It is postulated that with longer exposure to the short-leg walking boots, motor control would be optimized and internal loading would be minimized in response to the added structural stability selleck chemicals provided
by the walking boots. However, the long term neuromuscular adaptations to short-leg walking boots have not been directly investigated. In conclusion, short-leg walking boots are associated with adaptations in neuromuscular activation patterns of the extrinsic ankle musculature. Specifically, an earlier onset and longer durations of muscle activation are key acute responses to short-leg walking boots. However, the intensity of muscle activation was not reduced in the current study. These alterations in muscle activation patterns may limit the efficacy of the short-leg walking boots. Future research is warranted to examine long term neuromuscular adaptations to short-leg walking boots and to the biomechanical responses to imposed leg length discrepancies associated with short-leg walking boots. This study was funded in part by a grant from DeRoyal Industries, Inc., Powell, TN, USA. “
“An increasingly serious health challenge in U.S. schools is child obesity resulting from unhealthy eating and insufficient physical activity. Compared with their counterparts from 1976 to 1980, current American children and adolescents’ overweight prevalence increased three folds, from 6.5% to 17.0% for the 6–11 year age group and from 5.0% to 17.6%
for the 12–19 year age group.1 It is a consensus that one cause of the child obesity epidemic is the caloric imbalanced living behavior, children simply taking in more calories than burning them Compound Library supplier out.2, 3 and 4 One way to increase children’s caloric expenditure is to increase their physical activity during physical education. It is recommended that schools offer a weekly minimum of 150 min physical education and structure physical education lessons as such that children are
physically active most of the time.5 and 6 Therefore, empirical evidence is needed to help school administrators most and physical/health educators to schedule and structure lessons to increase caloric expenditure in physical education. Lesson factor variables such as content type and lesson length and personal factors such as body mass index (BMI), gender, and age can influence children physical activity participation and, consequently, their caloric expenditure.7 For example studies on gender, a personal level variable, reported that boys tend to be more physically active than girls during school day8 and in physical education.9 For lesson factors, outdoor lessons seem to induce more physical activity than indoor lessons and children are likely to spend more calories in fitness and sport skill development lessons than in game or free play lessons.10 Conceptually, these factors can be viewed in a two-level structure: personal characteristics and lesson factors. In research, these factors usually are examined separately.