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Health Opportunities Through Physical Education
by Charles B. Corbin, Karen E. McConnell, Guy C. Le Masurier, David E. Corbin and Terri D. Farrar
816 Pages
This innovative new textbook, with a full suite of related resources, has been created to support student development and enhancement of healthy behaviors that influence their lifestyle choices and fitness, health, and wellness.
A key feature of this curriculum is the complete integration of physical education and health concepts and skills to maximize student interest, learning, and application. This objective was accomplished by combining the expertise of our author teams from two related textbooks--Fitness for Life, Sixth Edition, and Health for Life.
This is not just a health textbook with a few physical education concepts thrown in. School systems that want a single textbook to help them address both physical education and health education standards will find that this book provides them a unique and cost-effective option.
Health Opportunities Through Physical Education is available in print and digital formats, including an iBooks interactive version for iPads plus other e-book formats that students can use across a variety of platforms.
Part I, Fitness for Life, will help students become physically literate individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. The book will guide students in becoming informed consumers on matters related to lifelong physical activity and fitness, taking responsibility for setting individualized goals, and making their own plans for active living. To accomplish this overarching goal, they learn a variety of self-management skills, including self-assessment. The program is based on established educational theory, which is outlined in the teacher web resources. And they learn all of this through a combination of classroom and physical activity lessons that meet national, state, and local physical activity guidelines and help instill a love for lifetime fitness activities.
Part I also enables students to achieve the following goals:
• Meet college and career readiness standards by learning and using critical thinking, decision making, and problem-solving skills
• Use the Stairway to Lifetime Fitness concept, created by author Chuck Corbin, to encourage higher-order learning (move from dependence to independence)
• Perform self-assessments, including all tests in the Fitnessgram battery and the Presidential Youth Fitness Program
Part I includes many features that actively engage students by allowing them to:
• Assess their own fitness and other health and wellness factors to determine personal needs and assess progress resulting from healthy lifestyle planning.
• Use Taking Charge and Self-Management features to learn self-management skills (e.g., goal setting, self-monitoring, self-planning) for adopting healthy lifestyles.
• Learn key concepts and principles, higher-order information, and critical thinking skills that provide the basis for sound decision making and personal planning.
• Do reading and writing assignments as well as calculations that foster college and career readiness.
• Try out activities that are supported by lesson plans offered in the teacher web resources and that can help students be fit and active throughout their lives.
• Take part in real-life activities that show how new information is generated by using the scientific method.
• Become aware of and use technology to learn new information about fitness, health, and wellness and learn to discern fact from fiction.
• Use the web and the unique web icon feature to connect to relevant and expanded content for essential topics in the student web resource.
• Find Academic Connections that relate fitness topics to other parts of the curriculum such as science, language arts, and math.
• Use other features such as fitness quotes, consumer corner, Fit Facts, and special exercise features (including exercise and self-assessment videos) that promote higher-order learning.
• Focus their study time by following cues from Lesson Objectives and Lesson Vocabulary elements in every chapter.
• Use the chapter-ending review questions to test their understanding of the concepts and use critical thinking and project assignments to meet educational standards, including college and career readiness standards.
Part II, Health for Life, teaches high school students the fundamentals of health and wellness, how to avoid destructive habits, and how to choose to live healthy lives. This text covers all aspects of healthy living throughout the life span, including preventing disease and seeking care; embracing the healthy lifestyles choices of nutrition and stress management; avoiding destructive habits; building relationships; and creating healthy and safe communities.
Part II also has an abundance of features that help students connect with content:
• Lesson Objectives, Lesson Vocabulary, Comprehension Check, and Chapter Review help students prepare to dive in to the material, understand it, and retain it .
• Connect feature spurs students to analyze various influences on their health and wellness.
• Consumer Corner aids students in exploring consumer health issues.
• Healthy Communication gets students to use and expand their interpersonal communication skills as they share their views about various health topics.
• Skills for Healthy Living and Making Healthy Decisions help students learn and practice self-management so they can make wise choices related to their health and wellness.
• Planning for Healthy Living assists students in applying what they’ve learned as they set goals and establish plans for behavior change.
• Self-Assessment offers students the opportunity to evaluate their health habits and monitor improvement in health behaviors.
• Find Academic Connections that relate fitness topics to other parts of the curriculum such as science, language arts, and math.
• Take It Home and Advocacy in Action prepare students to advocate for health at home and in their communities.
• Health Science and Health Technology focus on the roles of science and technology as they relate to health and where science and technology intersect regarding health issues.
• Living Well News challenges students to integrate health literacy, math, and language skills to better understand a current health issue.
PART I—FITNESS FOR LIFE
Unit I. Building a Foundation
Chapter 1. Fitness, Health, and Wellness for All
Chapter 2. Adopting a Healthy Lifestyle and Self-Management Skills
Chapter 3. Goal Setting and Program Planning
Unit II. Becoming and Staying Physically Active
Chapter 4. Getting Started in Physical Activity
Chapter 5. How Much Is Enough?
Chapter 6. Skill Learning and Injury Prevention
Unit III. Moderate and Vigorous Physical Activity
Chapter 7. Moderate Physical Activity
Chapter 8. Cardiorespiratory Endurance
Chapter 9. Vigorous Physical Activity
Unit IV. Muscle Fitness and Flexibility
Chapter 10. Muscle Fitness Basics
Chapter 11. Muscle Fitness Applications
Chapter 12. Flexibility
Unit V. Healthy Choices
Chapter 13. Body Composition
Chapter 14. Physical Activity Program Planning
Chapter 15. Making Good Consumer Choices
Unit VI. Moving Through Life
Chapter 16. Strategies for Active Living
Chapter 17. The Science of Active Living
Chapter 18. Lifelong Activity
PART TWO—HEALTH FOR LIFE
Unit I. Understanding Health and Wellness
Chapter 19. Introduction to Health and Wellness
Chapter 20. Health Behavior Change and Personal Health
Chapter 21. Choosing Healthy Lifestyles
Unit II. Preventing Disease and Seeking Care
Chapter 22. Understanding Your Body
Chapter 23. Diseases and Disability
Chapter 24. Emotional Health and Wellness
Chapter 25. Health Care Consumerism
Unit III. Embracing Priority Lifestyles
Chapter 26. Nutrition: Foundations for Healthy Eating
Chapter 27. Nutrition: Energy Balance and Consumer Nutrition
Chapter 28. Stress Management
Unit IV. Building Relationships and Lifelong Health
Chapter 29. Healthy Relationships and Family Living
Chapter 30. Health and Wellness Throughout Life
Unit V. Avoiding Destructive Habits
Chapter 31. Tobacco
Chapter 32. Alcohol
Chapter 33. Drugs and Medicine
Unit VI. Creating Healthy and Safe Communities
Chapter 34. Safety and First Aid
Chapter 35. A Healthy Environment
Chapter 36. Community and Public Health
Dr. Charles B. (“Chuck”) Corbin, PhD is Professor Emeritus in the School of Nutrition and Health Promotion at Arizona State University. He co-authored two successful health series for use in grades K-8, and is senior author of several award winning elementary, middle school, high school, and college texts including Fitness for Life: Elementary School, Fitness for Life: Middle School, Fitness for Life (6th ed.), all winners of Texty Awards (Text and Academic Authors Association-TAA), and Concepts of Physical Fitness (17th ed.) winner of the McGuffey Award (TAA). His books are the most widely adopted public school and college texts in the area of fitness, health, and wellness. Dr. Corbin is internationally recognized as an expert in physical activity, health, and wellness promotion, and youth physical fitness. He has presented keynote addresses at more than 40 state AHPERD Conventions, made major addresses in more than 15 different countries, and has presented numerous named lectures. Among his many honors are the Alliance Scholar and Gulick Awards (Society of Health and Physical Education Professionals, formerly AAHPERD), Cureton Lecturer (ACSM), Healthy American Fitness Leaders Award from the President’s Council on Fitness, Sports, and Nutrition (PCFSN), and National Jaycees. He is also a member of the NASPE Hall of Fame and a recipient of the Heterington Award (National Academy of Kinesiology). Dr. Corbin served for more than 20 years as a member of the Advisory Board of Fitnessgram and was the first chair of the Science Board of the President’s Council (PCFSN).
Karen E. McConnell, PhD, a Professor at Pacific Lutheran University, is a Certified Health Education Specialist (CHES) and has taught at the university level of more than 15 years in areas related to health and fitness education, curriculum and assessment, and exercise science. She has written or contributed to over a dozen book chapters and texts including the teacher’s resources for Fitness for Life (5th and 6th Ed). She is a past recipient of the Arthur Broten Young Scholar award and has received the University Professional of the Year award from the Washington Alliance for Health, Physical Education, Recreation and Dance for contributions made to state standards in health and fitness. . She enjoys running, having completed 38 half marathons and one marathon As a resident of the Pacific Northwest she enjoys participating in most outdoor activities.
Guy C. Le Masurier, PhD, is a professor of physical education at Vancouver Island University, British Columbia, Canada. He has published numerous articles related to youth physical activity and physical education and coauthored the National Association for Sport and Physical Education (NASPE) Physical Activity Guidelines for Children. Dr. Le Masurier has given more than 30 research and professional presentations at national and regional meetings. He reviews research for numerous professional journals and has contributed to Fitness for Life, Fifth Edition, and the Physical Best Activity Guide. Dr. Le Masurier is a member of AAHPERD, NASPE, ACSM, and Canadian AHPERD.
David E. Corbin, PhD, taught health education at the high school level for many years before beginning a career in health education at the college level. He is emeritus professor of health education and public health at the University of Nebraska Omaha, where he taught for over 30 yeears. He has authored, coauthored, or edited four other health-related books, and is a fellow and lifetime member of the American School Health Association. Corbin received the Mohan Singh Award for humor in health education and health communication from the American Public Health Association. He was also named the Nebraska Health Professional of the Year by the Nebraska Association for Health, Physical Education, Recreation and Dance, and he received an Excellence in Teaching award from the University of Nebraska Omaha. Corbin has also appeared on Late Night with David Letterman. In his leisure time, he enjoys cycling, walking, traveling, and singing and playing the guitar.
Terri D. Farrar, PhD, is a visiting assistant professor and director of the Bachelor of Arts in Kinesiology Program at Pacific Lutheran University in Tacoma, Washington. She has taught health and fitness at the high school level for 20 years, and teaches health and fitness pedagogy at Pacific Lutheran. She is a member of SHAPE America—Society of Health and Physical Educators (formerly AAHPERD) and of the Washington chapter of SHAPE America. She is also a member of the American Association for Health Education, the Association of Applied Sport Psychology, and the Alliance of Women Coaches. She enjoys traveling, working out, and coaching fastpitch softball.
- Web icons that link students to expanded content and topics at a book-specific website (web icons in the text)
- Video clips that demonstrate proper performance of self-assessments and video clips of proper exercise form (in selected chapters)
- Worksheets (without answers)
- Review questions from the text, presented in an interactive format for students to check their level of understanding
- Quizzes for assessment (without answers)
- Vocabulary pop-ups and other ssential interactive elements from the iBooks version
- Five lesson plans per chapter (in Part I, Fitness for Life, this includes two classroom plans and three activity plans that teachers can use to best suit the school’s schedule and facilities)
- Lesson objectives and lists of standards and guidelines met by each lesson
- Worksheets (with answers)
- Chapter quizzes with answers (plus Unit quizzes in Part I)
- Activity cards and task cards for the activity lessons in Part I
- Slide presentationsighlighting the key points for most lessons
- A test package that teachers an use to make their own quizzes if they prefer
Learn the 5 steps of the Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day.
The Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day. The five steps of the Physical Activity Pyramid (figure 5.2) help you understand the five kinds of physical activity, which build different parts of fitness and produce different health and wellness benefits (recall the principle of specificity). To meet the recommended 60 minutes of daily activity, you can choose from the different types of activity. For optimal benefits, you should perform activities from all parts of the pyramid each week. As you can see, activities at or near the bottom of the pyramid may need to be done more frequently or for a longer time than those near the top of the pyramid to get the same volume of activity.
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Figure 5.2 The new Physical Activity Pyramid for Teens.
Source: C.B. Corbin.
Moderate Physical Activity
Moderate physical activity is the first step in the Physical Activity Pyramid, and it should be performed daily or nearly every day. Moderate activity involves exercise equal in intensity to brisk walking. It includes some activities of normal daily living (also called lifestyle activities), such as yardwork (for example, raking leaves or mowing the lawn) and housework (for example, mopping the floor). It also includes sports that are not vigorous, such as bowling and golf. Some other sports can be either moderate or vigorous; for example, shooting basketballs is typically a moderate activity, whereas playing a full-court game is vigorous. National guidelines recommend 60 minutes of moderate to vigorous activity each day for teens. Moderate activity should account for some of this time each day (30 minutes a day is recommended for adults). It is also associated with many of the health benefits of activity described in part 1 of this book, such as controlling your level of body fat, and is well suited for people of varying abilities.
Vigorous Aerobics
Step 2 of the Physical Activity Pyramid represents vigorous aerobics, which includes any exercise that you can do for a long time without stopping and that is vigorous enough to increase your heart rate, make you breathe faster, and make you sweat. Thus these activities are more intense than moderate activities such as brisk walking. Vigorous aerobics, such as jogging and aerobic dance, are typically continuous in nature. Like moderate activity, they provide many health and wellness benefits, and they're especially helpful for building a high level of cardiorespiratory endurance. You should perform vigorous aerobics (or vigorous sport or recreation) at least three days a week for at least 20 minutes each day in order to meet national activity guidelines.
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Vigorous aerobic activity helps you build cardiorespiratory endurance.
Fit Fact
The word aerobic, meaning "with oxygen," is a scientific term that has been used for decades. It was popularized in the 1968 book Aerobics, written by Dr. Ken Cooper, whose work over the years has helped everyday people around the world understand how much activity is needed for fitness and health benefits. In fact, in Portuguese, the English word jogging is translated as "coopering"! Dr. Cooper also founded the Cooper Institute, a world-famous health and fitness research organization based in Dallas, Texas.
Vigorous Sport and Recreation
Like vigorous aerobics, vigorous sport and recreation (represented in step 3 of the Physical Activity Pyramid) require your heart to beat faster than normal and cause you to breathe faster and sweat more. As your muscles use more oxygen, your heart beats faster, and you breathe faster and more deeply to meet the oxygen demand. Unlike vigorous aerobics, however, vigorous sport and recreation often involve short bursts of activity followed by short bursts of rest (as in basketball, football, soccer, and tennis). When done for at least 20 minutes a day in bouts of 10 minutes or more at a time, these activities provide similar fitness, health, and wellness benefits to those of vigorous aerobics. They also help you build motor skills and contribute to healthy weight management. As with vigorous aerobics, you can use vigorous sport and recreation to meet national activity recommendation when you do them for at least 20 minutes a day on three days a week.
Muscle Fitness Exercises
Step 4 in the Physical Activity Pyramid represents muscle fitness exercises, which build your strength, muscular endurance, and power. Muscle fitness exercises include both resistance training (with weights or machines) and moving your own body weight (as in rock climbing, calisthenics, and jumping). This type of exercise produces general health and wellness benefits, as well as better performance, improved body appearance, a healthier back, better posture, and stronger bones. These exercises can be used to meet national activity guidelines and should be performed on two or three days a week.
Flexibility Exercises
Step 5 of the Physical Activity Pyramid represents flexibility exercises. According to ACSM, flexibility exercises improve postural stability and balance. There is also some evidence that flexibility exercises may reduce soreness, prevent injuries, and reduce risk of back pain. Flexibility exercises also improve your performance in activities such as gymnastics and dance. They also are used in therapy to help people who have been injured. Two examples of flexibility exercise are stretching and yoga (figure 5.3). To build and maintain flexibility, you should perform flexibility exercise at least three days a week.
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Figure 5.3 Yoga is one type of physical activity for improving flexibility.
Avoiding Inactivity
Just below the Physical Activity Pyramid (see figure 5.2) you'll notice pictures of a television set and a video game controller with an X over them. This illustration emphasizes the fact that being sedentary, or inactive, poses a health risk.
Just as you should do 60 minutes of physical activity each day, drawing from the five types of activity presented in the pyramid, you should also avoid the inactivity that is common among people who log too much "screen time" on a daily basis. Screen time refers to time spent in front of a TV, computer game, phone screen, or any other device that substitutes inactivity for activities from the pyramid. A recent survey of children and teens in the United States found that they watch TV for an average of nearly four hours a day! Sixty-eight percent of teens have a TV in their room, and of course many also spend screen time on computers, video games, movies, and cell phones, more than doubling the amount of time they spend watching a screen. Research shows that screen time results in inactivity and increases health risk.
We all need to take time to recover from daily stresses and prepare for new challenges, so periods of rest and sleep are important for good health. Some activities of daily living - such as studying, reading, and even a moderate amount of screen time - are appropriate. But general inactivity or sedentary living is harmful to your health. Your choices from active areas of the pyramid should exceed your choices from the inactivity area.
Balancing Energy
The top of the pyramid presents a balance scale illustrating the need to balance the energy you take in (food) with the energy you put out (activity). Energy balance means that the calories in the food you eat each day are equal to the calories you expend in exercise each day. Balancing your energy in this way is essential to maintaining a healthy body composition.
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Understanding energy expenditure or output
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body’s natural way of maintaining balance is to replenish the calories it uses.
Energy Expenditure
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body's natural way of maintaining balance is to replenish the calories it uses. It does not, however, automatically use whatever energy you put into it. Energy expenditure has three major components.
- The energy you need in order to maintain normal functions, such as breathing, circulating blood, and maintaining tissues (e.g., liver, brain, muscles). The number of calories you use for these functions is called your resting metabolic rate, which is influenced by a variety of factors (see figure 26.2).
- The energy you need to ingest and digest food. This process starts with chewing, continues through swallowing, and ends with moving food through your intestines.
- The energy you use in movement and physical activity.
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Figure 26.2 Influences on resting metabolic rate.
Your body uses most of its energy (60 percent to 70 percent) to maintain normal functions of survival, about 10 percent for ingestion and digestion of food, and the remainder for movement and physical activity (see figure 26.3).
Some stimulants (e.g., caffeine) are marketed as tools for increasing your metabolism - thus helping you burn (use) more calories - but their effect is minimal, and they can cause damaging side effects. A better solution is exercise. The more movement and activity you do, the more your energy expenditure increases. In addition, movement is the source of energy expenditure that you can control directly through your own actions. In fact, an extremely active person might double his or her energy expenditure through activity. In addition, active bodies often consist of more muscle tissue, which naturally raises the metabolic rate, thus using more calories.
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Figure 26.3 Contributors to daily energy expenditure.
Energy Intake
Your energy intake, or the number of calories you consume each day, makes up the other half of the energy balance equation. You need to balance the number of calories you eat with the number you use in order to remain in energy balance. Recall that calories come from the carbohydrate, fat, and protein you eat. Teenage girls from ages 14 to 18 who are not active need to eat about 1,800 calories each day. Teenage boys from ages 14 to 18 who are not active need to eat about 2,200 calories each day. As just explained, your energy needs will rise as physical activity and exercise levels increase. How much you choose to eat can also be influenced by our hunger, satiety, and appetite. Each of these factors is explained in this lesson.
Hunger and Satiety
Your body regulates your food consumption through a series of internal and external cues and stimuli. Hunger is your physiological drive to eat. When it's time to eat, your body tells you so through a set of internal changes, including a drop in blood sugar and the onset of stomach contractions. Other parts of your body also play a role in establishing your hunger - specifically, your brain, central nervous system (CNS), endocrine system, and digestive system. When you eat, your blood sugar and nutrient levels rise, and your hormone and neurotransmitter levels change, all of which eventually tells your brain and your body that you're full and therefore that it's time to stop eating.
When your body is well balanced and you're comfortable between meals, you're in a state of satiety, or fullness. The systems that contribute to hunger and satiety are complicated and very intricate. Studies have shown that certain conditions - for example, imbalances in hormones and neurotransmitters - can make it more difficult for some individuals to feel full. Figure 26.4 shows the relationship between hunger, satiation, and satiety.
