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Imagine going for a checkup and receiving some not-so-great newsbut instead of your physician adding another pill to add to your morning routine, she hands you a slip of paper that reads:

One heaping bag of farm-grown fruits and vegetables. Take daily.

Thats exactly how things work at the FARMacy, an initiative byWVU Extension ServiceFamily Nutrition Programthat aims to help people living with diabetes, hypertension, high cholesterol and other chronic conditions by providing them with healthy, fresh foods.

FARMacy participants dont just get fresh fruits and vegetables they get a team to help them on their way toward better health. FNP nutrition educators organize physical fitness challenges, provide taste tests of healthy recipes and sign up participants for Eating Smart Being Active classes that teach cooking skills, budget shopping strategies and exercise habits. The farmers who grow the food also show up to answer participants questions and to help them put a face with their food.

The FARMacy program has been changing peoples lives for years. Now, the Walmart Foundation is helping us take this tried-and-true program to more West Virginians than ever before, said Gina Wood, FNP specialist and West Virginia Expanded Food and Nutrition Education Program program coordinator.

Samantha Farson joined the Sistersville program in 2019 and is one of the programs success stories. Diagnosed with Type 2 diabetes in 2013, Farson had difficulty controlling the disease. Her doctors tried medicine after medicine, but her body did not respond.

The fruits and vegetables along with the healthy cooking techniques and exercise habits she picked up from the Eating Smart, Being Active classes have changed her way of life, which has had a dramatic effect on her health. Just halfway through the 2019 program, Farsons A1C dropped to 7 percent. If her numbers continue to improve, she might be able to stop her insulin shots altogether.

Farson said in addition to providing healthy foods, FARMacy has also given her more confidence at the grocery store.

If you buy something and you dont like it, that could be a significant portion of your money thats just gone now. So, you end up sticking to things youve tried and you know you like, she said. When you limit yourself to that little bit, theres a lot of the nutrients you just dont get.

Dumars said she now regularly sees FARMacy participants at the local farmers market.

Theres nothing better than spending all your blood, sweat and tears growing something and seeing somebody really enjoy and appreciate it, she said. If it gets them healthier on top of that, thats an even better bonus.

Farson is getting in on the act now. With some help from Dumars, shes growing stevia seedlings that she plans to give to farmers, so future FARMacy participants have a fresh, locally grown alternative to sugar. Shes also telling anyone who will listen about the FARMacy program.

When you take people and show them just how good this stuff is, and the impact itll have, its very easy to change, she said.

The COVID-19 global pandemic has forced the program to make some temporary changes for 2020. All FARMacy staff wear masks and participants pick up pre-packed boxes of farm-fresh food.

WVU Extension Family Nutrition Programs work is supported by the Expanded Food and Nutrition Education Program from the USDA National Institute of Food and Agriculture as well as the Supplemental Nutrition Assistance Program from the USDA Food and Nutrition Service.

The original FARMacy program started in 2014 at a clinic in Wheeling. Nine FARMacy programs now operate at hospitals and clinics around West Virginia. Eight of those are new for 2020,funded by a $658,000 Walmart Foundation grant that is helping FNP expand its programming to 10 West Virginia counties Barbour, Boone, Cabell, Greenbrier, Lincoln, McDowell, Mercer, Mingo, Roane and Upshur.

About Philanthropy at Walmart

Walmart.org represents the philanthropic efforts of Walmart and the Walmart Foundation. By leaning in where our business has unique strengths, we work to tackle key social issue and collaborate with others to spark long-lasting systemic change. Walmart has stores in 27 countries, employing more than 2 million associates and doing business with thousands of suppliers who, in turn, employ millions of people. Walmart.org is helping people live better by supporting programs that work to accelerate upward job mobility for frontline workers, address hunger and make healthier, more sustainably-grown food a reality, and build strong communities where Walmart operates.

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WVU Extension Service's Family Nutrition Program partners with farmers and health providers to prescribe fresh fruits and vegetables - My Buckhannon

This isnt a wellness program; its more than that. Its about relationships and mental health.

By LUCIANA CHAVEZ

Jonae Pistoresi found herself swimming in research that kept shouting at her, Theres more here!

Pistoresi was keeping up with best practices on employee development, which is her purview as a business professor at the Merced College Business Resource Center.

But she kept reading the same conclusions: There is no company glory or gain in the 80-hour work week if it costs employees physical or emotional health.

The evidence is overwhelming that employees who have high well-being offer better customer service, make fewer mistakes, have fewer accidents, miss fewer days, and are just better for an organizations bottom line, she said.

Pistoresi, the force behind professional development programs like Customer Service Academy and the Emerging Leaders Institute at the BRC, saw in the research a chance for the center to grow.

The Well-Being Institute is the result.

This isnt a wellness program; its more than that, she explained. Its about relationships and mental health.

The Institute opens this month for anyone who wants to improve how comfortable and healthy employees feel with their work.

Because were still battling COVID-19, the curriculum will be delivered remotely to start. Designed to train people to handle work and life stress, yes, the Institute will launch during a stressful time in history

When I started this journey, I had no idea we would find ourselves in this difficult place, Pistoresi said. I had no idea we all would so urgently need to invest in our well-being.

Pistoresi was fine-tuning the Emerging Leaders Institute when she was inspired to dig deeper.

She took a year-long sabbatical, completing three courses at the Greater Good Science Center at UC Berkeley and an extremely popular one on happiness at Yale University.

She read dozens of books on everything from workplace dynamics to gratitude and mental health, and interviewed experts all over the spectrum.

She had set out to build a curriculum for another leadership class, but quickly saw the bones for a workplace well-being program.

My passion is for Merced College to be seen as an important resource for employers, Pistoresi said. We always want to be on the cutting edge. And, just over the last decade, weve learned how happiness at work affects the bottom line.

Pistoresi originally thought she would run a pilot program, then fine-tune and market it before a full release.

But I think there will be a huge demand for it right now, she said.

Think about it: Since March, the pandemic has cost Americans jobs, homes and lives. How do we pick up the pieces? Pistoresi hopes the Well-Being Institute will guide employers and employees through that work.

For example, organizational leaders could benefit from the first class, which looks at the foundations of workplace well-being.

