No abstract

Position Statement: The position of The Society regarding caffeine supplementation and sport performance is summarized by the following seven points: 1.) Caffeine is effective for enhancing sport performance in trained athletes when consumed in low-to-moderate dosages (~3-6 mg/kg) and overall does not result in further enhancement in performance when consumed in higher dosages (≥ 9 mg/kg). 2.) Caffeine exerts a greater ergogenic effect when consumed in an anhydrous state as compared to coffee. 3.) It has been shown that caffeine can enhance vigilance during bouts of extended exhaustive exercise, as well as periods of sustained sleep deprivation. 4.) Caffeine is ergogenic for sustained maximal endurance exercise, and has been shown to be highly effective for time-trial performance. 5.) Caffeine supplementation is beneficial for high-intensity exercise, including team sports such as soccer and rugby, both of which are categorized by intermittent activity within a period of prolonged duration. 6.) The literature is equivocal when considering the effects of caffeine supplementation on strength-power performance, and additional research in this area is warranted. 7.) The scientific literature does not support caffeine-induced diuresis during exercise, or any harmful change in fluid balance that would negatively affect performance.

Background Many college students register each semester for courses, leading to productive careers and fulfilled lives. During this time, the students have to manage many stressors stemming from academic, personal, and, sometimes, work lives. Students, who lack appropriate stress management skills, may find it difficult to balance these responsibilities. Objectives This study examined stress, coping mechanisms, and gender differences in undergraduate students towards the end of the semester. Design and method University students (n = 448) enrolled in three different undergraduate exercise science courses were assessed. Two instruments, the Perceived Stress Scale and Brief Cope, were administered during the twelfth week of the semester, four weeks prior to final exams. T-tests were used to detect gender differences for the stress levels and coping strategies. Results Overall, females indicated higher levels of stress than their male counterparts. Gender differences were evident in both coping dimensions and individual coping strategies used. Females were found to utilize the emotion-focused coping dimension and endorsed the use of four coping strategies more often than males. These included self-distraction, emotional support, instrumental support, and venting. Conclusions This research adds to the existing literature by illuminating the level of perceived stress and different coping strategies used by undergraduate female and male students. In turn, students may need educational interventions to develop effective and healthy coping strategies to last a lifetime. Faculty and other university officials may want to highlight and understand these various factors to protect the students’ wellbeing in their classes.

The purpose of this study was to examine the effects of different durations of static stretching on dynamic balance. Women (N = 28) were tested before and after 2 stretching interventions and a control condition on 3 separate days, at least 48 hours apart. The stretching sessions involved a cycle ergometer warm-up at 70 rpm and 70 W followed by passive stretching of the lower-body muscles. Each stretching position was held at a point of mild discomfort and repeated 3 times with 15 seconds between stretches. In the 2 stretching protocols, the positions were maintained for 15 or 45 seconds. The control condition involved the same cycle ergometer warm-up, with a 26-minute rest period between pre- and posttests. Balance was assessed using the Biodex Balance System. A 2-way repeated-measures analysis of variance was used with the effects of study condition (control, 15 seconds, 45 seconds) and time (pre-, postscores). Post hoc paired t-tests were used when appropriate to determine possible statistical significance between pre- and posttest scores. Analyses indicated no significant main effects for either study condition or time. However, there was a significant condition x time interaction (p < 0.05). Post hoc analyses indicated that the 15-second condition produced a significant improvement in the balance scores (p < 0.01), with no significant effects with the control condition or the 45-second treatment. The results of this study reveal that a stretching protocol of 45-second hold durations does not adversely affect balance when using the current stabilometry testing procedure. Furthermore, a stretching intervention with 15-second hold durations may improve balance performance by decreasing postural instability. Strength and conditioning professionals concerned with reported performance limitations associated with static stretching should consider applying shorter-duration stretching protocols when aiming to improve balance performance.