CSET Practice Test Physical Education

Benefits of Fitness on Children

As a result of increasing physical exertion on a regular
basis, children like adults, also reap the benefits of an
increased level of wellness. The research shows that they
are simply not getting an adequate amount of exercise.
American children are generally in an activity and fitness
deficit. Gallahue (1982) and Seefeldt (1980) believe that
children in a full time daycare setting do not engage in
adequate physical activity on a daily basis. Gilliam
(1981) reported that although children were physically
active during the day, less than 2% of the time was spent
by children in activities of high enough intensity to
promote cardiovascular health, whereas, 80% of the time
was spent in low intensity activities. Research has shown
that most children do not receive enough fitness-enhancing
activity during play experiences to develop an adequate
level of fitness or motor skill development (Gilliam 1981;
Miller 1978). Coronary heart disease and risk factors such
as obesity, hypertension, and elevated serum cholesterol
have been identified in children as young as 2 years of
age (Rose 1973).

According to Brink (1995), 64% of K-12 American students
do not participate in a daily physical education program.
He further states that physical exercise is still one of
the best ways to stimulate the brain and learning. The
benefits of physical activity on a child's health are well
documented. Children engaged in daily physical education
show superior motor fitness, academic performance and
attitude toward school as compared to their counterparts
who do not participate in daily physical education (1996
Pollatschek and Hagen). Children who are active and
physically fit have fewer cardiovascular risk factors than
less active children; they encounter lower rates of
coronary heart disease (Ross and Pate 1987), lower blood
pressure( Fraser, Phillips and Harris, 1983) and lower
body fat (Sailis, Buono, Roby, Micale, and Nelson, 1993).
Active adolescents tend to feel less lonely, shy and
hopeless than do their physically inactive peers (Page,
1994). Physical activity was used as a treatment for
hyperactive behavior by Mcgimsby and Favell (1988) who
showed that increased exercise was an efficient means for
reducing rates of aggression and hyperactivity in 8 of 10
mentally retarded subjects.  Table A and Figure One, taken
from an earlier study by Allen (1979), illustrate the
effects of exercise on behavior/stress and anxiety. Norris
(1992 p.64) found that in an adolescent population aerobic
training does appear to provide some benefits with regard
to psychological stress and well being but only if the
program is of sufficient intensity.

The implications of research investigating the
psychological effects of exercise are readily apparent.
Exercise has the potential to act positively on both the
physical and mental health of the patient. Leith and
Taylor (1990) found that 56 of 81 studies (70%) reported
significant improvements on the psychological constructs
under consideration as a result of participation in an
exercise program. They also recommended that future
research carefully document prescribed changes in fitness
levels, define the exact nature of physical activity and
clearly report the frequency and duration of the exercise.
These have all been considered and accounted for in our
methods.

ADHD subject interventions for the most part, have been
limited to either modifications in behavior or
psychosomatic drugs. Intense aerobics have not been tried
as a possible behavioral strategy to curb unwanted
behavior and improve student attention levels. These
factors, combined with the simple relationship between
exercise and body chemistry, pave the way for the
possibilities of improving student attention and
hyperactivity problems by exposing them to frequent and
intense aerobic activity.

Alternative Intervention Peptide molecules (endorphins)
are the messengers of our emotional system. At the
cellular level, peptides synthesized within one cell
attach to receptors on the outside of another, promoting
either an increase or decrease in cellular actions.
Endorphins are categorized as a peptide molecule and have
an affect on student behavior in the classroom (Sylvester
1994).  Endorphins are also classified as opiates, which
mediate emotions after a painful experience because they
have the ability to reduce pain and increase euphoria.
Endorphin levels can be elevated by exercise and by
positive social contact-hugging, music, a friend's
supportive comments (Levinthal, 1988). These issues will
be taken into consideration in our intervention
techniques. Endorphins have also been implicated in the
regulation of the female menstrual cycle, as well as in
influencing the response of numerous other hormones,
including GH, ACTH, prolactin, catecholamines and
cortisol.

