Physical Development for Health and Fitness in Children and Youth - Research Paper Example

? A Research Report on the Significance of Diet, Physical Activity and Multilateral Physical Development for Health and Fitness in Children and YouthName of the Student Student Number Institution/ University Instructor’s/ Teaching Assistant’s Name Tutorial Section Date of Submission Introduction The health benefits of physical activity among children and adolescents include improved cardiorespiratory and muscular fitness, enhanced bone health, improved cardiovascular and metabolic health biomarkers, favorable body composition, and reduced symptoms of depression (USDHHS, 2008). According to Harris (1996, p.485), fitness can be defined as “the state of physical and physiological characteristics that define the risk levels for the premature development of diseases or morbid conditions presenting a relationship with a sedentary mode of life”. The three main disciplines that contribute to this report include nutrition in relation to health, the importancce of physical activity, and the development of biomotor characteristics and athletic abilities in children and youth. Educators, scholars, trainers and health care professionals emphasize the importance of the above disciplines for achieving optimal physical development, health and fitness outcomes particularly for growing children aged 5 to 17 years. Research Question: The purpose of this research report is to investigate youth fitness and physical development based on diet and physical activity. Further, the promotion of multilateral physical development of children enhancing biomotor abilities will be examined. Diet and Nutrition Contribute to Health Outcomes in Young People To ensure that children and young people have optimal reserves of energy, a balanced diet that provides nutrients from all the food groups is essential. “Food provides nutrients that have one or more physiological or biochemical functions in the body” (Jeukendrup and Gleeson, 2010, p. 2). The six different categories of nutrients are: carbohydrates, fats, proteins, vitamins, minerals and water. Proteins help in tissue growth and repair; carbohydrates, fats and proteins provide energy; while minerals, vitamins and proteins regulate the metabolism. Enzymes are proteins that catalyse and accelerate metabolic processes. Moreover, increased intake of fluids is recommended particularly for youth engaged in higher levels of physical activity. The evidence from a study conducted by Zapata, Bryant, McDermott and Hefelfinger (2008) revealed that high school youth engaged in disappointingly low levels of healthy nutrition practices and physical activity behaviors. However, middle school students showed comparatively higher intake of vegetables, fruits, and milk, along with greater participation in intensive and moderate physical activity, and daily physical education. Thus, future interventions and policies need to address declining participation in healthful dietary and physical activity among growing childen. The World Health Assembly adopted the Global Strategy on Diet, Physical Activity and Health (DPAH) in May, 2004, and underlined this priority in the NCD Action Plan endorsed in the World Health Assembly in May, 2008 (WHO, 2009). Health Benefits of Physical Activity and Fitness in Children and Youth A systematic review of research studies on the relationship between physical activity, fitness and health focused on the seven key indicators of different health outcomes related to physical activity in children and youth aged 5 to 17 years. These key indicators include high blood cholesterol; high blood pressure; markers of the metabolic syndrome as a measure of cardiometabolic risk; overweight/ obesity as a measure of adiposity; low bone density as a measure of skeletal health; depression as a measure of mental health; and injuries as a negative health outcome of physical activity (Janssen and LeBlanc, 2010). Cardiorespiratory and musculosketal fitness are genetic in origin to some extent; however they also reflect physical activity in recent weeks and months (Baquet, van Praagh and Berthoin, 2003). Thus, fitness may be considered as a measure of physical activity. Research evidence underscores the health benefits associated with physical activity among children and youth. Additionally, it was found that “aerobic-based activities that stress the cardiovascular and respiratory systems have the greatest health benefit” (Janssen and LeBlanc, 2010, p.13). Further, for bone health, high-impact weight-bearing activities are the most effective. Physical activity also counters adiposity in overweight and obese youth, improves musculoskeletal health and fitness, and enhances cardiovascular health (Strong, Malina, Blimkie et al, 2005). It enhances inflammatory markers, endothelial function, heart rate variability, mental health including self-concept, anxiety, and depression, as well as cognitive development. Additionally, it prevents obesity, infections, allergies, and cardiovascular disease risk factors in adolescents (Veiga, Gomez-Martinez, Gomez-Martinez et al, 2009). In Canada, physical activity for school children has been promoted by identifying the after-school period as a target, by the Public Health Agency and all provincial