Transcript A Contemporary Mission for Physical Education

Health-related Fitness
Components
Dr. Suzan Ayers
HPER Dept
Western Michigan University
1
Fitness Components

Cardiovascular endurance

Muscular strength/endurance

Flexibility

Body composition/Nutrition
2
Aerobic Fitness
Based on:
Franks, B.D. (1999). Personalizing Physical Activity Prescription. Scottsdale,
AZ: Holcomb Hathaway Publishers.
3
Components of Cardiovascular
Training Session

Warm-up prior to physical activity
– Prepare heart & other muscles for more intense activity
– Raise core body temperature

Physical activity participation
– Principles of Fitness (FITT)
•
•
•
•
•
•

Frequency
Intensity
Time (duration)
Type (mode)
Overload (more than normal)
Progression (using FITT to increase overload)
Cool-down after physical activity
4
Related Terminology
(Howley & Franks, 1997)

Cardio: heart

Vascular: blood vessels

Respiratory: lungs and ventilation

Aerobic: working with oxygen
5
Structure/Function of the CV System




Heart: Fist-sized
Blood Flow: RAV Lungs LAV Aorta Body
Function:
– Systole (contraction)
– Diastole (rest)
– Blood pressure (sbp/dbp)
Factors influencing HR:
– Body position
-Temperature
– Fitness
-Stimulants
– Age
-Depressants
– Gender
– Mood
6
Benefits of Participation in
Cardiovascular Activities

Psychological Health
– Stress management
– Reduced nervous tension

Increased Cardiovascular System Efficiency
– Control of various chronic degenerative diseases:
•
•
•
•
•
Adult-onset diabetes
Asthma
Hypertension
Obesity
CVD
7
Measuring Heart Rate

Why?
– To optimize health benefits
– To assess student EFFORT

Where?
– Radial (below thumb)
– Carotid (on neck)

How?
– Palpate for: 60s, 30s x 2, 15s x 4, 10s x 6, 6s + 0
– HR monitor

Cautions:
– Never use thumb to palpate
– Count 0, 1, 2, 3, etc.
– Higher HR greater measurement error
8
Determining HR Zones


Max HR (MHR): 220-age
Resting HR (RHR):
– Awaken & check before lifting head; repeat for 6 days and
average
– In school setting: lay down on floor for 10 mins then check

Target Heart Rate Zones (THRZ):
–
–
–
–

50-60%MHR: sufficiently strenuous daily PA
60-70%MHR: fat burning
70-80%MHR: improved CV endurance
80-100%MHR: competitive training
Recovery Heart Rate:
– How long it takes the heart to return to “normal” after PA
– Usually one, three, five minute intervals
9
Karvonen Formula

More precise for very fit or unfit students
–
–
–
–
–
–
220-age = MHR
MHR-RHR = HRR (reserve)
HRR * lower %MHR = low1
Low1+RHR = lower limit of THRZ
HRR*upper %MHR = up1
Up1+RHR = upper limit of THRZ
General Formula:
220-35=185 185
x 0.7 x .85
130
157
Karvonen Formula:
220-35=185–50=135 135
x 0.7 x .85
95 115
+50 +50
145 165
10
Age and grade-based Heart Rate Training Zones
Age
Grad
e
Target Heart Rate Zone
(THRZ)
70-85%
150-182
General Ranges
K
Max HR
(MHR)
220-age
214
6
7
1
213
149-181
8
2
212
148-180
Elementary:
150-195
9
3
211
148-179
10
4
210
147-179
11
5
209
146-178
12
6
208
146-177
13
7
207
145-176
14
8
206
144-175
15
9
205
144-174
16
10
204
143-173
17
11
203
142-173
Middle:
140-180
High:
140-165
11
18
12
202
141-172
Physical Best Age-based Heart Rate Training Zones
Age
6
Max HR
(MHR)
220-age
214
Target Heart Rate Zone
(THRZ)
60-75%
128-161
7
213
128-160
8
212
127-159
9
211
127-158
10
210
126-158
11
209
125-157
12
208
125-156
13
207
124-155
14
206
124-155
15
205
123-154
16
204
122-153
17
203
122-152
12
18
202
121-152
Developmentally Appropriate
Guidelines

