Dissertationen: „Physician trainees“

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Axisa, Carmen. „Doctors' Wellbeing: A Study of Burnout and Psychological Distress in Australian Physician Trainees“. Thesis, University of Sydney, 2021. https://hdl.handle.net/2123/24403.

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Background Burnout anxiety, depression and associated distress are frequently reported in doctors and have been extensively studied. They not only impact on doctors’ wellbeing but also on patient care. Methods The study used a randomised controlled design with a workshop intervention. Sixty-seven physician trainees from New South Wales Australia were recruited into the study, and participants were randomly assigned into intervention and control groups. The study timeline consisted of a baseline measurement and 3-months and 6-months measurements post workshop intervention. Workshop evaluations were conducted after each workshop. Outcome measures included Depression Anxiety Stress Scale (DASS), Professional Quality of Life Scale (ProQOL) and Alcohol Use Disorders Identification Test (AUDIT). Demographic factors, attitudes to doctors’ health, lifestyle and other work-related factors were also measured. Results Around half of the respondents met criteria for depression (53%), stress (51%) and anxiety (46%). More than three-quarters of respondents had high levels of burnout (76%) and secondary traumatic stress (90%) at baseline. A higher proportion of females had ‘Risky’ alcohol use than males (P=0.023). Respondents who did not report taking a holiday in the past twelve months had higher AUDIT scores than those who did take a holiday in the past 12 months (P=0.022) and were more likely to be at risk of depression (P=0.031). Workshop evaluations showed that participants agreed that the training was relevant to their needs, met their expectations and they would recommend the workshop to their medical colleagues. There was a small reduction in alcohol use, depression and burnout in the intervention group compared with the control group measured at the primary endpoint at six months, but these changes did not reach statistical significance. Conclusion These findings demonstrate high levels of psychological morbidity among physician trainees and a need to improve their wellbeing. Workplace systems need to promote healthy work environments and support physician trainees via appropriate mentorship and supervision. A change of culture within the medical community is needed in order to remove barriers for doctors seeking help for mental health problems.

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Cameron, Joy. „Physical education : meeting the needs of primary trainee teachers and trained teachers“. Thesis, University of Huddersfield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438072.

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3

Englund, Vannella L. „A needs assessment of the University of Wisconsin-Stout group fitness members related [to] the group fitness program“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006englundv.pdf.

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4

Sweet, Wendy Gaylene. „Personal Trainers: Motivating and Moderating Client Exercise Behaviour“. The University of Waikato, 2008. http://hdl.handle.net/10289/2271.

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First established in the 1990's, the personal training industry in New Zealand has experienced unprecedented growth. Over 80% of New Zealand health clubs market the services of Personal Trainers and there are now over 1500 registered Personal Trainers working in a range of settings. Their primary professional role is one whereby they promote and support individuals to attain desired 'results' in relation to their physical fitness and particularly, to adopt a more physically active lifestyle. But despite the growth of this industry, little is known about how Personal Trainers actually go about supporting the clients who purchase their service to find a way into, as well as stay committed to a physically activity lifestyle. To date there has been no research in New Zealand exploring how Personal Trainers operate as agents of behaviour change. Furthermore, there appears only anecdotal evidence about how the intervention strategies used by Personal Trainers reflect those recommended in the 'behaviour-change' literature. This thesis focused on the daily, working experiences of ten Personal Trainers. Inspired by the interpretive paradigm, in-depth interviews were conducted and analysis of the data, guided by the tenets of grounded theory, allowed the story about the way each participant went about her/his work to emerge. The study highlights a variety of issues that these Trainers recognise as significantly influencing their ability to succeed in an increasingly competitive and demanding business. Specific reference was also given to the behavioural intervention strategies that each participant believed were the most beneficial in nurturing client lifestyle behaviour-change. The study outcomes reveal that although the Trainers worked independently of each other there was considerable commonality in the approaches they had developed. All agreed on the importance of presenting themselves as confident, competent professionals who modelled healthy life-styles to their clients. Some of the strategies they used were similar in some regards to those described in the intervention literature, but others were not. A salient point made by all was that, despite some of their practices lying outside the professional boundaries defined by their professional registration organisation, the provision of services to clients often went beyond the 'physical'. Nutritional counselling especially had become an integral part of the service they provided for clients and was, in fact, an area which clients 'expected' them to be experts in. Each acknowledged the challenge of devising strategies to keep their clients committed, motivated and returning to them. The study highlighted two distinct phases of intervention as the Trainers used different motivational approaches to firstly, initiate change and then maintain their client's progress. As the clients began to see results all of the trainers agreed that their relationship with their long-term clients became more collegial. As time progressed, and in order to facilitate and foster client belief in the inherent value of physical activity 'for life', the Trainers became their client's Life Coach. The Personal Trainers in this study described a multitude of roles that each believed they needed to fulfil in order that they achieved on-going success as a Trainer. This emphasises the need for a more expansive education programme for Personal Trainers. Programmes which move beyond a traditional fitness discourse and better reflect the complexities of what it truly means to be a one-on-one 'Trainer'.

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5

Grant, Timothy A. „Prehospital Staffing and Road Traffic Accidents: Physician Versus Trained Nonphysician Responders“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/237.

