The Swedish School of Sport and Health Sciences
Not a member yet
3569 research outputs found
Sort by
Pro-Brain-Derived Neurotrophic Factor (BDNF), but Not Mature BDNF, Is Expressed in Human Skeletal Muscle : Implications for Exercise-Induced Neuroplasticity.
No full textExercise promotes brain plasticity partly by stimulating increases in mature brain-derived neurotrophic factor (mBDNF), but the role of the pro-BDNF isoform in the regulation of BDNF metabolism in humans is unknown. We quantified the expression of pro-BDNF and mBDNF in human skeletal muscle and plasma at rest, after acute exercise (+/- lactate infusion), and after fasting. Pro-BDNF and mBDNF were analyzed with immunoblotting, enzyme-linked immunosorbent assay, immunohistochemistry, and quantitative polymerase chain reaction. Pro-BDNF was consistently and clearly detected in skeletal muscle (40-250 pg mg-1 dry muscle), whereas mBDNF was not. All methods showed a 4-fold greater pro-BDNF expression in type I muscle fibers compared to type II fibers. Exercise resulted in elevated plasma levels of mBDNF (55%) and pro-BDNF (20%), as well as muscle levels of pro-BDNF (∼10%, all P < 0.05). Lactate infusion during exercise induced a significantly greater increase in plasma mBDNF (115%, P < 0.05) compared to control (saline infusion), with no effect on pro-BDNF levels in plasma or muscle. A 3-day fast resulted in a small increase in plasma pro-BDNF (∼10%, P < 0.05), with no effect on mBDNF. Pro-BDNF is highly expressed in human skeletal muscle, particularly in type I fibers, and is increased after exercise. While exercising with higher lactate augmented levels of plasma mBDNF, exercise-mediated increases in circulating mBDNF likely derive partly from release and cleavage of pro-BDNF from skeletal muscle, and partly from neural and other tissues. These findings have implications for preclinical and clinical work related to a wide range of neurological disorders such as Alzheimer's, clinical depression, and amyotrophic lateral sclerosis
Fitness-related physical activity intensity explains most of the association between accelerometer data and cardiometabolic health in persons 50-64 years old.
No full textOBJECTIVES: To investigate the physical activity (PA) intensity associated with cardiometabolic health when considering the mediating role of cardiorespiratory fitness (CRF). METHODS: A subsample of males and females aged 50-64 years from the cross-sectional Swedish CArdioPulmonary bioImage Study was investigated. PA was measured by accelerometry and CRF by a submaximal cycle test. Cardiometabolic risk factors, including waist circumference, systolic blood pressure, high-density lipoprotein, triglycerides and glycated haemoglobin, were combined to a composite score. A mediation model by partial least squares structural equation modelling was used to analyse the role of CRF in the association between PA and the composite score. RESULTS: The cohort included 4185 persons (51.9% female) with a mean age of 57.2 years. CRF mediated 82% of the association between PA and the composite score. The analysis of PA patterns revealed that moderate intensity PA explained most of the variation in the composite score, while vigorous intensity PA explained most of the variation in CRF. When including both PA and CRF as predictors of the composite score, the importance of vigorous intensity increased. CONCLUSION: The highly interconnected role of CRF in the association between PA and cardiometabolic health suggests limited direct effects of PA on cardiometabolic health beyond its impact on CRF. The findings highlight the importance of sufficient PA intensity for the association with CRF, which in turn is linked to better cardiometabolic health
A randomised crossover trial of nitrate and breakfast on prefrontal cognitive and haemodynamic response functions.
