Lifetime Fitness Education Health-Related Fitness Components And Principles & The Physical Best Activities (Instructor Note – Choose the amount of detail that you think your audience requires – The slides are written as if an overview of the basic concepts and components is needed. For participants who may need more information than is provided here – refer them to the Teacher’s Guide)

Fitness Defined (Health-Related) Physical Fitness Measure of a person’s ability to perform physical activities requiring: Endurance Strength Flexibility (defined on slide) – as found in PB Teacher’s Guide (p.5 in the 2nd edition)

The Fitness Process (FITNESSGRAM Test Administration Manual, 3rd ed) Instruction-Concepts Student Participation Instruction-Tests Assessment-Fitness Planning Program Tracking Activity Reassessment Revision (Instructor Note: This is taken from p.12-13 of FITNESSGRAM manual) Although there is some debate as to whether assessment should be the first step, FITNESSGRAM defines the cycle as starting with basic education, so: Step 1 involves Instruction about the Foundation Concepts (PB Activities can teach these concepts) Step 2 Student Participation in Conditioning Activities (PB Activities again) Step 3 Instruction on Test Items Assessment of Fitness Levels Planning the Fitness Program and Setting Goals Promotion and Tracking of Physical Activity (ACTIVITYGRAM may be used as a tool) Reassessment (of fitness) Revision (of goals and program)

Physical Fitness Includes Skill-Related Fitness Health-Related Fitness Skill-related components - Basic skills and concepts common to all movement forms are needed for students to become self-sufficient in health-related fitness activities (Teacher’s Guide – p.157) Health-related components - Each of the health-related fitness concepts is specific to physical health. We’ll briefly examine each of the skill-related and health-related components (next slide)

Skill-Related Fitness Components Agility Balance Coordination Power Reaction time Speed

Health-Related Fitness Components Aerobic Fitness Muscular Strength and Endurance Flexibility Body Composition

Principles of Fitness Overload Progression In addition to including all components of fitness – a comprehensive health-related fitness education program incorporates the principles of fitness, including: Overload – the overload principle states that a body system (cardiorespiratory, muscular or skeletal) must perform at a level beyond normal in order to adapt and improve physiological function and fitness. Progression – the way in which an individual should increase overload. Proper progression involves a gradual increase in the level of exercise that is manipulated by increasing either frequency, intensity, or time, or a combination of all three.

Overload Principle States that a body system must perform at a level beyond normal in order to adapt and improve physiological function and fitness. Additional principles of fitness that apply to aerobic fitness, muscular fitness and flexibility include overload and progression. (read slide) Body Systems include -(cardiorespiratory, muscular, or skeletal)

Progression A gradual increase in the level of exercise that is manipulated by increasing wither frequency, intensity, or time, or a combination of all three components. refers to how an individual should increase overload. Proper progression involves the above.

Principles of Fitness F.I.T.T. Guidelines Frequency Intensity Time Type F.I.T.T. Guidelines Further principles of fitness are expressed through the FITT Guidelines, including: Frequency – (how often) the person performs the activity Intensity – (how hard) a person exercises during an activity period Time – (how long) the activity is maintained Type – (what kind) refers to the mode of activity a person chooses to perform in each area of health-related fitness / similar to specificity, which states that explicit activities that target a particular body system must be performed to bring about fitness changes in that area

Aerobic Fitness The ability to perform large muscle, dynamic, moderate- to high-intensity exercise for prolonged periods For a child, this definition may mean the ability to exercise or play for long periods of time without getting tired.

Frequency Children (5-12 years) Adolescents (11+ years) Middle and high school youth who participate in athletics Developmentally appropriate physical activity on all or most days of the week Several bouts of physical activity lasting 15 min or more daily Daily or nearly every day Three or more sessions per week 5 or 6 days per week The FITT charts in this presentation can be found in the Physical Best Teacher’s Guide and also both Physical Best Activity Guides.

Intensity Children (5-12 years) Adolescents (11+ years) Middle and high school youth who participate in athletics Mixture of moderate and vigorous intermittent activity Moderate to vigorous activity. 12-16 rating of perceived exertion (RPE)d 60-90% heart rate max (MHR) or 50-85% heart rate reserve (HRR) 12-16 rating of perceived exertion (RPE) Children 5-12 in more detail: Moderate includes low–intensity games (hopscotch, four-square), low activity positions (goalie, outfielders), some chores, and yard work Vigorous includes games involving running or chasing and playing sports (level 2 of activity pyramid) Explanation of RPE: Rating of perceived exertion (RPE) – A method of self-assessment of intensity of a person’s workload on a scale of 6 to 20. (This is also known as the Borg Scale.) If target heart rate zones are to used, Physical Best recommends reserving that for use only with post-pubescent children. (explanation is included in the Physical Best Teacher’s Guide – aerobic fitness chapter).

