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Deborah Riebe

Researcher at University of Rhode Island

Publications -  96
Citations -  15838

Deborah Riebe is an academic researcher from University of Rhode Island. The author has contributed to research in topics: Behavior change & Population. The author has an hindex of 37, co-authored 90 publications receiving 15142 citations. Previous affiliations of Deborah Riebe include University of Connecticut.

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ACSM's guidelines for exercise testing and prescription

TL;DR: In this paper, the authors discuss the benefits and risks associated with physical activity and propose a general principles of exercise prescription for healthy populations with special consideration and environmental consideration, as well as a prescription for patients with chronic diseases and health conditions.
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Urinary indices of hydration status.

TL;DR: It was concluded that (a) Ucol may be used in athletic/industrial settings or field studies, but should not be utilized in laboratories where greater precision and accuracy are required, and (b) Uosm and Usg may beused interchangeably to determine hydration status.
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ACSM's new preparticipation health screening recommendations from ACSM's guidelines for exercise testing and prescription, ninth edition.

TL;DR: ACSM’s new preparticipation health screening recommendations are as follows: individuals with 2 or more major CVD risk factors; individuals with signs and symptoms of CVD; and those with known cardiac, pulmonary, or metabolic disease.
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Updating ACSM's Recommendations for Exercise Preparticipation Health Screening

TL;DR: The new ACSM exercise preparticipation health screening recommendations reduce possible unnecessary barriers to adopting and maintaining a regular exercise program, a lifestyle of habitual physical activity, or both, and thereby emphasize the important public health message that regular physical activity is important for all individuals.
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College students' barriers and enablers for healthful weight management: a qualitative study.

TL;DR: Sex specificity may not be as important as considering that a barrier for one student may be an enabler for another, and individually focused interventions must be implemented in conjunction with environmental-level interventions to facilitate behavior change.