Podcasts about kinesiology department

Send us a textWelcome back to HeadFirst: A Concussion Podcast. Today, we are the privileged and honour to be joined by Dr Lopez Frías. Dr Lopez Frias is an Associate Professor in the Kinesiology Department at Penn State University, whilst also a Senior Research Associate at the Rock Ethics Institute at Penn State's Dr Lopez Frías' areas of expertise are in the ethics of sports, including topics such as doping and the use of human enhancement technologies in sports. With more than 100 academic publications to his name, Dr Lopez Frías is widely recognized in his field, with over 1000 citations from fellow researchers and scholars.·      How Dr Lopez Frias become involved in the world of ethics and philosophy?·      Dr Lopez Frias Journey into Ethics and Concussion (03:50)·      What is ethics and how do we apply it to sports (07:05)·      Issue of Concussion in Ethical Space (14:20)·      Autonomy, relationality, and brain-injured athletes: a critical examination of the Concussion in Sport Group's Consensus Statements between 2001 and 2023 (22:30)·      Sociocultural Aspect of Concussion (32:10)·      Conflicts of Interest in Funding (39:51)·      Concussion and brain injuries in sport: conceptual, ethical and legal perspective (52:48)·      Future research and where can people find and support your work? (59:20)Dr Lopez Frias: https://hhd.psu.edu/contact/francisco-javier-lopez-frias-phdGoogle Scholar: https://scholar.google.is/citations?user=z3_i9-AAAAAJ&hl=en

Send us a text Coach Burnett is the Director of Athletic Development at Triple F Elite Sports Training. Prior to that he was the full-time Strength and Conditioning Coach for the Greater Atlanta Christian School. Coach Burnett started his career at Texas A&M Corpus Christie where he began as a Graduate Assistant moving onto an assistant role eventually becoming the Head Strength Coach and Adjunct Professor teaching a Strength and Conditioning Course and a women's strength course in the Kinesiology Department. Burnett has a Master's Degree in Kinesiology and exercise Science from Texas A&M- Corpus Christie and is a Certified Strength and Conditioning Specialist through the NSCA. He is Strength and Conditioning Coach Certified through the Collegiate Strength and Conditioning Coaches Association and has a Certification in Applied Functional Science from Gray Institute.https://www.instagram.com/rich_triplef?igsh=OGhxdG95bnQ1MHFzhttps://x.com/coachrichb?s=21https://youtube.com/@platesandpancakes4593https://instagram.com/voodoo4power?igshid=YmMyMTA2M2Y=https://voodoo4ranch.com/To possibly be a guest or support the show email Voodoo4ranch@gmail.comhttps://www.paypal.com/paypalme/voodoo4ranch

Martin Gibala Ph.D. is Professor and Chair of the Kinesiology Department at McMaster University in Ontario, Canada. His research on the physiological and health benefits of high-intensity interval training has attracted worldwide scientific attention. In this episode we discuss his work in sprint interval training versus traditional interval training, it's effectiveness plus how each influences an endurance athlete's VO2 max and overall performance.  Bob Seebahor is a Board Certified Specialist in Sports Dietetics, the former Director of Sports Nutrition for the University of Florida and served as a Sport Dietitian for the US Olympic Committee. He has created a free YouTube presentation called the GI Distress Masterclass in which he talks about the root causes of GI distress in endurance sports and discusses ways to improve digestive health. We touch on the significance of hydration, the impact of environmental conditions and the role of psychological stress, plus we examine the importance of implementing different nutrient timing systems and strategies for training and competition. Finally, we help you navigate the complexities of GI distress in endurance sports using insights from Bob Seebohar's masterclass on the subject. The new IRONMAN Pro Series, is a performance-based world series contested over 12 months at 18 designated IRONMAN and IRONMAN 70.3 events on the full 2024 IRONMAN and IRONMAN 70.3 professional racing calendar. A points-based system, it runs in parallel to the regular IRONMAN and IRONMAN 70.3 professional racing calendar.   All professional athletes are eligible to participate in the Series. A USD $1.7 million bonus pool is allocated at the end of the Series, and can be earned on top of any prize money won during the season. Tim and Bevan review the weekends racing from the IRONMAN World Champs in Kona plus we share the post-race press conference with the top 5 female winners. (0:02:04) – Infinit Nutrition 10% discount for all our listeners (0:02:17) – ULTRO Earbuds competition for our coffee club members  (0:02:55) – Is intense interval training a time-efficient strategy to induce rapid muscle and performance adaptations comparable to traditional endurance training. (0:09:08) – Intro to Bob Seebohar's new Masterclass – out now on YouTube (0:11:22) – Excerpts from Bob Seebohar's “GI Distress and Endurance Athletes Masterclass” (0:22:16) – IRONMAN launch a new Pro Racing Series (0:28:12) – Tim joins the podcast and we discuss the new IRONMAN Pro Series plus we review the racing from the IRONMAN World Champs in Kona LINKS: Infinit Nutrition 10% discount using the code FITTER10 at  https://www.infinitnutrition.com.au/ Note: For the code to work you need to have created an account and be logged in. ULTRO Earbuds at https://www.ultroaudio.com/collections/ul-tro-performance-earbuds Martin Gabala study “Short-term sprint interval versus traditional endurance training: similar initial adaptations in human skeletal muscle and exercise performance” at      https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1995688/ More about Bob Seebohar at https://www.enrgperformance.com/bob-seebohar Watch Bob Seebohar's “GI Distress and Endurance Athletes Masterclass” on YouTube at https://www.youtube.com/watch?v=vcwAbroMEBs The IRONMAN Pro Series at https://www.ironman.com/pro-athletes-race-series ANZCO Foods at https://anzcofoods.com/

Continuing our segments hosting some of the best Women's Soccer "influencers" we know, 3 Old Goalies welcomes in Sarah Lowdon:. Originally from Newcastle, England, Lowdon started her playing career at Newcastle United Women's FC (2002-2008). She continued her playing career and studies at Gateshead College (2006-2008) where she was inducted into the Hall of Fame. Lowdon began her collegiate career in the United States at Mississippi State University in 2008 then transferred to McNeese State University to play for the Cowgirls from 2009-2011. She graduated from McNeese St. with her Bachelor's Degree in Health and Physical Education. She went on to complete her Master's Degree in Exercise Physiology and Health Promotion as a double concentration in 2014 while also beginning her coaching career as a two-year Volunteer Coach for the Cowgirls. Lowdon also represented to San Francisco Nighthawks in the WSPL. Following graduation, Lowdon began a year-long stint as an assistant women's soccer coach at Wayland Baptist University. During this time, she was also an adjunct instructor in the Health and Human Performance Department and earned her NSCA CSCS (Certified Strength & Conditioning Specialist) in 2014. For the next two and half years, Lowdon served as an Assistant Coach for the Houston Dash in the NWSL. During this time, she also served as an assistant women's soccer coach at Sam Houston State University. Lowdon was also an adjunct instructor in the Kinesiology Department. Lowdon joined the University of Florida Women's Soccer program in June of 2017 as an equipment manager. While at UF, Lowdon earned a second Master's Degree in Sports Management with a specialization in Athlete Development. She also served as an Adjunct Instructor and Teaching Assistant for three years in the Sport Management Department at the University of Florida. Lowdon has also earned her US Soccer Federation (USSF) National A-Senior Coaching License, United Soccer Coaches Premier Diploma and became PAADS (Professional Athlete Development Specialist) certified in December 2019. From Newcastle to across the USA, to assistant Coach for the NWSL's Houston Dash, Sarah Lowdon has seen and done it all--and she shares her stories and viewpoints with us. Join us, won't you? (Thanks Penn State Sports Info Dept) Recorded 8.8.23

Mustang Lanes, located in the University Union, is the only bowling alley in the city of San Luis Obispo. It's also home to a bowling class offered by the Kinesiology Department that Cal Poly students can take for one unit of course credit. Several sections of KINE 109 are offered each quarter and meet twice a week for fifty minutes at a time.

Sean is joined by Ruth Childs, Lauren Lieberman, and Mary Connolly, authors of SHAPE America's newest book, Infusing Self-Advocacy into Physical Education and Health Education. On the podcast, they discuss their careers, the journey to creating this text, why self-advocacy is important for ALL students, and more!  Ruth ChildsRuth Childs, MFA, is a professor at State University of New York at Brockport. She has been at the College of Brockport Department of Theatre and Music Studies since 2001. Her teaching specialties include public speaking, acting, voice and speech, improv, and the politics of theatre. Childs served as regional chair of the National Playwriting Program for Kennedy Center American College Theatre Festival and has been a respondent and reader for national and regional playwriting awards. She was awarded the Kennedy Center American College Theatre Festival Gold Medallion. Childs is a public speaking consultant as well as a specialist in teaching self-advocacy. She directs the self-advocacy program at Camp Abilities each summer. Lauren J. LiebermanLauren J. Lieberman, Ph.D., is a Distinguished Service Professor in the Kinesiology Department at the State University of New York at Brockport (SUNY) in adapted physical education. She started her career teaching at the Perkins School for the Blind in the Deafblind program. She is co-director of the Institute on Movement Studies for Individuals with Visual Impairments or Deafblindness (IMSVI) (see www.brockport.edu/IMSVI) and founder and director of Camp Abilities, an educational sports camp for children with visual impairments. Lieberman has published over 193 peer-reviewed articles and 21 books and has been an invited guest speaker in the U.S. and internationally. She is a Research Fellow with the International Federation of Adapted Physical Activity and has won awards from numerous organizations for her work.   Mary Connolly Mary Connolly, BS, Med, is a professor at Cambridge College and adjunct professor at Curry College. She is an accomplished health education professional whose career spans nearly four decades and includes teaching and administration in public schools and higher education. Connolly served on the committee to revise the National Health Education Standards and is a member of the Massachusetts Interdisciplinary Health Education and Human Services Advisory Council and the American School Health Association (ASHA), Coordinator's Committee, and is a reviewer for the National Council for Accreditation of Teacher Education. She presents at numerous state and national conferences and is a member of SHAPE America, AAHE, SOPIE, ASHA, ASCD, and MAAHPERD.  

