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Introduction. The primary aim of this study was to provide a comparison of the effects of 2 commonly used pedagogical approaches (paper-based case studies vs authentic patient experiences) on clinical reasoning and critical thinking of secondyear entry-level physical therapy students. Current literature reveals a lack of consistency in how clinical reasoning is taught and assessed in physical therapist education. There is a need for evidence-based approaches to develop clinical reasoning in entry-level physical therapy students in the United States. Subjects. Twenty-three students in their second year of a Doctor of Physical therapy (DPT) degree program participated in this study. Methods. Participants were randomly assigned to a control group or to receive 1 of 2 supplemental learning activities (paper-based case studies or authentic patient experiences). Outcomes measured preintervention and postintervention included the Health Science Reasoning Test with Numeracy (HSRT-N) and the Self- Assessment of Clinical Reasoning and Re- flection (SACRR). Data analysis included a comparison of effect sizes of change scores between groups and correlational analysis of pretest scores and student factors. Results. Authentic patient experiences demonstrated a moderate to large effect size for improved HSRT-N scores on 5 of 8 subscales, compared with paper-based case studies. Authentic patient experiences demonstrated a moderate effect size for improved SACRR scores compared with the control group. Discussion and Conclusion. The use of authentic patient experiences may be more effective than paper-based case studies for improving critical thinking and clinical reasoning in an entry-level DPT curriculum. [ABSTRACT FROM AUTHOR]

The aim of this study was to compare the cardiometabolic and physical effects of 2 timematched high-intensity programs in a real-world environment. Forty-three active and healthy adults (sex =31 men and 12 women; age = 27 + 5 years; peak heart rate [HRpeak] = 190.7 + 10.6 beat·min-1) were randomized to 2 very low-volume protocols (;8 minutes): sprint interval training (SIT) (n=15), burpee interval training (BIT) (n=15), and control (CON) (n=13). Subjects in SIT and BIT performed 5 days of 10 3 4 second "all-out" efforts with 30 seconds of recovery. Body composition, blood pressure, countermovement jump (CMJ), 10-m sprint, shuttle run test (SRT), autonomic modulation, self-efficacy, and intention were evaluated before and after training. Sprint interval training elicited a higher %HRpeak, energy expenditure, rating of perceived exertion category ratio 10 scale, and feeling scale than BIT (p, 0.05). SRTdistance was significantly improved in SIT (p = 0.03, d = 0.62), whereas CMJ height was significantly enhanced in BIT (p=0.0014, d=0.72). Self-efficacy progressively worsened for SIT than for BIT as sessions increased, and significant differences were found in 5X week frequency between protocols (p=0.040, d50.79). No differences in intention to engage were detected between the regimens (p. 0.05). No changes were observed in body composition, blood pressure, 10-m sprint, SRTV-O2max, or autonomic variables with training (p. 0.05). Results exhibit that extremely low-volume SIT improved running performance, whereas BIT increased the vertical jump. [ABSTRACT FROM AUTHOR]

While there is broad consensus about the need for interventions to help psychologically distressed, war ajfectedyouth, there is also limited research and even less agreement on which interventions work best. Therefore, this paper presents a randomised trial of trauma focused, and non trauma focused, interventions with war affected Congolese youth. Fifty war affected Congolese youth, who had been exposed to multiple adverse life events, were randomly assigned to either a Trauma Focused Cognitive Behavioural Therapy group or a non trauma based psychosocial intervention ( Child Friendly Spaces). Non clinically trained, Congolese facilitators ran both groups. A convenience sample, waiting list group was also formed. Using blind assessors, participants were individually interviewed at pre intervention, post intervention and a 6-month follow-up using self-report post-traumatic stress and internalising symptoms, conduct problems and pro social behaviour. Both treatment groups made statistically significant improvements, compared to the control group. Large, within subject, effect sizes were reported at both post intervention and follow-up. At the 6-month follow-up, only the Child Friendly Spaces group showed a significant decrease in pro social behaviour. The paper concludes that both trauma focused and non trauma focused interventions led to reductions in psychological distress in war affected youth. [ABSTRACT FROM AUTHOR]

Animal studies show that long-lasting stretching training can lead to significant hypertrophy and increases in maximal strength. Accordingly, previous human studies found significant improvements in maximal voluntary contraction (MVC), flexibility, and muscle thickness (MTh) using constant angle long-lasting stretching. It was hypothesized that long-lasting stretching with high intensity will lead to sufficient mechanical tension to induce muscle hypertrophy and maximal strength gains. This study examined muscle cross-sectional area (MCSA) using magnetic resonance imaging (MRI). Therefore, 45 well-trained subjects (f: 17, m: 28, age: 27.7 ± 3.0 years, height: 180.8 ± 4.9 cm, mass: 80.467.2 kg) were assigned to an intervention group (IG) that stretched the plantar flexors 6 x 10 minutes per day for 6 weeks or a control group (CG). Data analysis was performed using 2-way ANOVA. There was a significant Time x Group interaction in MVC (p < 0.001-0.019, η² = 0.158-0.223), flexibility (p < 0.001, η² = 0.338-0.446), MTh (p = 0.002-0.013, η² = 0.125-0.172), and MCSA(p = 0.003-0.014, η² =0.143-0.197). Post hoc analysis showed significant increases inMVC(d = 0.64-0.76), flexibility (d = 0.85-1.12), MTh (d = 0.53-0.6), and MCSA (d = 0.16-0.3) in IG compared with CG, thus confirming previous results in well-trained subjects. Furthermore, this study improved the quality for the morphological examination by investigating both heads of the gastrocnemius with MRI and sonography. Because stretching can be used passively, an application in rehabilitation settings seems plausible, especially if no commonly used alternatives such as strength training are applicable. [ABSTRACT FROM AUTHOR]

We aimed to determine the gains in explosive movements of male junior soccer players induced by incorporating an 8-week plyometric training program (PTP) into a standard soccer conditioning regimen 5 months after the beginning of the competitive season. Our hypothesis was that PTP would enhance explosive movements, and thus sprint running, repeated shuttle sprint ability (RSSA), agility and the ability to make repeated changes of direction (RCOD). A group of junior soccer players were randomly divided into 2 groups: an experimental group (E, n = 15, age 15.7 ± 0.2 years) and a control group (C, n = 13, age 15.8 ± 0.2 years). The participants in E and C performed training exercises and matches together, but for an 8-week period in the latter part of the season, the experimental group replaced a part of the normal regimen (the tactical session) by a biweekly course of PTP (hurdle and drop jumps). Two familiarization sessions were held 2 weeks before definitive testing. The ability of the players was assessed by 3 agility tests (a sprint test with 1808 turns, a 9-3-6-3-9 m sprint with backward and forward running, and a four 5-m sprint test with turns); 2 repeated sprint tests (RSSA and RCOD); and running times over 5-, 1 0-, 20-, 30-, and 40-m distances. Participants in E showed gains relative to C in sprint times (p ≤ 0.05 for 5, 1 0, and 20 m), and 2 of 3 the RCOD parameters (RCOD best, p ≤ 0.001 ; RCOD total, p ≤ 0.05). However, with the pattern of plyometric training that we adopted, and perhaps because participants were in good initial physical condition, the agility and RSSA test scores remained unchanged. Nevertheless, we conclude that our PTP can be commended to junior soccer players as a means of improving important components of their physical performance. [ABSTRACT FROM AUTHOR]

The article discusses the importance, effects and benefits of physical education for the children during primary school. Topics discussed include fundamental integrative training (FIT) method to enhance children's health and performance skills, statistical analysis of the data collected for investigation and the practical applications to enhance skill performance and muscular strength.