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Figure 26.4 Hunger, satiation, and satiety are cues that tell you when to start and stop eating.
Appetite
Physiological hunger isn't the only thing that affects your food intake. Have you ever eaten popcorn at a movie or a hot dog at a ball game even though you didn't feel hungry? As these examples illustrate, our choices about what - and when - to eat can be influenced by our psychological needs. Whereas your hunger is your physiological drive to eat, your appetite is your psychological drive to eat. Thus it's different from your hunger. Appetite has to do with the pleasure you derive from food. It can be triggered by the sight and smell of food or even the sound of food cooking. On the other hand, if you're sick with a cold or the flu, the sight or smell of food can make you feel nauseated.
Appetite is influenced by many factors, including traditions. For example, people often associate eating with celebrations, holidays, particular family gatherings, and religious traditions. We may also associate eating with particular circumstances. Some people snack when they watch TV or when they get home from work or school - even if they aren't hungry. Others eat dessert after dinner even if they just ate a very large and satisfying meal.
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Monkey Business/fotolia.com
Emotions also play a particularly important role in appetite. Is there a food you tend to eat when you feel sad or lonely? How about when you feel happy? Do you eat a lot, or nothing at all, when you feel stressed about a major exam? Most people let emotions affect their eating habits in consistent ways; therefore, understanding what circumstances and emotions trigger you to eat can prevent you from taking in unnecessary calories. Getting control of your appetite is a critical part of establishing and maintaining healthy eating habits.
If hunger is not the problem, then eating is not the solution.
- Anonymous
Consequences of Energy Imbalance
When energy balance is not maintained, weight loss or weight gain may occur. In American society, many individuals seem to have a chronic (long-term) positive energy balance that results in gradual weight gain during the adult years. This weight gain may result in obesity and may bring many health risks. As a result, many people take various measures to try and lose weight. Other individuals struggle with trying to gain weight even when they maintain a positive energy balance.
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5 Rules for setting SMART goals
You may have learned about SMART goals in middle school. Here’s a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
SMART Goals
You may have learned about SMART goals in middle school. Here's a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
- S = specific. Your goal should include details of what you want to accomplish.
- M = measurable. You should be able to measure your progress and accurately determine whether you've accomplished your goal.
- A = attainable. Your goals should challenge you. They should not be too easy or too hard.
- R = realistic. You should be able to reach your goal if you put in the time and effort and have the necessary resources.
- T = timely. Your goal should be useful to you at this time in your life and can be met in the time allotted.
SMART Long-Term Goals
Long-term goals take you months or even years to accomplish, whereas you can reach short-term goals in a short time, such as a few days or weeks. One example of a long-term goal is saving money to help pay for college expenses. If you plan to save $2,400, you could make your long-term goal earning that amount.
In order to earn that much, you might have to work on weekends and during summers throughout high school. Saving money takes time. If your job allowed you to save $100 a month, it would take you two years to save the $2,400. Now let's see whether this would be a SMART goal.
- Specific. $2,400 is a very specific long-term goal. You know the amount of money you need.
- Measurable. The $2,400 goal is measurable. You can count your money to see how close you are to reaching your goal.
- Attainable. The goal might be too hard for a person without a job, but you have one. It won't be easy, but you make enough money each hour to make your goal possible.
- Realistic. For someone else, the $2,400 goal might not be realistic. But if you put in the time and stick with your job, saving $100 a month for two years is possible. You must also consider other commitments, such as homework, activities, and family responsibilities.
- Timely. The goal of saving $2,400 in two years has a specific and workable time line that fits your planned entrance into college.
SMART Short-Term Goals
Short-term goals can usually be reached in a few days or weeks. Thus you might set a series of short-term goals to help you accomplish a long-term goal. For example, to meet your long-term goal of saving $2,400, you might set a short-term goal of working five hours a week at $8 an hour for two weeks. Doing so would be a manageable way to start working toward meeting your long-term goal. After completing this short-term goal, you could establish a new one.
Let's now consider whether this short-term goal would be a SMART one.
- Specific. You've made the goal specific by listing the number of weeks and the number of hours worked per week.
- Measurable. You can measure your progress toward the goal by tracking your work hours each week.
- Attainable. Your short-term goal is attainable because it depends only on your making the effort to fulfill your work schedule. You could have set a goal of working more hours per week, but that might not be attainable.
- Realistic. Setting a realistic number of work hours depends on other factors, such as homework, activities, and family responsibilities. However, you have the time to work five hours a week and still meet other responsibilities, so this is a realistic goal.
- Timely. Working five hours a week for two weeks is a timely goal because you've specified the time frame for completing the goal and it fits your current schedule.
Product and Process Goals
The long-term goal of earning $2,400 is a product goal. A product is something tangible that results from work or effort. It's not what you do, but what you get as a result of what you do. Examples of product goals for fitness, health, and wellness include being able to perform 25 push-ups, being able to run a mile in six minutes, and losing five pounds (figure 3.1a). In each case, the goal is a product or outcome of work and effort. Product goals make appropriate long-term goals because it may take you a fair amount of work and time to reach them.
Process goals involve performing a behavior, such as working a certain number of hours to earn money. Process refers to what you do rather than to the product resulting from what you do. Examples for fitness, health, and wellness include exercising 60 minutes and eating five fruits and vegetables every day (figure 3.1b). Process goals make good short-term goals because you can easily monitor your progress and, with effort, succeed. In contrast, product goals do not make especially good short-term goals, because they can be discouraging, especially for a person who is just beginning to change. For example, if you chose a product goal of performing, say, 25 push-ups, it might (depending on your current fitness level) take you so long to meet the goal that you would give up. But a short-term process goal - such as performing 5 to 10 push-ups each day for two weeks - would be possible for you to achieve with effort. Thus, as you meet a series of short-term process goals, you work toward meeting long-term product goals.
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Figure 3.1 Product and process goals: (a) Running a mile in eight minutes is a product goal, and (b) doing five push-ups a day for three weeks is a process goal.
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Learn the 5 steps of the Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day.
The Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day. The five steps of the Physical Activity Pyramid (figure 5.2) help you understand the five kinds of physical activity, which build different parts of fitness and produce different health and wellness benefits (recall the principle of specificity). To meet the recommended 60 minutes of daily activity, you can choose from the different types of activity. For optimal benefits, you should perform activities from all parts of the pyramid each week. As you can see, activities at or near the bottom of the pyramid may need to be done more frequently or for a longer time than those near the top of the pyramid to get the same volume of activity.
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Figure 5.2 The new Physical Activity Pyramid for Teens.
Source: C.B. Corbin.
Moderate Physical Activity
Moderate physical activity is the first step in the Physical Activity Pyramid, and it should be performed daily or nearly every day. Moderate activity involves exercise equal in intensity to brisk walking. It includes some activities of normal daily living (also called lifestyle activities), such as yardwork (for example, raking leaves or mowing the lawn) and housework (for example, mopping the floor). It also includes sports that are not vigorous, such as bowling and golf. Some other sports can be either moderate or vigorous; for example, shooting basketballs is typically a moderate activity, whereas playing a full-court game is vigorous. National guidelines recommend 60 minutes of moderate to vigorous activity each day for teens. Moderate activity should account for some of this time each day (30 minutes a day is recommended for adults). It is also associated with many of the health benefits of activity described in part 1 of this book, such as controlling your level of body fat, and is well suited for people of varying abilities.
Vigorous Aerobics
Step 2 of the Physical Activity Pyramid represents vigorous aerobics, which includes any exercise that you can do for a long time without stopping and that is vigorous enough to increase your heart rate, make you breathe faster, and make you sweat. Thus these activities are more intense than moderate activities such as brisk walking. Vigorous aerobics, such as jogging and aerobic dance, are typically continuous in nature. Like moderate activity, they provide many health and wellness benefits, and they're especially helpful for building a high level of cardiorespiratory endurance. You should perform vigorous aerobics (or vigorous sport or recreation) at least three days a week for at least 20 minutes each day in order to meet national activity guidelines.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0252S_H5K_5379_ebook1_Main.jpg
Vigorous aerobic activity helps you build cardiorespiratory endurance.
Fit Fact
The word aerobic, meaning "with oxygen," is a scientific term that has been used for decades. It was popularized in the 1968 book Aerobics, written by Dr. Ken Cooper, whose work over the years has helped everyday people around the world understand how much activity is needed for fitness and health benefits. In fact, in Portuguese, the English word jogging is translated as "coopering"! Dr. Cooper also founded the Cooper Institute, a world-famous health and fitness research organization based in Dallas, Texas.
Vigorous Sport and Recreation
Like vigorous aerobics, vigorous sport and recreation (represented in step 3 of the Physical Activity Pyramid) require your heart to beat faster than normal and cause you to breathe faster and sweat more. As your muscles use more oxygen, your heart beats faster, and you breathe faster and more deeply to meet the oxygen demand. Unlike vigorous aerobics, however, vigorous sport and recreation often involve short bursts of activity followed by short bursts of rest (as in basketball, football, soccer, and tennis). When done for at least 20 minutes a day in bouts of 10 minutes or more at a time, these activities provide similar fitness, health, and wellness benefits to those of vigorous aerobics. They also help you build motor skills and contribute to healthy weight management. As with vigorous aerobics, you can use vigorous sport and recreation to meet national activity recommendation when you do them for at least 20 minutes a day on three days a week.
Muscle Fitness Exercises
Step 4 in the Physical Activity Pyramid represents muscle fitness exercises, which build your strength, muscular endurance, and power. Muscle fitness exercises include both resistance training (with weights or machines) and moving your own body weight (as in rock climbing, calisthenics, and jumping). This type of exercise produces general health and wellness benefits, as well as better performance, improved body appearance, a healthier back, better posture, and stronger bones. These exercises can be used to meet national activity guidelines and should be performed on two or three days a week.
Flexibility Exercises
Step 5 of the Physical Activity Pyramid represents flexibility exercises. According to ACSM, flexibility exercises improve postural stability and balance. There is also some evidence that flexibility exercises may reduce soreness, prevent injuries, and reduce risk of back pain. Flexibility exercises also improve your performance in activities such as gymnastics and dance. They also are used in therapy to help people who have been injured. Two examples of flexibility exercise are stretching and yoga (figure 5.3). To build and maintain flexibility, you should perform flexibility exercise at least three days a week.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0221P_H2K5711_ebook_Main.jpg
Figure 5.3 Yoga is one type of physical activity for improving flexibility.
Avoiding Inactivity
Just below the Physical Activity Pyramid (see figure 5.2) you'll notice pictures of a television set and a video game controller with an X over them. This illustration emphasizes the fact that being sedentary, or inactive, poses a health risk.
Just as you should do 60 minutes of physical activity each day, drawing from the five types of activity presented in the pyramid, you should also avoid the inactivity that is common among people who log too much "screen time" on a daily basis. Screen time refers to time spent in front of a TV, computer game, phone screen, or any other device that substitutes inactivity for activities from the pyramid. A recent survey of children and teens in the United States found that they watch TV for an average of nearly four hours a day! Sixty-eight percent of teens have a TV in their room, and of course many also spend screen time on computers, video games, movies, and cell phones, more than doubling the amount of time they spend watching a screen. Research shows that screen time results in inactivity and increases health risk.
We all need to take time to recover from daily stresses and prepare for new challenges, so periods of rest and sleep are important for good health. Some activities of daily living - such as studying, reading, and even a moderate amount of screen time - are appropriate. But general inactivity or sedentary living is harmful to your health. Your choices from active areas of the pyramid should exceed your choices from the inactivity area.
Balancing Energy
The top of the pyramid presents a balance scale illustrating the need to balance the energy you take in (food) with the energy you put out (activity). Energy balance means that the calories in the food you eat each day are equal to the calories you expend in exercise each day. Balancing your energy in this way is essential to maintaining a healthy body composition.
Learn more about Health Opportunities Through Physical Education.
Understanding energy expenditure or output
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body’s natural way of maintaining balance is to replenish the calories it uses.
Energy Expenditure
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body's natural way of maintaining balance is to replenish the calories it uses. It does not, however, automatically use whatever energy you put into it. Energy expenditure has three major components.
- The energy you need in order to maintain normal functions, such as breathing, circulating blood, and maintaining tissues (e.g., liver, brain, muscles). The number of calories you use for these functions is called your resting metabolic rate, which is influenced by a variety of factors (see figure 26.2).
- The energy you need to ingest and digest food. This process starts with chewing, continues through swallowing, and ends with moving food through your intestines.
- The energy you use in movement and physical activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477140_ebook_Main.jpg
Figure 26.2 Influences on resting metabolic rate.
Your body uses most of its energy (60 percent to 70 percent) to maintain normal functions of survival, about 10 percent for ingestion and digestion of food, and the remainder for movement and physical activity (see figure 26.3).
Some stimulants (e.g., caffeine) are marketed as tools for increasing your metabolism - thus helping you burn (use) more calories - but their effect is minimal, and they can cause damaging side effects. A better solution is exercise. The more movement and activity you do, the more your energy expenditure increases. In addition, movement is the source of energy expenditure that you can control directly through your own actions. In fact, an extremely active person might double his or her energy expenditure through activity. In addition, active bodies often consist of more muscle tissue, which naturally raises the metabolic rate, thus using more calories.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477141_ebook_Main.jpg
Figure 26.3 Contributors to daily energy expenditure.
Energy Intake
Your energy intake, or the number of calories you consume each day, makes up the other half of the energy balance equation. You need to balance the number of calories you eat with the number you use in order to remain in energy balance. Recall that calories come from the carbohydrate, fat, and protein you eat. Teenage girls from ages 14 to 18 who are not active need to eat about 1,800 calories each day. Teenage boys from ages 14 to 18 who are not active need to eat about 2,200 calories each day. As just explained, your energy needs will rise as physical activity and exercise levels increase. How much you choose to eat can also be influenced by our hunger, satiety, and appetite. Each of these factors is explained in this lesson.
Hunger and Satiety
Your body regulates your food consumption through a series of internal and external cues and stimuli. Hunger is your physiological drive to eat. When it's time to eat, your body tells you so through a set of internal changes, including a drop in blood sugar and the onset of stomach contractions. Other parts of your body also play a role in establishing your hunger - specifically, your brain, central nervous system (CNS), endocrine system, and digestive system. When you eat, your blood sugar and nutrient levels rise, and your hormone and neurotransmitter levels change, all of which eventually tells your brain and your body that you're full and therefore that it's time to stop eating.
When your body is well balanced and you're comfortable between meals, you're in a state of satiety, or fullness. The systems that contribute to hunger and satiety are complicated and very intricate. Studies have shown that certain conditions - for example, imbalances in hormones and neurotransmitters - can make it more difficult for some individuals to feel full. Figure 26.4 shows the relationship between hunger, satiation, and satiety.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_478000_ebook_Main.jpg
Figure 26.4 Hunger, satiation, and satiety are cues that tell you when to start and stop eating.
Appetite
Physiological hunger isn't the only thing that affects your food intake. Have you ever eaten popcorn at a movie or a hot dog at a ball game even though you didn't feel hungry? As these examples illustrate, our choices about what - and when - to eat can be influenced by our psychological needs. Whereas your hunger is your physiological drive to eat, your appetite is your psychological drive to eat. Thus it's different from your hunger. Appetite has to do with the pleasure you derive from food. It can be triggered by the sight and smell of food or even the sound of food cooking. On the other hand, if you're sick with a cold or the flu, the sight or smell of food can make you feel nauseated.
Appetite is influenced by many factors, including traditions. For example, people often associate eating with celebrations, holidays, particular family gatherings, and religious traditions. We may also associate eating with particular circumstances. Some people snack when they watch TV or when they get home from work or school - even if they aren't hungry. Others eat dessert after dinner even if they just ate a very large and satisfying meal.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_0039R_11706833_ebook_Main.jpg
Monkey Business/fotolia.com
Emotions also play a particularly important role in appetite. Is there a food you tend to eat when you feel sad or lonely? How about when you feel happy? Do you eat a lot, or nothing at all, when you feel stressed about a major exam? Most people let emotions affect their eating habits in consistent ways; therefore, understanding what circumstances and emotions trigger you to eat can prevent you from taking in unnecessary calories. Getting control of your appetite is a critical part of establishing and maintaining healthy eating habits.
If hunger is not the problem, then eating is not the solution.
- Anonymous
Consequences of Energy Imbalance
When energy balance is not maintained, weight loss or weight gain may occur. In American society, many individuals seem to have a chronic (long-term) positive energy balance that results in gradual weight gain during the adult years. This weight gain may result in obesity and may bring many health risks. As a result, many people take various measures to try and lose weight. Other individuals struggle with trying to gain weight even when they maintain a positive energy balance.
Learn more about Health Opportunities Through Physical Education.
5 Rules for setting SMART goals
You may have learned about SMART goals in middle school. Here’s a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
SMART Goals
You may have learned about SMART goals in middle school. Here's a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
- S = specific. Your goal should include details of what you want to accomplish.
- M = measurable. You should be able to measure your progress and accurately determine whether you've accomplished your goal.
- A = attainable. Your goals should challenge you. They should not be too easy or too hard.
- R = realistic. You should be able to reach your goal if you put in the time and effort and have the necessary resources.
- T = timely. Your goal should be useful to you at this time in your life and can be met in the time allotted.
SMART Long-Term Goals
Long-term goals take you months or even years to accomplish, whereas you can reach short-term goals in a short time, such as a few days or weeks. One example of a long-term goal is saving money to help pay for college expenses. If you plan to save $2,400, you could make your long-term goal earning that amount.
In order to earn that much, you might have to work on weekends and during summers throughout high school. Saving money takes time. If your job allowed you to save $100 a month, it would take you two years to save the $2,400. Now let's see whether this would be a SMART goal.
- Specific. $2,400 is a very specific long-term goal. You know the amount of money you need.
- Measurable. The $2,400 goal is measurable. You can count your money to see how close you are to reaching your goal.
- Attainable. The goal might be too hard for a person without a job, but you have one. It won't be easy, but you make enough money each hour to make your goal possible.
- Realistic. For someone else, the $2,400 goal might not be realistic. But if you put in the time and stick with your job, saving $100 a month for two years is possible. You must also consider other commitments, such as homework, activities, and family responsibilities.
- Timely. The goal of saving $2,400 in two years has a specific and workable time line that fits your planned entrance into college.
SMART Short-Term Goals
Short-term goals can usually be reached in a few days or weeks. Thus you might set a series of short-term goals to help you accomplish a long-term goal. For example, to meet your long-term goal of saving $2,400, you might set a short-term goal of working five hours a week at $8 an hour for two weeks. Doing so would be a manageable way to start working toward meeting your long-term goal. After completing this short-term goal, you could establish a new one.
Let's now consider whether this short-term goal would be a SMART one.
- Specific. You've made the goal specific by listing the number of weeks and the number of hours worked per week.
- Measurable. You can measure your progress toward the goal by tracking your work hours each week.
- Attainable. Your short-term goal is attainable because it depends only on your making the effort to fulfill your work schedule. You could have set a goal of working more hours per week, but that might not be attainable.
- Realistic. Setting a realistic number of work hours depends on other factors, such as homework, activities, and family responsibilities. However, you have the time to work five hours a week and still meet other responsibilities, so this is a realistic goal.
- Timely. Working five hours a week for two weeks is a timely goal because you've specified the time frame for completing the goal and it fits your current schedule.
Product and Process Goals
The long-term goal of earning $2,400 is a product goal. A product is something tangible that results from work or effort. It's not what you do, but what you get as a result of what you do. Examples of product goals for fitness, health, and wellness include being able to perform 25 push-ups, being able to run a mile in six minutes, and losing five pounds (figure 3.1a). In each case, the goal is a product or outcome of work and effort. Product goals make appropriate long-term goals because it may take you a fair amount of work and time to reach them.