Not to miss! In this interview with Dr. James Eldridge, EdD - Professor and Chair of the Kinesiology Department at  Angelo State University (part of Texas Tech system)- Dr. E.  will enlighten you about many topics regarding exercise physiology and the basis for a solid exercise program. This is the REAL background of what you see and hear in mainstream media about exercise!0:00 - Introduction2:00 - Dr. E's background - some fun tidbits (like too much dancing) all the way to two undergrad degrees, Masters, Doctorate and beyond!8:25 - Stages of Change - psychological readiness for change- click HERE9:30 - What Dr. E does as the Chair of the Kinesiology department to prepare students for the world - making a living and truly making an impact in people's livesThe university has set up different learning tracks for excellence.13:00 - Athletic training needs to change and the knowledge of the coach needs to be upgraded in this field for more personal service.19:15 - Sports psychology importance20:20 - The class assignment that formed Michele's business! Magazine article critique!27:45 - Terms that are used incorrectly and a discussion about what strength is and HOW to attain it!35:50 - Protect your heart when weight training38:15 - How to navigate through what you are reading and seeing in mainstream media about exercise and fitness - (the gym scam business model back in the day! - YIKES!)41:50 - How you are going to benefit from people that have studied Kinesiology and how that student body will have a positive impact on our society48:10 - Final comments about how to navigate mainstream media messages with regards to exercise49:20 - How to get more information about studying Kinesiology at  Angelo State UniversityDr. James Eldridge, EdDSan Angelo State University - member, Texas Tech University SystemPhone: 325-486-6178Email: jameszero.eldridge@angelo.eduWAYS TO TAKE ACTION TODAY:1. Subscribe to The Body Uncovered and share on social media or however you see fit.2. You can sign up HERE for the FREE Overcoming Your Weakest Link webinar. Learn 5 critical concepts that Michele uses with her clients in her proprietary  biomechanical assessment and corrective exercise system. Also get 2 free exercise program PDFs!3. Visit michelebond.com for more information about Michele and her services.4. Purchase your copy of "5 Fitness Fallacies" to understand foundational exercise truths.Support the Show.

For this episode, we were able to recover a "lost episode" of the NCPEID collaborative from this Spring featuring guest speakers Dr. Justin Haeglele and Dr. Joonkoo Yun where they discuss why to get your PhD in APE and how to identify the PhD for you. Dr. Haegele (@Justin_Haegele) is an associate professor at Old Dominion University and a frequent guest on this podcast. Dr. Yun is a full professor and chair of the Kinesiology Department at East Carolina University. Both are accomplished researchers, as well as they have OSEP grant (Office of Special Education Programs) funding for PhDs. This training will occur through coursework, practicum, a consortium-wide enrichment program, community based service-learning programs, and research engagement.

Make sure to visit Ironcompany.com for all the latest gym equipment including the XEBEX Vertical Climber 2.0, XEBEX Magnetic Resistance Training Sled, Stroops Optimill Treadmill, and our SportsArt Bi-Directional Rehabilitation Treadmill.Rich Salke was back with us today discussing the do's and don'ts of nutrition. He always brings a wealth of knowledge from his 25+ years of fitness industry experience where he began his career as a competitive bodybuilder and is now an instructor in the Kinesiology Department at the University of Maryland and is a lecturer and trainer for the U.S. Secret Service. This one is jam packed with useful nutrition and dieting info for any fitness level. Learn more about Rich Salke.Check back weekly for weightlifting articles by Marty Gallagher where Marty discusses everything from the squat, deadlift, bench press, overhead press and even historical bodybuilding musings. His latest article "George Costanza: Neuroplasticity Guru"  is up now. And don't forget the Jim Steel strength and conditioning articles combining his head strength coach experience from the University of Pennsylvania for twenty years with decades of successful powerlifting meets and bodybuilding competitions for us all to learn from and enjoy. His latest article "Weightlifting - The Little Things Are A Big Deal" is up now. And if you're looking for personal training in Charlotte, NC check out KB Fitness for custom programming and verifiable results.Thanks for listening and if you like what you hear please give us a review on your favorite podcast player.

