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7
The Joy of Fitness

Learning Objectives

After studying this chapter in the text, the student should be able to:
1. Describe the five health-related components of physical fitness and their
potential health benefits.
2. Relate fitness to all the dimensions of health.
3. Explain how regular activity can improve health.
4. Illustrate how the implementation of the Physical Activity Guidelines for
Americans could combat the U.S. inactivity epidemic.
5. Discuss the importance of the principles of exercise in any physical activity plan.
6. List the potential health risks of performance-enhancing drugs and supplements.
7. Identify methods of determining body composition.
8. List three specific behavior changes that you could incorporate into your daily
life to achieve or maintain a healthy physical fitness level.

Chapter Summary

This chapter can help you reap these rewards: It presents the latest activity
recommendations, documents the benefits of exercise, describes types of exercise, and
provides guidelines for getting into shape and exercising safely.

Lecture Outline

I. What Is Physical Fitness?

1. Physical fitness is the ability to respond to routine physical demands, with
enough reserve energy to cope with a sudden change.
A. Health-Related Fitness

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 1. Cardiorespiratory Fitness
a. The ability of the heart to pump blood through the body efficiently.
2. Muscular Strength
a. The force within muscles, measured by the absolute maximum weight
that you can lift, push, or press in one effort.
3. Muscular Endurance
a. The ability to perform repeated muscular effort; it is measured by
counting how many times you can lift, push, or press a given weight.
4. Flexibility
a. The range of motion around specific joints.
5. Body Composition
a. The relative amounts of fat and lean tissue (bone, muscle, organs,
water) in the body.
6. Functional Fitness
a. The performance of the activities of daily living.
B. Fitness and the Dimensions of Health
1. Instructors, coaches, and consumers are pursuing a broader vision of total
fitness that encompasses every dimension health:
a. Physical
b. Emotional
c. Social
d. Intellectual
e. Occupational
f. Spiritual
g. Environmental
C. Gender, Race, and Fitness
1. Men:
a. On average, men are 10–15 percent bigger than women, with roughly
twice the percentage of muscle mass and half the percentage of body
fat.
b. Men have more sweat glands and a greater maximum oxygen uptake.
c. Men have bigger hearts that pump more blood with each beat.
d. Men’s larger lungs take in 10–20 percent more oxygen.
e. Men carry more body fat around the waist and stomach.
2. Women:
a. Women are generally less active than men.
b. Women have a higher percentage of body fat than men, and more is
distributed around the hips and thighs.

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 c. Women have a smaller heart, smaller blood volume, and a lower
concentration of red blood cells, so their bodies are less effective at
transporting oxygen.
d. A woman’s maximal oxygen uptake is 25 to 30 percent lower than that
of an equally conditioned man.
e. The longer the race, the better women perform.

II. The Inactivity Epidemic

1. More than a third of U.S. adults don’t engage in any leisure time physical
activity.
2. Many factors affect physical activity levels, including geographic location,
gender, education, and income.
3. Sedentary living claims some 250,000 lives, accounting for 10 percent of all
deaths in America every year and contributes to four of the six leading
causes of death: heart disease, cancer, stroke, and diabetes.
4. Regardless of where they live, Americans spend most of their leisure time
watching television.

III. Working Out on Campus: Student Bodies in Motion

1. By various estimates, only 15 to 30 percent of college students meet the
recommended amount of physical activity for health benefits.
2. College men are generally more active than women.
3. As students progress from their first to fourth year of studies, they
exercise less.
4. Factors that increase physical fitness include:
a. Peer pressure to exercise.
b. Having an exercise partner.
c. A flexible class schedule.
d. Access to fitness facilities.
e. A sense of being stressed.

IV. Physical Activity and Health

A. Why Exercise?
1. Nothing can do more to help your body function at its best than physical
activity.
B. The Benefits of Exercise
1. Healthier Heart and Lungs
a. Sedentary people are about twice as likely to die of a heart attack as
people who are physically active.
b. Exercise makes the lungs more efficient.