Process goals involve performing a behavior, such as working a certain number of hours to earn money. Process refers to what you do rather than to the product resulting from what you do. Examples for fitness, health, and wellness include exercising 60 minutes and eating five fruits and vegetables every day (figure 3.1b). Process goals make good short-term goals because you can easily monitor your progress and, with effort, succeed. In contrast, product goals do not make especially good short-term goals, because they can be discouraging, especially for a person who is just beginning to change. For example, if you chose a product goal of performing, say, 25 push-ups, it might (depending on your current fitness level) take you so long to meet the goal that you would give up. But a short-term process goal - such as performing 5 to 10 push-ups each day for two weeks - would be possible for you to achieve with effort. Thus, as you meet a series of short-term process goals, you work toward meeting long-term product goals.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0578S_0023_ebook_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0535S_0238_ebook_Main.jpg
Figure 3.1 Product and process goals: (a) Running a mile in eight minutes is a product goal, and (b) doing five push-ups a day for three weeks is a process goal.
Learn more about Health Opportunities Through Physical Education.
Learn the 5 steps of the Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day.
The Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day. The five steps of the Physical Activity Pyramid (figure 5.2) help you understand the five kinds of physical activity, which build different parts of fitness and produce different health and wellness benefits (recall the principle of specificity). To meet the recommended 60 minutes of daily activity, you can choose from the different types of activity. For optimal benefits, you should perform activities from all parts of the pyramid each week. As you can see, activities at or near the bottom of the pyramid may need to be done more frequently or for a longer time than those near the top of the pyramid to get the same volume of activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_470809_ebook_Main.jpg
Figure 5.2 The new Physical Activity Pyramid for Teens.
Source: C.B. Corbin.
Moderate Physical Activity
Moderate physical activity is the first step in the Physical Activity Pyramid, and it should be performed daily or nearly every day. Moderate activity involves exercise equal in intensity to brisk walking. It includes some activities of normal daily living (also called lifestyle activities), such as yardwork (for example, raking leaves or mowing the lawn) and housework (for example, mopping the floor). It also includes sports that are not vigorous, such as bowling and golf. Some other sports can be either moderate or vigorous; for example, shooting basketballs is typically a moderate activity, whereas playing a full-court game is vigorous. National guidelines recommend 60 minutes of moderate to vigorous activity each day for teens. Moderate activity should account for some of this time each day (30 minutes a day is recommended for adults). It is also associated with many of the health benefits of activity described in part 1 of this book, such as controlling your level of body fat, and is well suited for people of varying abilities.
Vigorous Aerobics
Step 2 of the Physical Activity Pyramid represents vigorous aerobics, which includes any exercise that you can do for a long time without stopping and that is vigorous enough to increase your heart rate, make you breathe faster, and make you sweat. Thus these activities are more intense than moderate activities such as brisk walking. Vigorous aerobics, such as jogging and aerobic dance, are typically continuous in nature. Like moderate activity, they provide many health and wellness benefits, and they're especially helpful for building a high level of cardiorespiratory endurance. You should perform vigorous aerobics (or vigorous sport or recreation) at least three days a week for at least 20 minutes each day in order to meet national activity guidelines.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0252S_H5K_5379_ebook1_Main.jpg
Vigorous aerobic activity helps you build cardiorespiratory endurance.
Fit Fact
The word aerobic, meaning "with oxygen," is a scientific term that has been used for decades. It was popularized in the 1968 book Aerobics, written by Dr. Ken Cooper, whose work over the years has helped everyday people around the world understand how much activity is needed for fitness and health benefits. In fact, in Portuguese, the English word jogging is translated as "coopering"! Dr. Cooper also founded the Cooper Institute, a world-famous health and fitness research organization based in Dallas, Texas.
Vigorous Sport and Recreation
Like vigorous aerobics, vigorous sport and recreation (represented in step 3 of the Physical Activity Pyramid) require your heart to beat faster than normal and cause you to breathe faster and sweat more. As your muscles use more oxygen, your heart beats faster, and you breathe faster and more deeply to meet the oxygen demand. Unlike vigorous aerobics, however, vigorous sport and recreation often involve short bursts of activity followed by short bursts of rest (as in basketball, football, soccer, and tennis). When done for at least 20 minutes a day in bouts of 10 minutes or more at a time, these activities provide similar fitness, health, and wellness benefits to those of vigorous aerobics. They also help you build motor skills and contribute to healthy weight management. As with vigorous aerobics, you can use vigorous sport and recreation to meet national activity recommendation when you do them for at least 20 minutes a day on three days a week.
Muscle Fitness Exercises
Step 4 in the Physical Activity Pyramid represents muscle fitness exercises, which build your strength, muscular endurance, and power. Muscle fitness exercises include both resistance training (with weights or machines) and moving your own body weight (as in rock climbing, calisthenics, and jumping). This type of exercise produces general health and wellness benefits, as well as better performance, improved body appearance, a healthier back, better posture, and stronger bones. These exercises can be used to meet national activity guidelines and should be performed on two or three days a week.
Flexibility Exercises
Step 5 of the Physical Activity Pyramid represents flexibility exercises. According to ACSM, flexibility exercises improve postural stability and balance. There is also some evidence that flexibility exercises may reduce soreness, prevent injuries, and reduce risk of back pain. Flexibility exercises also improve your performance in activities such as gymnastics and dance. They also are used in therapy to help people who have been injured. Two examples of flexibility exercise are stretching and yoga (figure 5.3). To build and maintain flexibility, you should perform flexibility exercise at least three days a week.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0221P_H2K5711_ebook_Main.jpg
Figure 5.3 Yoga is one type of physical activity for improving flexibility.
Avoiding Inactivity
Just below the Physical Activity Pyramid (see figure 5.2) you'll notice pictures of a television set and a video game controller with an X over them. This illustration emphasizes the fact that being sedentary, or inactive, poses a health risk.
Just as you should do 60 minutes of physical activity each day, drawing from the five types of activity presented in the pyramid, you should also avoid the inactivity that is common among people who log too much "screen time" on a daily basis. Screen time refers to time spent in front of a TV, computer game, phone screen, or any other device that substitutes inactivity for activities from the pyramid. A recent survey of children and teens in the United States found that they watch TV for an average of nearly four hours a day! Sixty-eight percent of teens have a TV in their room, and of course many also spend screen time on computers, video games, movies, and cell phones, more than doubling the amount of time they spend watching a screen. Research shows that screen time results in inactivity and increases health risk.
We all need to take time to recover from daily stresses and prepare for new challenges, so periods of rest and sleep are important for good health. Some activities of daily living - such as studying, reading, and even a moderate amount of screen time - are appropriate. But general inactivity or sedentary living is harmful to your health. Your choices from active areas of the pyramid should exceed your choices from the inactivity area.
Balancing Energy
The top of the pyramid presents a balance scale illustrating the need to balance the energy you take in (food) with the energy you put out (activity). Energy balance means that the calories in the food you eat each day are equal to the calories you expend in exercise each day. Balancing your energy in this way is essential to maintaining a healthy body composition.
Learn more about Health Opportunities Through Physical Education.
Understanding energy expenditure or output
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body’s natural way of maintaining balance is to replenish the calories it uses.
Energy Expenditure
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body's natural way of maintaining balance is to replenish the calories it uses. It does not, however, automatically use whatever energy you put into it. Energy expenditure has three major components.
- The energy you need in order to maintain normal functions, such as breathing, circulating blood, and maintaining tissues (e.g., liver, brain, muscles). The number of calories you use for these functions is called your resting metabolic rate, which is influenced by a variety of factors (see figure 26.2).
- The energy you need to ingest and digest food. This process starts with chewing, continues through swallowing, and ends with moving food through your intestines.
- The energy you use in movement and physical activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477140_ebook_Main.jpg
Figure 26.2 Influences on resting metabolic rate.
Your body uses most of its energy (60 percent to 70 percent) to maintain normal functions of survival, about 10 percent for ingestion and digestion of food, and the remainder for movement and physical activity (see figure 26.3).
Some stimulants (e.g., caffeine) are marketed as tools for increasing your metabolism - thus helping you burn (use) more calories - but their effect is minimal, and they can cause damaging side effects. A better solution is exercise. The more movement and activity you do, the more your energy expenditure increases. In addition, movement is the source of energy expenditure that you can control directly through your own actions. In fact, an extremely active person might double his or her energy expenditure through activity. In addition, active bodies often consist of more muscle tissue, which naturally raises the metabolic rate, thus using more calories.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477141_ebook_Main.jpg
Figure 26.3 Contributors to daily energy expenditure.
Energy Intake
Your energy intake, or the number of calories you consume each day, makes up the other half of the energy balance equation. You need to balance the number of calories you eat with the number you use in order to remain in energy balance. Recall that calories come from the carbohydrate, fat, and protein you eat. Teenage girls from ages 14 to 18 who are not active need to eat about 1,800 calories each day. Teenage boys from ages 14 to 18 who are not active need to eat about 2,200 calories each day. As just explained, your energy needs will rise as physical activity and exercise levels increase. How much you choose to eat can also be influenced by our hunger, satiety, and appetite. Each of these factors is explained in this lesson.
Hunger and Satiety
Your body regulates your food consumption through a series of internal and external cues and stimuli. Hunger is your physiological drive to eat. When it's time to eat, your body tells you so through a set of internal changes, including a drop in blood sugar and the onset of stomach contractions. Other parts of your body also play a role in establishing your hunger - specifically, your brain, central nervous system (CNS), endocrine system, and digestive system. When you eat, your blood sugar and nutrient levels rise, and your hormone and neurotransmitter levels change, all of which eventually tells your brain and your body that you're full and therefore that it's time to stop eating.
When your body is well balanced and you're comfortable between meals, you're in a state of satiety, or fullness. The systems that contribute to hunger and satiety are complicated and very intricate. Studies have shown that certain conditions - for example, imbalances in hormones and neurotransmitters - can make it more difficult for some individuals to feel full. Figure 26.4 shows the relationship between hunger, satiation, and satiety.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_478000_ebook_Main.jpg
Figure 26.4 Hunger, satiation, and satiety are cues that tell you when to start and stop eating.
Appetite
Physiological hunger isn't the only thing that affects your food intake. Have you ever eaten popcorn at a movie or a hot dog at a ball game even though you didn't feel hungry? As these examples illustrate, our choices about what - and when - to eat can be influenced by our psychological needs. Whereas your hunger is your physiological drive to eat, your appetite is your psychological drive to eat. Thus it's different from your hunger. Appetite has to do with the pleasure you derive from food. It can be triggered by the sight and smell of food or even the sound of food cooking. On the other hand, if you're sick with a cold or the flu, the sight or smell of food can make you feel nauseated.
Appetite is influenced by many factors, including traditions. For example, people often associate eating with celebrations, holidays, particular family gatherings, and religious traditions. We may also associate eating with particular circumstances. Some people snack when they watch TV or when they get home from work or school - even if they aren't hungry. Others eat dessert after dinner even if they just ate a very large and satisfying meal.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_0039R_11706833_ebook_Main.jpg
Monkey Business/fotolia.com
Emotions also play a particularly important role in appetite. Is there a food you tend to eat when you feel sad or lonely? How about when you feel happy? Do you eat a lot, or nothing at all, when you feel stressed about a major exam? Most people let emotions affect their eating habits in consistent ways; therefore, understanding what circumstances and emotions trigger you to eat can prevent you from taking in unnecessary calories. Getting control of your appetite is a critical part of establishing and maintaining healthy eating habits.
If hunger is not the problem, then eating is not the solution.
- Anonymous
Consequences of Energy Imbalance
When energy balance is not maintained, weight loss or weight gain may occur. In American society, many individuals seem to have a chronic (long-term) positive energy balance that results in gradual weight gain during the adult years. This weight gain may result in obesity and may bring many health risks. As a result, many people take various measures to try and lose weight. Other individuals struggle with trying to gain weight even when they maintain a positive energy balance.
Learn more about Health Opportunities Through Physical Education.
5 Rules for setting SMART goals
You may have learned about SMART goals in middle school. Here’s a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
SMART Goals
You may have learned about SMART goals in middle school. Here's a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
- S = specific. Your goal should include details of what you want to accomplish.
- M = measurable. You should be able to measure your progress and accurately determine whether you've accomplished your goal.
- A = attainable. Your goals should challenge you. They should not be too easy or too hard.
- R = realistic. You should be able to reach your goal if you put in the time and effort and have the necessary resources.
- T = timely. Your goal should be useful to you at this time in your life and can be met in the time allotted.
SMART Long-Term Goals
Long-term goals take you months or even years to accomplish, whereas you can reach short-term goals in a short time, such as a few days or weeks. One example of a long-term goal is saving money to help pay for college expenses. If you plan to save $2,400, you could make your long-term goal earning that amount.
In order to earn that much, you might have to work on weekends and during summers throughout high school. Saving money takes time. If your job allowed you to save $100 a month, it would take you two years to save the $2,400. Now let's see whether this would be a SMART goal.
- Specific. $2,400 is a very specific long-term goal. You know the amount of money you need.
- Measurable. The $2,400 goal is measurable. You can count your money to see how close you are to reaching your goal.
- Attainable. The goal might be too hard for a person without a job, but you have one. It won't be easy, but you make enough money each hour to make your goal possible.
- Realistic. For someone else, the $2,400 goal might not be realistic. But if you put in the time and stick with your job, saving $100 a month for two years is possible. You must also consider other commitments, such as homework, activities, and family responsibilities.
- Timely. The goal of saving $2,400 in two years has a specific and workable time line that fits your planned entrance into college.
SMART Short-Term Goals
Short-term goals can usually be reached in a few days or weeks. Thus you might set a series of short-term goals to help you accomplish a long-term goal. For example, to meet your long-term goal of saving $2,400, you might set a short-term goal of working five hours a week at $8 an hour for two weeks. Doing so would be a manageable way to start working toward meeting your long-term goal. After completing this short-term goal, you could establish a new one.
Let's now consider whether this short-term goal would be a SMART one.
- Specific. You've made the goal specific by listing the number of weeks and the number of hours worked per week.
- Measurable. You can measure your progress toward the goal by tracking your work hours each week.
- Attainable. Your short-term goal is attainable because it depends only on your making the effort to fulfill your work schedule. You could have set a goal of working more hours per week, but that might not be attainable.
- Realistic. Setting a realistic number of work hours depends on other factors, such as homework, activities, and family responsibilities. However, you have the time to work five hours a week and still meet other responsibilities, so this is a realistic goal.
- Timely. Working five hours a week for two weeks is a timely goal because you've specified the time frame for completing the goal and it fits your current schedule.
Product and Process Goals
The long-term goal of earning $2,400 is a product goal. A product is something tangible that results from work or effort. It's not what you do, but what you get as a result of what you do. Examples of product goals for fitness, health, and wellness include being able to perform 25 push-ups, being able to run a mile in six minutes, and losing five pounds (figure 3.1a). In each case, the goal is a product or outcome of work and effort. Product goals make appropriate long-term goals because it may take you a fair amount of work and time to reach them.
Process goals involve performing a behavior, such as working a certain number of hours to earn money. Process refers to what you do rather than to the product resulting from what you do. Examples for fitness, health, and wellness include exercising 60 minutes and eating five fruits and vegetables every day (figure 3.1b). Process goals make good short-term goals because you can easily monitor your progress and, with effort, succeed. In contrast, product goals do not make especially good short-term goals, because they can be discouraging, especially for a person who is just beginning to change. For example, if you chose a product goal of performing, say, 25 push-ups, it might (depending on your current fitness level) take you so long to meet the goal that you would give up. But a short-term process goal - such as performing 5 to 10 push-ups each day for two weeks - would be possible for you to achieve with effort. Thus, as you meet a series of short-term process goals, you work toward meeting long-term product goals.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0578S_0023_ebook_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0535S_0238_ebook_Main.jpg
Figure 3.1 Product and process goals: (a) Running a mile in eight minutes is a product goal, and (b) doing five push-ups a day for three weeks is a process goal.
Learn more about Health Opportunities Through Physical Education.
Learn the 5 steps of the Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day.
The Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day. The five steps of the Physical Activity Pyramid (figure 5.2) help you understand the five kinds of physical activity, which build different parts of fitness and produce different health and wellness benefits (recall the principle of specificity). To meet the recommended 60 minutes of daily activity, you can choose from the different types of activity. For optimal benefits, you should perform activities from all parts of the pyramid each week. As you can see, activities at or near the bottom of the pyramid may need to be done more frequently or for a longer time than those near the top of the pyramid to get the same volume of activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_470809_ebook_Main.jpg
Figure 5.2 The new Physical Activity Pyramid for Teens.
Source: C.B. Corbin.
Moderate Physical Activity
Moderate physical activity is the first step in the Physical Activity Pyramid, and it should be performed daily or nearly every day. Moderate activity involves exercise equal in intensity to brisk walking. It includes some activities of normal daily living (also called lifestyle activities), such as yardwork (for example, raking leaves or mowing the lawn) and housework (for example, mopping the floor). It also includes sports that are not vigorous, such as bowling and golf. Some other sports can be either moderate or vigorous; for example, shooting basketballs is typically a moderate activity, whereas playing a full-court game is vigorous. National guidelines recommend 60 minutes of moderate to vigorous activity each day for teens. Moderate activity should account for some of this time each day (30 minutes a day is recommended for adults). It is also associated with many of the health benefits of activity described in part 1 of this book, such as controlling your level of body fat, and is well suited for people of varying abilities.
Vigorous Aerobics
Step 2 of the Physical Activity Pyramid represents vigorous aerobics, which includes any exercise that you can do for a long time without stopping and that is vigorous enough to increase your heart rate, make you breathe faster, and make you sweat. Thus these activities are more intense than moderate activities such as brisk walking. Vigorous aerobics, such as jogging and aerobic dance, are typically continuous in nature. Like moderate activity, they provide many health and wellness benefits, and they're especially helpful for building a high level of cardiorespiratory endurance. You should perform vigorous aerobics (or vigorous sport or recreation) at least three days a week for at least 20 minutes each day in order to meet national activity guidelines.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0252S_H5K_5379_ebook1_Main.jpg
Vigorous aerobic activity helps you build cardiorespiratory endurance.
Fit Fact
The word aerobic, meaning "with oxygen," is a scientific term that has been used for decades. It was popularized in the 1968 book Aerobics, written by Dr. Ken Cooper, whose work over the years has helped everyday people around the world understand how much activity is needed for fitness and health benefits. In fact, in Portuguese, the English word jogging is translated as "coopering"! Dr. Cooper also founded the Cooper Institute, a world-famous health and fitness research organization based in Dallas, Texas.
Vigorous Sport and Recreation
Like vigorous aerobics, vigorous sport and recreation (represented in step 3 of the Physical Activity Pyramid) require your heart to beat faster than normal and cause you to breathe faster and sweat more. As your muscles use more oxygen, your heart beats faster, and you breathe faster and more deeply to meet the oxygen demand. Unlike vigorous aerobics, however, vigorous sport and recreation often involve short bursts of activity followed by short bursts of rest (as in basketball, football, soccer, and tennis). When done for at least 20 minutes a day in bouts of 10 minutes or more at a time, these activities provide similar fitness, health, and wellness benefits to those of vigorous aerobics. They also help you build motor skills and contribute to healthy weight management. As with vigorous aerobics, you can use vigorous sport and recreation to meet national activity recommendation when you do them for at least 20 minutes a day on three days a week.
Muscle Fitness Exercises
Step 4 in the Physical Activity Pyramid represents muscle fitness exercises, which build your strength, muscular endurance, and power. Muscle fitness exercises include both resistance training (with weights or machines) and moving your own body weight (as in rock climbing, calisthenics, and jumping). This type of exercise produces general health and wellness benefits, as well as better performance, improved body appearance, a healthier back, better posture, and stronger bones. These exercises can be used to meet national activity guidelines and should be performed on two or three days a week.
Flexibility Exercises
Step 5 of the Physical Activity Pyramid represents flexibility exercises. According to ACSM, flexibility exercises improve postural stability and balance. There is also some evidence that flexibility exercises may reduce soreness, prevent injuries, and reduce risk of back pain. Flexibility exercises also improve your performance in activities such as gymnastics and dance. They also are used in therapy to help people who have been injured. Two examples of flexibility exercise are stretching and yoga (figure 5.3). To build and maintain flexibility, you should perform flexibility exercise at least three days a week.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0221P_H2K5711_ebook_Main.jpg
Figure 5.3 Yoga is one type of physical activity for improving flexibility.