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Road traffic deaths, which affect people in their productive years, are projected to be the third leading cause of death by the year 2030. While most studies have focused on road infrastructure and vehicle safety, this study examined something new: the impact of prehospital response to road traffic accidents on the rate of death. Some countries send physicians to the scene of an accident; some send paramedics or registered nurses. The question this research sought to answer was whether the use of physician responders resulted in a lower rate of death compared to the use of nonphysician responders. The literature makes it clear that rate of road traffic death is related to country income and governance indicators, so first those variables needed to be equalized. My conceptual framework for this cross-sectional correlation study was the Haddon matrix, which organizes injuries by temporal (pre-event, event, and postevent) and epidemiological (host, agent, and environment) factors. Using World Health Organization data on road traffic injury and country income, World Bank data on governance indicators, and a literature search of 67 countries' prehospital response profiles, significant negative correlations (p > 0.001) were found for road traffic deaths and income, r (65) = -0.68, and governance indicators, r (65) = -0.646. No significant difference in the rate of road traffic death was found between physician and nonphysician prehospital staffing. Because increasing countries' income and improving governance are long-term, ambitious goals for developing countries, training nonphysician prehospital responders appears to be the most effective social change to decrease the burden of road traffic deaths.

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6

Melton, Teresa K. „Instruction/procedures manual for student athletic trainers“. Master's thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-01202010-020116/.

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7

Simpson, Christopher. „A satisfaction survey among residency trained osteopathic family medicine physicians /“. View abstract, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3248457.

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8

Sailor, Scott Ray. „Defining non-cognitive behaviors perceived to interfere with success of athletic training students /“. For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.

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Thesis (Ed. D.)--University of California, Davis, 2004.
Joint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses)

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Dillaman, Laura R. „Perception of the certified athletic trainer's ability to perform in the industrial setting /“. Link to PDF version, 2005. http://libweb.cup.edu/thesis/umi-cup-1005.pdf.

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10

Green, Charles Michael. „The relationship between core stability and throwing velocity in collegiate baseball and softball players /“. Link to PDF version, 2005. http://libweb.cup.edu/thesis/umi-cup-1008.pdf.

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11

Tarpey, Robert Mellon. „The effect of core strengthening on lower leg functional stability in football players /“. Link to PDF version, 2005. http://libweb.cup.edu/thesis/umi-cup-1009.pdf.

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12

Seegmiller, Jeff G. Jerich Kenneth Frank. „Defining quality in athletic training post-certification graduate education“. Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087874.

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Thesis (Ed. D.)--Illinois State University, 2003.
Title from title page screen, viewed November 1, 2005. Dissertation Committee: Kenneth Jerich (chair), Todd McLoda, Adel Al-Bataineh, Joe Nwoye. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.

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Pircher, Christopher M. „Perceived preparedness of graduate assistant novice approved clinical instructors for supervision of undergraduate athletic training students“. Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5681.

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Thesis (M.S.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains vii, 76 p. : col. ill. Includes abstract. Includes bibliographical references.

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Lauber, Christine Anne. „The effect of role, age, gender, and years of experience upon the perceived importance of clinical teacher behavior categories in athletic training education“. Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2033.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 133 p. Vita. Includes abstract. Includes bibliographical references (p. 110-117).

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Williams, Joan B. „The nature of the mentor/trainee relationship in physical education initial teacher training“. Thesis, University of Brighton, 2010. https://research.brighton.ac.uk/en/studentTheses/b15a4243-7f89-4361-a165-a7be30b1195a.

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This study examined the nature of mentoring in Physical Education Initial Teacher Training (PE ITT) and how mentors and trainees in PE ITT from the Southern University Partnership established, maintained and ended their relationships over a fifteen-week school placement.

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Turner, Bekki. „Preparation and Support for Female Head Athletic Trainers in Collegiate Sport“. Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732082.

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Title IX of the U.S. Education Amendments of 1972 has significantly improved women’s access to previously male-dominated areas of education in the United States, but few of these studies have focused on the experiences of women currently in the higher education field. This study explored female head athletic trainers’ perceptions of the role of U.S. higher education institutions in preparing and supporting their achievement of leadership positions in U.S. collegiate sports: it also explored their views on potential changes in current higher education curricula and certification processes. This phenomenological study used Ridgeway’s status construction theory as its theoretical lens for examining the role of higher education in participants’ career progressions. Data were collected from a purposeful sample of 9 female head athletic trainers from various intercollegiate schools in the United States. The trustworthiness of findings was increased through use of the constant comparison data analysis method and sharing transcripts and excerpts of findings with participants. The study findings showed that the participants perceived higher education program preparation and support as limited in both helping women achieve collegiate leadership positions and overcome barriers to professional advancement. Suggestions for improving athletic training educational programs included adding mentorship and role models, experiential learning and interactions with sport personnel, networking opportunities, leadership training, and courses in gender roles and biases. This study promotes positive social change by identifying underlying gender biases inhibiting women’s promotions into sport leadership roles and by providing policy and curricular suggestions for addressing these, thereby promoting greater social equality.

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Baker, Edward R. „Effects of the perception of fitness on the acquisition of basic interviewing skills among helper trainees“. Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70350.

