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1.
J Hosp Leis Sport Tour Educ ; 30: 100363, 2022 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-34867086

RESUMEN

During the 2020/21 academic year most UK universities rapidly developed learning material as part of a move to blended learning, in response to the COVID-19 pandemic. This was interspersed with periods of virtual-only delivery, aligning with national lockdowns. The previous literature suggests there are both advantages and disadvantages to virtual-only and blended learning approaches, which may impact on student satisfaction. Student satisfaction scores may be especially insightful in a student cohort enrolled on an applied sport programme, whereby practical seminars and assessments would be severely impacted by social restrictions. Therefore, this study aimed to explore the experiences and perceptions of virtual and blended learning approaches in an undergraduate sport and exercise sciences cohort, during the COVID-19 pandemic. Additionally, this study aimed to explore whether student perceptions of both learning modes differed between and within-year groups. Students completed an adapted version of the national student survey (NSS), pertaining to periods of virtual learning-only (n = 81) and blended learning (n = 62). When all students were considered, blended learning yielded consistently higher satisfaction scores across all survey sub-sections (teaching on my course, learning opportunities, assessment and feedback, academic support, organisation and management, learning resources, learning community and student voice) resulting in a significantly higher overall course satisfaction score (3.93 ± 0.99 vs 3.55 ± 1.11; p = 0.33; ES = 0.36). When comparing Year 1 and Year 2 students, the former had significantly higher (p < 0.005) perception scores for teaching on my course, assessment and feedback, academic support, organisation and management, learning resources and learning community, but not learning opportunities, student voice or Covid-19-specific, for the virtual learning survey. Additionally, within-year group (Year 2) differences were found in assessment and feedback, academic support and learning community, with higher perception scores reported in the blended learning survey. No significant within-year group differences were observed in Year 1 students. This study provides the first data on student perceptions of a sport and exercise science programme during blended and virtual learning, amidst a global pandemic. The clear preference for blended learning in the current study, suggests sport and exercise science students appreciated the access to face-to-face teaching, despite the social distancing measures in place. Broadly, the findings may assist in governmental and institutional decision making, and in the designing of learning material during periods of social restrictions. These findings may be more beneficial to the design and implementation of face-to-face and/or online components for more applied, science-based courses.

2.
Front Nutr ; 8: 634465, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33681279

RESUMEN

Introduction: Sodium bicarbonate (NaHCO3) is a well-established nutritional ergogenic aid that is typically ingested as a beverage or consumed in gelatine capsules. While capsules may delay the release of NaHCO3 and reduce gastrointestinal (GI) side effects compared with a beverage, it is currently unclear whether the capsule size may influence acid-base responses and GI symptoms following supplementation. Aim: This study aims to determine the effects of NaHCO3 supplementation, administered in capsules of different sizes, on acid-base responses, GI symptoms, and palatability. Methods: Ten healthy male subjects (mean ± SD: age 20 ± 2 years; height 1.80 ± 0.09 m; weight 78.0 ± 11.9 kg) underwent three testing sessions whereby 0.3 g NaHCO3/kg of body mass was consumed in either small (size 3), medium (size 0), or large (size 000) capsules. Capillary blood samples were procured pre-ingestion and every 10 min post-ingestion for 180 min. Blood samples were analyzed using a radiometer (Radiometer ABL800, Denmark) to determine blood bicarbonate concentration ([ HCO 3 - ]) and potential hydrogen (pH). GI symptoms were measured using a questionnaire at the same timepoints, whereas palatability was recorded pre-consumption. Results: Capsule size had a significant effect on lag time (the time [ HCO 3 - ] changed, T lag) and the timing of peak blood [ HCO 3 - ] (T max). Bicarbonate T lag was significantly higher in the large-sized (28 ± 4 min) compared with the small-sized (13 ± 2 min) capsules (P = 0.009). Similarly, T max was significantly lower in the small capsule (94 ± 24 min) compared with both the medium-sized (141 ± 27 min; P < 0.001) and the large-sized (121 ± 29 min; P < 0.001) capsules. The GI symptom scores were similar for small-sized (3 ± 3 AU), medium-sized (5 ± 3 AU), and large-sized (3 ± 3 AU) capsules, with no significant difference between symptom scores (F = 1.3, P = 0.310). Similarly, capsule size had no effect on palatability (F = 0.8, P = 0.409), with similar scores between different capsule sizes. Conclusion: Small capsule sizes led to quicker T lag and T max of blood [ HCO 3 - ] concentration compared to medium and large capsules, suggesting that individuals could supplement NaHCO3 in smaller capsules if they aim to increase extracellular buffering capacity more quickly.

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