Fitness and Chapter 4
Wellness Evaluating Fitness Activities
CHAPTER 4
EVALUATING FITNESS ACTIVITIES
OBJECTIVES

Learn the benefits and advantages of selected aerobic activities.

Learn to rate the fitness benefits of aerobic activities.

Evaluate the contributions of skill-related fitness activities.

Understand the sequence of a standard aerobic workout.

Learn ways to enhance your aerobic workouts.
EXPANDED CHAPTER OUTLINE
I.
AEROBIC ACTIVITIES
A.
Most popular adult physical activities in the United States (Figure 4.1)
1.
Reported by percentage of Americans that participated in the last 2 weeks.
B.
Overall choice ideas:
1.
Base selection on personal enjoyment, convenience, and availability.
2.
No single activity develops total fitness.
3.
Many aerobic activities develop cardiorespiratory endurance.
4.
If total fitness is desired, supplement aerobic activities with strength and flexibility training.
5.
Cross-training adds variety, which increases enjoyment, decreases risk for overuse injury, and provides likelihood that most muscles are trained.
C.
Walking
1.
Most natural, easiest, safest, and least expensive form of aerobic exercise.
2.
Perhaps the best activity to start a conditioning program. a.
Begin with 1 mile, 4 or 5 days per week. b.
Progress by adding 5 minutes/session each week.
3.
Even though the caloric cost is 10% less than jogging for each mile, speeds of 4 miles per hour or faster are effective.
4.
For those without cardiovascular disease, light hand weights, a backpack, or the use of an upper arm resistive belt can be used to increase intensity.
5.
For those with leg and back problems, walking in water can be effective. a.
Water walking in chest-deep water causes your body weight to be only 10–20% of what it is on dry land. b.
Water also adds resistance and can be a great cardiorespiratory workout.
D.
Jogging
1.
Next to walking, jogging is the most popular form of exercise.
2.
The popularity of jogging in the United States: a.
Promoted by Ken Cooper in the 1960s and Jim Fixx in the 1970s. b.
Allows interesting travel in the community.
3.
Requires careful injury prevention: a.
Start and progress slowly in intensity and duration of exercise. b.
Shoes should have less than 500 miles of use. c.
More is not better. Fifteen miles per week is sufficient for aerobic training.
4.
Safety considerations: a.
Stay away from high-speed traffic. b.
Don’t wear headphones. c.
Run against traffic. d.
Don’t wear dark clothing. Use reflective or lighted clothing at night. e.
Wear a billed cap and clear glasses in the dark. f.
Run behind vehicles at intersections. g.
Select different routes in your running routine.

Fitness and Chapter 4
Wellness Evaluating Fitness Activities
II.
h.
Avoid walking or jogging in unfamiliar areas.
5.
Deep-Water Jogging a.
Effective for those with chronic back problems, higher body fatness, and aerobic training while injured. b.
A flotation vest is used to maintain an upright comfortable position.
Aerobics
A.
May be the most common fitness activity among women in the U.S.
1.
Involves stepping, walking, jogging, skipping, kicking, and arm swinging to music.
2.
High-Impact Aerobics (HIA) a.
The traditional form. b.
The intensity requires initial background training. c.
Produces the highest rate of aerobics injuries.
3.
Low-Impact Aerobics (LIA) a.
Maintains contact with the floor. b.
Accentuates arm movements to reach target heart rate intensities.
4.
Step Aerobics (SA) a.
Stepping up onto and down from a bench. b.
Classified as high intensity but low impact. c.
Intensity is affected by music rhythm speed and height of the bench.
5.
Other forms of aerobics: a.
Moderate-impact aerobics (MIA) includes quick, forceful movements performed mostly by athletes and is high intensity. b.
Plyometric training often is the workout stimulus used. c.
Zumba combines Latin and international music with dance to develop fitness and make exercise fun.
B.
Swimming
1.
Excellent for individuals who cannot safely perform weight-bearing activities.
2.
Maximal heart rates are approximately 10–13 beats/min lower than for running. a.
The horizontal position of the body enhances blood return. b.
The body is cooled more effectively, further decreasing strain on the heart.
3.
To produce better training benefits during swimming: a.
Swim with greater speed (effort). b.
Minimize gliding strokes by using the forward crawl.
Critical Thinking: Participation in sports is a good predictor of adherence to exercise later in life. What previous experiences have you had with participation in sports? Were these experiences positive, and what effect do they have on your current physical activity patterns?
C.
Water Aerobics
1.
Fun and safe for all ages.
2.
Uses rhythmic arm and leg actions while submerged up to the torso in water. a.
Greater potential strength development because of water resistance. b.
Greater potential flexibility training due to slower movements, allowing joints to rotate longer (see photo).
3.
Popular because: a.
Stress on joints is lower in the water. b.
It’s more feasible for overweight individuals and those with arthritic conditions who may not be able to participate in weight-bearing activities. c.
It is an excellent modality to improve functional fitness in older adults. d.
Heat stress for overweight individuals is much lower in the water compared to on land. e.
It is available to swimmers and nonswimmers alike.
4.
Pain and fear of injuries is reduced.
5.
Land-based intensities are recommended (with 10 bpm heart rate reduction).
D.
Cycling

