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Health-related Fitness Components

Dr. Suzan Ayers

HPER Dept

Western Michigan University

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Fitness Components

Cardiovascular endurance

Muscular strength/endurance

Flexibility

Body composition/Nutrition

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Aerobic Fitness

Based on:

Franks, B.D. (1999). Personalizing Physical Activity Prescription. Scottsdale, AZ: Holcomb Hathaway Publishers.

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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)

Cool-down after physical activity

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Related Terminology (Howley & Franks, 1997)

Cardio: heart

Vascular: blood vessels

Respiratory: lungs and ventilation

Aerobic: working with oxygen

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Structure/Function of the CV System

Heart: Fist-sized Blood Flow: RAV Lungs LAV Aorta Body Function:

– Systole (contraction)– Diastole (rest)– Blood pressure (sbp/dbp)

Factors influencing HR:– Body position -Temperature– Fitness -Stimulants– Age -Depressants– Gender– Mood

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Benefits of Participation in Cardiovascular Activities

Psychological Health– Stress management– Reduced nervous tension

Increased Cardiovascular System Efficiency– Control of various chronic degenerative diseases:

• Adult-onset diabetes

• Asthma

• Hypertension

• Obesity

• CVD

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Measuring Heart Rate Why?

– To optimize health benefits– To assess student EFFORT

Where?– Radial (below thumb)– Carotid (on neck)

How?– Palpate for: 60s, 30s x 2, 15s x 4, 10s x 6, 6s + 0– HR monitor

Cautions:– Never use thumb to palpate– Count 0, 1, 2, 3, etc. – Higher HR greater measurement error

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Determining HR Zones Max HR (MHR): 220-age Resting HR (RHR):

– Awaken & check before lifting head; repeat for 6 days and average

– In school setting: lay down on floor for 10 mins then check

Target Heart Rate Zones (THRZ):– 50-60%MHR: sufficiently strenuous daily PA– 60-70%MHR: fat burning– 70-80%MHR: improved CV endurance– 80-100%MHR: competitive training

Recovery Heart Rate:– How long it takes the heart to return to “normal” after PA– Usually one, three, five minute intervals

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Karvonen Formula More precise for very fit or unfit students

– 220-age = MHR– MHR-RHR = HRR (reserve)– HRR * lower %MHR = low1– Low1+RHR = lower limit of THRZ– HRR*upper %MHR = up1– Up1+RHR = upper limit of THRZ

General Formula:220-35=185 185

x 0.7 x .85130 157

Karvonen Formula:220-35=185–50=135 135

x 0.7 x .85 95 115 +50 +50 145 165

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Age and grade-based Heart Rate Training Zones 

Age Grade

Max HR (MHR)220-age

Target Heart Rate Zone (THRZ)70-85%

General Ranges

6 K 214 150-182   

Elementary:150-195

7 1 213 149-181

8 2 212 148-180

9 3 211 148-179

10 4 210 147-179

11 5 209 146-178

12 6 208 146-177  Middle:140-18013 7 207 145-176

14 8 206 144-175

15 9 205 144-174  High:

140-16516 10 204 143-173

17 11 203 142-173

18 12 202 141-172

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Physical Best Age-based Heart Rate Training Zones Age Max HR (MHR)

220-ageTarget Heart Rate Zone

(THRZ)60-75%

6 214 128-161

7 213 128-160

8 212 127-159

9 211 127-158

10 210 126-158

11 209 125-157

12 208 125-156

13 207 124-155

14 206 124-155

15 205 123-154

16 204 122-153

17 203 122-152

18 202 121-152

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Developmentally Appropriate Guidelines

Table 6.2 (p. 89):– 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

– MHR and THRZ (60-75% MHR)

Table 6.4 (p. 91):– Primary Ss (K-2): 3-5 minutes

– Intermediate (3-5): 10 minutes

– MS/HS: 20+ minutes

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Personalized Physical Activity Recommendations

Model for Making Personalized Physical Activity Recommendations (Franks, 1999):

Level 1: Activities for Everyone

Level 2: Activities for Sedentary People

Level 3: Activities for Moderately Active People (Health)

Level 4: Activities for Moderately Active People (Fitness)

Level 5: Activities for Vigorously Active People (Performance)

LPAM

EPM

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Activities for Everyone “Activities for everyone should be of the type that can

be done as part of an individual’s routines at home, work, and during leisure time” (Franks, 1999).

– Walk or ride your bike to school rather than take the bus– Climb stairs rather than using the elevator– Park farther away from the store and walk– Perform daily stretching to prevent low back problems

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Activities for Sedentary People Sedentary: Cannot walk for 30 minutes continuously

without discomfort or pain

“Inactive individuals should continue to find ways to include activity in their daily routine and should accumulate at least 30 minutes of moderate-intensity activity daily” (Franks, 1999).

