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Unit 3

Unit 3. Physiological and Participatory Perspectives of Physical Activity. Chapter 1. National Physical Activity Guidelines & Methods of Assessing Physical Activity. Text Sources Nelson Physical Education VCE Units 3&4: 4 th Edition – Malpeli, Horton, Davey and Telford 2006.

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Unit 3

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  1. Unit 3 Physiological and Participatory Perspectives of Physical Activity

  2. Chapter 1 • National Physical Activity Guidelines & Methods of Assessing Physical Activity • Text Sources • Nelson Physical Education VCE Units 3&4: 4th Edition – Malpeli, Horton, Davey and Telford 2006. • 2. Live It Up 2: 2nd Edition – Smyth, Brown, Judge, McCallum and Pritchard 2006.

  3. National Physical Activity Guidelines National Physical Activity Guidelines & Methods of Assessing Physical Activity

  4. National Physical Activity Guidelines • The Australian Department of Health and Ageing has produced a set of guidelines on the minimum levels of physical activity required for optimum health and body weight. • They are not designed for high-level fitness or sports training, but are intended to provide realistic strategies for incorporating physical activity into our daily lives.

  5. Age & Training Principles

  6. 5-12 Year Olds

  7. 5-12 Year Olds

  8. 12-18 Year Olds

  9. 12-18 Year Olds

  10. Adults

  11. Adults

  12. Older Adults (65+ age group) Recommendations to be released in 2008. • Draft recommendations in 2007 below. • Older people should do physical activity no matter what their age, weight, health problems or abilities. • Older people should be active in many ways as possible, doing a range of physical activities that incorporate fitness, strength and balance. • Older people should accumulate at least 30 minutes of moderate intensity physical activity on most, preferably all days. • Older people who have stopped involvement in physical activity for more than several weeks, or who are starting a new physical activity, should start at the level that is easily manageable and gradually build up the amount, type and frequency of activity.

  13. Which Activities Count as Exercise? Answer: They all do!

  14. Domains Examples Leisure-time physical activity Various types of activity; different surveys use generic or activity specific questions, and may ask details of activity frequency, duration and intensity. Gardening and yard work Various definitions, of varied intensities; may range from light-intensity gardening to vigorous chores or digging/moving heavy objects. Household chores Heterogeneous set of tasks; large gender differences; energy expenditure across tasks not well understood. Active transport Walking or cycling for transportation. Occupational physical activity Diverse occupations, with changes in energy expended in many occupations over recent decades. Domains of Physical Activity

  15. Need for and Benefits of Physical Activity National Physical Activity Guidelines & Methods of Assessing Physical Activity

  16. Physical activity can be defined as ‘any body movement produced by the skeletal muscles that results in expenditure of energy’. Technology has lessened the need for human movement. It is now much easier to live, work and play as a result of technology. However, this reliance has made Australians more sedentary. Human movement is essential for the health and maintenance of our bodies. Sedentary lifestyles account for an estimated 1/3 of all deaths. The most common deaths include heart disease, colon cancer and diabetes. 30 minutes a day of activity has a range of health and social benefits. The Need for Physical Activity

  17. Checkpoints • Complete questions 1-6 page 6 of Nelson Physical Education VCE Units 3 & 4.

  18. Physical Activity Pyramid National Physical Activity Guidelines & Methods of Assessing Physical Activity

  19. Physical Activity Pyramid • Educates people about the types of activities required to enhance fitness, health and wellbeing. • People need to participate in all activities in all levels. • Like the healthy eating food pyramid, the bottom of the pyramid is activities that we should participate in the most, were as the top is the least. Most Some Least

  20. How Active are Australians? National Physical Activity Guidelines & Methods of Assessing Physical Activity

  21. Over 6.5 million Australians are active participants is sports 60% of men and 53% of women successfully achieve the recommended time and frequency to enjoy the benefits of physical activity However, frequency has declined since 1997. 62% of children participate in sport outside of school hours. 20-25% of children and adolescents are overweight. Fewer older people were involved in sport than younger people Just of 50% of those aged 15-24 were active participants How Active are We?

  22. Coursework 1.1 • Complete the data analysis task on page 9 of Nelson Physical Education VCE Units 3 & 4.

  23. Checkpoints • Complete questions 1-5 page 9 of Nelson Physical Education VCE Units 3 & 4.

  24. 57% of adults engage in sufficient physical activity for health benefits. However adult male participation is decreasing. Tertiary educated adults more active. Retiree participation rates are increasing due to recent health awareness programs. Most common activities (See table 1.3-1.6) Adult Participation

  25. Coursework 1.2, 1.3 and 1.4 • Complete all of the data analysis tasks on page 12, 14 and 15 of Nelson Physical Education VCE Units 3 & 4.