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 c. Exercising can help maintain cardiorespiratory health throughout life.
2. Protection against Cancer
a. Physical activity may reduce the risk of several cancers, including
breast, colon, endometrial, prostate, and possibly pancreatic.
b. It may also help to prevent cancer by regulating sex hormones, insulin,
and prostaglandins and by enhancing the immune system.
c. The combination of excess weight and physical inactivity may account
for a quarter to a third of all breast cancer cases.
3. Better Bones
a. Osteoporosis is a condition in which bones lose their mineral density
and become susceptible to injury.
b. Exercise during adolescence and young adulthood may prevent bone
weakening and fractures in old age.
4. Lower Weight
a. In those with the gene that makes them more susceptible to obesity,
physical activity lowered their likelihood of excess weight gain.
b. For individuals on a diet, exercise helps by helping them lose more fat,
suppressing appetite, and affecting the regulation of hormones.
5. Better Mental Health and Functioning
a. Exercise is an effective – but underused treatment for mild to moderate
depression.
b. Lifelong fitness may protect the brain as we age.
6. Benefits for Students
a. Strong cardiorespiratory fitness in young adulthood is associated with
higher intelligence, better grades, and greater success in life.
7. Brighter Mood and Less Stress
a. Exercise boosts mood, elevates self-esteem, increases energy, reduces
anxiety, improves concentration, and alertness, and may help ward off
dementia.
8. A More Active and Fulfilling Old Age
a. Exercise slows the changes that are associated with advancing age.
9. Longer Life
a. Those who are physically active for approximately seven hours a week
have a 40 percent lower risk of dying early.
b. Those who exercise regularly enjoy 3.7 years of additional life
expectancy when compared with sedentary individuals.
c. By improving physical endurance, muscle tone, blood flow, and body
composition, exercise improves sexual functioning.
d. Exercise can significantly lower the risk of erectile dysfunction in men.

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 e. Exercise also may increase sexual drive, activity, and sexual
satisfaction in people of all ages.

C. Exercise Risks
1. Hypertrophic Cardiomyopathy (HCM)
a. HCM is a genetic disease that results in thickening or enlargement of
the heart that affects up to 1 in 500 people and accounts for 40 percent
of all deaths on athletic fields in the United States.

V. Physical Activity Guidelines for Americans

1. U.S. Department of Health and Human Services Physical Activity
Guidelines for Americans:
a. All adults should avoid inactivity.
b. For substantial benefits, adults should do at least 150 minutes a week
of moderate-intensity aerobic activity or 75 minutes a week of
vigorous-intensity aerobic activity.
c. For additional and more extensive health benefits, adults should
increase their aerobic physical activity to 300 minutes a week of
moderate-intensity aerobic activity or 150 minutes a week of vigorous-
intensity aerobic activity.
d. Adults should also do muscle-strengthening activities on two or more
days a week.
2. American College of Sports Medicine (ACSM) and the American Heart
Association (AHA) recommend:
a. Moderately intense cardiorespiratory exercise 30 minutes a day, 5 days
a week or
b. Vigorously intense cardiorespiratory exercise 20 minutes a day, 3 days
a week and
c. 8 to 10 strength-training exercises, with 8–12 repetitions of each
exercise, twice a week.
A. How Much Exercise Is Enough?
1. The minimum amount of exercise required for a significant lowering of
the risk of premature dying is 500 MET minutes of exercise a week.
2. A single MET, or metabolic equivalent task, is the amount of energy a
person uses at rest.

VI. The Principles of Exercise

A. Overload Principle
1. Requires a person exercising to provide a greater stress or demand on the
body than it’s usually accustomed to handling.

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 2. Progressive overloading—gradually increasing physical challenges—
provides the benefits of exercise without the risk of injuries.

