51ÁÔÆæÈë¿Ú

Biomedical Physiology & Kinesiology Doctoral student in the Faculty of Science

Tell us a little about yourself, including what inspires you to learn and continue in your chosen field

My passion for biomedical physiology and kinesiology stems from my background as a competitive distance runner and my curiosity about the science behind human performance. Having competed in cross country and track at the NCAA level with SFU, I've experienced firsthand both the rewards and challenges of endurance sport. Throughout my running career, I've dealt with several injuries, which sparked my interest in understanding their underlying causes and exploring evidence-based approaches to training, recovery, rehabilitation, and injury prevention. I often found myself reading scientific literature and following researchers and science communicators such as @doctor_evans_running and @stevemagness, who inspired me to think more critically about training practices and how research can be translated into practical advice for athletes.

Interestingly, my academic journey didn't initially begin in kinesiology. As an undergraduate, I was equally interested in psychology and the physiological sciences, which led me to pursue a degree in Behavioural Neuroscience with a minor in Counselling and Human Development. It wasn't until my second-to-last semester, when I took BPK 310 (Exercise Physiology), that I realized how much I enjoyed learning about the physiological mechanisms underlying exercise and athletic performance. That course was a turning point for me and ultimately solidified my decision to pursue graduate studies in Biomedical Physiology and Kinesiology.

As I became more involved in research, I began recognizing significant gaps in sports science literature concerning female athletes, particularly regarding how hormonal fluctuations throughout the menstrual cycle may influence biomechanics, performance, and injury risk. Conversations with female teammates on SFU's cross country and track teams further highlighted these gaps, as many expressed uncertainty about whether they should adjust their training according to their menstrual cycle and struggled to find reliable, evidence-based information to guide their decisions. Hearing these experiences firsthand, combined with my interest in endocrinology from my neuroscience background, inspired my master's research investigating the effects of menstrual cycle phases on running biomechanics and running economy in trained female distance runners. Ultimately, I wanted to help address questions that were not only scientifically interesting but also directly relevant to the athletes around me. What continues to motivate me is the opportunity to combine my experiences as an athlete with my interests as a researcher, asking questions that have meaningful applications beyond the laboratory. Ultimately, I hope to contribute to research that helps athletes better understand their bodies, make informed training decisions, and pursue their athletic goals while minimizing injury risk.

Why did you choose to come to SFU?

Initially, I chose 51ÁÔÆæÈë¿Úfor its comprehensive and challenging curriculum and its alignment with my health sciences interests. However, after my first couple of semesters in Health Sciences, my interests shifted toward Biomedical Physiology and Kinesiology (BPK) and Psychology. Unsure whether to pursue a physiological or psychological sciences path, I found Behavioural Neuroscience to be the perfect major. I also completed a minor in Counselling and Human Development. Towards the end of my undergraduate studies, I knew that the BPK route was the direction I wanted to pursue.

Having completed my bachelor's degree at SFU, I found it to be an excellent fit and decided to stay for graduate school. Additionally, as a member of the varsity cross country and track teams, I wanted to continue my education while utilizing my remaining year of NCAA eligibility. I reached out to Dr. Dave Clarke, who recommended contacting Dr. Chris Napier. Dr. Napier was happy to take me on as a graduate student, and his research in running biomechanics, injury prevention, and wearable technology aligned perfectly with my interests. I also connected with Dr. Alex Coates, whose research on female athletes, low energy availability, overtraining, and relative energy deficiency in sport (RED-S) greatly interested me.

Furthermore, the opportunity to work with Dr. Alex Coates and Dr. Dave Clarke, experts in exercise physiology, along with Dr. Emily Kraus, an expert in female athlete health and performance at Stanford University, on my supervisory committee solidified my decision to continue my academic journey at SFU. Looking back, I'm grateful for the mentorship, research opportunities, and supportive academic community I've found at SFU. These experiences have allowed me to grow both personally and professionally and have reinforced my decision to continue pursuing research in this field.

How would you describe your research or your program to a family member?

