Quiz 2/Final - MLD

Distance curve

“X” age + “Y” average: height, weight, % fat

Sigmoid curve - “S'“

Growth pattern of Distance Curve

Infancy: rapid

Childhood: slow and steady

Adolescence: rapid

Adulthood: level off

* gender differences

Potential problems with distance curve

percentile constant childhood

drop

extreme scores

* initial diagnostic tool, not an end tool

Velocity curve

“Y” - gain for the variable

“X” age

* how much gain to expect at a certain age

growth spurts

start: boys at 12 girls at 10

peak: boys 14 and girls 12

end: boys 18 and girls 16

BMI in adults

Underweight: < 18.5

Healthy: 18.5-25

Overweight: 25-30  

Obese: > 30

* distance curve
* Khamis-roche method

BMI in children

Underweight: < 5th percentile

Healthy: 5th – 85th percentile

Overweight: 85th – 95th percentile

Obese: > 95th percentile

Body proportions that are measure

head, legs, and shoulder/hip ratio

intra-uterine development

* cephalocaudal: head to body
* proximodistal: truck to extremities

why do we measure body proportions?

maturation

how fast you are going through the process of growth

* early, late, or average

Maturity status variability

typical in each age group before childhood

how do we determine maturation

chronological age

* age in relation to a standard calendar year

Biological age

* age of physical structure (physiological)
* early: biological advanced
* average: biological and chronological advanced
* late: chronological advanced

how to determine biological age

skeletal age:

* x-ray of wrist and hand
* cartilage and size/space between bones
* accurate but hard to collect data

sexual age:

* tanner scale
* pubertal developmental scale
* 5 stages
* inexpensive but hard to collect data

what is the pubertal developmental scale

survey

* inexpensive and less intrusive but hard to collect data

How does maturation affect the assessment of fitness in youth fitness programs or physical education classes?

* Late X early
* Maturation during cycle – need a small cycle

effect of PA on heightPo

positive:

* there is no difference between active and nonactive children

negative:

* height can be stunted during a season of sports

which sports effect PA and height?

gymnastics, dance and wrestling

* poor eating habits, intense PA at young age

types of bone growth

interstitial growth and appositional growth

interstitial growth

growth in bone length (childs height)

growth plate (fractures, consquences and recovery)

osgood schlatter’s disease

inflammation around knee area (tibia and tendon)

causes:

* overuse
* tendons from quad muscles

severs disease

inflammation of growth plate in the calcaneus bone

* symptoms: low back pain, limping,

plantar fasciitis (adult)

pain intense in the morning

pain subsides after walking around

manage: stretching, ice, and tape

appositional growth

bones become wider (density)

the mains are most substantial during early puberty

physical education and academic performance

* some to no associations
* positive associated with cognitive skills and rare negative association with academic performance

will cutting PE help?

no it wont help, adding more overall PE across the board

recess

some/no associations

also associated with cognitive skills and academic behaviors

* involve students in planning

examples of how to include physical activity

brain breaks, school extracurricular physical activity, recess

types of activiy

aerobic:

* physical activity and fitness

Intensity:

* Vigorous

Coordination

more opportunities for PA within schools

* pe, recess, brain breaks, before school and after school, and weekend activities

Strength training for children

it doesn’t stunt growth

keep the training minimal and not intense

advantages of strength training for obese children

no discomfort/pain

aerobic performance

increased self-esteem, body satisfaction, and self-confidence

lifelong activity

relative strength

amount of strength relative to your body weight

* pull up

absolute strength

the maximal amount of weight, how strong you are compared to something else

* bench press
* heavier children will do better

is strength testing in pe okay?

not good because it favors relative strenght

body composition

adults: little energy and fat consumption during exercise

* muscle consumes more energy than fat, higher resting metabolic rate

children: no change, sex hormones available in small amounts

childhood obesity

low impact + less discomfort

psychological benefits

lifelong activity

potential change in body composition

what age to start strength training?

7 years old

* middle school

mode for strength training in children

* machines
* dumbbells
* elastic bands
* body weight

resistance for children

light/no weight to start

50% of 6-RM

* increase by 5-10% each week

sets/reps for children

8-15 reps per set

flexibility

ability to move joints through specific range of motion without causing injury

* joint specific

flexibility and development

infants and toddlers: very flexible

early childhood: gets less flexible until 6

childhood: stable

adolescence: most stable, depends on activity level

flexibility and gender

girls are more flexible than boys

* training can improve flexibility

development of adipose tissue in children

prior to puberty:

* fat mass: similar, girls slightly more
* muscle mass: similar, boys slightly more

after puberty:

* muscle mass: boys more
* fat mass: girls more

how to track body fat in children

tracking:

* follow them for periods of time
* check for maintenance of certain position

obesity

a child who is obese is more likely to become an adult

fitness

a fit child is more likely to become a fit adult

physical activity

an active child is more likely to become an active adult

sedentary activites

a sedentary child is more likely to become a more sedentary adult

how to change habits?

start them early and develop interest in PA and nutrition

children and weight loss

children should not focus on weight loss

aerobic field tests

1-mile run:

* exposure of students who finish late

Pacer:

* exposure of students who are eliminated

desired hormones

leptin: appetite suppressant (up)

grelin: appetite stimulant (down)

* opposite during lack of sleep

sleep recommendations

age 2-3: 12-14 hours

age 3-5: 11-13 hours

age 5-12: 10-11 hours

older than 13: around 9.5 hours

suggestions to parents to help with sleep

have a routine

turn off devices

incorporate more physical activity

advantages of BMI tests

easy to measure

inexpensive

national reference

less intrusive than skinfolds

disadvantages of BMI tests

doesn’t account for muscle mass

accuracy is questionable

doesn’t take race into account

doesn’t consider maturation status

doesn’t calculate height correctly

potential problems with BMI testing

psychological consequences (self-esteem and body satisfcation)

restricted diet

most parents wont change anything

can give off the wrong message

new ways to add PA in schools

community engagement, get the school staff involved, add before and after school programs, and brain breaks

demystification of obesity

mostly thought of as calorie intake and calorie consumed

no control or little control over choice of obesity

family and obesity

family meals: tend to be healthier and more control

food availability: more unhealthy food available

PA: not as much time in a single family home

screen time: playing too much on screens and not outside

Environment and obesity

* parks, trails, playgrounds
* basketball/tennis
* skate parks
* swimming pools
* sidewalk conditions

safety and obesity

less outdoor activity if area is unsafe for children

socio-economic status

a higher proportion of people who are obese, inactive, and have less opportunities to develop motor skills come from low-income families

* ex: minorities, inner city, and rural areas

less healthy food availible and less room for PA outside due to unsafe areas

weight discrimination

last form of acceptable discrimination

* starts at a young age - children associate less with obese children

even health professionals discriminate for weight

implicit anti-fat bias

associations of stereotypes to a person or a group of people done without conscious knowledge

* not discriminatory behavior

how to reduce weight-bias

have empathy and knowledge

* depression, pregnancy, and arguements

why are fitness centers bad for obese clients?

* not welcoming
* excessive mirrors
* location
* locker rooms are not very private

bullying

aggressive behavior

power imbalance

repetitive behavior

types of bullying

physical: hitting, tripping

verbal: name calling, teasing

relational: spreading rumors, excluding

cyberbullying: social media

consequences of bullying

* Lower school performance


* Difficulty making social connections
* More dissatisfied with their physical appearance
* More vulnerable to depression and eating disorders
* More likely to exhibit later pattern of criminal activity 
* Lower fitness and physical activity participation

solutions

* No one-size-fits all strategy 


* Prevention
* Immediate response

when are children the most active?

* weekdays
* school, practice, and social activities

PA recommendations for children

* Duration: 60 minutes per day
* Intensity: at least moderate intensity

infantile reflexes (0-1)

involuntary, stereotyped movements response to a specific stimulus, observed only during infancy

* relevance
* normal brain activity
* survival: eating protection from falls
* interactions with others

rooting reflex (infantile reflexes)

stimulus: stimulate cheek with smooth object

response: head turns to stimulated side

time: birth to 1 year

moro reflexes (infantile reflexes)

stimulus: stimulate a fall

response: arms fly to the side

time: birth to 3 months

sucking (infantile reflex)

stimulus: touch roof of mouth

response: sucking motion begins

time: birth to 3 months

palmar grasping (infantile reflexes)

stimulus: touch palm with finger or object

response: hand closed tightly around object

time: birth to 4 months

stepping reflexes (infantile reflexes)

stimulus: upright/flat

response: attempt a step

time: birth to 5 months

rudimentary skills (0-3 months)

head and upper trunk

rolling + sitting

standing + locomotion

locomotion

crawling, creeping, walking

fundamental motor skills

skills fundamental to the learning of more specialized skills used in sports

locomotor skills

* Running, jumping, skipping, sliding galloping, leaping, hopping


* TEND TO LEARN QUICKER THAN OBJECT CONTROL

manipulative skills (object control)

Kicking, striking, throwing, catching, dribbling

gender differences of skills

* Girls and boys have equal locomotor skills
* Expectation = skipping


* Boys outperform girls in object control skills

relation between SES and FMS

Lower SES = Lower performance in FMS

why are adults less likely to use the FMS?

* Adolescents play sports (dance) whereas adults focus on fitness


* Alternatives for children who don't want sports:
* Fitness (strength training), hiking and roller skating, different game clubs (spikeball 4-square)

when does combination of motor skills happen?

8-9 years old

when does specialization of motor skills happen

10 years or older