ES 351 In-Class Activity 2

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University of Mississippi *

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351

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Statistics

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Apr 3, 2024

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pdf

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In-Class Activity 2 ES 351 Measurement and Statistics in Exercise Science 1. Content reﬂection: Reﬂect on the pre-class assignments with your team. Were there particular areas of the reading that were confusing, or any quiz questions that gave you trouble? Discuss them, including why they were diﬃcult, and then jot them down so we can discuss them together. 1.1. Quiz Question: Which of the following is true about a discrete measurement? Discrete measurements typically average value would not make sense and there is no middle ground between measurement. 1.2. The idea of constructs was confusing. I understood it was not physical, but it was weird that we were measuring an unobservable theoretical concept. 1.3. Some of the wording for the question was confusing. There were multiple answers to the question even though it seemed to be asking for only one. 2. Connecting content: Incorporate your current knowledge with the content we have covered so far to answer the following questions. 2.1. Explain the importance of learning statistics. Understanding statistics is crucial in the real world depending on your career. If you are wanting to become an athletic trainer you would need to learn statistics on certain diets, workouts, or sleep regiments in order to make a workout plan for your client. 2.2. List at least 3 measurements that all members of your team would eventually be required to assess and record. Brieﬂy explain why for each measurement. 2.2.1. Someone's body composition. With the field of work our team is interested in we will need to measure different parts of the body: skeletal muscle mass, height, or metabolic rate. When making a dietary & workout plan for someone it is crucial to have this information. 2.2.2. We would have to measure someone's strength or output. An example could be a bench press. We would have to assess their form and measure their strength based on how much they can lift. When setting up an exercise program for clients or athletes it is important to assess certain movements and record beginning numbers to compare and assess strength gains at the end. 2.2.3. Measuring someone's heart rate will also be measured in the field of interest. If a client's heart rate is too high or too low we will perform an exercise in order to regulate their heart rate.

2.3. In the context of data collection, what is a “variable”? an element, feature, or factor that is liable to vary or change. 3. Data Collection: Collect data for common measurements used to assess various physical health outcomes for each member of your team. Report all data in SI units. 3.1. Height: Shoes and hats should be removed prior to the measurement of height. Have participants stand straight up and take a deep breath before measuring height. Duke: 171cm / 1.71m Connor: 173cm / 1.73m Makayla: 152cm / 1.52m 3.2. Weight: Body weight should be measured with the client wearing minimal clothing and empty pockets. Duke: 70.1 Connor: 86.1 Makayla:55.9 3.3. Body Mass Index (BMI): BMI is used to assess weight relative to height and is calculated by dividing body weight in kilograms by height in meters squared (kg/m 2 ). Duke: 23.97 Connor: 28.76 Makayla: 24.19 3.4. Self-reported blood pressure: Report systolic and diastolic blood pressure if known. 3.5. Heart rate, rhythm, and pulse: Assess resting heart rate using manual palpation of the radial pulse as outlined in the figure below. Count pulsations for 60 seconds (or for 30 seconds and then multiply by 2 to calculate beats per minute).While examining the pulse, the observer should note its intensity, rate, rhythm. 3.5.1. Record the heart rate in beats per minute. Duke 1: 70 bpm Duke 2: 68 bpm Connor 1:68 bpm

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