In this study we investigated the effect of oral contraceptive (OC) use (OCU) and non-use (OCNU) on growth hormone (GH) responses to exercise in the same females (n = 7, age 22-31 years) during the normal course of OC therapy. Continuous (60% maximum oxygen consumption, VO2max for 20 min) and intermittent exercise (>80% VO2max) protocols of equal total duration, and similar external work were performed during phases of OCNU (days 3-5 of the menstrual cycle) and OCU (days 7-11). Levels of GH, lactate, 17 beta-estradiol, and progesterone were measured. Lactate responses were significantly greater (P<0.05) during intermittent than continuous exercise, with no effect of OC use. However, significantly greater GH responses were found during the OCU phase than the OCNU phase in both the continuous (+94%) and intermittent (+250%) exercise protocols. Estradiol and progesterone levels increased significantly during exercise in all four conditions. We suggest that the increased GH responses observed during the OCU-phase were potentiated by the elevated levels levels of total estrogens (endogenous 17 beta-estradiol and exogenous ethinyl estradiol). It is suggested that training programs for female athletes could be timed in accordance with the menstrual cycle to benefit from an increased GH response to exercise during phases of OC use or the luteal phase of women not on OC therapy.
This essay explores and presents strategies we, as Canadian faculty facilitators of a teaching practicum in Kenya, used to foster the pre-service teachers’ knowledge and understanding of critical reflection and transformative learning processes by using arts-based activities. Participation in the arts-based activities while in Kenya encouraged the pre-service teachers to reflect upon and make sense of their cultural, social, and pedagogical experiences, and provided opportunities for them to gain insights that perhaps would not have been revealed using more traditional reflection formats. The transformational learning experienced by the pre-service teachers as they were immersed in arts-based pedagogical activities was evident on a personal and professional level.
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