B. FITT
1. The acronym FITT sums up the four dimensions of progressive overload:
frequency, intensity, time, and type.
a. Frequency: Moderate-intensity aerobic activity most days, and
resistance and flexibility training two to three days a week.
b. Intensity: Exercise intensity varies with the type of exercise and with
personal goals.
c. Time (Duration): The American College of Sports Medicine (ACSM)
recommends 30 to 45 minutes of aerobic exercise, proceeded by 5 to 10
minutes of warm-up and followed by 5 to 10 minutes of stretching.
d. Type (Specificity): The specificity principle refers to the body’s
adaptation to a particular type of activity or amount of stress placed
upon it.
B. Reversibility Principle
1. The reversibility principle is the opposite of the overload principle. If you
stop exercising, you can lose as much as 50 percent of your fitness
improvements within two months.

VII. Improving Cardiorespiratory Fitness

1. Aerobic exercise, which improves cardiorespiratory endurance, can take
many forms, but all involve working strenuously without pushing to the
point of breathlessness.
2. Anaerobic exercise involves activities in which the amount of oxygen
taken in the body cannot meet the demands of the activity.
A. Monitoring Intensity
1. Resting Heart Rate is the heart rate when you are sitting or lying down.
2. Target Heart Rate
a. 55 to 65 percent of the maximum heart rate: or the heart rate at which
one derives maximum cardiovascular benefit from aerobic exercise.
3. Rating Perceived Exertion (RPE)
a. A self-assessment scale that rates symptoms of breathlessness and
fatigue.
b. Talk Test - During aerobic exercise you should be able to carry on a
somewhat stilted conversation.
B. Designing an Aerobic Workout
1. An aerobic workout should include:
a. Warm-up

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 b. Aerobic activity
i. Key components are intensity and duration.
c. Cool-down
C. Your Long-Term Fitness Plan
1. If you are just starting an aerobic program, think of it as a series of phases:
beginning (4–6 weeks), progression (16–20 weeks), and maintenance
(lifelong).
D. Aerobic Options
1. Stepping Out: Walk the Walk
2. Why Walk?
a. Walking reduces the risk of heart disease and has proved to be one of
the safest and most effective ways of preventing bone and joint
disorders in obese individuals.
3. America on the Move
a. The national “America on the Move” program recommends 10,000
steps each day.
b. You take about 5,000 steps just to accomplish your daily tasks. Adding
about 2,000 steps brings you to a level that can improve you health and
wellness. Another 3,000 steps can help you lose excess pounds and
prevent weight.
c. Pedometers and treadmills can help increase steps per day.
4. Jogging and Running
a. To enhance aerobic fitness, long, slow, distance running is best.
b. To improve speed, try interval training which is repeated hard runs
over a certain distance, with intervals of relaxed jogging in between.
5. Other Aerobic Activities
a. Swimming
b. Cycling
c. Spinning
d. Cardio kick-boxing
e. Rowing
f. Skipping rope
g. Aerobic dancing
h. Step training, or bench aerobics
i. Stair-climbing
j. Inline skating
k. Tennis

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VIII. Building Muscular Fitness
1. Strength workouts are important because they enable muscles to work
more efficiently and reliably.
2. Muscular strength is the maximal force that a muscle or group of muscles
can generate for one movement.
3. Muscular endurance is the capacity to sustain repeated muscle actions.
4. The best way to reduce your body fat is to add muscle-strengthening
exercise to your workouts.
5. Benefits of muscular fitness include:
a. Fat burning.
b. Bones are more resistant to falls.
c. Boosts self-esteem, body image, and well-being.
d. Less likely to suffer from cognitive impairment and Alzheimer’s
disease.
A. Muscles at Work
1. Overloading is demanding more of muscles than you usually do.
2. To develop strength, do a few repetitions with heavy loads.
3. To increase endurance, do many more repetitions with lighter loads.
4. In an isometric contraction, the muscle applies force while maintaining an
equal length.
5. An isotonic contraction involves movement, but the muscle tension
remains the same.
6. Isokinetic contraction is a constant speed contraction.
B. Designing a Muscle Workout
1. A workout with weights should exercise your body’s primary muscle
groups:
a. Deltoids (shoulders), pectorals (chest), triceps and biceps (back and
front of upper arms), quadriceps and hamstrings (front and back of
thighs), gluteus maximus (buttocks), trapezius and rhomboids (back),
and abdomen.
2. A weight-training program is made up of reps (the single performance, or
repetition, of an exercise, such as lifting 50 pounds one time) and sets (a
set number of repetitions of the same movement).
3. Free weights offer great versatility for strength training and can be used
for a variety of exercises.
4. Strength-training machines can ensure correct movement which helps
protect against injury, and they isolate specific muscles which is good for
rehabilitating an injury or strengthening a specific body part.
5. Whole-body vibration (WBV) training has become popular among
professional and amateur athletes.