Fitness and Chapter 4
Wellness Evaluating Fitness Activities
1.
Safer for those with low-back or joint injuries because it is not weight bearing.
2.
Harder to reach target heart rates because less muscle is vigorously active. Compensate by: a.
Continuously peddling. b.
Exercising for longer periods. c.
Comparing cycling to jogging, similar aerobic achievements take roughly three times the distance at twice the speed of jogging.
3.
Exercise and equipment tips: a.
Set seat height to allow 30-degree knee flexion when foot is on the down stroke. b.
Ride with 60–100 pedal revolutions/min. c.
Try the activity and learn the equipment features before purchasing personal equipment. d.
Maintain equipment for maximum enjoyment.
4.
Safety tips for road cycling: a.
Select the right bike size and style. b.
Use bike hand signals. c.
Ride in single file with other bikers. d.
Be aware of and yield to all cars. e.
Look for road hazards. f.
Wear a certified helmet. g.
Wear comfortable and weather-effective clothing. h.
Avoid ice in cold weather. i.
Use lights if riding in the dark. j.
Take a cell phone and let others know where you are going.
E.
Cross-Training
1.
Combination of two or more activities in an exercise program.
2.
Purpose: a.
Enhance fitness. b.
Give alternate rest to body parts. c.
Reduce overuse injury. d.
Provide variety to training.
3.
Examples: a.
Interval training introduces speed in running cross-training. b.
Strength training can be used as cross-training for most activities (see photo).
F.
Cross-Country Skiing
1.
The ultimate aerobic exercise: a.
Involves a large amount of muscle mass, so it stimulates a large cardiovascular response. b.
Is a low-impact exercise. c.
Field cross-country skiing takes the exerciser through beautiful territory. d.
One of the highest VO
2max
of 85 mL/kg/min ever recorded was a cross-country skier.
2.
Presents some limitations. It requires: a.
Snow. b.
Equipment (ski boots, skis, with waxing expertise if not waxless). c.
Skiing skill.
G.
Rowing
1.
An effective, low-impact, all-around activity. a.
Mobilizes most major muscle groups of the body. b.
Provides some strength training resistance.
2.
The stationary form is not the most popular form of exercise. a.
As with all “room” machines, exercise is stationary. b.
Try the activity before purchasing a stationary machine.
H.
Elliptical Training/Stair Climbing
1.
An effective stimulus for cardiorespiratory endurance.
2.
Limitations:

