Aerobic Fitness Based on: Franks, B.D. (1999). Personalizing Physical Activity Prescription. Scottsdale, AZ: Holcomb Hathaway Publishers.

Important Developmental Considerations Children are not “little adults” Child’s score on aerobic fitness test does not predict endurance activity performance Elementary school-age children guidelines Accumulate 60 mins. to several hrs all/most days Participate in several 15-min bouts PA/day Participate in a variety of age-appropriate activities Avoid extended periods of inactivity (2+ hrs) Avoid long periods of vigorous activity unless chosen by child (6-12 yrs)

Adolescent guidelines Be physically active daily/most days Engage in 3+ sessions/wk lasting 20+ mins. of moderate to vigorous levels Moderate physical activity Brisk walking, bike riding, yard work Vigorous physical activity Running, swimming

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) Specificity (target desired body system) Individuality (personal factors) Regularity (use it or lose it) Cool-down after physical activity

Measuring Heart Rate Why? How? Where? Cautions: To optimize health benefits To assess student EFFORT How? Palpate for: 60s, 30s x 2, 15s x 4, 10s x 6, 6s + 0 HR monitor Where? Radial (below thumb) Carotid (on neck) Cautions: Never use thumb to palpate Count 0, 1, 2, 3, etc. Higher HR greater measurement error DO NOT use THRZ for 6-14 yrs; children’s MHR range from 195-205 bpm; MHR changes with age during late teens

Determining HR Zones Max HR (MHR): 208-(0.7 x age) Resting HR (RHR): Old formula (220-age) over-/under-predicts in adults Resting HR (RHR): Awaken & check before lifting head; average 6 days School setting: lay on floor for 10 mins. then check Target Heart Rate Zones (THRZ) for 15+ yrs: See Table 5.2 (p. 70) and p. 71 Go over THRZ practice worksheet Recovery Heart Rate: How long it takes the heart to return to “normal” after PA Usually measured in 1, 3, 5 minute intervals

Developmentally Appropriate Guidelines Target concepts/tasks 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 7th-8th grade Ss: use pulse count and formula to complete calculations of MHR & THRZ for future use HS Ss: achieve THRZ (60-85% MHR) Reasonable estimates of duration: Primary Ss (K-2): 3-5 minutes Intermediate (3-5): 10 minutes MS/HS: 20+ minutes

Training Methods for Aerobic Fitness Continuous (p. 74) Circuit (p. 74) Interval (p. 76) Safety Guidelines (p. 78-9)

Muscular Fitness Lecture based on the work of Roberts, S.O. (1996). Developing Strength in Children: A Comprehensive Guide. Reston, VA: AAHPERD Publications.

Terms & Guidelines Muscular strength Muscular endurance The ability of a muscle or group of muscles to exert maximal force against a resistance one time through full ROM One repetition maximum (1RM) Muscular endurance The ability of a muscle or muscle group to exert submaximal force repeatedly over a period of time Often difficult to separate the two in physical education 2-1-4 repetitions One set of 6-15 reps for 8-10 exercises for youth strength gains Unsafe for children to complete max lifts (<6 reps) Benefits (p. 86) Cautions (p. 87)

Professional Guidelines & Recommendations Professional position statements on youth strength training (ACSM, 2000; AmAcadPeds, 2001) 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 Table 6.1 (p. 90) FITT guidelines & estimating 1RM (p. 91)

Training Methods Body weight (K-4) Partner resisted Resistance band/Medicine ball (upper el) Weight training (Table 6.3, p. 100) MAX LIFTS ONLY 17+ YRS

Flexibility Defined Flexibility Laxity Hypermobility Ability to move a joint through its complete ROM Laxity The degree of abnormal motion of a given joint Hypermobility Excess ROM at a joint Types of stretching (ACSM, 2000) Active: force of stretch provided by stretcher Passive: force of stretch provided by partner Static: slow sustained stretch held 10-30 sec, to mild discomfort PNF (proprioceptive neuromuscular facilitation): contraction-relaxation combination of movements usually done with a partner (not for 6-10 yrs) Dynamic/Ballistic: quickly and briefly bouncing, rebounding or using rhythmic motion in a joint’s ROM (mimics sport movements), after good warm-up & static stretches(15+ yrs) Benefits of increased flexibility (p. 109)

Factors Affecting Flexibility Muscle temperature Age and gender Tissue interference Poor coordination and strength during active Pain (should never be ignored)

Teaching and Training Guidelines for Flexibility Choose types of stretching that meet lesson needs Physical Education: static generally preferred Emphasize correct technique and personal bests Never make stretching competitive Training principles Frequency: Daily or 3x/wk minimum Intensity: How the stretch feels; to point of mild discomfort Time: Length of stretch (10-30 secs) Type: Static, PNF, partner, etc. Table 7.1 (p. 116) A static stretch beyond the point of mild discomfort to pain merely increases the likelihood of injury

Safety Guidelines Warm-up with whole-body activity first Use slow, controlled movements Hold each stretch 10-30 seconds Avoid locking joints during stretches Encourage individualization Never allow hyperflexing (bend from waist) or hyperextending of the spine Ballistic stretching should not be taught in K-12 physical Education programs