Impact of Multisport Recreation on Biological Markers of Minority Youth

1. Impact of Multisport Recreation on Biological Markers of Minority Youth Duston Morris, PhD, MS, CTRS, ACE-CPT, USAT Level 1 University of Central Arkansas Department of Health Sciences

2. Program Objectives • Understand behavior change theory used to drive development of multisport recreation program • Determine practice settings for multisport recreation programs • Explain program purpose & outcomes • Identify methods to evaluate program effectiveness

3. Development of Conceptual Framework NASPE/USAT Alignment Utilization of Biomechanics Utilization of Behavior Theory Injury Prevention Development of Multisport Concepts Create Sportsmanship Development of Lifetime Fitness Technology Assessment

4. NASPE & USAT Alignment USAT ALIGNMENT • Swimming Competencies and Biomechanics: Age graded for student’s comfort level in the water through drills and swimming efficiency skills. • Cycling Competencies and Biomechanics: Age graded for students to understand the importance of bike safety, bike handling, the rules of the road and to apply these skills for a lifetime. • Running Competencies and Biomechanics: Age graded for students to demonstrate Running efficiency drills which are key to learning proper running mechanics. • Exercise Physiology: Age graded for students to learn health-related fitness components as it relates to heart rate and how to monitor heart rate while participating in different exercise intensities in all 3 different sports (NASPE) STANDARDS Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

5. Basis of Ideation Theory Knowledge Attitudes Personal Advocacy Behavior Social Support Self-Image Emotions Perceived Risk Self-Efficacy Normative Beliefs

6. Development of Multisport Concepts • Swimming • Cycling • Running Activities incorporating 3 disciplines…Core/Balance Upper & lower body strength Cardiovascular endurance

7. Building Lifetime Fitness • Traditional Activities • Emphasize competitive nature • Don’t promote total inclusion • Don’t transfer well into adulthood activities • Non-Traditional Activities • Underdeveloped during childhood • Promote total inclusion • Transcend age

8. Program Overview

9. Program Activities

10. Cross Curricular Activities • Math Class • Distance/ time/velocity measurements and equations • Gearing ratios • Calorie expenditure • Stride calculations • Science, Anatomy, Physiology & Health Class • Terminology • Energy systems Aerobic vs. Anaerobic • Technology - Heart Rate Monitors • Cross training benefits • Active nutrition • History Class • Olympics in Ancient Greece & modern day • History of Triathlon • Art Class • Banners • Race numbers • Awards • Geography Class • Laying out a triathlon course, • Map reading & elevation profiles • Traffic flow

11. Program Implementation • School programs • After-school programs • Camps/clinics • Recreation facilities • Fitness centers • Community events

12. Program Implementation • 7-week camp in Chicago, IL. • Monday – Thursday from 9am-3pm • Completed various AMM games & activities • Coaches would describe & demonstrate each game or activity • Participant engaged in activity until mastery • Measured biological marker change among 64 minority athletes

13. Program Evaluation • Utilization of Technology • Utilization of activity assessment materials • Program evaluation • School • After-school • Camps/clinics

14. Program Results • 92% of the subjects had weight reductions over the course of the 7-week camp. Total weight lost was 210.9 pounds with average weight loss of 6.4 pounds per athlete (p < .0001). • 85% of the subjects had an increase in total completed push-ups from pretest to posttest. Total number of push-ups completed was 172 with an average increase of 6 push-ups per athlete (p < .0001).

15. Program Results • 93% of the subjects had an increase in the total completed curl-ups from pretest to posttest. Total number of curl-ups completed was 700 with an average increase of 25 curl-ups per athlete (p < .0001). • 69% of the subjects had a decrease in RHR over the course of the 7-week camp. Average change in RHR was a decrease of 12.2 beats per minute (p < .02). • There was no change (p = .49) in run speed among the athletes.

16. Implications • Programs need to be well-designed and evaluated • Activity selection improved positive results • CTRS should utilize evidence-based modalities

17. Future Direction • Revisions of AMM materials with inclusion of an interactive DVD and a teaching application • Evaluation in different populations • Evaluation in different settings • Evaluation that compares traditional to nontraditional activity programs