Ro DiBrezzo

Effects of 28-day Beta-alanine Supplementation on Isokinetic Exercise Performance and Body Composition in Female Masters Athletes

Abstract Glenn, JM, Gray, M, Stewart, RW Jr, Moyen, NE, Kavouras, SA, DiBrezzo, R, Turner, R, Baum, JI, and Stone, MS. Effects of 28-day beta-alanine supplementation on isokinetic exercise performance and body composition in female masters athletes. J Strength Cond Res 30(1): 200–207, 2016—Beta-alanine (BA) supplementation increases exercise performance due to increases in the intramuscular lactate buffer, carnosine. Females are more sensitive to these increases and results are further pronounced in trained individuals. Baseline intramuscular carnosine levels also naturally decrease with age; therefore, trained older females may experience augmented benefits from BA supplementation. However, the ability of BA to increase lower-body isokinetic strength (ISO) in female masters athletes (MA) is unknown. The purpose of this study was to examine the longitudinal effects of BA supplementation on ISO, handgrip strength (HG), and body composition in female MA cyclists. Twenty-two subjects participated in this double-blind randomized study. Subjects were randomized into 2 groups (placebo [PLA] = 8 g dextrose; BA = 800 mg + 8 g dextrose) and supplemented 4 times per day for 28 days. ISO, HG, and body composition were evaluated at baseline and at the same day/time each week over the 28-day intervention. No differences existed between groups at baseline or at the 7, 14, and 21 days time points for any variables (p > 0.05). When evaluating ISO (isokinetic) after 28 days, total work performed during the final third of the assessment (24.0 vs. −16.8% change) in flexion and average peak torque (5.4 vs. 2.9% change) in extension were significantly increased from baseline in BA compared with PLA (p ⩽ 0.05). No differences existed for HG or body composition after supplementation. Twenty-eight days of BA supplementation increased peak torque and work completed, indicating BA improves lower-body exercise performance in female MA.

The Effect of Climbing Wall Use on the Grip Strength of Fourth-Grade Students

Physical educators are challenged to provide quality experiences that are fun for their students, enhance fitness levels, and build confidence. These challenges are amplified with the current decrease in activity levels of American youth. Literature indicates that youth obesity levels in the United States have increased dramatically over the past 30 years (Ogden et al., 2006). Research has also revealed that increased obesity rates have an inverse relationship with children’s physical activity levels (U.S. Department of Health and Human Services, 2000), and that 45% of American youth do not meet the criteria for being physically fit (Pate, Wang, Dowda, Farrell, & O’Neill, 2006). Physical education requirements in school could be an important factor related to children’s participation in physical activity and may be a promising area for intervention efforts to increase physical fitness levels for less active groups (Babey, Diamant, Brown, & Hastert, 2005). Researchers have reported that students are more likely to participate and engage in physical activity when the activities are interesting, enjoyable, provide an opportunity for success, and are meaningful experiences (Cothran & Ennis, 1998; Williams & Germain, 2008). A possible solution to enhancing physical activity engagement in children is to incorporate climbing walls into the school’s physical education curriculum. The climbing wall has been touted as an effective and innovative way to help children reach their fitness goals (Kascenska, Dewitt, & Roberts, 1992). They can achieve these goals through fun climbing activities that elicit the development of all fitness-related components (Stiehel & Ramsey, 2005). Research suggests climbing improves muscular strength and endurance and cardiovascular function while also enhancing fine motor skills and strengthening the upper body and core. A longitudinal study also found traverse climbing to produce fewer injuries than playground equipment (Hinson, 1998). The cost can be as low as

All Discourse Tasks Are Not Created Equal

550 per wall. Climbing walls can add a variety of activities to the curricula, from simple traversing to creating games and challenges students can accomplish while traversing (Stiehel & Ramsey, 2005). Muscular strength has only recently become a major theme of research for the younger population (Faigenbaum et al., 2002; McGuigan, Tatasciore, Newton, & Pettigrew, 2009). Traditionally, physical educators may have been apprehensive about including resistance training, specifically the use of weights, in their curriculum due to fear of injury or liability and misinformation. Also, teachers may not have access to proper equipment or possibly feel more comfortable using a curriculum that emphasizes team sports (McKenzie & Sallis, 1996). However, evidence shows safe strength gains during childhood and adolescence are possible with resistance training, provided appropriate guidelines are followed (Balady, 2000; Faigenbaum et al., 1996; Faigenbaum et al., 2002). Including a climbing wall for resistance training facilitates strength training and can provide the quality experiences that can make physical education fun for students, enhance fitness The Effect of Climbing Wall Use on the Grip Strength of Fourth-Grade Students