Adventures In Exercise

Adventures in Exercise:Solutions to Teach Children the Art of Exercise

Angela Corcoran MS, CSCS, RCEP

CORCORAN FITNESS

www.corcoranfitness.com

Background

Recent data from the American Academy of Pediatrics and the American Medical Association indicate that rates of childhood (pre-pubertal) overweight and obesity are

dramatically on the rise reaching at or above 30 percent in 30 states. In fact on August 17, 2009 the U.S. Surgeon

General Richard Carmona, MD called it “the greatest threat to public health today killing more Americans than

AIDS, all cancers and all accidents combined.”

F as in Fat Report: How Obesity Policies are failing in America 2009. Released July 2009. Trust for America’s Health (TFAH) and The Robert Wood Johnson Foundation (RWJF) American Medical Association. Obesity Report. Monday August 17, 2009. www.ama-assn.org


Background

Data from NHANES I (1971–1974) to NHANES 2003–2006 show increases in overweight among all age groups: Among preschool-aged children, aged 2–5 years, the prevalence of overweight increased from 5.0% to 12.4%.

Among school-aged children, aged 6–11 years, the prevalence of overweight increased from 4.0% to 17.0%.

Among school-aged adolescents, aged 12–19 years, the prevalence of overweight increased from 6.1% to 17.6%.


Background

The major cause of overweight and obesity is poor nutrition and physical

inactivity.


Background

Research has shown that as weight increases to reach the levels referred to as "overweight" and "obesity,“ the risks for the following conditions also increases:

• Coronary heart disease• Type 2 diabetes• Cancers (endometrial, breast, and colon)• Hypertension (high blood pressure)• Dyslipidemia (for example, high total cholesterol or high levels of triglycerides) • Stroke • Liver and Gallbladder disease• Sleep apnea and respiratory problems• Osteoarthritis (a degeneration of cartilage and its underlying bone within a joint) • Gynecological problems (abnormal menses, infertility)


Background

Research has also shown that these weight increases coupled with physical inactivity may potentially contribute to:

• Chronic Low Grade Inflamation

• Poor development of the pre-front cortex of the brain


Background

• Executive function is developed in elementary school age children and has been affected by physical inactivity.

• Inhibition of Executive function is related to impaired reading and vocabulary learning.

– Self Regulating Behavior: goal setting and choosing one behavior that will have greater reward later instead of immediate gratification.

Castelli et al. 2007,California Department of Education, 2005www.corcoranfitness.com

Background

• There is a clear association between physical inactivity and achievement in school.

• Aerobic fitness predicted better achievement in 3rd and 5th graders.

• In 2004, a large study in California Public Schools demonstrated a strong positive relationship between scores on Fitnessgram tests and performance on state-wide achievement test.

Castelli et al. 2007,California Department of Education, 2005www.corcoranfitness.com

Domains of Human Development

Cognitive

Affective

Physical

Motor


The Motor Domain


Motor development is the study of the changes in Human motor behavior over the lifespan, the processes that

underlie these changes, and the factors that affect them.


The Physical Domain


The Physical Domain

Classifies bodily change like, height, weight, increases or decreases in

body fat, cardiovascular endurance, joint motion etc..

• Human Motor Development. A Lifespan Approach. Seventh Edition. V. Gregory Payne and Larry D. Isaacs ©2008 McGraw-Hill Companies inc.


The Cognitive Domain

Human Intellectual Development -Jean Piaget



The French writer Antoine de St. Exupéry author of Le Petite

Prince explains these differences quite well:



“And after some work with a colored pencil I succeeded in making my first drawing. My Drawing Number One. It looked like this:



I showed my masterpiece to the grown-ups, and asked them whether the drawing frightened them. But they answered: “Frighten? Why should anyone be frightened by a hat?”


The Cognitive Domain My drawing was not the picture of a

hat.



It was the picture of a boa constrictor digesting an elephant. But since the grown-ups were not able to understand it, I made another drawing: I drew the inside of the boa constrictor, so that the grown-ups could see it clearly. They always needed to have things explained.


Piaget’s Theory of Cognitive Development


Adaptation

Adaptation refers to the adjustment to the demands of the environment

and the intellectualization of that adjustment through two

complimentary acts, assimilation and accommodation.


Assimilation

Assimilation is a process by which children attempt to interpret new experiences

based on their present interpretation of the world.


