Jan Bishop

1. Aerobic Fitness chapter 5 Jan Bishop

2. Aerobic Fitness It is one of the four health-related components of physical fitness: • Aerobic fitness • Muscular strength and endurance • Flexibility • Body composition

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

4. 2008 Physical Activity Guidelinesfor Children and Adolescents(Ages 6–17) • Participate in 60 minutes or more of physical activity per day. • Spend most of this time in either moderate- or vigorous-intensity aerobic physical activity. • Include vigorous-intensity physical activity on at least three days per week. • Include muscle-strengthening and bone-strengthening activity.

5. 2008 Physical Activity Guidelines for Adults (Ages 18 and Older) • 150 minutes per week of moderate-intensity activity Or • 75 minutes per week of vigorous-intensity activity Or • A combination of moderate and vigorous activity

6. FITT Principle • Frequency • Number of days of the week • Intensity • Absolute: moving at a pace (e.g., 4 mph [6.4 kph],12-minute mile [7 1/2 min km]) • Relative: RPE, percentage of HR max, HR reserve, or VO2max • Time (or duration) • Minutes accrued (e.g., 60 minutes per day) • Minutes in a row (e.g., 15-minute bouts) • Type • Aerobic activities (recreational or athletic) .

7. Developmentally Appropriate • 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. • Children are not little adults; therefore, adult strategies of continuous exercise, use of the FITT guidelines, and interpretation of assessment results are not the same for children.

8. Developmentally Appropriate Aerobic Fitness Practicesfor Elementary Students • Allow intermittent play, which is natural to children. • Use circuits with aerobic stations to allow aerobic activity with rest breaks. • Concept: Link activity intensity and heart rate. • Assess by feeling the heartbeat with hand on heart. • Students in grades 4 through 6 may learn to palpate the pulse but still should not use a heart rate training zone. • Recognize that test scores do not necessarily indicate a training effect or amount of activity; scores may represent genetics, growth and maturation, motivation, body composition, and so on.

9. Developmentally AppropriateAerobic Fitness PracticesforMiddle School Students • Encourage longer bouts of continuous exercise. • 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. • Link aerobic exercise to a variety of enjoyable lifetime activities. • Combine aerobic activities with skill-building activities.

10. Developmentally AppropriateAerobic Fitness Practicesfor High School Students • Encourage continuous bouts of exercise. • 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)

11. Developmentally AppropriateAerobic Fitness Practicesfor High School Students (continued) • Adults (above age 17) can follow adult FITT guidelines: • Health: • Accrue 150 minutes of moderate or 75 minutes of vigorous exercise per week. • Fitness: • Frequency = three to five times per week • Intensity = THRZ • Time = 20 to 60 minutes • Type = aerobic activity

12. Intensity Monitoring • Heart rate • Hand on heart (elementary) • Carotid or radial pulse (middle and high school) • Ratings of perceived exertion (RPE) • Children underpredict their exertion • Use with high school students • Talk test • If can sing, intensity too low; if can’t talk, too high • All ages

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

14. Aerobic Target Zone Target Heart Rate Zone (THRZ) • Maximum heart rate: 207 – (.7 × age) • Maximum heart rate formula: MHR × .65 = low end of zone MHR × .75 = high end of zone • Karvonen (HRR) formula: MHR – RHR × .60 + RHR = low end of zone MHR – RHR × .80 + RHR = high end of zone • The ranges should be calculated using percentages appropriate to the fitness level of the individual. Midpoints are used here.

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

16. Types of Training • Continuous training: Activities that last several minutes or longer such as distance running, snowshoeing, and swimming. • Fartlek training: Form of continuous training in which “speed play” occurs. Usually used with athletes but may be modified and used in obstacle courses and fun runs. • Interval training: Short bursts of high-intensity activity with rest periods. • Aerobic intervals alternate low and high ends of the aerobic target zone. If done without breaks, they represent a form of Fartlek training. (continued)

17. Types of Training (continued) • Circuit training: A series of stations through which individuals move. Aerobic stations can include rope jumping, step aerobics, dribbling a ball, and so on. • Without breaks this is a form of continuous training. • With high-intensity stations and rest breaks this is interval training.

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

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

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