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

2. 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)

3. 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

4. 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

5. 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 bpm; MHR changes with age during late teens

6. 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

7. 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

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

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

10. 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)

11. 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)

12. 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

13. 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 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)

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

15. 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

16. Safety Guidelines Warm-up with whole-body activity first
Use slow, controlled movements
Hold each stretch 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