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The effect of the perception of fitness on the acquisition of several basic interviewing skills was explored. Furthermore, the relationship between perceived and actual fitness was investigated, as well as the relationship between actual fitness and basic interviewing skills. The interviewing skills were eye contact, talk time, verbal following (topic change) and focus of subject verbalization.
The study consists of two parts. The first part explored the viability of altering an individual's perception of personal physical fitness. Fifty-four subjects were randomly assigned to either the experimental or control condition. Experimental subjects received positive feedback related to their physical fitness during a bicycle ergometer test of actual fitness. Control subjects received only neutral feedback. Results indicated that positive feedback worked to successfully alter perception of fitness among experimental subjects.
The second part of the study explored the effect of fitness perception on interviewing skill acquisition. Results indicated that increasing an individual's perception of personal fitness did not enhance skill acquisition. There was also no significant difference in skill acquisition among subjects with higher and lower levels of perceived fitness. It was further determined that no significant relationship existed between actual fitness and the acquisition of basic interviewing skills used in the study. Additionally, it was determined that although a significant relationship between perceived and actual fitness was evident for female subjects in the study, this relationship did not hold true for male subjects.

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Lee, Casey Jane. „Mechanical power in well trained swimmers with a physical impairment“. Thesis, Manchester Metropolitan University, 2012. http://e-space.mmu.ac.uk/305119/.

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The aims of this thesis were to: 1) develop and validate tests of propulsive force and mechanical power that can be used to monitor British Disability swimmers; and 2) contribute to the development of an objective, evidence-based international classification system for swimmers with a physical impairment. The propulsive force produced by unilateral arm amputee and able-bodied swimmers was assessed during a 30 s fully tethered swim (Chapter 3). It was concluded that as a consequence of their physical impairment, arm amputee swimmers produced significantly lower tether forces than able-bodied swimmers. Due to the limitation of the fully tethered method, an Isokinetic Tethered Swimming (ITS) Ergometer was developed (Chapter 4). To establish the setting in which peak power occurs on the device, external power was calculated at a range of tether speeds (Chapter 5). The results demonstrated that peak power occurred at a tether speed of 50 or 60% of the swimmer’s maximal swimming speed, and peak power was significantly related to the level of the swimmer’s physical impairment (IPC Class). Using the peak power setting, the decline in external power was quantified during a 30 s maximal effort swim (Chapter 6). All swimmers exhibited a decline in external power during the swim; however this decline was not related to the swimmer’s IPC Class. The validity of the movement on the ITS Ergometer was established using electromyography (EMG). The data revealed that muscle activation and recruitment patterns were similar to that of free swimming (Chapter 7). Using EMG the effect of neuromuscular fatigue on the contractile properties of the muscles during a 30 s maximal effort swim was examined (Chapter 8). Of the muscles tested, the muscle which appeared to fatigue the most was different for each swimmer.

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Miller, Tiffany J. „Opinion of the need for water rescue techniques in athletic training /“. Link to PDF version, 2005. http://libweb.cup.edu/thesis/umi-cup-1002.pdf.

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20

Van, Vught Nicholas. „Varying treatments of delayed onset muscle soreness in athletic training /“. Link to PDF version, 2005. http://libweb.cup.edu/thesis/umi-cup-1007.pdf.

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21

Clement, Damien. „Effectiveness of an educational intervention on the attitudes toward sport psychology of athletic training students“. Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5581.

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Thesis (Ph. D.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains viii, 120 p. : ill. (some col.). Includes abstract. Includes bibliographical references.

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Bowman, Anita. „Utilization of support staff by athletic trainers at NCAA institutions“. Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941381.

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There are many choices of specialists to be utilized in a sport medicine support staff. The effectiveness of any athletic training program depends on the organization and utilization of these specialists. The purpose of this investigation was to review current practices of accessibility, utilization, and compensation of sports medicine support staff at NCAA Division I, II, and III institutions. A random sample of 225 NCAA institutions equally stratified by level (Division I, II, 111) was obtained from the National Association of Collegiate Directors of Athletics (NACDA) directory. A questionnaire was sent to 75 head athletic trainers in each of three NCAA divisions levels. Of the 225 questionnaires mailed, 178 were returned representing a 79% response rate.The accessibility and utilization of support staff was equally distributed with respect to gender and sports at all division levels. When examining the support staff, Division I had consistently higher accessibility and utilization rates than Division II and Ill. This study may assist athletic trainers to evaluate or update their program by reviewing current practices of accessibility utilization, and compensation of support staff.
School of Physical Education

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Wallace, Alan W. „Comparison between Athletic Trainers and Physical Therapist’s Management of Acute Sports Injuries and Medical Conditions“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574756605343357.

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24

Sander, Sarah E. „The Effects of a core strengthening program on lower extremity functional ability /“. Link to PDF version, 2005. http://libweb.cup.edu/thesis/umi-cup-1003.pdf.

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25

Morocco, Amy M. „The Effects of functional knee bracing on the balance and proprioception, velocity, and agility of uninjured female athletes /“. Link to PDF version, 2005. http://libweb.cup.edu/thesis/umi-cup-1006.pdf.

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26

Henning, Jolene Miller. „An exploration of peer education in athletic training clinical education“. Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247889.

