The 3 MT yields reliable estimates of CP and consistent estimates of the power-duration relationship. Power for 150 s, in comparison with W', is a more reliable metric of short-term power performance. The square-wave protocol is recommended over the 3 MT for verifying true VO(2max).

Context: Athletic training students and graduates are faced with many factors that direct them into or away from the athletic training profession as a final career choice. Objective: The purpose of the study was to determine the career decisions made by athletic training students following graduation from an accredited professional athletic training edcuation program (ATEP) and what work-related and ATEP program factors influenced their career decisions. Design: A 42-question self-reporting web-based survey was used. Setting: CAATE/CAAHEP-accredited ATEP programs. Participants: Seventeen hundred and ninety-two seniors and recent graduates of CAATE/CAAHEP-accredited programs from May 2005 through June 2007. Outcome Measures: Descriptive statistics were utilized to obtain frequency counts of the participants' responses. Results: The majority of the participants (82.4%) chose to pursue a career as an athletic trainer (AT), while the remainder (17.6%), indicated they did not seek employment as an AT. The college/university setting was the most frequently selected by those employed (45.6%) and those seeking employment (35.6%) as an AT. All 8 ATEP factors (clinical experience hours, clinical experience variety, roles/functions of a clinical instructor [CI] or approved clinical instructor [ACI], preparation to enter the field, level of confidence, CI or ACI attitude toward work setting, CI or ACI demonstration of professionalism, and encouragement from faculty, CI or ACI) were found to be influential in the participants' decisions to pursue a career as an AT. Salary, number of work hours per week, found another profession more interesting, and uncertain or changing work schedule were the most influential factors reported for choosing to not pursue a career as an AT. Conclusions: The decision to pursue a career as an AT is influenced by ATEP faculty, ACIs, and CIs.

The purpose of this article is to provide clinical instructors with information and ideas on how to utilize questioning and feedback during clinical experiences. Definitions, purpose, and examples of different questioning skills are provided. Corrective and directive feedback methods are defined with purposes and examples provided of each.

The purpose of this literature review is to compare both clinical instructor and student perceptions of helpful and hindering clinical instructor characteristics, behaviors and skills in athletic training and allied health care settings. Clinical education in athletic training is similar to that of other allied health care professions. Clinical education is used to practice didactic information in a hands-on environment, with the goal of integrating theory and practice in a controlled setting. Students are taught skills, behaviors and attitudes required to enter into professional practice. Athletic training clinical education evolved from the medical education model for training physicians and is currently based on the nursing model. Other allied health care professionals employ similar practices. Objective: To provide an overview of helpful and hindering clinical instructor characteristics, behaviors and skills in athletic training and in other allied health professions. Data Sources: MEDLINE, Health Source: Nursing/Academic, PubMed, SPORTDiscus, Academic Search Premier, ERIC and PsychArticles served as the data sources for the allied health fields that included athletic training, nursing, medicine, optometry, clinical psychology, occupational therapy, physical therapy, speech and language pathology, radiography. Data Synthesis: Athletic trainer, allied health profession, and student perceptions of clinical instructor characteristics, behaviors and skills were reviewed and summarized. Conclusions/Recommendations: This review presents literature suggesting that clinical education, regardless of the profession or setting, contains similarities. Clinical instructor characteristics, behaviors and skills are important and need to be the focus of clinical education in order to promote helpful, while minimizing hindering, behaviors. Effective clinical instructors enhance the learning process. Focusing on improved supervisor and supervision services should be employed to teach athletic trainers helpful clinical instructor behaviors.

Energy drinks (EDs) such as Red Bull (RB) are marketed to enhance metabolism. Secondary ingredients of EDs (e.g., taurine) have been purported to improve time trial performance; however, little research exists on how such secondary ingredients affect aerobic metabolism during heavy exercise. The purpose of this study was to investigate the effect of the secondary ingredients of RB on aerobic metabolism during and subsequent to heavy exercise. In double-blind, counterbalanced, and crossover fashion, 8 recreationally trained individuals completed a graded exercise test to determine the gas exchange threshold (GET). Subjects returned on 2 separate occasions and ingested either a 245 ml serving of RB or a control (CTRL) drink with the equivalent caffeine before engaging in two 10-minute constant-load cycling bouts, at an intensity equivalent to GET, with 3 minutes of rest between bouts. Accumulated liters of O2 (10 minutes) were higher for the first bout (17.1 ± 3.5 L) vs. the second bout (16.7 ± 3.5 L) but did not differ between drinks. Similarly, excess postexercise oxygen consumption was higher after the initial bout (RB mean, 2.6 ± 0.85 L; CTRL mean, 2.9 ± 0.90 L) vs. the second bout (RB mean, 1.5 ± 0.85 L; CTRL mean, 1.9 ± 0.87 L) but did not differ between drinks. No differences occurred between drinks for measures of heart rate or rating of perceived exertion. These results indicate that the secondary ingredients contained in a single serving of RB do not augment aerobic metabolism during or subsequent to heavy exercise.