The objective of this study is to evaluate the dietary practices of 28 football athletes on a National Collegiate Athletic Association (NCAA) Division I team using 3-day diet records. Student athletes completed 3-day diet records at 2 individual points of time, when no training table was available. Diet records were evaluated and were compared with the Third National Health and Nutrition Survey (NHANES III) data for the same ages and gender group. No differences in dietary practices of collegiate football athletes were observed when compared with data for the same ages and gender group culled from NHANES III. Inadequacies in energy intake for activity level were significant (p < 0.05). Influences of fad dieting trends were noted when the diets were mapped onto the United States Department of Agriculture (USDA) food guide pyramid. Changes in diet would be necessary to sustain the activity level of these athletes.
Higher education increasingly relies on course assessment; however, it is challenging to cover all course and assessed content. Homework has been linked to increased student performance and may be a solution to covering or reinforcing key course and assessed concepts. Instructor time and resources are limited, making additional grading challenging. Moreover, using feedback on homework to improve student performance is time sensitive with many faculty, challenged to timely return homework feedback. Web-based tools may assist with the aforementioned issues; however, research on the effects of homework, paper-based versus web-based homework, and online learning tools is inconsistent. The goal of this research is to improve assessment via web-based homework while requiring minimal instructor effort and time. The hypothesis is stated as employing web-based homework will improve scores on student performance as measured by a university course assessment. The web-based homework occurs via the implementation of discussion boards in multiple undergraduate courses in the college of business of a mid-size regional university. Results indicate discussion boards can be used to effectively improve student performance as measured by assessment.
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