Aerobic Capacity
Dr. Ayers
HPHE 1650
1
2008 Physical Activity Guidelines
for Children and Adolescents
(Ages 6–17)

Participate in 60+ minutes PA per day

Most of this time should be MVPA aerobic

Include vigorous-intensity PA 3+d/week

Include muscle-strengthening and bonestrengthening activity
2008 Physical Activity Guidelines
for Adults (Ages 18 and Older)

150 minutes per week of moderateintensity activity
Or

75 minutes per week of vigorous-intensity
activity
Or

A combination of moderate and vigorous
activity
Aerobic Capacity Defined

The ability to exercise or play for extended
periods without getting tired (USDHHS, 2008)

The ability to perform large-muscle,
dynamic, moderate-to high-intensity exercise
for prolonged periods (ACSM, 2010)

Physical Activity Guidelines for Americans
Midcourse Report: Strategies to Increase
Physical Activity Among Youth (see Table1):
http://www.health.gov/paguidelines/midcourse/pag-mid-course-reportfinal.pdf
F.I.T.T. Principle

Frequency
– Number of times per week

Intensity
– Absolute: moving at a pace (e.g.,12-minute mile)
– Relative: RPE, percentage of HR max, HR
.
reserve,
or VO2max

Time (or duration)
– Minutes accrued (e.g., 60 minutes per day)
– Minutes at once (e.g., 15-minute bouts)

Type
– Aerobic activities (recreational or athletic)
Important Developmental
Considerations

Children are not “little adults”

Child’s score on aerobic capacity assessment
does not predict endurance activity performance

The concept of aerobic fitness can be taught to
students of all ages, but the practice of aerobic
training must take into consideration
developmental differences.
6

See Table 5.1 (p. 77)
Appropriate Elementary Practices

Allow intermittent play, which is natural to children

Use circuits with aerobic stations to allow aerobic
activity with rest breaks

Concept: Link activity intensity and heart rate.
– Assess by feeling the heartbeat with hand on heart
– 4th - 6th graders: learn to palpate the pulse but not use a THRZ

Assessment values not indicative of a training effect or
amount of activity; scores may represent genetics,
growth and maturation, motivation, body composition,
etc.
Appropriate Middle School
Practices

Encourage longer bouts of continuous exercise

Concept: Link activity intensity and heart rate
– Palpate pulse and link intensity of activity with heart rate (HR)
– Maintaining activity within an aerobic target zone not required

Link aerobic exercise to a variety of enjoyable lifetime
activities

Combine aerobic activities with skill-building activities
Appropriate
High School Practices

Encourage continuous bouts of exercise

Concept: Link activity intensity to heart rate and
oxygen consumption.
– Palpate pulse and link intensity of activity with heart rate (HR).
– Calculate target heart rate zones (THRZ) and monitor pulse.
Students in upper grades can strive to exercise continuously
within this zone.
(continued)

Adults (18+ yrs) can follow adult F.I.T.T. guidelines:
– Health:
• Accrue 150 minutes of moderate or 75 minutes of vigorous
exercise per week.
– Fitness:
•
•
•
•
Frequency = 3-5 x/week
Intensity = THRZ
Time = 20-60 minutes
Type = aerobic activity
Intensity Monitoring

Heart rate
– Hand on heart (elementary)
– Carotid or radial pulse (MS/HS)

Ratings of perceived exertion (RPE)
– Children under-predict their exertion
– Use with high school students

Talk test
– Sing: intensity too low; can’t talk: too high
– All ages
Pulse Taking

Use two fingers (index and middle)
– No thumb (has a pulse)
– Firm but gentle pressure
– Radial: wrist, thumb side of tendons
– Carotid: neck, groove beside Adam’s apple

Counting options
– 10 seconds and multiply by 6
– Use chart with # beats in 10 seconds
– 6 seconds and add 0 (easy math)
Aerobic Target Heart Rate Zone
(THRZ)

Maximum heart rate: 207 – (.7 × age)

Maximum heart rate formula:
MHR × .65= low end of zone
MHR × .75= high end of zone

Karvonen (HRR) formula:
MHR – RHR × .50+ RHR = low end of zone
MHR – RHR × .60+ RHR = high end of zone

The ranges should be calculated using percentages
appropriate to the fitness level of the individual.
Midpoints are used here (see THRZ worksheet online)
Examples of Aerobic Intensity
Levels
Moderate intensity

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




Hiking
Canoeing
Brisk walking
Bike riding*
Skateboarding
Active housework or
yard work (sweep, mow)
Throw and catch games
Vigorous intensity






Run and chase games
Jumping rope
Martial arts (e.g., karate)
Sports (e.g., soccer,
swimming, tennis)
Vigorous dancing
Bike riding*
*Note that activities like bike riding can be either moderate or vigorous,
depending on the level of exertion
Types of Aerobic Training

Continuous: Activities that last several minutes or longer
such as distance running, snowshoeing, and swimming
– Fartlek training: Continuous training or “speed play.” Used with
athletes but may be modified for obstacle courses and fun runs.

Interval: Short bursts of high-intensity activity with rest
periods
– Aerobic intervals alternate ↓ and ↑ ends of the THRZ. If done
without breaks, they represent a form of Fartlek training.

Circuit: Stations (i.e., rope jumping, step aerobics, dribbling a
ball, etc.)
– Without breaks this is a form of continuous training
– With high-intensity stations and rest breaks this is interval
training
Aerobic Assessments

Fitnessgram assessments:
– PACER
– Mile run
– Mile walk

Brockport Physical Fitness Test (BPFT)
– Aerobic capacity assessments modified for
people with disabilities
Safety

Use developmentally appropriate activities and
intensities

Maintain hydration—drink before, during, and after
activity

Avoid overheating, overcooling

Include appropriate rest breaks

Review school records for health information

Modify activities as needed
Summary

Active youth are more likely to become active
adults

Adjust aerobic activity to match
developmental level and fitness level

Use cross-curricular activities

Combine with skills

Keep it fun
THRZ calculation & practice sheets