Ellen Bernstein-Ellis, Program Specialist with the Aphasia Treatment Program at Cal State East Bay speaks with Michelle Gravier, Jennifer Sherwood, and Albert Mendoza to highlight their research exploring the impact of an online exercise program on the fitness, well-being, and cognitive-communication skills of adults with aphasia as part of the Aphasia Treatment Program at CSUEB. This show addresses several gap areas addressed in the Aphasia Access White Paper authored by Nina Simmons Mackie, including:  Lack of holistic approach to community reintegration,  Insufficient attention to life participation across the continuum for care, and  Inadequate communication access GUESTS:   Michelle Gravier is an assistant professor at Cal State East Bay. In addition to teaching coursework in adult communication disorders and supervising in the Rees Speech, Language, and Hearing Clinic and the Aphasia Treatment Program, Michelle directs the Neurocognitive Research on Rehabilitation of Language Lab (NRRL). Among other research goals, the NRRL seeks to develop and refine interdisciplinary group-based interventions for PWA and explore how these interventions affect language, cognition, mood, and engagement/participation in PWA   Dr. Albert Mendoza and Dr. Jennifer Sherwood are faculty in the Kinesiology Department at Cal State East Bay and both work in the Physical Activity and Health Lab, known as PAHL. The research goals of the PAHL include advancing knowledge pertaining to physical activity and sedentary behavior assessment using data collected from wearable sensors, such as the identification of target behaviors that reduce disease risk and improve quality of life in minority, healthy, and clinical populations. Dr. Albert Mendoza is an assistant professor who teaches coursework in exercise physiology and clinical exercise physiology. Dr. Jennifer Sherwood is an associate professor who teaches coursework in exercise nutrition, exercise prescription and exercise in gerentology. Jennifer also works with the Muscle Power in Older Adults Lab and is past president of the Western Society for Kinesiology and Wellness.     Listener Take-aways: In today's episode you will: Learn about some of the associated benefits of physical activity for individuals post stroke Find out about some of the limitations of exercise intervention research in terms of including individuals with aphasia Hear a description of both physical activity and cognitive-communication outcomes measures for the LLAMA study Reflect on how SLPs can offer training and support to Kinesiologists in becoming skilled communication partners. Transcript edited for conciseness: Ellen Bernstein-Ellis/Interviewer I am welcoming you all to this episode. Thank you for being here. Michelle. Albert, Jennifer, thank you.   Albert Mendoza  04:04 Thank you for having us.   Jennifer Sherwood  04:04 Thank you for having us.   Interviewer  04:05 Absolutely. I'm going to just kick off with a question that I'm going to pass to you, Michelle. Would you care to share an aphasia access favorite resource or moment to start us off today?   Michelle Gravier  04:24 I would love to, thank you, Ellen. I appreciate so much what Aphasia Access provides for all of us. But I just would like to highlight the Brag and Steal sessions. So we actually had the opportunity as a group to present at the Brag and Steal a while ago to present this project that we'll be talking about today. And as you'll hear, it's one of our goals to help people start an exercise group in their aphasia program. It was really amazing to be able to share some of the lessons that we've learned along the way. We were able to implement some of the other ideas that people shared in the Brag and Steal in our own Aphasia Treatment Program.   Interviewer  05:07 Absolutely great ideas and great information. And most of all, just a great community culture of sharing with each other and supporting folks who are really interested in Life Participation approaches.  Before we dive in further, I like to share why I find this topic of exercise so meaningful. My first couple summers of college, I worked as an adaptive PE aide at De Anza Community College in Silicon Valley. And it was just a great opportunity to learn about making physical activity more accessible to a wide range of community members with disabilities. Now, one class member was an elderly woman who had had a stroke. When she came in with her husband, we would help her from her wheelchair to the mats for exercise, but she would often sob through her session. This was just long before I understood the concept of lability or aphasia, and we just did not have any training on how to be a skilled conversation partner. And without any idea of how to support her communication, her ability to participate in the class was negatively impacted. I just remember feeling that the loss of the ability to communicate was just deeply devastating.    Well, fortunately, I found the speech pathology major at UC Santa Barbara. Now fast forward from the late 1970s when I was an undergraduate to 2014 when I was sitting in the ASHA session developed by Anne Oehring, Leora Cherney and a Kinesiology colleague from what was then the Rehab Institute of Chicago, now the Shirley Ryan Ability Lab. They presented their collaborative group treatment model that offered discussions about health-related topics followed by a period of active exercise. Their interprofessional aphasia friendly approach to exercise participation made me think back on that adaptive PE experience. And in the last few years, Aura Kagan has provided multiple reminders that we should be considering the impact of exercise on wellness and recovery in our aphasia communities. So, all of that brings us to today's podcast and getting to explore and share this exercise program. Albert, why don't you get us started by explaining why we have a “llama” in the title of this episode and how the project got started?   Albert Mendoza  07:33 I don't mind at all and thank you for asking. So, it found its way in the title by the way, what is the title again? It's “A llama, a resistance band, and Neil Diamond walk into a bar.”   Interviewer  07:43 (Laughter) That's one of our choices.   Albert Mendoza  07:45 Okay, let's roll with that. A llama entered because that is the acronym for our program. The LLAMA stands for Life-Long Activity through Movement for Aphasia--LLAMA. That's why it's in the title. Also, there's a resistance band, which is one of the pieces of equipment that we provided to our participants that we actually integrate into the exercises. And Neil Diamond, one of the favorites. Whenever Jennifer plays Neil Diamond while we're doing the exercises, you just see the participants' faces light up as well as ours. We both dig on Neil Diamond as well. So it works out. That's a story. I'm sticking to it, Ellen.   Interviewer  08:33 Well, that explains why we have a llama. And could you tell us a little bit about how the project and collaboration actually got started? You were there.   Albert Mendoza  08:44 There's a group on campus, CSR, Center for Student Research. And briefly, it's a program that connects undergraduate and graduate students with faculty who do research and gives them an opportunity to be exposed to research and develop stronger connection with faculty and some skills for their next steps. I was at a (CSR) mixer and we all had name tags on and they had asked some of the students who were there to go around and engage in conversation at different tables. I was standing at a table with two other people. A woman came over and I recognized her right away because her hair was bright blue or pink, I think. I said, “Wait I've seen you before” and I told her that I teach a class in the music building which happened to be right across the hall from the aphasia, I always called it the headquarters but I know there's a--  for the ATP program. And I said, “What was it that you do there?” Because when I would finish lecturing, there'd be a group of people who would come in and they moved everything around. They put up music stands and then there were a lot of people with assisted walking devices in the hallway.   Interviewer  09:58 It sounds like you were leading right into our Aphasia Tones rehearsal.   Albert Mendoza  10:01 That's exactly what it was. So she would talk to me about Aphasia Tones. I thought it was awesome. I just stuck around a few times to watch the Aphasia Tones from the door. But before that, after she told me what they did and told me about the Aphasia Treatment Program, I asked her if there was an exercise component and if she thought that people would be interested in something like that, and she said, “No.” And we have another program in our department that was started by Jennifer, who's here with us today. It's called Get Fit, Stay Fit. And the person who was in charge of Get Fit, Stay Fit, at the time, his name's Andrew Denys, a grad student in our department, happened to walk into the room. I said, “I want to connect you with Andrew. He's the person to talk to, and then we can see about collaborating, getting some students that can come over to work with your students.” And so that's really what started it off.    And I'll tell you when I was really sold, Ellen, was when at the end of the semester, there's a concert that Aphasia Tones puts on, and I went to that concert, and it just blew me away. I was standing in the back and watching everybody sing. And there's a song that was actually written by somebody, I forgot the name of the song, but---     Interviewer  11:17 “I'm Here”, yeah, it was a collaborative songwriting effort.   Albert Mendoza  11:22 I thought, this is why all of us here are doing things like this, to see the impact that you could have, or that you can offer a way in which you can positively impact people's lives. I was like, we have to figure this out, I mean, there's some way that we can be instrumental here. So that's what started off the relationship between Jennifer, myself and your whole crew.   Interviewer  11:51 We also can give a shout out to that graduate student whose name is also Jennifer, Jennifer Cleary, who helped to do the coordination and get it off the ground for the program. And yes, you asked if there was interest. We didn't have an exercise component, but I had been asked multiple times by my members, “Could we do something active?”    Albert Mendoza  12:14 I guess my question is what took you so long to get to the Kin department, and we were like, 40 meters from your building? (Laughter)   Interviewer  12:21 Well, 40 meters is a long, long distance for people who have mobility issues. So that was part of the problem. But I am so glad that that this collaboration started. It is awesome. Albert, thank you for sharing the origins because I love that it was a bottoms up kind of start where ATP members were asking for it. We just somehow had to get the stakeholders together to communicate and share, and you guys just embraced it and made it happen.    So now I'm going to back up. Jennifer, maybe I can hand this next question off to you.    We started as a face-to-face exercise class. But this is a podcast about an online program, a research project, but we originally started with eight people in a room. People could come once a week, we only had space for eight people on one day, eight people another day. Today's focus will be on this online project. Jennifer, what does research tell us about physical activity levels post stroke, what does that look like?   Jennifer Sherwood  13:23 Most adults post-stroke lead a sedentary lifestyle, and they spend 81% of their waking time in sedentary behaviors. They experience reduced cardiovascular fitness, mobility, and they have limited muscle control. And they also have an increased risk of falling. For adults with aphasia, some of our work shows that they take fewer steps and are more sedentary compared to the similarly aged stroke survivors without aphasia .   Interviewer  13:55 I've read that increased sedentary behavior, which I'm really feeling during COVID with all of this time online, increases health risk. Increased secondary behavior is not necessarily a good thing at all.    Michelle, you and I had the opportunity to attend the C Star lecture presented by Dr. Jean Neal Strunjas on “Aging Gracefully, with Exercise and Social Engagement” back in February of this year. And we were impressed. She shared her bingo-cize program developed to engage seniors in the skilled nursing setting, to hopefully get them more active and involved. We'll put the C-star link to that lecture in the show notes. She also provided a review of the evidence for the positive impact of exercise in seniors with and without dementia on cognition and quality of life. It was really quite remarkable and motivating to see that data. I wanted to go out for a walk as soon as that webinar was over, because the data was just so impressive.    Jennifer, let me go back to you for a moment. What is the research suggesting about the benefits of exercise for individuals post stroke?   Jennifer Sherwood  15:06 In post stroke adults, regular physical activity is associated with reduced physical disability. It may be associated with reduced falls. It's linked to better attention and processing speed, but evidence is equivocal on the effects on working memory. Evidence also suggests that aerobic exercise training in post-stroke adults is associated with better cardiovascular fitness, cognitive abilities, walking speed, endurance, balance and quality of life. And strength training is associated with better physical function, mobility, psychosocial aspects and quality of life. While flexibility and stretching exercises are associated with increased joint range of motion, reduced muscle spasticity, and increased motor function.   Interviewer  15:55 It's always really an impressive list. We know that exercise is good for us. I appreciate you just kind of laying that out.   Michelle, you and I also got to attend a session at the 2021 Clinical Aphasiology Conference featuring a preview of the scoping review, led by Chaleece Sandberg and her colleagues in the ANCDs writing group, examining the research on the impact of aerobic exercise on cognitive-communication status in individuals with aphasia. This endeavor was motivated, at least in part, by the Harnish et al. 2018 article, which considered aerobic exercise as an adjuvant therapy for aphasia. We're going to put these citations in our show notes but be on the lookout for a future publication of this scoping review. One takeaway was that we need more research on aphasia and exercise. And they also mentioned some common factors in studies that seem to show positive impact. Michelle, do you want to highlight anything?   Michelle Gravier  16:57 Thank you, Ellen. So, I think as you mentioned, the main takeaway is that we do need more research on including people with aphasia. One of the main takeaways that they provided, in addition to mentioning that we do need more research, is that there's not a lot of information in the articles that are out there about stroke and exercise that specify how many people with aphasia were actually included in these studies.   Interviewer  17:23 Yeah, or not included.   Michelle Gravier  17:24 Yeah, of course, or not included.  But the some of the factors that they identified that might be associated more with positive outcomes included higher frequency programs, longer duration programs, greater exercise intensity, and also the inclusion of different kinds of exercise. So that just goes back to what Jennifer was saying, supporting the role of not just aerobic exercise, but also strength training, for example, in imparting these benefits.   Interviewer  17:57 So you actually just alluded to this and I'm going to ask Jennifer about the research in terms of exercise and stroke. How does it typically include or designate if there are individuals with aphasia as participants, what have you found?   Jennifer Sherwood  18:12 So there's a couple of limitations—especially the data with post stroke adults is limited. It's limited because studies don't recruit nonambulatory stroke survivors. And exercise interventions that involve stroke survivors are often limited by what health insurance will pay. And typically, this limits studies to the first three to six months post stroke, leaving chronic stroke survivors and their families to navigate their lives with new and evolving physical challenges.   In addition, it's also difficult to recruit chronic stroke survivors because stroke isolates people, and so they're less likely to engage in exercise and be in places where they might be recruited to participate in an exercise study. Adults with aphasia who are 25 to 40%. of post-stroke adults are typically not included in studies, especially exercise studies. And the reason being that the studies don't recruit adults with communication difficulties. Adults with aphasia have difficulty following directions and have difficulty reporting their experiences. Therefore, if the study requires participants to report language related outcomes, researchers exclude adults with aphasia, and adults with aphasia also have difficulty understanding informed consent documents. And these documents must be thoughtfully prepared to be understandable and enable adults with aphasia to consent. And another barrier, the final barrier, is that research related tools to work with adults with aphasia are limited. There's no toolkit, and there are few standardized study assessments available for researchers interested in the experiences of adults with aphasia.   Interviewer  19:53 Right, you know, in terms of those limitations and barriers that have caused people to exclude individuals with aphasia as participants, I just want to acknowledge some of the work by Pearl and Cruz in their 2017 article, Daleman's 2009 article, and even Luck and Rose's 2007 article. It all talks about the methods and ways to make sure that we can be more inclusive. And the reasons to include these individuals in our research are just so vital and important. I hope the listeners will take a look at those articles in the show note citations, because I think that's a really good place to start.    So you mentioned some of the barriers, Jennifer to participating in exercise post stroke, do you see there are additional barriers for individuals with aphasia, just being in a post stroke exercise class,   Jennifer Sherwood  20:47 In addition to potential physical ability, or the variable amount of physical ability, there's often, and this is for post stroke as well, that that physicians neglect to recommend exercise, despite the potential benefits. Engaging post-stroke adults in exercise is more difficult because there's not knowledgeable people with the skills to adapt the exercise for their physical and communication abilities. And the programs need to be flexible to accommodate and adapt to frequent health related interruptions and changing physical abilities. And so there's a paucity of these programs in the community.   Interviewer  21:30 That was my next question. What do we know about the availability of adapted community-based exercise classes? Are they widely available? It sounds like not so much.   Jennifer Sherwood  21:41 Now, if you think about most community centers—so the hospital rehabilitation is usually limited by it by insurance. There's maybe like 10 visits or something and that's happening in the first six months post stroke. Then people are left to go to their community centers and community centers are busy, people are impatient. People don't have the training to work with adults with physical disabilities and different communication abilities. I can imagine, and research suggests, that people with aphasia are not going to those locations to exercise.     Interviewer  22:23 I am excited to start talking about the current research focus and status of the LLAMA project at Cal State East Bay. I'd like to share this collaboration because it is a coming together of the speech pathology program and the kinesiology program to create this project. Albert, do you want to talk about the purpose and where we're at with this project?   Albert Mendoza  22:49 Sure. Thank you for asking. The purpose of LLAMA is to assess the feasibility retention and compliance to a physical activity intervention delivered online and individualized in real time to post-stroke adults with chronic aphasia. We have a secondary aim to investigate the preliminary effects of the intervention on sedentary behaviors, physical activity, and function.   Interviewer  23:16 All right, so a lot of different goals. How about describing your participants?   Albert Mendoza  23:22 I mean, just describing the aims of this, it just sounds like a lifelong study.   Interviewer  23:28 Yeah, that's right. It's big.   Albert Mendoza  23:32 So our participants, this is great, because we have a wide range of ages, a range of time post-stroke with our average time from post-stroke being about 10 years. There's a range of aphasia severity from mild to severe. Also, different types of a aphasia, we have a range of six different types of aphasia. And paralysis or paresis, just under 80% of our population have upper and lower right paresis, and many of them have assisted walking devices or wheelchairs. And several of them have been with us for three continuous semesters--they've engaged with the program. So that's pretty exciting.    Interviewer  24:25 It's really exciting because our members vote with their feet. They don't like something, then they don't come back. They take a different group, different class, so…   Albert Mendoza  24:32 They don't like something, they let you know. And then they don't come   Interviewer  24:37 True. They are very empowered to tell us what they like and don't like. Absolutely.    Let's talk about outcome measures. Because I think that's always a tricky part of any study. And this is where interprofessional collaboration, I think really shines. So let's describe our main measures as they cross several domains and why don't we start with the physical activity ones   Albert Mendoza  24:59  For physical activity, like what Jennifer was discussing earlier, we're taking the approach of examining both physical activity behaviors as well as sedentary behavior. So sedentary behaviors, in general are defined as behaviors that require energy expenditure just above resting, just barely above resting, in a seated or reclined position. And then physical activities are above resting, those activities that they're engaging in. For physical activities, we're examining steps as an outcome, stepping time, stepping bouts, in times of like, less than a minute, between a minute and five minutes. Standing time--    Interviewer  25:39 Wait, wait tell us again with a stepping bout is, we're speech pathologists!   Albert Mendoza  25:44 Anytime I say bout it means that you're going from one behavior to another behavior. So it's like a transition. So right now, some of us are sitting, some of us are standing--a stepping bout would mean you get up, you go to the kitchen to grab yourself a glass of Chardonnay or Pinot Grigio. And then you walk back, right, that's a stepping bout. So you went from a sitting behavior or sitting posture, to a walking behavior, and then back to a sitting behavior. So that would be a bout within there. And then when it comes to the sedentary behaviors, we're examining sitting time, so how many minutes a day they're sitting, as well as sitting bouts. So again, that would be a sitting behavior, and then it would transition to a different behavior than back to sitting. We're looking at sitting bouts greater than 30 minutes throughout the day.   Interviewer  26:37 I have just greatly, greatly been impressed and amazed by what it's taken to get those physical measures. And we'll talk about that a little bit more because that's involved some wearable devices. And I'm excited for you to explain that to the audience. today.   Albert Mendoza  26:53 We will and you know, I'm sorry, I just wanted to add that these behaviors, sedentary behaviors and physical activity, they're not mutually exclusive. So a person who has an office job or who's a grad student feverishly writing their dissertation but who runs for 45 minutes later in the day, they have both behaviors. That's the reason why we're examining both behaviors. So I'm sorry, go ahead.      Interviewer  27:23 No, thank you. Thank you. I'm going to ask Michelle to describe some of the cognitive-communication and psychosocial measures that have been engaged for this for this study.    Michelle Gravier  27:35 Thank you, Ellen. We are interested in looking at different outcome measures. For our language outcome measure, we are using the Quick Aphasia Battery. And we selected that measure to see if participating in the group had any outcome or any effect on individual language performance. For our cognitive outcome measure, we selected the Test of Nonverbal Intelligence. We selected that measure because we were interested to see if it affected nonverbal intelligence, so controlling for individual's language ability. And we also were interested in looking at self-perceived barriers to physical activity. Jennifer mentioned some of the barriers that people had to participating in exercise and we wanted to see if participating in the group affected or reduced any of those barriers. We used the Barriers to Physical Activity After Stroke, known as the BOMPAS, and it includes 15 questions across four domains, including locomotor problems, fatigue, and mood, motivation, and information and comorbidities. And finally, we wanted to look at quality of life. And so for that, we use the Burden of Stroke Scale. And this scale asks questions in different domains related to how difficult individuals feel that these different activities are, including mobility, self-care, swallowing, communications, social relationships, energy and sleep positive and negative mood. And it also asks questions about the impact of those difficulties on individuals lives.   Interviewer  29:23 Thank you. I know that our students have really enjoyed learning to give those measures and have an opportunity to learn about the online administration of those measures, because they are all online. Right? All of the assessments?   Michelle Gravier  29:38 That's correct. Yeah. So, as you mentioned, even though the group started in person, the research study actually started once we moved online due to COVID. That's why we have interest in really looking to see how we were able to provide an online program.   Interviewer  30:01 Hats off to you because the study was supposed to be in person and you guys just pivoted and made it happen online, which has been impressive.    I think some of the next few questions are going to focus around adaptability and accessibility. I'm going to go back to the physical measures for a moment. Albert, there was a lot of effort that went into adapting some of the instructions for the participants for the wearable, health monitors like the Fitbit, and the activPAL. Could you explain some of the things that were done in order to make these things, clear instructions, clear and doable for our participants?    Albert Mendoza  30:43 This had interprofessional collaboration written all over it. There's absolutely no way we would have been successful at getting these devices to participants and wearing them or anything if we didn't have the relationship that we do, Kinesiology with the SLP group.    So briefly, these devices that they wore, one was a research grade device, it's a thigh worn monitor; the other is a is a consumer grade monitor, it's a Fitbit that you wear on the wrist. And for both of those, actually Sarah Millar who's a former SLP grad student of yours, made these videos of how to wear the devices, how to charge the devices, proper care, and then we made those available to the members themselves.    We also demonstrated ourselves, so myself, Jennifer, Michelle, after we initialized the devices together, we waterproofed the thigh monitor and tegaderm is used, and we draw a little picture on it so we know which way is up. We take these baggies out to the person's houses. We hand deliver and we demonstrate as well, like this is how you want to wear it, you leave the thigh monitor on as long as you can, only take it off at times when it be submerged in water.    The wrist device, we had only requested that they wear the Fitbit during the exercise sessions, so twice weekly, so that we can get a measure of heart rate. But it turns out, most wore the wrist monitor all the time, to bed and everything. The actiPAL, they wore pretty much 1,440 minutes a day, so that's 24 hours a day that they've had the device. So that's quite something, I mean compliance to wearing those devices. We realize that it is a burden. So we're really thankful that all the members just took to it.    