No full textIt remains unknown whether dietary nitrate and breakfast may enhance working memory (WM) performance by augmenting physiological mechanisms and subjective psychological well-being. We performed a 3-arm randomised within-subject crossover study, with pretest-posttest comparisons, to test whether nitrate consumption via breakfast with a beetroot juice shot or regular breakfast compared to no breakfast improved WM (measured with n-back tests) and cognitive task-related changes in prefrontal cortical haemodynamic response (oxygenated- and deoxygenated-haemoglobin derived from functional near-infrared spectroscopy). In addition, effects on peripheral vascular function and self-reported psychological factors were assessed. In 60 adolescents (13-15 years old; 66% girls), WM improved in all conditions, with no intervention effects. Intervention effects were seen for oxygenated-haemoglobin changes, such that it increased after the breakfast with a nitrate shot during the WM tests and decreased after the regular breakfast. Thus, different neurophysiological mechanisms may be at play to preserve WM in adolescents depending on their breakfast composition. The trial was registered in the ISRCTN registry (ISRCTN16596056) on 21/02/2022.Finansieras av COOP, Skandia, Skanska, IKEA, Generation PEP, Konsumentföreningen i Stockholm.</p
School-based physical activity interventions : a discourse analysis
No full textSchool-based physical activity (PA) interventions stand out as a highly valued knowledge technology in relation to attempts to promote daily physical activity (DPA) among school youth. The purpose of the paper is to explore technologies of knowledge that guide school-based PA interventions in lower secondary schools and discuss their power-related implications. Foucault’s notion of discourse as the ensemble of regulated, deliberate, and finalised ways of doing things underpins the analysis of six school-based PA intervention studies that were identified in the literature between the years 2003 and 2021. The analysis concerned the scientific domain of the studies, their justification of school-based PA interventions, the purpose and results of the interventions, and problems with implementing the interventions. The analysis indicated a distinct narrative where researchers within medical science and psychology proposed that (a) young people's level of PA is too low and therefore they are increasingly exposed to the risk of lifestyle diseases; (b) schools appear as the obvious context for attempts to increase the PA of young people, for example through interventions; (c) contextual factors are often pointed out as significant for the success of the interventions, yet these factors are not systematically placed under the research magnifying glass; (d) few studies demonstrate any tangible change in student behaviour because of the interventions; (e) non-occurring behaviour changes are explained by contextual factors, or that school staff simply do not adhere enough to the intervention efforts. These results are discussed through Foucault’s concept of governmentality, that is, the integration of technologies of knowledge, power, and the self. It is concluded that the examined research gain function within a neoliberal governmentality where scientific knowledge aims to change the individual self, rather than to change the social structures in which individuals live their lives
Power of movement capability
No full textThis conceptual paper takes a departure in the concept of powerful knowledge, developed by Young, M., & Muller, J. (2013. On the powers of powerful knowledge. Review of Education, 1(3), 229-250. https://doi.org/10.1002/rev3.3017). Powerful knowledge can in short be described as knowledge that people need to understand and change the world. The aim is to examine when movement capability, as theorized through empirical research, becomes powerful. To delineate our perspective on knowledge, the concept of knowledge and knowing as theorized by Polanyi, M. (1962. Personal knowledge. University of Chicago Press) and (Carlgren, I. (2020). Powerful knowns and powerful knowings. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2020.1717634) is outlined, showing that movement capability comprises ways of knowing which are neither merely physical (the doing) nor mental (the thinking), but rather a fusion of both. With a widened understanding of powerful knowledge as including the knowing involved in the doings, we illustrate through empirical examples from previous and ongoing research, and how physical education can offer students possibilities to develop powerful movement capabilities
Trans* inclusion and gender equality in sport and exercise - an (im)possible equation?
No full textHeteronormativity and the idea of binary sex constrain sport and exercise as well as many gender equality measures that are implemented in sport and exercise contexts. This strongly affects trans people's opportunities to participate. The purpose of the paper is to explore trans performativity in relation to gender equality efforts in sport and exercise. Through interviews with ten trans individuals, we untangle how trans is, in the words of Karen Barad, produced in and through agential intra-actions of multiple apparatuses of bodily production. Our diffractive analysis shows how meaning comes to matter in sport and exercise regarding what trans 'is,' who and how one can identify as 'trans,' and in what ways trans individuals experience inclusion and exclusion. The study demonstrates challenges with reconciling gender equality and trans inclusion in sport and exercise contexts given current conceptualizations of sport and exercise, gender equality, and trans
Dining with Michel Serres : physical education and an ethics of the parasite
No full textPresented as a six-course meal, this article addresses the ethics of innovations, interruptions, and intrusions in physical education (PE). The central ingredient in this meal is Michel Serres' character-concept of the parasite. We begin by interpreting debates about PE's purposes, futures, beneficiaries, and so on, as offering researchers and practitioners food-for-thought about the status quo in PE and its transformation. We then introduce the tastes and textures of the parasite and explore these flavours further using PE research on outsourcing and the use of healthy lifestyle technologies. In the main course, we propose a situated and symbiotic parasitic ethics grounded in hesitation and discuss what this set of sensitivities offers debates in PE about outsourcing and healthy lifestyle technology-use. Recognising there will never be a PE without parasites, we advocate an attunement to what it is to parasite well in PE and to the role of the parasite in the composition of any PE collective
