Differences in perceived energy and macronutrient requirements across divisions in NCAA athletes.

BACKGROUND: Sports nutrition is an impactful component to sports performance. The purpose of the current study was to investigate the sports nutrition knowledge of National Collegiate Athletic Association collegiate athletes and assess self-reported perceived requirements for energy and macronutrient intake. A secondary aim was to evaluate the awareness of physical and emotional perceptions associated with mindful eating. METHODS: Participants included NCAA Division I (DI, n = 45), II (DII, n = 31), and III (DIII, n = 47) athletes. Athletes completed a validated questionnaire designed to assess sports nutrition knowledge and were asked questions about their perceived dietary energy and macronutrient requirements. Daily energy intake values were calculated using a recommended relative energy intake value of 40, 50, and 60 kcal/kg/day for low, moderate, and high activity levels, respectively. Carbohydrate recommendations were calculated using 4, 6, and 8 g/kg/day, protein recommendations were calculated using relative intakes of 1.4, 1.6, and 1.8 g/kg/day, and fat recommendations were calculated from a relative percentage of total predicted daily energy requirements, equating to 15, 25, and 30% of daily energy. Additionally, athletes completed a questionnaire to assess mindfulness regarding eating habits. RESULTS: Overall, athletes answered 45.5 ± 13.5% of questions correctly on the nutrition questionnaire with significant differences observed between male (48.6 ± 13.6%) and female athletes (43.6 ± 13.2%; p = 0.044), as well as significant differences observed between DI athlete scores (38.8 ± 14.1%) and DII athletes (47.7 ± 11.4%; p = 0.002), and DI athletes and DIII athletes (51.71 ± 11.83%; p = <0.001). All athletes significantly (p < 0.001) underestimated daily energy intake requirements (female, 2,112 ± 575 kcal/day; male, 3,283 ± 538 kcal/day). The mindfulness eating habits total score was significantly higher in male athletes (65.1 ± 6.5) compared to female athletes (60.9 ± 9.5; p = 0.009). CONCLUSIONS: Division I, II, and III collegiate athletes have poor sports nutrition knowledge, with Division I athletes having exhibited lower scores compared to Division II and III athletes on the sports nutrition knowledge questionnaire. Athletes from all levels of collegiate sports underestimated their energy and macronutrient requirements. Differences in mindful eating habits among female and male athletes were also evident.

Does learning a skill with the expectation of teaching it impair the skill's execution under psychological pressure if the skill is learned with analogy instructions?

OBJECTIVE: Having learners practice a motor skill with the expectation of teaching it (versus an expectation of being tested on it) has been revealed to enhance skill learning. However, this improvement in skill performance is lost when the skill must be performed under psychological pressure due to 'choking under pressure.' The present study investigated whether this choking effect is caused by an accrual of declarative knowledge during skill practice and could be prevented if a technique (analogy instructions) to minimize the accrual of declarative knowledge during practice is employed. DESIGN: We used a 2 (Expectation: teach/test) x 2 (Instructions: analogy/explicit) x 2 (Posttest: low-pressure/high-pressure) mixed-factor design, with repeated measures on the last factor. METHODS: One-hundred fifty-six participants were quasi-randomly assigned (based on sex) to one of four groups. Participants in the teach/analogy and teach/explicit groups practiced golf putting with the expectation of teaching putting to another participant, and analogy instructions or explicit instructions, respectively. Participants in the test/analogy and test/explicit groups practiced golf putting with the expectation of being tested on their putting, and analogy instructions or explicit instructions, respectively. The next day all participants completed low- and high-pressure putting posttests, with their putting accuracy serving as the dependent variable. RESULTS: We observed an Expectation x Instructions × Posttest interaction, such that a main effect of expectation was found in the low-pressure posttest, with the teach group exhibiting superior accuracy, and an Expectation × Instructions interaction was revealed for the high-pressure posttest. This interaction resulted from the teach group showing greater accuracy than the test group exclusively when receiving analogy instructions. CONCLUSION: Results show that participants who practiced with the expectation of teaching exhibited superior learning and indicate that they choked under pressure likely due to their accrual of declarative knowledge during practice, since the choking effect was prevented by having them practice with analogy instructions. Accordingly, having learners practice with the expectation of teaching and techniques that minimize the accrual of declarative knowledge is recommended.