Accommodation

During Accommodation the individual attempts to adjust existing thought structures to account for, or accommodate new experiences. Developmental Psychology: Childhood and Adolescence. by David R. Shaffer, Katherine Kipp


Assimilation


Accommodation


Piaget’s Theory of Cognitive Development

Stage Age of Occurrence

Sensorimotor Birth – 2 years

Preoperational 2-7 years

Concrete Operational 7-11 years

Formal Operational Mid Adolescence


The Affective or Social Domain

Socialization is one of the most dominant facilitators of movement acquisitions throughout the lifespan. Because this

process of learning society’s expected roles, behaviors, rule and regulations greatly

influences an individuals decisions concerning movement participation, it is a major force in human motor development.


The Affective or Social DomainDo environmental influences alter motor abilities acquisition? A comparison among children from day-care centers and private

schools.Arq Neuropsiquiatr. 2003 Jun;61(2A):170-5. Epub 2003 Jun 9

de Barros KM, Fragoso AG, de Oliveira AL, Cabral Filho JE, de Castro RM.

Conclusion: The results showed that the biologically healthy children development can suffer negative influence of the environmental risk factors. In this research these factors were: the father absence, improper toys use to the correct age, the place

were the child was kept in the early childhood, the lack of pedagogical guidance and extra-parental

socialization and low familiar socioeconomic status.


http://www.ncbi.nlm.nih.gov/sites/entrez?Db=pubmed&Cmd=Search&Term=%22de%20Barros%20KM%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_RVAbstractPlus

http://www.ncbi.nlm.nih.gov/sites/entrez?Db=pubmed&Cmd=Search&Term=%22Fragoso%20AG%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_RVAbstractPlus

http://www.ncbi.nlm.nih.gov/sites/entrez?Db=pubmed&Cmd=Search&Term=%22de%20Oliveira%20AL%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_RVAbstractPlus

http://www.ncbi.nlm.nih.gov/sites/entrez?Db=pubmed&Cmd=Search&Term=%22Cabral%20Filho%20JE%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_RVAbstractPlus

http://www.ncbi.nlm.nih.gov/sites/entrez?Db=pubmed&Cmd=Search&Term=%22de%20Castro%20RM%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DiscoveryPanel.Pubmed_RVAbstractPlus

• Review physiological differences


The Exercise Session

Healthy children age 2 and older should participate in at least 60 minutes or more of

enjoyable, moderate-intensity physical activities every day that are developmentally

appropriate and varied.



Children with known or suspected disease should increase that time. If children don't have a full 60 minute activity break each day, try to provide at least 4, 15-minute

periods or 6, 10-minute periods in which they can engage in vigorous activities

appropriate to their age, gender and stage of physical and emotional development



Because of the intermittent nature of the exercise with the faster recovery rates, the

planned exercise time should exceed prescribed time minutes so that the actual

active time can total of 60 minutes.



Heart rates will be higher as will respiratory rates, so be prepared with water and give breaks. Give a lot of feedback and reduce

feedback more gradually. Use pretend play, and have fun!


Age Grouping

2-4 years of age

4-7 years of age

7-11 years of age


Time Management

2-4 years: 6 sections of 10 minutes of physical activity daily 4-7 years: 4 sections of 15 minutes of physical activity daily7-11 years: 2 sections of 30 minutes of physical activity daily

Each 60 minute exercise time should incorporate a 30-minute minimum moderate intensity bout of cardiovascular

exercise.

2-3 times per week 30-minutes of the 60-minute training session should include light resistance training.


Training Modality

2-4 years: Utilize symbolic representation of objects but slowly as simple motor play will be the major existing skill in this stage. Children will need a lot of verbal and tactile cueing and feedback. Be aware that verbal skills are not fully intact so tactile cueing may be necessary to communicate activity goal.


Training Modality

4-7 years: Symbolic representation of objects is fully in place. Create elaborate situational activities that encourage creative play. Children will need a lot of verbal and tactile cueing and feedback. Verbal skills are more fully intact. Reduce feedback gradually in this phase.


Program Frame Work

General Class Layout for 40 minutes

Time Activity

Minute 0-Minute 7 Welcome and welcome song - warm-up phase

Minute 8 – Minute 13 Light Full Body Resistance/Stability Training

Minute 15 – Minute 20 Moderate Intensity

Minute 22-Minute 27 High Intensity


Minute 35 – Minute 40 Good Bye Song- Cool Down and Stretch


Program Frame WorkGeneral Class Layout for 45 minutes

Time Activity

Minute 0-Minute 7 Welcome and welcome song - warm-up phase

Minute 8 – Minute 14 Light Full Body Resistance/Stability Training


Minute 24-Minute 30 High Intensity


Minute 40 – Minute 45 Good Bye Song- Cool Down and Stretch


Exercise GuidesModerate Intensity Exercises

Exercise Name Exercise Description

Lower Body Target Training Using various targets on the ground, have child (using a walk/run like pattern) moving from target to target. Keep targets close enough on the floor so that if capable each foot can go to each target independently. Child is not yet hopping or skipping.

