Young Runners: Benefits and Training Guidelines Russell R. Pate, - - PowerPoint PPT Presentation

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:

 Improved

cardiorespiratory endurance & muscular fitness

 Favorable body

composition

 Improved bone health  Improved cardiovascular

& metabolic health biomarkers

 Moderate Evidence:

 Reduced symptoms of

anxiety & depression

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

• f MVPA on all 7 days - YRBS

2009

CDC MMWR 2010;59(SS-5):1-146 Percent

Prevalence of attaining 60 min of MVPA per day - Accelerometry

Troiano et al. Med Sci Sports Exerc 2008;40(1):181-188 Percent

Time spent in sedentary behavior (h/d) – NHANES 2008

Matthews et al. Am J Epidemiol 2008;167:875-81 Mean hours/day

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

• n at least 1 sports team

10 20 30 40 50 60 70 80 90 100 9th 10th 11th 12th Females Males Percent CDC MMWR 2010;59(SS-5):1-146

During the past 12 months, on how many sports teams did you play?

10 20 30 40 50 60 70 80 90 100 0 teams 1 team 2 teams 3 or more teams Females Males Percent

Percent of students who exercised or participated in PA that made them sweat & breathe hard for ≥ 20 minutes of the past 7 days

10 20 30 40 50 60 70 80 90 100 0 teams 1 team 2 teams 3 or more teams F-Yes M-Yes Percent

Percent of students who were physically active for a total of at least 60 min/day on ≥ 5 of the past 7 days

10 20 30 40 50 60 70 80 90 100 0 teams 1 team 2 teams 3 or more teams F-Yes M-Yes Percent

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

10 20 30 40 50 60 70 80 90 100 0 teams 1 team 2 teams 3 or more teams F-Yes M-Yes Percent

Percent of students who described their grades in school as mostly D’s & F’s during the past 12 months

10 20 30 40 50 60 70 80 90 100 0 teams 1 team 2 teams 3 or more teams F-Yes M-Yes Percent

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

1 2 3 4 5 6 7 8 9 10 PA hr/wk BMC BSI Athletes Controls Note: BSI g/cm3 /mm4 was divided by 10,000

Greene et al. 2005

* * *

* P < .05

Race differences in activity, fitness, & BMI in female 8th graders categorized by sports participation status

Sirard JR, Pfeiffer KA, Dowda M, Pate RR. Pediatr Exerc Sci. 2008;20:198-210.

Methods

 8th 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

10 10.5 11 11.5 12 12.5 13 Nonsport Onesport Multisport Kg·min-1/kg White Black

Sirard et al. 2008

All Sport groups differ, p<.02)

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 2nd & 3rd grade followed to 4th & 5th

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  4th, 6th, 7th, 8th 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

10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 Math English Number of Fitness Tests Passed

Clomitz et al. 2009

Percent

PA & sports team participation: Associations with academic

• utcomes 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

2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3 3.1 Middle School High School Male-Yes Male-No Female-Yes Female-No

** **

Adjusted for SES, race/ethnicity/MVPA

Fox et al. 2010

Training for Young Distance Runners

10 Developmental Principles Larry Greene and Russ Pate

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