How will healthcare workers, after months of unrelenting physical and emotional stress on the front lines, bounce back? Perhaps theyd value learning how to build resilience, which is the goal of the second class.

Farm workers and farmers have been taxing their bodies to keep the food supply moving. The rest of us, while locked indoors, are not getting enough sun or exercise. The third class offers ways to strengthen bodies and minds with exercise and nutrition.

Also, millions of people whove lost jobs in recent months might want to zero in on and maximize their strengths while they look for work. Thats the goal of the fourth class.

The fifth class will connect the concepts of well-being, happiness and productivity in the workplace.

Ironically, Pistoresi had to confront her own pandemic struggles while creating the Well-Being Institute.

As we reported this article, Pistoresi had just spent 10 weeks, seven days per week and eight hours per day, studying for a certificate in online instruction. Shes still adapting 30 courses for distance learning.

One of our well-being classes is about recognizing and nurturing strengths, she said. Mine is working with and energizing people. But the technology is new to me. Ive had moments of, How am I going to do that on a computer?!? It bummed me out.

Yet Pistoresi knew how to sort it out.

I knew I had to be mindful about what I was grateful for in the midst of this craziness, she said.

UC Davis professor Robert Emmons, the leading voice on the science of gratitude, ran a famous study where he had people keep daily journals on either (1) things they were grateful for, (2) the days events or (3) the days hassles.

Those who tracked gratitude were 25 percent happier.

Who wouldnt want to be 25 percent happier? Pistoresi said.

Her point is well-taken and the impetus for the Well-Being Institute.

She said, I think by applying these skills we can give people hope.

The new Well-Being Institute is now open for September enrollment through the Merced College Business Resource Center for the Fall 2020 cycle. The first of five online courses start Sept. 14. Each online course runs for two weeks. The final offering in the program concludes on Dec. 14. Topics to be covered are (1) the foundations of well-being in the workplace, (2) building resilience, (3) fueling a body for success, (4) developing and maximizing strengths and (5) connecting the concepts of well-being, happiness and productivity. Students may take any seminar by itself, or complete all five classes to receive a certificate of accomplishment from Merced College.

Register online with the following link: http://www.mercedcommunityservices.com/newtrainings.html

Need help: Call (209) 381-6176.

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Well-Being Institute poised to support stressed, working adults - Merced County Times

Distinguished Hindu statesman Rajan Zed, in a statement in Nevada today, called it a step in the positive direction. He urged State Board of Education President Governor Kay Ellen Ivey and State Superintendent Dr. Eric G. Mackey to completely lift yoga ban asthis prohibition was clearly doing a disservice to Alabamas K-12 public school students and denying them the valuable opportunities the multi-beneficial yoga provided.

Despite Yoga prohibited to be taught/done on public school property before, during, or after school hours in Alabama; various yoga linked programs appeared on the ALSDE website; Zed, who is President of Universal Society of Hinduism, pointed out.

Website offered links to various yoga related iPhone/iPad Apps (saying You can use these apps) under Resources for Physical Education Teachers; including FitStar Yoga, Simply Yoga, Super Stretch Yoga HD, MINDBODY, Fitnet, Sworkit. Yoga is listed as a supplementary intervention under Treatment and prevention of suicidal behavior in adolescents.

Social and Emotional Learning Roadmap for Reopening School given on the website states: Engage community partners in providing selfcare activities (e.g., yoga, exercise, mindfulness). Covid-19 Plan posted on its website, indicates: Families will be offered and provided invaluable support networks and opportunities that promote self-care, education and empowerment, which includes Virtual Yoga. Video titled Kids Adaptive Yoga is posted at two places on ALSDE website.

Under Physical Education Elective Examples for Grades 9-12, it is stated thatstretching can be included in the Course Content under Fitness and Conditioning; but a note below adds: Course may not be called Yoga; however, only Yoga technique poses/exercises and stretches may be included in the content.

Various public universities of Alabama had been reportedly offering yoga in some form to their students and some Alabama churches had also reportedlyoffered/announced yoga programs.If yoga was rewarding for the students of Alabama public universities, why Alabama was keeping it away from its K-12 public school students; Rajan Zed wondered.

Zed further said that yoga, although introduced and nourished by Hinduism, was a world heritageand liberation powerhouseto be utilized by all. According to Patanjali who codified it inYoga Sutra,yoga was a methodical effort to attain perfection, through the control of the different elements of human nature, physical and psychical.

According to a report of US Centers for Disease Control and Prevention: Yoga is the most popular complementary health approach in the United States - used by 14.3% of the adult population, or 35.2 million people.According to US National Institutes of Health; yoga may help one to feel more relaxed, be more flexible, improve posture, breathe deeply, and get rid of stress.Yoga was the repository of something basic in the human soul and psyche, Rajan Zed added.

Alabama State Department of Education Administrative Code 290-0400-40.02, however, states: School personnel shall be prohibited from using any techniques that involve the induction of hypnotic states, guided imagery, meditation or yoga.

It defines yoga as: A Hindu philosophy and method of religious training in which eastern meditation and contemplation are joined with physical exercises, allegedly to facilitate the development of body mind spirit.

A 2006 memorandum from State Superintendent of Education,still posted on ALSDE website,advises that: yoga not be offered during regular school hours or after regular school hours to public school students on a public school campus in Alabama.

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Hindus welcome Alabama Education Dept. for softening-up on yoga despite ban - Hindus have welcomed Alabama State Department of Education (ALSDE) for...

This article was originally published here

Sleep Med. 2020 Aug 7;74:199-203. doi: 10.1016/j.sleep.2020.08.002. Online ahead of print.

ABSTRACT

OBJECTIVES: Sleep status can affect the bodys immune status and mental health. This study aims to investigate the sleep status of Chinese residents during the outbreak of Coronavirus Disease 2019 (COVID-19) and to evaluate its related risk factors.

METHODS: This research carried out a cross-sectional survey in February 2020 (during the COVID-19 outbreak) to investigate the sleep status of residents nationwide in the form of an online questionnaire. Of the 8151 respondents, 6437 were eventually included in the analysis. Logistic regression is applied to analyze the associated factors affecting residents sleep quality.