– Walking, yard work, cycling, slow dancing, low-impact aerobics

– Physical activity periods broken into 2-4 segments daily

– Emphasis on the accumulation of daily physical activity rather than intensity

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Activities for Moderately Active People With Health Goals

Moderately active: Accumulate 30 minutes of activity daily, or who can walk 30 minutes continuously without pain or discomfort, but could not jog 3 miles (or walk 6 miles at a brisk pace, cycle 12 miles or swim ¾ mile) continuously without discomfort and undue fatigue

Individuals with specific health goals should perform the following activities (Franks, 1999):– Cardiovascular

• Accumulate at least 30 minutes of moderate-intensity activity

• Include longer duration and/or higher intensity

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Activities for Moderately Active People With Fitness Goals

Individuals with specific fitness goals should perform the following activities (Franks, 1999):– Aerobic Fitness

• 20-40 minutes of vigorous-intensity activity, 3-5 days/week

• THRZ 70-85% for adults

• Fast walking, jogging, cycling, fast dancing, low- to moderate-impact exercise to music, swimming

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Activities for Vigorously Active People With Performance Goals

Vigorously active: Can run 3 miles continuously (or walk fast 6 miles, cycle 12 miles or swim ¾ mile) within the THRZ 3-4 times a week without discomfort or pain

Individuals who are vigorously active and who have specific performance goals should perform the following activities (Franks, 1999):

– Sport or Physical Task(s)• Develop and/or maintain fitness levels• Interval training• Motor tasks related to performance• Specific skills related to performance• Strategy and mental readiness

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Muscular Fitness

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

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Muscular Strength andEndurance Defined

Muscular strength– “The ability of a muscle or group of muscles to exert maximal

force against a resistance” (AAHPERD, 1999)– One repetition maximum (1RM)

Muscular endurance– “The ability of a muscle or muscle group to exert force over a

period of time against a resistance less than the maximum an individual can move” (AAHPERD, 1999)

– Submaximal muscle contractions over a high number of repetitions with little rest/recovery

Often difficult to separate the two in physical education

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Major Controversies Related to Youth Strength Training

(Roberts, 1996) Myth 1: Children are not able to develop strength

beyond that generally associated with normal growth and development

Myth 2: Children should not lift weights or participate in resistance training programs because of the risk of injury to the epiphyseal plates

Myth 3: There is not enough evidence to support a structured resistance training program for children

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Factors Influencing Children’s Strength Development

(Kramer, Fry, Frykman, Conroy & Hoffman, 1996) Hormonal Influence

– Increase in circulating androgens– Increase in lean body mass

Neurological Influence– Increased motor unit activation– Neural myelination development

Fiber Type Differentiation– Significant increase in muscle fiber size

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Injuries Related to Children’s Participation in Strength Training Historical Perspective

– Growth plate injuries in adolescent children following strength training (Gumps, Segal, Halligan, & Lower, 1982; Risser, Risser, & Preston, 1990; Ryan & Salciccioli, 1976).

– Recommendation that children avoid formal strength training

Contemporary Perspective– More recent studies have suggested strength training is safe in

properly supervised programs (Ramsay, Blimkie, Smith, Garner, Macdougall, & Sale, 1990; Weltman, Janney, Rians, Strand, Berg, Tippet, Wise, Cahill, & Katch, 1986).

– Serious injuries related to “excessive” overhead lifts & improper supervision

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Benefits of Strength Training Health-Related Benefits

– Prevention of CVD– Reduction and control of

obesity & hypertension– Improved self-confidence

& self-image– Development of good

posture– Improved body comp– Improved flexibility– Establishment of lifetime

interest in fitness

Skill-Related Benefits– Improved ability to

perform basic motor skills

– Possible prevention of injuries

– Greater ease & efficiency of sport skill performance

– Early development of coordination & balance

– Better performance on nationwide fitness tests

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Professional Guidelines & Recommendations

Professional position statements on youth strength training (ACSM, 1988; AAP, 1983, 1990; NSCA, 1985, 1996).– 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

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Flexibility Defined Flexibility

– “The range of motion (ROM) available in a joint or group of joints” (Alter, 1996)

Types of stretching– Static: using the ROM of a joint slowly & steadily in a held

position– Dynamic: moving in a ROM necessary for a sport– Ballistic: quickly and briefly bouncing, rebounding or using

rhythmic motion in a joint’s ROM (mimics sport movements)– PNF (proprioceptive neuromuscular facilitation): using the

body’s reflexes to relax a muscle before stretching it Laxity

– “The degree of abnormal motion of a given joint” (Alter, 1996)– Also referred to as “double-jointedness”

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Teaching and Training Guidelines for Flexibility

Teaching– Never make stretching competitive– Emphasize correct technique and personal bests

Training principles– Intensity: How the stretch feels– Time: Length of stretch x number of time each stretch is done– Type: Specific muscles stretched

A static stretch beyond the point of mild discomfort to pain merely increases the likelihood of injury

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Stretching Controversies(Alter, 1996)

Static– Most appropriate for physical education– Proven effectiveness– Ease of implementation