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 a. Claims that WBV increases muscle strength and power have been
disputed.
C. Recovery
1. The ACSM recommends a minimum of eight to ten exercises involving the
major muscle groups two to three days a week
2. Never work a sore muscle.
3. Allow no less than 48 hours, but no more than 96 hours, between training
sessions.
D. Core Strength Conditioning
1. Core strength refers to the ability of the muscles to support your spine and
keep your body stable and balanced.
2. The major muscles of your core include the pelvis, lower back, hips, and
abdomen.
E. Muscle Dysmorphia
1. Also referred to as “bigorexia,” or “reverse anorexia.”
2. Primarily affects male body builders.
3. Symptoms include giving up important activities to work out, avoiding
situations that include body exposure, preoccupation with body size, and
continued use of exercise, diet, or performance-enhancing substances
despite physical or psychological harm.
F. Drugs Used to Boost Athletic Performance
1. There is continued use of these substances despite the threat of cancer,
liver disease, blood diseases, severe arthritis, and sexual dysfunction.
2. Anabolic steroids are synthetic derivatives of the male hormone
testosterone that promote growth of skeletal muscle and increase body
mass.
a. Taking them to improve athletic performance is illegal.
b. Use may lead to liver tumors, jaundice, fluid retention, high blood
pressure, decreased immune function, severe acne,
c. In men they may cause shrinking of the testicles, reduced sperm count,
infertility, baldness, growth of breasts, wild mood swings, aggression,
and violence.
d. Women may experience growth of facial hair, changes or cessation in
menstrual cycle, enlargement of the clitoris, and a deepened voice.
3. Androstenedione – This testosterone precursor is normally produced by
the adrenal glands and gonads.
a. It is a controlled substance, making its use illegal.
4. Creatine is an amino acid made by and stored by the body and stored
predominantly in the skeletal muscle.
a. It may increase strength and endurance.

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 5. GBL (gamma butyrolactone) is an unapproved drug being studied as a
treatment for narcolepsy, and is marketed as a performance-enhancer.
6. Ergogenic aids – These are substances used to enhance energy and
provide athletes with a competitive edge and include caffeine and
glycerol.
7. Human growth hormone increases lean body mass but does not affect
exercise capacity or aerobic endurance. Congress is considering making it
a controlled substance.

IX. Becoming More Flexible

1. Flexibility is the range of motion achievable without injury at a joint or
group of joints.
2. Two Types of Flexibility:
a. Static flexibility refers to the ability to assume and maintain an
extended position at one end point in a joint’s range of motion.
b. Dynamic flexibility is the ability to move a joint quickly and fluidly
through its entire range of motion with little resistance.
A. The Benefits of Flexibility
1. Prevention of injuries
2. Relief of muscle strain
3. Relaxation
4. Relief of soreness after exercise
5. Improved posture
B. Stretching
1. Static stretching involves a gradual stretch held for a short time.
2. Passive stretching uses your own body, a partner, gravity or weight as an
external force or resistance to help your joints move through their range of
motion.
3. Active stretching involves stretching a muscle by contracting an opposing
muscle.
4. Ballistic stretching is characterized by rapid bouncing movements and can
cause injury.
5. Stretching and Warming Up
a. While stretching does not prevent injuries from jogging, cycling, or
swimming, it may benefit sports like soccer and football, which
involve bouncing and jumping.
b. For aerobic activities, one of the best times to stretch is after an aerobic
workout.
C. Stretching and Athletic Performance

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 1. In some cases, active stretching can impede rather than improve
performance.