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The purpose of this study was to describe the prevalence of peer education in athletic training clinical education as well as assess entry-level athletic training students' (ATS) preferences and perceptions regarding peer education in the clinical education setting. The Athletic Training Peer Education Assessment Survey was developed and distributed at the Athletic Training Student Seminar at the National Athletic Trainers' Association's (NATA) 53rd Annual Meeting and Clinical Symposia in Dallas, Texas on June 15, 2002. This survey contained demographic questions to assess gender, academic status, athletic training program status, and NATA district. Four questions were designed to assess the prevalence of peer education in entry-level athletic training education programs (ATEP). Participants were asked to indicate the percentage range that was representative of their clinical experiences. Seventeen statements regarding the entrylevel ATS preferences and perceptions regarding peer education were presented in a stem statement followed by a five point Likert scale. A convenience sample of 170 male and female entry-level ATS was surveyed. Participants represented all ten NATA membership districts, various levels of academic status, as well as CAAHEP accredited, JRC-AT candidacy, and internship programs. Data analyses consisted of descriptive statistics, non-parametric Pearson chi-square, independent t-test, one-way analysis of variance (ANOVA), as well as post-hoc tests. The majority (n=101) of students practice over 50% of their clinical skills with other ATS. Approximately 30% (n=48) indicated that they seek the advice of other ATS greater than 50% of the time. Most (n=111) of the students seek the advice of their clinical instructors (CIs) greater than 50% of the time. The majority (n=101) of students reported feeling less anxious when performing clinical skills in front of other ATS compared to in front of their CIs. Over half (56.4%) of students feel anxious when demonstrating skills in front of their CI. The majority (84.6%) view other ATS as valuable resources for learning and practicing clinical skills. Most (83.5%) felt they gain a deeper understanding of clinical knowledge when they teach it to other ATS. Peer education should be integrated into ATEPs to enhance student learning, improve collaboration, decrease anxiety, and enhance overall clinical performance.
Department of Educational Studies

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Melson, Treina. „A study of muscular development and muscular strength in the highly trained female bodybuilder and the non-strength trained female“. Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc935647/.

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The extent of muscular strength and muscular size in 20 female bodybuilders and 20 non-strength trained females was studied. Body composition and segment volumes and related anthropometric measurements data were obtained along with chest press and knee extension One Repetition Maximum (IRM) and 25 Repitition Maximum (25RM) values. No group differences were present in age, height, weight and segment volumes. The bodybuilders had a lower percent body fat, greater lean body weight (LBW) and larger muscles compared to the non-strength trained females.

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Clement, Damien. „Psychological readiness is this assessment valuable to athletic trainers in understanding athletes' adherence and compliance /“. Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4339.

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Cope, Afton. „Methicillin-resistant Staphylococcus aureus Education Effectiveness for Athletic Trainers at a University Community Physical Activity Center“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/177.

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Methicillin-resistant Staphylococcus aureus (MRSA) is a problem nationally and affects many people from all walks of life. Community associated MRSA is often ignored and not viewed as significant, thus there is a lack of education on the topic. One area that is at a particular risk for the transmission of Community Associated MRSA is physical activity centers. Education in these areas could improve the knowledge of community acquired MRSA among employees and decrease the likelihood of infection at physical activity centers. In this study a pre-test was given. After the pre-test an educational powerpoint on MRSA was presented and then the participants were given a post-test to complete. The goal of this study was to determine if the staff’s knowledge and opinions of MRSA would change after being educated on the topic.

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Laurent, Timothy G. „Perceptions of entry-level certified athletic trainers of the helpfulness of standards for clinical education settings“. Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1177986.

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Objective: The purpose of this study was to ascertain the perceptions of entry-level certified athletic trainers on the helpfulness of proposed standards for athletic training clinical education settings.Design and Setting: A 22 item questionnaire was developed based on 12 proposed standards for clinical education settings. The questionnaire was mailed to entry-level certified athletic trainers (those certified in 1997). The individuals in this sample were chosen due to their relatively recent education and work experience. Subjects were asked to rate the helpfulness of each standard. Using an open-ended question, subjects were also asked to identify the aspects of clinical education which prepared them best to fulfill employment responsibilities.Measurements: Frequency counts were computed for the degree of compliance with each clinical education setting standard, time devoted to clinical experience (hours and semesters) and clinical experience settings. Mean scores were computed from respondents' perceptions of helpfulness of clinical education setting standards and the role of clinical education in professional development of these athletic trainers. Chisquare with a significance level set at .05 was used to compare demographic and experience information to the perceived helpfulness of each clinical education setting standard.Results: Compliance with the proposed standards was high (mean = 89.9%, range 75.2% - 99.2%). Standards were perceived as "very helpful" (mean = 4.17/5.0). Only standards # 8 Single Coordinator of Clinical Education (mean = 3.58) and # 11 Professionally Active Clinical Instructor (mean = 3.96) were perceived as less than "very helpful.” Chi-square analyses revealed very little interaction between independent demographic variables and preparation for employment as an entry-level athletic trainer.Conclusions: The proposed standards for selecting and evaluating athletic training clinical education setting are helpful and should be considered for implementation in an athletic training education program. The standards can be used by all students and program administrators to evaluate a current or potential clinical education setting.Key Words: compliance, selection, evaluation, clinical experience, clinical instruction
Department of Educational Leadership

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Dobson, Bryan Paul. „Effects of intermittent hypoxic exposure on physical performance in trained basketball players“. AUT University, 2009. http://hdl.handle.net/10292/853.

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Strong evidence exists to support the use of a continuous (>8hr/day) hypoxic stimulus (either geographical altitude or simulated hypoxia) for enhancing the physical performance of endurance athletes. However, evidence supporting the use of acutely intermittent hypoxia (<1hr/day) for enhancing performance is less clear. The purpose of this study was to determine the effect of acutely intermittent hypoxic exposure on physiological and physical performance measures in team sport athletes. Using a single-blind controlled design, 14 trained basketball players (HYP = 7, CON = 7) were subjected to 15 days of intermittent hypoxia or normoxia. Each exposure was 37 minutes in duration (four cycles of 7min on, 3min off) and achieved using a nitrogen dilution device (Airo Ltd, Auckland, NZ). Prescribed peripheral oxygen saturation levels (SpO2) were maintained using an automatic biofeedback system and were progressively decreased from 86-89% on Day 1 to 75-78% on Day 15. A range of physiological measures and performance tests were conducted seven and two days before, and ten days after the intervention. The tests were: an incremental treadmill test to establish peak oxygen consumption ( peak) and running economy (RE), Yo-Yo Intermittent Recovery Test (YYIRT), and the Repeated High-Intensity Endurance Test (RHIET). Whole-blood samples were taken to assess a range of haematological measures. At 10 days post-intervention the HYP group, relative to the CON group, exhibited the following percent changes (±90% confidence limits, CL), and effect sizes (ES; ±90% CL); YYIRT running speedpeak (4.8; ± 1.6%, ES: 1.0 ± 0.4; benefit almost certain), RHIET total sprint time (-3.5; ± 1.6%; ES: -0.4 ± 0.2; benefit very likely), RHIET slowest sprint time (-5.0; ± 2.4%; ES: -0.5 ± 0.2; benefit very likely), soluble transferrin receptor (9.2; ± 10.1%; ES: 0.3 ± 0.3; benefit possible) running economy (11km.hr-1) (-9.0; ± 9.7%; ES: -0.7 ± 0.7; benefit likely, probable), and running economy (13km.hr-1) (-8.2; ± 6.9%; ES: -0.7 ± 0.5; benefit likely, probable). Changes to running economy (9km.hr-1), peak, maximum heart rate and lactate and all other blood measures were unclear. In conclusion, acutely intermittent hypoxia resulted in worthwhile changes in physical performance of trained basketball players in tests relevant to competition. However, the lack of clear change in physiological and haematological measures makes it difficult to determine the underlying mechanism for such enhancement.

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McAlpine, Nicola Anita. „The Perceptions of Emergency Medicine Physicians and Trainees Regarding Family Presence During Adult Patient Resuscitation in South African Public Sector Emergency Centres“. Master's thesis, Faculty of Health Sciences, 2018. http://hdl.handle.net/11427/31098.

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Introduction The benefits of family presence during adult resuscitation (FPDR) are well documented in the literature. However, despite apparent value, FPDR is not always practised. The purpose of this study was to evaluate the perceptions of Emergency Medicine physicians and specialist trainees regarding FPDR in South African public sector Emergency Centres. Method A descriptive study was undertaken, using an electronic survey which consisted of both open and closed-end questions. The Survey was distributed via email to 157 Emergency Medicine physicians and specialist trainees in South Africa. The data was collected and subjected to descriptive statistical analysis. Results Most South African Emergency Medicine physicians and trainees did not feel that FPDR interrupted patient care; did not feel it hindered the teams’ productivity; and did not believe it increases complaints about the quality of patient care. Despite this, practice of FPDR was found to be uncommon. Knowledge regarding FPDR guidelines was poor. Discussion The views of South African Emergency Medicine physicians and specialist trainees regarding FPDR is in keeping with other pro-FPDR countries. However, these views do not seem to translate into practice. FPDR education and development of local guidelines are recommended.

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Esteban, Ronaldo C. „The design of an undergraduate athletic training curriculum for Virginia Tech“. Master's thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-04272010-020054/.

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34

Schellhase, Kristen Couper. „Are approaches to teaching and/or student evaluation of instruction scores related to the amount of faculty formal eduational coursework?“ Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002767.

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35

Frank, Eva M. „Simulation For A Continuing Professional Education Course| Examining The Learning Gains And Perceptions Of Athletic Trainers“. Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300324.

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The purpose of this explanatory sequential mixed methods study was threefold. First, this study compared the effects of two different simulation-based instructional strategies on athletic trainers’ clinical competence in performing cardiovascular screening with cardiac auscultations. Second, this study identified the athletic trainers’ perceptions of learning through simulation-based instructional strategies. Third, this study attempted to identify and offer instructional recommendations based on the outcomes.

The quantitative phase analyzed cognitive and diagnostic reasoning knowledge and history-taking and clinical skills specific to cardiovascular screenings with cardiac auscultations as it was taught to athletic trainers (ATs) at a continuing professional education (CPE) course. The quantitative results found that high-fidelity and low-fidelity simulation-based instructional strategies significantly increased cognitive and diagnostic reasoning knowledge and history-taking and clinical skill from pre-test to post-test assessment on all dependent variables. When comparing the two fidelity types to each other, the analysis found that the participants in the high-fidelity simulation group gained significantly more skill when compared to the low-fidelity group.

