Physical Activity in Youth

Physical Activity in Youth

            Physical activity is necessary at every age, but developing a habit of regular physical activity as a child can lead to both a healthier childhood and adult life (MO DHSS). Regular physical activity can result in a decrease in body fat, thus helping to prevent obesity (US DHSS, 2008 & MO DHSS). This alone can reduce the risk of a whole host of other chronic diseases, including diabetes, heart disease, high blood pressure, arthritis, and some cancers (MO DHSS). Because risk factors for these diseases occur early in life, prevention, namely physical activity, is key (US DHSS, 2008). In addition to reducing the risk of many chronic diseases, physical activity can also build stronger bones and muscles, increase cardiorespiratory fitness, and reduce symptoms of anxiety and depression (US DHSS, 2008). Each of these examples shows that increased physical activity can improve quality of life.

            It is recommended that children ages 6 to 17 years of age receive at least one hour of physical activity per day, combining a mix of muscle-strengthening, bone-strengthening, and aerobic activities (US DHSS, 2008). Muscle-strengthening activities put resistance on the muscles, making them do more work than usual (US DHSS, 2008). Movements such as climbing, pulling, and lifting are considered muscle-strengthening (US DHSS, 2008). Bone-strengthening activities are those that put impact onto the bone, in movements such as jumping, running, and hopscotch (US DHSS, 2008). And finally, aerobic activities increase cardiorespiratory fitness and call for rhythmic movement of large muscles (US DHSS, 2008). Skipping, jumping rope, swimming, and biking would all be examples of aerobic activities (US DHSS, 2008). As can be seen, many of these activities overlap content areas. A bone-strengthening move may also be aerobic, or an aerobic move may also be muscle-strengthening. 

These activities are very much in line with fundamental movement skills. As defined by the Department of Education:

“fundamental movement skills are movement patterns that involve different body parts such as the legs, arms, trunk and head, and include such skills as running, hopping, catching, throwing, striking, and balancing. They are the foundation movements or precursor patterns to the more specialized, complex skills used in play, games, sports, dance, gymnastics, outdoor education and physical recreation activities (Department of Education, 2013).”

Fundamental movement skills are broken up into three categories as well, including body management skills, locomotor skills, and object control skills (Department of Education, 2013). Body management skills are those that involve balancing the body in motion and stillness, and are accomplished through moves such as climbing, rolling, twisting, turning and stopping (Department of Education, 2013). Locomotor skills refer to movements that transport the body from one place to another (Department of Education, 2013). These include galloping, crawling, running, hopping and skipping (Department of Education, 2013). And finally, object control skills involve controlling objects with the hands or feet (Department of Education, 2013). Such moves would include throwing, bouncing, dribbling, and catching (Department of Education, 2013). 

 

An image illustrating the importance of fundamental movement skills as a foundation for more complex skills. PHE Canada, 2013

        

    These skill sets are dubbed fundamental because they are crucial to so many aspects of development. Physical development is a more obvious positive outcome from learning these skills, but perhaps less considered outcomes are social and mental development. Children who are capable of performing these moves find it easier to participate in games and are more likely to do so (Department of Education, 2013). They have greater confidence in themselves, higher self-esteem, and are more likely to be viewed as popular playmates (Department of Education, 2013). In addition, many children can demonstrate learning through movement better than they could through the more traditional means of writing or drawing (Department of Education, 2013). Physical activity has been shown to increase academic performance by bettering concentration and attentiveness, as well as improve attitudes towards school (CDC, 2013). And, of course, children who foster these movements are more likely to adopt healthful habits, such as regular physical activity, and improve muscle and bone development (Department of Education, 2013). The benefits of physical activity seem endless; however, they are unrecognized by many.

            Despite the necessity of activity for proper development, only six states require physical education in all grades K-12, and physical education classes were some of the first cutbacks schools made when faced with budget cuts (SPARK, 2013). Though these measures may temporarily cut costs, the costs will catch up in the form of disease, disability, and increased health insurance costs (SPARK, 2013). Physical activity in the schools is a cost effective measure to counter these issues, especially taking into account the venue and access to a multitude of children all at one time. Considering that 33% of children ages 6-11 are overweight and another 17% are obese, physical inactivity is no small problem (SPARK, 2013). 

            Gaining access to the schools amidst budget cuts and strict curriculum requirements is a huge undertaking. For this reason, parents need to be a valuable resource in teaching their children healthful habits as well. Though they may not have formal training on the matter, a multitude of resources are available to assist in their transition to teacher. The CDC, for example, has developed fact sheets and activities for parents to help keep their kids active, develop healthy habits, and learn proper nutrition, among many other topics (CDC, 2011). It is important that activities be age appropriate, fun, and varied to ensure greater participation, and all efforts should be made to meet the 1 hour per day activity recommendation (U.S. DHSS, 2008). However, some physical activity is always better than none and can have positive health effects.

 

Map shows prevalence of obesity and diabetes in adults. Bad habits in children could result in poor health in both childhood and adulthood, CDC 2010

Sources:

Centers for Disease Control and Prevention. (2013, February 19). Adolescent and school health: Physical activity facts. Retrieved from http://www.cdc.gov/healthyyouth/physicalactivity/facts.htm

Centers for Disease Control and Prevention. (Photographer). (2010). Age-adjusted prevalence of obesity and diagnosed diabetes among U.S. adults aged 18 years or older [Web Map]. Retrieved from http://www.bettycjung.net/BG2013/ObesityDiabetesMap.jpg

Centers for Disease Control and Prevention. (2011, January 27). Parents: Tips for raising safe and healthy kids. Retrieved from http://www.cdc.gov/family/parenttips/

Department of Education. (2013). Fundamental movement skills: Book 1- learning, teaching and assessment. Retrieved from http://det.wa.edu.au/stepsresources/detcms/navigation/fundamental-movement-skills/ 

Missouri Department of Health and Senior Services. (n.d.). Wellness and prevention. Retrieved from http://health.mo.gov/living/wellness/index.php

PHE Canada. (Photographer). (2013). Consequences of missing a fundamental skill [Web Graphic]. Retrieved from http://www.phecanada.ca/programs/physical-literacy/what-physical-literacy/fundamental-movement-skills 

SPARK. (2013). The effect of budget cuts on physical education. Retrieved from http://www.sparkpe.org/blog/the-effect-of-budget-cuts-on-physical-education/ 

U.S. Department of Health and Senior Services. (2008, October 16). 2008 physical activity guidelines for americans: Chapter 3. Retrieved from http://www.health.gov/paguidelines/guidelines/chapter3.aspx