Fitness and Chapter 4
Wellness Evaluating Fitness Activities a.
Not enough flights of stairs. b.
Perceived negatively as a chore due to “real life” opportunities.
3.
Stair climbing machines are popular. a.
Continuous stepping without turning on flights of stairs. b.
Provides weight-bearing, low-impact exercise. c.
Intensity can be programmed.
I.
Racquet Sports
1.
Probably not a sufficient stressor of cardiorespiratory endurance and should be supplemented with other forms of aerobic exercise. a.
Not continuous enough to sustain aerobic levels. b.
Skill is required to maintain an elevated heart rate (longer rallies).
2.
Contribute activity enjoyment, dynamic power training, footwork speed enhancements, flexibility testing, and hand–eye coordination training.
Critical Thinking : In your own experience with personal fitness programs throughout the years, what factors have motivated you and helped you the most to stay with a program? What factors have kept you from being physically active, and what can you do to change these factors?
III.
HIGH-INTENSITY INTERVAL TRAINING
A.
HITT—a training program consisting of high- to very high-intensity intervals (80 to 90% of maximal capacity) that are interspersed with low- to moderate-intensity recovery intervals.
1.
Can be performed with a variety of activities, such as cycling, running, elliptical training, stair climbing, and swimming.
2.
Studies show that it increases fat oxidation during exercise.
3.
HITT is impacted by four training variables (DIRT): a.
D = Distance of each speed interval. b.
I = Interval or length of recovery between speed intervals. c.
R = Repetitions or number of speed intervals to be performed. d.
T= Time of each speed interval.
B.
Five-Minute Very Hard-Intensity Aerobic Intervals:
1.
Exercise at a “hard” rate, followed by 5 to 10 minutes of “light” recovery.
2.
Exercise to recovery ratio is gradually decreased over time to 1:1.
C.
Step-Wise Intensity Interval Training:
1.
Using 3- to 5-minutes intervals, start at a “light” intensity rate and progressively step up to a “very hard” intensity level.
2.
Progression runs from “light, moderate, somewhat hard, vigorous, hard to very hard”.
D.
Fartlek Training:
1.
Swedish word for “speed play.”
2.
An unstructured form of interval training, varying intensity (speed) and distance of each interval.
3.
Duration runs 20 to 60 minutes.
E.
All-out or Supramaximal Training:
1.
Involves 10 to 20 sprint intervals lasting 30 to 60 seconds each.
2.
Allows 2 to 5 minutes of recovery between intervals.
F.
Cardio/Resistance Training Program:
1.
Combines aerobic and resistance training for HITT.
2.
Each resistance training exercise set is followed by 90 seconds of aerobic work.
G.
Fitness Boot Camp:
1.
A military-style, vigorous-intensity group exercise training program that combines calisthenics, running, interval training, strength training, plyometrics, and competitive games.
IV.
RATING THE FITNESS BENEFITS OF AEROBIC ACTIVITIES
A.
Table 4.1 rates the aerobic activities.

Fitness and Chapter 4
Wellness Evaluating Fitness Activities
V.
VI.
B.
Rating ranges are given for some of the categories because the benefits derived are based on the person’s effort while participating in the activity.
C.
Regular participation in aerobic activities provides notable benefits. Increases in:
1.
Cardiorespiratory endurance (VO
2max
). Depends on activity: a.
Intensity. b.
Duration. c.
Frequency.
2.
Quality of life.
3.
Longevity.
D.
The effort during exercise also influences the amount of physiological development.
1.
Accentuating motions and giving full effort will be more effective than just going through the motions.
2.
However, beginners should start with low-intensity activities that have lower injury risk.
E.
Some activities produce more injury risk:
1.
High-impact aerobics.
2.
Running for predisposed individuals.
F.
The MET (metabolic equivalent):
1.
Represents the body’s energy requirements at rest.
2.
Equals the amount of oxygen (VO
2
) required.
3.
One MET is 3.5 mL of oxygen per kg of body weight per minute.
4.
The more energy required for an activity, the higher the multiple of METs.
G.
Effective weight management exercises:
1.
Involve large amounts of muscle mass.
2.
Are rhythmic and continuous.
3.
Are intense enough and long enough (60–90 minutes) to consume considerable calories.
SKILL-RELATED FITNESS
A.
Needed for success in athletics and performance of lifetime sports and activities.
B.
The amount of skill required depends on the experiences, lifestyle, and goals of the individual.
C.
Components of skill-related fitness:
1.
Agility.
2.
Balance.
3.
Coordination.
4.
Power.
5.
Speed.
6.
Reaction time.
D.
The principle of specificity applies to skill-related fitness training.
1.
The training program must be specific to the type of skill the individual is trying to achieve.
2.
Little crossover learning can be applied to another skill.
3.
Great carry-over values for older adults.
E.
The rate of learning skills varies. Factors are:
1.
Heredity.
2.
Environmental experience.
F.
Table 4.2 rates the contribution of selected activities for skill-related fitness.
TEAM SPORTS
A.
Attractive because they:
1.
Foster social interaction.
2.
Are challenging.
3.
Create responsibility.

