Download A Contemporary Mission for Physical Education

Aerobic Fitness
Based on:
Franks, B.D. (1999). Personalizing Physical Activity Prescription. Scottsdale,
AZ: Holcomb Hathaway Publishers.
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Important Developmental
Considerations
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Children are not “little adults”
Child’s score on aerobic fitness test does
not predict endurance activity performance
Elementary school-age children guidelines
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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)
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Adolescent guidelines
– Be physically active daily/most days
– Engage in 3+ sessions/wk lasting 20+ mins.
of moderate to vigorous levels
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Moderate physical activity
– Brisk walking, bike riding, yard work
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Vigorous physical activity
– Running, swimming
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Components of Cardiovascular
Training Session
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Warm-up prior to physical activity
– Prepare heart & other muscles for more intense activity
– Raise core body temperature
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Physical activity participation
– Principles of Fitness (FITT)
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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
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Measuring Heart Rate
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Why?
– To optimize health benefits
– To assess student EFFORT
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How?
– Palpate for: 60s, 30s x 2, 15s x 4, 10s x 6, 6s + 0
– HR monitor
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Where?
– Radial (below thumb)
– Carotid (on neck)
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Cautions:
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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
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during late teens
Determining HR Zones
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Max HR (MHR): 208-(0.7 x age)
– Old formula (220-age) over-/under-predicts in adults
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Resting HR (RHR):
– Awaken & check before lifting head; average 6 days
– School setting: lay on floor for 10 mins. then check
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Target Heart Rate Zones (THRZ) for 15+ yrs:
– See Table 5.2 (p. 70) and p. 71
– Go over THRZ practice worksheet
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Recovery Heart Rate:
– How long it takes the heart to return to “normal”
after PA
– Usually measured in 1, 3, 5 minute intervals
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Developmentally Appropriate
Guidelines
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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)
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Reasonable estimates of duration:
– Primary Ss (K-2): 3-5 minutes
– Intermediate (3-5): 10 minutes
– MS/HS: 20+ minutes
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Training Methods for Aerobic Fitness
– Continuous (p. 74)
– Circuit (p. 74)
– Interval (p. 76)
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Safety Guidelines (p. 78-9)
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Muscular Fitness
Lecture based on the work of Roberts, S.O. (1996).
Developing Strength in Children: A Comprehensive Guide.
Reston, VA: AAHPERD Publications.
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Terms & Guidelines
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Muscular strength
– 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)
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Muscular endurance
– The ability of a muscle or muscle group to exert submaximal
force repeatedly over a period of time
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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)
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Professional Guidelines &
Recommendations
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Professional position statements on youth strength
training (ACSM, 2000; AmAcadPeds, 2001)
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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:
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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)
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Training Methods
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Body weight (K-4)
Partner resisted
Resistance band/Medicine ball (upper el)
Weight training (Table 6.3, p. 100)
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MAX LIFTS ONLY 17+ YRS
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Flexibility Defined
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Flexibility
– Ability to move a joint through its complete ROM
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Laxity
– The degree of abnormal motion of a given joint
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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): contractionrelaxation 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)
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Benefits of increased flexibility (p. 109)
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Factors Affecting Flexibility
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Muscle temperature
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Age and gender
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Tissue interference
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Poor coordination and strength during active
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Pain (should never be ignored)
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Teaching and Training
Guidelines for Flexibility
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Teaching
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Training principles
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Choose types of stretching that meet lesson needs
Physical Education: static generally preferred
Emphasize correct technique and personal bests
Never make stretching competitive
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
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Safety Guidelines
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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
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