Avoiding Inactivity
Just below the Physical Activity Pyramid (see figure 5.2) you'll notice pictures of a television set and a video game controller with an X over them. This illustration emphasizes the fact that being sedentary, or inactive, poses a health risk.
Just as you should do 60 minutes of physical activity each day, drawing from the five types of activity presented in the pyramid, you should also avoid the inactivity that is common among people who log too much "screen time" on a daily basis. Screen time refers to time spent in front of a TV, computer game, phone screen, or any other device that substitutes inactivity for activities from the pyramid. A recent survey of children and teens in the United States found that they watch TV for an average of nearly four hours a day! Sixty-eight percent of teens have a TV in their room, and of course many also spend screen time on computers, video games, movies, and cell phones, more than doubling the amount of time they spend watching a screen. Research shows that screen time results in inactivity and increases health risk.
We all need to take time to recover from daily stresses and prepare for new challenges, so periods of rest and sleep are important for good health. Some activities of daily living - such as studying, reading, and even a moderate amount of screen time - are appropriate. But general inactivity or sedentary living is harmful to your health. Your choices from active areas of the pyramid should exceed your choices from the inactivity area.
Balancing Energy
The top of the pyramid presents a balance scale illustrating the need to balance the energy you take in (food) with the energy you put out (activity). Energy balance means that the calories in the food you eat each day are equal to the calories you expend in exercise each day. Balancing your energy in this way is essential to maintaining a healthy body composition.
Learn more about Health Opportunities Through Physical Education.
Understanding energy expenditure or output
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body’s natural way of maintaining balance is to replenish the calories it uses.
Energy Expenditure
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body's natural way of maintaining balance is to replenish the calories it uses. It does not, however, automatically use whatever energy you put into it. Energy expenditure has three major components.
- The energy you need in order to maintain normal functions, such as breathing, circulating blood, and maintaining tissues (e.g., liver, brain, muscles). The number of calories you use for these functions is called your resting metabolic rate, which is influenced by a variety of factors (see figure 26.2).
- The energy you need to ingest and digest food. This process starts with chewing, continues through swallowing, and ends with moving food through your intestines.
- The energy you use in movement and physical activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477140_ebook_Main.jpg
Figure 26.2 Influences on resting metabolic rate.
Your body uses most of its energy (60 percent to 70 percent) to maintain normal functions of survival, about 10 percent for ingestion and digestion of food, and the remainder for movement and physical activity (see figure 26.3).
Some stimulants (e.g., caffeine) are marketed as tools for increasing your metabolism - thus helping you burn (use) more calories - but their effect is minimal, and they can cause damaging side effects. A better solution is exercise. The more movement and activity you do, the more your energy expenditure increases. In addition, movement is the source of energy expenditure that you can control directly through your own actions. In fact, an extremely active person might double his or her energy expenditure through activity. In addition, active bodies often consist of more muscle tissue, which naturally raises the metabolic rate, thus using more calories.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477141_ebook_Main.jpg
Figure 26.3 Contributors to daily energy expenditure.
Energy Intake
Your energy intake, or the number of calories you consume each day, makes up the other half of the energy balance equation. You need to balance the number of calories you eat with the number you use in order to remain in energy balance. Recall that calories come from the carbohydrate, fat, and protein you eat. Teenage girls from ages 14 to 18 who are not active need to eat about 1,800 calories each day. Teenage boys from ages 14 to 18 who are not active need to eat about 2,200 calories each day. As just explained, your energy needs will rise as physical activity and exercise levels increase. How much you choose to eat can also be influenced by our hunger, satiety, and appetite. Each of these factors is explained in this lesson.
Hunger and Satiety
Your body regulates your food consumption through a series of internal and external cues and stimuli. Hunger is your physiological drive to eat. When it's time to eat, your body tells you so through a set of internal changes, including a drop in blood sugar and the onset of stomach contractions. Other parts of your body also play a role in establishing your hunger - specifically, your brain, central nervous system (CNS), endocrine system, and digestive system. When you eat, your blood sugar and nutrient levels rise, and your hormone and neurotransmitter levels change, all of which eventually tells your brain and your body that you're full and therefore that it's time to stop eating.
When your body is well balanced and you're comfortable between meals, you're in a state of satiety, or fullness. The systems that contribute to hunger and satiety are complicated and very intricate. Studies have shown that certain conditions - for example, imbalances in hormones and neurotransmitters - can make it more difficult for some individuals to feel full. Figure 26.4 shows the relationship between hunger, satiation, and satiety.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_478000_ebook_Main.jpg
Figure 26.4 Hunger, satiation, and satiety are cues that tell you when to start and stop eating.
Appetite
Physiological hunger isn't the only thing that affects your food intake. Have you ever eaten popcorn at a movie or a hot dog at a ball game even though you didn't feel hungry? As these examples illustrate, our choices about what - and when - to eat can be influenced by our psychological needs. Whereas your hunger is your physiological drive to eat, your appetite is your psychological drive to eat. Thus it's different from your hunger. Appetite has to do with the pleasure you derive from food. It can be triggered by the sight and smell of food or even the sound of food cooking. On the other hand, if you're sick with a cold or the flu, the sight or smell of food can make you feel nauseated.
Appetite is influenced by many factors, including traditions. For example, people often associate eating with celebrations, holidays, particular family gatherings, and religious traditions. We may also associate eating with particular circumstances. Some people snack when they watch TV or when they get home from work or school - even if they aren't hungry. Others eat dessert after dinner even if they just ate a very large and satisfying meal.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_0039R_11706833_ebook_Main.jpg
Monkey Business/fotolia.com
Emotions also play a particularly important role in appetite. Is there a food you tend to eat when you feel sad or lonely? How about when you feel happy? Do you eat a lot, or nothing at all, when you feel stressed about a major exam? Most people let emotions affect their eating habits in consistent ways; therefore, understanding what circumstances and emotions trigger you to eat can prevent you from taking in unnecessary calories. Getting control of your appetite is a critical part of establishing and maintaining healthy eating habits.
If hunger is not the problem, then eating is not the solution.
- Anonymous
Consequences of Energy Imbalance
When energy balance is not maintained, weight loss or weight gain may occur. In American society, many individuals seem to have a chronic (long-term) positive energy balance that results in gradual weight gain during the adult years. This weight gain may result in obesity and may bring many health risks. As a result, many people take various measures to try and lose weight. Other individuals struggle with trying to gain weight even when they maintain a positive energy balance.
Learn more about Health Opportunities Through Physical Education.
5 Rules for setting SMART goals
You may have learned about SMART goals in middle school. Here’s a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
SMART Goals
You may have learned about SMART goals in middle school. Here's a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
- S = specific. Your goal should include details of what you want to accomplish.
- M = measurable. You should be able to measure your progress and accurately determine whether you've accomplished your goal.
- A = attainable. Your goals should challenge you. They should not be too easy or too hard.
- R = realistic. You should be able to reach your goal if you put in the time and effort and have the necessary resources.
- T = timely. Your goal should be useful to you at this time in your life and can be met in the time allotted.
SMART Long-Term Goals
Long-term goals take you months or even years to accomplish, whereas you can reach short-term goals in a short time, such as a few days or weeks. One example of a long-term goal is saving money to help pay for college expenses. If you plan to save $2,400, you could make your long-term goal earning that amount.
In order to earn that much, you might have to work on weekends and during summers throughout high school. Saving money takes time. If your job allowed you to save $100 a month, it would take you two years to save the $2,400. Now let's see whether this would be a SMART goal.
- Specific. $2,400 is a very specific long-term goal. You know the amount of money you need.
- Measurable. The $2,400 goal is measurable. You can count your money to see how close you are to reaching your goal.
- Attainable. The goal might be too hard for a person without a job, but you have one. It won't be easy, but you make enough money each hour to make your goal possible.
- Realistic. For someone else, the $2,400 goal might not be realistic. But if you put in the time and stick with your job, saving $100 a month for two years is possible. You must also consider other commitments, such as homework, activities, and family responsibilities.
- Timely. The goal of saving $2,400 in two years has a specific and workable time line that fits your planned entrance into college.
SMART Short-Term Goals
Short-term goals can usually be reached in a few days or weeks. Thus you might set a series of short-term goals to help you accomplish a long-term goal. For example, to meet your long-term goal of saving $2,400, you might set a short-term goal of working five hours a week at $8 an hour for two weeks. Doing so would be a manageable way to start working toward meeting your long-term goal. After completing this short-term goal, you could establish a new one.
Let's now consider whether this short-term goal would be a SMART one.
- Specific. You've made the goal specific by listing the number of weeks and the number of hours worked per week.
- Measurable. You can measure your progress toward the goal by tracking your work hours each week.
- Attainable. Your short-term goal is attainable because it depends only on your making the effort to fulfill your work schedule. You could have set a goal of working more hours per week, but that might not be attainable.
- Realistic. Setting a realistic number of work hours depends on other factors, such as homework, activities, and family responsibilities. However, you have the time to work five hours a week and still meet other responsibilities, so this is a realistic goal.
- Timely. Working five hours a week for two weeks is a timely goal because you've specified the time frame for completing the goal and it fits your current schedule.
Product and Process Goals
The long-term goal of earning $2,400 is a product goal. A product is something tangible that results from work or effort. It's not what you do, but what you get as a result of what you do. Examples of product goals for fitness, health, and wellness include being able to perform 25 push-ups, being able to run a mile in six minutes, and losing five pounds (figure 3.1a). In each case, the goal is a product or outcome of work and effort. Product goals make appropriate long-term goals because it may take you a fair amount of work and time to reach them.
Process goals involve performing a behavior, such as working a certain number of hours to earn money. Process refers to what you do rather than to the product resulting from what you do. Examples for fitness, health, and wellness include exercising 60 minutes and eating five fruits and vegetables every day (figure 3.1b). Process goals make good short-term goals because you can easily monitor your progress and, with effort, succeed. In contrast, product goals do not make especially good short-term goals, because they can be discouraging, especially for a person who is just beginning to change. For example, if you chose a product goal of performing, say, 25 push-ups, it might (depending on your current fitness level) take you so long to meet the goal that you would give up. But a short-term process goal - such as performing 5 to 10 push-ups each day for two weeks - would be possible for you to achieve with effort. Thus, as you meet a series of short-term process goals, you work toward meeting long-term product goals.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0578S_0023_ebook_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0535S_0238_ebook_Main.jpg
Figure 3.1 Product and process goals: (a) Running a mile in eight minutes is a product goal, and (b) doing five push-ups a day for three weeks is a process goal.
Learn more about Health Opportunities Through Physical Education.
Learn the 5 steps of the Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day.
The Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day. The five steps of the Physical Activity Pyramid (figure 5.2) help you understand the five kinds of physical activity, which build different parts of fitness and produce different health and wellness benefits (recall the principle of specificity). To meet the recommended 60 minutes of daily activity, you can choose from the different types of activity. For optimal benefits, you should perform activities from all parts of the pyramid each week. As you can see, activities at or near the bottom of the pyramid may need to be done more frequently or for a longer time than those near the top of the pyramid to get the same volume of activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_470809_ebook_Main.jpg
Figure 5.2 The new Physical Activity Pyramid for Teens.
Source: C.B. Corbin.
Moderate Physical Activity
Moderate physical activity is the first step in the Physical Activity Pyramid, and it should be performed daily or nearly every day. Moderate activity involves exercise equal in intensity to brisk walking. It includes some activities of normal daily living (also called lifestyle activities), such as yardwork (for example, raking leaves or mowing the lawn) and housework (for example, mopping the floor). It also includes sports that are not vigorous, such as bowling and golf. Some other sports can be either moderate or vigorous; for example, shooting basketballs is typically a moderate activity, whereas playing a full-court game is vigorous. National guidelines recommend 60 minutes of moderate to vigorous activity each day for teens. Moderate activity should account for some of this time each day (30 minutes a day is recommended for adults). It is also associated with many of the health benefits of activity described in part 1 of this book, such as controlling your level of body fat, and is well suited for people of varying abilities.
Vigorous Aerobics
Step 2 of the Physical Activity Pyramid represents vigorous aerobics, which includes any exercise that you can do for a long time without stopping and that is vigorous enough to increase your heart rate, make you breathe faster, and make you sweat. Thus these activities are more intense than moderate activities such as brisk walking. Vigorous aerobics, such as jogging and aerobic dance, are typically continuous in nature. Like moderate activity, they provide many health and wellness benefits, and they're especially helpful for building a high level of cardiorespiratory endurance. You should perform vigorous aerobics (or vigorous sport or recreation) at least three days a week for at least 20 minutes each day in order to meet national activity guidelines.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0252S_H5K_5379_ebook1_Main.jpg
Vigorous aerobic activity helps you build cardiorespiratory endurance.
Fit Fact
The word aerobic, meaning "with oxygen," is a scientific term that has been used for decades. It was popularized in the 1968 book Aerobics, written by Dr. Ken Cooper, whose work over the years has helped everyday people around the world understand how much activity is needed for fitness and health benefits. In fact, in Portuguese, the English word jogging is translated as "coopering"! Dr. Cooper also founded the Cooper Institute, a world-famous health and fitness research organization based in Dallas, Texas.
Vigorous Sport and Recreation
Like vigorous aerobics, vigorous sport and recreation (represented in step 3 of the Physical Activity Pyramid) require your heart to beat faster than normal and cause you to breathe faster and sweat more. As your muscles use more oxygen, your heart beats faster, and you breathe faster and more deeply to meet the oxygen demand. Unlike vigorous aerobics, however, vigorous sport and recreation often involve short bursts of activity followed by short bursts of rest (as in basketball, football, soccer, and tennis). When done for at least 20 minutes a day in bouts of 10 minutes or more at a time, these activities provide similar fitness, health, and wellness benefits to those of vigorous aerobics. They also help you build motor skills and contribute to healthy weight management. As with vigorous aerobics, you can use vigorous sport and recreation to meet national activity recommendation when you do them for at least 20 minutes a day on three days a week.
Muscle Fitness Exercises
Step 4 in the Physical Activity Pyramid represents muscle fitness exercises, which build your strength, muscular endurance, and power. Muscle fitness exercises include both resistance training (with weights or machines) and moving your own body weight (as in rock climbing, calisthenics, and jumping). This type of exercise produces general health and wellness benefits, as well as better performance, improved body appearance, a healthier back, better posture, and stronger bones. These exercises can be used to meet national activity guidelines and should be performed on two or three days a week.
Flexibility Exercises
Step 5 of the Physical Activity Pyramid represents flexibility exercises. According to ACSM, flexibility exercises improve postural stability and balance. There is also some evidence that flexibility exercises may reduce soreness, prevent injuries, and reduce risk of back pain. Flexibility exercises also improve your performance in activities such as gymnastics and dance. They also are used in therapy to help people who have been injured. Two examples of flexibility exercise are stretching and yoga (figure 5.3). To build and maintain flexibility, you should perform flexibility exercise at least three days a week.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0221P_H2K5711_ebook_Main.jpg
Figure 5.3 Yoga is one type of physical activity for improving flexibility.
Avoiding Inactivity
Just below the Physical Activity Pyramid (see figure 5.2) you'll notice pictures of a television set and a video game controller with an X over them. This illustration emphasizes the fact that being sedentary, or inactive, poses a health risk.
Just as you should do 60 minutes of physical activity each day, drawing from the five types of activity presented in the pyramid, you should also avoid the inactivity that is common among people who log too much "screen time" on a daily basis. Screen time refers to time spent in front of a TV, computer game, phone screen, or any other device that substitutes inactivity for activities from the pyramid. A recent survey of children and teens in the United States found that they watch TV for an average of nearly four hours a day! Sixty-eight percent of teens have a TV in their room, and of course many also spend screen time on computers, video games, movies, and cell phones, more than doubling the amount of time they spend watching a screen. Research shows that screen time results in inactivity and increases health risk.
We all need to take time to recover from daily stresses and prepare for new challenges, so periods of rest and sleep are important for good health. Some activities of daily living - such as studying, reading, and even a moderate amount of screen time - are appropriate. But general inactivity or sedentary living is harmful to your health. Your choices from active areas of the pyramid should exceed your choices from the inactivity area.
Balancing Energy
The top of the pyramid presents a balance scale illustrating the need to balance the energy you take in (food) with the energy you put out (activity). Energy balance means that the calories in the food you eat each day are equal to the calories you expend in exercise each day. Balancing your energy in this way is essential to maintaining a healthy body composition.
Learn more about Health Opportunities Through Physical Education.
Understanding energy expenditure or output
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body’s natural way of maintaining balance is to replenish the calories it uses.
Energy Expenditure
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body's natural way of maintaining balance is to replenish the calories it uses. It does not, however, automatically use whatever energy you put into it. Energy expenditure has three major components.
- The energy you need in order to maintain normal functions, such as breathing, circulating blood, and maintaining tissues (e.g., liver, brain, muscles). The number of calories you use for these functions is called your resting metabolic rate, which is influenced by a variety of factors (see figure 26.2).
- The energy you need to ingest and digest food. This process starts with chewing, continues through swallowing, and ends with moving food through your intestines.
- The energy you use in movement and physical activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477140_ebook_Main.jpg
Figure 26.2 Influences on resting metabolic rate.
Your body uses most of its energy (60 percent to 70 percent) to maintain normal functions of survival, about 10 percent for ingestion and digestion of food, and the remainder for movement and physical activity (see figure 26.3).
Some stimulants (e.g., caffeine) are marketed as tools for increasing your metabolism - thus helping you burn (use) more calories - but their effect is minimal, and they can cause damaging side effects. A better solution is exercise. The more movement and activity you do, the more your energy expenditure increases. In addition, movement is the source of energy expenditure that you can control directly through your own actions. In fact, an extremely active person might double his or her energy expenditure through activity. In addition, active bodies often consist of more muscle tissue, which naturally raises the metabolic rate, thus using more calories.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477141_ebook_Main.jpg
Figure 26.3 Contributors to daily energy expenditure.
Energy Intake
Your energy intake, or the number of calories you consume each day, makes up the other half of the energy balance equation. You need to balance the number of calories you eat with the number you use in order to remain in energy balance. Recall that calories come from the carbohydrate, fat, and protein you eat. Teenage girls from ages 14 to 18 who are not active need to eat about 1,800 calories each day. Teenage boys from ages 14 to 18 who are not active need to eat about 2,200 calories each day. As just explained, your energy needs will rise as physical activity and exercise levels increase. How much you choose to eat can also be influenced by our hunger, satiety, and appetite. Each of these factors is explained in this lesson.
Hunger and Satiety
Your body regulates your food consumption through a series of internal and external cues and stimuli. Hunger is your physiological drive to eat. When it's time to eat, your body tells you so through a set of internal changes, including a drop in blood sugar and the onset of stomach contractions. Other parts of your body also play a role in establishing your hunger - specifically, your brain, central nervous system (CNS), endocrine system, and digestive system. When you eat, your blood sugar and nutrient levels rise, and your hormone and neurotransmitter levels change, all of which eventually tells your brain and your body that you're full and therefore that it's time to stop eating.
When your body is well balanced and you're comfortable between meals, you're in a state of satiety, or fullness. The systems that contribute to hunger and satiety are complicated and very intricate. Studies have shown that certain conditions - for example, imbalances in hormones and neurotransmitters - can make it more difficult for some individuals to feel full. Figure 26.4 shows the relationship between hunger, satiation, and satiety.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_478000_ebook_Main.jpg
Figure 26.4 Hunger, satiation, and satiety are cues that tell you when to start and stop eating.
Appetite
Physiological hunger isn't the only thing that affects your food intake. Have you ever eaten popcorn at a movie or a hot dog at a ball game even though you didn't feel hungry? As these examples illustrate, our choices about what - and when - to eat can be influenced by our psychological needs. Whereas your hunger is your physiological drive to eat, your appetite is your psychological drive to eat. Thus it's different from your hunger. Appetite has to do with the pleasure you derive from food. It can be triggered by the sight and smell of food or even the sound of food cooking. On the other hand, if you're sick with a cold or the flu, the sight or smell of food can make you feel nauseated.
