1. CORCORAN FITNESS Adventures in Exercise:Solutions to Teach Children the Art of Exercise Angela Corcoran MS, CSCS, RCEP www.corcoranfitness.com

2. Background Recent data from the American Academy of Pediatrics and the American Medical Association indicate that rates of childhood (pre-pubertal) overweight and obesity are dramatically on the rise reaching at or above 30 percent in 30 states. In fact on August 17, 2009 the U.S. Surgeon General Richard Carmona, MD called it “the greatest threat to public health today killing more Americans than AIDS, all cancers and all accidents combined.” F as in Fat Report: How Obesity Policies are failing in America 2009. Released July 2009. Trust for America’s Health (TFAH) and The Robert Wood Johnson Foundation (RWJF) American Medical Association. Obesity Report. Monday August 17, 2009. www.ama-assn.org www.corcoranfitness.com

3. Background Data from NHANES I (1971–1974) to NHANES 2003–2006 show increases in overweight among all age groups: Among preschool-aged children, aged 2–5 years, the prevalence of overweight increased from 5.0% to 12.4%. Among school-aged children, aged 6–11 years, the prevalence of overweight increased from 4.0% to 17.0%. Among school-aged adolescents, aged 12–19 years, the prevalence of overweight increased from 6.1% to 17.6%. www.corcoranfitness.com

4. Background The major cause of overweight and obesity is poor nutrition and physical inactivity. www.corcoranfitness.com

6. Type 2 diabetes

7. Cancers (endometrial, breast, and colon)

8. Hypertension (high blood pressure)

9. Dyslipidemia (for example, high total cholesterol or high levels of triglycerides)

10. Stroke

11. Liver and Gallbladder disease

12. Sleep apnea and respiratory problems

13. Osteoarthritis (a degeneration of cartilage and its underlying bone within a joint)

14. Gynecological problems (abnormal menses, infertility)www.corcoranfitness.com

16. Poor development of the pre-front cortex of the brainwww.corcoranfitness.com

17. Background Executive function is developed in elementary school age children and has been affected by physical inactivity. Inhibition of Executive function is related to impaired reading and vocabulary learning. Self Regulating Behavior: goal setting and choosing one behavior that will have greater reward later instead of immediate gratification. Castelli et al. 2007,California Department of Education, 2005 www.corcoranfitness.com

18. Background There is a clear association between physical inactivity and achievement in school. Aerobic fitness predicted better achievement in 3rd and 5th graders. In 2004, a large study in California Public Schools demonstrated a strong positive relationship between scores on Fitnessgram tests and performance on state-wide achievement test. Castelli et al. 2007,California Department of Education, 2005 www.corcoranfitness.com

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24. Domains of Human Development www.corcoranfitness.com

25. The Motor Domain www.corcoranfitness.com

26. Motor development is the study of the changes in Human motor behavior over the lifespan, the processes that underlie these changes, and the factors that affect them. www.corcoranfitness.com

27. The Physical Domain www.corcoranfitness.com

28. The Physical Domain Classifies bodily change like, height, weight, increases or decreases in body fat, cardiovascular endurance, joint motion etc.. Human Motor Development. A Lifespan Approach. Seventh Edition. V. Gregory Payne and Larry D. Isaacs ©2008 McGraw-Hill Companies inc. www.corcoranfitness.com

29. The Cognitive Domain Human Intellectual Development -Jean Piaget www.corcoranfitness.com

30. The Cognitive Domain The French writer Antoine de St. Exupéry author of Le Petite Prince explains these differences quite well: www.corcoranfitness.com

31. The Cognitive Domain “And after some work with a colored pencil I succeeded in making my first drawing. My Drawing Number One. It looked like this: www.corcoranfitness.com

32. The Cognitive Domain www.corcoranfitness.com

33. The Cognitive Domain I showed my masterpiece to the grown-ups, and asked them whether the drawing frightened them. But they answered: “Frighten? Why should anyone be frightened by a hat?” www.corcoranfitness.com

34. The Cognitive Domain My drawing was not the picture of a hat. www.corcoranfitness.com

35. The Cognitive Domain It was the picture of a boa constrictor digesting an elephant. But since the grown-ups were not able to understand it, I made another drawing: I drew the inside of the boa constrictor, so that the grown-ups could see it clearly. They always needed to have things explained. www.corcoranfitness.com

36. Piaget’s Theory of Cognitive Development www.corcoranfitness.com

37. Adaptation Adaptation refers to the adjustment to the demands of the environment and the intellectualization of that adjustment through two complimentary acts, assimilation and accommodation. www.corcoranfitness.com

38. Assimilation Assimilation is a process by which children attempt to interpret new experiences based on their present interpretation of the world. www.corcoranfitness.com

39. Accommodation During Accommodation the individual attempts to adjust existing thought structures to account for, or accommodate new experiences. Developmental Psychology: Childhood and Adolescence. by David R. Shaffer, Katherine Kipp www.corcoranfitness.com

40. Assimilation www.corcoranfitness.com

41. Accommodation www.corcoranfitness.com

42. Piaget’s Theory of Cognitive Development www.corcoranfitness.com

43. The Affective or Social Domain Socialization is one of the most dominant facilitators of movement acquisitions throughout the lifespan. Because this process of learning society’s expected roles, behaviors, rule and regulations greatly influences an individuals decisions concerning movement participation, it is a major force in human motor development. www.corcoranfitness.com