Fitness and Chapter 4
Wellness Evaluating Fitness Activities
B.
Beneficial because they contribute to:
1.
Skill-related fitness.
2.
Health-related fitness.
3.
Social and emotional dimensions of wellness.
VII.
TIPS TO ENHANCE YOUR AEROBIC WORKOUT
A.
The typical workout is divided into three parts (Figure 4.2):
1.
Warm-up: a.
A gradual increase of the heart rate to the target zone. b.
Requires 5–10 minutes.
2.
Aerobic workout: a.
The heart rate is maintained in the target zone for 20–60 minutes. b.
Heart rate intensity should be checked about 5 minutes into exercise.
(1) The radial or carotid arteries are relatively easy to use.
(2) Stop exercise to measure, if needed.
(3) Count the pulse for 10 seconds and multiply by 6 to express the heart rate in beats per minute.
(4) Increase exercise intensity if too low; decrease exercise intensity if too high.
3.
Cool-down: a.
A gradual lowering of the heart rate toward the resting level. b.
Requires 10 to 15 minutes.
B.
If exercise is too difficult:
1.
Reconsider your objectives.
2.
Start at a lower level and progress more slowly.
3.
Use the “Talk Test” for exercise intensity. If you cannot talk at all, you are working too hard.
4.
Listen to your body: a.
Pain usually gives useful information. b.
Other types of sensations are also important to learn to maximize training.

Fitness and Chapter 4
Wellness Evaluating Fitness Activities
CHAPTER 4
EVALUATING FITNESS ACTIVITIES
STUDENT ACTIVITIES
DISCUSSION ON THE INTERNET (WebCT VISTA, BLACKBOARD, ETC.)
Since the Internet is very popular with students, provide them with an opportunity to become involved outside of classroom time.
1.
Post discussion for students to answer.
2.
Establish a Chat Room with specific topics to be discussed by students.
3.
Create a time for students to “Ask the Professor” in a live Chat Room format.
SMALL GROUP DISCUSSIONS (IN CLASS)
Organize students into small groups (5–6 students).
1.
Ask students questions specific to the topic(s) being discussed in class.
2.
Allow students about 5 minutes to discuss the topic(s).
3.
Have each group report on its discussion of the topic(s).
4.
Also have each group post its discussion on the course website, so other students can read at their leisure.
PROGRESS REPORTS
Give simple prospective and retrospective quizzes to keep students reading and thinking.
1.
Put multiple-choice, true–false, or short answer questions on a half-sheet of paper.
2.
This requires students to make a commitment to some controversial choices.
3.
Use the questions as an outline for topics of the day.
GUEST SPEAKERS
Invite an exercise physiologist to speak on the physiological stimuli of specific fitness activities.
Invite a certified athletic trainer to speak on the injury risks of specific fitness activities.
WHAT DOES IT RATE? (Tables 4.1 and 4.2)
1.
Have students list their favorite fitness activities.
2.
Individually or in a group, have students rate the activities according to Tables 4.1 and 4.2.
3.
Conclusions should be drawn about any rating similarities and differences among the activities.
4.
If similarly-rated, should activities of a different nature also be included in training?
5.
If similarly-rated, are they together high risk for injury?
6.
Have students write up these observations along with goals for behavior change.
GO FOR THE GOLD (Tables 4.1 and 4.2)
1.
Choose a health-related or skill-related fitness component.
2.
List the activities best suited for development of that activity.
3.
Would there be any reasons to also include other activities?
4.
Have students work individually or in groups.
5.
Class reports of student findings usually develop meaningful classroom discussion of activity evaluation and training specificity.

