9.NPA.4

What does this standard mean a child will know and be able to do?

9.NPA.4.1 Execute exercise programs with safety and effectiveness.
Purposeful exercise is an equal partner with nutrition in successful weight management. Weight management relies heavily on cardiovascular (aerobic) activity and strength training. Aerobics burn calories and elevate general metabolism for the ensuing 48 hours, while strength training builds muscle, increasing metabolically active tissue that requires more calories. Both actions allow a person to consume more food to maintain weight or lose weight on the same number of calories.

Cardiovascular exercise has three components to be effective: frequency, intensity and duration. Frequency indicates how often the activity is done, about 4-6 days per week. For weight loss, the more active days, the better. Duration answers how long the activity should be done, and intensity answers how hard does the person have to work. For weight loss, the duration needs to be longer, more than 50 minutes to get the most benefit. Studies show that the body burns more carbs than fat during the first 15-20 minutes of exercise, but switches over to greater fat metabolism after that. Consequently duration of 50+ minutes is better for fat reduction. In terms of intensity, moderate levels of exertion for a longer period reduces weight. In the target zone for cardiovascular training, staying toward the lower end (60-70%) is recommended. Struggling a little to converse with someone or sing during the activity is a good gauge for correct intensity.

Strength training conditions the muscles by applying the progressive overload principle. Using machines, stretch bands or free weights, a participant lifts weights through a range of motion for each muscle group. Repetitions (one complete motion forward and back) are done slowly, with heavier weights and fewer repetitions if the goal is to gain bulk; and done faster with lighter weights and more repetitions to tone muscle. A group of repetitions for a single muscle group is called a set. Strength trainers suggest at least two sets of between 6-14 repetitions per muscle group to maintain strength. Once the sets become easy, adding 5 pounds to the weights begins a new training level. Adding weight progressively trains and strengthens muscles. Overloading the muscle tears the microfilaments resulting in greater strength as it heals. A day’s rest between bouts supports this process. Some lifters work 2-3 times per week while others lift daily, but alternate muscle groups allowing the day’s rest between sessions. To support cardiovascular and strength programs, proper shoes and appropriate gear are needed. Clothes should allow sweat to wick away from the body. Before starting, participants with health problems should get clearance from their physician. A slow warm up before exercise followed by cool down and stretching afterwards are helpful. Start moderately and seek a personal or athletic trainer to learn the correct use of equipment. Don’t believe the “no pain-no gain” adage—it produces exercise dropouts. Over time, the body becomes efficient at repetition, meaning it burns fewer calories. People who cross train (mix it up with different activities) have the best results.

For weight loss, “just do it!’ is the best advice. Jogging, running, walking with a friend or dog, biking, dancing, playing pickup sports, doing Zumba, yoga, weight lifting, using treadmills or elliptical machines, playing games with children, hiking, water or snowboarding, tennis, swimming, mall walking, gardening, washing windows…almost anything works. Achieving fitness (just like healthy eating habits) comes slowly in small steps toward an ingrained pattern.
 * The student will explain the ways cardio and strength training facilitate weight loss.
 * The student will define and give examples of frequency, intensity, and duration by planning a week of cardiovascular activity using the components.
 * The student will list principles of applying overload in strength training.
 * The student will document physical activity participation most days in a week.

9.NPA.4.2 Use appropriate methods for avoiding and responding to climate-related physical conditions during physical activity.
Regular exercisers occasionally encounter adverse weather conditions (too cold, too hot, too wet) and need to know how to stay safe. Heat is exacerbated by high humidity, leading to heat stress emergencies: heat cramps, heat exhaustion, and heat stroke. Problems can begin in 80-90 degree temperatures, depending on the humidity. Appropriate rest intervals and adequate hydration help as well as moving activity to early morning, late evening, the pool, or an air-conditioned gym. If heat stroke or heat exhaustion is suspected, seek medical help, hydrate and cool the victim. Excessive cold can result in frostbite, frost nip, or hypothermia which can be exacerbated by wind chill and wet clothing. Hypothermia occurs at temperatures below 40 degrees F. without proper clothing. Frostbite sets in at 27 degrees F., aggravated by being wet or inert. Cold precautions include layering clothes, covering exposed body parts, checking weather conditions, and avoiding water exposure. Symptoms of frost nip include redness, skin tingling, or stinging followed by numbness and discoloration (white and pasty) with frostbite. Frostbite causes long-term damage, and in worst cases, gangrene. Hypothermia occurs when the core body temperature lowers and the body cannot warm itself. Symptoms are shivering, numbness, glassy stare, apathy, impaired judgment, and loss of consciousness. Calling 911 and slowly re-warming are the best methods of saving the life.
 * The student will characterize health risks associated with activity in adverse hot and cold microclimates.
 * The student will summarize precautions to take or alternative options in dealing with adverse climates.
 * The student will evaluate risks for adverse climates in chosen activities.
 * The student will demonstrate appropriate measures to apply first aid to climate-related conditions.

9.NPA.4.3 Implement a personal plan to improve current habits to achieve balanced nutrition and fitness.
Evaluating, then tweaking or completely overhauling a personal plan for weight control may be in order for many students. A three-day dietary and exercise recall (two weekdays and one weekend day) is a starting point. One complete week, or a list of a person’s 50 most common eaten foods, and pattern exercise pattern can also be examined. Evaluations can be made against the MyPlate’s recommendations, looking at nutrient-dense foods, variety, portion size, fiber content, and healthy vs. unhealthy fats. Students can also determine the proportion of their food eaten as whole foods, convenience/processed foods, and fast foods.

From these observations, students can address the strengths, weaknesses, and recommendations for a better eating pattern. Students can select one or two main weaknesses around which to build a modification plan and add others once new patterns are established. They can also project what influences (people, environments) will support new practices and what will have negative impacts. They can anticipate how to strengthen the supports and counter the obstacles. Small incremental steps toward a larger goal are more likely to bring success than one drastic goal. Exercise should include both cardiovascular and strength building activities, meeting requirements for frequency, duration and intensity. Weight training should apply overload principles and meet the desired toning or bulk-building strategies. Students can apply similar strategies above to exercise efforts.
 * The student will examine a personal three-day diet and exercise recall or typical eating/exercise pattern against principles learned in the unit.
 * The student will select one or two changes to make in diet or activity over an eight-week period.
 * The student will develop a behavior change plan and give to a classmate, friend, and parent for feedback.
 * The student will submit a revised agreement for behavior change in diet or exercise, and sign the agreement with a supportive friend or family member.