1 Aerobic Fitness Dr. Ayers HPHE 1650

2008 Physical Activity Guidelines for Children and Adolescents (Ages 6–17) n Participate in 60+ minutes PA per day n Most of this time should be MVPA aerobic n Include vigorous-intensity PA 3+d/week n Include muscle-strengthening and bone- strengthening activity

2008 Physical Activity Guidelines for Adults (Ages 18 and Older) n 150 minutes per week of moderate- intensity activity Or n 75 minutes per week of vigorous-intensity activity Or n A combination of moderate and vigorous activity

Aerobic Fitness Defined n The ability to exercise or play for extended periods without getting tired (USDHHS, 2008) n The ability to perform large-muscle, dynamic, moderate-to high-intensity exercise for prolonged periods (ACSM, 2010)

FITT Principle n Frequency –Number of days of the week n Intensity –Absolute: moving at a pace (e.g.,12-minute mile) –Relative: RPE, percentage of HR max, HR reserve, or VO 2 max n Time (or duration) –Minutes accrued (e.g., 60 minutes per day) –Minutes in a row (e.g., 15-minute bouts) n Type –Aerobic activities (recreational or athletic).

6 Important Developmental Considerations n Children are not “little adults” n Child’s score on aerobic fitness test does not predict endurance activity performance n The concept of aerobic fitness can be taught to students of all ages, but the practice of aerobic training must take into consideration developmental differences. n See Table 5.1 (p. 77)

Appropriate Elementary Practices n Allow intermittent play, which is natural to children n Use circuits with aerobic stations to allow aerobic activity with rest breaks n Concept: Link activity intensity and heart rate. –Assess by feeling the heartbeat with hand on heart –4 th – 6 th graders: learn to palpate the pulse but not use a THRZ n Test scores not indicative of a training effect or amount of activity; scores may represent genetics, growth and maturation, motivation, body composition, etc.

Appropriate Middle School Practices n Encourage longer bouts of continuous exercise n Concept: Link activity intensity and heart rate –Palpate pulse and link intensity of activity with heart rate (HR) –Maintaining activity within an aerobic target zone should not be required n Link aerobic exercise to a variety of enjoyable lifetime activities n Combine aerobic activities with skill-building activities.

Appropriate High School Practices n Encourage continuous bouts of exercise n Concept: Link activity intensity to heart rate and oxygen consumption. –Palpate pulse and link intensity of activity with heart rate (HR). –Calculate target heart rate zones (THRZ) and monitor pulse. Students in upper grades can strive to exercise continuously within this zone. (continued)

n Adults (18+ yrs) can follow adult FITT guidelines: –Health: Accrue 150 minutes of moderate or 75 minutes of vigorous exercise per week. –Fitness: Frequency = 3-5 x/week Intensity = THRZ Time = 20 to 60 minutes Type = aerobic activity

Intensity Monitoring n Heart rate –Hand on heart (elementary) –Carotid or radial pulse (middle and high school) n Ratings of perceived exertion (RPE) –Children under-predict their exertion –Use with high school students n Talk test –Sing: intensity too low; can’t talk: too high –All ages

Pulse Taking n Use two fingers (pointer and middle) –Do not use thumb because it has a pulse –Use firm but gentle pressure n Radial: wrist, thumb side of tendons n Carotid: neck, groove beside Adam’s apple n Count for 10 seconds and multiply by 6 –Or look at a chart designed with beats in 10 seconds

Aerobic Target Heart Rate Zone (THRZ) n Maximum heart rate: 207 – (.7 × age) n Maximum heart rate formula: MHR ×.65= low end of zone MHR ×.75= high end of zone n Karvonen (HRR) formula: MHR – RHR ×.50+ RHR = low end of zone MHR – RHR ×.60+ RHR = high end of zone n The ranges should be calculated using percentages appropriate to the fitness level of the individual. Midpoints are used here (see THRZ worksheet online).

Examples of Aerobic Intensity Levels Moderate intensity n Hiking n Canoeing n Brisk walking n Bike riding* n Skateboarding n Active housework or yard work (sweep, mow) n Throw and catch games Vigorous intensity n Run and chase games n Jumping rope n Martial arts (e.g., karate) n Sports (e.g., soccer, swimming, tennis) n Vigorous dancing n Bike riding* *Note that activities like bike riding can be either moderate or vigorous, depending on the level of exertion

Types of Training n Continuous training: Activities that last several minutes or longer such as distance running, snowshoeing, and swimming –Fartlek training: Continuous training or “speed play.” Used with athletes but may be modified for obstacle courses and fun runs. n Interval training: Short bursts of high-intensity activity with rest periods –Aerobic intervals alternate ↓ and ↑ ends of the THRZ. If done without breaks, they represent a form of Fartlek training. n Circuit training: Stations (i.e., rope jumping, step aerobics, dribbling a ball, etc.) –Without breaks this is a form of continuous training –With high-intensity stations and rest breaks this is interval training

Aerobic Assessments n Fitnessgram assessments: –PACER –Mile run –Mile walk n Brockport Physical Fitness Test (BPFT) –Aerobic function tests modified for people with disabilities

Safety n Use developmentally appropriate activities and intensities n Maintain hydration— drink before, during, and after activity n Avoid overheating, overcooling n Include appropriate rest breaks n Review school records for health information n Modify activities as needed

Summary n Active youth are more likely to become active adults n Adjust aerobic activity to match developmental level and fitness level n Use cross-curricular activities n Combine with skills n Keep it fun