RESUMEN
OBJECTIVE: We evaluated how nighttime media use is associated with sleep behaviors in firstsemester college students, and variation by weight status. METHODS: In September 2016, first-semester college students (N = 114) completed surveys evaluating nighttime media usage (NMU) and sleep behaviors. Height, weight, and waist circumference were measured, and weight status was determined by body mass index. RESULTS: Students reported a mean sleep duration of 7.26 ± 0.93 hours. Only 33% (N = 38) reported sleeping at least 8 hours/night on average. Higher scores on the Pittsburgh Sleep Quality Index were correlated with reports of texting after bed (r = .199, p = .04). Total time in bed was correlated with texting in bed (r = .217, p = .026) and device-related sleep interruptions (r = .215, p = .028). Social media usage (r = 0.270, p = .005), mobile gaming (r = .208, p = .033), and texting (r = .293, p = .002) were correlated with sleep interruptions. NMU was positively correlated with weight and weight status. CONCLUSIONS: These results suggest NMU is associated with reduced sleep quality.
Asunto(s)
Trastornos del Inicio y del Mantenimiento del Sueño/epidemiología , Medios de Comunicación Sociales/estadística & datos numéricos , Estudiantes/psicología , Universidades , Adolescente , Índice de Masa Corporal , Femenino , Humanos , Masculino , Envío de Mensajes de Texto/estadística & datos numéricos , Juegos de Video/estadística & datos numéricos , Adulto JovenRESUMEN
A variety of the available time to react (ATR) has been utilised to study knee biomechanics during reactive jump-landing tasks. The purpose was to quantify knee kinematics and kinetics during a jump-land-jump task of three possible directions as the ATR was reduced. Thirty-four recreational athletes performed 45 trials of a jump-land-jump task, during which the direction of the second jump (lateral, medial or vertical) was indicated before they initiated the first jump, the instant they initiated the first jump, 300 ms before landing, 150 ms before landing or at the instant of landing. Knee joint angles and moments close to the instant of landing were significantly different when the ATR was equal to or more than 300 ms before landing, but became similar when the ATR was 150 ms or 0 ms before landing. As the ATR was decreased, knee moments decreased for the medial jump direction, but increased for the lateral jump direction. When the ATR is shorter than an individual's reaction time, the movement pattern cannot be pre-planned before landing. Knee biomechanics are dependent on the timing of the signal and the subsequent jump direction. Precise control of timing and screening athletes with low ATR are suggested.
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Anticipación Psicológica/fisiología , Rodilla/fisiología , Ejercicio Pliométrico/psicología , Fenómenos Biomecánicos , Femenino , Humanos , Masculino , Rango del Movimiento Articular , Rotación , Análisis y Desempeño de Tareas , Adulto JovenRESUMEN
BACKGROUND: Research investigating design effects of instructional tools for learning Basic Life Support (BLS) is almost non-existent. AIM: To demonstrate the design of instructional tools matter. The effect of spatial contiguity, a design principle stating that people learn more deeply when words and corresponding pictures are placed close (i.e., integrated) rather than far from each other on a page was investigated on task cards for learning Cardiopulmonary Resuscitation (CPR) during reciprocal peer learning. METHODS: A randomized controlled trial. A total of 111 students (mean age: 13 years) constituting six intact classes learned BLS through reciprocal learning with task cards. Task cards combine a picture of the skill with written instructions about how to perform it. In each class, students were randomly assigned to the experimental group or the control. In the control, written instructions were placed under the picture on the task cards. In the experimental group, written instructions were placed close to the corresponding part of the picture on the task cards reflecting application of the spatial contiguity principle. RESULTS: One-way analysis of variance found significantly better performances in the experimental group for ventilation volumes (P=.03, ηp2=.10) and flow rates (P=.02, ηp2=.10). For chest compression depth, compression frequency, compressions with correct hand placement, and duty cycles no significant differences were found. CONCLUSION: This study shows that the design of instructional tools (i.e., task cards) affects student learning. Research-based design of learning tools can enhance BLS and CPR education.