PA-TV. Energy expenditure and heart rate were assessed during each session. Enjoyment was assessed after the initial experimental session and at completion of the study. Energy expenditure was greater in the active versus sedentary sessions (COMM-TV vs SED-TV: difference = 32.7±1.9 kcal, p3.0 METS was lower in SED-TV (median = 0 minutes) compared to COMM-TV [median = 4.0 minutes (Inter-Quartile Range: 0.8, 7.3)] (p50% of age-predicted maximal heart rate. Both COMM-TV and PA-TV were reported to be significantly more enjoyable than SED-TV. COMM-TV and PA-TV resulted in higher energy expenditure, more minutes of moderate intensity physical activity, and higher reported enjoyment compared to SED-TV. These findings have implications for reducing sedentary time during television viewing, which may impact health-related outcomes. Intervention trials are warranted to determine the effectiveness of these strategies

A coupled LDVM / IBM investigation of incompressible flows around moving profiles at low Reynolds number

International audienceA numerical solver based on the immersed boundary method has been recently developed on OpenFoam [3], a free software. In this study, we investigate the Immersed Boundary Method (IBM) at low Reynolds number (Re=1000) for incompressible flow around NACA 0012 airfoil and then around a flat plate and a NACA 23012 airfoil in rotation (from 0° to 90°). The Leading-edge suction parameter Discrete Vortex Method (LDVM) is also investigated in the models using a rotation of the airfoils. LIST OF SYMBOLS c Chord length Lift coefficient Drag coefficient n Time step p Pressure Reynolds number t Time u Flow velocity û Estimated velocity during the predictor step ∞ Input velocit

Relationship Between Allied Health Student\u27s Behavioral Style and Ideal Clinical Instructor Behaviors

Purpose: The focus of this research is to understand the relationship between students\u27 primary DISC behavioral styles (dominant, influencing, steadiness, compliance) and their perception of ideal clinical instructor behaviors. A review of the literature supports the connection between the behaviors of the clinical instructor (CI) and the success of the allied health professional student (AHPS). Additionally, a body of research supports the connection between DISC behavioral styles and student success. The purpose of this study is to examine the relationship between AHPS primary DISC behavioral styles and their perception of the ideal CI behaviors. Methods: A total number of n=90 participants completed the Allied Health Professional Preceptor Assessment exploring ideal CI behaviors and the DISC assessment across the three disciplines of athletic training (14), exercises science (7), and physical therapy (69). Results: S (steadiness) scores had the highest frequency (53.3%), followed by I (influencing) (22.2%), then C (compliance) (13.3.7%), and lastly, D (dominant) (11.1%). Using regression modeling, the D model (p=0.01) and the S model (pConclusion:This study provides preliminary evidence for the DISC behavioral assessment as a tool to inform CIs in ways to engage AHPS effectively. The findings of this study provide applicable techniques for CIs mentoring students with D, S, and C primary behavioral styles. Further research is warranted to determine engagement strategies for I primary behavioral styles. By leveraging these findings, clinical education programs can provide CIs with simple behavioral techniques to best engage students based on the student\u27s primary behavioral style