P3b as an electroencephalographic index of automatic associations of exercise-related images.

OBJECTIVE: Interest in automatic associations of exercise and physical activity as potential contributors to behavior is rising. However, the measurement of these associations presents a challenge, since the reliability and validity of behavioral tests (despite their widespread usage) is unsatisfactory by most accounts. As a possible alternative, an electroencephalographic (EEG) index (i.e., P3b amplitude) was examined in the present study. DESIGN: We used a mixed-factor design, with one group of insufficiently and one group of sufficiently physically active participants being compared across different experimental conditions. METHODS: Thirty-seven insufficiently and thirty-six sufficiently active participants viewed exercise-related images presented within series of negative, neutral, or positive images and rated all images as negative (unpleasant) or positive (pleasant) while EEG recordings were obtained. The amplitude of the P3b component of the EEG-derived event-related potential, time-locked to the onset of exercise images in each context (series), was extracted as the dependent variable. RESULTS: Insufficiently active participants rated the exercise-related images as neutral-to-positive, whereas sufficiently active participants rated the images as positive. However, all participants exhibited the smallest P3b amplitude when the images were presented in the neutral context, suggesting that the images were registering as neutral. CONCLUSION: Exercise-related images may evoke neutral automatic associations, but these associations may differ from how individuals reflectively rate the same images. P3b amplitude may be useful in detecting such discrepancies and potentially a promising (evidence-based) option for assessing automatic associations of exercise stimuli.

Does learning a skill with the expectation of teaching it impair the skill's execution under psychological pressure if the skill is learned with analogy instructions?

OBJECTIVE: Having learners practice a motor skill with the expectation of teaching it (versus an expectation of being tested on it) has been revealed to enhance skill learning. However, this improvement in skill performance is lost when the skill must be performed under psychological pressure due to 'choking under pressure.' The present study will investigate whether this choking effect is caused by an accrual of declarative knowledge during skill practice and could be prevented if a technique (analogy instructions) to minimize the accrual of declarative knowledge during practice is employed. DESIGN: We will use a 2 (Expectation: teach/test) x 2 (Instruction: analogy/explicit) x 2 (Posttest: high-pressure/low-pressure) mixed-factor design, with repeated measures on the last factor. METHODS: A minimum of 148 participants will be quasi-randomly assigned (based on sex) to one of four groups. Participants in the teach/analogy and teach/explicit groups will practice golf putting with the expectation of teaching putting to another participant, and analogy instructions or explicit instructions, respectively. Participants in the test/analogy and test/explicit groups will practice golf putting with the expectation of being tested on their putting, and analogy instructions or explicit instructions, respectively. The next day all participants will complete low- and high-pressure putting posttests, with their putting accuracy serving as the dependent variable.

Does limiting pre-movement time during practice eliminate the benefit of practicing while expecting to teach?

Past research has revealed practicing and studying a motor skill with the expectation of teaching it to another person increases the amount of time participants spend preparing for movement during practice trials of the skill. However, it is unknown whether the increased motor preparation time explains the benefit of expecting to teach on motor learning. To address this question, we had participants practice golf putting with the expectation of teaching the skill to another participant the following day or the expectation of being tested on the skill the following day. We limited the motor preparation time for half of the participants who expected to teach and half of the participants who expected to test, and allowed the remaining participants to take as much motor preparation time as they liked. All participants were tested on their putting the next day. We predicted that participants who expected to teach would exhibit superior posttest performance, but this benefit would be exclusive to those participants who also practiced with unlimited motor preparation. Although the current data did not support this hypothesis, we also conducted an exploratory analysis in which we aggregated data from two prior experiments. This cumulative analysis suggested that expecting to teach does indeed enhance motor learning, but not through motor preparation during practice.

Effects of a Multi-Ingredient Energy Supplement on Cognitive Performance and Cerebral-Cortical Activation.