X. Mind–Body Approaches
A. Yoga comes from the Sanskrit word meaning “union,” and consists of various
breathing and stretching exercises that unite all aspects of a person.
1. Benefits include:
a. Improved flexibility
b. Protection of joints
c. Stronger, denser bones
d. Enhanced circulation
e. Lower blood pressure
f. Lower levels of stress hormones
g. Lower blood sugar in people with diabetes
h. Reduced pain in people with back problems
i. Improved lung function in people with asthma
B. Pilates
a. Pilates exercises improve flexibility and joint mobility and strengthen
the core by developing pelvic stability and abdominal control.
C. T’ai Chi
a. Ancient Chinese practice, designed to exercise body, mind, and spirit.
b. It gently works muscles, focuses concentration, and impress the flow
of “qi” (often spelled “chi”), the vital life energy that sustains health.

XI. Keeping Your Back Healthy

1. The average person has an 80 percent chance of experiencing low-back
pain in the course of a lifetime.

XII. Evaluating Fitness Products

1. Consumers need to ask questions, do their own research, and beware of
claims that sound too good to be true.
A. Exercise Equipment
1. Always try out equipment and read all product information before
buying.
B. Athletic Shoes
a. Choose the right shoe for your sport.
b. Check out the shoe.
c. Shop late.
d. Give your toes room.
e. Check the width.

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 f. Replace shoes when they lose their cushioning.
2. Alternatives to conventional running shoes
a. Advocates argue that running shoes encourage people to strike the
ground hard with their heels, which may weaken muscles in the feet.
b. A barefoot runner may take shorter strides and land more softly on the
middle or front of their soles, which some believe reduces injuries and
strengthens foot muscles.

XIII. Sports Nutrition

1. Athletes in competitive sports may have increased energy requirements.
a. Athletes generally do not need more protein.
b. Complex carbohydrates and the right type of fats play an important
role.
A. Water
1. We need more than any other nutrient.
2. Thirst, is the body’s way of telling you to replace lost fluids, and is not a
good way for athletes to monitor their fluid needs.
3. The ACSM recommends fluid intake before, during, and after exercise to
regulate body temperature, and replace body fluids lost through sweating.
4. Hyponatremia or water intoxication is too much water during long
prolonged bouts of exercise.
B. Sports Drinks
1. Nonfat milk is more effective than soy or sports drinks like Gatorade at
burning fat and building lean muscles mass.
2. If you exercise to lose weight sports drinks may be counterproductive.
C. Dietary Supplements
1. Dietary supplements are safe when taken at recommended amounts, but
in excess can contribute to serious health problems.
2. Vitamin supplements marketed for athletes are poorly regulated, and
some may be adulterated with banned substances, such as ephedrine.
D. Energy Bars
1. Little scientific research has studied the actual benefits of the various
types of energy bars, including their effects on blood glucose levels and
athletic performance.

XIV. Safe and Healthy Workouts

1. Tips for preventing exercise-related problems:
a. Get proper instruction.
b. Make sure you have good equipment.
c. Warm up before; cool down after.

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 d. Stay active through the week and do not overdo on weekends.
e. Use reasonable protective measures.
f. Go with a buddy.
g. Take each outing seriously.
h. Never combine alcohol or drugs with any sport.