My research focuses on understanding how the menstrual cycle influences running performance in female athletes. Historically, much of sports science research has focused on men, leaving important questions about female athletes unanswered. During my master's, I investigated whether different phases of the menstrual cycle, characterized by changes in hormones such as estrogen and progesterone, affect how female runners move and how much energy they use while running. Building on this work, my PhD research aims to explore how these hormonal fluctuations may influence fatigue, recovery, and the ability to maintain performance during prolonged exercise. Ultimately, I hope to provide female athletes, coaches, and practitioners with evidence-based information to help guide training, improve performance, and reduce injury risk.

What three (3) keywords would you use to describe your research?

Menstrual Cycle, Female Athlete Physiology, Endurance Performance

How have your courses, RA-ships, TA-ships, or non-academic school experiences contributed to your academic and/or professional development?

My research assistantships have provided invaluable hands-on experience and played a significant role in shaping my academic and professional development. My introduction to research began through an Undergraduate Student Research Award in Dr. Chris Napier's Run Lab, where I assisted with a study comparing different running shoes, including female-specific footwear (Hettas). This experience was instrumental in my decision to pursue graduate research, allowing me to gain practical experience with motion capture systems, metabolic testing equipment, and wearable sensors, while developing skills in data analysis using MATLAB and SPSS. It also led to my first lead-author abstract, which I presented at BPK Research Day and the American College of Sports Medicine Annual Conference.

Since then, my involvement in various research projects has allowed me to further develop my technical, analytical, and scientific communication skills. Working across studies investigating running biomechanics, footwear, and exercise physiology has strengthened my ability to design research protocols, collect and analyze data, interpret findings, and communicate results. These experiences have also reinforced the importance of collaboration and translating scientific findings into practical applications.

Beyond academic research, my role as a Research Assistant at lululemon has provided valuable experience applying scientific principles in an industry setting. Working alongside multidisciplinary teams, I've contributed to research investigating how biomechanics, physiology, and athlete perceptions can inform the design and development of performance apparel. This has involved leading product testing sessions, collecting and interpreting both quantitative and qualitative data, and translating research findings into practical recommendations for product development. This experience has broadened my perspective on how research can be applied outside academia and reinforced my interest in bridging the gap between scientific knowledge and real-world applications.

As a teaching assistant, I've had the opportunity to support a diverse range of courses, including Exercise Physiology (BPK 310), Psychology of Work (BPK 381), Nutrition (BPK 110), Contemporary Health Issues (BPK 140), and Neurorehabilitation to Movement (BPK 448). Teaching across these different disciplines has broadened my knowledge and allowed me to approach research from multiple perspectives. Developing exam questions, facilitating discussions, and helping students understand complex concepts have also strengthened my communication, critical thinking, and mentorship skills. I've particularly enjoyed helping students connect what they learn in the classroom to real-world applications, which has further developed my interest in teaching and science communication.

Beyond academics, my involvement in the BPK Graduate Student Association, including serving as President, has provided valuable opportunities to develop leadership, organizational, and interpersonal skills. Organizing events, advocating for graduate students, and collaborating with peers and faculty have helped me appreciate the importance of building a supportive academic community. These experiences, alongside the friendships and connections I've developed throughout graduate school, have contributed significantly to my personal and professional growth.

Collectively, these opportunities have helped me grow not only as a researcher and educator but also as a leader and collaborator. They've reinforced my passion for research, mentorship, and making scientific knowledge more accessible and applicable beyond academia.

Have you been the recipient of any major or donor-funded awards? If so, please tell us which ones and a little about how the awards have impacted your studies and/or research

I've been fortunate to receive several awards and scholarships throughout my academic journey, most notably the Canada Graduate Scholarship – Master's (CGS-M) from the Canadian Institutes of Health Research (CIHR) in 2024 and the Canada Graduate Research Scholarship – Doctoral (CGRS-D) from the Natural Sciences and Engineering Research Council of Canada (NSERC) in 2026. These awards have provided invaluable financial support, allowing me to dedicate more time and energy to my research while reinforcing my motivation to continue pursuing questions in female athlete physiology and endurance performance.

I've also been grateful to receive several research and travel awards. These opportunities have helped me attend national and international conferences, present my research, connect with researchers from around the world, and gain new perspectives on my field.

Additionally, receiving first place in the MSc Poster Competition at BPK Research Day in 2025 was a particularly meaningful recognition of my research within the 51ÁÔÆæÈë¿Úcommunity. Collectively, these awards have not only alleviated financial pressures but also provided opportunities for professional development, collaboration, and growth as a researcher.