This study assessed whether a multi-ingredient energy supplement (MIES) could enhance cerebral-cortical activation and cognitive performance during an attention-switching task. Cerebral-cortical activation was recorded in 24 young adults (12 males, 12 females; 22.8 ± 3.8 yrs) via electroencephalography (EEG) both at rest and during the attention-switching task before (pretest) and 30 min after (posttest) consumption of a single serving of a MIES (MIES-1), two servings of a MIES (MIES-2), or a placebo (PL) in a double-blinded, randomized crossover experimental design. EEG upper-alpha power was assessed at rest and during the task, wherein d' (Z[hit rate]-Z[false alarm rate]) and median reaction time (RT) for correct responses to targets on attention-hold and attention-switch trials were analyzed. For both d' and RT, the Session (MIES-1, MIES-2, PL) × Time (pretest, posttest) interaction approached statistical significance (p = .07, η2p = 0.106). Exploring these interactions with linear contrasts, a significant linear effect of supplement dose on the linear effect of time was observed (ps ≤.034), suggesting the pretest-to-posttest improvement in sensitivity to task target stimuli (d') and RT increased as a function of supplement dose. With respect to upper-alpha power, the Session × Time interaction was significant (p < .001, η2p = 0.422). Exploring this interaction with linear contrasts, a significant linear effect of supplement dose on the linear effect of time was observed (p < .001), suggesting pretest-to-posttest increases in cerebral-cortical activation were a function of supplement dose. In conclusion, our findings suggest that MIES can increase cerebral-cortical activation and RT during task performance while increasing sensitivity to target stimuli in a dose-dependent manner.

Learning a skill with the expectation of teaching it impairs the skill's execution under psychological pressure.

When practicing a motor skill, learners who are expecting to teach it to another person exhibit superior gains in skill execution and declarative knowledge. Since skills acquired with large gains in declarative knowledge are highly susceptible to decrement under psychological pressure, it is possible the advantage of expecting to teach is lost when performing the learned skill under pressure. To test this hypothesis, we had 40 participants practice golf putting with the expectation of teaching (teach group) and 42 participants practice with the expectation of being tested (test group). The next day, all participants performed low- and high-pressure posttests. The teach group outperformed the test group under low pressure but not high pressure, where the teach group's performance declined to that of the test group. Further, the teach group reported using more declarative knowledge during the posttests than the test group, but declarative knowledge use did not mediate the performance decline from low- to high-pressure posttest. Taken together, results suggest expecting to teach benefits skill learning, but this advantage is lost when performing the skill under high pressure. However, whether skill breakdown under high pressure is caused by an increase in declarative knowledge use remains an open question. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Does practicing a skill with the expectation of teaching alter motor preparatory cortical dynamics?

Recent evidence suggests practicing a motor skill with the expectation of teaching it enhances learning by increasing information processing during motor preparation. However, the specific motor preparatory processes remain unknown. The present study sought to address this shortcoming by employing EEG to assess participants' motor preparatory processes while they completed a golf putting pretest, and then practiced putting with the expectation of (a) teaching another participant how to putt the next day (teach group, n = 30), or (b) being tested on their putting the next day (test group, n = 30). Participants' EEG during the 3-s prior to and 1-s after initiating putter movement was analyzed. All participants completed posttests 1 day after the practice session. The teach group exhibited better posttest performance (superior learning) relative to the test group, but no group differences in motor preparatory processing (EEG) emerged. However, participants in both groups exhibited linear decreases in both theta power at frontal midline and upper-alpha power over motor areas during putt initiation. These results suggest a decrease in working memory and action monitoring (frontal midline theta), and an increase in motor programming (motor upper-alpha) during putt initiation. Further, participants in both groups exhibited increased frontal midline theta from pretest to practice, but decreases in both upper motor-alpha and upper-alpha coherence between left/right temporal and motor planning regions. These results suggest participants utilized working memory and action monitoring to a greater extent during practice relative to pretest, while refining their motor programming and verbal-analytic/visuospatial involvement in motor programming.

To Take the Stairs or Not to Take the Stairs? Employing the Reflective⁻Impulsive Model to Predict Spontaneous Physical Activity.