XV. Temperature
1. Heat Cramps are muscles cramps caused by profuse sweating and the
consequent loss of electrolytes.
2. Heat Syndromes are more serious temperature-related conditions that
include:
a. Heat Exhaustion – A mild form of heat-related illness that can be
caused by exercise or hot weather.
b. Heat Stroke – This can occur when the body temperature rises to 106
degrees Fahrenheit or higher within 10 to 15 minutes.
3. Protecting Yourself from the Cold
a. Frostnip – Because it is painless, you may not know it is occurring.
b. Frostbite: There are two kinds: superficial and deep frostbite. Both
require medical care.
c. Hypothermia occurs when the body temperature falls below 95
degrees Fahrenheit and requires emergency medical attention.
B. Exercise Injuries
1. Acute injuries—sprains, bruises, and pulled muscles—are the result of
sudden trauma, such as a fall or collision.
2. Overuse injuries are the result of overdoing a repetitive activity, such as
running.
3. Men and women may be vulnerable to different types of injuries.
4. PRICE
a. Protect the area with an elastic wrap, sling, splint, cane, crutches, or air
cast.
b. Rest to promote tissue healing.
c. Ice the area immediately.
d. Compress the area with an elastic bandage until swelling stops.
e. Elevate the area above your heart.
5. Overtraining
a. Signs of overdoing it include persistent muscle soreness, frequent
injuries, unintended weight loss, nervousness, and an inability to relax.
C. Exercise Addiction
a. Excessive exercise can become a form of addiction, and “exercise
dependence” is not uncommon among young men and women.

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Discussion Questions

• Ask students to brainstorm the benefits of exercise. Now ask each person to
prioritize this list, from the benefit that is most important to the least important.
Discuss how these priorities might change over time. What are some of the
differences within the class? What might you expect if you were living in a different
part of the world?
• How much exercise? Describe the recommendations for physical activity made by
the American College of Sports Medicine. Ask students what strategies they might
use to realistically achieve this. What might be some of the barriers to achieving
this? How might one overcome these possible barriers?
• Discuss women and exercise, highlighting some of the misconceptions that are
associated with this. Ask the class if they can add any myths or misconceptions.
Now ask the class what women can do to overcome some of the barriers to
achieving regular exercise.
• Discuss the value of stretching and flexibility as it relates to health and injury
prevention. When is stretching beneficial? Discuss the benefits of Yoga, Pilates, and
T’ai Chi.
• Discuss the value of muscle strength and aerobic exercise. Define and differentiate
between isometric, isotonic, and isokinetic exercises. What are the myths associated
with strength training? What are the benefits of strength training?
• Discuss exercise safety in light of environmental temperature, proper use of
equipment (including shoes), air quality, and use of gym equipment.

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Classroom Activities

Activity #1: Self-Survey: Are You Ready to Become More Active?

Purpose:
1. To determine your stage of motivational readiness to become more active.

2. Based on your fitness stage of change, develop strategies to move to the next level

with the goal of reaching the action and maintenance stage.

Time:
30 minutes (15 minutes to complete the Self-Survey and 15 minutes for class

discussion).

Method:
1. Review the transtheoretical model found in chapter one of the text.

2. Determine the stage of motivational readiness.

Discussion:
1. After the students have determined the stage of change they are in. Then have them

identify the processes of change that will help them move to the next level of

change.

2. Direct them to come up with several ideas for each process of change that will help

them in their progression.

3. Have them follow through with these ideas for several weeks and then come back

and report their progress with other students.

4. You may require students to keep a log of their progress, or write a paper on how

their behavior change went. Have them discuss the things that most helped them,

as well as the things that hindered their progress.

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 Activity #2: Fitness Testing

Purpose:
To identify our fitness levels.

Time:
One class period.

Introduction:
Introduce the importance of understanding our own fitness levels.

Method:
1. Organize for a personal trainer or wellness coordinator to perform fitness
assessments on your students.
2. Perform height and weight measurements.
3. Perform body composition assessments.
4. Have students warm up and stretch.
5. Perform a 30-second push-up test.
6. Perform a 12-minute run/walk test.
7. Perform a flexibility test, such as the sit-and-reach test.

Discussion:
1. Discuss the results with students.
2. Ask your students how they feel about their results. Was it an accurate assessment?
3. Discuss reasonable goals and how to properly achieve those goals.
4. Discuss how they might encourage one another to reach their goals.

Note: Additional testing can be done using similar methods. Examples can be found at:

http://www.exrx.net/Testing.html

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 Activity #3: Designing a Program

Purpose:
To design a personal cardiovascular training program.

Time:
One class period.

Introduction:
Introduce the steps necessary to begin an aerobic workout program.

