Bradford Strand

Healthy Eating Index and abdominal obesity

OBJECTIVE Although diet is a modifiable lifestyle factor to reduce abdominal obesity risk, the relationship between the Health Eating Index (HEI) and waist circumference (WC) has not been studied. The present study aimed to describe relationships between the HEI and abdominal obesity among adults. DESIGN Secondary data analysis of a cross-sectional national survey, the Third National Health and Nutrition Examination Survey (NHANES III). The HEI data, including the total HEI score and HEI component scores, were collected with a 24 h recall. WC measures were taken during a physical examination. Abdominal obesity was defined as WC > or = 102 cm for men and WC > or = 88 cm for women. Other covariates were collected during an interview. SUBJECTS In total 15 658 US adults, men (n 7470) and non-pregnant women (n 8188). RESULTS The odds of abdominal obesity was 8.3 % (95 % CI 1.8, 14.9 %, P = 0.014) lower for women and 14.5 % (95 % CI 6.8, 21.9 %, P < or = 0.001) lower for men with each 10-unit increase in total HEI score (HEI scale, 0-100). For each point increase for the fruit score, abdominal obesity risk decreased by 2.6 % (95 % CI 0.8, 4.4 %, P = 0.007) for women. Abdominal obesity risk decreased for men with each point increase in saturated fat and variety scores, by 3.1 % (95 % CI 0.1, 6.0 %, P = 0.042) and 4.0 % (95 % CI 0.1, 7.7 %, P = 0.043) respectively. CONCLUSIONS Dietary consumption that follows the HEI is associated with a lower risk for abdominal obesity.

Get aboard the B-BOAT: (Biomechanically Based Observation and Analysis for Teachers)

This scenario can be seen time and again in skill-learning situations. Although the observation process in physical education has been identified as critical to effective instruction and to the development of competence in students (Allison, 1985), it is often not a recognized part of teacher education programs (Barrett, 1983). The goal of this article is to introduce to the field teacher a methodology for developing the art of observation through biomechanics. This methodology will help physical education teachers identify and prioritize the critical features, or checkpoints, of skills that students are required to learn.

Health and Physical Education Teacher-Preparation Implementation of Clinical Practices: Integrating Academic Content to Real-World Application.

We live in a rapidly changing world with technology as an essential part of our lives and an important component in contemporary education. Preparing teachers for the future requires that university professors understand what it means to teach and learn in the digital age. Teacher preparation programs need to create intentional learning environments where teacher candidates can study contemporary issues that are relevant in todays schools, develop pedagogies that are effective for the current generation of students, and develop expertise to design and facilitate meaningful learning for the future. Educational stakeholders, especially teacher educators, need to change how they approach and use instructional practices, change the routines, change how they and the teacher candidates think about teaching and learning, and change the pedagogical approach. The purpose of this article is to provide an example of a physical education teacher preparation program that has addressed the need for a new model in teacher preparation.

Why We (AAHPERD Leaders) Do What We Do

At a recent American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) Leadership Development Conference, presidents-elect representing state, district, and national AAHPERD associations were asked to describe in one sentence why they do what they do. The 67 responses were entered into wordle.net that generated the 20-item word cloud shown in Figure 1. From that word cloud, the nine most frequently cited words are the basis for this reflection on why we do what we do.