  26. National Health Survey Findings 23% of adolescents don’t regularly participate in physical activity. Only one-third of adolescents participate in vigorous activity. Males more active than females. Adolescents are significantly more active during warmer months of the year (See fig 1.5 p.15) Adolescent Participation

  27. Coursework 1.5 • Complete the data analysis tasks on page 16 of Nelson Physical Education VCE Units 3 & 4.

  28. ABS findings 62% of children participate in organised sport. Boys had a higher participation than girls. Peak participation between 10-12 years of age. Soccer is the most popular boys sport and netball for girls. Accelerometer findings 5-6 year old children average four hours of physical activity per day. 10-12 year olds only average 10 minutes. Children’s Participation

  29. Age and Gender

  30. Sport Participation Rates

  31. Checkpoints • Complete questions 1-4 page 18 of Nelson Physical Education VCE Units 3 & 4.

  32. Coursework 1.6 • Complete the structured question tasks on page 19 of Nelson Physical Education VCE Units 3 & 4.

  33. Gender - Greater proportions of males participate in sport and physical activity than females. Females generally have less opportunity and less access to sporting activities. Socioeconomic Status – Well educated white collar workers are the most physically active Australians. Income – People with higher incomes can participate in a wider variety of activities and more often. Race – People born in Australia are more active than those who were not. Race is often used as a form of discrimination, thus reducing participation. Geographic Location – Where you live can limit access to facilities and specific sports Barriers to Participation

  34. Common Barriers to Participation Other Barriers • Lack of time due to other commitments • Lack of fun and enjoyment • Lack of self-motivation • Low self-efficiency • Injury • Lack of self-management skills • Lack of encouragement and support • Poor coaching • Negative environmental factors

  35. Barriers to Participation

  36. Measuring levels of Physical Activity National Physical Activity Guidelines & Methods of Assessing Physical Activity

  37. Metabolic Equivalent (MET) • A way of measuring physical activity intensity is by the metabolic equivalent, or MET, level. • Although the intensity of certain activities is commonly characterised as light, moderate, or vigorous, many activities can be classified in any one or all three categories simply on the basis of the level of personal effort involved in carrying out the activity (i.e. how hard one is working to do the activity). • For example, one can bicycle at intensities ranging from very light to very vigorous.

  38. METs • Physical activities at different levels of effort can be compared using the metabolic equivalent (MET). • This unit is used to estimate the amount of oxygen used by the body during physical activity (Ainsworth et al., 1993).  • 1 MET = the energy (oxygen) used by the body as you sit quietly, perhaps while talking on the phone or reading a book 3.5ml/kg/min of O2 • The harder your body works during the activity, the higher the MET.  • Any activity that burns 3 to 6 METs is considered moderate-intensity physical activity. • Any activity that burns > 6 METs is considered vigorous-intensity physical activity.

  39. Measuring the amount of physical activity is a complex procedure. Information collected needs to address the types of activities, frequency, intensity and duration. Physical activity covers many domains. Why measure our levels of activity? Document how active our population is Gives feedback on government health programs An active nation is a healthy nation Study the factors that influence our participation Measuring Physical Activity

  40. Methods of Measuring Physical Activity

  41. Dimensions of Physical Activity • Frequency – Number of times a person engages in an activity • Duration – Length of time engaged in an activity • Intensity – How hard an activity is • Type – Domains • Context – Where you are, when, who with etc. • Energy – Measured in METs • Expense – Cost in dollars • Reactivity – How much the measure biases towards the result.

  42. Subjective Measures • Examples of subjective (remembering physical activity done) are self-reported recall measures, diaries and logs. Eg. Active Australia Survey and IPAQ.

  43. The Active Australia Survey

  44. Coursework 1.7 • Complete the written report task on page 19 of Nelson Physical Education VCE Units 3 & 4.

  45. Direct Observation – Involves watching people and noting specific behaviours and activities they are participating in. Commonly used on children while playing. Advantages Quantitative and qualitative information Behaviour observed Wider variety of information gained Software available Used in school and community settings Disadvantages Difficult with large populations Obtrusive and time consuming Can cause bias Objective Measures Direct Observation

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