And it was because of the way that we were able to communicate with them with the help of the Speech, Language and Hearing Sciences department to help guide us with how to add more pictures, how to slow our speech down, how to be more descriptive. I was just mentioning that Jennifer and I have made this video, recently. We have new Fitbits. The members need to download the app and sync the device. Jennifer, I noticed just the way that she spoke in the video, she was very clear with her hand motions and very purposeful with the movements-- nothing too fast. It's really at a cadence that, to me, it reminds me of our sessions--the way that we interact with the members.    I think the fact that it's us doing it, myself, Michelle and Jennifer, that also resonates with the members. We're not strangers to them. I hope their impression is that we do genuinely care about them. And that we're offering the best possible mechanism of physical activity that they can engage in, in their best interests and as safely as possible. So those are some of the things that we did.   Oh, also, Jennifer started drafting an email that we would send ahead of time. I forgot whose recommendation this was, but I think it came from, I was gonna say the other side, but that's speech language, you know, your whole posse, but there's an email that goes out. Now a student sends an email out to the group the night before. It has nice big font, and (says) we're meeting tomorrow, this is the Zoom link, it's the same zoom link all the time, the same password, but, we send it out. And then also there's some pictures of some of the equipment that we use,   Interviewer  34:16 Like bring your resistance band and there's a picture of a resistance band. I was so impressed.   Albert Mendoza  34:20 Yeah, and the ball. Also, Jennifer puts a link to the song that we're going to do. Those are all, and probably a few more things that I'm missing, are how we were able to get devices out.   Interviewer  34:40 Let's just jump into the class. Jennifer, would you please describe, I don't know if the word typical is right, but typical class. I think it's anything but typical.    And Albert, you've just said you hope that the members know that you are genuinely involved and engaged and supportive. I think that message is loud and clear. If there was a measure of that, it would be off the scale, because you guys are awesome with the members.   Albert Mendoza  35:05 So thanks, we need to capture that measure.    Interviewer  35:07 Okay, we need to work on that. Absolutely. So Jennifer, what does a typical class look like?   Jennifer Sherwood  35:15 So, in a typical class, everyone logs into zoom. Then we greet them as they come in, we check in with them, we get beginning heart rates, if needed. We then open up a video and we share the video. It's an exercise team member and she's doing the movements. And so it's a split screen. There's one side where she's using all of her limbs. And then the other side of the screen is where she's helping her “getting stronger arm”. So there's always two adaptations and they're noted with a blue circle and a yellow star. We start the videos so that people can clearly see what she's doing. And then we play music, Neil Diamond, Rod Stewart, the Commodores. Then we, we are all on Zoom together, can all see each other. And we note movements. We remind people that these movements are like activities of daily living, like maybe picking up their remote. We give them continuous feedback on their form and on their engagement. We acknowledge them, we challenge them, we remind them to work within a pain free range of motion, to stabilize themselves when they're standing from a chair, to continuously breathe. We run through a series of strength training exercises, their activities of daily living, but we use resistance bands to add extra resistance. We sometimes do them slower, so they're more strength building; sometimes we do them faster. And then at the end, there's a dance, and that is a little more aerobic. We watch a video of Sherry Zack Morris from Yoga Vista, and she has great videos. Then we end with taking heart rates, if needed. Then we say goodbye, keep up the good work, and remind them we'll see them in a couple of days.   Interviewer  37:25 It is such an incredibly positive and motivating supportive atmosphere. I hadn't watched for a for a while yet this semester and I got to watch this week. I started to try to do some type of count. I started to count moments or instances of positive feedback and banter, just trying to capture somehow, describe somehow, just how engaging this class is. You and Albert really are connecting frequently with the members. I think you actually try to track to make sure that everybody has had at least one, but usually it's multiple individual callouts in the session, which I think is really nice. People feel very listened to and present to the activity.    You started to describe some of these, but is there anything else you want to add to how we've made the classes more communicatively accessible? Albert noted the aphasia friendly emails, did we cover everything?   Jennifer Sherwood  38:43 During the classes, we have the video and the movements are very clear. The movement is named, so it's textually represented below the video. And then we also have a picture of the name of the exercise below the video. We're able to adapt the exercises and the cues to the pace that's appropriate for the individuals in the class at in real time. And so we can make sure that we're using easily understandable words, short feedback. We're speaking more slowly and we're articulating clearly.   Interviewer  39:30 Thank you. Well, I really appreciate how much effort and thought has gone into these adaptations. Michelle, can you share your observations about how individuals with more severe aphasia do in these classes. What have you noticed?   Michelle Gravier  39:48 Well, for all the reasons that Albert and Jennifer just articulated, it's really accessible to members with all ability levels, so even our members with more severe aphasia are able to really participate, and they see everybody else doing the exercises. Even those who don't feel comfortable or confident enough, maybe, to participate in some of the communication-based groups that we offer an ATP, really thrive in the exercise group. And you can tell, just as he mentioned, Albert and Jennifer are always giving feedback and support to numbers. Some of the members who, even at the beginning of the program maybe seemed a little bit more reluctant or not as engaged, it's really been amazing over the semesters to see them open up and really grow so much. So now, some of the members with more severe aphasia are actually some who are probably among the more engaged members.   Interviewer  41:01 We've talked a couple times about how we started out as in-person, and now we're online. Some of our programs are completely online, some are offering both in-person and online groups. I'd like to ask you to reflect on some of the pros and cons of this online versus in-person format. Online has been particularly wonderful because we've been able to include our doggie mascots, which are yours, Jennifer. They are the most wonderful dogs who seem to love to come keep you company while you're exercising, especially if you're making a video. So that's one positive, we get to have doggy mascots. Michelle, your cats show up now and then. Let's talk about the online aspects. Jennifer, are there things that you have observed or concluded?   Jennifer Sherwood  42:02 As you mentioned, at the beginning, when we were face to face, we were limited to eight participants. Now we can take as many participants as want to log-in on Zoom. The other thing is that people are on Zoom so they don't have to go to a place. They can exercise within their own home. They can exercise in a place where they're comfortable, their caregivers are there. They don't have travel time, it's easy for them to exercise. I was looking back at when we were face to face, and one of the things we were trying to do was develop pictures of exercises. I thought it was really interesting that now we have these beautiful videos illustrating the movements and that the members seem to really engage with.   Interviewer  42:59 That has been kind of a silver lining, the ability to use the screen and show videos which is harder to do in the class setting that we had.    We've mentioned several times this whole concept of making this aphasia friendly and more accessible. But I'd like to ask Jennifer and Albert as Kinesiology faculty, what has been helpful in learning to communicate with individuals with aphasia?    Jennifer Sherwood  43:33 As kinesiologists we enjoy physical activity. We know all of the benefits of physical activity. And there's no way that we could have communicated with this population for whom there's so many benefits of physical activity; there's no way that we could have communicated with this population without working with our speech and language therapists.    Albert Mendoza  44:05 I'm glad you brought that up. Because I was thinking about that the other day, that we have all this knowledge, all this evidence and guidelines etc. But it is not meaningful, especially to our group with aphasia, if there's not a way for us to translate that to that group, to that community, to those family members, those caregivers. So it's absolutely true. That is one thing that it allows us to do, right?   Interviewer  44:32 I think the beauty is, we appreciate your acknowledgement of learning the communication skills, communication partner skills, but there is no way I would even try to think about leading exercise class, like I see you two do and how you shape and model behavior. I am so grateful for your expertise and for you bringing it to us and to our members.    Albert Mendoza  44:56 Thanks and I think that's one of the cons. Jennifer was talking about the benefits of being online, there are many, but one of the cons is that we're not able to be with them, kind of anatomically next to them where we could help with--when we're online Jennifer and I can say, “You want your elbow to be fixed”, “You want to extend your arm here”, “Your shoulders back, chest back”. But when you're with them, you can, you can give more specific corrections. It's a little difficult because we don't always get a whole body view of the members since many of them are in a seated position because they need to be. But that's one of the cons of just not being able to be there with them. But, just short of that, we're able to watch them the best we can.    We give them not just encouragement, but also to make it a little more challenging--actually, Jennifer just recently started counting down like the last five reps of whatever we're doing, which has been awesome because she's always very purposeful. We talk a lot about moving within your pain-free range of motion, but also, slow and steady, slow and easy, no jerky motions. Jennifer will slow it down. We know that in our fields when you slow these movements down, they become more intense. But they're very purposeful movements. They don't have to be these large movements, but they have a large impact. I really appreciate the fact she's doing that because we get everybody counting together. That's something that I really do enjoy about the online, that we were able to be more specific and purposeful with some of the movements that we're asking them to engage in, that we engage in with them as well as Michelle.   Interviewer  46:46 There's a lot to learn. There are pros and cons for both formats. I'm going to go back to this accessibility issue and thinking about the students that you've been involving, in your labs and in this collaboration. How do the Kinesiology students learn about communication accessibility and being skilled communication partners? And do you see that this experience is helpful to their education and maybe translates into future job skills? What's been the approach to help train these students?   Jennifer Sherwood  47:19 Well, the first thing that had to happen, it was a key piece, is that they speech, language and hearing professionals, faculty and students, trained faculty and students from the Kinesiology department to use supportive communication and adapt the exercise delivery. We're modeling this as faculty, and as students, we're modeling this collaboration, this respect for another discipline, and willingness to learn from other professionals, and being able to practice within our scope of practice. We are not language professionals. And I appreciate that you acknowledged that you guys are not exercise professionals. I think it's really important for students to see how integrated we can work together. I feel like it's been incredibly educational and it's just been a really good environment. We teach students to collaborate. We're challenging them to extend their discipline, specific knowledge and skills, to plan and deliver and assess this physical activity interventions for adults with aphasia.   Interviewer  48:43 Albert, you've mentioned to me a couple of times that concept of translatable skills. Do you want to elaborate on that? I think about the trainers at my father-in-law's senior residence who come to the gym, and some of them are graduates of your kinesiology department, and they're really popular at this gym, of course--they are trained by you guys. I'm just thinking about the students who will come out now and have all this knowledge about aphasia and communication that will hopefully be helpful in these environments that they're going into.   Albert Mendoza  49:20 Building upon what Jennifer was saying, the ability to take what they're learning in the classroom and apply that in some meaningful way to a group of people, community, like this is important. Those are life skills, being able to communicate, but also being humble along the lines of what Jennifer was saying-- that knowing what's not in your wheelhouse and what is and just asking for help and asking for input and thoughts.    We ask this of our students, and we should be doing it ourselves. And if we're not, shame on us. We should model that behavior. It's been such a great experience. I've heard from students who've worked in the program that they see the relationship that we have, myself, Jennifer, and Michelle and the other students, and you as well, Ellen. And that makes a difference. It makes all the difference because it's more of the action versus just telling them what you should be doing. But they just see, we do it, and they get it, and if those that don't get it, it's ruthlessly exposed. It's something that they're able to take to their next step, right? And we talk about that often, like, setting themselves up with this experience and developing the skills so that they have more possibilities and options when they're when they're done.    And we have a student who has worked with us, and this person is still with us, they're going to be applying to PT schools. I was reading through her materials. She talks about the group of people she'd like to work with. I know that what she's applying with the aphasia group are the exact kind of skills that she'll need to be successful with this other group of people. She's talking about water therapies and things like this, but the way that she speaks and interacts with a patient, it reminds me how Jennifer interacts with them. It's like very aphasia-friendly.   You get it, I remember one day, we had a conversation, I said, “Oh, I'm gonna run into this person's house. I'm gonna have a quick talk with him, I'm gonna go”. And you're like, “There are no quick conversations with anyone with aphasia.” There's a lot to that statement. So that to me is another skill. And in this age, when we have less and less reason to communicate with people, especially face to face or eye to eye, it's kind of a lost art. So I'm glad that our students have an opportunity to grow in that way.   Interviewer  52:08 Yes, me too. It's been really rewarding to watch them and to get to be part of watching our SLP students lead the training for the Kinesiology students and faculty. We've talked about accessibility, I feel really good about sharing that, but I want to give you an opportunity to share any initial results. Michelle, are you going to start that part?   Michelle Gravier  52:33 When I was introducing the outcome measures, like I mentioned, we were using the Quick Aphasia Battery in the past tense. So I guess that gave a little bit away. But what we're finding is that the we didn't see initially any effect of participating in the program on language ability, as measured by the Quick Aphasia Battery. And so we just wanted to see if maybe that was just because we weren't using a measure that was quite sensitive enough. So we're actually adjusting some of our outcome measures that we're using this semester. For the cognitive outcome measure, The Test of Nonverbal Intelligence, our findings are similar in the sense that we didn't see any effect of participating on that measure. Similarly, we were thinking that maybe the outcome measure wasn't measuring quite the things that we might expect would be impacted by participating in an exercise group. The Test of Nonverbal Intelligence really focuses more on abstract reasoning and problem solving. Maybe there are some other domains of cognition, like attention, for example, that would be more likely to show some effects of exercise. But what we did find was that our members reported at the end of the semester that they on the BOSS, our quality of life measure, that they had fewer difficulties across all of those domains, but more specifically, that there were significant differences on the positive mood outcome. So suggesting, hopefully, that participating in the exercise group actually resulted in people having positive psychosocial outcomes.       Interviewer  54:23 It's really important to recovery. We know how frequently depression is an issue for people with aphasia, at such a higher rate than stroke survivors without aphasia, so I think any improvement in positive mood is really significant. Having access to classes and treatments that allow them to participate in things that might have an impact on mood is really vital. Albert, do you want to summarize some of the physical activity outcomes.   Albert Mendoza  54:57 Sure, so for physical activity outcomes, what we found were that steps and standing time increased in our group, and it happened to decrease in the control group. Our group took about on average about 1300 steps a day, which, in general 2000 steps a day is about a mile. So it gives you an idea of how much our participants step. But what was most promising was standing time, and they increased their standing time from pre to post over an hour, like 62 minutes daily, compared to the controls that actually decreased in standing time, almost 90 minutes from pre to post. So that was that was promising. And with sedentary time that both groups decreased in sitting time, not by much, but there was a little bit of a decrease. So that's, that's promising, it wasn't an increase.    Interviewer  55:45 And you're still collecting data. This is still a project and process, so there'll be more to come.    I'm going to ask if you have any recommendations for listeners, who might want to start an exercise class or do some research?   Albert Mendoza  56:04 I think I've mentioned this once before, but make friends with the Speech Language Pathology Department, if you're in the Department of Kinesiology, that'd be my first thing. The other thing is, you need to be invested. If you're not invested in the program, like if you're not really there for them, they're gonna sniff it out and you're gonna be in trouble. I think it's gonna make your life a lot more difficult. I'm sure you know as the educators, clinicians and researchers you are, but it's just been the vibe that I've gotten from being involved with a group. So that would be first recommendation, to really talk, go out and walk across the campus, go talk to another group of people, introduce yourself, buy them a cup of coffee, and have a conversation. I mean, that's really how it starts. It's building a relationship like any other. We need each other. There's no one can do it on their own.   Interviewer  56:59 I would really love to see more classes, opportunities, and more collaborations develop.    Albert Mendoza  57:07 That's in the pike, that's on deck, Ellen. Interviewer  57:15 That would be exciting.    So I'm going to direct one last question to each of you. What message do you want to leave the listeners with in terms of the value of interprofessional practice on this project, and/or anything else that you want to have the opportunity to say that you haven't had a chance to say. This is your moment. So, who's going to go first?    Jennifer Sherwood  57:42 I'll start. So, I just think there's no way that we could have started or would still be doing this program and expanding this program without the help of the speech language professionals. There's just no way and the things that that we've learned and that our students have learned, and the skills that we've gained, and the friends that we've made, are just, I mean, I feel really blessed and fortunate.   Interviewer  58:17 So do we. Thank you. Thank you, Jennifer.   Michelle Gravier  58:19 I'll go next. And just to add to that, I think everything that everybody has mentioned has been sort of alluding to this, but it's just really been an iterative process as well. I think that in addition to learning how to work as an interdisciplinary team and learning from each other, so they like more about exercise recommendations, and I think just learning from the members about what their needs are and how to adapt the program to make it work.   Albert Mendoza  58:57 I'm glad you said that Michelle, because I was just thinking that we've talked before about all the interviews and all the processes that your group goes through to collect data on all the members. I mean, very informative, very thorough. We've had conversations and Jennifer too, about like, maybe we could ask this question to find out, because we really wanted to know what's their take on what we're doing? How could it be better for them? So constantly reevaluating, but you check in with the members to find out what their needs are so that we can do our best to meet them from our direction, to meet them there.    I'm glad that Michelle had mentioned that because that's something that I thought about also. I had a cup of tea the other day and I like reading the little, I don't know what you call those in the back of the-   Interviewer  59:49 The piece of paper? Yeah, yeah, I don't know what that is called either.   Albert Mendoza  59:53 I read it to my students because I just got a kick out of it and it was a “Aspire to inspire before you expire.” I would say thinking about this project and what we're doing, like, I really hope that what we're doing is really inspiring to others to take action--to get involved somehow in their community or their families, to give, to share the knowledge, to share your experience, to give others an opportunity to improve their quality of life for the short time that we all have here. So, this is just one way that we're able to give back and say thank you to the members in the aphasia group, and hopefully, you know, this is just the start of something great. Isn't that a Neil Diamond song? I'm sure he has a lyric in this.   Interviewer  1:00:52 It's that time to start…. (sings)   Albert Mendoza  1:00:53 My aphasia! (sings)   Interviewer  1:00:57 Yes. Yeah.   Albert Mendoza  1:00:58 Ultimately, that would be my message, my closing thoughts about the whole thing because when we go drop devices off, it's kind of a double edged sword, because we do have to travel around and it's a little bit burdensome on the members, but having conversations with them with their---I had one person's wife tell me at the door-- they all want to say hello, right? So I just wait there, and I'm sure Jennifer and Michelle do the same. And while this person comes to the door, his wife said, “Hey, you know what? He actually walked upstairs to get into the bed, a couple days ago” or something like that.    To any of us, to me especially, that's not something that we really think about, right? Unless you've had the luxury of staying in a hospital, like myself and others, where you really forget that those are luxuries. Those aren't things that are just given, walking or being ambulatory, that's a gift. And when she told me that, it really resonated with me. I got in the car, and was driving back home, and I was like, that is so huge, what we're doing. She attributed it to, in part for him engaging in this program, because it somehow has resonated with him. And like, it just lit this fire.    I had another one, Jennifer had mentioned this earlier about people who were post stroke and when they're you six months to a year and then in essence, support fizzles out, right? It's nonexistent, right, for a lot of people when it comes to therapies like physical therapies. A member told me that her daughter has never been so physically active than when she's with our group. And she had physical therapists, according to the mom. To me, that was another win. So, little stories like that, anecdotal stories that coming from the caregivers and the family members. That just makes it all worthwhile. Like it's a good shot in the arm. It reminds me of really why we do this.   Interviewer  1:03:03 Well, I think those are all inspirational and motivating reflections. And I really, really appreciate the three of you making the time and sharing this project for this podcast interview today. Thank you so much, Michelle, and Jennifer and Albert. It is a joy to watch. You all collaborate and be in those classes and dance and move and do all the different things you make us do. It's really just wonderful. So thank you.   Albert Mendoza  1:03:35 It looked like you were just doing the robot. Is that what that was?   Interviewer  1:03:40 No, that was the YMCA thing... I was putting together all of the dances into one gesture.  So anyway, I just want to thank you again for being our guests today for this podcast. And for more information on Aphasia Access, and to access our growing library of materials, go to www.aphasia access.org. And if you have an idea for a future podcast series topic, email us at info@aphasiaaccess.org. And just thanks again for your ongoing support of Aphasia Access.   References and Resources: Blonski, D. C., Covert, M., Gauthier, R., Monas, A., Murray, D., O'Brien, K. K., ... & Huijbregts, M. (2014). Barriers to and facilitators of access and participation in community-based exercise programmes from the perspective of adults with post-stroke aphasia. Physiotherapy Canada, 66(4), 367-375. Dalemans, R., Wade, D. T., Van den Heuvel, W. J., & De Witte, L. P. (2009). Facilitating the participation of people with aphasia in research: a description of strategies. Clinical Rehabilitation, 23(10), 948-959. Gravier, M., Mendoza, A., Sherwood, J. Feasibility and Effectiveness of an Online Exercise Group to Promote Physical Activity in Chronic Aphasia Presented at Western Society for Kinesiology and Wellness Virtual Conference,  October 8th, 2021 https://osf.io/a85m4/ Harnish, S. M., Rodriguez, A. D., Blackett, D. S., Gregory, C., Seeds, L., Boatright, J. H., & Crosson, B. (2018). Aerobic exercise as an adjuvant to aphasia therapy: Theory, preliminary findings, and future directions. Clinical therapeutics, 40(1), 35-48. Luck, A. M., & Rose, M. L. (2007). Interviewing people with aphasia: Insights into method adjustments from a pilot study. Aphasiology, 21(2), 208-224. Neils-Strunjas, J. Aging Gracefully with Exercise and Social Engagement. C-STAR lecture, February 26th, 2021 https://www.youtube.com/watch?v=kLwrc_fukCw Neils-Strunjas, J., Crandall, K. J., Ding, X., Gabbard, A., Rassi, S., & Otto, S. (2020). Facilitators and barriers to attendance in a nursing home exercise program. Journal of the American Medical Directors Association. Nicholson, S., Sniehotta, F. F., Van Wijck, F., Greig, C. A., Johnston, M., McMurdo, M. E., ... & Mead, G. E. (2013). A systematic review of perceived barriers and motivators to physical activity after stroke. International Journal of Stroke, 8(5), 357-364. Pearl, G., & Cruice, M. (2017). Facilitating the involvement of people with aphasia in stroke research by developing communicatively accessible research resources. Topics in Language Disorders, 37(1), 67-84. Sandberg, C., Madden, E. B., Mozeiko, J., Murray, L.L., &  Mayer, J.F. (May, 2021). Therapeutic effects ofexercise in stroke and aphasia recovery. [Conference Presentation]. Clinical Aphasiology Conference, online. Sherry Zak Morris, Yoga Vista https://yogavista.tv/instructor/sherry-zak-morris/ Wallace, S. E., Donoso Brown, E. V., Saylor, A., Lapp, E., & Eskander, J. (2020). Designing Occupational Therapy Home Programs for People With Aphasia: Aphasia-Friendly Modifications. Perspectives of the ASHA Special Interest Groups, 5(2), 425-434.