In the qualitative analysis of this study, three themes emerged specific to the perceptions of the athletic trainers’ experiences as they learn through simulation-based instructional strategies. The first theme that emerged was a clear indication that participants’ exhibited positive perceptions of learning through simulation-based instructional strategies. The second theme that emerged was that the high-fidelity simulation experience during the pre-assessment and post-assessment raised an awareness of the deficit of knowledge and skills in performing a comprehensive cardiovascular screening with cardiac auscultations. Lastly, the third theme that emerged was specific to the perceived limitations in the effectiveness of low-fidelity simulation and the perceived strengths in the effectiveness of high-fidelity simulation.

A few instructional recommendations emerged from this dissertation study. Simulation-based instructional strategies are an ideal teaching method to utilize during continuing professional education courses with athletic trainers. Specifically, this study identified that both, high-fidelity and low-fidelity simulation, are effective in teaching cardiovascular screening with cardiac auscultations. Additionally, the participants perceived influences of a pre-test on the identification of their knowledge and skills deficit suggests that there are benefits of utilizing an authentic simulation pre-test as part of CPE courses.

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Rooney, Kevin F. „The effects of an aquatic core training program and a pilates core training program on core strengthening in the college athlete /“. Link to PDF version, 2005. http://libweb.cup.edu/thesis/umi-cup-1010.pdf.

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Mukwambo, Muzwangowenyu. „Understanding trainee teachers' engagement with prior everyday knowledge and experiences in teaching physical science concepts : a case study“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001874.

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The constructivist world view is advocated in the Namibian National Curriculum for Basic Education (NNCBE, 2010) since it encourages teachers to use different knowledge sources. This perspective embraces a multicultural approach to science teaching and learning. Indigenous knowledge (IK) and western science (WS) are some of the knowledge sources that are advocated. Yet, it has been noted that some science textbooks used in school science curricula do not consider IK. It is often diminished and considered of lesser value. The sole use of WS in teaching and learning is often distant from IK sources which can be used as prior knowledge. In this study, I therefore endeavoured to minimize this gap in the science curriculum. Essentially, the study focused on investigating trainee teachers’ engagement with prior everyday knowledge and experiences of natural phenomena in teaching physical science concepts. The rationale behind the study emerged while I was supervising twelve trainee teachers on school based studies (SBS) in the Caprivi Region. Observations revealed that learners frequently asked trainee teachers to relate their IK to WS to contextualize what they were learning. However, most trainee teachers seemed to experience challenges. This pedagogical gap and challenge was investigated using the instruments below. An analysis was done on the Namibian National Curriculum for Basic Education (NNCBE, 2010), extracts of research papers and a chapters on pressure in physical science textbooks. A worksheet was used to orientate trainee teachers with suggestions on how IK could be fused with WS to contextualize teaching and learning. Thereafter, this was followed by the simultaneous use of brainstorming and audio-visual techniques. Base line instruments paved the way for the main data generating techniques; namely, microteaching, audio-visual techniques, critical partners’ observation and focus group interview. There was triangulation of data collection instruments which enhanced validation followed by tabulation and data collation to develop themes. Analysis entailed checking theme repetition, indigenous categories and key words in context techniques. Themes enabled the construction of analytical statements which were discussed with reference to the relevant literature, theory and subsequently aligned to the research questions. Findings from this study include the suggestions that IK can be incorporated into teaching and learning of science concepts through the use of models or practical activities, science language used in the community and some cultural artifacts. The relevance of incorporating such type of knowledge is to contextualize science teaching and learning. The study therefore concluded that the incorporation of IK into teaching and learning of science concepts; (a) broadens the curriculum as it addresses conceptual progression and cohesion; (b) contextualizes concepts taught; (c) empowers teachers to use a practical curriculum and (d) it also creates space for misconceptions that come with IK to be identified and corrected. The study thus recommends that cultural artifacts and the social science jargon used in the community of the trainee teachers can be used to incorporate IK with WS as these types of knowledge are not mutually exclusive but in fact complement one another.

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Haffor, Al-Said A. „Carbon dioxide storage capacity of endurance and sprint-trained athletes in exercise /“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259125221279.

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Roberts, Michael D. Kreider Richard B. „Effects of arachidonic acid supplementation on training adaptations in resistance-trained males“. Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4890.

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Holcomb, Brett C. „A Model for Health? An Examination of the Exercise and Nutritional Attitudes and Behaviors of Personal Trainers and Their Influences on the Individuals They Lead“. Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273523310.

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Privé, Marc. „Proposition d'un cadre de référence propice au développement d'instruments de mesure de la performance pour les intervenants en centre de conditionnement physique /“. Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1992. http://theses.uqac.ca.

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Feldman, Darya C. „Levels of stress and coping in certified athletic training graduate assistants“. Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3914.

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Karp, Jason R. „Lungs and legs entrainment of breathing to locomotion in highly-trained distance runners /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278451.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2007.
Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4239. Advisers: Robert Robergs; David Koceja. Title from dissertation home page (viewed May 19, 2008).