Table 6.2 (p. 89):
– Primary Ss (K-2): Introduce concept of feeling heart rate and
noticing changes with activity levels
– 4th-5th grade Ss: use carotid artery & wrist to count pulse,
calculate MHR & THRZ
– MHR and THRZ (60-75% MHR)

Table 6.4 (p. 91):
– Primary Ss (K-2): 3-5 minutes
– Intermediate (3-5): 10 minutes
– MS/HS: 20+ minutes
13
Personalized Physical Activity
Recommendations

Model for Making Personalized Physical Activity
Recommendations (Franks, 1999):
LPAM
Level 1: Activities for Everyone
Level 2: Activities for Sedentary People
Level 3: Activities for Moderately Active People (Health)
Level 4: Activities for Moderately Active People (Fitness)
Level 5: Activities for Vigorously Active People (Performance)
EPM
14
Activities for Everyone

“Activities for everyone should be of the type that can
be done as part of an individual’s routines at
home, work, and during leisure time” (Franks, 1999).
–
–
–
–
Walk or ride your bike to school rather than take the bus
Climb stairs rather than using the elevator
Park farther away from the store and walk
Perform daily stretching to prevent low back problems
15
Activities for Sedentary People

Sedentary: Cannot walk for 30 minutes continuously
without discomfort or pain

“Inactive individuals should continue to find ways to
include activity in their daily routine and should
accumulate at least 30 minutes of moderate-intensity
activity daily” (Franks, 1999).
– Walking, yard work, cycling, slow dancing, low-impact aerobics
– Physical activity periods broken into 2-4 segments daily
– Emphasis on the accumulation of daily physical activity rather
than intensity
16
Activities for Moderately Active
People With Health Goals

Moderately active: Accumulate 30 minutes of activity
daily, or who can walk 30 minutes continuously without
pain or discomfort, but could not jog 3 miles (or walk 6
miles at a brisk pace, cycle 12 miles or swim ¾ mile)
continuously without discomfort and undue fatigue

Individuals with specific health goals should perform the
following activities (Franks, 1999):
– Cardiovascular
• Accumulate at least 30 minutes of moderate-intensity
activity
• Include longer duration and/or higher intensity
17
Activities for Moderately Active
People With Fitness Goals

Individuals with specific fitness goals should perform
the following activities (Franks, 1999):
– Aerobic Fitness
• 20-40 minutes of vigorous-intensity activity, 3-5 days/week
• THRZ 70-85% for adults
• Fast walking, jogging, cycling, fast dancing, low- to
moderate-impact exercise to music, swimming
18
Activities for Vigorously Active
People With Performance Goals


Vigorously active: Can run 3 miles continuously (or walk
fast 6 miles, cycle 12 miles or swim ¾ mile) within the
THRZ 3-4 times a week without discomfort or pain
Individuals who are vigorously active and who have
specific performance goals should perform the
following activities (Franks, 1999):
– Sport or Physical Task(s)
•
•
•
•
•
Develop and/or maintain fitness levels
Interval training
Motor tasks related to performance
Specific skills related to performance
Strategy and mental readiness
19
Muscular Fitness
Lecture based on the work of Roberts, S.O. (1996).
Developing Strength in Children: A Comprehensive Guide.
Reston, VA: AAHPERD Publications.
20
Muscular Strength and
Endurance Defined

Muscular strength
– “The ability of a muscle or group of muscles to exert maximal
force against a resistance” (AAHPERD, 1999)
– One repetition maximum (1RM)

Muscular endurance
– “The ability of a muscle or muscle group to exert force over a
period of time against a resistance less than the maximum
an individual can move” (AAHPERD, 1999)
– Submaximal muscle contractions over a high number of
repetitions with little rest/recovery

Often difficult to separate the two in physical
education
21
Major Controversies Related to
Youth Strength Training
(Roberts, 1996)

Myth 1: Children are not able to develop strength
beyond that generally associated with normal growth
and development

Myth 2: Children should not lift weights or participate in
resistance training programs because of the risk of
injury to the epiphyseal plates

Myth 3: There is not enough evidence to support a
structured resistance training program for children
22
Factors Influencing Children’s
Strength Development
(Kramer, Fry, Frykman, Conroy & Hoffman, 1996)

