Psychiatry related information on Physical Education and Training

• Dextroamphetamine decreased activity most strikingly during structured classroom activity; during physical education, however, there was a significant drug-induced increase in motor activity [1].
• 28 third grade (M = 8.4 yr.) and 28 sixth grade (M = 11.8 yr.) children were administered the Body Coordination Test and Gross Motor Skill Test to assess the relationship between these measures as a function of age, sex, and the subjective ratings (ranks) of their physical education teacher [2].

High impact information on Physical Education and Training

• 2 Nitrazepam (10 mg) and temazepam (30 mg) were compared with placebo in 27 physical education students, (14 males, 13 females) [3].
• SETTING: The Faculties of Medicine, Economics and Physical Education (PE) of the Akdeniz University, Antalya, Turkey [4].
• Adolescents with CF did not differ significantly from their matched peers with regard to participating three or more times a week in activities that "make you sweat or breathe hard" (63% vs. 67%, P = 0.37), physical education class (59% vs. 61%, P = 0.81), or team sports (52% vs. 61%, P = 0.10) [5].
• METHODS: Plasma concentrations of FABP and myoglobin (Mb) were measured in six healthy physical education teacher trainees after 20 minutes of downhill running (16% incline; mean lactate 4 mmol/l; 70% (VO2MAX) [6].
• Ninety-six males drawn from 10th-grade physical education classes responded to the Task and Ego Orientation in Sport Questionnaire (Duda, 1992) prior to completing a 30-meter sprint task under three separate conditions: as an individual, in a team with individual performance identified, and in a team with individual performance not identified [7].

Anatomical context of Physical Education and Training

• Maximal isometric one-leg strength (MIS) was determined in 31 physical education students displaying a wide range in muscle fibre type distribution (21-79% fast twitch (FT) muscle fibres) in their vastus lateralis muscles [8].

Associations of Physical Education and Training with chemical compounds

• METHODS: Students attending regularly scheduled physical education classes completed a Violence Survey, a Suicidal Ideation Survey, the Depression Self-Rating Scale (DSRS), and the Adolescent Alcohol Involvement Scale [9].
• To elucidate the effects of sucrose or caffeine ingestion on metabolic responses to prolonged exercise and on performance of a finishing spurt after the prolonged exercise, seven male physical education students performed four sets of 30 min running (62%-67% VO2 max) followed by progressive exhaustive running on a treadmill [10].
• Several studies using interval training programmes for 7 weeks, twice a week for 30 min in physical education lessons showed that children's aerobic performance (maximal O2 uptake, maximal aerobic speed) could be enhanced [11].
• 63 healthy physical education students received in random order and under double blind conditions either 100 mg Metoprolol (beta 1-selective) or 80 mg Propranolol (non-selective), or placebo daily for 3 months [12].
• The effect of a single bout of oral glucose administration on the blood glucose level during three hours of observation was studied at rest in 6 physical education students and in 6 elite walkers with different physical condition [13].

Gene context of Physical Education and Training

• Thirteen female physical education undergraduate students, aged from 18-21 years, were measured for peak power and mean power (Wingate Anaerobic Test) at four time points: 0300, 0900, 1500, and 2100 hours [14].
• Children with juvenile rheumatoid arthritis at school. Functional problems, participation in physical education. The implementation of Public Law 94-142 [15].
• Perceived motor competence was related to actual motor competence as measured by the Movement ABC Test and by an observational scale used by Physical Education teachers [16].
• These scores were then compared with the scores on the MABC checklist which was given to the child's class and physical education teachers [17].
• The Attitudes Toward Physical Education Scale was administered and the results of 2 x 2 (Gender x School Type) ANOVA indicated that students in coeducational schools in general, and boys had more favorable attitudes [18].

References