Method:
1. Determine what type of aerobic activity you will engage in.
2. Determine the frequency and duration of your activity.
3. List any special equipment needed for this activity.
4. Be sure to include warm-up and stretching activities.

Discussion:
1. Discuss reasonable fitness goals and how to properly achieve those goals.
2. Discuss strategies for dealing with issues that may conflict with your exercise plan.

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 Activity #4: Heart Monitor Workout

Purpose:
1. To learn the effectiveness of a heart monitor.
2. To become aware of various exercise equipment.
3. To become knowledgeable about combining a cardiovascular workout with a
resistance workout.

Time:
One to one and one-half hours. You could introduce equipment and heart monitors at
the end of the previous class meeting, and then have the next whole class period for the
workout.

Method:
1. Review equipment (e.g., resistance equipment, cardio equipment, and the heart
monitors).
2. Remind the students to bring workout clothes for the next session.
3. Explain the importance of a combined cardiovascular workout with a resistance
workout and the use of the heart monitor.
4. Have the students put on the heart monitor and make sure they are working
correctly.
5. Show the students the order in which to rotate amongst the equipment. Putting up
signs will help as well. Be sure to have the name of the equipment on the machines.
6. Explain the sequence of events—each will be on a resistance exercise; after 12–20
reps (or 30 seconds), you will blow your whistle; and they will then rotate to an
aerobic machine or jog for 1–2 minutes (depending on time available and the
current condition of the class).

An example workout might look like this:

Leg press Jog 2 min.

Bench press Stair master 2 min.
Leg extension Rowing machine 2 min.

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 Bicep curls Treadmill 2 min
Leg curls Bike 2 min.
Tricep curls Jog 2 min.
Calf raises Stair master 2 min
Lat pulls Rowing machine 2 min
Bent rows Bike 2 min.
Abs/crunches Jog 2 min
5-minute jog/walk Cool down at the end of the workout
5–10 minute stretch

7. Be sure to warn students that if they are not feeling well at any time to stop the
activity and to get in touch with you.

Discussion:
1. While stretching, discuss how the students feel and what type of soreness they
might experience over the next few days.
2. If you have access, have them retrieve a computerized graph of their workout, and
then discuss target heart rates with them and analyze their personal results.
3. Ask students if they think using a heart rate monitor is valuable. Why or why not?

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 Activity #5: Exercise and Aging

Purpose:
To gain first-hand knowledge of how exercise (or the lack thereof) can impact aging.

Time:
One hour.

Method:
1. Students should interview an individual over the age of 65.
2. Students should ask the following questions:
a. What is your age?
b. What is your current level of physical fitness?
c. How often do you exercise? What types of activities do you engage in?
d. Is exercise a social activity for you, or do you exercise for the health benefits?
e. If you do not exercise, did you ever participate in physical activity? If yes, why
did you stop?
f. Do you believe that exercise plays a role in your health?
g. What advice would you give me in terms of physical fitness?

Discussion:
1. Have students discuss their findings with the class. Were there commonalities
throughout the group?
2. Will these observations impact their level of physical activity? Do they feel more
inclined to exercise now?

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References, Readings, and Resources

Corbin, C. (2004) Toward a Better Understanding of Physical Fitness and Activity, Vol. 2.
Scottsdale, Arizona: Holcomb Hathaway, Publishers.

Miller, D. K. and Allen, T. E. (l995) Fitness: A Lifetime Commitment, Fifth Edition.

Paramus: Prentice Hall.

Oswald, L. H. (1998) Stretching Exercises. New York: Sterling.

Powers, S. K. (1999) Total Fitness: Exercise, Nutrition and Wellness. Needham Heights,
MA: Allyn and Bacon.

Puretz, S. (1998) The Woman’s Guide to Peak Performance. Berkeley, California: Celestial
Arts.

Sallis, J. (1999) Physical Activity and Behavioral Medicine. Thousand Oaks, California: Sage
Publications.