Hormonal Influence
– Increase in circulating androgens
– Increase in lean body mass

Neurological Influence
– Increased motor unit activation
– Neural myelination development

Fiber Type Differentiation
– Significant increase in muscle fiber size
23
Injuries Related to Children’s
Participation in Strength Training

Historical Perspective
– Growth plate injuries in adolescent children following strength
training (Gumps, Segal, Halligan, & Lower, 1982; Risser, Risser, &
Preston, 1990; Ryan & Salciccioli, 1976).
– Recommendation that children avoid formal strength training

Contemporary Perspective
– More recent studies have suggested strength training is safe in
properly supervised programs (Ramsay, Blimkie, Smith, Garner,
Macdougall, & Sale, 1990; Weltman, Janney, Rians, Strand, Berg,
Tippet, Wise, Cahill, & Katch, 1986).
– Serious injuries related to “excessive” overhead lifts &
improper supervision
24
Benefits of Strength Training

Health-Related Benefits
– Prevention of CVD
– Reduction and control of
obesity & hypertension
– Improved self-confidence
& self-image
– Development of good
posture
– Improved body comp
– Improved flexibility
– Establishment of lifetime
interest in fitness

Skill-Related Benefits
– Improved ability to
perform basic motor skills
– Possible prevention of
injuries
– Greater ease & efficiency
of sport skill performance
– Early development of
coordination & balance
– Better performance on
nationwide fitness tests
25
Professional Guidelines &
Recommendations

Professional position statements on youth strength
training (ACSM, 1988; AAP, 1983, 1990; NSCA,
1985, 1996).
–
–
–
–
–
Proper supervision & technique instruction are critical
Focus on technique development & affective domain
Emphasize a variety of activities & skill development
Avoid the use of maximal lifts with children & adolescents
Sample training protocol:
•
•
•
•
•
Initial focus on lifting technique
High reps & light weight
1-3 sets x 6-15 reps
8-10 different exercises
2-3 nonconsecutive days per week
26
Flexibility Defined

Flexibility
– “The range of motion (ROM) available in a joint or group of
joints” (Alter, 1996)

Types of stretching
– Static: using the ROM of a joint slowly & steadily in a held
position
– Dynamic: moving in a ROM necessary for a sport
– Ballistic: quickly and briefly bouncing, rebounding or using
rhythmic motion in a joint’s ROM (mimics sport movements)
– PNF (proprioceptive neuromuscular facilitation): using the
body’s reflexes to relax a muscle before stretching it

Laxity
– “The degree of abnormal motion of a given joint” (Alter, 1996)
– Also referred to as “double-jointedness”
27
Teaching and Training
Guidelines for Flexibility

Teaching
– Never make stretching competitive
– Emphasize correct technique and personal bests

Training principles
– Intensity: How the stretch feels
– Time: Length of stretch x number of time each stretch is done
– Type: Specific muscles stretched

A static stretch beyond the point of mild discomfort
to pain merely increases the likelihood of injury
28
Stretching Controversies
(Alter, 1996)

Static
– Most appropriate for physical education
– Proven effectiveness
– Ease of implementation

Ballistic (dynamic, fast, isotonic, kinetic)
–
–
–
–
–
–
Often maligned as dangerous
Develops dynamic flexibility
Generally more interesting
Inadequate time for tissues to adapt to the movement
Increased likelihood of soreness
Inadequate time for neurological adaptation to the movements
29
Factors Limiting Flexibility
(Alter, 1996)

Connective tissues in joints/muscles lacking elasticity

Muscle tension

Poor coordination and strength during active
movements

Limitations caused by bone & joint structures

Pain
30
Professional Guidelines &
Recommendations






Warm-up with whole-body activity first
Use slow, controlled movements
Hold each stretch 10-15, 15-30, OR 30-60
seconds
Encourage individualization
Excess body fat does NOT impede flexibility
More flexible groups:
– Females
– Individuals under 6 and between 12 and young
adulthood
31
Body Composition & Nutrition
Lecture based on the work of Wilmore, J.H. (1999).
Exercise, Obesity, and Weight Control. Scottsdale, AZ:
Holcomb Hathaway, Publishers.
32
Overweight & Obesity Defined

