Journal of Health, Sports, and Kinesiology

JOHSK 2021, Volume 2, Issue 3 (s), including conference presentations and abstracts.

Relationship Between Nonalcoholic Fatty Liver Disease and Low Skeletal Muscle Mass in Obese Youth

Previous studies in adults have found a correlation between nonalcoholic fatty liver disease (NAFLD) and sarcopenia. The present study evaluated the relationship between NFALD and skeletal muscle mass in overweight/obese youth. A total of 234 children and adolescents (age 8-16) was stratified into tertiles based on relative muscle mass (RMM). Total, regional lean body mass, and total fat mass were obtained by dual-energy X-ray absorptiometry. RMM was defined as the percent of muscle mass (kg) relative to the sum of muscle and fat mass (kg). NAFLD was diagnosed via ultrasononography and a subset of participants with NAFLD (n=40) underwent a liver biopsy. The lowest tertile had a significantly higher risk for obesity, dyslipidemia, insulin resistance, metabolic syndrome, NAFLD, and nonalcoholic steatohepatitis (NASH). The present study demonstrated an association between low muscle mass, NAFLD, and NASH in overweight/obese youth. Despite the strong scientific merits of the present study, a lack of race/ethnic description could be a major critique as different ethnic background (specifically in the minorities) may be disproportionately impacted by fat distribution and relative muscle mass. Even though there is a clear relationship between sarcopenia and NAFLD in the elderly, this association may not stem from the same origin in the pediatric population. Lastly, but not least, future studies should evaluate NAFLD in obese youth with varying degrees of metabolic disorders (i.e., metabolic syndrome).

The Legal Implications of Korean Sports Violence

Korean national laws may have limited application in the sports sector. Sports rules that restrain government intervention have allowed organizations to exercise power as autonomous and private sectors at the global level (Kim, 2011). Despite these constraints, certain issues, including criminal problems, economic interests, and bodily integrity in sports, sometimes call for intervention from judicial powers (Park, 2016). As it is impossible to completely avoid physical contact in team sports games, acts of violence that have high chances of harming others naturally take place during games and competitive events. Thus, this paper seeks to define whether violence in sports is subject to criminal prosecution. After a descriptive exploration of pre-existing studies through a systematic literature review, qualitative research was conducted to examine the precedents in accordance with legal transition and flow. Legal concepts in Korea were first established, and key points of previous works and studies were examined thoroughly (Sohn, 2011). It is critical to judge the intentionality of such actions for a legal interpretation to see whether they can be deemed offensive (Sohn, 2011). As the concept of violence is defined as a physical assault on bodies, illegally exercised physical coercion, and invasion of other people’s bodies, thus validating such action as a crime, the benefit and protection of law to be honored in such incidents are bodily integrity and its physiological functions (Oh, 2019). In order to decide criminality under penal law, each case consists of the “component validity-illegality-obligation” (Yeon et al., 2018).

Elementary School Classroom Teachers’ Perceptions of Teaching Physical Education: A Literature Review

Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012). Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008). Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.

The Effects of App-Based Feedback on Students’ Sport Knowledge in Sport Education Badminton Season

Introduction Sport education is a curriculum model that helps students to be a competent, literate, and enthusiastic sportsperson (Siedentop et al., 2020). The effectiveness of the model on badminton skill development has been demonstrated by previous literature (Hastie et al., 2011). Along with the skill development, cognitive outcomes (e.g., sport-specific knowledge) are considered to be important parts of one’s performance in sports. Cognition of ‘how to play’ in a sport is associated with improved performances (Thomas & Thomas, 1994). Therefore, teaching sport knowledge is important to enhance the effectiveness of practice and gameplay. Thomas and Thomas (1994) described the three concepts of sport knowledge in performance: (a) declarative (factual information, such as rules), (b) procedural (techniques and tactics), and (c) strategic knowledge (knowing how to learn). Given that the nature of sport knowledge has great potential to be developed for all levels of players (Dexter, 1999), it is important to dive into diverse ways to boost students’ cognitive learning while playing sports in physical education. Using advanced video technology, such as motion analysis mobile applications (Apps) with a feature of live capture for instant feedback, may enhance cognitive learning outcomes in physical education. Video technology has grown rapidly to support learning in physical education over the past decades (Palao et al., 2015; Rikli & Smith, 1980; van Wieringen et al., 1989). However, little is known about the effectiveness of a motion analysis App on students’ sport knowledge enhancement in sport education. Therefore, the App-based feedback was examined to identify its effectiveness on students’ sport knowledge enhancement during sport education badminton season. Introduction Sport education is a curriculum model that helps students to be a competent, literate, and enthusiastic sportsperson (Siedentop et al., 2020). The effectiveness of the model on badminton skill development has been demonstrated by previous literature (Hastie et al., 2011). Along with the skill development, cognitive outcomes (e.g., sport-specific knowledge) are considered to be important parts of one’s performance in sports. Cognition of ‘how to play’ in a sport is associated with improved performances (Thomas & Thomas, 1994). Therefore, teaching sport knowledge is important to enhance the effectiveness of practice and gameplay. Thomas and Thomas (1994) described the three concepts of sport knowledge in performance: (a) declarative (factual information, such as rules), (b) procedural (techniques and tactics), and (c) strategic knowledge (knowing how to learn). Given that the nature of sport knowledge has great potential to be developed for all levels of players (Dexter, 1999), it is important to dive into diverse ways to boost students’ cognitive learning while playing sports in physical education. Using advanced video technology, such as motion analysis mobile applications (Apps) with a feature of live capture for instant feedback, may enhance cognitive learning outcomes in physical education. Video technology has grown rapidly to support learning in physical education over the past decades (Palao et al., 2015; Rikli & Smith, 1980; van Wieringen et al., 1989). However, little is known about the effectiveness of a motion analysis App on students’ sport knowledge enhancement in sport education. Therefore, the App-based feedback was examined to identify its effectiveness on students’ sport knowledge enhancement during sport education badminton season.

