Young Runners: Benefits and Training Guidelines Russell R. Pate, PhD Arnold School of Public Health University of South Carolina
Physical Activity Guidelines Advisory Committee Report 2008 The report was presented to the Secretary of Health and Human Services and published in June 2008.
Health Benefits of PA in Children and Adolescents Strong Evidence: Moderate Evidence: Improved Reduced symptoms of cardiorespiratory anxiety & depression endurance & muscular fitness Favorable body composition Improved bone health Improved cardiovascular & metabolic health biomarkers
Children and Adolescents (6-17 years) 1 hour (60 minutes) or more of PA every day Most of the 1 hour or more a day should be moderate- or vigorous-intensity PA Should include vigorous-intensity PA at least 3 days a week
Children and Adolescents (6-17 years) Muscle-strengthening: At least 3 days of the week Bone-strengthening: At least 3 days of the week
Prevalence of achieving 60 min/d of MVPA on all 7 days - YRBS 2009 Percent CDC MMWR 2010;59(SS-5):1-146
Prevalence of attaining 60 min of MVPA per day - Accelerometry Percent Troiano et al. Med Sci Sports Exerc 2008;40(1):181-188
Time spent in sedentary behavior (h/d) – NHANES 2008 Mean hours/day Matthews et al. Am J Epidemiol 2008;167:875-81
Youth Risk Behavior Surveillance System 2009
Sports team participation During the past 12 months, on how many sports teams did you play? 0 teams 1 team 2 teams 3 or more teams
Percent of students who played on at least 1 sports team 100 90 80 70 Percent 60 50 Females 40 Males 30 20 10 0 9th 10th 11th 12th CDC MMWR 2010;59(SS-5):1-146
During the past 12 months, on how many sports teams did you play? 100 90 80 70 Percent 60 50 Females 40 Males 30 20 10 0 0 teams 1 team 2 teams 3 or more teams
Percent of students who exercised or participated in PA that made them sweat & breathe hard for ≥ 20 minutes of the past 7 days 100 90 80 70 Percent 60 50 F-Yes 40 M-Yes 30 20 10 0 0 teams 1 team 2 teams 3 or more teams
Percent of students who were physically active for a total of at least 60 min/day on ≥ 5 of the past 7 days 100 90 80 70 Percent 60 50 F-Yes 40 M-Yes 30 20 10 0 0 teams 1 team 2 teams 3 or more teams
Percent of students who played video or computer games or used a computer for something that was not school work ≥ 3 hours/day on an average school day 100 90 80 70 Percent 60 50 F-Yes 40 M-Yes 30 20 10 0 0 teams 1 team 2 teams 3 or more teams
Percent of students who described their grades in school as mostly D’s & F’s during the past 12 months 100 90 80 70 Percent 60 50 F-Yes 40 M-Yes 30 20 10 0 0 teams 1 team 2 teams 3 or more teams
Sports Participation and Health
Bone strength index in adolescent girls: does physical activity make a difference? Greene DA, Naughton GA, Briody JN, Woodhead, Corrigan L. Br. J. Sports Med. 2005;39:622-627.
Methods 40 female adolescents (13-18 y) 20 middle distance runners 20 controls (< 3 hr/wk of PA) Spinal scan measured distal tibial bone mineral content (BMC) from DEXA Bone strength index (BSI) was calculated from BMC & bone geometry & biomechanical properties (MRI) Greene et al. 2005
Bone Mineral Content and Bone Strength Index 10 * * * 9 8 7 6 5 4 3 2 1 0 PA hr/wk BMC BSI * P < .05 Athletes Controls Note: BSI g/cm 3 /mm 4 was divided by 10,000 Greene et al. 2005
Race differences in activity, fitness, & BMI in female 8 th graders categorized by sports participation status Sirard JR, Pfeiffer KA, Dowda M, Pate RR. Pediatr Exerc Sci. 2008;20:198-210.
Methods 8 th grade females from 31 middle schools N=1903, 48% White Fitness was measured using PWC170 Sport participation was measured using 2 questions for sports participation during the past year Number of school based Out-of-school Sirard et al. 2008
Team Sport Participation and Fitness 13 12.5 Kg·min-1/kg 12 11.5 11 10.5 10 Nonsport Onesport Multisport White Black All Sport groups differ, p<.02) Sirard et al. 2008
Physical Activity and Academic Achievement
The effects of an afterschool PA program on working memory in preadolescent children Kamijo K, Pontifex MB, O’Leary KC, Scudder MR, Wu CT, Castelli DM, Hillman CH. Developmental Science. 2011;14:1046-1058.