RESULTS: During the COVID-19 outbreak, the incidence of sleep disturbances in residents was 17.65%. Increased risk of sleep disturbances was found to be associated with older age, female gender, and poor self-reported health status. Moreover, the odds ratios (ORs) were 1.42 (95% CI: 1.1-2.64), 1.35 (95% CI: 1.16-1.59), 5.59 (95% CI: 4.32-7.23), respectively. Those residents who believed COVID-19 had caused a high number of deaths or who thought COVID-19 was not easy to cure were more likely to experience sleep disorders, and the ORs were 1.73 (95% CI: 1.43-2.09), 1.57 (95% CI: 1.29-1.91), respectively. Regular exercise was a protective factor for sleep disturbances, OR = 0.77 (95% CI: 0.63-0.93).

CONCLUSIONS: During the outbreak of COVID-19, nearly one-fifth of participants had sleep disorders. It is necessary to pay more attention to people at high risk for sleep disturbances during the outbreak, adopt effective risk communication methods, enhance residents rational understanding of COVID-19, and develop practical indoor exercise programs for general public to improve sleep quality.

PMID:32861011 | DOI:10.1016/j.sleep.2020.08.002

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Sleep disturbances among Chinese residents during the Coronavirus Disease 2019 outbreak and associated factors - DocWire News

Camogie is one of the most popular team sports played by adolescent and adult females in Ireland and is governed by the Camogie Association.1,2 It is one of Ireland's Gaelic games and is the female equivalent to the sport of hurling, varying only by minor rule differences.3 Camogie has a mix of actions similar to field hockey and lacrosse2 and is a multi-directional, high-speed contact field sport.1 Players hit a small leather ball (sliotar) with a stick called a hurley.4 Mandatory equipment consists of a helmet with a faceguard.5 Injuries are common in camogie, with 88% of adult camogie players sustaining an injury in the previous season, 60% reporting more than one injury, and 33% attending a hospital due to the injury.2 Most reported injuries are to the lower limb (primarily the knee, ankle, and hamstring).2 These injuries in particular have been the target injuries of many injury prevention exercise programs (IPEPs).6,7

The governing bodies for Gaelic games, including the Camogie Association, have several strategies to counter the high number of injuries experienced by its participants. Alongside rules on wearing protective equipment and injury management principles, resources have also been put toward the development of exercise-based warm-up activities specific for Gaelic sports.8 Similar to other IPEPs designed for soccer, Australian football, lacrosse, and rugby union, the Gaelic Athletic Association's (GAA) GAA 15 and Activate GAA programs consist of several exercises designed to target the muscles and movements required to participate safely in the sport. These similar programs were designed based on the FIFA 11+ program and are recommended to be conducted during the warm-up for all training sessions and games.8,9 Both programs involve exercises that target lower limb running, cutting, landing mechanics, and strength, balance, agility, and power. Information on these programs and resources such as videos and handouts for use by coaches are available on the GAA and Camogie Association websites. The GAA15+ has been reported to reduce injuries in male adolescent hurlers10 and collegiate Gaelic games players.11

However, as with other sports and settings,12,13 up-take of and adherence to IPEPs outside of dedicated research studies are anecdotally considered to be low. Although GAA-specific programs have been designed and offered, like many programs, they have potentially had inadequate focus and resourcing on how they can best be promoted, taught, shared, integrated, and maintained. Previous research in male Gaelic football coaches reported that, although 96% of coaches believed that an IPP would reduce injuries for their players, only 2 of 26 coaches reported using a specific IPP.14 IPEP effectiveness is unlikely to reach its full potential and injuries will continue to be a problem unless program implementation to maximize adoption and compliance is considered and completed.15,16

The adoption and implementation of IPEPs in camogie has yet to be established. Establishing the current success or lack of success of the GAA IPEPs in camogie and identifying areas where further development on program implementation may have the most impact is important. Thus, this study aimed to: (1) identify the awareness and use of IPEPs by camogie coaches and players; (2) compare player and coach attitudes to IPEPs; and (3) explore the willingness and perceived ability of coaches to implement an IPEP within their teams, as reported by coaches and players.

This study was designed as an anonymous cross-sectional survey of adult camogie coaches' and players' views toward IPEPs. Ethical approval was granted by the Dublin City University's Human Research Ethics Committee.

Adult camogie coaches and registered adult camogie players aged 18 years or older who took part in camogie the previous season were eligible to complete the survey. Camogie players could be elite (represent their county and club team) or non-elite (represent their club team only). Participants were excluded if they were younger than 18 years or did not coach or play camogie the previous season. Participants were requested to read a plain language statement and provide informed consent before proceeding to the survey questions.

The survey was delivered online using SurveyMonkey (SVMK Inc) and was open for responses from July 13 to August 15, 2018. An invitation to participate was sent by email from the Camogie Association to all 572 camogie club secretaries in Ireland, and the survey was promoted through social media and word of mouth. In total, a 56% completion rate was noted; 482 people opened the survey and 297 surveys with at least 80% of the survey completed were received. Twelve surveys were removed because participants reported that they were younger than 18 years, leaving a total sample of 285 participants.

The survey (Tables AB, available in the online version of this article) was adapted from a survey developed for Ladies Gaelic Football coaches and players that had been validated using a three-round Delphi review process with a panel of five international injury prevention experts.17 The original survey was developed based on the Theory of Planned Behavior.18,19 One screening question was included at the beginning of the survey to ensure that coaches or players had participated in camogie last season. Subsequently, the survey consisted of four parts with 16 questions for players and 22 questions for coaches, with a greater number of demographic questions included for coaches than players. IPEPs were defined in the questionnaire for the participations as specifically designed programs that aim to provide strength and movement control to players in order to prevent injury occurrence.

Survey Part A. Coaches and players were asked to report their age, years spent coaching/playing camogie, and their main team (the team they spend most of their time with, or more than 50% of their time playing/coaching). Coaches were additionally asked to report their sex, previous coaching qualifications, and the estimated number of injuries sustained by their team last season (defined as injuries that resulted in a player being unable to participate in training or games for a minimum of 24 hours).

