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We developed a hands-on activity using the game Jenga to demonstrate the links between health behaviors, chronic and infectious diseases, and community well-being and resilience. For the activity, K-12 students worked together in small teams (4-8 students) and were given two Jenga towers ("tower A" and "tower B"), each representing a community of individuals. The goal was to keep both towers standing. Teams were presented with strips of paper labeled with either a "health behavior" (e.g., nutrition, body weight maintenance, physical activity) or a "disease" (e.g., heart disease, diabetes, COVID-19) and instructions on whether to add or remove blocks from each tower. When presented with a health behavior, students added blocks to "tower A" for positive health behaviors (e.g., not smoking) and removed blocks from "tower B" for negative health behaviors (e.g., smoking). When a disease was presented students removed blocks from both towers, but fewer blocks were removed from "tower A" compared with "tower B," demonstrating lower disease rates or severity in that community. As the activity progressed, "tower A" retained more blocks than "tower B". For the finale, students observed that the greater strength and stability of "tower A" allowed it to withstand a simulated natural disaster such as an earthquake better than "tower B". This activity was delivered to 15 science classes and 225 students ranging from 6th to 12th grade. Students were able to describe the connections between positive health behaviors and lower rates of disease and how, taken together, these impact community health, well-being, and resilience.

Scientists have a responsibility to engage with and inform the public about new challenges and discoveries that impact the health of society. However, most scientists do not have formal training in how to communicate scientific information to nonscientists. In this paper, I describe how the Department of Kinesiology and Integrative Physiology at Michigan Technological University incorporated science communication into its undergraduate and graduate curriculum. I also discuss the impact, benefits, and lessons learned from this initiative. My hope is that this paper will inspire other kinesiology programs to provide distinct opportunities for their students to develop science communication skills so that they can better connect with the public and world around them. [ABSTRACT FROM AUTHOR]

Pedal speed and mechanical power output account for 99% of metabolic cost during submaximal cycling. Noncircular chainrings can alter instantaneous crank angular velocity and thereby pedal speed. Reducing pedal speed during the portion of the cycle in which most power is produced could reduce metabolic cost and increase metabolic efficiency. Purpose: To determine the separate contributions of pedal speed and chainring shape/eccentricity to the metabolic cost of producing power and evaluate joint-specific kinematics and kinetics during submaximal cycling across 3 chainring eccentricities (CON = 1.0; LOW = 1.13; HIGH = 1.24). Methods: Eight cyclists performed submaximal cycling at power outputs eliciting 30%, 60%, and 90% of their individual lactate threshold at pedaling rates of 80 rpm under each chainring condition (CON80rpm; LOW80rpm; HIGH80rpm) and at pedaling rates for the CON chainring chosen to match pedal speeds of the noncircular chainrings (CON78rpm to LOW80rpm; CON75rpm to HIGH80rpm). Physiological measures, metabolic cost, and gross efficiency were determined by indirect calorimetry. Pedal and joint-specific powers were determined using pedal forces and limb kinematics. Results: Physiological and metabolic measures were not influenced by eccentricity and pedal speed (all Ps >.05). Angular velocities produced during knee and hip extension were lower with the HIGH80rpm condition compared with the CON80rpm condition (all Ps <.05), while angular velocity produced during ankle plantar flexion remained unchanged. Conclusions: Despite the noncircular chainrings imposing their eccentricity on joint angular kinematics, they did not reduce metabolic cost or increase gross efficiency. Our results suggest that noncircular chainrings neither improve nor compromise submaximal cycling performance in trained cyclists. [ABSTRACT FROM AUTHOR]

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (~15 min). Laboratory section 1 (n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 (n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (~79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories (P = 0.62) or between sections (P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased (P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance.

Background: Sedentary activity and sitting for at least 10 hours per day can increase the risk for cardiovascular disease by more than 60%. Use of standing desks may decrease sedentary time and improve cardiovascular health. Acute standing lowers pulse wave velocity (PWV), but chronic effects remain unknown. The purpose of this study was to determine the effect of chronic standing desk use on arterial stiffness versus seated controls. Methods: A total of 48 adults participated in this study. Twenty-four participants qualified as seated desk users (age 41 [10] y, body mass index 25 [4] kg/m²) and 24 as standing desk users (age 45 [12] y, body mass index 25 [5] kg/m²). Arterial stiffness was assessed as PWV within the aorta, arm, and leg. Results: Carotid-femoral PWV (cfPWV) was not different between seated (6.6 [1.3] m/s) and standing (6.9 [1.3] m/s) groups (P = .47). Similarly, there were no differences in arm or leg PWV between groups (P = .13 and P = .66, respectively). A secondary analysis of traditional factors of age and aerobic fitness revealed significant differences in cfPWV in seated and standing desk participants. Age also significantly influenced cfPWV across conditions. Conclusions: Standing for >50% of a workday did not affect PWV. Consistent with previous research, fitness and age are important modulators of arterial stiffness. [ABSTRACT FROM AUTHOR]

Apply It!: By reading this article, the health and fitness professional will: • Recognize the urgency for widespread promotion and implementation of physical activity during the COVID-19 pandemic • Learn how Exercise is Medicine On Campus (EIM-OC) can be used to promote physical activity in the surrounding communities, especially those in rural areas • Explore strategies for promoting, adapting, and facilitating physical activity during the pandemic and beyond • Consider collaborating with an EIM-OC program to improve community health [ABSTRACT FROM AUTHOR]