PDF(Pubmed)
Abstract：
First responders require physical fitness to perform dangerous tasks in unpredictable environments. To promote physical fitness among first responders, many agencies use a peer fitness leader (PFL) approach; however, resources for the fitness, wellness, and health of PFLs are often minimal. This study\'s purpose was to investigate the effectiveness of a training workshop to increase PFL\'s training knowledge and coaching comfort (CC). Thirty-six PFLs (Experience: 14.6 ± 9.1 yrs; Age: 41.0 ± 9.8 yrs; BMI: 28.9 ± 7.0 kg·m-2) attended a one-day workshop. Paired samples t-tests assessed for differences between baseline and post-assessment knowledge scores. Pearson correlations described the bivariate relationship between baseline and post-assessment knowledge scores. Wilcoxon\'s Signed Rank Test determined associations between baseline and post-workshop CC variables. Spearman\'s Rho correlations described bivariate relationships between baseline and post-assessment values for each CC category. Kendall\'s Rank correlations investigated relationships between knowledge scores and total perceived CC for pre- and post-workshops. Statistical significance was set at p < 0.05. Results indicated an improvement from the baseline knowledge score (6.08 ± 1.46 points) and post-workshop knowledge score (7.03 ± 0.94 points); (t (25) = 3.85; p < 0.001). Similar trends were observed for all CC measures (Z > -3.42; p < 0.001). Differences were not observed between pre-workshop total CC and knowledge scores (τ = -0.03; p = 0.81) or following workshop completion (τ = -0.04; p = 0.76). Participants demonstrated varying exercise knowledge and CC, highlighting inconsistencies in exercise standards within first responder occupations. This investigation suggests the proposed pedagogy design may be a solution for agencies with limited budgets.
摘要：
急救人员需要身体健康才能在不可预测的环境中执行危险任务。为了促进急救人员的身体素质，许多机构使用同行健身领导者(PFL)方法；然而，健身资源，健康,和PFL的健康往往是最小的。这项研究的目的是调查培训研讨会的有效性，以提高PFL的培训知识和教练舒适度（CC）。36个PFL（经验：14.6±9.1岁；年龄：41.0±9.8岁；BMI：28.9±7.0kg·m-2）参加了为期一天的研讨会。配对样本t检验评估基线和评估后知识分数之间的差异。Pearson相关性描述了基线和评估后知识分数之间的双变量关系。Wilcoxon的符号秩检验确定了基线和车间后CC变量之间的关联。Spearman的Rho相关性描述了每个CC类别的基线值和后评估值之间的双变量关系。Kendall的排名相关性研究了研讨会前后知识得分与总感知CC之间的关系。统计学显著性设定为p<0.05。结果表明，基线知识得分（6.08±1.46分）和车间后知识得分（7.03±0.94分）有所改善；（t（25）=3.85；p<0.001）。对于所有CC测量观察到类似的趋势(Z>-3.42;p<0.001)。车间前总CC和知识分数（τ=-0.03；p=0.81）或车间完成后（τ=-0.04；p=0.76）之间未观察到差异。参与者展示了不同的运动知识和CC，强调急救人员职业中锻炼标准的不一致。这项调查表明，拟议的教学法设计可能是预算有限的机构的解决方案。