and territorial governments (Report Card, 2012). Multilateral Physical Development Promotes Youth Biomotor Abilities Children and adolescents need to develop different basic skills to become good athletes, before training in a particular sport. This is known as multilateral development, “and it is one of the most important training principles for children and youth” (Bompa, 2000, p.3). Basic physical skills including running, jumping, throwing, catching, tumbling and balancing contribute to children achieving physical coordination. Jennie A. Gilbert is an authority and researcher in physical education programs. She advocates the teaching of the FITT concept relating to frequency, intensity, time and type of physical activity, to enhance physical, emotional and social growth of children (Gilbert, 2004), with age-appropriate training. The purpose of multilateral development is to enhance overall adaptation. Children developing “a variety of skills and motor abilities are more likely to adapt to demanding training loads, without experiencing stresses associated with early specialization” (Bompa, 2000, p.4). With increasing levels of strength, power, speed and endurance, the development of coordination, flexibility and agility becomes easier. For example, strength improvement helps athletes to quickly move limbs and to change directions. “Leg strength or the ability to powerfully apply force against the ground, will increase speed” (Bompa, 2000, p.44). Achieving improved strength levels will also help young athletes to learn specific sports’ skills. Further, with improved strength, athletes will also learn batting, pitching and throwing at greater speeds. Conclusion This research report on improving fitness and health among children and youth has highlighted the importance of appropriate diet, physical activity and multilateral physical development enhancing biomotor abilities. The evidence indicates that healthy nutrition practices are vital for health and fitness among young people. Further, Jennie A. Gilbert’s concepts-approach to teach health-related fitness helps teachers to build the fitness knowledge base of students, as they progress through the physical education program, and to incorporate fitness concepts throughout all skill-development lessons. This approach also develops self-responsibility among children, and allows them to “view physical activity as something fun that they “get” to participate in and desire to participate in” (Gilbert, 2004, p.14). Moreover, the promotion of multilateral physical development of children through a structured, age-progressive method enhances biomotor abilities such as strength, power, endurance, speed, flexibility, coordination and agility, which are vital requirements in athletics and all sports. References Baquet, G., E. van Praagh and S. Berthoin. (2003). Endurance training and aerobic fitness in young people. Sports Medicine, 33(15): pp.1127-1143. Bompa, T. (2000). Total training for young champion. The United States of America: Human Kinetics. Gilbert, J.A. (2004). No, you do not have to run today, you get to run: Using physical activity to teach fitness concepts across the curriculum will encourage students to develop good, lifelong, fitness habits. The Journal of Physical Education, Recreatio & Dance, 75(6): pp.25- 30. Harris, D.R. (1996). Fitness and exercise sourcebook. The United States of America: Omnigraphics. Janssen, I. and A.G. LeBlanc. (2010). Systematic review of the health benefits of physical activity and fitness in school-age children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7(40): pp.1-16. Jeukendrup, A. and M. Gleeson. (2010). Sport nutrition: An introduction to energy production and performance. Edition 2. The United States of America: Human Kinetics Publishers. Report Card. (2012). After school. Time to get active. Active Healthy Kids, Canada. Retrieved on 9th February, 2012 from: http://www.activehealthykids.ca/ReportCard/After%20School%20-%20Time%20to%20Get%20Active.aspx Strong, W.B., R.M. Malina, C.J. Blinkie, S.R. Daniels, R.K. Dishman, B. Gutin, et al. (2005). Evidence based physical activity for school-age youth. Journal of Pediatrics, 146: pp.732- 737. USDHHS (The United States Department of Health and Human Services). (2008). 2008 Physical activity guidelines for Americans: Be active, healthy and happy. The U.S. Department of Health and Human Services. Retrieved on 9th February, 2012 from: http://www.health.gov/paguidelines/pdf/paguide.pdf Veiga, O.L., S. Gomez-Martinez, D. Gomez-Martinez, A. Villagra, M.E. Calles, A. Marcos and AFINOS Study Group. (2009). Physical activity as a preventive measure against overweight, obesity, infections, allergies and cardiovascular disease risk factors in adolescents: AFINOS Study Protocol. BMC Public Health, 9(475): pp.1-11. WHO (World Health Organization). (2009). Interventions on diet and physical activity: What works. Summary Report. The World Health Organization. Retrieved on 9th February, 2012 from: http://www.who.int/dietphysicalactivity/summary-report-09.pdf Zapata, L.B., C.A. Bryant, R.J. Mcdermott and J.A. Hefelfinger. (2008). Dietary and physical activity behaviors of middle school youth: The youth physical activity and nutrition survey. Journal of School Health, 78(1): pp.9-18. Read More