Appetite is influenced by many factors, including traditions. For example, people often associate eating with celebrations, holidays, particular family gatherings, and religious traditions. We may also associate eating with particular circumstances. Some people snack when they watch TV or when they get home from work or school - even if they aren't hungry. Others eat dessert after dinner even if they just ate a very large and satisfying meal.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_0039R_11706833_ebook_Main.jpg
Monkey Business/fotolia.com
Emotions also play a particularly important role in appetite. Is there a food you tend to eat when you feel sad or lonely? How about when you feel happy? Do you eat a lot, or nothing at all, when you feel stressed about a major exam? Most people let emotions affect their eating habits in consistent ways; therefore, understanding what circumstances and emotions trigger you to eat can prevent you from taking in unnecessary calories. Getting control of your appetite is a critical part of establishing and maintaining healthy eating habits.
If hunger is not the problem, then eating is not the solution.
- Anonymous
Consequences of Energy Imbalance
When energy balance is not maintained, weight loss or weight gain may occur. In American society, many individuals seem to have a chronic (long-term) positive energy balance that results in gradual weight gain during the adult years. This weight gain may result in obesity and may bring many health risks. As a result, many people take various measures to try and lose weight. Other individuals struggle with trying to gain weight even when they maintain a positive energy balance.
Learn more about Health Opportunities Through Physical Education.
5 Rules for setting SMART goals
You may have learned about SMART goals in middle school. Here’s a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
SMART Goals
You may have learned about SMART goals in middle school. Here's a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
- S = specific. Your goal should include details of what you want to accomplish.
- M = measurable. You should be able to measure your progress and accurately determine whether you've accomplished your goal.
- A = attainable. Your goals should challenge you. They should not be too easy or too hard.
- R = realistic. You should be able to reach your goal if you put in the time and effort and have the necessary resources.
- T = timely. Your goal should be useful to you at this time in your life and can be met in the time allotted.
SMART Long-Term Goals
Long-term goals take you months or even years to accomplish, whereas you can reach short-term goals in a short time, such as a few days or weeks. One example of a long-term goal is saving money to help pay for college expenses. If you plan to save $2,400, you could make your long-term goal earning that amount.
In order to earn that much, you might have to work on weekends and during summers throughout high school. Saving money takes time. If your job allowed you to save $100 a month, it would take you two years to save the $2,400. Now let's see whether this would be a SMART goal.
- Specific. $2,400 is a very specific long-term goal. You know the amount of money you need.
- Measurable. The $2,400 goal is measurable. You can count your money to see how close you are to reaching your goal.
- Attainable. The goal might be too hard for a person without a job, but you have one. It won't be easy, but you make enough money each hour to make your goal possible.
- Realistic. For someone else, the $2,400 goal might not be realistic. But if you put in the time and stick with your job, saving $100 a month for two years is possible. You must also consider other commitments, such as homework, activities, and family responsibilities.
- Timely. The goal of saving $2,400 in two years has a specific and workable time line that fits your planned entrance into college.
SMART Short-Term Goals
Short-term goals can usually be reached in a few days or weeks. Thus you might set a series of short-term goals to help you accomplish a long-term goal. For example, to meet your long-term goal of saving $2,400, you might set a short-term goal of working five hours a week at $8 an hour for two weeks. Doing so would be a manageable way to start working toward meeting your long-term goal. After completing this short-term goal, you could establish a new one.
Let's now consider whether this short-term goal would be a SMART one.
- Specific. You've made the goal specific by listing the number of weeks and the number of hours worked per week.
- Measurable. You can measure your progress toward the goal by tracking your work hours each week.
- Attainable. Your short-term goal is attainable because it depends only on your making the effort to fulfill your work schedule. You could have set a goal of working more hours per week, but that might not be attainable.
- Realistic. Setting a realistic number of work hours depends on other factors, such as homework, activities, and family responsibilities. However, you have the time to work five hours a week and still meet other responsibilities, so this is a realistic goal.
- Timely. Working five hours a week for two weeks is a timely goal because you've specified the time frame for completing the goal and it fits your current schedule.
Product and Process Goals
The long-term goal of earning $2,400 is a product goal. A product is something tangible that results from work or effort. It's not what you do, but what you get as a result of what you do. Examples of product goals for fitness, health, and wellness include being able to perform 25 push-ups, being able to run a mile in six minutes, and losing five pounds (figure 3.1a). In each case, the goal is a product or outcome of work and effort. Product goals make appropriate long-term goals because it may take you a fair amount of work and time to reach them.
Process goals involve performing a behavior, such as working a certain number of hours to earn money. Process refers to what you do rather than to the product resulting from what you do. Examples for fitness, health, and wellness include exercising 60 minutes and eating five fruits and vegetables every day (figure 3.1b). Process goals make good short-term goals because you can easily monitor your progress and, with effort, succeed. In contrast, product goals do not make especially good short-term goals, because they can be discouraging, especially for a person who is just beginning to change. For example, if you chose a product goal of performing, say, 25 push-ups, it might (depending on your current fitness level) take you so long to meet the goal that you would give up. But a short-term process goal - such as performing 5 to 10 push-ups each day for two weeks - would be possible for you to achieve with effort. Thus, as you meet a series of short-term process goals, you work toward meeting long-term product goals.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0578S_0023_ebook_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0535S_0238_ebook_Main.jpg
Figure 3.1 Product and process goals: (a) Running a mile in eight minutes is a product goal, and (b) doing five push-ups a day for three weeks is a process goal.
Learn more about Health Opportunities Through Physical Education.
Learn the 5 steps of the Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day.
The Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day. The five steps of the Physical Activity Pyramid (figure 5.2) help you understand the five kinds of physical activity, which build different parts of fitness and produce different health and wellness benefits (recall the principle of specificity). To meet the recommended 60 minutes of daily activity, you can choose from the different types of activity. For optimal benefits, you should perform activities from all parts of the pyramid each week. As you can see, activities at or near the bottom of the pyramid may need to be done more frequently or for a longer time than those near the top of the pyramid to get the same volume of activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_470809_ebook_Main.jpg
Figure 5.2 The new Physical Activity Pyramid for Teens.
Source: C.B. Corbin.
Moderate Physical Activity
Moderate physical activity is the first step in the Physical Activity Pyramid, and it should be performed daily or nearly every day. Moderate activity involves exercise equal in intensity to brisk walking. It includes some activities of normal daily living (also called lifestyle activities), such as yardwork (for example, raking leaves or mowing the lawn) and housework (for example, mopping the floor). It also includes sports that are not vigorous, such as bowling and golf. Some other sports can be either moderate or vigorous; for example, shooting basketballs is typically a moderate activity, whereas playing a full-court game is vigorous. National guidelines recommend 60 minutes of moderate to vigorous activity each day for teens. Moderate activity should account for some of this time each day (30 minutes a day is recommended for adults). It is also associated with many of the health benefits of activity described in part 1 of this book, such as controlling your level of body fat, and is well suited for people of varying abilities.
Vigorous Aerobics
Step 2 of the Physical Activity Pyramid represents vigorous aerobics, which includes any exercise that you can do for a long time without stopping and that is vigorous enough to increase your heart rate, make you breathe faster, and make you sweat. Thus these activities are more intense than moderate activities such as brisk walking. Vigorous aerobics, such as jogging and aerobic dance, are typically continuous in nature. Like moderate activity, they provide many health and wellness benefits, and they're especially helpful for building a high level of cardiorespiratory endurance. You should perform vigorous aerobics (or vigorous sport or recreation) at least three days a week for at least 20 minutes each day in order to meet national activity guidelines.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0252S_H5K_5379_ebook1_Main.jpg
Vigorous aerobic activity helps you build cardiorespiratory endurance.
Fit Fact
The word aerobic, meaning "with oxygen," is a scientific term that has been used for decades. It was popularized in the 1968 book Aerobics, written by Dr. Ken Cooper, whose work over the years has helped everyday people around the world understand how much activity is needed for fitness and health benefits. In fact, in Portuguese, the English word jogging is translated as "coopering"! Dr. Cooper also founded the Cooper Institute, a world-famous health and fitness research organization based in Dallas, Texas.
Vigorous Sport and Recreation
Like vigorous aerobics, vigorous sport and recreation (represented in step 3 of the Physical Activity Pyramid) require your heart to beat faster than normal and cause you to breathe faster and sweat more. As your muscles use more oxygen, your heart beats faster, and you breathe faster and more deeply to meet the oxygen demand. Unlike vigorous aerobics, however, vigorous sport and recreation often involve short bursts of activity followed by short bursts of rest (as in basketball, football, soccer, and tennis). When done for at least 20 minutes a day in bouts of 10 minutes or more at a time, these activities provide similar fitness, health, and wellness benefits to those of vigorous aerobics. They also help you build motor skills and contribute to healthy weight management. As with vigorous aerobics, you can use vigorous sport and recreation to meet national activity recommendation when you do them for at least 20 minutes a day on three days a week.
Muscle Fitness Exercises
Step 4 in the Physical Activity Pyramid represents muscle fitness exercises, which build your strength, muscular endurance, and power. Muscle fitness exercises include both resistance training (with weights or machines) and moving your own body weight (as in rock climbing, calisthenics, and jumping). This type of exercise produces general health and wellness benefits, as well as better performance, improved body appearance, a healthier back, better posture, and stronger bones. These exercises can be used to meet national activity guidelines and should be performed on two or three days a week.
Flexibility Exercises
Step 5 of the Physical Activity Pyramid represents flexibility exercises. According to ACSM, flexibility exercises improve postural stability and balance. There is also some evidence that flexibility exercises may reduce soreness, prevent injuries, and reduce risk of back pain. Flexibility exercises also improve your performance in activities such as gymnastics and dance. They also are used in therapy to help people who have been injured. Two examples of flexibility exercise are stretching and yoga (figure 5.3). To build and maintain flexibility, you should perform flexibility exercise at least three days a week.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0221P_H2K5711_ebook_Main.jpg
Figure 5.3 Yoga is one type of physical activity for improving flexibility.
Avoiding Inactivity
Just below the Physical Activity Pyramid (see figure 5.2) you'll notice pictures of a television set and a video game controller with an X over them. This illustration emphasizes the fact that being sedentary, or inactive, poses a health risk.
Just as you should do 60 minutes of physical activity each day, drawing from the five types of activity presented in the pyramid, you should also avoid the inactivity that is common among people who log too much "screen time" on a daily basis. Screen time refers to time spent in front of a TV, computer game, phone screen, or any other device that substitutes inactivity for activities from the pyramid. A recent survey of children and teens in the United States found that they watch TV for an average of nearly four hours a day! Sixty-eight percent of teens have a TV in their room, and of course many also spend screen time on computers, video games, movies, and cell phones, more than doubling the amount of time they spend watching a screen. Research shows that screen time results in inactivity and increases health risk.
We all need to take time to recover from daily stresses and prepare for new challenges, so periods of rest and sleep are important for good health. Some activities of daily living - such as studying, reading, and even a moderate amount of screen time - are appropriate. But general inactivity or sedentary living is harmful to your health. Your choices from active areas of the pyramid should exceed your choices from the inactivity area.
Balancing Energy
The top of the pyramid presents a balance scale illustrating the need to balance the energy you take in (food) with the energy you put out (activity). Energy balance means that the calories in the food you eat each day are equal to the calories you expend in exercise each day. Balancing your energy in this way is essential to maintaining a healthy body composition.
Learn more about Health Opportunities Through Physical Education.
Understanding energy expenditure or output
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body’s natural way of maintaining balance is to replenish the calories it uses.
Energy Expenditure
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body's natural way of maintaining balance is to replenish the calories it uses. It does not, however, automatically use whatever energy you put into it. Energy expenditure has three major components.
- The energy you need in order to maintain normal functions, such as breathing, circulating blood, and maintaining tissues (e.g., liver, brain, muscles). The number of calories you use for these functions is called your resting metabolic rate, which is influenced by a variety of factors (see figure 26.2).
- The energy you need to ingest and digest food. This process starts with chewing, continues through swallowing, and ends with moving food through your intestines.
- The energy you use in movement and physical activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477140_ebook_Main.jpg
Figure 26.2 Influences on resting metabolic rate.
Your body uses most of its energy (60 percent to 70 percent) to maintain normal functions of survival, about 10 percent for ingestion and digestion of food, and the remainder for movement and physical activity (see figure 26.3).
Some stimulants (e.g., caffeine) are marketed as tools for increasing your metabolism - thus helping you burn (use) more calories - but their effect is minimal, and they can cause damaging side effects. A better solution is exercise. The more movement and activity you do, the more your energy expenditure increases. In addition, movement is the source of energy expenditure that you can control directly through your own actions. In fact, an extremely active person might double his or her energy expenditure through activity. In addition, active bodies often consist of more muscle tissue, which naturally raises the metabolic rate, thus using more calories.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477141_ebook_Main.jpg
Figure 26.3 Contributors to daily energy expenditure.
Energy Intake
Your energy intake, or the number of calories you consume each day, makes up the other half of the energy balance equation. You need to balance the number of calories you eat with the number you use in order to remain in energy balance. Recall that calories come from the carbohydrate, fat, and protein you eat. Teenage girls from ages 14 to 18 who are not active need to eat about 1,800 calories each day. Teenage boys from ages 14 to 18 who are not active need to eat about 2,200 calories each day. As just explained, your energy needs will rise as physical activity and exercise levels increase. How much you choose to eat can also be influenced by our hunger, satiety, and appetite. Each of these factors is explained in this lesson.
Hunger and Satiety
Your body regulates your food consumption through a series of internal and external cues and stimuli. Hunger is your physiological drive to eat. When it's time to eat, your body tells you so through a set of internal changes, including a drop in blood sugar and the onset of stomach contractions. Other parts of your body also play a role in establishing your hunger - specifically, your brain, central nervous system (CNS), endocrine system, and digestive system. When you eat, your blood sugar and nutrient levels rise, and your hormone and neurotransmitter levels change, all of which eventually tells your brain and your body that you're full and therefore that it's time to stop eating.
When your body is well balanced and you're comfortable between meals, you're in a state of satiety, or fullness. The systems that contribute to hunger and satiety are complicated and very intricate. Studies have shown that certain conditions - for example, imbalances in hormones and neurotransmitters - can make it more difficult for some individuals to feel full. Figure 26.4 shows the relationship between hunger, satiation, and satiety.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_478000_ebook_Main.jpg
Figure 26.4 Hunger, satiation, and satiety are cues that tell you when to start and stop eating.
Appetite
Physiological hunger isn't the only thing that affects your food intake. Have you ever eaten popcorn at a movie or a hot dog at a ball game even though you didn't feel hungry? As these examples illustrate, our choices about what - and when - to eat can be influenced by our psychological needs. Whereas your hunger is your physiological drive to eat, your appetite is your psychological drive to eat. Thus it's different from your hunger. Appetite has to do with the pleasure you derive from food. It can be triggered by the sight and smell of food or even the sound of food cooking. On the other hand, if you're sick with a cold or the flu, the sight or smell of food can make you feel nauseated.
Appetite is influenced by many factors, including traditions. For example, people often associate eating with celebrations, holidays, particular family gatherings, and religious traditions. We may also associate eating with particular circumstances. Some people snack when they watch TV or when they get home from work or school - even if they aren't hungry. Others eat dessert after dinner even if they just ate a very large and satisfying meal.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_0039R_11706833_ebook_Main.jpg
Monkey Business/fotolia.com
Emotions also play a particularly important role in appetite. Is there a food you tend to eat when you feel sad or lonely? How about when you feel happy? Do you eat a lot, or nothing at all, when you feel stressed about a major exam? Most people let emotions affect their eating habits in consistent ways; therefore, understanding what circumstances and emotions trigger you to eat can prevent you from taking in unnecessary calories. Getting control of your appetite is a critical part of establishing and maintaining healthy eating habits.
If hunger is not the problem, then eating is not the solution.
- Anonymous
Consequences of Energy Imbalance
When energy balance is not maintained, weight loss or weight gain may occur. In American society, many individuals seem to have a chronic (long-term) positive energy balance that results in gradual weight gain during the adult years. This weight gain may result in obesity and may bring many health risks. As a result, many people take various measures to try and lose weight. Other individuals struggle with trying to gain weight even when they maintain a positive energy balance.
Learn more about Health Opportunities Through Physical Education.
5 Rules for setting SMART goals
You may have learned about SMART goals in middle school. Here’s a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
SMART Goals
You may have learned about SMART goals in middle school. Here's a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
- S = specific. Your goal should include details of what you want to accomplish.
- M = measurable. You should be able to measure your progress and accurately determine whether you've accomplished your goal.
- A = attainable. Your goals should challenge you. They should not be too easy or too hard.
- R = realistic. You should be able to reach your goal if you put in the time and effort and have the necessary resources.
- T = timely. Your goal should be useful to you at this time in your life and can be met in the time allotted.
SMART Long-Term Goals
Long-term goals take you months or even years to accomplish, whereas you can reach short-term goals in a short time, such as a few days or weeks. One example of a long-term goal is saving money to help pay for college expenses. If you plan to save $2,400, you could make your long-term goal earning that amount.
In order to earn that much, you might have to work on weekends and during summers throughout high school. Saving money takes time. If your job allowed you to save $100 a month, it would take you two years to save the $2,400. Now let's see whether this would be a SMART goal.
- Specific. $2,400 is a very specific long-term goal. You know the amount of money you need.
- Measurable. The $2,400 goal is measurable. You can count your money to see how close you are to reaching your goal.
- Attainable. The goal might be too hard for a person without a job, but you have one. It won't be easy, but you make enough money each hour to make your goal possible.
- Realistic. For someone else, the $2,400 goal might not be realistic. But if you put in the time and stick with your job, saving $100 a month for two years is possible. You must also consider other commitments, such as homework, activities, and family responsibilities.
- Timely. The goal of saving $2,400 in two years has a specific and workable time line that fits your planned entrance into college.
SMART Short-Term Goals
Short-term goals can usually be reached in a few days or weeks. Thus you might set a series of short-term goals to help you accomplish a long-term goal. For example, to meet your long-term goal of saving $2,400, you might set a short-term goal of working five hours a week at $8 an hour for two weeks. Doing so would be a manageable way to start working toward meeting your long-term goal. After completing this short-term goal, you could establish a new one.
Let's now consider whether this short-term goal would be a SMART one.
- Specific. You've made the goal specific by listing the number of weeks and the number of hours worked per week.
- Measurable. You can measure your progress toward the goal by tracking your work hours each week.
- Attainable. Your short-term goal is attainable because it depends only on your making the effort to fulfill your work schedule. You could have set a goal of working more hours per week, but that might not be attainable.
- Realistic. Setting a realistic number of work hours depends on other factors, such as homework, activities, and family responsibilities. However, you have the time to work five hours a week and still meet other responsibilities, so this is a realistic goal.
- Timely. Working five hours a week for two weeks is a timely goal because you've specified the time frame for completing the goal and it fits your current schedule.
Product and Process Goals
The long-term goal of earning $2,400 is a product goal. A product is something tangible that results from work or effort. It's not what you do, but what you get as a result of what you do. Examples of product goals for fitness, health, and wellness include being able to perform 25 push-ups, being able to run a mile in six minutes, and losing five pounds (figure 3.1a). In each case, the goal is a product or outcome of work and effort. Product goals make appropriate long-term goals because it may take you a fair amount of work and time to reach them.
Process goals involve performing a behavior, such as working a certain number of hours to earn money. Process refers to what you do rather than to the product resulting from what you do. Examples for fitness, health, and wellness include exercising 60 minutes and eating five fruits and vegetables every day (figure 3.1b). Process goals make good short-term goals because you can easily monitor your progress and, with effort, succeed. In contrast, product goals do not make especially good short-term goals, because they can be discouraging, especially for a person who is just beginning to change. For example, if you chose a product goal of performing, say, 25 push-ups, it might (depending on your current fitness level) take you so long to meet the goal that you would give up. But a short-term process goal - such as performing 5 to 10 push-ups each day for two weeks - would be possible for you to achieve with effort. Thus, as you meet a series of short-term process goals, you work toward meeting long-term product goals.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0578S_0023_ebook_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0535S_0238_ebook_Main.jpg
Figure 3.1 Product and process goals: (a) Running a mile in eight minutes is a product goal, and (b) doing five push-ups a day for three weeks is a process goal.
