Plasma catecholamine and cardiovascular reactivity during an acute high ropes course event.

The primary purpose of this study was to describe physiological responses to an acute high ropes course stress. The selected dependent variables were epinephrine (E), norepinephrine (NE), heart rate (HR), systolic/diastolic blood pressure (BPs and BPd) and self-reported anxiety. A secondary purpose was to explore possible relationships between the observed physiological responses and physical fitness. College-age males were recruited for preliminary V(O(2)) max testing to identify a high-fit and low-fit subject pool. Eleven were identified as eligible participants and gave informed consent. Six participants were in the high-fit category (V(O(2)) max>60 ml/kg) and five in the low-fit category (V(O(2)) max<42 ml/kg). The Power Pole, a common high ropes course event, was selected as the acute field-based challenge activity. During participation in the challenge, a series of five (T1-T5) 10-ml blood samples were taken (via intravenous catheter) to be analyzed for E and NE. Subjective anxiety, HR, BPs and BPd were also measured at T1-T5. When the data were analyzed in a 2 (fitness group) x 5 (time) factorial ANOVA, there was a significant main effect for time with each dependent variable. However, the only difference between fitness levels was found with HR. These results indicate that the Power Pole is an acute field-based stressor for individuals of both high and low fitness levels. Due to the lack of difference between fitness groups for all variables other than HR, we conclude that participating in the Power Pole event elicits more stress of a psychosocial nature than stress of physical exertion.

Effects of sex composition by class and instructor's sex on physical self-efficacy of college men.

The relationship of sex composition of class and instructor's sex to Physical Self-efficacy has yielded conflicting results in several studies. This study examined the relationship of sex composition of class and instructor's sex to scores on Physical Self-efficacy, Perceived Physical Ability, and Physical Self-presentation Confidence of 80 male students enrolled in one of four sections of a strength training class. Analysis indicated no significant difference on Physical Self-efficacy between male students who were enrolled in all male classes or in coeducational classes; improvements in scores on Physical Self-efficacy were not specific to the sex composition of the class or sex of the instructor and no significant difference on Perceived Physical Ability and Physical Self-presentation Confidence between male students who joined an all male class or a coeducational class. Perceived Physical Ability improved from the pretest to the posttest in all classes; and no improvement in scores for Physical Self-presentation Confidence was found in all classes. In conclusion, the analysis showed sex composition of the class and sex of the instructor were not significantly related to scores for self-efficacy.