We aimed to compare site-specific bone mineral densities (BMDs) between adolescent endurance runners and sprinters and examine the relationship of fat-free mass (FFM) and nutrient intake on BMD. In this cross-sectional study, 37 adolescent female endurance runners and sprinters (16.1 ± 0.8 years) were recruited. BMD and FFM were assessed by dual-energy X-ray absorptiometry. Nutrient intake and menstrual state were evaluated by questionnaires. After adjusting for covariates, spine and total bone less head (TBLH) BMDs were significantly higher in sprinters than endurance runners (TBLH, 1.02 ± 0.05 vs. 0.98 ± 0.06 g/cm2; spine, 0.99 ± 0.06 vs. 0.94 ± 0.06 g/cm2; p < 0.05). There was no significant difference between groups in other sites. The rate of menstrual abnormality was higher in endurance runners compared with sprinters (56.3% vs. 23.8%; p < 0.05). FFM was a significant covariate for BMD on all sites except the spine (p < 0.05). Dietary intake of vitamin D was identified as a significant covariate only for pelvic BMD (p < 0.05). The BMDs of different sites among endurance runners and sprinters were strongly related to FFM. However, the association of FFM with spine BMD cannot be explained by FFM alone. Other factors, including nutrition and/or mechanical loading, may affect the spine BMD.
Most children exceed screen-time recommendations. Thus, informational guides in Spanish and English based on Social Cognitive Theory, motivational interviewing, and parent input were created and assessed to help families with preschool children reduce screentime and increase active play. Design, Setting and Participants: Parents of preschoolers participated in 1 of 2 rounds of ''think-aloud'' cognitive interviews. Round 1 assessed comprehension, usefulness, and appeal for English (n¼7) and Spanishspeakers (n¼10). Round 2, conducted after styling the guides as a 4-page mini-magazines, assessed content and graphic elements with English (n¼10) and Spanishspeakers (n¼10). Outcome Measures and Analysis: Trained researchers qualitatively analyzed the results from cognitive interviews to improve guide content. Results: Round 1 demonstrated that participants understood guide content, found it useful, and especially liked sections providing ideas for overcoming barriers to reducing screen-time and opportunities provided in the guide to reflect on the content. Parents liked tips concerning alternatives to screen-time, specifically related to increasing physical activity. Round 2 results demonstrated that participants were interested in the content, felt the guide was easily understood and beneficial, and had very minor suggestions for improvement. Englishspeakers especially liked the section on observational learning and role modeling and felt their partners would benefit from the content to get their spouse/partner involved in making household changes. Spanish-speakers liked the realistic photos and the diverse ideas, specifically for alternatives to screen-time for those living in apartments. Conclusions and Implications: Guide content and graphic layout was well-received by both Spanish and English-speakers. The screen-time guide has the potential to help families with preschoolers reduce screentime.
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