Overweight
– “Body weight that exceeds the normal or standard weight for a particular
person, based on his or her height and frame size.”
– Measured with height/weight tables.
– Over the 85th percentile

Obesity
– “Condition in which the individual has an excessive amount of body fat”
• Males over 25% & women over 35% body fat are obese
• Males 20-25% & women 30-35% body fat are considered to have
borderline obesity
• Over the 95th percentile
– Variety of laboratory & field assessment techniques used to measure a
person’s body composition:
• Hydrostatic weighing
• Bioelectrical impedance
• Ultrasound
• Skinfold
33
Body Composition Values
Minimum
Ideal
Maximum
Females
Males
17%
10 %
18-23 %
16-19 %
32 %
25 %
Interesting links:
http://www.am-i-fat.com/body_fat_percentage.html
http://www.am-i-fat.com/body_mass_index.html
http://team.liu.edu/~/~Lopos/fp/bodyc.htm
http://www.christie.ab.ca/aadac/WhoAmI/perfectbody.htm
34
Body Types
•high
Endomorph
a large, soft, bulging
and pear-shaped
appearance
percentage of body fat
•short neck
•large abdomen
•wide hips
•round, full buttocks
•short, heavy legs
•firm,
Mesomorph
a solid, muscular, and
large-bonded
physique
well developed muscles
•large bones
•broad shoulders
•muscular arms & buttocks
•trim waist
•powerful legs
•small
Ectomorph
a slender body and
slight build
bones
•thin muscles
•slender arms & legs
•narrow chest
•round shoulders
•flat abdomen
•small buttocks
35
Prevalence of Obesity in the U.S.

Dramatically increasing trend in the prevalence of
obesity over the past 30 years in the U.S.
– National Center for Health (1986):
• 28.4% of American adults aged 25-74 years are overweight.
• Between 13% and 26% of U.S. adolescent population are
obese with an addition 4% to 12% being super-obese,
depending on gender and race.
• These figures represent a 39% increase in the prevalence of
obesity when compared with data collected in 1966 and 1970.
– Gortmaker, Dietz, Sobol, & Wehler (1987):
• Reported 54% increase in prevalence of obesity among
children aged 6 to 11 years.
36
Health Implications of Obesity

Medical Risks
– Increased risk for general excess mortality. Possible
causes include heart disease, hypertension, & diabetes.
– Upper body obesity (“apple-shaped”) involves increased
risk of cardiovascular disease, hypertension, stroke,
elevated blood lipids, and diabetes.
– “Pear-shaped” individuals have excess weight on the hips
and thighs (less cardiovascular risk).

Low Physical Fitness Levels

Psychosocial Effects
37
Physiological Considerations

The Control of Body Weight
– Balance between caloric intake & expenditure.

Etiology of Obesity
– Complex and multi-factored:
•
•
•
•
•
•
Genetic influences
Hormonal imbalances
Alterations in homeostatic function
Physiological & psychological trauma
Emotional trauma
Environmental factors
– Cultural habits
– Inadequate physical activity
– Improper diet
38
Weight Reduction and Control

Behavior Modification
– Dietary intake
– Physical activity

Body Composition Myths
–
–
–
–
Fad diets
Spot reduction
Low intensity versus high intensity aerobic exercise
Exercise devices for fat reduction
39
Diet and Nutrition

Diet:
– Total calories consumed in 5-7 day period

“Good” nutrition
– Variety of foods
– Provides adequate nutrients
– Supplies sufficient energy to maintain ideal body mass

Agencies developing guidelines:
– Committee on Dietary Allowances: RDAs
– Food and Drug Administration
– USDA: Food Guide Pyramid

Adolescent nutritional needs (Saltman, Gurin & Mothner, 1993):
– Females: 2,200 cals/day
– Males: 3,000 cals/day
40
Consequences of an Unhealthy Diet

Increased calories consumed by eating “low cal” foods

High protein/low carbohydrate diets suppress appetite;
can be toxic over time

High carbohydrate diets can compromise energy intake
and provide too little protein

Over-consumption of vitamins/minerals only generates
expensive urine

Good diet NOR physical activity alone can = fitness
41
Food Guide Pyramid
42
Harvard School of Public Health (2004)
http://www.hsph.harvard.edu/nutritionsource/pyramids.html
43