Anthropology - Butler University

EXERCISE SCIENCE AND HUMAN PERFORMANCE
The Relationship between GPA and Peak Drinking among College Women across all Four
Academic Years
Gregory Bourn, Faculty Sponsor: Rose Marie Ward, Miami University
Alcohol use on college campuses is a growing concern; college students are drinking at higher
rates than previous years despite alcohol interventions (CASA, 2007). A common method for
intervening is alerting students to the consequences of alcohol. Park (2004) suggests that there
are positive and negative consequences. Research suggests that college students experience a
variety of alcohol-related negative consequences; college students report being willing to
experience these consequences (Mallet et al., 2011) despite their “negative’ connotation. Several
factors have been associated with alcohol-related negative consequences including GPA (Grade
Point Average), Peak Drinking (Highest drinking occasion in the past 30 days), and Academic
Year. The purpose of the current study is to see if GPA, Peak Drinking Occasion, and academic
year are related to alcohol related consequences among college women. A total of 424 college
women with an average age around 19 participated in the study. GPA was not related to Peak
Drinking Occasion, r(377) = -.09, p = .07. However, GPA was related to experiencing alcohol –
related consequences, r(361) = -.14, p = .01. When GPA and Peak drinking occasion were
regressed on alcohol-related negative consequences, the regression was significant and both IVs
predicted the DV. Specific year in school effects will be discussed. GPA and drinking patterns
seem to influence the number of reported alcohol-related consequences.
Evidenced-Based Practices for Training Adolescent Distance Runners
Timothy Greenwood, Faculty Sponsor: Paul Loprinzi, Bellarmine University
Adolescent runners look to their coaches for guidance in regards to training for the season; thus,
it is important for coaches to employ evidence-based coaching-related practices. Unfortunately,
most coaches rely on previous anecdotal training experience. To provide running coaches with
evidenced-based research on how to achieve optimal endurance running performance, we
reviewed the literature surrounding this topic. Based on our review of the literature, our findings
suggest that, when feasible, coaches individualize and employ periodization into their runner’s
training regimen. Additionally, it may be beneficial to limit the intensity and frequency of
training in the off-season and, to assess for overtraining, evaluate the runner’s motivation and
mood levels, as well as morning heart rate. To reduce the likelihood of injury, coaches should
employ a systematic training regimen and runners are encouraged to develop their core strength
and wear running shoes that are specific to their foot’s anatomical structure and biomechanical
movement patterns. Further, to expedite recovery between workouts, runners may wish to
undertake cold water immersion or contrast water immersion post training. To increase enzymes
associated with aerobic metabolism, runners, every once in a while, may want to train with low
glycogen stores. And, nearing the end of the season, coaches may want to employ an
exponential decay taper of 2-weeks in duration with the training volume decreasing by 41-60%
without any changes in intensity or frequency. Lastly, the coach and runner need to carefully
plan their training during the transition from high school to collegiate distance running.