What have been the most valuable lessons you've learned along your graduate student journey (or in becoming a graduate student)?

One of the most valuable lessons I've learned throughout graduate school is the importance of flexibility, patience, and perseverance. Research rarely goes exactly as planned, whether it's unexpected challenges with data collection, changes in timelines, or results that don't align with initial expectations. I've learned to embrace these uncertainties as part of the research process and recognize that setbacks often provide opportunities to learn and improve.

Another important lesson has been recognizing that you don't need to have all the answers. Graduate school is a continuous learning process, and being willing to ask questions, seek feedback, and learn from others is just as important as developing independence as a researcher. Communicating with supervisors, committee members, lab colleagues, and researchers from different backgrounds has been invaluable in broadening my perspective and strengthening my confidence.

Finally, I've learned the importance of stepping outside my comfort zone. As someone who is naturally more introverted, putting myself out there through conferences, teaching, leadership roles, and networking hasn't always come naturally. However, these experiences have helped me become more confident in communicating my ideas, building meaningful connections, and taking advantage of opportunities I might otherwise have overlooked.

How do you approach networking and building connections in and outside of your academic community?

Networking at conferences and using LinkedIn have been key strategies for building connections within and outside my academic community. At conferences, I've made an effort to attend presentations, symposiums, and social events, introducing myself to researchers, asking questions, and engaging in discussions about our shared interests. LinkedIn has also been a valuable tool for maintaining these connections, staying up to date with research in my field, and exploring opportunities for collaboration.

Beyond conferences, I've made an effort to attend social events at 51ÁÔÆæÈë¿Úand become more involved in the graduate student community. Serving as President of the BPK Graduate Student Association has provided opportunities to connect with students, faculty, and staff, while helping organize events that bring people together. More recently, I've decided to run for Director of Student Life with the Graduate Student Society, hoping to further contribute to building a welcoming and connected graduate student community.

As someone who is naturally more introverted, networking and putting myself out there haven't always come easily. However, I've learned the importance of intentionally placing myself in situations that encourage me to be more social, even when I don't necessarily feel ready. Over time, these experiences have helped me become more comfortable initiating conversations, building relationships, and stepping outside my comfort zone. One of the biggest lessons I've learned is that personal growth often requires being comfortable with being uncomfortable. You won't always feel ready to take the next step, but sometimes taking that step is exactly what helps you grow.

What are some tips for balancing your academic and personal life?

As a competitive distance runner, I learned early on the importance of organization, discipline, and time management. Interestingly, I've found that keeping myself busy actually helps me become more productive. Having to balance training, academics, research, work, and other commitments forces me to be intentional with my time and make the most of the hours I have. Creating weekly schedules, to-do lists, and keeping a calendar of events have helped me stay organized and plan ahead, rather than relying on the pressure of last-minute cramming to get things done. Small habits like studying on transit, meal prepping, and making use of shorter periods of free time can also make a big difference.

One thing I've always prioritized is my physical and mental health. No matter how busy my schedule gets, I try to make time for running or going to the gym and getting 7–8 hours of sleep each night. I see these as necessities rather than things to sacrifice when life gets busy. Staying organized and planning ahead allows me to protect that time while still keeping up with my responsibilities. I've also learned the importance of protecting my peace, setting boundaries, and staying focused on what matters most, rather than feeling the need to say yes to everything.

Of course, there will inevitably be unproductive days, and I've learned not to be too hard on myself when they happen. Sometimes procrastination or a lack of motivation is simply a sign that I need a break. Just as our bodies require recovery after intense exercise, our minds also need time to rest and recharge. Ultimately, I believe balance comes from being disciplined with your time, prioritizing your well-being, and recognizing that taking care of yourself is what allows you to continue performing at your best.

Is there anything else you'd like to share?

Enjoy life, have fun, and don't forget to appreciate the process rather than always focusing on the end goal.

Stay positive, make the most of the opportunities in front of you, and focus on doing your best with what you can control. As for the things you can't control, learn to let go and leave the rest to God.

And it's okay to slow down, take breaks, and enjoy the little things along the way!

Contact Ephrem:emekonne@sfu.ca

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