Time Children (5-12 years) Adolescents (11+ years) Middle and high school youth who participate in athletics Accumulation of at least 60 min, and up to several hr, of activity Up to 50% of accumulated min should be accumulated in bouts of 15 min or more 30-60 min daily activity 20 min or more in a single session 20-60 min

Type Children (5-12 years) Adolescents (11+ years) Middle and high school youth who participate in athletics Variety of activities Activities should be selected from the first 3 levels of the activity pyramid Continuous activity should not be expected for most children Play games, sports work, transportation, recreation, physical education, or planned exercise and community activities Brisk walking, jogging, stair climbing, basketball, racket sports, soccer, dance, lap swimming, skating, lawn mowing, and cycling Activities that use large muscles in a rhythmical fashion (e.g., brisk walking, jogging, stair climbing, basketball, racket sports, soccer, dance, lap swimming, skating, and cycling) Physical activity pyramid referred to is from Corbin and Lindsey (2004 – Fitness For Life) – Level 1 – lifestyle activities Level 2 – active aerobics and active sports and recreation Level 3 – flexibility exercise and muscle fitness exercise (Level 4 – avoid prolonged periods of inactivity/sedentary living)

Muscular Fitness In the Physical Best program, muscular fitness refers to the development of a combination of muscular strength and muscular endurance Muscular strength-The ability of a muscle or muscle group to exert a maximal force against a resistance one time through the full range of motion. Muscular endurance-The ability of a muscle or muscle group to exert submaximal force repeatedly over a period of time.

Frequency 9-11 years 12-14 years 15-16 years 17+years 2 or 3 days/wk

Intensity 9-11 years 12-14 years 15-16 years 17+years Very light weight Light weight Moderate weight Light to heavy weight (based on type selected)

Time 9-11 years 12-14 years 15-16 years 17+years At least 1 set (may do 2 sets), 6-15 reps, at least 20-30 min At least 1 set (may do 3 sets), 6-15 reps, at least 20-30 min At least 1 set (may do 3 to 4 sets), 6-15 reps, at least 20-30 min Minimum 1 set, 8-12 reps

Type 9-11 years 12-14 years 15-16 years 17+years Major muscle groups, 1 exercise/ muscle or muscle group Major muscle groups, 2 exercises/ Major muscle groups, 8-10 exercises; select strength, power or endurance

Flexibility The ability to move a joint through its complete ROM, or range of motion

FITT Frequency Intensity Time Type Three times per week, preferably daily and after a warm-up to raise muscle temperature. Slow elongation of the muscle to the point of mild discomfort and back off slightly. Up to 4-5 stretches per muscle or muscle group. Hold each stretch 10-30 sec. Always warm up prior to stretching. The preferred stretch for the classroom is slow static stretching for all muscles or muscle groups. Note: Although 10-30 sec is recommended as the length of time to hold a stretch, an advanced student may hold a stretch up to 60 sec.

Definition Health benefits Growth and development Nutrition Metabolism Body Composition Definition Health benefits Growth and development Nutrition Metabolism Used in teaching all components. When teaching health-related fitness, body composition does not employ the FITT guidelines but does include the above concepts.

BENEFITS OF FITNESS Reduces Risk of Heart Disease Stronger Bones & Muscles Lower RHR More Energy BENEFITS OF FITNESS Reduces Stress WHY – are all of the components and principles important? Because of the many benefits of fitness – (Instructor can ask participants to name benefits – or read the following) Some of the benefits are: Makes the heart pump more strongly. Helps lower blood pressure and resting heart rates. Reduces the risks of heart disease. Strengthens the bones and muscles. Gives you more energy to do school work, daily chores, and play. Helps maintain a healthy body weight. Reduces stress. Lower Blood Pressure Strengthen Heart Helps Maintain Healthy Body Weight

Physical Best Activity Guides The components and principles of fitness can be taught through the Physical Best Activities. The Elementary level book focuses on Grades K-5, and provides ready-made activities for each component of fitness at primary and intermediate levels. The Secondary level book focuses on grades 6-12, and also provides ready-made activities for the components of fitness, at the middle school and high school levels. These are activities to be infused into lessons, not individual lessons (They vary in length of time to complete – and many will not take a full class period).

Activity Name, Level and Concept(s) Format For Activities Top of Page: Activity Name, Level and Concept(s) Purpose National Standards Equipment Needed Reproducible Procedure Teaching Hints Inclusion Tip Assessment (Instructor Note: Choose what works best for you here – You might have participants open their book and read through a particular activity with you, which you will then take them through).