Ballistic (dynamic, fast, isotonic, kinetic)– Often maligned as dangerous– Develops dynamic flexibility– Generally more interesting– Inadequate time for tissues to adapt to the movement– Increased likelihood of soreness– Inadequate time for neurological adaptation to the movements

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Factors Limiting Flexibility(Alter, 1996)

Connective tissues in joints/muscles lacking elasticity

Muscle tension

Poor coordination and strength during active movements

Limitations caused by bone & joint structures

Pain

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Professional Guidelines & Recommendations

Warm-up with whole-body activity first Use slow, controlled movements Hold each stretch 10-15, 15-30, OR 30-60

seconds Encourage individualization Excess body fat does NOT impede flexibility More flexible groups:

– Females– Individuals under 6 and between 12 and young

adulthood

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Body Composition & Nutrition

Lecture based on the work of Wilmore, J.H. (1999). Exercise, Obesity, and Weight Control. Scottsdale, AZ: Holcomb Hathaway, Publishers.

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Overweight & Obesity Defined Overweight

– “Body weight that exceeds the normal or standard weight for a particular person, based on his or her height and frame size.”

– Measured with height/weight tables.– Over the 85th percentile

Obesity– “Condition in which the individual has an excessive amount of body fat”

• Males over 25% & women over 35% body fat are obese• Males 20-25% & women 30-35% body fat are considered to have

borderline obesity• Over the 95th percentile

– Variety of laboratory & field assessment techniques used to measure a person’s body composition:

• Hydrostatic weighing• Bioelectrical impedance• Ultrasound• Skinfold

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Body Composition Values

Females Males

Minimum 17% 10 %

Ideal 18-23 % 16-19 %

Maximum 32 % 25 %

Interesting links:http://www.am-i-fat.com/body_fat_percentage.htmlhttp://www.am-i-fat.com/body_mass_index.htmlhttp://team.liu.edu/~/~Lopos/fp/bodyc.htmhttp://www.christie.ab.ca/aadac/WhoAmI/perfectbody.htm

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Body Types

Endomorph

a large, soft, bulging and pear-shaped

appearance

•high percentage of body fat •short neck •large abdomen •wide hips •round, full buttocks •short, heavy legs

Mesomorph

a solid, muscular, and large-bonded

physique

•firm, well developed muscles •large bones •broad shoulders•muscular arms & buttocks •trim waist •powerful legs

Ectomorph

a slender body and slight build

•small bones •thin muscles •slender arms & legs •narrow chest•round shoulders •flat abdomen •small buttocks

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Prevalence of Obesity in the U.S. Dramatically increasing trend in the prevalence of

obesity over the past 30 years in the U.S.

– National Center for Health (1986):• 28.4% of American adults aged 25-74 years are overweight.• Between 13% and 26% of U.S. adolescent population are

obese with an addition 4% to 12% being super-obese, depending on gender and race.

• These figures represent a 39% increase in the prevalence of obesity when compared with data collected in 1966 and 1970.

– Gortmaker, Dietz, Sobol, & Wehler (1987):• Reported 54% increase in prevalence of obesity among

children aged 6 to 11 years.

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Health Implications of Obesity

Medical Risks– Increased risk for general excess mortality. Possible

causes include heart disease, hypertension, & diabetes.– Upper body obesity (“apple-shaped”) involves increased

risk of cardiovascular disease, hypertension, stroke, elevated blood lipids, and diabetes.

– “Pear-shaped” individuals have excess weight on the hips and thighs (less cardiovascular risk).

Low Physical Fitness Levels

Psychosocial Effects

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Physiological Considerations The Control of Body Weight

– Balance between caloric intake & expenditure.

Etiology of Obesity– Complex and multi-factored:

• Genetic influences• Hormonal imbalances• Alterations in homeostatic function• Physiological & psychological trauma• Emotional trauma• Environmental factors

– Cultural habits– Inadequate physical activity– Improper diet

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Weight Reduction and Control

Behavior Modification– Dietary intake– Physical activity

Body Composition Myths– Fad diets– Spot reduction– Low intensity versus high intensity aerobic exercise– Exercise devices for fat reduction

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Diet and Nutrition Diet:

– Total calories consumed in 5-7 day period

“Good” nutrition– Variety of foods– Provides adequate nutrients– Supplies sufficient energy to maintain ideal body mass

Agencies developing guidelines:– Committee on Dietary Allowances: RDAs– Food and Drug Administration– USDA: Food Guide Pyramid

Adolescent nutritional needs (Saltman, Gurin & Mothner, 1993):– Females: 2,200 cals/day– Males: 3,000 cals/day

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Consequences of an Unhealthy Diet

Increased calories consumed by eating “low cal” foods

High protein/low carbohydrate diets suppress appetite; can be toxic over time

High carbohydrate diets can compromise energy intake and provide too little protein

Over-consumption of vitamins/minerals only generates expensive urine

Good diet NOR physical activity alone can = fitness

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Food Guide Pyramid

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Harvard School of Public Health (2004)

http://www.hsph.harvard.edu/nutritionsource/pyramids.html