Learn more about Health Opportunities Through Physical Education.
Learn the 5 steps of the Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day.
The Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day. The five steps of the Physical Activity Pyramid (figure 5.2) help you understand the five kinds of physical activity, which build different parts of fitness and produce different health and wellness benefits (recall the principle of specificity). To meet the recommended 60 minutes of daily activity, you can choose from the different types of activity. For optimal benefits, you should perform activities from all parts of the pyramid each week. As you can see, activities at or near the bottom of the pyramid may need to be done more frequently or for a longer time than those near the top of the pyramid to get the same volume of activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_470809_ebook_Main.jpg
Figure 5.2 The new Physical Activity Pyramid for Teens.
Source: C.B. Corbin.
Moderate Physical Activity
Moderate physical activity is the first step in the Physical Activity Pyramid, and it should be performed daily or nearly every day. Moderate activity involves exercise equal in intensity to brisk walking. It includes some activities of normal daily living (also called lifestyle activities), such as yardwork (for example, raking leaves or mowing the lawn) and housework (for example, mopping the floor). It also includes sports that are not vigorous, such as bowling and golf. Some other sports can be either moderate or vigorous; for example, shooting basketballs is typically a moderate activity, whereas playing a full-court game is vigorous. National guidelines recommend 60 minutes of moderate to vigorous activity each day for teens. Moderate activity should account for some of this time each day (30 minutes a day is recommended for adults). It is also associated with many of the health benefits of activity described in part 1 of this book, such as controlling your level of body fat, and is well suited for people of varying abilities.
Vigorous Aerobics
Step 2 of the Physical Activity Pyramid represents vigorous aerobics, which includes any exercise that you can do for a long time without stopping and that is vigorous enough to increase your heart rate, make you breathe faster, and make you sweat. Thus these activities are more intense than moderate activities such as brisk walking. Vigorous aerobics, such as jogging and aerobic dance, are typically continuous in nature. Like moderate activity, they provide many health and wellness benefits, and they're especially helpful for building a high level of cardiorespiratory endurance. You should perform vigorous aerobics (or vigorous sport or recreation) at least three days a week for at least 20 minutes each day in order to meet national activity guidelines.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0252S_H5K_5379_ebook1_Main.jpg
Vigorous aerobic activity helps you build cardiorespiratory endurance.
Fit Fact
The word aerobic, meaning "with oxygen," is a scientific term that has been used for decades. It was popularized in the 1968 book Aerobics, written by Dr. Ken Cooper, whose work over the years has helped everyday people around the world understand how much activity is needed for fitness and health benefits. In fact, in Portuguese, the English word jogging is translated as "coopering"! Dr. Cooper also founded the Cooper Institute, a world-famous health and fitness research organization based in Dallas, Texas.
Vigorous Sport and Recreation
Like vigorous aerobics, vigorous sport and recreation (represented in step 3 of the Physical Activity Pyramid) require your heart to beat faster than normal and cause you to breathe faster and sweat more. As your muscles use more oxygen, your heart beats faster, and you breathe faster and more deeply to meet the oxygen demand. Unlike vigorous aerobics, however, vigorous sport and recreation often involve short bursts of activity followed by short bursts of rest (as in basketball, football, soccer, and tennis). When done for at least 20 minutes a day in bouts of 10 minutes or more at a time, these activities provide similar fitness, health, and wellness benefits to those of vigorous aerobics. They also help you build motor skills and contribute to healthy weight management. As with vigorous aerobics, you can use vigorous sport and recreation to meet national activity recommendation when you do them for at least 20 minutes a day on three days a week.
Muscle Fitness Exercises
Step 4 in the Physical Activity Pyramid represents muscle fitness exercises, which build your strength, muscular endurance, and power. Muscle fitness exercises include both resistance training (with weights or machines) and moving your own body weight (as in rock climbing, calisthenics, and jumping). This type of exercise produces general health and wellness benefits, as well as better performance, improved body appearance, a healthier back, better posture, and stronger bones. These exercises can be used to meet national activity guidelines and should be performed on two or three days a week.
Flexibility Exercises
Step 5 of the Physical Activity Pyramid represents flexibility exercises. According to ACSM, flexibility exercises improve postural stability and balance. There is also some evidence that flexibility exercises may reduce soreness, prevent injuries, and reduce risk of back pain. Flexibility exercises also improve your performance in activities such as gymnastics and dance. They also are used in therapy to help people who have been injured. Two examples of flexibility exercise are stretching and yoga (figure 5.3). To build and maintain flexibility, you should perform flexibility exercise at least three days a week.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0221P_H2K5711_ebook_Main.jpg
Figure 5.3 Yoga is one type of physical activity for improving flexibility.
Avoiding Inactivity
Just below the Physical Activity Pyramid (see figure 5.2) you'll notice pictures of a television set and a video game controller with an X over them. This illustration emphasizes the fact that being sedentary, or inactive, poses a health risk.
Just as you should do 60 minutes of physical activity each day, drawing from the five types of activity presented in the pyramid, you should also avoid the inactivity that is common among people who log too much "screen time" on a daily basis. Screen time refers to time spent in front of a TV, computer game, phone screen, or any other device that substitutes inactivity for activities from the pyramid. A recent survey of children and teens in the United States found that they watch TV for an average of nearly four hours a day! Sixty-eight percent of teens have a TV in their room, and of course many also spend screen time on computers, video games, movies, and cell phones, more than doubling the amount of time they spend watching a screen. Research shows that screen time results in inactivity and increases health risk.
We all need to take time to recover from daily stresses and prepare for new challenges, so periods of rest and sleep are important for good health. Some activities of daily living - such as studying, reading, and even a moderate amount of screen time - are appropriate. But general inactivity or sedentary living is harmful to your health. Your choices from active areas of the pyramid should exceed your choices from the inactivity area.
Balancing Energy
The top of the pyramid presents a balance scale illustrating the need to balance the energy you take in (food) with the energy you put out (activity). Energy balance means that the calories in the food you eat each day are equal to the calories you expend in exercise each day. Balancing your energy in this way is essential to maintaining a healthy body composition.
Learn more about Health Opportunities Through Physical Education.
Understanding energy expenditure or output
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body’s natural way of maintaining balance is to replenish the calories it uses.
Energy Expenditure
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body's natural way of maintaining balance is to replenish the calories it uses. It does not, however, automatically use whatever energy you put into it. Energy expenditure has three major components.
- The energy you need in order to maintain normal functions, such as breathing, circulating blood, and maintaining tissues (e.g., liver, brain, muscles). The number of calories you use for these functions is called your resting metabolic rate, which is influenced by a variety of factors (see figure 26.2).
- The energy you need to ingest and digest food. This process starts with chewing, continues through swallowing, and ends with moving food through your intestines.
- The energy you use in movement and physical activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477140_ebook_Main.jpg
Figure 26.2 Influences on resting metabolic rate.
Your body uses most of its energy (60 percent to 70 percent) to maintain normal functions of survival, about 10 percent for ingestion and digestion of food, and the remainder for movement and physical activity (see figure 26.3).
Some stimulants (e.g., caffeine) are marketed as tools for increasing your metabolism - thus helping you burn (use) more calories - but their effect is minimal, and they can cause damaging side effects. A better solution is exercise. The more movement and activity you do, the more your energy expenditure increases. In addition, movement is the source of energy expenditure that you can control directly through your own actions. In fact, an extremely active person might double his or her energy expenditure through activity. In addition, active bodies often consist of more muscle tissue, which naturally raises the metabolic rate, thus using more calories.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477141_ebook_Main.jpg
Figure 26.3 Contributors to daily energy expenditure.
Energy Intake
Your energy intake, or the number of calories you consume each day, makes up the other half of the energy balance equation. You need to balance the number of calories you eat with the number you use in order to remain in energy balance. Recall that calories come from the carbohydrate, fat, and protein you eat. Teenage girls from ages 14 to 18 who are not active need to eat about 1,800 calories each day. Teenage boys from ages 14 to 18 who are not active need to eat about 2,200 calories each day. As just explained, your energy needs will rise as physical activity and exercise levels increase. How much you choose to eat can also be influenced by our hunger, satiety, and appetite. Each of these factors is explained in this lesson.
Hunger and Satiety
Your body regulates your food consumption through a series of internal and external cues and stimuli. Hunger is your physiological drive to eat. When it's time to eat, your body tells you so through a set of internal changes, including a drop in blood sugar and the onset of stomach contractions. Other parts of your body also play a role in establishing your hunger - specifically, your brain, central nervous system (CNS), endocrine system, and digestive system. When you eat, your blood sugar and nutrient levels rise, and your hormone and neurotransmitter levels change, all of which eventually tells your brain and your body that you're full and therefore that it's time to stop eating.
When your body is well balanced and you're comfortable between meals, you're in a state of satiety, or fullness. The systems that contribute to hunger and satiety are complicated and very intricate. Studies have shown that certain conditions - for example, imbalances in hormones and neurotransmitters - can make it more difficult for some individuals to feel full. Figure 26.4 shows the relationship between hunger, satiation, and satiety.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_478000_ebook_Main.jpg
Figure 26.4 Hunger, satiation, and satiety are cues that tell you when to start and stop eating.
Appetite
Physiological hunger isn't the only thing that affects your food intake. Have you ever eaten popcorn at a movie or a hot dog at a ball game even though you didn't feel hungry? As these examples illustrate, our choices about what - and when - to eat can be influenced by our psychological needs. Whereas your hunger is your physiological drive to eat, your appetite is your psychological drive to eat. Thus it's different from your hunger. Appetite has to do with the pleasure you derive from food. It can be triggered by the sight and smell of food or even the sound of food cooking. On the other hand, if you're sick with a cold or the flu, the sight or smell of food can make you feel nauseated.
Appetite is influenced by many factors, including traditions. For example, people often associate eating with celebrations, holidays, particular family gatherings, and religious traditions. We may also associate eating with particular circumstances. Some people snack when they watch TV or when they get home from work or school - even if they aren't hungry. Others eat dessert after dinner even if they just ate a very large and satisfying meal.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_0039R_11706833_ebook_Main.jpg
Monkey Business/fotolia.com
Emotions also play a particularly important role in appetite. Is there a food you tend to eat when you feel sad or lonely? How about when you feel happy? Do you eat a lot, or nothing at all, when you feel stressed about a major exam? Most people let emotions affect their eating habits in consistent ways; therefore, understanding what circumstances and emotions trigger you to eat can prevent you from taking in unnecessary calories. Getting control of your appetite is a critical part of establishing and maintaining healthy eating habits.
If hunger is not the problem, then eating is not the solution.
- Anonymous
Consequences of Energy Imbalance
When energy balance is not maintained, weight loss or weight gain may occur. In American society, many individuals seem to have a chronic (long-term) positive energy balance that results in gradual weight gain during the adult years. This weight gain may result in obesity and may bring many health risks. As a result, many people take various measures to try and lose weight. Other individuals struggle with trying to gain weight even when they maintain a positive energy balance.
Learn more about Health Opportunities Through Physical Education.
5 Rules for setting SMART goals
You may have learned about SMART goals in middle school. Here’s a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
SMART Goals
You may have learned about SMART goals in middle school. Here's a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
- S = specific. Your goal should include details of what you want to accomplish.
- M = measurable. You should be able to measure your progress and accurately determine whether you've accomplished your goal.
- A = attainable. Your goals should challenge you. They should not be too easy or too hard.
- R = realistic. You should be able to reach your goal if you put in the time and effort and have the necessary resources.
- T = timely. Your goal should be useful to you at this time in your life and can be met in the time allotted.
SMART Long-Term Goals
Long-term goals take you months or even years to accomplish, whereas you can reach short-term goals in a short time, such as a few days or weeks. One example of a long-term goal is saving money to help pay for college expenses. If you plan to save $2,400, you could make your long-term goal earning that amount.
In order to earn that much, you might have to work on weekends and during summers throughout high school. Saving money takes time. If your job allowed you to save $100 a month, it would take you two years to save the $2,400. Now let's see whether this would be a SMART goal.
- Specific. $2,400 is a very specific long-term goal. You know the amount of money you need.
- Measurable. The $2,400 goal is measurable. You can count your money to see how close you are to reaching your goal.
- Attainable. The goal might be too hard for a person without a job, but you have one. It won't be easy, but you make enough money each hour to make your goal possible.
- Realistic. For someone else, the $2,400 goal might not be realistic. But if you put in the time and stick with your job, saving $100 a month for two years is possible. You must also consider other commitments, such as homework, activities, and family responsibilities.
- Timely. The goal of saving $2,400 in two years has a specific and workable time line that fits your planned entrance into college.
SMART Short-Term Goals
Short-term goals can usually be reached in a few days or weeks. Thus you might set a series of short-term goals to help you accomplish a long-term goal. For example, to meet your long-term goal of saving $2,400, you might set a short-term goal of working five hours a week at $8 an hour for two weeks. Doing so would be a manageable way to start working toward meeting your long-term goal. After completing this short-term goal, you could establish a new one.
Let's now consider whether this short-term goal would be a SMART one.
- Specific. You've made the goal specific by listing the number of weeks and the number of hours worked per week.
- Measurable. You can measure your progress toward the goal by tracking your work hours each week.
- Attainable. Your short-term goal is attainable because it depends only on your making the effort to fulfill your work schedule. You could have set a goal of working more hours per week, but that might not be attainable.
- Realistic. Setting a realistic number of work hours depends on other factors, such as homework, activities, and family responsibilities. However, you have the time to work five hours a week and still meet other responsibilities, so this is a realistic goal.
- Timely. Working five hours a week for two weeks is a timely goal because you've specified the time frame for completing the goal and it fits your current schedule.
Product and Process Goals
The long-term goal of earning $2,400 is a product goal. A product is something tangible that results from work or effort. It's not what you do, but what you get as a result of what you do. Examples of product goals for fitness, health, and wellness include being able to perform 25 push-ups, being able to run a mile in six minutes, and losing five pounds (figure 3.1a). In each case, the goal is a product or outcome of work and effort. Product goals make appropriate long-term goals because it may take you a fair amount of work and time to reach them.
Process goals involve performing a behavior, such as working a certain number of hours to earn money. Process refers to what you do rather than to the product resulting from what you do. Examples for fitness, health, and wellness include exercising 60 minutes and eating five fruits and vegetables every day (figure 3.1b). Process goals make good short-term goals because you can easily monitor your progress and, with effort, succeed. In contrast, product goals do not make especially good short-term goals, because they can be discouraging, especially for a person who is just beginning to change. For example, if you chose a product goal of performing, say, 25 push-ups, it might (depending on your current fitness level) take you so long to meet the goal that you would give up. But a short-term process goal - such as performing 5 to 10 push-ups each day for two weeks - would be possible for you to achieve with effort. Thus, as you meet a series of short-term process goals, you work toward meeting long-term product goals.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0578S_0023_ebook_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0535S_0238_ebook_Main.jpg
Figure 3.1 Product and process goals: (a) Running a mile in eight minutes is a product goal, and (b) doing five push-ups a day for three weeks is a process goal.
Learn more about Health Opportunities Through Physical Education.
Learn the 5 steps of the Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day.
The Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day. The five steps of the Physical Activity Pyramid (figure 5.2) help you understand the five kinds of physical activity, which build different parts of fitness and produce different health and wellness benefits (recall the principle of specificity). To meet the recommended 60 minutes of daily activity, you can choose from the different types of activity. For optimal benefits, you should perform activities from all parts of the pyramid each week. As you can see, activities at or near the bottom of the pyramid may need to be done more frequently or for a longer time than those near the top of the pyramid to get the same volume of activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_470809_ebook_Main.jpg
Figure 5.2 The new Physical Activity Pyramid for Teens.
Source: C.B. Corbin.
Moderate Physical Activity
Moderate physical activity is the first step in the Physical Activity Pyramid, and it should be performed daily or nearly every day. Moderate activity involves exercise equal in intensity to brisk walking. It includes some activities of normal daily living (also called lifestyle activities), such as yardwork (for example, raking leaves or mowing the lawn) and housework (for example, mopping the floor). It also includes sports that are not vigorous, such as bowling and golf. Some other sports can be either moderate or vigorous; for example, shooting basketballs is typically a moderate activity, whereas playing a full-court game is vigorous. National guidelines recommend 60 minutes of moderate to vigorous activity each day for teens. Moderate activity should account for some of this time each day (30 minutes a day is recommended for adults). It is also associated with many of the health benefits of activity described in part 1 of this book, such as controlling your level of body fat, and is well suited for people of varying abilities.
Vigorous Aerobics
Step 2 of the Physical Activity Pyramid represents vigorous aerobics, which includes any exercise that you can do for a long time without stopping and that is vigorous enough to increase your heart rate, make you breathe faster, and make you sweat. Thus these activities are more intense than moderate activities such as brisk walking. Vigorous aerobics, such as jogging and aerobic dance, are typically continuous in nature. Like moderate activity, they provide many health and wellness benefits, and they're especially helpful for building a high level of cardiorespiratory endurance. You should perform vigorous aerobics (or vigorous sport or recreation) at least three days a week for at least 20 minutes each day in order to meet national activity guidelines.
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Vigorous aerobic activity helps you build cardiorespiratory endurance.
Fit Fact
The word aerobic, meaning "with oxygen," is a scientific term that has been used for decades. It was popularized in the 1968 book Aerobics, written by Dr. Ken Cooper, whose work over the years has helped everyday people around the world understand how much activity is needed for fitness and health benefits. In fact, in Portuguese, the English word jogging is translated as "coopering"! Dr. Cooper also founded the Cooper Institute, a world-famous health and fitness research organization based in Dallas, Texas.
Vigorous Sport and Recreation
Like vigorous aerobics, vigorous sport and recreation (represented in step 3 of the Physical Activity Pyramid) require your heart to beat faster than normal and cause you to breathe faster and sweat more. As your muscles use more oxygen, your heart beats faster, and you breathe faster and more deeply to meet the oxygen demand. Unlike vigorous aerobics, however, vigorous sport and recreation often involve short bursts of activity followed by short bursts of rest (as in basketball, football, soccer, and tennis). When done for at least 20 minutes a day in bouts of 10 minutes or more at a time, these activities provide similar fitness, health, and wellness benefits to those of vigorous aerobics. They also help you build motor skills and contribute to healthy weight management. As with vigorous aerobics, you can use vigorous sport and recreation to meet national activity recommendation when you do them for at least 20 minutes a day on three days a week.
Muscle Fitness Exercises
Step 4 in the Physical Activity Pyramid represents muscle fitness exercises, which build your strength, muscular endurance, and power. Muscle fitness exercises include both resistance training (with weights or machines) and moving your own body weight (as in rock climbing, calisthenics, and jumping). This type of exercise produces general health and wellness benefits, as well as better performance, improved body appearance, a healthier back, better posture, and stronger bones. These exercises can be used to meet national activity guidelines and should be performed on two or three days a week.
Flexibility Exercises
Step 5 of the Physical Activity Pyramid represents flexibility exercises. According to ACSM, flexibility exercises improve postural stability and balance. There is also some evidence that flexibility exercises may reduce soreness, prevent injuries, and reduce risk of back pain. Flexibility exercises also improve your performance in activities such as gymnastics and dance. They also are used in therapy to help people who have been injured. Two examples of flexibility exercise are stretching and yoga (figure 5.3). To build and maintain flexibility, you should perform flexibility exercise at least three days a week.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0221P_H2K5711_ebook_Main.jpg
Figure 5.3 Yoga is one type of physical activity for improving flexibility.
Avoiding Inactivity
Just below the Physical Activity Pyramid (see figure 5.2) you'll notice pictures of a television set and a video game controller with an X over them. This illustration emphasizes the fact that being sedentary, or inactive, poses a health risk.
Just as you should do 60 minutes of physical activity each day, drawing from the five types of activity presented in the pyramid, you should also avoid the inactivity that is common among people who log too much "screen time" on a daily basis. Screen time refers to time spent in front of a TV, computer game, phone screen, or any other device that substitutes inactivity for activities from the pyramid. A recent survey of children and teens in the United States found that they watch TV for an average of nearly four hours a day! Sixty-eight percent of teens have a TV in their room, and of course many also spend screen time on computers, video games, movies, and cell phones, more than doubling the amount of time they spend watching a screen. Research shows that screen time results in inactivity and increases health risk.