What is augmented eccentric loading or #AEL? Can you use it to improve your benchpress 1RM performance? The answer to these questions is provided by Samuel Montalvo, Ph.D., CSCS*D. Currently, Samuel works as a Research Fellow for the Rehabilitation Science department and as a Lecturer for the Kinesiology Department at the University of Texas at El Paso. He's interested in Human Exercise and Sports Performance #research. More specifically, Samuel is interested in researching novel training methods and protocols to achieve acute and chronic improvements in physical performance in athletic, geriatric, and special populations using an interdisciplinary approach.   Samuel's ResearchGate: https://www.researchgate.net/profile/Samuel-Montalvo Link to paper discussed: https://www.researchgate.net/publication/351837043_Effects_of_Augmented_Eccentric_Load_Bench_Press_Training_on_One_Repetition_Maximum_Performance_and_Electromyographic_Activity_in_Trained_Powerlifters . . . . . _______________________ This is the 11th episode of the weekly #coachingcues #podcast! If you want to have your question answered by an expert, please head to www.coachingcues.org/ask --- Send in a voice message: https://anchor.fm/coachingcues/message

In episode 14 we're joined by Dr. Mark Stoutenberg from the American College of Sports Medicine Exercise is Medicine initiative. This conversation is at the very intersection of the Wellness Paradox as it discusses how we integrate physical activity assessment and intervention into clinical workflows for physicians, nurses, and other healthcare professionals. In essence, it is the integration of fitness and wellness professionals into the healthcare delivery system (in other words, our holy grail).  The ASCM has been hard at work for years trying to make exercise a first line treatment for chronic lifestyle disease such as cardiovascular disease, diabetes, and chronic pain syndromes. As self-evident as the concept of exercise is medicine is, implementation at a large scale is difficult due to multifactorial challenges. Limitations in reimbursement, clinician time, and lack of cost effectiveness data have slowed the propagation of this important initiative.As we'll discuss in this episode, we must come together as a fitness and wellness community. We must emphasize with clinicians, insurers, and the public the important role exercise as medicine can play in addressing the chronic burden of disease. We must choose this as our line in the sand as fitness and wellness professionals. The fate of our public health and our economy hang in the balance.  OUR GUEST: Dr. Mark Stoutenberg, Ph.D., MSPHMark Stoutenberg is an Associate Professor and Chair of the Kinesiology Department at Temple University. Mark earned his PhD in Exercise Physiology (2008), a Master's in Public Health (2011), and was a faculty member in the Department of Public Health at the University of Miami (2011-18). His research experience involves the examination of exercise interventions in different populations, such as untrained, inactive adults, breast cancer survivors, and individuals with substance abuse disorders. His current work explores how aspects of implementation science can be used to further the integration of physical activity in health care settings and the utilization of referral networks that link patients to community resources.Mark has served as a Program Officer with the EIM team since 2013. He helps coordinate the international expansion of the EIM Global Health Network and EIM Learning Research Collaborative, the development of clinical and community tools, the integration of physical activity into health professional training programs, as well as supports several EIM committees.