The reflective⁻impulsive model (RIM) has been employed to explain various health behaviors. The present study used RIM to predict a spontaneous physical activity behavior. Specifically, 107 participants (75 females; Mage = 20.6 years, SD = 1.92 years) completed measures of (1) reflections about spontaneous physical activity, as indexed by self-report questionnaire; (2) impulse toward physical activity, as indexed by the manikin task; and (3) (state) self-control, as indexed by the Stroop task. The dependent variable was whether participants took the stairs or the elevator to the study laboratory. Results revealed reflections toward spontaneous physical activity positively predicted stair-taking. Further, a significant impulse toward physical activity × self-control interaction was observed. This interaction revealed that participants with high self-control who had a high impulse toward PA were more likely to take the stairs than their counterparts with a low impulse toward PA, whereas the opposite was the case for participants with low self-control. However, the impulse × self-control interaction was not significant when employing a self-report measure of trait self-control. Thus, RIM may be a good framework with which to consider spontaneous physical activity, but careful consideration must be given when examining variables within RIM (e.g., the boundary condition of self-control).

Expecting to teach enhances motor learning and information processing during practice.

Recent research has revealed that having learners study and practice a motor skill with the expectation of having to teach it enhances motor learning. However, the mechanisms underlying this effect remain unknown. We attempted to replicate this effect and elucidate the mechanisms underlying it. Thus, participants studied golf putting instructions and practiced putting either with the expectation of having to teach another participant how to putt or the expectation of being tested on their putting. During this acquisition phase, participants' motivation, anxiety, and information processing (the duration they took preparing each putt) were indexed as possible mechanisms underlying a motor learning effect. One day and seven days after the acquisition phase, learning was assessed by testing all participants on their golf putting. Results revealed that expecting to teach enhanced motor learning, replicating the original finding. Moreover, expecting to teach increased the duration participants took preparing each putt, which was correlated with superior motor learning. Thus, results suggest expecting to teach enhances motor learning by increasing information processing during practice.

Mídia e a produção do sujeito jogador de futebol profissional / Media and the production of the professional soccer player

Este artigo tem como objetivo visibilizar e problematizar a constituição do sujeito jogador de futebol profissional na sociedade contemporânea. Como ferramenta metodológica, utilizou-se a análise das práticas discursivas provenientes de materiais midiáticos, articuladas com as regularidades de enunciados construídos pelos campos de conhecimento na produção dos modos de subjetivação deste profissional. Para a análise, selecionou-se o material proveniente da mídia impressa – Jornal Zero Hora, de Porto Alegre, especialmente, em um período que caracterizou-se pelo surgimento de um atleta jovem na categoria profissional. Como resultado, pode ser visibilizado que o jogador de futebol profissional é constituído na contemporaneidade pelos modos de subjetivação através dos imperativos dos investimentos técnicos e do lucro. O sujeito é submetido a intensa produção de metodologias dos campos de saber para aperfeiçoamento para um alto-rendimento e por consequência estar de acordo com as exigências de qualificações do mercado profissional.(AU)

This paper aims to visualize and problematize the constitution of the professional football player in contemporary society. As a methodological tool, it is used to analysis the discursive practices from media materials, articulated with the regularities of statements constructed by knowledge fields in the production of professional modes of subjectivity. It was selected for analysis, a media material came from diaries, especially the period characterized by the emergence of a young athlete in the professional category and have earned attention from media. As a result, it can be visualized that the contemporary professional soccer player is composed by the modes of subjectivity through the imperatives of technical investment and profit on body. It is remarkably seen the production of methodological knowledge on athletes, that turns to a high performance.(AU)

Mídia e a produção do sujeito jogador de futebol profissional / Media and the production of the professional soccer player

Este artigo tem como objetivo visibilizar e problematizar a constituição do sujeito jogador de futebol profissional na sociedade contemporânea. Como ferramenta metodológica, utilizou-se a análise das práticas discursivas provenientes de materiais midiáticos, articuladas com as regularidades de enunciados construídos pelos campos de conhecimento na produção dos modos de subjetivação deste profissional. Para a análise, selecionou-se o material proveniente da mídia impressa – Jornal Zero Hora, de Porto Alegre, especialmente, em um período que caracterizou-se pelo surgimento de um atleta jovem na categoria profissional. Como resultado, pode ser visibilizado que o jogador de futebol profissional é constituído na contemporaneidade pelos modos de subjetivação através dos imperativos dos investimentos técnicos e do lucro. O sujeito é submetido a intensa produção de metodologias dos campos de saber para aperfeiçoamento para um alto-rendimento e por consequência estar de acordo com as exigências de qualificações do mercado profissional...