We all need to take time to recover from daily stresses and prepare for new challenges, so periods of rest and sleep are important for good health. Some activities of daily living - such as studying, reading, and even a moderate amount of screen time - are appropriate. But general inactivity or sedentary living is harmful to your health. Your choices from active areas of the pyramid should exceed your choices from the inactivity area.
Balancing Energy
The top of the pyramid presents a balance scale illustrating the need to balance the energy you take in (food) with the energy you put out (activity). Energy balance means that the calories in the food you eat each day are equal to the calories you expend in exercise each day. Balancing your energy in this way is essential to maintaining a healthy body composition.
Learn more about Health Opportunities Through Physical Education.
Understanding energy expenditure or output
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body’s natural way of maintaining balance is to replenish the calories it uses.
Energy Expenditure
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body's natural way of maintaining balance is to replenish the calories it uses. It does not, however, automatically use whatever energy you put into it. Energy expenditure has three major components.
- The energy you need in order to maintain normal functions, such as breathing, circulating blood, and maintaining tissues (e.g., liver, brain, muscles). The number of calories you use for these functions is called your resting metabolic rate, which is influenced by a variety of factors (see figure 26.2).
- The energy you need to ingest and digest food. This process starts with chewing, continues through swallowing, and ends with moving food through your intestines.
- The energy you use in movement and physical activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477140_ebook_Main.jpg
Figure 26.2 Influences on resting metabolic rate.
Your body uses most of its energy (60 percent to 70 percent) to maintain normal functions of survival, about 10 percent for ingestion and digestion of food, and the remainder for movement and physical activity (see figure 26.3).
Some stimulants (e.g., caffeine) are marketed as tools for increasing your metabolism - thus helping you burn (use) more calories - but their effect is minimal, and they can cause damaging side effects. A better solution is exercise. The more movement and activity you do, the more your energy expenditure increases. In addition, movement is the source of energy expenditure that you can control directly through your own actions. In fact, an extremely active person might double his or her energy expenditure through activity. In addition, active bodies often consist of more muscle tissue, which naturally raises the metabolic rate, thus using more calories.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477141_ebook_Main.jpg
Figure 26.3 Contributors to daily energy expenditure.
Energy Intake
Your energy intake, or the number of calories you consume each day, makes up the other half of the energy balance equation. You need to balance the number of calories you eat with the number you use in order to remain in energy balance. Recall that calories come from the carbohydrate, fat, and protein you eat. Teenage girls from ages 14 to 18 who are not active need to eat about 1,800 calories each day. Teenage boys from ages 14 to 18 who are not active need to eat about 2,200 calories each day. As just explained, your energy needs will rise as physical activity and exercise levels increase. How much you choose to eat can also be influenced by our hunger, satiety, and appetite. Each of these factors is explained in this lesson.
Hunger and Satiety
Your body regulates your food consumption through a series of internal and external cues and stimuli. Hunger is your physiological drive to eat. When it's time to eat, your body tells you so through a set of internal changes, including a drop in blood sugar and the onset of stomach contractions. Other parts of your body also play a role in establishing your hunger - specifically, your brain, central nervous system (CNS), endocrine system, and digestive system. When you eat, your blood sugar and nutrient levels rise, and your hormone and neurotransmitter levels change, all of which eventually tells your brain and your body that you're full and therefore that it's time to stop eating.
When your body is well balanced and you're comfortable between meals, you're in a state of satiety, or fullness. The systems that contribute to hunger and satiety are complicated and very intricate. Studies have shown that certain conditions - for example, imbalances in hormones and neurotransmitters - can make it more difficult for some individuals to feel full. Figure 26.4 shows the relationship between hunger, satiation, and satiety.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_478000_ebook_Main.jpg
Figure 26.4 Hunger, satiation, and satiety are cues that tell you when to start and stop eating.
Appetite
Physiological hunger isn't the only thing that affects your food intake. Have you ever eaten popcorn at a movie or a hot dog at a ball game even though you didn't feel hungry? As these examples illustrate, our choices about what - and when - to eat can be influenced by our psychological needs. Whereas your hunger is your physiological drive to eat, your appetite is your psychological drive to eat. Thus it's different from your hunger. Appetite has to do with the pleasure you derive from food. It can be triggered by the sight and smell of food or even the sound of food cooking. On the other hand, if you're sick with a cold or the flu, the sight or smell of food can make you feel nauseated.
Appetite is influenced by many factors, including traditions. For example, people often associate eating with celebrations, holidays, particular family gatherings, and religious traditions. We may also associate eating with particular circumstances. Some people snack when they watch TV or when they get home from work or school - even if they aren't hungry. Others eat dessert after dinner even if they just ate a very large and satisfying meal.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_0039R_11706833_ebook_Main.jpg
Monkey Business/fotolia.com
Emotions also play a particularly important role in appetite. Is there a food you tend to eat when you feel sad or lonely? How about when you feel happy? Do you eat a lot, or nothing at all, when you feel stressed about a major exam? Most people let emotions affect their eating habits in consistent ways; therefore, understanding what circumstances and emotions trigger you to eat can prevent you from taking in unnecessary calories. Getting control of your appetite is a critical part of establishing and maintaining healthy eating habits.
If hunger is not the problem, then eating is not the solution.
- Anonymous
Consequences of Energy Imbalance
When energy balance is not maintained, weight loss or weight gain may occur. In American society, many individuals seem to have a chronic (long-term) positive energy balance that results in gradual weight gain during the adult years. This weight gain may result in obesity and may bring many health risks. As a result, many people take various measures to try and lose weight. Other individuals struggle with trying to gain weight even when they maintain a positive energy balance.
Learn more about Health Opportunities Through Physical Education.
5 Rules for setting SMART goals
You may have learned about SMART goals in middle school. Here’s a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
SMART Goals
You may have learned about SMART goals in middle school. Here's a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
- S = specific. Your goal should include details of what you want to accomplish.
- M = measurable. You should be able to measure your progress and accurately determine whether you've accomplished your goal.
- A = attainable. Your goals should challenge you. They should not be too easy or too hard.
- R = realistic. You should be able to reach your goal if you put in the time and effort and have the necessary resources.
- T = timely. Your goal should be useful to you at this time in your life and can be met in the time allotted.
SMART Long-Term Goals
Long-term goals take you months or even years to accomplish, whereas you can reach short-term goals in a short time, such as a few days or weeks. One example of a long-term goal is saving money to help pay for college expenses. If you plan to save $2,400, you could make your long-term goal earning that amount.
In order to earn that much, you might have to work on weekends and during summers throughout high school. Saving money takes time. If your job allowed you to save $100 a month, it would take you two years to save the $2,400. Now let's see whether this would be a SMART goal.
- Specific. $2,400 is a very specific long-term goal. You know the amount of money you need.
- Measurable. The $2,400 goal is measurable. You can count your money to see how close you are to reaching your goal.
- Attainable. The goal might be too hard for a person without a job, but you have one. It won't be easy, but you make enough money each hour to make your goal possible.
- Realistic. For someone else, the $2,400 goal might not be realistic. But if you put in the time and stick with your job, saving $100 a month for two years is possible. You must also consider other commitments, such as homework, activities, and family responsibilities.
- Timely. The goal of saving $2,400 in two years has a specific and workable time line that fits your planned entrance into college.
SMART Short-Term Goals
Short-term goals can usually be reached in a few days or weeks. Thus you might set a series of short-term goals to help you accomplish a long-term goal. For example, to meet your long-term goal of saving $2,400, you might set a short-term goal of working five hours a week at $8 an hour for two weeks. Doing so would be a manageable way to start working toward meeting your long-term goal. After completing this short-term goal, you could establish a new one.
Let's now consider whether this short-term goal would be a SMART one.
- Specific. You've made the goal specific by listing the number of weeks and the number of hours worked per week.
- Measurable. You can measure your progress toward the goal by tracking your work hours each week.
- Attainable. Your short-term goal is attainable because it depends only on your making the effort to fulfill your work schedule. You could have set a goal of working more hours per week, but that might not be attainable.
- Realistic. Setting a realistic number of work hours depends on other factors, such as homework, activities, and family responsibilities. However, you have the time to work five hours a week and still meet other responsibilities, so this is a realistic goal.
- Timely. Working five hours a week for two weeks is a timely goal because you've specified the time frame for completing the goal and it fits your current schedule.
Product and Process Goals
The long-term goal of earning $2,400 is a product goal. A product is something tangible that results from work or effort. It's not what you do, but what you get as a result of what you do. Examples of product goals for fitness, health, and wellness include being able to perform 25 push-ups, being able to run a mile in six minutes, and losing five pounds (figure 3.1a). In each case, the goal is a product or outcome of work and effort. Product goals make appropriate long-term goals because it may take you a fair amount of work and time to reach them.
Process goals involve performing a behavior, such as working a certain number of hours to earn money. Process refers to what you do rather than to the product resulting from what you do. Examples for fitness, health, and wellness include exercising 60 minutes and eating five fruits and vegetables every day (figure 3.1b). Process goals make good short-term goals because you can easily monitor your progress and, with effort, succeed. In contrast, product goals do not make especially good short-term goals, because they can be discouraging, especially for a person who is just beginning to change. For example, if you chose a product goal of performing, say, 25 push-ups, it might (depending on your current fitness level) take you so long to meet the goal that you would give up. But a short-term process goal - such as performing 5 to 10 push-ups each day for two weeks - would be possible for you to achieve with effort. Thus, as you meet a series of short-term process goals, you work toward meeting long-term product goals.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0578S_0023_ebook_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0535S_0238_ebook_Main.jpg
Figure 3.1 Product and process goals: (a) Running a mile in eight minutes is a product goal, and (b) doing five push-ups a day for three weeks is a process goal.
Learn more about Health Opportunities Through Physical Education.
Learn the 5 steps of the Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day.
The Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day. The five steps of the Physical Activity Pyramid (figure 5.2) help you understand the five kinds of physical activity, which build different parts of fitness and produce different health and wellness benefits (recall the principle of specificity). To meet the recommended 60 minutes of daily activity, you can choose from the different types of activity. For optimal benefits, you should perform activities from all parts of the pyramid each week. As you can see, activities at or near the bottom of the pyramid may need to be done more frequently or for a longer time than those near the top of the pyramid to get the same volume of activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_470809_ebook_Main.jpg
Figure 5.2 The new Physical Activity Pyramid for Teens.
Source: C.B. Corbin.
Moderate Physical Activity
Moderate physical activity is the first step in the Physical Activity Pyramid, and it should be performed daily or nearly every day. Moderate activity involves exercise equal in intensity to brisk walking. It includes some activities of normal daily living (also called lifestyle activities), such as yardwork (for example, raking leaves or mowing the lawn) and housework (for example, mopping the floor). It also includes sports that are not vigorous, such as bowling and golf. Some other sports can be either moderate or vigorous; for example, shooting basketballs is typically a moderate activity, whereas playing a full-court game is vigorous. National guidelines recommend 60 minutes of moderate to vigorous activity each day for teens. Moderate activity should account for some of this time each day (30 minutes a day is recommended for adults). It is also associated with many of the health benefits of activity described in part 1 of this book, such as controlling your level of body fat, and is well suited for people of varying abilities.
Vigorous Aerobics
Step 2 of the Physical Activity Pyramid represents vigorous aerobics, which includes any exercise that you can do for a long time without stopping and that is vigorous enough to increase your heart rate, make you breathe faster, and make you sweat. Thus these activities are more intense than moderate activities such as brisk walking. Vigorous aerobics, such as jogging and aerobic dance, are typically continuous in nature. Like moderate activity, they provide many health and wellness benefits, and they're especially helpful for building a high level of cardiorespiratory endurance. You should perform vigorous aerobics (or vigorous sport or recreation) at least three days a week for at least 20 minutes each day in order to meet national activity guidelines.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0252S_H5K_5379_ebook1_Main.jpg
Vigorous aerobic activity helps you build cardiorespiratory endurance.
Fit Fact
The word aerobic, meaning "with oxygen," is a scientific term that has been used for decades. It was popularized in the 1968 book Aerobics, written by Dr. Ken Cooper, whose work over the years has helped everyday people around the world understand how much activity is needed for fitness and health benefits. In fact, in Portuguese, the English word jogging is translated as "coopering"! Dr. Cooper also founded the Cooper Institute, a world-famous health and fitness research organization based in Dallas, Texas.
Vigorous Sport and Recreation
Like vigorous aerobics, vigorous sport and recreation (represented in step 3 of the Physical Activity Pyramid) require your heart to beat faster than normal and cause you to breathe faster and sweat more. As your muscles use more oxygen, your heart beats faster, and you breathe faster and more deeply to meet the oxygen demand. Unlike vigorous aerobics, however, vigorous sport and recreation often involve short bursts of activity followed by short bursts of rest (as in basketball, football, soccer, and tennis). When done for at least 20 minutes a day in bouts of 10 minutes or more at a time, these activities provide similar fitness, health, and wellness benefits to those of vigorous aerobics. They also help you build motor skills and contribute to healthy weight management. As with vigorous aerobics, you can use vigorous sport and recreation to meet national activity recommendation when you do them for at least 20 minutes a day on three days a week.
Muscle Fitness Exercises
Step 4 in the Physical Activity Pyramid represents muscle fitness exercises, which build your strength, muscular endurance, and power. Muscle fitness exercises include both resistance training (with weights or machines) and moving your own body weight (as in rock climbing, calisthenics, and jumping). This type of exercise produces general health and wellness benefits, as well as better performance, improved body appearance, a healthier back, better posture, and stronger bones. These exercises can be used to meet national activity guidelines and should be performed on two or three days a week.
Flexibility Exercises
Step 5 of the Physical Activity Pyramid represents flexibility exercises. According to ACSM, flexibility exercises improve postural stability and balance. There is also some evidence that flexibility exercises may reduce soreness, prevent injuries, and reduce risk of back pain. Flexibility exercises also improve your performance in activities such as gymnastics and dance. They also are used in therapy to help people who have been injured. Two examples of flexibility exercise are stretching and yoga (figure 5.3). To build and maintain flexibility, you should perform flexibility exercise at least three days a week.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0221P_H2K5711_ebook_Main.jpg
Figure 5.3 Yoga is one type of physical activity for improving flexibility.
Avoiding Inactivity
Just below the Physical Activity Pyramid (see figure 5.2) you'll notice pictures of a television set and a video game controller with an X over them. This illustration emphasizes the fact that being sedentary, or inactive, poses a health risk.
Just as you should do 60 minutes of physical activity each day, drawing from the five types of activity presented in the pyramid, you should also avoid the inactivity that is common among people who log too much "screen time" on a daily basis. Screen time refers to time spent in front of a TV, computer game, phone screen, or any other device that substitutes inactivity for activities from the pyramid. A recent survey of children and teens in the United States found that they watch TV for an average of nearly four hours a day! Sixty-eight percent of teens have a TV in their room, and of course many also spend screen time on computers, video games, movies, and cell phones, more than doubling the amount of time they spend watching a screen. Research shows that screen time results in inactivity and increases health risk.
We all need to take time to recover from daily stresses and prepare for new challenges, so periods of rest and sleep are important for good health. Some activities of daily living - such as studying, reading, and even a moderate amount of screen time - are appropriate. But general inactivity or sedentary living is harmful to your health. Your choices from active areas of the pyramid should exceed your choices from the inactivity area.
Balancing Energy
The top of the pyramid presents a balance scale illustrating the need to balance the energy you take in (food) with the energy you put out (activity). Energy balance means that the calories in the food you eat each day are equal to the calories you expend in exercise each day. Balancing your energy in this way is essential to maintaining a healthy body composition.
Learn more about Health Opportunities Through Physical Education.
Understanding energy expenditure or output
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body’s natural way of maintaining balance is to replenish the calories it uses.
Energy Expenditure
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body's natural way of maintaining balance is to replenish the calories it uses. It does not, however, automatically use whatever energy you put into it. Energy expenditure has three major components.
- The energy you need in order to maintain normal functions, such as breathing, circulating blood, and maintaining tissues (e.g., liver, brain, muscles). The number of calories you use for these functions is called your resting metabolic rate, which is influenced by a variety of factors (see figure 26.2).
- The energy you need to ingest and digest food. This process starts with chewing, continues through swallowing, and ends with moving food through your intestines.
- The energy you use in movement and physical activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477140_ebook_Main.jpg
Figure 26.2 Influences on resting metabolic rate.
Your body uses most of its energy (60 percent to 70 percent) to maintain normal functions of survival, about 10 percent for ingestion and digestion of food, and the remainder for movement and physical activity (see figure 26.3).
Some stimulants (e.g., caffeine) are marketed as tools for increasing your metabolism - thus helping you burn (use) more calories - but their effect is minimal, and they can cause damaging side effects. A better solution is exercise. The more movement and activity you do, the more your energy expenditure increases. In addition, movement is the source of energy expenditure that you can control directly through your own actions. In fact, an extremely active person might double his or her energy expenditure through activity. In addition, active bodies often consist of more muscle tissue, which naturally raises the metabolic rate, thus using more calories.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477141_ebook_Main.jpg
Figure 26.3 Contributors to daily energy expenditure.
Energy Intake
Your energy intake, or the number of calories you consume each day, makes up the other half of the energy balance equation. You need to balance the number of calories you eat with the number you use in order to remain in energy balance. Recall that calories come from the carbohydrate, fat, and protein you eat. Teenage girls from ages 14 to 18 who are not active need to eat about 1,800 calories each day. Teenage boys from ages 14 to 18 who are not active need to eat about 2,200 calories each day. As just explained, your energy needs will rise as physical activity and exercise levels increase. How much you choose to eat can also be influenced by our hunger, satiety, and appetite. Each of these factors is explained in this lesson.
Hunger and Satiety
Your body regulates your food consumption through a series of internal and external cues and stimuli. Hunger is your physiological drive to eat. When it's time to eat, your body tells you so through a set of internal changes, including a drop in blood sugar and the onset of stomach contractions. Other parts of your body also play a role in establishing your hunger - specifically, your brain, central nervous system (CNS), endocrine system, and digestive system. When you eat, your blood sugar and nutrient levels rise, and your hormone and neurotransmitter levels change, all of which eventually tells your brain and your body that you're full and therefore that it's time to stop eating.
When your body is well balanced and you're comfortable between meals, you're in a state of satiety, or fullness. The systems that contribute to hunger and satiety are complicated and very intricate. Studies have shown that certain conditions - for example, imbalances in hormones and neurotransmitters - can make it more difficult for some individuals to feel full. Figure 26.4 shows the relationship between hunger, satiation, and satiety.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_478000_ebook_Main.jpg
Figure 26.4 Hunger, satiation, and satiety are cues that tell you when to start and stop eating.
Appetite
Physiological hunger isn't the only thing that affects your food intake. Have you ever eaten popcorn at a movie or a hot dog at a ball game even though you didn't feel hungry? As these examples illustrate, our choices about what - and when - to eat can be influenced by our psychological needs. Whereas your hunger is your physiological drive to eat, your appetite is your psychological drive to eat. Thus it's different from your hunger. Appetite has to do with the pleasure you derive from food. It can be triggered by the sight and smell of food or even the sound of food cooking. On the other hand, if you're sick with a cold or the flu, the sight or smell of food can make you feel nauseated.
Appetite is influenced by many factors, including traditions. For example, people often associate eating with celebrations, holidays, particular family gatherings, and religious traditions. We may also associate eating with particular circumstances. Some people snack when they watch TV or when they get home from work or school - even if they aren't hungry. Others eat dessert after dinner even if they just ate a very large and satisfying meal.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_0039R_11706833_ebook_Main.jpg
Monkey Business/fotolia.com
Emotions also play a particularly important role in appetite. Is there a food you tend to eat when you feel sad or lonely? How about when you feel happy? Do you eat a lot, or nothing at all, when you feel stressed about a major exam? Most people let emotions affect their eating habits in consistent ways; therefore, understanding what circumstances and emotions trigger you to eat can prevent you from taking in unnecessary calories. Getting control of your appetite is a critical part of establishing and maintaining healthy eating habits.