Upper Body Target Training Using various positions of the same target (potentially the soccer ball) have guardian hold ball at various positions and have child jump up and move body around to quickly get arms to moving target.

Coordinated Movement Training (Upper and Lower)

Give specific instructions to child on using upper and lower body together to perform more complex movement patterns. For example, move your feet to the red dots while reaching up to get the ball. Now move your feet to the red dots while moving arms to various positions to grab the ball.

Goal Practice Have children throw ball to one another, kick ball to one another or kick ball into goal repeatedly.

Team Building and Multitasking Create situation where two children must work together and multitask to achieve one goal. So for example, Child One has to roll ball to Child Two and Child Two has to receive the ball and then kick or throw to a target. Change positions so that Child One has the same opportunity to multitask.


Exercise GuidesLight Full Body Exercises (resistance training)


Ball Squat Raises Taking a lightly weighted ball touch ball between legs while squatting to floor, reach ball to sky.

Modified Push Ups Lying face down on the floor use arms to push upper body off of the floor.

Side Step Ups Holding onto a stable surface, have step on your side, step up onto step, and step down.

Supine Toe Touches Lying on back, take ball and while reaching to sky, bring legs off of the ground, touch ball to toes.

Superman’s Lying face down, reach arms over head, bring legs and arms off of ground, raise head. To modify, use bent arms

Upper Back Using a light resistance band have adult (parent) holding one side while child, standing upright pulls back on band.


Exercise GuidesHigh Intensity Exercises


Lower Body Target Training Using various targets on the ground, have child hop or skip from target to target. Keep targets close enough on the floor so that if capable each foot can go to each target independently. If you notice a child is consistently relying on one foot have them use the other foot.

Upper Body Target Training Using various positions of the same target (potentially the soccer ball) have guardian hold ball at various positions and have child jump repetitively to moving target.

Coordinated Movement Training (Upper and Lower)

Combine upper and lower body movements. Jumping jacks are great here.

Goal Practice Have children throw ball to one another, kick ball to one another or kick ball into goal repeatedly.

Team Building and Multitasking

Create situation where two children must work together and multitask to achieve one goal. So for example, Child One has to roll ball to Child Two and Child Two has to receive the ball and then kick or throw to a target. Change positions so that Child One has the same opportunity to multitask.


Video

• This video footage demonstrates segments of two exercise sessions.

• Which exercise session is more effective?

• Why is this exercise session more effective?


Implementation

• Exercise should be accessible to all children. Here are some examples of exercise sessions in various environments.


Implementation

• Rainy Day Workouts for Children: Small living room.– Tools:

• Puzzle• Ice Cream Ball• Twister board• Music/stereo


Implementation

• Open Field Exercise for Children.– Tools:

• Open field• Targets• Sheet of fabric /cape


Implementation

• Play Ground Exercise for Children.– Tools:

• ?


Parental and Community Involvement

No program will be effective without the involvement of parents/care provider. It would be wise to understand the environmental contributors to the family physical activity, the family nutrition as well as the family’s willingness to support and participate in the exercise program you will provide for the child.


About the PresenterAngela Corcoran MS Angela Corcoran is the Founder and Principle Educator of Corcoran Fitness and the Institute of Preventive Care, an organization whose mission it is to provide the most up to date evidence-driven exercise education to Fitness Professionals and Healthcare Providers. Taking her work to the next level, Corcoran participates in community outreach and provides natural links between Health, Fitness and Wellness providers and at risk communities throughout the nation.

She is currently the Director of Education for the Focus Personal Training Institute and served as Chief Administrative Officer and Head of Education for the American Academy of Personal Training. It is through her leadership, management and knowledge base that FPTI and AAPT became productive, state licensed vocational institutions in the state of New York. While maintaining a small personal training client base and holding a teaching fellow position for the Cybex Institute, Corcoran serves a as board member for the School Settlement Association and as a main committee member for the Institute of Credentialing Excellence

Angela earned her BA in Exercise Science from Rutgers University and graduated with Honors from Brooklyn College with a Masters in Exercise Science and Rehabilitation. Upon completing her studies, Angela served as a Regional Fitness Manager for Equinox and as an Exercise Physiologist for New York Methodist Hospital. She returned to academics as a professor of Applied Physiology at Queens College teaching both undergraduate and graduate level courses. She is in process of her Doctorate in Applied Physiology.

Her personal mission is to advocate for a high standard of practice among Health, Fitness and Wellness providers in the area of exercise prescription in order to make exercise an integral part of the health care continuum.


Adventures In Exercise

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