In previous studies, researchers have identified a general low level of health-related fitness (HRF) knowledge among secondary students that can effect levels of physical activity (PA). An instructional strategy that may increase HRF knowledge without decreasing PA is the personalized system of instruction (PSI). Two classes from a private urban high school in a major city within the Mountain West region of the United States participated in the 6-week study. Group 1 (n = 24) completed a unit on personal fitness using the PSI model, and Group 2 (n = 29) used a traditional DI approach. Knowledge was assessed 3 times (pre, post, 3-week follow-up) using a 45-question standardized HRF knowledge test. Class time PA was reported using a modification of the SOFIT observation system. A 2 × 3 ANOVA was used to compare HRF knowledge scores, showing a significant increase in Group 1 scores from pre-to posttest (p

Obstacle course races are a popular source of recreation in the United States, providing additional challenges over traditional endurance events. Despite their popularity, very little is known about the physiological or cognitive demands of obstacle course races compared to traditional road races. The purpose of this study was to investigate the physiological effects of participation in an extreme obstacle course race. The participant was a 38-year-old Caucasian male, who completed an extreme obstacle course race over a 24-h period. Exercise intensity, steps taken, energy expenditure, and heart rate were recorded over the event’s duration using an Actigraph Link GT9X-BT accelerometer and a Polar heart rate monitor. Results reflected the unique nature of obstacle course racing when compared to traditional endurance events, with ups-and-downs recorded in each variable due to the encountering of obstacles. This case study provides a glimpse into the physiological demands of obstacle course racing, and suggests that the cognitive demands placed on competitors may differ to traditional endurance events, due to the challenges of obstacles interspersed throughout the event. With the popularity of obstacle course racing, and to enhance training opportunities, improve performance, and decrease the incidence of injuries, future research should further investigate the physiological and cognitive demands of obstacle course races of various distances and among diverse populations.

Recess is an important part of the school day for elementary children. It provides a natural opportunity for children to engage in physical activity, it also allows for young children to develop social skills. There is little research examining physical activity and social interactions among rural elementary children. The purpose of this study was to investigate levels of physical activity, activity type, group size, and social interactions of 3 rd and 4 th grade students attending a rural elementary school. Students (N=67) were observed during morning recess (25 minutes) using the System for Observing Children's Activity and Relationships during Play (SOCARP). The data were analyzed using multiple independent samples t-tests with Bonferonni adjustments. Initial results showed no significant differences between grade and gender groups in each observation category. Upon further investigation, differences were observed. The results of this study were contradictory and mixed when compared to other studies indicating that other factors such as supervision, equipment, culture and playground markings that may play a significant role in activity levels in children during recess. This study has added to the literature regarding elementary children's physical activity, activity type, group size, and social interactions during recess time. It also adds to the limited literature involving the use of the SOCARP instrument.

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