Fitness and Chapter 4
Wellness Evaluating Fitness Activities
DON’T GET HURT! (Table 4.1)
1.
What activities contribute less risk for injury?
2.
Have students brainstorm ways individuals can increase injury risk for these activities.
3.
What activities contribute more risk for injury?
4.
Have students brainstorm ways individuals can reduce injury risk for these activities.
I’VE GOT NO UPPER BODY STRENGTH! (Tables 4.1 and 4.2)
1.
What aerobic activities rate highly for developing upper body strength?
2.
What skill-related activities probably will work the shoulders and arms?
3.
Have students work in groups and report their exercise suggestions for the person desiring to gain upper body strength through non-weight training activities.
4.
This will heighten students’ awareness of the types of activities that provide some upper body training.
THE WEIGHT-LOSS LIGHTBULB (Tables 4.1 and 4.2)
1.
Establish some discussion regarding the scenario of “boring” exercises, as well as other unattractive aspects of trying to lose weight with exercise.
2.
Identify the activities that rate highest for weight management.
3.
Do these activities also develop skills?
4.
After the initial fact-finding by students in groups, discuss the idea of cross-training.
5.
Then ask students about what factors will keep weight-loss exercise going for years.
6.
Be excited when some of the students put the pieces together according to variety, interest, and effectiveness in exercising for weight control.
TURF FUN (Table 4.2)
1.
In groups, ask students to put the activities of Table 4.2 in order from best skill-developing activity to least skill-developing activity.
2.
Most will calculate rating sums to estimate this.
3.
Expect discussions to begin within the groups, including biases/preferences from personal experiences. Ask them to record these observations.
4.
In a general session, have the groups agree on the top six activities. This may not be possible (other than by strictly using the ratings).
5.
Then discuss whether they are the “best.” Comments should turn toward whether all skills are equally important and/or whether the ratings of Table 4.2 are correct.
6.
Finish by focusing on specificity and the practice of aligning training with goals. This better qualifies what is “best.”
QUESTIONNAIRE
Have students fill out Activity 4.1, My Personal Fitness Program.

Fitness and Chapter 4
Wellness Evaluating Fitness Activities
INTERPRETING THE REAL LIFE STORY
Sunitha’s Exercise Routine
The extent of my exercise program was all jogging. I like to jog because I ran track my first year in high school.
Always running, however, was sometimes boring and I wasn’t enjoying it as much as when I ran track with friends.
Sometimes I dreaded going out because I wasn’t motivated to go by myself or it was either too cold or too hot to exercise. After enrolling in a college fitness and wellness course, we were required to try a minimum of five other aerobic activities. I quickly learned that there was more to “exercise life” than running all the time. I really enjoyed
Spinning, swimming, and stair stepping. Doing different activities took away the monotony of my exercise routine and I found out that exercise is much more fun this way. I also discovered that I am exercising longer and more often than before. I really do feel that cross-training is the way to go if one feels stale or bored of the same exercise routine all the time.
Critical Thinking Questions
1.
What are some of the potential pitfalls of doing the same exercise all the time without varying the routine?
Are there benefits to cross-training?
2.
What are your most common physical activities? Do you tend to do these activities by default without thinking of trying something new?
3.
What are some new physical activities you might enjoy trying? (In addition to routine activities, also consider sports, games, dancing, martial arts, outdoor adventures, and so on.)
WEB RESOURCES
1.
U.S. News and World Report: Duke University, Information on Fitness: http://health.usnews.com/health-conditions/heart-health/information-on-fitness
2.
American Heart Association: Get Moving: http://www.heart.org/HEARTORG/GettingHealthy/PhysicalActivity/Physical-
Activity_UCM_001080_SubHomePage.jsp
3.
Centers for Disease Control and Prevention: Physical Activity: http://www.cdc.gov/physicalactivity/index.html
A note regarding the Online Journal:
An Online Journal is offered as a gradable assignment in MindTap. If you do not use MindTap in your course, an alternate online journal can be used. One alternative is Penzu Classroom. Penzu Classroom allows students to register for an online journal for free with a specific class code as set up by you, the instructor. These journals can be assigned and then auto-graded and returned to students electronically. Click here for more information and to sign up: http://penzu.com/content/products/classroom.