This paper aims to visualize and problematize the constitution of the professional football player in contemporary society. As a methodological tool, it is used to analysis the discursive practices from media materials, articulated with the regularities of statements constructed by knowledge fields in the production of professional modes of subjectivity. It was selected for analysis, a media material came from diaries, especially the period characterized by the emergence of a young athlete in the professional category and have earned attention from media. As a result, it can be visualized that the contemporary professional soccer player is composed by the modes of subjectivity through the imperatives of technical investment and profit on body. It is remarkably seen the production of methodological knowledge on athletes, that turns to a high performance...

As práticas discursivas e a produção do futebol profissional / The discursive practices and the production of professional Soccer / Las practicas discursivas y la producción del fútbol ProfesionalPROFESIONAL

Este artigo tem por objetivo mapear como as práticas com a bola foram sendo apropriadas em diferentes recortes temporais até se configurar na maneira de se olhar para a produção do futebol como é estruturado na sociedade contemporânea. Neste sentido, busca-se delinear, também, como, em diferentes momentos históricos, foram se produzindo os sujeitos jogadores desse esporte. Fez-se uso de uma análise de inspiração genealógica foucaultiana para o entendimento da formatação e construção do futebol e de seus praticantes.(AU)

This article aims to map the ways how the practice with the ball were being appropriate in different times and set into the production of soccer structured in contemporary society. To understand the format and construction of Soccer and its practitioners was based on Foucault genealogy inspiration analysis. As part of the results, it was possible to see how the politicaleconomic-social discourses contributed to the production of soccer going beyond athletics and joining to guidelines on executive government. Likewise, the athlete is configured in a subject with multiple skills to cope with the demands involved produced by the professionalism discourse.(AU)

Este artículo tiene como objetivo cartografiar cómo la práctica con el balón estuviera siendoadecuados en diferentes recortes temporales para establecer la producción del fútbol comoestá estructurado en la sociedad contemporánea. Para entender el formato y la construcción de fútbol y sus practicantes se basó en un análisis de inspiración foucaultiana Pedigree. Como parte de los resultados, es posible darse cuenta de los discursos políticos, económicos y sociales contribuyeron a la producción de balones de fútbol perpassando atlético y directricesimbricando en el gobierno ejecutivo. Del mismo modo, el atleta está configurado en un sujeto con múltiples especialidades para satisfacer las demandas involucradas en funciones producidas por el discurso de la profesionalización.(AU)

As práticas discursivas e a produção do futebol profissional / The discursive practices and the production of professional Soccer / Las practicas discursivas y la producción del fútbol ProfesionalPROFESIONAL

Este artigo tem por objetivo mapear como as práticas com a bola foram sendo apropriadas em diferentes recortes temporais até se configurar na maneira de se olhar para a produção do futebol como é estruturado na sociedade contemporânea. Neste sentido, busca-se delinear, também, como, em diferentes momentos históricos, foram se produzindo os sujeitos jogadores desse esporte. Fez-se uso de uma análise de inspiração genealógica foucaultiana para o entendimento da formatação e construção do futebol e de seus praticantes...

This article aims to map the ways how the practice with the ball were being appropriate in different times and set into the production of soccer structured in contemporary society. To understand the format and construction of Soccer and its practitioners was based on Foucault genealogy inspiration analysis. As part of the results, it was possible to see how the politicaleconomic-social discourses contributed to the production of soccer going beyond athletics and joining to guidelines on executive government. Likewise, the athlete is configured in a subject with multiple skills to cope with the demands involved produced by the professionalism discourse...

Este artículo tiene como objetivo cartografiar cómo la práctica con el balón estuviera siendoadecuados en diferentes recortes temporales para establecer la producción del fútbol comoestá estructurado en la sociedad contemporánea. Para entender el formato y la construcción de fútbol y sus practicantes se basó en un análisis de inspiración foucaultiana Pedigree. Como parte de los resultados, es posible darse cuenta de los discursos políticos, económicos y sociales contribuyeron a la producción de balones de fútbol perpassando atlético y directricesimbricando en el gobierno ejecutivo. Del mismo modo, el atleta está configurado en un sujeto con múltiples especialidades para satisfacer las demandas involucradas en funciones producidas por el discurso de la profesionalización...