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Understanding Aerobic Capacity. LEARNING OBJECTIVES Understanding of aerobic capacity.

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Presentation on theme: "Understanding Aerobic Capacity. LEARNING OBJECTIVES Understanding of aerobic capacity."— Presentation transcript:

1 Understanding Aerobic Capacity

2 LEARNING OBJECTIVES Understanding of aerobic capacity

3 MODERATE TO VIGOROUS PHYSICAL ACTIVITY (MVPA) In accordance to CDC and ACSM Guidelines Moderate ActivityVigorous Activity Walking at a moderate or brisk pace of 3 to 4.5 mph on a level surface Jogging or running Bicycling 5 to 9 mph, level terrain, or with few hills Bicycling more than 10 mph or bicycling on steep uphill terrain Weight training and bodybuilding using free weights, Nautilus- or Universal-type weights Circuit weight training Table tennis—competitiveTennis—singles Wheelchair tennis Basketball—shooting basketsBasketball game

4 MODERATE TO VIGOROUS PHYSICAL ACTIVITY (MVPA) In accordance to CDC and ACSM Guidelines Moderate ActivityVigorous Activity Walking at a moderate or brisk pace of 3 to 4.5 mph on a level surface Jogging or running Bicycling 5 to 9 mph, level terrain, or with few hills Bicycling more than 10 mph or bicycling on steep uphill terrain Weight training and bodybuilding using free weights, Nautilus- or Universal-type weights Circuit weight training Table tennis—competitiveTennis—singles Wheelchair tennis Basketball—shooting basketsBasketball game

5 WHY IS IT IMPORTANT? Regular physical activity can improve the health and quality of life of Americans of all ages, regardless of the presence of a chronic disease or disability (USDHHS, 2008). Recent research indicates that physical activity has a positive impact on: classroom behavior (Barros et al., 2009) brain structure (Hillman et al., 2012) academic achievement (CDC, 2010)

6 GUIDELINES FOR AEROBIC FITNESS Elementary School AgeMiddle School AgeHigh School Age FrequencyAll or most days per week in several bouts of 15 minutes or more. All or most days per week IntensityMixture of moderate and vigorous intermittent activity Moderate to vigorous activity Maintaining target heart rate in not expected a this level 60-90% percent of heart rate max or 50-85% of heart rate reserve (Target Heart Rate) TimeAt least 60 minutes 50% should be in bouts of 15 minutes or more 30-60 minutes daily 20 minutes or more in a single session 20-60 minutes TypeVariety of activities Continuous activity should not be expected Games, sports, recreation (i.e., jogging), etc. Aerobic activities that are of interest to the student (NASPE, 2004; Corbin & Pangrazi 2002; ACSM, 2000)

7 GUIDELINES FOR AEROBIC FITNESS Elementary School AgeMiddle School AgeHigh School Age FrequencyAll or most days per week in several bouts of 15 minutes or more. All or most days per week IntensityMixture of moderate and vigorous intermittent activity Moderate to vigorous activity Maintaining target heart rate in not expected a this level Take pulse or Talk Test 60-90% percent of heart rate max or 50-85% of heart rate reserve (Target Heart Rate) TimeAt least 60 minutes 50% should be in bouts of 15 minutes or more 30-60 minutes daily 20 minutes or more in a single session 20-60 minutes TypeVariety of activities Continuous activity should not be expected Games, sports, recreation (i.e., jogging), etc. Aerobic activities that are of interest to the student (NASPE, 2004; Corbin & Pangrazi 2002; ACSM, 2000)

8 GUIDELINES FOR AEROBIC FITNESS Elementary School AgeMiddle School AgeHigh School Age FrequencyAll or most days per week in several bouts of 15 minutes or more. All or most days per week IntensityMixture of moderate and vigorous intermittent activity Moderate to vigorous activity Maintaining target heart rate in not expected a this level 60-90% percent of heart rate max or 50-85% of heart rate reserve (Target Heart Rate) TimeAt least 60 minutes 50% should be in bouts of 15 minutes or more 30-60 minutes daily 20 minutes or more in a single session 20-60 minutes TypeVariety of activities Continuous activity should not be expected Games, sports, recreation (i.e., jogging), etc. Aerobic activities that are of interest to the student (NASPE, 2004; Corbin & Pangrazi 2002; ACSM, 2000)

9 TRAINING METHODS MethodDefinitionExamples ContinuousMovement that lasts several minutes without rest periods. -3-5 minutes for primary grades -10 minutes for older elementary students -20 minutes for secondary IntervalAlternating short bursts of activity with rest periods. Jump rope at a high intensity for 1 minute, then walk in place for 1 minute swinging rope by side. CircuitSeveral different exercises that vary in intensity or type. Students rotate around various “fitness stations” for a set amount of time for each station.

10 TRAINING METHODS MethodDefinitionExamples ContinuousMovement that lasts several minutes without rest periods. -3-5 minutes for primary grades -10 minutes for older elementary students -20 minutes for secondary IntervalAlternating short bursts of activity with rest periods. Jump rope at a high intensity for 1 minute, then walk in place for 1 minute swinging rope by side. CircuitSeveral different exercises that vary in intensity or type. Students rotate around various “fitness stations” for a set amount of time for each station.

11 TRAINING METHODS MethodDefinitionExamples ContinuousMovement that lasts several minutes without rest periods. -3-5 minutes for primary grades -10 minutes for older elementary students -20 minutes for secondary IntervalAlternating short bursts of activity with rest periods. Jump rope at a high intensity for 1 minute, then walk in place for 1 minute swinging rope by side. CircuitSeveral different exercises that vary in intensity or type. Students rotate around various “fitness stations” for a set amount of time for each station.

12 CDC AND CHILDHOOD OBESITY To learn more, please visit http://www.cdc.gov/healthyyouth/obesity/facts.htm http://www.cdc.gov/healthyyouth/obesity/facts.htm

13 FITNESSGRAM® To learn more, please visit http://www.fitnessgram.net http://www.fitnessgram.net

14 QUESTION 1 Which of the following is an example of “moderate physical activity”? A.Fartlek Training B.Bowling C.Shooting Baskets D.Basketball Game

15 QUESTION 2 A 6 th grade student has not met the Healthy Fitness Zone for “aerobic capacity”. Which of the following strategies should the teacher use first? A.Run laps to exhaustion B.Increase distance, but not speed C.Increase distance and speed D.Post class scores publicly to motivate student

16 QUESTION 3 Sixty percent (60%) of a ninth grade class has not met the Healthy Fitness Zone for “aerobic capacity”. Which of the following strategies should be used? A.Run/walk laps for the class period B.Play “Heart Attack Tag” with all students C.Play a basketball game with all students D.Set goals and log physical activity

17 QUESTIONS?

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