Films and Videocassettes

Cardiac Comeback
(Three-part series created to guide low-risk cardiac patients through a progressive
home conditioning and education program.)
http://acsm.org/video_and _audio.html

Coping with Life on the Run

(Dr. George Sheehan examines the positive side effects of exercise.)
Sports Production
Box 296
Locust, NJ 07760

Chapter 7 – The Joy of Fitness 160

Dynamics of Fitness: The Body in Action
(The three-part series shows different exercises and the effects of each on the body.
Fitness is defined and information is given on how to achieve fitness and maintain it.)
Ibis Media
P.O. Box 308
Pleasantville, NY 10570

Exercise: It’s Never Too Late

(This program presents some of the common fears and misconceptions seniors have
about exercising as they grow older.)
Films for the Humanities and Sciences
P.O. Box 2053
Princeton, NJ 08543-2053

How Fit Are You?

(The three ingredients of an effective exercise program—frequency, intensity, and
duration—are discussed.)
MTI Teleprograms
108 Wilmot Ave.
Deerfield, IL 60015

Physical Fitness
(Basic principles of physical fitness and guidelines for appropriate activities are
demonstrated.)
Journal Films, Inc.
930 Pitner Ave.
Evanston, IL 60202

The Physiology of Exercise

(Selected exercises are used to show how the body is improved and strengthened.)
Sunburst Communications
Room HK41
39 Washington Ave.
Pleasantville, NY 10541

Starting an Exercise Program

(Encourages sedentary viewers to reap the benefits of exercise by providing practical
guidelines for beginning an exercise program.)
http://acsm.org/video_and _audio.html

Chapter 7 – The Joy of Fitness 161

The Fitness Formula
(Dr. George Sheehan discusses the benefits and rewards of a physically active life.)
Teaching Films, Inc.
930 Pitner Avenue
Evanston, IL 60202

What Is Your Health Hazard Risk?

(Guidelines for healthful living and fitness are demonstrated and examined through the
use of information about age, exercise, race, and sex.)
Ibis Media
P.O. Box 308
Pleasantville, NY 10570

Your Body: Use It or Lose It

(Demonstrates why we need to use our bodies dynamically if we want to feel good and
stay well.)
American Physical Fitness Research Institute
Education and Media Director
654 N. Sepulveda Blvd.
Los Angeles, CA 90049

Internet Resources

American Alliance for Health, Physical Education, Recreation, and Dance

Homepage for the national organization.
http://www.aahperd.org

American College of Sports Medicine (ACSM)

Homepage for ACSM.
http://acsm.org/

American Council on Exercise (ACE)

ACE is a nonprofit organization committed to enriching quality of life through safe and
effective physical activity.
http://www.acefitness.org/

Exercise Prescription on the Net

ExRx.net is a free resource for the exercise professional, coach, or fitness enthusiast.
http://www.exrx.net/

Chapter 7 – The Joy of Fitness 162

NASPE: National Association for Sport and Physical Education
Homepage for NASPE.
http://www.aahperd.org/naspe/template.cfm

National Strength and Conditioning Association

The National Strength and Conditioning Association (NSCA) is the world’s leading
authority on strength and conditioning. They provide reliable, research-based strength
and conditioning information to members and the general public.
http://www.nsca-lift.org/

Physical Activity for Everyone

Section of the Centers for Disease Control and Prevention website that provides
guidelines for physical activity.
http://www.cdc.gov/nccdphp/dnpa/physical/

President’s Challenge
The President’s Challenge is a program that encourages all Americans to make being
active part of their everyday lives.
http://www.presidentschallenge.org/

Shape Up America!
At this site, you can perform a battery of physical fitness assessments, including activity
level, strength, flexibility, and an aerobic fitness test. You get started by entering your
weight, height, age, and gender and then take a quick screen test to assess your physical
readiness for physical activity. Your final results in each area will be based on your
personal data.
http://www.shapeup.org/fitness/index.php

Start!
At this website sponsored by the American Heart Association, after a free registration,
you can access an interactive exercise diary where you can keep track of your own
exercise progress. An information resource called MyStart! provides health and fitness
resources.
http://www.heart.org/presenter.jhtml?identifier=3041198

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