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Yager, Karen M. „BODY IMAGE, BODY DISSATISFACTION, DIETING AND DISORDERED EATING AND EXERCISE BEHAVIOURS OF TRAINEE PHYSICAL EDUCATION TEACHERS: INVESTIGATION AND INTERVENTION“. Thesis, The University of Sydney, 2008. http://hdl.handle.net/2123/2780.

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University students are known to have a high prevalence of body dissatisfaction, dieting and disordered eating and exercise behaviours. Those enrolled in food and exercise related degree areas have been found to be particularly vulnerable. Part 1 of this study compared the body image, body dissatisfaction, dieting, disordered eating and exercise behaviours of first year male and female trainee physical education [PE; N = 295] teachers and undergraduates enrolled in non food and exercise related degree areas [Non PE; N = 207]. Male and female PE participants had a lower body image and higher body dissatisfaction and were significantly more likely to be dieting and engaging in disordered eating behaviours than Non PE participants. These findings provide empirical evidence of anecdotal suspicions that trainee physical education teachers are susceptible to body image problems and eating disorders; and create a demand for for intervention programs to improve the body image, body dissatisfaction, dieting and disordered eating and exercise behaviours of this population. Part 2 of this study involved the development of a dissonance and self esteem based (Intervention 1) and a dissonance, and media literacy based intervention that built self esteem and used computer technologies (Intervention 2) to be implemented into trainee physical education teachers’ [N= 170] undergraduate training. Both interventions were successful in improving the body image, and disordered eating behaviours of trainee PE teachers compared to a control group; which suggests that the inclusion of intervention programs in trainee teacher’s undergraduate training is both feasible and effective. Further research should investigate the effects of intervention programs to improve body image and eating behaviours among trainee physical education teachers; and male university students. The development of standardised measures and approaches toward the improvement of body image, body dissatisfaction and disordered eating and exercise behaviours that are specifically designed for males is also encouraged.

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Yager, Karen M. „BODY IMAGE, BODY DISSATISFACTION, DIETING AND DISORDERED EATING AND EXERCISE BEHAVIOURS OF TRAINEE PHYSICAL EDUCATION TEACHERS: INVESTIGATION AND INTERVENTION“. University of Sydney, 2008. http://hdl.handle.net/2123/2780.

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Doctor of Philosophy (PhD)
University students are known to have a high prevalence of body dissatisfaction, dieting and disordered eating and exercise behaviours. Those enrolled in food and exercise related degree areas have been found to be particularly vulnerable. Part 1 of this study compared the body image, body dissatisfaction, dieting, disordered eating and exercise behaviours of first year male and female trainee physical education [PE; N = 295] teachers and undergraduates enrolled in non food and exercise related degree areas [Non PE; N = 207]. Male and female PE participants had a lower body image and higher body dissatisfaction and were significantly more likely to be dieting and engaging in disordered eating behaviours than Non PE participants. These findings provide empirical evidence of anecdotal suspicions that trainee physical education teachers are susceptible to body image problems and eating disorders; and create a demand for for intervention programs to improve the body image, body dissatisfaction, dieting and disordered eating and exercise behaviours of this population. Part 2 of this study involved the development of a dissonance and self esteem based (Intervention 1) and a dissonance, and media literacy based intervention that built self esteem and used computer technologies (Intervention 2) to be implemented into trainee physical education teachers’ [N= 170] undergraduate training. Both interventions were successful in improving the body image, and disordered eating behaviours of trainee PE teachers compared to a control group; which suggests that the inclusion of intervention programs in trainee teacher’s undergraduate training is both feasible and effective. Further research should investigate the effects of intervention programs to improve body image and eating behaviours among trainee physical education teachers; and male university students. The development of standardised measures and approaches toward the improvement of body image, body dissatisfaction and disordered eating and exercise behaviours that are specifically designed for males is also encouraged.

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Shull, Daniel. „Altering a Runner’s Foot strike using a Modified Elliptical Trainer“. VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4822.

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One possible solution to common running related injuries is to transition runners from a rearfoot strike during initial contact to a midfoot strike. Natural rearfoot strike runners were studied to see if a modified elliptical trainer could be used to alter their running pattern to that of a midfoot strike runner. Their results were compared to subjects who ran on a non-modified elliptical trainer. After training on the modified elliptical trainer, subjects demonstrated a decrease in foot angle at initial contact when attempting to run with a midfoot strike. Training did not affect all kinetic metrics or stride frequency. However, the kinematic change suggests that there may be an impact on running energetics. Training on the modified elliptical trainer resulted in improved midfoot strike kinematics in natural rearstrike runners when they attempted run in a midfoot strike pattern.

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Colquhoun, Ryan James. „Comparison of Powerlifting Performance in Trained Males Using Traditional and Flexible DailyUndulating Periodization“. Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5464.