Dr. Priest runs the Kinesiology Department at Tarleton State University where he uses the clinic there to get paraplegics walking again. He is also an author of a book called "After Everybody Else Gave Up" which talks about his Lab of Wellness and Motor Behaviour and some of the miraculous stories that have come from there. Ya'll have to check it out!

In this episode, Coach Andy discusses the science behind mental toughness with Dr. Krista Chandler of the University of Windsor. Dr. Chandler's areas of research include the use of imagery in sport, the application of sport psychology interventions, exercise and mental health, and disability sport. Dr. Chandler has been a Faculty member in the Kinesiology Department at the University of Windsor since 1999, specializing in sport, exercise and performance psychology. In addition to her teaching and research (specializing in visualization and mental skills training), she has her own consulting business, The Mental Link, in which she works with individuals striving to enhance their sport performance through the use of mental training. Through The Mental Link, she has counseled both able-bodied athletes and athletes with a disability from the recreational through to the Olympic level. In this respect, Krista traveled to Beijing in September 2008 with the Canadian Paralympic Boccia and Swimming teams and staged with the Canadian Paralympic Swim team prior to the London 2012 Games. She has traveled with sport teams to the Para Pan American Games, World Championships and various International Competitions. Other notable athletes with whom she has worked include Canadian Olympic Ice Dancing team, world champion boxer and OHL Windsor Spitfires Organization. As both an athlete and a coaching professional, Dr. Chandler recognizes the importance of staying well informed of new developments in research and consulting techniques. In this respect, Krista has an active research program to ensure that the individuals with whom she works are able to use every tool possible to achieve peak performance. For more on Dr. Chandler's work visit the University of Windsor website!

What is the most effective dose of bodily exercise for people with a limited amount of time? We will dive into that whis week, thanks to Boomer Anderson, the host of the Decoding Superhuman Podcast who introduced me to my today’s guest. I am extremely excited to have Sten Stray-Gundersen on the show today as he is studying for his PhD in Physiology Science and he really understands the data of our typical workouts. He is one of the guinea pigs that are testing the Blood Flow Restriction training on themselves as part of his academic research and studies the data so he can prove the effectiveness of the workout method. In our conversation, Sten gives an extensive explanation on Blood Flow Restriction training, going back to its origins with the Kaatsu pressure workouts and the evolution to the state where it is now. Sten Stray-Gundersen, M.S. is a graduate researcher in the Clinical Exercise Physiology Laboratory in the Kinesiology Department at the University of Texas at Austin, pursuing his Ph.D. in Exercise Physiology with emphasis on Cardiovascular and Cardiopulmonary Physiology. Sten has authored several studies assessing the safety and feasibility of utilizing BFR for both healthy and clinical populations. Additionally, Sten works as an Exercise Physiologist and Program Advisor for an Austin-based holistic performance center called Reach Outcomes, where he works with professional and amateur athletes to improving all aspects of performance. Sten is also a Science Advisor and BStrong BFR expert for BStrong Inc, where he has worked with top-level athletes and teams ranging from the Olympic level to military personnel to the youth and collegiate levels, developing personalized protocols and programs for performance Show Notes 0:30 Introduction to Sten Stray-Gundersen 1:29 What is Blood Flow Restriction 3:14 How does BFR actually work? 6:05 Benefits of BFR for minimum effective dose workouts and building serious muscle 7:55 Blood Flow Restriction and traveling 8:55 Setting up your BFR tightness 12:02 Blood Flow Restriction workout protocols 14:00 Why hasn’t BFR gone mainstream yet? 18:59 BFR workout every day instead of taking a couple of days off per week 23:05 Stacking BFR workouts for people with a limited amount of time 24:40 Controversy associated with BFR workout 31:15 Where can people find out more about BFR 32:50 Other health benefits from BFR 34:09 Sten’s other habits and daily routines 35:30 Where can people find out more about Sten 36:34 Sten’s final advice Connect with Sten Stray-Gundersen https://bstrong.training/ Get 10% discount on checkout with Promo Code STEN10 LinkedIn https://www.linkedin.com/in/sten-stray-gundersen-5311b0139 Twitter: https://twitter.com/Sten_SG Facebook: https://www.facebook.com/sten.straygundersen.5 Resources Kaatsu Pressure Workout system https://www.kaatsu.com/ B Strong Blood Flow Restriction https://bstrong.training/ Combined effects of low-intensity blood flow restriction training and high-intensity resistance training on muscle strength and size https://pubmed.ncbi.nlm.nih.gov/21360203/ Walking with Leg Blood Flow Restriction: Wide-Rigid Cuffs vs. Narrow-Elastic Bands https://digitalcommons.wku.edu/ijesab/vol2/iss11/74/ Hemodynamic and Pressor Responses to Combination of Yoga and Blood Flow Restriction https://www.researchgate.net/publication/341888528_Hemodynamic_and_Pressor_Responses_to_Combination_of_Yoga_and_Blood_Flow_Restriction CONNECT WITH MADS MISIAK FRIIS https://growthisland.io/ LinkedIn: https://www.linkedin.com/in/madsmfriis/ Instagram: https://www.instagram.com/madsmf/ Find the episode at:

Blood Flow Restriction training offers an asymmetric return on time invested in exercise. Sten Stray-Gundersen shares his experience training elite level athletes with Blood Flow Restriction insights on BFR contributes to minimum effective dose training.Who is Sten Stray-Gundersen? Sten Stray-Gundersen, M.S. is a graduate researcher in the Clinical Exercise Physiology Laboratory in the Kinesiology Department at the University of Texas at Austin, pursuing his Ph.D. in Exercise Physiology with emphasis on Cardiovascular and Cardiopulmonary Physiology.Sten has authored several studies assessing the safety and feasibility of utilizing BFR for both healthy and clinical populations. Additionally, Sten works as an Exercise Physiologist and Program Advisor for an Austin-based holistic performance center called Reach Outcomes (we are in the process of changing the name, so I may have an update for you soon), where he works with professional and amateur athletes to improving all aspects of performance. Sten is also a Science Advisor and BStrong BFR expert for BStrong Inc, where he has worked with top-level athletes and teams ranging from the Olympic level to military personnel to the youth and collegiate levels, developing personalized protocols and programs for performance.Highlights[4:46] The vast capabilities of Blood Flow Restriction[9:36] Blood Flow Restriction in Power Lifting[12:30] BFR’s impact on the nervous system, Growth Hormone, and aging[20:12] High-level athletes and Blood Flow Restriction Training[25:27] mTOR Overactivation[28:49] Training routines[35:10] High reps, Low weights, Pink Dumbells, and BFR[37:50] Occlusion[49:01] Stacking BFR with other workouts[1:00:23] Bstrong innovations to the BFR trainingResourcesB Strong Blood Flow Restriction - Get 10% discount on checkout with Promo Code BOOMERCombined effects of low-intensity blood flow restriction training and high-intensity resistance training on muscle strength and size Walking with Leg Blood Flow Restriction: Wide-Rigid Cuffs vs. Narrow-Elastic Bands Hemodynamic and Pressor Responses to Combination of Yoga and Blood Flow RestrictionSponsorsB StrongI’ve been fascinated by blood flow restriction training for a very long time. B Strong made great innovations on this technology. I use it almost every day: high reps, low number of sets, a few exercises. In 20 minutes, I have a fantastic workout which is triggering an anabolic response. If you want to get your B Strong blood flow restriction device, head on over to https://bstrong.training/ and use the code BOOMER, and you’re going to get yourself 10% off.VielightVielight combines science and engineering ingenuity to develop unique devices that deliver photons to the brain and inner systems. Their mission is to create photobiomodulation devices that are safe and effective – to help improve one’s quality of life.The Neuro Alpha is a staple in my stress resilience and sleep improvement routine. I get better sleep, better focus, and less anxiety around public speaking. And… increased ability to drop into flow.Go to vielight.com and use the promo code BOOMER for 10% off your purchase.Continue Your High Performance Journey with StenWebsite Get 10% discount on checkout with Promo Code BOOMERLinkedIn TwitterFacebookDisclaimer This information is being provided to you for educational and informational purposes only. This is being provided as a self-help tool to help you understand your genetics, biodata and other information to enhance your performance. It is not medical or psychological advice. Virtuosity LLC, or Decoding Superhuman, is not a doctor. Virtuosity LLC is not treating, preventing, healing, or diagnosing disease. This information is to be used at your own risk based on your own judgment. For the full Disclaimer, please go to (Decodingsuperhuman.com/disclaimer). See acast.com/privacy for privacy and opt-out information.

This is part one of a two part episode with the Director of Strength and Conditioning at Allen University, Earvin McKenzie. Earvin McKenzie is entering his first season serving as the Director of Strength and Conditioning with the Yellow Jackets. He will oversee the Strength and Conditioning program for all 9 Varsity sports at Allen University. Earvin McKenzie joins the Yellow Jackets Athletic Staff after serving as the Assistant Strength and Conditioning Coach for the University of Alabama-Birmingham (UAB) from 2016-2019 where he worked primarily with football. He was apart of the Strength and Conditioning Staff that revived a canceled football program to an 8-4 season and to the Second Bowl Berth (Bahamas Bowl) in School History. In 2018, he played a key role on the Strength and Conditioning Staff which led UAB to their First Conference (USA) Championship and First Bowl Win (Baco Raton) in School History with a 10-3 record. He also serves as an Instructor for the Kinesiology Department. Prior to joining the UAB staff, McKenzie served as an intern for Southern Methodist University (SMU) in 2016. In 2015, McKenzie begun his Collegiate experience interning with Samford University. McKenzie earned his Bachelor's from Jacksonville State University (JSU), where he was a walk-on Running Back and received two Conference Champions (OVC). McKenzie also received his Master's in Sports Management from JSU. McKenzie is from Fairfield, Alabama, he is certified through the National Strength and Conditioning Association as a Certified Strength and Conditioning Specialist (CSCS). He is also certified through USA Weightlifting level 1. Mckenzie is a father of one, Emoni McKenzie. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/theunknownstrengthcoaches/support

This is part two of this episode with the Director of Strength and Conditioning at Allen University, Earvin McKenzie. Earvin McKenzie is entering his first season serving as the Director of Strength and Conditioning with the Yellow Jackets. He will oversee the Strength and Conditioning program for all 9 Varsity sports at Allen University. Earvin McKenzie joins the Yellow Jackets Athletic Staff after serving as the Assistant Strength and Conditioning Coach for the University of Alabama-Birmingham (UAB) from 2016-2019 where he worked primarily with football. He was apart of the Strength and Conditioning Staff that revived a canceled football program to an 8-4 season and to the Second Bowl Berth (Bahamas Bowl) in School History. In 2018, he played a key role on the Strength and Conditioning Staff which led UAB to their First Conference (USA) Championship and First Bowl Win (Baco Raton) in School History with a 10-3 record. He also serves as an Instructor for the Kinesiology Department. Prior to joining the UAB staff, McKenzie served as an intern for Southern Methodist University (SMU) in 2016. In 2015, McKenzie begun his Collegiate experience interning with Samford University. McKenzie earned his Bachelor's from Jacksonville State University (JSU), where he was a walk-on Running Back and received two Conference Champions (OVC). McKenzie also received his Master's in Sports Management from JSU. McKenzie is from Fairfield, Alabama, he is certified through the National Strength and Conditioning Association as a Certified Strength and Conditioning Specialist (CSCS). He is also certified through USA Weightlifting level 1. Mckenzie is a father of one, Emoni McKenzie. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/theunknownstrengthcoaches/support

Adam Ross, Chair of and an Assistant Professor within the Kinesiology Department at Dallas Baptist University, talks to the NSCA Coaching Program Manager, Eric McMahon, about his unique dual role of strength coach and professor at the university. Topics under discussion include the NSCA Special Interest Groups (SIGs), building trust with athletes and students, and how his mentors and children have shaped his perspective of the field. Find Adam on Facebook: NSCA Baseball SIG or via Email: adamr@dbu.edu| Find Eric on Instagram: @ericmcmahoncscs or Twitter: @ericmcmahoncscsShow NotesShow Notes Coming Soon!

High intensity exercise is kind of like wine. Let me explain, the occasional glass of wine isn't bad for you and could provide health benefits. However, drinking too much wine it could definitely be bad for your health. High Intensity Interval Training (HIIT) is the same way; some HIIT could be good for you and deliver many health benefits, but doing too much HIIT could cause an overuse injury or lead to overtraining syndrome. If you're an avid exercise enthusiast or hardcore fitness junkie going nuts because you can't do your favorite workouts in the gym and you're worried about losing your fitness level or falling out of shape, don't worry! Doing less than 10 minutes of HIIT could improve your overall fitness while helping you to maintain a healthy bodyweight and other significant health benefits. Side note: doing few minutes of HIIT will NOT help manage a healthy weight if you spend the rest of the day binging on demand TV while eating sugary snacks, you're going to have to step away from the couch, put down the junk food and get ready to sweat!  Dr. Martin Gibala is the Chair of the Kinesiology Department at McMaster University in Canada and one of the top researchers on High Intensity Interval Training (HIIT). Dr. Gibala wrote the book, 1 Minute Workout based on his extensive study of HIIT and joins All About Fitness to share how doing just a little high intensity exercise can deliver numerous benefits. Dr. Gibala talks about practical HIIT solutions that you can easily do while sheltering in place to help flatten the curve. If you're looking for excellent, research-based options for how to maintain your fitness from the safety of your home, you will definitely learn a LOT from this conversation.  Learn more about HIIT, take Dr. Gibala's open source class on Hacking Exercise for Health by following THIS LINK  Pick up a copy of Dr. Gibala's book: The 1 Minute Workout   All About Fitness does not take advertiser dollars, nor will it hide valuable content behind a pay wall; if you enjoy what you learn and want to support the podcast please consider purchasing one of the following resources that can help you learn how to use exercise to enhance your quality of life. Do your hamstrings really extend the knee? What's the best way to exercise your inner thigh muscles? Are crunches the best exercise for your abs? FOLLOW THIS LINK to the recorded webinar on Dynamic Anatomy, it includes a copy of the Dynamic Anatomy e-book that will help you understand how your muscles function during exercise so you can stay injury-free while you train! Only $27 for both    The All About Fitness 8 week exercise programs will you gain strength, improve definition, burn calories while helping to reduce the effects of the passage of time on your body. Each program includes HIIT workouts to help you get in top shape in less than 10 minutes.  8 week Dumbbell Strength Training - only $19   8 week Kettlebell Conditioning - only $19    8 week Functional Core Training - only $19    Dynamic Anatomy e-book - learn how your muscles function when you exercise for $14!      To learn how to design exercise programs using only 1 piece of equipment, pick up a copy of Smarter Workouts: The Science of Exercise Made Simple  Free information and sample HIIT workouts you can do at home can be found on the All About Fitness podcast YouTube channel  - including this recorded webinar on how high intensity exercise can slow down the aging process:  https://youtu.be/F6rd-1SCjtc   Go to www.petemccallfitness.com and sign up for the mailing list to receive a FREE CHAPTER and workout from my book Smarter Workouts   @PeteMcCall_fitness on Instagram to learn great exercise tips and workout ideas  

I recently had the opportunity to talk with Dr. Luis Columna about his background in the field of APE, and his recent projects and research endeavors. Dr. Columna is a native of San Juan Puerto Rico and currently is an Associate Professor in the Kinesiology Department at the University of Wisconsin at Madison. His research focuses on ways to increase the participation of families (especially Hispanic) of children with disabilities into physical activity and also his research focuses on ways to better prepare physical activity professionals and physical education teachers to work with diverse populations. One of Dr. Columna's projects that is discussed with the podcast is FitFamilies. FitFamilieis is a physical activity program that brings together children with disabilities, their parents, college students and in-service professionals in the fields of APE and special education.