Survey Part B. Coaches' and players' awareness of IPEPs, both GAA-specific and those from other sports, were examined. Respondents who were aware of an IPEP were asked to name it. Coaches and players were also asked whether they were currently using an IPEP. If so, they were further asked to report what encouraged them to choose this IPEP, who delivers the IPEP, how often it is completed, how long is allocated to complete the IPEP, and the broad contents of the IPEP. Coaches were also requested to report where they sourced their IPEP from.

Survey Part C. Three themes, each containing several statements, were presented for which respondents indicated their agreement using a Likert scale response consisting of 5 levels from strongly agree to strongly disagree. There were 8 statements on attitudes toward IPEPs, 8 statements on willingness to use an IPEP, and 11 statements on current perceived ability to deliver an IPEP. Response options were presented in reverse for some items to reduce automated responses.

Survey Part D. An open-ended question identifying anything further that respondents believed would reduce previously identified barriers to the use of IPEPs in camogie was also included. Their interest in further education on IPEPs was examined and participants were asked to rank (from very likely to very unlikely) whether they would participate in seven differing formats of future injury prevention education and training (Table 1).

Table 1:

Likeliness to Take Part in Different Education Formats for Injury Prevention, % (n)

Data were downloaded from SurveyMonkey in Microsoft Excel (Microsoft Corporation) format and were then imported to SPSS Statistics for Windows (version 23.0; IBM Corporation). Data were cleaned and checked for missing or erroneous responses. Frequencies and descriptive statistics were generated from responses by coaches and players on awareness and current use of IPEPs, attitudes to IPEPs, willingness and perceived ability to conduct IPEPs, and views on coach education around injury prevention. The open-ended question was coded into any prevailing themes. A total attitudes scale was created by assigning a score from 1 to 5 for each response to the 8 statements examined, with a score of 1 assigned to strongly disagree and 5 to strongly agree. Negative statements were reversed (as indicated in the results tables) so that a higher score was provided for each statement representing a more positive attitude toward IPEPs. All responses were then summed to create an attitudes scale with a maximum score of 50. This process was repeated to create a willingness scale (maximum score of 40) and perceived ability scale (maximum score of 55). The more positive the attitudes toward IPEP, willingness to use an IPEP, or perceived ability in using an IPEP, the greater the total score for each scale. Normality tests were conducted and the data were not normal. Therefore, Mann-Whitney U tests were conducted to examine whether attitudes, willingness to complete IPEPs, and perceived ability to conduct IPEPs differed between (1) coaches and players, (2) elite or non-elite coaches and players, (3) male and female coaches, and (4) underage and adult team coaches. Statistical significance was set a priori at 0.05. Effect sizes were classified as small (0.1), medium (0.3), and large (0.5).20

A total of 285 participants (98 coaches and 187 players) were included. Table 2 displays the demographic information of coaches. Many coaches had completed a previous coaching qualification (92.7%). Players reported a mean of 15.6 7.1 years playing camogie, mostly with non-elite teams (78.5%).

Table 2:

Demographic Information for Coaches

Thirty-two percent of coaches (n = 31) were aware of and could name an IPEP (either one specific for Gaelic games or more generally). Of the 32%, two-thirds (66.7%, n = 16) specified the GAA 15+ and one-third (33.3%, n = 8) named the Activate GAA warm-up. Thirty-four percent of coaches (n = 33) are currently using an IPEP with their teams. The main factors that encouraged coaches to use an IPEP were the following: it doubles as a warm-up (64.1%, n = 25), research shows it is beneficial (48.7%, n = 19), it improves team performance (41.0%, n = 16), and having observed elite teams using an IPEP (38.5%, n = 15). Coaches were largely responsible for delivering the IPEP (77.8%, n = 28), followed by the strength and conditioning coach (16.7%, n = 6). Of those coaches using an IPEP, the main actions included were: muscular activation (86.1%, n = 31), jumping and landing (80.6%, n = 29), change of direction (80.6%, n = 29), running (80.6%, n = 29), dynamic balance (75.0%, n = 27), and neuromuscular control (41.7%, n = 15).

Coaches stated they used the IPEP during every training session and match (47.2%, n = 17), during every training session (30.6%, n = 11), during one training session a week (8.3%, n = 3), during every match (5.6%, n = 2), player self-administration outside of training and matches (2.8%, n = 1), or as an one-off session (2.8%, n = 1). Most coaches allocated 6 to 10 minutes for IPEP completion (41.7%, n = 15), followed by 11 to 15 minutes (27.8%, n = 10). Coaches sourced their IPEPs from a strength and conditioning coach (50.0%, n = 18), current research (41.7%, n = 15), a course/presentation (25.0%, n = 9), designed it themselves (25.0%, n = 9), saw it online or on social media (22.2%, n = 8), or it was provided by a medical or allied health care professional (11.1%, n = 4).

For players, 13.9% reported they were aware of a specific IPEP, and 11.8% (n = 22) of players indicated that they currently use an IPEP at their club. Players reported that a strength and conditioning coach (47.8%, n = 11) or their regular coach (26.1%, n = 6) led the IPEP during training sessions and/or warm-ups. For the players who reported using an IPEP, 52.2% (n = 12) used it at every training session and match and 26.1% (n = 6) used it as a self-administered session. Players who used an IPEP commonly reported completing muscular activation (87.0%, n = 20), jumping and landing (82.6%, n = 19), and dynamic balance (72.7%, n = 16) as part of their IPEP, whereas running (59.1%, n = 13), neuromuscular control (27.3%, n = 6), and change of direction (27.3%, n = 6) were less common.

Coaches and players agreed and/or strongly agreed that it was important for coaches (95.9%, 96.7%) and players (95.9%, 97.8%) to have current knowledge of IPEPs and that injury prevention is important during training sessions (96.9%, 95.2%, respectively) (Table 3). However, 64.6% of coaches and 67.2% of players disagreed and/or strongly disagreed that an IPEP takes up too much training time. No significant difference in attitude scores was noted between coaches and players (P > .05). However, elite coaches and players had significantly higher scores (median = 34, range = 23 to 39) than non-elite coaches and players (median = 32, range = 24 to 40, P = .01) with a small effect size (r = 0.17). No significant differences were noted between women and men who were coaching or between individuals who coached junior or adult teams.

Table 3:

Coach and Player Attitudes Toward Injury Prevention Exercise Programs

Coaches and players primarily believed that education (90.3%, n = 28; 75.9%, n = 41), more funding (3.2%, n = 1; 20.4%, n = 11), and time (6.5%, n = 2; 3.7%, n = 2) would reduce the barriers to conducting injury prevention programs. Coaches (92.2%, n = 83) and players (82.9%, n = 107) would like further education on injury prevention programs. Table 1 displays players' likeliness to take part in future injury prevention education and training formats.

Coaches and players were willing to complete an IPEP if it was shown to significantly lower the chance of injury (97.8%, 97.8%) and improve player performance (95.7%, 97.1%), respectively (Table 4). Fewer than half of coaches reported that they had sufficient knowledge (30.8%), experience (22.6%), and skills (43.1%) to implement an IPEP (Table 5). Coaches (46.3%) also reported insufficient educational resources available to them to assist with implementing an IPEP.

Table 4:

Willingness of Coaches to Conduct an IPEP as Reported by Coaches and Players

Table 5:

Perceived Ability of Coaches to Conduct an IPEP as Reported by Coaches and Players

Willingness and perceived ability to implement an IPEP did not differ between players and coaches, elite and non-elite players and coaches, and those who coached junior or adult teams (P > .05). However, whereas willingness did not differ between female and male coaches (P >.05), female coaches reported a lower perceived ability score (median = 33.5) than male coaches (median = 39.5, P = .004), with a medium effect size (0.31).

It was previously thought that the uptake of IPEPs in camogie was low, which was similar to what has been reported in other sports such as association football, where the uptake is between 6% and 22% in youth professional male teams12 and 20% in youth community female coaches.13 Our study confirmed this for camogie with 1 in 3 coaches and approximately 1 in 10 players using an IPEP with their current team. This presents multiple questions regarding why some coaches use an IPEP when others do not. This study sought to understand these reasons to improve future iterations of similar programs.

More players (69.5%) than coaches (40.2%) agreed and/or strongly agreed that injuries were an issue with their team. Therefore, educating coaches on camogie injury incidence and the future negative consequences due to injury could demonstrate the importance of IPEPs and encourage IPEP use. As noted above, the use of IPEPs was generally low, with approximately one-third of coaches aware of a specific IPEP and currently using an IPEP. Fewer players indicated they knew of or used an IPEP in their clubs. Similarly low awareness of a specific IPEP (FIFA 11+) has been noted in professional soccer players (9%)22 and Nigerian youth soccer players (21%).23 Without widespread awareness of specific IPEPs, the chances of adoption by camogie teams are low. Thus, it is important that pervasive dissemination of IPEPs is prioritized with this population, particularly with those most likely to deliver these injury prevention strategies. We found that coaches primarily delivered the IPEPs (77%), highlighting the important role coach education can play in improving IPEP knowledge and uptake. Current camogie coach education courses do not contain information on injury prevention, and the Camogie Association should consider introducing injury prevention education into the course program.

A greater understanding of athlete's willingness and motivation to implement an IPEP is important to ensure strategies capitalize on these facilitators and emphasize them during education. Camogie coaches and players in this study demonstrated high willingness to complete an IPEP if it could reduce injury risk and/or improve player performance. This result of strong willingness to complete an IPEP if it reduces injury risk has previously been reported in female adolescent athletes.24 However, improving their sporting performance did not affect their willingness to conduct an IPEP.24 Coaches and players also agreed that it was important to have current knowledge of IPEPs and that injury prevention is an important component in training sessions. This has been similarly noted by high school coaches25 and high acceptance of an IPEP has been highlighted as a key facilitator by both players and team staff in professional youth soccer.12 The overall idea of an IPEP was supported by most players and coaches, with positive responses to statements of the activities included in IPEPs are relevant and beneficial to players and I believe that using an IPEP will reduce the number of injuries with my team. Similarly, when these statements were reversed, respondents disagreed that IPEPs take up too much training time away from necessary tasks or that IPEPs cost too much money. This suggests that an IPEP, if designed and delivered appropriately for a community sport like camogie, has potential to be well received. This is important because attitudes to a behavior can have a strong affect on uptake and compliance.19,26 Elite coaches and players displayed better attitude scores toward injury prevention and IPEPs in particular, compared to coaches and players of non-elite teams. Thus, the Camogie Association should focus on educating those involved in camogie at the non-elite level on the importance of injury prevention in the sport.

Understanding and addressing potential barriers and challenges to the implementation of IPEP specific to the population and setting can improve their success, particularly in community-based sports,12,27,28 such as camogie. Approximately 3 of 5 camogie players reported that they believed poor training attendance would offset the benefits of implementing an IPEP. This issue unique to amateur community sports like camogie may affect the reach of the IPEP, because those not at training will not undertake the IPEP if delivered in that format. In community Australian football, the IPEP only reached 50% to 60% of targeted players due to missed training sessions.29 If some players are missing training sessions, the exercise intensity and progressions within the IPEP should be modified for them to ensure they are appropriate for their level.28

With regard to coaches, one of the identified barriers to IPEP uptake was perceived insufficient coach knowledge, experience, and skills to implement an IPEP. Female coaches also reported a lower perceived ability to implement an IPEP score than male coaches. Further, coaches reported they did not have sufficient educational resources to support them in conducting an IPEP. Previous studies have reported similar findings, with poor perceived capability to implement an IPEP in Australian junior netball coaches30 and a desire for stronger training for providing feedback when supervising IPEPs in soccer.13 Thus, identifying how to support coaches' perceived competence, particularly that of female coaches, is a critical component of any future injury prevention educational strategies. Camogie coaches overwhelmingly displayed a keen interest in further education on injury prevention. Currently, information on IPEP programs available on the GAA and Camogie Association websites include videos and handouts that can be used by coaches. Incorporating practical sessions that improve a coach's ability to communicate skills training and strategies to highlight that specialist coaches are not required for an IPEP to be effective should be explored in future research. Smartphone applications and instructional DVDs were the least preferred format for educational material requested by coaches, despite a growing interest in m-Health or disseminating information via mobile applications to help prevent unintentional31 or sports32 injuries. Thus, the Camogie Association should prioritize developing educational resources in the formats that coaches prefer to maximize engagement, such as by running injury prevention courses, or delivering the information via posted injury prevention packages and website platforms. However, previous research has shown that following education on an anterior cruciate ligament IPEP, despite increased intention to complete the anterior cruciate ligament IPEP, only 58% of coaches actually implemented it.33 Thus, the fidelity of a camogie IPEP education program should also be examined.

This study was the first of its kind to examine IPEP implementation in camogie coaches and players, and there were limitations to this study. Convenience sampling was used for data collection and respondents to this survey elected to complete it on a self-selected basis. Thus, response bias may have impacted the generalizability of the findings because those who may have previous experience or interest in injury prevention may have been more likely to complete the survey. A further limitation was that only survey responses that completed at least 80% of the complete survey were included in the analysis. The survey was also developed for use in Ladies Gaelic football and not specifically validated in the camogie population. However, Ladies Gaelic football is a similar Irish community sport with a sporting structure comparable to camogie. Due to constraints with the length of the survey, intention to conduct IPEPs with their teams was not analyzed in the study and should be included in future similar research. A deeper examination of players' and coaches' reasoning, using qualitative approaches, could identify the reasoning behind barriers and potential strategies to overcome these.

Education strategies to enhance the practical knowledge and skills of camogie coaches in conducting IPEPs, particularly female coaches, in formats they prefer is necessary. Incorporating IPEP education in the mandatory camogie coaching foundation course held by the Camogie Association would ensure all camogie coaches have IPEP education. Players have an important role in the success of an IPEP implementation strategy and enhancing the awareness from players of already developed IPEPs that can be readily used in camogie is essential. Thus, it is imperative that any developed IPEP and education strategy target both players and coaches to maximize adherence to the IPEP. Supporting an IPEP with an implementation plan can improve the adoption and use of IPEPs34 and is a critical next step for a community sport like camogie to achieve a real-world reduction in injuries.

Likeliness to Take Part in Different Education Formats for Injury Prevention, % (n)

Demographic Information for Coaches

Coach and Player Attitudes Toward Injury Prevention Exercise Programs

Willingness of Coaches to Conduct an IPEP as Reported by Coaches and Players

Perceived Ability of Coaches to Conduct an IPEP as Reported by Coaches and Players

Coach Questionnaire

Yes

No (excluded)

Female

Male

Other ________________________

Prefer not to say

Camogie Foundation Course

Camogie Level 1

Camogie Level 2

GAA Foundation Award

GAA Award 1 Coach Education

GAA Award 2 Coach Education

LGFA FUNdamentals Course

LGFA Level 1

FAI Kick Start 1

FAI Kick Start 2

IRFU- Mini Rugby

IRFU- Foundation Level

IRFU- Level 1

IRFU- Level 2

IRFU- Level 3

No

Other ____________

Interprovincial

Adult County

College/University

Adult Club

Underage County

Underage Club

Secondary School

Primary School

Other __________

None

15 players

610 players

1115 players

1620 players

2125 players

25+ players

Not applicable

Exact Number ____________

No

If YES, what injury prevention programmes _________________________________

Yes

No

Unsure

Other___________

Advised to by medical and allied healthcare professionals

It doubles as a warm-up

Current research shows benefits

Players requested it

To improve team performance

Due to high levels of injuries seen in previous seasons

Other teams coaches in the club have found it beneficial

I observed elite/high performance teams participating in injury prevention programmes

Other __________________

Read the original here:
Coach and Player Views Toward Injury Prevention Exercise Programs in Camogie: A Cross-sectional Survey - Healio

The Plymouth Public Library and Center for Active Living will reopen in September.

PLYMOUTH Bingo and book lovers rejoice: the Plymouth Public Library and Center for Active Living are about to reopen.

The town announced plans for the much-anticipated phased reopening of both facilities this week, citing public demand, the easingof the health crisis and funding now available through the recently approved town budget.

The Center for Active Living, the towns senior center, will likely open first. Director Michelle Bratti said she could not give a date, but the reopening will be very soon. Bratti said the initial phase of reopening will only allow members into the buildings main activities room, a 2,500-square-foot space that has its own separate bathrooms. The room also has a kitchen, but meals will not be served.

The reopening will allow the Center to expand on the low-impact health and exercise programs it started running outdoors in July. The reopening will allow the outdoor programs like Tai chi to run even in bad weather and can now allow for other topics, from art and bingo to the underrated, but ever-important art of gabbing.

Long tables and an expansive room will allow small groups to gather, but the emphasis will remain on health and safety.

People attending programs must wear masks and follow social distancing and hygiene protocols. Members must register for the limited spots in programs and the programs will not overlap.

The Center has been offering a handful of exercise classes outdoors since July. Most of those have been run under the buildings extensive front portico and class sizes have been limited to 10.

The library will have its own version of a phased opening, but both the main branch on South Street and the Manomet branch on Strand Avenue will open simultaneously under their normal business hours. Director Jennifer Harris said it will take a week or so to get her furloughed staff back to work and another week or two to prepare them for reopening protocols.

The library will reopen with a reservation system. Patrons will be required to schedule 30-minute visits in advance. The reservations can be completed online or by phone.

For the initial phase of reopening, the library will limit the areaswhere patrons can browse for materials.Only the new book room will be open for adult reading materials. The staff will augment the selections in the room with suggested options as well and materials can be obtained from the upstairs stacks, but by librarians, not the public.

The librarys digital selection of music, movies and audio books will also be open for browsing. Harris said she will also have eight computers available for public use, but the three-hour sessions normally allowed will be reduced to just one hour at a time.

The computer plan is intended to allow patrons to use computers forresearch and to print information or documents like job applications. It is not intended to allow people to watch movies for a few hours.

The childrens room of the library will be open on a limited basis as well, but only for one or two families at a time. Programs for children such asstory hour will remain virtual.

Patrons can schedule appointments with reference librarians to work on projects or genealogy. The librarys periodicals collection of newspapers and magazines will not be available in the first phase of reopening. The plan allows for a maximum of 60 people in the building at any time.

Both the library and the Center for Active Living will continue to provide the remote services they are already providing.

The library shut it doors when the health emergency started in March, but continued to offer a variety of online options. Patrons downloaded thousands of eBooks and recordings in the early days of the pandemic.

The library started accepting returns via book drop in May. July saw the start of curbside service that allows patrons to check out materials safely from the Old Colony Library Network. In the first month of curbside service, the library hosted 1,200 people with an average of five books per person.

The system is a bit slower than normal because the library quarantines all materials for five days before checking them back into circulation. The library has waived fines and fees during the pandemic.

The Center for Active Living has been providing 4,000 meals a month through its Meals on Wheels program, even after scaling back deliveries (but not meals) from five days to two days a week. Bratti said that in the darkest days of the pandemic, the program also provided important social connections for residents, with drivers delivering supplies and medications to homebound patrons.

Our facility has been closed to the public, but the Center for Active Living has been very much actively serving the public, Bratti said. In those very, very uncertain times, our Meals on Wheels drivers not only stepped up, but wouldnt back down. They were true heroes, along with the rest of our staff.

The Center created a wellness check program, called all of its members on their birthdays and delivered 2,500 face masks to those in need during the shutdown.

The Center also partnered with senior centers in Duxbury, Kingston and Pembroke to create a regional TV guide for PACTV, the local public television station, to provide better access to televised exercise, cooking, self-help and entertainment programs.

The Center also started a Zoom bingo program as well as interactive programs on fitness, nutrition and continuing education.

A month ago, the Center started offering outdoor programs, including two support groups and several low-impact exercise classes -Mindful Movement, Heart and Hand, Core and More, Tai chi, and BIG, an exercise program for people with Parkinsons and other neurological disorders.

At the same time, the Center started offering grab-and-go lunches and now serve 75 of those meals a week. Bratti said she will look to members to suggest programs that can be run indoors, but she already has plans for a Gab-and-Go group that will allow people to get together just to socialize, albeit with proper protections.

The activities room allows for plenty of distancing. It is so large, a class of 12 could comfortably keep 10 feet apart horizontally and 15 feet distanced vertically. To start, the Center will only offer one indoor program a day to reduce the chance of people running into one another while coming and going.

Were taking a slow and steady, systematic approach, based on safety and numbers. Of course everything is contingent on where we are with this pandemic, Bratti said.

See the article here:
Plymouth Public Library and Center for Active Living to reopen soon - Wicked Local Plymouth

Significant others can help heart attack survivors form healthy habits.

A new paper explains that heart attack survivors have a better chance of changing unhealthy habits or to form healthy ones when their partners join their efforts. This effect was seen in programs for survivors that focused on weight reduction, physical activity, and smoking cessation. Those who took part in such programs and lived with a partner who also took up the same challenge were the most successful.

Lifestyle improvement after a heart attack is a crucial part of preventing repeat events, said study author Ms. Lotte Verweij, a registered nurse and PhD student, Amsterdam University of Applied Sciences, the Netherlands.

Our study shows that when spouses join the effort to change habits, patients have a better chance of becoming healthier particularly when it comes to losing weight.

This paper is a follow-up study of previous research and focused on the role our significant others play in efforts to change behavior. It included 824 patients who were randomly assigned to an intervention group (lifestyle programs on top of usual care) or a control group (usual care alone). A total of 411 patients were allotted to the experimental group and referred to up to three of the programs (weight loss, exercise, smoking cessation). Their partners could join for free and were encouraged to do so by nurses. Participation was defined as attending at least one session of the program.

Nearly half (48%) of the partners joined up. Participants with a partner present were more than twice as likely to see improvements in at least one of three areas within a year. The greatest influence of partners on any of the three areas was weight loss patients with a participating partner were 2.71 times more likely to reduce their weight compared to patients without a partner.

Patients with partners who joined the weight loss programme lost more weight compared to patients with a partner who did not join the programme, said Ms. Verweij.

If partners contribute to adopting healthy habits, it could become an important recommendation to avoid recurrent heart attacks.

She explains that because couple often have similar lifestyles, changing our habits can become hard if only one person is putting in the effort. Practical limitations like grocery shopping or emotional ones (like feeling a lack of support for our efforts) seem small but they make or break our resolve. Finding a lower effect of partners on smoking or physical activity might suggest that these are more influenced by our own motivations and persistence, although his hypothesis needs more investigation, she adds.

The paper The influence of partners on lifestyle-related risk factors in patients after an acute coronary syndrome. Results from the RESPONSE-2 randomized controlled trial has been presented at the European Society of Cardiology Congress 2020 The Digital Experience.

Read the rest here:
Exercising with your partner can help after a heart attack - ZME Science

CrossFit is a multi functional sport that uses compounded exercises. As your chest is a large muscle group, it is a part of those compounded exercises. It is important for many upper body exercises such as push ups, dips and almost every overhead movement such as presses and even chin ups.

Therefore a well trained chest will brings you advantages. But the more muscles you build, the slower you may get. And not only slow but immobile. A huge chest will hinder you to pull yourself high enough for a muscle up. Leave this for the Bodybuilders, that is indeed impressive but totally useless for the sport of CrossFit.

We do not train for volume or a harmoniously looking body (well, not primary). We need power, we need speed, we need strength. What we want to achieve are strong and conditioned pectorals and here is how to achieve that:

If you are looking for new incentives for your leg training, would it be helpful to mention back squats? We will assume that you are already very familiar with these exercise and want to expand your training stimulus. Of course that does not mean that you shouldnt skip bench pressing from your training.

For more information on the bench press check out this article:

Why Crossfitters Should Bench Press More Often

I did them in my old Bodybuilding times and forgot about them as I hit a Box for the first time.

Getting them recommended in different strength programs like the Squats & Milk, brought them back on my plan. I do them directly after I squatted heavy or for longer sets to open my chest. It causes miracles as it stretches the muscle slowly under load.

Chris Colucci from T-Nation explains what is so special about the PullOver:

Imagine you saw a group of guys gathered near the dumbbell rack taking turns doing an exercise youve never seen it before, so you ask what theyre doing.

And thats the complicated, confusing, even contradictory world of the pullover.