If hunger is not the problem, then eating is not the solution.
- Anonymous
Consequences of Energy Imbalance
When energy balance is not maintained, weight loss or weight gain may occur. In American society, many individuals seem to have a chronic (long-term) positive energy balance that results in gradual weight gain during the adult years. This weight gain may result in obesity and may bring many health risks. As a result, many people take various measures to try and lose weight. Other individuals struggle with trying to gain weight even when they maintain a positive energy balance.
Learn more about Health Opportunities Through Physical Education.
5 Rules for setting SMART goals
You may have learned about SMART goals in middle school. Here’s a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
SMART Goals
You may have learned about SMART goals in middle school. Here's a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
- S = specific. Your goal should include details of what you want to accomplish.
- M = measurable. You should be able to measure your progress and accurately determine whether you've accomplished your goal.
- A = attainable. Your goals should challenge you. They should not be too easy or too hard.
- R = realistic. You should be able to reach your goal if you put in the time and effort and have the necessary resources.
- T = timely. Your goal should be useful to you at this time in your life and can be met in the time allotted.
SMART Long-Term Goals
Long-term goals take you months or even years to accomplish, whereas you can reach short-term goals in a short time, such as a few days or weeks. One example of a long-term goal is saving money to help pay for college expenses. If you plan to save $2,400, you could make your long-term goal earning that amount.
In order to earn that much, you might have to work on weekends and during summers throughout high school. Saving money takes time. If your job allowed you to save $100 a month, it would take you two years to save the $2,400. Now let's see whether this would be a SMART goal.
- Specific. $2,400 is a very specific long-term goal. You know the amount of money you need.
- Measurable. The $2,400 goal is measurable. You can count your money to see how close you are to reaching your goal.
- Attainable. The goal might be too hard for a person without a job, but you have one. It won't be easy, but you make enough money each hour to make your goal possible.
- Realistic. For someone else, the $2,400 goal might not be realistic. But if you put in the time and stick with your job, saving $100 a month for two years is possible. You must also consider other commitments, such as homework, activities, and family responsibilities.
- Timely. The goal of saving $2,400 in two years has a specific and workable time line that fits your planned entrance into college.
SMART Short-Term Goals
Short-term goals can usually be reached in a few days or weeks. Thus you might set a series of short-term goals to help you accomplish a long-term goal. For example, to meet your long-term goal of saving $2,400, you might set a short-term goal of working five hours a week at $8 an hour for two weeks. Doing so would be a manageable way to start working toward meeting your long-term goal. After completing this short-term goal, you could establish a new one.
Let's now consider whether this short-term goal would be a SMART one.
- Specific. You've made the goal specific by listing the number of weeks and the number of hours worked per week.
- Measurable. You can measure your progress toward the goal by tracking your work hours each week.
- Attainable. Your short-term goal is attainable because it depends only on your making the effort to fulfill your work schedule. You could have set a goal of working more hours per week, but that might not be attainable.
- Realistic. Setting a realistic number of work hours depends on other factors, such as homework, activities, and family responsibilities. However, you have the time to work five hours a week and still meet other responsibilities, so this is a realistic goal.
- Timely. Working five hours a week for two weeks is a timely goal because you've specified the time frame for completing the goal and it fits your current schedule.
Product and Process Goals
The long-term goal of earning $2,400 is a product goal. A product is something tangible that results from work or effort. It's not what you do, but what you get as a result of what you do. Examples of product goals for fitness, health, and wellness include being able to perform 25 push-ups, being able to run a mile in six minutes, and losing five pounds (figure 3.1a). In each case, the goal is a product or outcome of work and effort. Product goals make appropriate long-term goals because it may take you a fair amount of work and time to reach them.
Process goals involve performing a behavior, such as working a certain number of hours to earn money. Process refers to what you do rather than to the product resulting from what you do. Examples for fitness, health, and wellness include exercising 60 minutes and eating five fruits and vegetables every day (figure 3.1b). Process goals make good short-term goals because you can easily monitor your progress and, with effort, succeed. In contrast, product goals do not make especially good short-term goals, because they can be discouraging, especially for a person who is just beginning to change. For example, if you chose a product goal of performing, say, 25 push-ups, it might (depending on your current fitness level) take you so long to meet the goal that you would give up. But a short-term process goal - such as performing 5 to 10 push-ups each day for two weeks - would be possible for you to achieve with effort. Thus, as you meet a series of short-term process goals, you work toward meeting long-term product goals.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0578S_0023_ebook_Main.jpg
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5266_0535S_0238_ebook_Main.jpg
Figure 3.1 Product and process goals: (a) Running a mile in eight minutes is a product goal, and (b) doing five push-ups a day for three weeks is a process goal.
Learn more about Health Opportunities Through Physical Education.
Learn the 5 steps of the Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day.
The Physical Activity Pyramid
National physical activity guidelines for youth developed by the U.S. Department of Health and Human Services (USDHHS) recommend at least 60 minutes of physical activity each day. The five steps of the Physical Activity Pyramid (figure 5.2) help you understand the five kinds of physical activity, which build different parts of fitness and produce different health and wellness benefits (recall the principle of specificity). To meet the recommended 60 minutes of daily activity, you can choose from the different types of activity. For optimal benefits, you should perform activities from all parts of the pyramid each week. As you can see, activities at or near the bottom of the pyramid may need to be done more frequently or for a longer time than those near the top of the pyramid to get the same volume of activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_470809_ebook_Main.jpg
Figure 5.2 The new Physical Activity Pyramid for Teens.
Source: C.B. Corbin.
Moderate Physical Activity
Moderate physical activity is the first step in the Physical Activity Pyramid, and it should be performed daily or nearly every day. Moderate activity involves exercise equal in intensity to brisk walking. It includes some activities of normal daily living (also called lifestyle activities), such as yardwork (for example, raking leaves or mowing the lawn) and housework (for example, mopping the floor). It also includes sports that are not vigorous, such as bowling and golf. Some other sports can be either moderate or vigorous; for example, shooting basketballs is typically a moderate activity, whereas playing a full-court game is vigorous. National guidelines recommend 60 minutes of moderate to vigorous activity each day for teens. Moderate activity should account for some of this time each day (30 minutes a day is recommended for adults). It is also associated with many of the health benefits of activity described in part 1 of this book, such as controlling your level of body fat, and is well suited for people of varying abilities.
Vigorous Aerobics
Step 2 of the Physical Activity Pyramid represents vigorous aerobics, which includes any exercise that you can do for a long time without stopping and that is vigorous enough to increase your heart rate, make you breathe faster, and make you sweat. Thus these activities are more intense than moderate activities such as brisk walking. Vigorous aerobics, such as jogging and aerobic dance, are typically continuous in nature. Like moderate activity, they provide many health and wellness benefits, and they're especially helpful for building a high level of cardiorespiratory endurance. You should perform vigorous aerobics (or vigorous sport or recreation) at least three days a week for at least 20 minutes each day in order to meet national activity guidelines.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0252S_H5K_5379_ebook1_Main.jpg
Vigorous aerobic activity helps you build cardiorespiratory endurance.
Fit Fact
The word aerobic, meaning "with oxygen," is a scientific term that has been used for decades. It was popularized in the 1968 book Aerobics, written by Dr. Ken Cooper, whose work over the years has helped everyday people around the world understand how much activity is needed for fitness and health benefits. In fact, in Portuguese, the English word jogging is translated as "coopering"! Dr. Cooper also founded the Cooper Institute, a world-famous health and fitness research organization based in Dallas, Texas.
Vigorous Sport and Recreation
Like vigorous aerobics, vigorous sport and recreation (represented in step 3 of the Physical Activity Pyramid) require your heart to beat faster than normal and cause you to breathe faster and sweat more. As your muscles use more oxygen, your heart beats faster, and you breathe faster and more deeply to meet the oxygen demand. Unlike vigorous aerobics, however, vigorous sport and recreation often involve short bursts of activity followed by short bursts of rest (as in basketball, football, soccer, and tennis). When done for at least 20 minutes a day in bouts of 10 minutes or more at a time, these activities provide similar fitness, health, and wellness benefits to those of vigorous aerobics. They also help you build motor skills and contribute to healthy weight management. As with vigorous aerobics, you can use vigorous sport and recreation to meet national activity recommendation when you do them for at least 20 minutes a day on three days a week.
Muscle Fitness Exercises
Step 4 in the Physical Activity Pyramid represents muscle fitness exercises, which build your strength, muscular endurance, and power. Muscle fitness exercises include both resistance training (with weights or machines) and moving your own body weight (as in rock climbing, calisthenics, and jumping). This type of exercise produces general health and wellness benefits, as well as better performance, improved body appearance, a healthier back, better posture, and stronger bones. These exercises can be used to meet national activity guidelines and should be performed on two or three days a week.
Flexibility Exercises
Step 5 of the Physical Activity Pyramid represents flexibility exercises. According to ACSM, flexibility exercises improve postural stability and balance. There is also some evidence that flexibility exercises may reduce soreness, prevent injuries, and reduce risk of back pain. Flexibility exercises also improve your performance in activities such as gymnastics and dance. They also are used in therapy to help people who have been injured. Two examples of flexibility exercise are stretching and yoga (figure 5.3). To build and maintain flexibility, you should perform flexibility exercise at least three days a week.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/127/E5266_0221P_H2K5711_ebook_Main.jpg
Figure 5.3 Yoga is one type of physical activity for improving flexibility.
Avoiding Inactivity
Just below the Physical Activity Pyramid (see figure 5.2) you'll notice pictures of a television set and a video game controller with an X over them. This illustration emphasizes the fact that being sedentary, or inactive, poses a health risk.
Just as you should do 60 minutes of physical activity each day, drawing from the five types of activity presented in the pyramid, you should also avoid the inactivity that is common among people who log too much "screen time" on a daily basis. Screen time refers to time spent in front of a TV, computer game, phone screen, or any other device that substitutes inactivity for activities from the pyramid. A recent survey of children and teens in the United States found that they watch TV for an average of nearly four hours a day! Sixty-eight percent of teens have a TV in their room, and of course many also spend screen time on computers, video games, movies, and cell phones, more than doubling the amount of time they spend watching a screen. Research shows that screen time results in inactivity and increases health risk.
We all need to take time to recover from daily stresses and prepare for new challenges, so periods of rest and sleep are important for good health. Some activities of daily living - such as studying, reading, and even a moderate amount of screen time - are appropriate. But general inactivity or sedentary living is harmful to your health. Your choices from active areas of the pyramid should exceed your choices from the inactivity area.
Balancing Energy
The top of the pyramid presents a balance scale illustrating the need to balance the energy you take in (food) with the energy you put out (activity). Energy balance means that the calories in the food you eat each day are equal to the calories you expend in exercise each day. Balancing your energy in this way is essential to maintaining a healthy body composition.
Learn more about Health Opportunities Through Physical Education.
Understanding energy expenditure or output
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body’s natural way of maintaining balance is to replenish the calories it uses.
Energy Expenditure
To truly understand energy balance, we have to start by understanding energy expenditure or output. Your body's natural way of maintaining balance is to replenish the calories it uses. It does not, however, automatically use whatever energy you put into it. Energy expenditure has three major components.
- The energy you need in order to maintain normal functions, such as breathing, circulating blood, and maintaining tissues (e.g., liver, brain, muscles). The number of calories you use for these functions is called your resting metabolic rate, which is influenced by a variety of factors (see figure 26.2).
- The energy you need to ingest and digest food. This process starts with chewing, continues through swallowing, and ends with moving food through your intestines.
- The energy you use in movement and physical activity.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477140_ebook_Main.jpg
Figure 26.2 Influences on resting metabolic rate.
Your body uses most of its energy (60 percent to 70 percent) to maintain normal functions of survival, about 10 percent for ingestion and digestion of food, and the remainder for movement and physical activity (see figure 26.3).
Some stimulants (e.g., caffeine) are marketed as tools for increasing your metabolism - thus helping you burn (use) more calories - but their effect is minimal, and they can cause damaging side effects. A better solution is exercise. The more movement and activity you do, the more your energy expenditure increases. In addition, movement is the source of energy expenditure that you can control directly through your own actions. In fact, an extremely active person might double his or her energy expenditure through activity. In addition, active bodies often consist of more muscle tissue, which naturally raises the metabolic rate, thus using more calories.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_477141_ebook_Main.jpg
Figure 26.3 Contributors to daily energy expenditure.
Energy Intake
Your energy intake, or the number of calories you consume each day, makes up the other half of the energy balance equation. You need to balance the number of calories you eat with the number you use in order to remain in energy balance. Recall that calories come from the carbohydrate, fat, and protein you eat. Teenage girls from ages 14 to 18 who are not active need to eat about 1,800 calories each day. Teenage boys from ages 14 to 18 who are not active need to eat about 2,200 calories each day. As just explained, your energy needs will rise as physical activity and exercise levels increase. How much you choose to eat can also be influenced by our hunger, satiety, and appetite. Each of these factors is explained in this lesson.
Hunger and Satiety
Your body regulates your food consumption through a series of internal and external cues and stimuli. Hunger is your physiological drive to eat. When it's time to eat, your body tells you so through a set of internal changes, including a drop in blood sugar and the onset of stomach contractions. Other parts of your body also play a role in establishing your hunger - specifically, your brain, central nervous system (CNS), endocrine system, and digestive system. When you eat, your blood sugar and nutrient levels rise, and your hormone and neurotransmitter levels change, all of which eventually tells your brain and your body that you're full and therefore that it's time to stop eating.
When your body is well balanced and you're comfortable between meals, you're in a state of satiety, or fullness. The systems that contribute to hunger and satiety are complicated and very intricate. Studies have shown that certain conditions - for example, imbalances in hormones and neurotransmitters - can make it more difficult for some individuals to feel full. Figure 26.4 shows the relationship between hunger, satiation, and satiety.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_478000_ebook_Main.jpg
Figure 26.4 Hunger, satiation, and satiety are cues that tell you when to start and stop eating.
Appetite
Physiological hunger isn't the only thing that affects your food intake. Have you ever eaten popcorn at a movie or a hot dog at a ball game even though you didn't feel hungry? As these examples illustrate, our choices about what - and when - to eat can be influenced by our psychological needs. Whereas your hunger is your physiological drive to eat, your appetite is your psychological drive to eat. Thus it's different from your hunger. Appetite has to do with the pleasure you derive from food. It can be triggered by the sight and smell of food or even the sound of food cooking. On the other hand, if you're sick with a cold or the flu, the sight or smell of food can make you feel nauseated.
Appetite is influenced by many factors, including traditions. For example, people often associate eating with celebrations, holidays, particular family gatherings, and religious traditions. We may also associate eating with particular circumstances. Some people snack when they watch TV or when they get home from work or school - even if they aren't hungry. Others eat dessert after dinner even if they just ate a very large and satisfying meal.
http://www.humankinetics.com/AcuCustom/Sitename/DAM/128/E5792_0039R_11706833_ebook_Main.jpg
Monkey Business/fotolia.com
Emotions also play a particularly important role in appetite. Is there a food you tend to eat when you feel sad or lonely? How about when you feel happy? Do you eat a lot, or nothing at all, when you feel stressed about a major exam? Most people let emotions affect their eating habits in consistent ways; therefore, understanding what circumstances and emotions trigger you to eat can prevent you from taking in unnecessary calories. Getting control of your appetite is a critical part of establishing and maintaining healthy eating habits.
If hunger is not the problem, then eating is not the solution.
- Anonymous
Consequences of Energy Imbalance
When energy balance is not maintained, weight loss or weight gain may occur. In American society, many individuals seem to have a chronic (long-term) positive energy balance that results in gradual weight gain during the adult years. This weight gain may result in obesity and may bring many health risks. As a result, many people take various measures to try and lose weight. Other individuals struggle with trying to gain weight even when they maintain a positive energy balance.
Learn more about Health Opportunities Through Physical Education.
5 Rules for setting SMART goals
You may have learned about SMART goals in middle school. Here’s a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
SMART Goals
You may have learned about SMART goals in middle school. Here's a quick review to help you remember the five rules for setting goals as you work your way through this book and set your own goals.
- S = specific. Your goal should include details of what you want to accomplish.
- M = measurable. You should be able to measure your progress and accurately determine whether you've accomplished your goal.
- A = attainable. Your goals should challenge you. They should not be too easy or too hard.
- R = realistic. You should be able to reach your goal if you put in the time and effort and have the necessary resources.
- T = timely. Your goal should be useful to you at this time in your life and can be met in the time allotted.
SMART Long-Term Goals
Long-term goals take you months or even years to accomplish, whereas you can reach short-term goals in a short time, such as a few days or weeks. One example of a long-term goal is saving money to help pay for college expenses. If you plan to save $2,400, you could make your long-term goal earning that amount.
In order to earn that much, you might have to work on weekends and during summers throughout high school. Saving money takes time. If your job allowed you to save $100 a month, it would take you two years to save the $2,400. Now let's see whether this would be a SMART goal.
- Specific. $2,400 is a very specific long-term goal. You know the amount of money you need.
- Measurable. The $2,400 goal is measurable. You can count your money to see how close you are to reaching your goal.
- Attainable. The goal might be too hard for a person without a job, but you have one. It won't be easy, but you make enough money each hour to make your goal possible.
- Realistic. For someone else, the $2,400 goal might not be realistic. But if you put in the time and stick with your job, saving $100 a month for two years is possible. You must also consider other commitments, such as homework, activities, and family responsibilities.
- Timely. The goal of saving $2,400 in two years has a specific and workable time line that fits your planned entrance into college.
SMART Short-Term Goals
Short-term goals can usually be reached in a few days or weeks. Thus you might set a series of short-term goals to help you accomplish a long-term goal. For example, to meet your long-term goal of saving $2,400, you might set a short-term goal of working five hours a week at $8 an hour for two weeks. Doing so would be a manageable way to start working toward meeting your long-term goal. After completing this short-term goal, you could establish a new one.
Let's now consider whether this short-term goal would be a SMART one.
- Specific. You've made the goal specific by listing the number of weeks and the number of hours worked per week.
- Measurable. You can measure your progress toward the goal by tracking your work hours each week.
- Attainable. Your short-term goal is attainable because it depends only on your making the effort to fulfill your work schedule. You could have set a goal of working more hours per week, but that might not be attainable.
- Realistic. Setting a realistic number of work hours depends on other factors, such as homework, activities, and family responsibilities. However, you have the time to work five hours a week and still meet other responsibilities, so this is a realistic goal.
- Timely. Working five hours a week for two weeks is a timely goal because you've specified the time frame for completing the goal and it fits your current schedule.
Product and Process Goals
The long-term goal of earning $2,400 is a product goal. A product is something tangible that results from work or effort. It's not what you do, but what you get as a result of what you do. Examples of product goals for fitness, health, and wellness include being able to perform 25 push-ups, being able to run a mile in six minutes, and losing five pounds (figure 3.1a). In each case, the goal is a product or outcome of work and effort. Product goals make appropriate long-term goals because it may take you a fair amount of work and time to reach them.
Process goals involve performing a behavior, such as working a certain number of hours to earn money. Process refers to what you do rather than to the product resulting from what you do. Examples for fitness, health, and wellness include exercising 60 minutes and eating five fruits and vegetables every day (figure 3.1b). Process goals make good short-term goals because you can easily monitor your progress and, with effort, succeed. In contrast, product goals do not make especially good short-term goals, because they can be discouraging, especially for a person who is just beginning to change. For example, if you chose a product goal of performing, say, 25 push-ups, it might (depending on your current fitness level) take you so long to meet the goal that you would give up. But a short-term process goal - such as performing 5 to 10 push-ups each day for two weeks - would be possible for you to achieve with effort. Thus, as you meet a series of short-term process goals, you work toward meeting long-term product goals.
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Figure 3.1 Product and process goals: (a) Running a mile in eight minutes is a product goal, and (b) doing five push-ups a day for three weeks is a process goal.
Learn more about Health Opportunities Through Physical Education.
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