Today we welcome to the show world-renowned exercise researcher and author of The One Minute Workout, Martin Gibala, Ph.D. Professor Gibala has published more than 100 peer-reviewed articles and has received multiple awards for teaching excellence. Today we dig into his research on the health benefits of high-intensity interval training: Why it's a valuable tool for health, who it can benefit, and how you can get started. Tune in today and expand your healthscape!   Show Notes: 0:00 – Who is Professor Martin Gibala and how did he get into HIIT exercise research? 2:15 – We cover the difference between aerobic vs. anaerobic exercise 4:00 – Can you (should you?) train for a marathon by using only interval training? 5:25 – We discuss what “intensity” truly means (Hint: it’s different for everyone!) 8:00 – Do you need a bike to do HIIT exercise? Or can you apply interval training to other exercise modalities? 10:00 – The beneficial psychology of interval training- anyone can do it and be successful! 11:00 – How to determine how hard you need to work to reap the benefits of HIIT exercise 14:00 – We discuss the importance of doing any form of exercise, whether it’s intervals or not 16:30 – Why you should embrace “movement snacks” throughout your day! You don’t need an hour for a workout, just doing 1 minute of exercise can have massive benefits. 19:30 – Is HIIT exercise effective and safe for aging and populations and those with chronic disease like diabetes or cardiac risk? (Hint: YES) 24:30 – We explore why HIIT training is so incredibly effective for these aging and at-risk populations (low mitochondrial capacity, low cardiorespiratory fitness, etc.) 27:45 – Why don’t we see interval training in public health guidelines? 30:45 – Do men respond to HIIT exercise better than women? 34:00 – Would you like to reap the benefits of interval training? Here’s how to start. 35:00 – We discuss our experiences with Tabata interval training. 35:45 – Martin’s top 4 bodyweight exercises for interval training. 37:00 – We speak to the benefits of bodyweight training modalities. 38:20 – What drives Martin Gibala? 39:20 – Martin’s book recommendation (via Dain): - The One Minute Workout, by Martin Gibala 40:00 – Professor Gibala’s non-negotiable daily self-care tool: Physical Activity. 41:15 – Martin’s one piece of health advice (this is good stuff!) 44:15 – Where you can find Professor Martin Gibala. More about Professor Martin Gibala: Martin Gibala, Ph.D., is world-renowned exercise researcher and author of The One Minute Workout. He is a professor and chair of the Kinesiology Department at McMaster University in Hamilton, Ontario. His research on the physiological and health benefits of high-intensity interval training has attracted immense scientific attention and worldwide media coverage. Professor Gibala has published more than 100 peer-reviewed articles, the results of which have been featured by countless major news outlets. He is frequently invited to speak at international scientific meetings and has received multiple awards for teaching excellence, and as such we are honoured to have him on the podcast today. Connect with Martin Gibala, Ph.D.: MartinGibala.com Hacking Exercise for Health (online course) Twitter: @GibalaM If you enjoyed our conversation and would like to hear more: Please subscribe to The Move Daily Health Podcast on Stitcher or iTunes. We would also appreciate a review! Thank you and stay tuned for the next episode!

Dr. Jasmine M. Hamilton is currently an Assistant Professor in the Health and Kinesiology Department at Prairie View A&M University.  She teaches undergraduate and graduate courses and Assessment Coordinator to the College of Education has become an intricate part of her duties.  Her research interests include socio-cultural issues, social identity, and social capital within physical activity, sport, and physical education. Dr. Hamilton received her undergraduate degree from Xavier University of Louisiana, Master's degree from Sam Houston State University, and doctorate in Kinesiology from Louisiana State University. She is the mother of one daughter.   Join us on A Chat in the Garden with Monique A. J. Smith at 10:30 am est Come listen to our guest’s career path, her advice for others and current initiatives. Right here On A Chat in the Garden with Monique A J Smith, where Significance Blooms via 347-989-8385 or www.chatinthegarden.coms

Brian Ciolek is entering his fifth year at Avila University. He is the Director of Strength and Conditioning for all 14 varsity sports overseeing +350 athletes and is also a faculty member in the Kinesiology Department where he teaches two courses a semester. Before Avila he taught for a year at Heritage College. Prior to Heritage he was the Wellness, Strength, and Conditioning Coach at Park University where he work with the 2012 Mens Volleyball National Championship team and was an adjunct faculty member. He is SCCC, CSCS, RSCC, and USAW certified along with too many other certifications to list. He received his BS in Exercise Science from the University of Central Missouri and his MS in Exercise Science from California University of Pennsylvania. In this episode we discuss how he uses Excel and other free apps to track data and monitor athlete wellness, ways he builds leaders, some of the challenges he faces at Avila, and some of this favorite programming methodologies.  Resources and Coaches Discussed: Excel Proactive Coaching APRE Strava Scott Coon Steve Olsen Steve Rassel - Weber International Contact Information:  Brian Ciolek 816-812-7094 Brian.ciolek@avila.edu Twitter: @Avilastrength Instagram: Avilastrength   Thanks for tuning in to the Big Time Strength Podcast! If you enjoyed the show please subscribe, like, share, or leave a comment! If you have questions or are interested in being on the show reach out to us at our contact information below!   Big Time Strength Contact Info Email: bigtimestrength@gmail.com Twitter: @gdrosier, @CoachPedersenMV Instagram: g.rosier, mvmustangstrength Website: BigTimeStrength.com Thanks for listening! If you enjoyed the episode please subscribe like, share, or leave a comment.

Mackenzie Havey is the author of the new book published by Bloomsbury, MINDFUL RUNNING. She writes about endurance sports and mind-body health and fitness for a number of leading publications, including TheAtlantic.com, ESPN, Runner’s World, SELF, and Outside. She holds a graduate degree in sport psychology, is a USA Track & Field-certified coach, teaches classes in the Kinesiology Department at the University of Minnesota, and has completed 14 marathons and an Ironman triathlon. Mackenzie lives in Minneapolis with her husband, 20-month old daughter, and vizsla pup. In this interview, Mackenzie and Cindra talk about: What mindfulness is The benefits of practicing mindfulness How we can practice mindfulness How mindfulness supports psychological skills training How mindfulness changes our brain You can find a full description of the Podcast at cindrakamphoff.com/Mackenzie. You can find more about Mackenzie’s work on twitter @mackenziehavey, www.mlhavey.com or www.mindfulrunningbook.com.

Tune into Kelsey and Adrienne Langlier, MA, LPC and Sports Psychologist, where we discuss the mental aspect of training and sports performance, handling mental burnout and techniques to improve your mindset in running. Adrienne began her work as a sport psychology consultant and counselor shortly after obtaining her Master of Arts Degree in Clinical Psychology; pairing her background as a lifelong athlete with a passion for helping others become their best and strongest selves. Adrienne’s work is designed around the individual athlete’s unique needs, goals, and style; using a number of techniques to enhance performance and work through any difficulties an athlete or team may be facing. She is passionate about helping the athlete not only perform better, but develop lasting skills that generalize to all areas of life. She now calls The Woodlands, TX home and has served as an adjunct professor in the Kinesiology Department at Sam Houston State University.   A passionate runner, Adrienne regularly trains and competes when not working with athletes and is a two-time Local Elite Athlete for the Chevron and Aramco Houston Half Marathon in addition to being a multiple-time qualifier for the Boston Marathon and USA Triathlon (USAT) Age Group National Championships. She currently runs for the Houston Harriers racing team. When not working with athletes or competing, she can often be found volunteering in the local athletic community.  Questions: How did you get your start in running? During graduate school you became more “serious of a runner.” What does being a serious runner mean to you? And what was this experience like? How do you find racing and training connect you with others? Please tell us about how you got into the field of sport and performance psychology. Everyone is unique, but do you find that there are some overarching techniques that most athletes can use? If so, what are they? You mention that you love doing imagery and relaxation with your clients. Would you mind describing these tools to our listeners? What are some of the benefits of working with a sport psychology consultant? How does sport and performance psychology help outside of sport? How can I deal with mental burnout?  What is currently making you thrive? What does being a Strong Runner Chick mean to you? How can readers/listeners connect with you? --- Support this podcast: https://anchor.fm/strong-runner-chicks/support

Yes, High Intensity Interval Training (HIIT) has been a big trend in fitness over the past five-to-seven years, but did you know that HIIT was originally used for athletes decades ago? Only recently has HIIT transcended the realm of athletic performance to the world of everyday fitness. This episode of All About Fitness features my interview with Dr. Martin Gibala, a researcher who has been studying the benefits of HIIT for the average population for a number of years. If you don't want to read through the plethora of academic studies that Dr. Gibala has published on HIIT then I strongly suggest you pick up a copy of The One Minute Workout, his recent consumer-facing book which explains the benefits of HIIT and how you can use it to improve your fitness as well as optimize your health.  Dr. Martin Gibala is a professor and the Chair of the Kinesiology Department at McMaster University in Hamilton, Ontario (Canada). While HIIT was originally developed for athletes, researchers like Dr. Gibala have been studying it's benefits for the averaging population including for weight loss and preventing onset diabetes. On this episode of All About Fitness, Dr. Martin Gibala and I discuss the science of HIIT and how you can use it to improve your life. Want a copy of The One Minute Workout? Follow THIS LINK Follow Dr. Gibala on Twitter: @gibalam   Please visit the sponsor of All About Fitness: Terra Core by Vicore Fitness - Better Products for Better Results - use code AAF to save 20% on the purchase of a Terra Core! Have a fitness question you want answered on a future episode? E-mail or tweet it to Pete: pete@petemccallfitness.com Twitter: @PeteMc_fitness Instagram: @PeteMcCall_fitness