Technique

More here:
Effective Chest Exercises to Build Power, Strength and Muscle - BOXROX

GREENSBORO, N.C. (theACC.com) The Atlantic Coast Conference announced today several enhancements to the protocols within the leagues Medical Advisory Group Report. Increased testing and additional cardiac evaluation standards are two specific areas that have been refined in the report.

As was previously announced, the ACCs Medical Advisory Group has been meeting weekly since the spring to share information on the impact of COVID-19 on ACC campuses and intercollegiate athletics. The MAG report was first released on July 29 (ACC Announces Plans for Football and Fall Olympic Sports) and outlined minimum standards for each campus to follow in the areas of testing, reporting positive test results, and protocols for cleaning and sanitizing competition areas.

The updated Medical Advisory Group Report calls for all team members in football, field hockey, mens and womens soccer and volleyball to be tested three times each week beginning with the week of the first competition this fall. One molecular (PCR) test must be administered within three days of the day of competition. In football, one test must be performed the day before competition and another within 48 hours of the conclusion of the game. The test administered the day before competition will be conducted by a third party, selected by the ACC Office.

The updated report also specifies that every student-athlete who tests positive will undergo a cardiac evaluation that includes an electrocardiogram, a troponin test and an echocardiogram before a phased return to exercise.

In addition to the ACC MAG report, the ACC has significantly adjusted its 2020 Football Operations and Game Management protocols to eliminate all non-essential personnel from the sidelines and team auxiliary areas. Individuals that are deemed essential to have access to the sidelines will be required to meet specific and consistent health and safety standards as agreed upon by all 15 schools, including a temperature screening, symptom check, physical distancing and universal masking.

Continue reading here:
ACC football programs will test for COVID-19 three times per week - wtkr.com

As the COVID-19 pandemic continues and Flint kids begin online-only schooling, opportunities for physical exercise and nutrition education will be scarce. But a team of Crim Fitness Foundation (Crim) staffers is working to address that by bringing the Crims Nutrition Program (CrimFit) out of the classroom and into families' homes.

The Crim is no stranger to Flint families' needs, as it has been implementing health-oriented programming in the citys public school system for years. With the pandemic preventing Crim staff from visiting children at school, their education methods have had to change.

Meredith Sherman leads CrimFit programming.

To continue programming this year, the Crim is using funding from Supplemental Nutrition Assistance Program Education (SNAP-Ed) grants from Michigan Fitness Foundation (MFF). SNAP-Ed is an education program of the U.S. Department of Agriculture that teaches people eligible for SNAP how to live healthier lives. As a State Implementing Agency for the Michigan Department of Health and Human Services, MFF offers competitive grant funding for local and regional organizations to conduct SNAP-Ed programming throughout Michigan.

SNAP-Ed funded programs are tailored to their communities' needs. In Flint, CrimFit focuses on limited access to healthy, affordable foods and the unhealthy eating and exercise habits that result.

Sharon Davenport, Crim program director of physical activity, sports, and nutrition, says her teams goal is to increase fruit and vegetable consumption and increase daily physical activity.

To many, that may sound like an obvious step to take. But in a city where many families cannot afford to make healthy eating or physical activitry a priority, introducing fruits and vegetables and scheduled exercise is easier said than done.

By working with children from kindergarten to eighth grade, CrimFit is playing the long game and introducing health-conscious habits during children's most important developmental years.

We are really working to introduce them to new foods that they havent had, new ways of using foods that they already have, and creating a healthier environment at home, Davenport says.

Before the pandemic, CrimFit delivered PE-Nut (Physical Education and Nutrition Working TogetherTM) programming that included six visits to every classroom in kindergarten, second, fourth, and sixth grades, and Linking LessonsTM programming in eighth grade, in around 17 schools over the course of an academic year.

Kelsey Crossman leads CrimFit programming.

Samantha Farah, project manager for the Crim, says those visits introduce new foods to kids, as well as reintroducing known foods in new recipes in the hopes that kids will learn to like them.

Its also about giving them the opportunity to taste things," Farah says. "Kids could say, Oh, I hate carrots.' Then we try to present them in a different way, and then theyre like, Oh, actually, these arent so bad.

While the main focus is on kids, Davenport says success can be limited if parents and community members dont embrace the same habits.

Like Davenport, Farah agrees that while introducing veggies and fruits to students is a good way to start, unless kids see their parents eat or cook similarly at home, their taste for healthy foods wont stick.

CrimFit reaches families where they eat, live, learn, shop, work, and play. I think weve done a really good job of really trying to involve families and the community," Davenport says.

To make sure some of these habits make it back home, CrimFit hosts "tasting tables" where parents and kids can try foods together. From there, parents are sent home with new and healthy recipes to try.

Because of the pandemic, however, the CrimFit team has had to try new ways of distributing information and promoting physical activity.

Jared Badour, a program coordinator for the Crim, is one of the team members who would regularly visit schools. Over the summer, Badour and other CrimFit staff members recorded over 50 lessons on nutrition and exercise for kids to watch over the course of the school year.

As with the program's pre-COVID-19 nutrition education lessons, Badour says CrimFit is working on taking a multifaceted approach in order to reach as many students as possible through different media.

Jared Badour leads a class in strengthening exercises.

Badour says CrimFit in collaboration with MFF is currently planning on hosting outdoor physical activity demonstrations while closely following Centers for Disease Control guidelines.

You cant even be in a gym right now, so we are planning on coordinating with local parks and putting out information to neighborhoods and parents to let people know what were planning, Badour says. Im definitely excited about that. I wouldnt say it's back to normal, but it's an in-between where we can be in person but still socially distance.

The pandemic has cast a shadow of uncertainty over almost every aspect of life. Even now, many parents, teachers, and children are not sure what the coming months will look like. Despite this, CrimFit and its partners have made it a priority to provide consistent and effective nutrition education and physical activity promotion to thousands of Flint families.

When youre well-fed, when you have the proper amount of exercise, especially for kids, theyre better learners," Farah says. "That's why we do it. We want to improve those overall health outcomes."

Read more:
CrimFit Nutrition Program brings exercise and nutrition education to thousands of Flint kids at home - Concentrate

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