Methods 43 children (7-9 y) randomly assigned: Intervention group n=22 Waitlist control group n=21 9-month intervention, every school day for 2 hours At least 70 min MVPA Cardiorespiratory fitness: treadmill test Cognitive function: Sternberg task performance & contingent negative variation (CMV) event-related brain potential Kamijo et al. 2011
Response accuracy at pre- & post-test across the 2 groups Kamijo et al. 2011
Exercise improves executive function & achievement & alters brain activation in overweight children: A randomized, controlled trial Davis CL, Tomporowski PD, McDowell JE, Austin BP, Miller PH, Yanasak NE, Allison JD, Naglieri JA. Health Psychology. 2011;30:91-98.
Methods 171 sedentary, overweight children (7-11 y) randomized: Low-dose aerobic exercise, 20 min/d (n=55) High-dose aerobic exercise, 40 min/d (n=56) No exercise control (n=60) 13-week after school exercise program Heart rate measured during each session Executive function: Cognitive Assessment System & Woodcock-Johnson Tests of Achievement III Subsample: fMRI brain scans Davis et al. 2011
Blood oxygenation level dependent percent signal change Davis et al. 2011
Executive function (planning) at posttest Davis et al. 2011
PA Across the Curriculum (PAAC): A randomized controlled trial to promote PA & diminish overweight & obesity in elementary school children Donnelly, Greene, Gibson, Smith, Washburn, Sullivan, DuBose, Mayo, Schmelzle, Ryan, Jacobsen, Williams. Prev Med. 2009;49:336-341
Methods 3-year cluster randomized controlled trial 24 elementary schools randomized Children in 2 nd & 3 rd grade followed to 4 th & 5 th grade 90-min/wk of MVPA academic lessons delivered by classroom teachers Academic Achievement: change in academic score from baseline to follow-up Donnelly et al. 2009
Change in academic score, baseline to follow-up Donnelly et al. 2011
Is there a relationship between physical fitness and academic achievement? Positive results from public school children in the northeastern United States Chomitz VR, Slining MM, McGowan RJ, Mitchell SE, Dawson GF, Hacker KA. J Sch Health. 2009;79:30-37
Methods N=1478 53% males 45% low SES 35% White, 40% Black, 15% Hispanic, 9% Asian 4 th , 6 th , 7 th , 8 th grades Achievement tests in Mathematics and English MA Comprehensive Assessment System Physical fitness tests during PE Clomitz et al. 2009
Number of fitness tests passed and % passing Math and English 100 90 80 70 Percent 60 Math 50 English 40 30 20 10 0 0 1 2 3 4 5 Number of Fitness Tests Passed Clomitz et al. 2009
PA & sports team participation: Associations with academic outcomes in middle school & high school students Fox CK, Barr-Anderson D, Neumark- Sztainer D, Wall M. J Sch Health. 2010;80:31-37.
Methods Project Eat (Eating Among Teens) participants Middle school: 740 boys, 761 girls High School: 1472 boys, 1458 girls Number of sport teams during past 12 months PA – self report Leisure Time Exercise Questionnaire Participants asked to mark the 2 grades they got the most often A, B, C, D, F or incomplete Fox et al. 2010
Adjusted Mean GPA by Sports Team Participation 3.1 ** 3 ** 2.9 2.8 Male-Yes 2.7 Male-No 2.6 Female-Yes 2.5 Female-No 2.4 2.3 2.2 Middle School High School Adjusted for SES, race/ethnicity/MVPA Fox et al. 2010
Training for Young Distance Runners Larry Greene and Russ Pate 10 Developmental Principles
Principle 1: Limit training before puberty
Principle 2: Consider individual differences
Principle 3: Emphasize general fitness for beginners
Principle 4: Increase training loads gradually
Principle 5: Increase competition distances gradually
Principle 6: Emphasize training for mental fitness
Principle 7: Emphasize proper technique
Principle 8: Set your sights on self- improvement
Principle 9: Never compromise health
Principle 10: Make it fun
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