The Effect of Crank Arm Length on Cycling Economy and Performance in Triathlon

Given the nature of a triathlon race, the cycling distance is typically much longer than swimming and running across race distances from sprint to Ironman. Besides, triathletes should try to not only maintain a certain level of cycling power but also consider cycling economy to make a better performance in both the cycling portion and the overall race (Bonacci et al., 2013; Sleivert & Rowland, 1996; Swinnen et al., 2018). The cycling economy is an important indicator to predict cycling performance in terms of time to complete a certain distance. Both cycling economy and performance are determined by the interaction between mechanical output and physiological input (Barratt et al., 2016; Korff et al., 2007; Sunde et al., 2010). Theoretically, improving cycling economy elicits a better cycling time trial performance and/or less physiological demands (e.g., rate of oxygen consumption: V̇O2, heart rate) to complete at a given distance. The crank arm length (CAL) is one of the important factors among many variables that affect the economy and performance in cycling (McDaniel et al., 2002). Therefore, the appropriate selection of CAL may play a key role in improving the cycling portion of the race and entire triathlon performance. The purpose of this review is to identify the effects of acute changing CAL on physiological and biomechanical responses during cycling.

Cardarine (GW501516) Effects on Improving Metabolic Syndrome

The present study hypothesized that treatment with GW501516 (a selective PPAR-δ agonist) lowers lipids by increasing fatty acid oxidation without adverse effects on oxidative stress. Caucasian men (age 18-50 years, n=18) were randomly assigned to treatment with GW501516, GW590735, or placebo for two weeks while residing in a clinical research facility. A meal tolerance test, skeletal muscle biopsy, and blood/breath sampling were conducted. The study reported that treatment with GW501516 ameliorated multiple metabolic abnormalities associated with metabolic syndrome including oxidative stress, obesity, dyslipidemia, and insulin resistance, all while increasing fatty acid oxidation. Notably, no adverse effects were reported. However, the restricted living conditions and/or diets that the participants were subjected to likely do not resemble their normal lifestyle. Therefore, the beneficial effects of GW501516 on metabolic health observed in the study should further be investigated in a real-life setting. During participant recruitment, the use of dietary supplements were minimally considered, thereby increasing the risk for confounding effects on the metabolic parameters assessed in the study. Also, recruiting a larger and more diverse population would allow for a more detailed analysis that may benefit a broader range of people (i.e., examining the effects of GW501516 in certain ethnic groups or with/without exercise programs). Additional research on GW501516 and other PPAR-δ agonists is encouraged since it appears that this class of drugs can ameliorate multiple metabolic syndrome features. Future studies should consider additional metrics relevant to metabolic syndrome such as C-reactive protein, cortisol, and homocysteine.

Structural Violence in Korean Sports Community

Competitions in sport games can cause athletes to become overly immersed, and it can lead to violent incidents. In Korea, structural violence and animosity between senior and junior athletes and between coaches and athletes have been rampant in the field of sports (Sohn, 2011). Although criminal acts under the code of criminal procedure have been applied in many different cases of violence and the perpetrators have been punished, structural violence in sports community is still a chronic problem in Korea. The purpose of this study was to find and analyze specific examples of structural violence and actual cases of sports crimes occurring in sports to present countermeasures and mitigation measures against structural violence in the Korean sports community.

Eating Habits and Lifestyle Changes of College Students During COVID-19 Outbreak

The epidemic that was a result of the Coronavirus (Cupples, 2019) began in China towards the end of 2019 and has quickly spread throughout the world. To minimize the spread of the virus and keep it as contained as possible, many countries have required residents to quarantine. This epidemic has been a major concern for students of all ages, especially college students. Students that attend universities have been affected more profoundly due to the close quarters of dorms, fraternities, sororities, and close classroom contact. Due to the contagiousness of the virus and the fact that many who are positive can be asymptomatic hundreds can be affected quickly. The pandemic has forced many students to quarantine themselves. This requires that they not leave their homes, rooms, and apartment for a period of up to 14 days. The purpose of this research was to assess how COVID has affected college students and how it has affected their eating habits and lifestyle habits.