44. The Affective or Social Domain Do environmental influences alter motor abilities acquisition? A comparison among children from day-care centers and private schools. Arq Neuropsiquiatr. 2003 Jun;61(2A):170-5. Epub 2003 Jun 9 de Barros KM, Fragoso AG, de Oliveira AL, Cabral Filho JE, de Castro RM. Conclusion: The results showed that the biologically healthy children development can suffer negative influence of the environmental risk factors. In this research these factors were: the father absence, improper toys use to the correct age, the place were the child was kept in the early childhood, the lack of pedagogical guidance and extra-parental socialization and low familiar socioeconomic status. www.corcoranfitness.com

45. Review physiological differences www.corcoranfitness.com

46. The Exercise Session Healthy children age 2 and older should participate in at least 60 minutes or more of enjoyable, moderate-intensity physical activities every day that are developmentally appropriate and varied. www.corcoranfitness.com

47. The Exercise Session Children with known or suspected disease should increase that time. If children don't have a full 60 minute activity break each day, try to provide at least 4, 15-minute periods or 6, 10-minute periods in which they can engage in vigorous activities appropriate to their age, gender and stage of physical and emotional development www.corcoranfitness.com

48. The Exercise Session Because of the intermittent nature of the exercise with the faster recovery rates, the planned exercise time should exceed prescribed time minutes so that the actual active time can total of 60 minutes. www.corcoranfitness.com

49. The Exercise Session Heart rates will be higher as will respiratory rates, so be prepared with water and give breaks. Give a lot of feedback and reduce feedback more gradually. Use pretend play, and have fun! www.corcoranfitness.com

50. Age Grouping 2-4 years of age 4-7 years of age 7-11 years of age www.corcoranfitness.com

51. Time Management 2-4 years: 6 sections of 10 minutes of physical activity daily 4-7 years: 4 sections of 15 minutes of physical activity daily 7-11 years: 2 sections of 30 minutes of physical activity daily Each 60 minute exercise time should incorporate a 30-minute minimum moderate intensity bout of cardiovascular exercise. 2-3 times per week 30-minutes of the 60-minute training session should include light resistance training. www.corcoranfitness.com

52. Training Modality 2-4 years: Utilize symbolic representation of objects but slowly as simple motor play will be the major existing skill in this stage. Children will need a lot of verbal and tactile cueing and feedback. Be aware that verbal skills are not fully intact so tactile cueing may be necessary to communicate activity goal. www.corcoranfitness.com

53. Training Modality 4-7 years: Symbolic representation of objects is fully in place. Create elaborate situational activities that encourage creative play. Children will need a lot of verbal and tactile cueing and feedback. Verbal skills are more fully intact. Reduce feedback gradually in this phase. www.corcoranfitness.com

54. Program Frame Work www.corcoranfitness.com

55. Program Frame Work www.corcoranfitness.com

56. Exercise Guides www.corcoranfitness.com

57. Exercise Guides www.corcoranfitness.com

58. Exercise Guides www.corcoranfitness.com

59. Video This video footage demonstrates segments of two exercise sessions. Which exercise session is more effective? Why is this exercise session more effective? www.corcoranfitness.com

60. Implementation Exercise should be accessible to all children. Here are some examples of exercise sessions in various environments. www.corcoranfitness.com

61. Implementation Rainy Day Workouts for Children: Small living room. Tools: Puzzle Ice Cream Ball Twister board Music/stereo www.corcoranfitness.com

62. Implementation Open Field Exercise for Children. Tools: Open field Targets Sheet of fabric /cape www.corcoranfitness.com

63. Implementation Play Ground Exercise for Children. Tools: ? www.corcoranfitness.com

64. Parental and Community Involvement No program will be effective without the involvement of parents/care provider. It would be wise to understand the environmental contributors to the family physical activity, the family nutrition as well as the family’s willingness to support and participate in the exercise program you will provide for the child. www.corcoranfitness.com

65. About the Presenter Angela Corcoran MS Angela Corcoran is the Founder and Principle Educator of Corcoran Fitness and the Institute of Preventive Care, an organization whose mission it is to provide the most up to date evidence-driven exercise education to Fitness Professionals and Healthcare Providers. Taking her work to the next level, Corcoran participates in community outreach and provides natural links between Health, Fitness and Wellness providers and at risk communities throughout the nation.She is currently the Director of Education for the Focus Personal Training Institute and served as Chief Administrative Officer and Head of Education for the American Academy of Personal Training. It is through her leadership, management and knowledge base that FPTI and AAPT became productive, state licensed vocational institutions in the state of New York. While maintaining a small personal training client base and holding a teaching fellow position for the Cybex Institute, Corcoran serves a as board member for the School Settlement Association and as a main committee member for the Institute of Credentialing ExcellenceAngela earned her BA in Exercise Science from Rutgers University and graduated with Honors from Brooklyn College with a Masters in Exercise Science and Rehabilitation. Upon completing her studies, Angela served as a Regional Fitness Manager for Equinox and as an Exercise Physiologist for New York Methodist Hospital. She returned to academics as a professor of Applied Physiology at Queens College teaching both undergraduate and graduate level courses. She is in process of her Doctorate in Applied Physiology.Her personal mission is to advocate for a high standard of practice among Health, Fitness and Wellness providers in the area of exercise prescription in order to make exercise an integral part of the health care continuum. www.corcoranfitness.com