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Daily undulating periodization is a growing trend in the exercise science literature. Flexible daily undulating periodization allows for athletes to have some autonomy within a periodized training cycle and is a relatively new and unstudied concept. The comparison of a flexible and traditional daily undulating periodization program using trained males has not been examined in the literature. The purpose of this study was to compare the effects of Flexible and Traditional Daily Undulating Periodization models on powerlifting performance in trained males. 25 resistance-trained males (23±6 years; 79±22 kg) completed a 9-week resistance-training program and were randomly assigned to one of two groups: Flexible Daily Undulating Periodization (FDUP; N=14) or Daily Undulating Periodization (DUP; N=11). All subjects possessed a minimum of 6 months of resistance training experience & were required to squat 125% their bodyweight, bench press their bodyweight, and deadlift 150% their bodyweight. Dependent variables (DV) included bench press 1RM, squat 1RM, deadlift 1RM, Powerlifting total, and Wilk's Coefficient. Each DV was assessed at baseline and after the 9-week training program. The DUP group performed a hypertrophy workout on Monday, a power workout on Wednesday, and a strength workout on Friday. The FDUP group completed the exact same workouts in a given week, but were allowed to choose the order of the workouts. Data for each DV were analyzed via a 2x2 between-within factorial repeated measures ANOVA. The alpha criterion for significance was set at 0.05. There were no significant differences in total volume or intensity between groups. There was a main effect for time (p < 0.001) for 1RM Squat (FDUP pre = 132 ± 34 kg, FDUP Post = 148 ± 33 kg; DUP pre = 147 ± 31 kg, DUP post = 165 ± 25 kg), 1RM Bench Press (FDUP pre = 96 ± 20 kg, FDUP post = 102 ± 19 kg; DUP pre = 147 ± 31 kg, DUP post = 165 ± 25 kg), 1RM Deadlift (FDUP pre = 166 ± 41 kg, FDUP post: 181 ± 37 kg; DUP pre = 174 ± 25 kg, DUP post = 188 ± 29 kg), Powerlifting Total (FDUP pre = 394 ± 90 kg, FDUP post = 431 ± 84; DUP pre = 439 ± 71 kg, DUP post = 480 ± 69 kg), and Wilk's Coefficient (FDUP pre = 147 ± 25 kg, FDUP post = 304 ± 51; DUP pre = 299 ± 41, DUP post = 325 ± 38). There were no interaction effects between the FDUP and DUP for any of the variables assessed. 9 weeks of Flexible DUP leads to comparable gains in powerlifting performance when compared to a Traditional DUP program in trained males. This may be attributed to the fact that both groups performed similar volumes of work throughout the study. Specifically, FDUP improved squat 1RM by 12%, bench press 1RM by 7%, deadlift 1RM by 9%, powerlifting total by 9%, & Wilk's coefficient by 9%. Similarly, DUP improved squat 1RM by 12%, bench press 1RM by 8%, deadlift 1RM by 8%, powerlifting total by 9%, & Wilk's coefficient by 9%.

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Sinclair, Lisa M. „Effect of iron supplementation on endurance performance in iron deficient trained males and females /“. free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1422965.

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Moses, Jackie. „The grass is greener ... : a comparison of two distinct pathways to qualified teacher status, with particular reference to the expectations and experiences of secondary physical education trainees“. Thesis, Durham University, 2009. http://etheses.dur.ac.uk/1935/.

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There are many routes to attaining qualified teacher status within the UK. Set within an interpretative paradigm this research considers two distinct routes to QTS, namely those of the Post Graduate Certificate in Education (PGCE) and that of the Graduate Teaching Programme (GTP). The empirical work in this research explores, through an in depth and iongitudinal approach, the expectations and experiences of trainees on these two routes.

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Rich, Emma J. „Strong words, tough minds, trained bodies : a life history narrative analysis of female student teachers of physical education“. Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/6776.

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This research addresses the construction of gender identities within the context of Initial Teacher Training in Physical Education within England. The life story narratives of ten female student teachers of physical education arc documented and analysed, drawing upon a feminist theoretical framework informed by tenets of poststructuralist thinking. These approaches assisted in accommodating and explaining the contradictory social positions that the women engaged in, within a variety of discourses, as they constructed multiple, diverse and often contradictory gender identities. The participants consist of ten determined and highly successful women (strong minds) who have much to say about their agency (strong words) yet simultaneously find themselves complicit to a number of traditional gender discourses, particularly in terms of the body - an awareness of which increases during the process of training to become a Physical Education Teacher (trained bodies). Such complexity precludes any finite conclusions being drawn. Rather the thesis engages in, and extends, the discussions surrounding the thcorising of gender, resistance, and agency within teacher training in Physical Education. The stories capture some fundamental shifts in the place of feminisms in post-modemity or high modernity, with a simultaneous use of both, to borrow Giddens (1991) terms, 'emancipatory' and 'life politics' styles of feminism; with gender inequality defined as a collective problem, but with an individual solution. Moreover, a number of gendered inequalities at both the structural and micro-political level are highlighted. In particular, a liberal discourse of equal opportunities appeared to mask the institutionalisation of 'otherness' these women experienced in teaching practice, and supported the cssentialisation of male and female identities. Whilst there aren't tales of radical changes in their teaching of Physical Education, the narratives alluded to their embodied vision, and in acts of naming, the agency they had for telling, constructing and shaping their lives is revealed. As such, the thesis concludes by suggesting that teacher education and educational research need to embrace more explicitly and centrally a framework which considers further, the role of gender in the formation of a variety of teachers identities. Moreover, in developing more critical reflexive forms of teacher education, a number of strategies of intervention which draw upon critical post-structuralist perspectives are outlined.

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Dissertationen zum Thema „Physician trainees“

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