Cognitive Reserve Relationship with Physical Performance in Dementia-Free Older Adults: The MIND-China Study
No full textBackground: Cognitive reserve (CR) may be beneficial to the physical function of the elderly. Objective: We aimed to examine the association of CR proxies and composite CR capacity with physical function in older adults while considering age and sex. Methods: This population-based cross-sectional study included 4,714 participants living in rural China (age >= 60 years) who were dementia-free. Structural equation modeling was used to generate a composite CR score by integrating early-life education, midlife occupational complexity, and late-life mental activity and social support. The Short Physical Performance Battery (SPPB) measured physical function. Data were analyzed using linear regression models. Results: Greater educational attainment and mental activity were associated with higher composite SPPB scores and those of its three subtests (p < 0.05). Skilled occupations were associated with higher SPPB, chair stand, and walking speed scores, while greater social support was associated with higher scores for SPPB and chair stand (p < 0.05). Each 1-point increase in composite CR score (range: -0.77 to 1.03) was linearly associated with a multivariable-adjusted beta-coefficient of 0.74 (95% confidence interval (CI): 0.58-0.89) for total SPPB score, 0.16 (0.10-0.22) for balance test, 0.40 (0.32-0.48) for chair stand, and 0.17 (0.12-0.23) for walking speed. The association between higher composite CR and total SPPB scores was more prominent in those >= 75 years than those aged 60-74 years (p < 0.01). There was no statistical interaction of composite CR score and sex in physical function. Conclusions: High CR is associated with better physical function, especially among older adults (>= 75 years)
‘They don’t have bad intentions.’ The disciplinary power of heteronormative communication in upper secondary Polish physical education – a case study
No full textBackground Previous studies have shown unequal treatment of female and male students during PE. However, few studies have focused on gendered communication between teachers and students. Particularly, students' perceptions of communication have often remained unexplored. Understanding this process appears to be highly significant for ensuring gender equality in schools. In this study, we applied Foucault's theory of normalization and Butler's theory of gender performativity and heteronormativity to present data obtained during PE lessons in Polish upper secondary school. In Poland PE teachers still do not formally acquire knowledge of the significance of gender equality in the education process. No policies are formulated on teaching gender equality in schools. Hence, analyzing gendered communication during PE classes in Poland, where no specific gender equity legislation has been introduced, complements the ongoing discussion regarding prevailing gender structures in PE. Purpose The purpose of the study was to explore gendered communication between PE teachers and students in Polish upper secondary school, and perceptions about this communication specifically among male PE teachers and girls. Methods Data were gathered through three qualitative methods: observation of 60 PE lesson units, 17 focus group interviews with male (n = 27) and female students (n = 33), and 5 semi-structured in-depth interviews with PE teachers whose lessons were observed. Discourse analysis, informed by content analysis, was conducted to uncover fundamental communication patterns between teachers and students in the context of gender performativity and heteronormativity. Findings Communication between PE teachers and students demonstrated gender bias, indicating deeply rooted practices of heteronormativity. The male teachers communicated more frequently with female students than with male students and a significant portion of the communication took the form of jokes, teasing, and comments related to the physical appearance of the girls, romantic relationships and dating, and traditional gender roles assumed by women. Students' statements obtained in the interviews indicate a significant degree of downplaying the impact of teachers' way of communicating and 'defending teachers'. They encountered a strong normalization process that restricted their ability to resist teacher communication. Although the PE teachers emphasized the importance of being 'sensitive' when communicating with students, PE the teachers' understanding of gender issues appeared to be fragmented and unrefined, with insufficient recognition of the importance of proper communication with students.. Conclusions The implications of this study emphasize the necessity for Polish PE teachers to acquire a deeper understanding of how gender operates within school environments and PE classes, recognizing its impact on students. This awareness is pivotal in recognizing and addressing heteronormative structures during lessons. In connection with that, a thorough discussion on the impact of political and cultural factors shaping the knowledge acquired by teachers and the curriculum in schools is required. Additionally, the research highlights a need for appropriate student education because they are currently subject to strong normalization processes. The normalization processes they undergo hinder their recognition of dominant gender relations in the school environment, and, consequently, their resistance to them
Peer assessment in physical education teacher education - a complex process making social and physical capital visible
No full textPeer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other's work. In this paper, we report on Swedish preservice teachers' (PST) views on peer assessment used in PETE school placements. Our findings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii) making 'what to learn' visible, (iii) giving correct feedback, and (iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE)