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These foods may cause stomach pains during exercise due to their passing more slowly through your digestive system. However, high-fiber foods are loaded with good nutrition, so be sure to include them at other times of the day.

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Limit foods that are high in dietary fat such as fast food, ice cream, nuts, and cheese for your pre-exercise meal. These foods take much longer to digest and may make you feel sluggish and tired if you eat too much of them right before working out. You may have trouble digesting a food you have never eaten before. Choose foods that are familiar to you or try something new on a training day.

Depending on the length of your workout, you may or may not need to eat something during exercise. There are products such as sports gels and chews formulated for endurance athletes; talk to a coach or registered dietitian about whether these are appropriate for your level of activity.

Follow these tips when planning your post-exercise meal: Sometimes exercise can cause people to feel less hungry even though they need to eat afterward.

Try having a snack that contains carbohydrates such as a yogurt or half a sandwich within 30 minutes after a workout. This will help your body recover quickly. This will help you be in top shape for the next time you exercise. How can I make sure to eat enough calories? Calories fuel your body for exercise and replace energy that is used up during sports performance. Cutting calories keeps you from performing your best. Skipping meals will hurt your performance.

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Eating regular meals and healthy snacks is the best way to fuel your body for athletic events. Because different foods have different nutrients, you should eat a variety of foods to get all the nutrients you need to stay in peak condition. For example, oranges provide vitamin C and carbohydrates, but not iron or protein.

A piece of grilled chicken provides iron and protein, but not vitamin C or carbohydrates. Remember, a balance of carbohydrates, proteins, fats, minerals, vitamins, and water are best for peak performance. Extra glucose is stored in the muscles and liver as glycogen, your energy reserve. During short bursts of exercise such as sprinting, basketball, gymnastics, or soccer, your body relies on glycogen to keep your blood sugar levels stable and thus maintain your energy. During longer exercise, your body uses your glycogen stores first, next turning to fats stored in your body to fuel performance.

Fat is an important source of energy used to fuel longer exercise and endurance activities, such as hiking, cycling, and long-distance running or swimming. Eating a diet that is too low in dietary fat may decrease athletic performance and cause other health problems, such as deficiencies of certain vitamins which require fat to be absorbed.

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Heart-healthy sources of fat include avocados, salmon, nuts and nut butters, and olive oil. Protein is needed for your body to build and repair muscles. Small amounts of protein may also be used for energy.

Protein can be found in lean meats like chicken and turkey, beans, tofu, eggs, and dairy products such as Greek yogurt. Vitamins and minerals are not sources of energy, but they have many important functions in the body.

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For example, vitamin D and calcium are needed for strong bones, and iron is needed for blood cells to carry oxygen throughout your body. Certain minerals, like potassium, calcium, and sodium are called electrolytes. They are important during exercise because they have an effect on the amount of water in your body and on how your muscles work.

Athletes should eat a balanced diet with a variety of foods to make sure they get enough vitamins and minerals. It is fine to take a regular multivitamin, but supplements with high doses of vitamins and minerals do not improve performance and may actually be harmful. Water is essential to keep you hydrated. When you are physically active, dehydration is not only dangerous, but can also keep you from performing your best.

Vision therapies that target deficits such as accommodative and convergence insufficiencies, impaired version eye movements and ocular misalignments may be effective for treating athletes with vision and ocular motor clinical profiles.

It is important to note that the effects of targeted post-concussion treatments on the underlying pathophysiology of concussion are unknown. To date, there are no empirical data to inform the timing, intensity or type of treatment for patients with concussion. Additional empirical research on the efficacy of various treatments for concussion is warranted. Until then, the guidelines for targeted treatment can serve as an evolving framework for managing athletes.

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Most return-to-play protocols are similar to those in the Consensus Statement on Concussion in Sport guidelines, which outline a progressive increase in physical activity if the individual is at baseline before starting the protocol and remains at baseline throughout each step of the protocol.

It is noteworthy that all return-to-play guidelines are consensus-based and have not been validated by evidence-based studies. McCrea and colleagues have reported that a symptom-free waiting period is not predictive of either clinical recovery or risk of a repeat concussion.

Further, student-athletes have variable understanding of the importance of reporting possible concussion symptoms. In summary, it should be recognized that current return-to-play guidelines are based on expert consensus. As noted above, there is emerging evidence that focused exercise or recovery techniques may be utilized before full recovery has occurred.

Given the paucity of scientific evidence regarding return-to-play and expert consensus documents that have been published, adherence to consensus guidelines is generally recommended.

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However, it is important to stress an individualized approach for return-to-play. Others may have specific vestibular or oculomotor symptoms that may warrant early active and targeted management. In scenarios of this nature, and with experienced clinicians in a highly select setting, the return-to-play protocol may be modified. In contrast, if a student-athlete has a concussion history, increased symptom burden or duration, or has symptoms for three to four weeks with other concussion modifiers, then the return-to-play progression should proceed more cautiously and each stage may take more than a day.

Distinctive neurological deficits, such as vestibular or oculo-motor dysfunction, should be specifically addressed to avoid prolonged return-to-play. For example, if a student-athlete suffers from vestibular dysfunction as a manifestation of sport-related concussion, and is unable to progress in the return-to-play protocol, it is important to address the specific vestibular dysfunction rather than to simply return the student-athlete to the previous level of return-to-play progression.

The guidelines presented herein serve as a general guide and are not meant to be prescriptive. Stepwise progression The initial management of sport-related concussion is relative physical and cognitive rest. Athletes diagnosed with sport-related concussion must be removed from play and must not return to sport-related activity for at least one calendar day and are to be evaluated by a health care provider with expertise in sport-related concussion.

Once a concussed student-athlete has returned to baseline level of symptoms, cognitive function and balance, then the return-to-play progression can be initiated, as follows in this general outline: Light aerobic exercise such as walking, swimming or riding a stationary bike.

If asymptomatic with light aerobic exercise, then; Sport-specific activity with no head impact. If asymptomatic with sport-specific activity, then; Non-contact sport drills and resumption of progressive resistance training. If asymptomatic with non-contact drills and resistance training, then; Unrestricted training.

If asymptomatic with unrestricted training, then; Return-to-competition. At any point, if the student-athlete becomes symptomatic i. Return to Academics Return to academics return-to-learn is a parallel concept to return-to-play, but has received less scientific evaluation. Return-to-learn guidelines assume that both physical and cognitive activities require brain energy utilization, and that after a sport-related concussion, brain energy may not be available for physical and cognitive exertion because of the brain energy crisis.

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The return-to-learn recommendations outlined below are based on expert consensus. Like return-to-play, it is difficult to provide prescriptive recommendations for return-to-learn. The student-athlete may appear physically normal but may be unable to perform as expected due to concussive symptomatology. Stepwise progression As with return-to-play, the first step of return-to-learn is relative physical and cognitive rest.

Relative cognitive rest involves minimizing potential cognitive stressors, such as school work, video games, reading, texting and watching television. Data from small studies suggest a beneficial effect of cognitive rest on concussion recovery. For the college student-athlete, consideration should be given to avoiding the classroom for at least the same day as the sport-related concussion. The period of time needed to avoid class or homework should be individualized.

The gradual return to academics should be based on the absence of concussion symptoms following cognitive exposure. The consensus to date includes: If the student-athlete cannot tolerate light cognitive activity, he or she should remain at home or in the residence hall. The level of multi-disciplinary involvement will vary on a case-by-case basis. The majority of student-athletes who are concussed will not need a detailed return-to-learn program because full recovery typically occurs within two weeks.

For the student-athlete whose academic schedule requires some minor modification in the first one to two weeks following a sport-related concussion, adjustments can often be made without requiring meaningful curriculum or testing alterations. For those student-athletes whose symptoms persist for longer than two weeks, there are differing ways to access academic adjustment or accommodations.