Like the action of psychostimulant drugs, it is at the
cellular level where endorphins act on the
neurotransmitters, which have a causal effect on electro-
cellular actions. If this occurs in large populations of
cells, a change or influence can occur in our emotional
states. "Cell division and protein synthesis are two such
changes; both are heavily involved in the emotion-charged
body changes during adolescence" (Moyers 1992). 

Endorphic action on neurotransmitters and hypothalamus-
ACTH  (a catecholamine) and endorphin containing cells are found
in the anteromedial region of the anterior lobe, at the
posterior boundary. The richest site of endorphins in the
body is the pituitary. The endorphin and ACTH-synthesizing
neurons of the hypothalamus also project to other regions
of the brain. This would increase the possibility that
endorphins may also act on the caudate nucleus.
Physiologic actions for these hormones include:(1)morphine
like analgesic properties, (2) euphoria and other
behavioral effects, positive or negative, (3)
neurotransmission and other neuromodulating functions. The
endorphins may play a positive role in memory, learning,
response to stress, reproduction, pain transmission and
regulation of appetite, temperature and
respiration(Harrisons, 1994 p.448)

Previous studies that have utilized graded maximal
exercise tests to examine the beta endorphic response to
exercise have generally reported elevated beta endorphin
levels following exercise (Goldfarb, 1986). Goldfarb
studied the endorphic response to exercise and found an
approximate twofold increase above resting levels.  This
agrees with other studies such as the one done by Donevan
(1986) (See Figure 2).  Greater physical exertion resulted
in greater endorphic response with the largest increase
around 80% of illustrated in the graphic results from
maximal oxygen uptake (VO2 max) respiration (Donevan,
1986).

It is well documented in both Exercise and Physiology
literature that chemical changes occur in the body after
it is exposed to exercise. The degree of chemical change
is dependent on the intensity, duration and frequency of
the aerobic activity. Children as a whole are deficient in
their overall levels of fitness in America. Therefore, it
is reasonable to project that a regular aerobic
intervention at 75% of maximum respiration would indeed be
an increase over the child's daily activity schedule.
This change in physical activity has the potential to
change daily behavior.  If children, who are exhibiting
the early symptoms of inattention and hyperactivity can be
exposed to a high incidence of frequent aerobics on a
regular basis, then the affects of muscle exhaustion and
increased body chemistry changes may combine to curb
unwanted disruptive behavior. Specific to the subjects
proposed for research in this study, I could find no
research detailing the effect of aerobic intervention on
ADHD children.

Source: From Plasma B-endorphin Immunoreactivity During
Graded Cycle Ergometry. Donevan, R.H., Andrew, G.M., 1986.
Medicine and Science in Sports and Exercise. 19,3,p.231.

Tips for Exercising with Diabetes

Keep Your Sugars Up Regular exercise makes insulin work
better, thereby lowering your blood glucose. However, that
can pose a significant health risk to people with
diabetes. As you exercise, you use up blood glucose, which
can lead to hypoglycemia, or low blood sugar. People who
take insulin and/or oral diabetes pills are particularly
susceptible to hypoglycemia. 

Frequent testing before, during, and after your workout
will help you see the positive effect exercise has on your
blood glucose levels and will keep you motivated. Also,
your tests will give you information on how to adjust
insulin or food intake to complement your workout. Discuss
these changes to your diabetes management plan with your
doctor or diabetes educator. 

Avoiding Hypoglycemia Here are some tips for keeping your
blood glucose levels up during exercise: 

Check your blood glucose before beginning exercise. If it
is less than 100 mg/dL, eat at least 15 grams of
carbohydrates before exercising. If your exercise session
is longer than an hour, test to see if you need a snack.
Test within one hour after exercise to see how your
medicine and food choices worked. Test for delayed
hypoglycemia several hours after a long exercise session.
Following are warning signs of hypoglycemia. If you have a
workout partner, alert them to be on the lookout for these
signs, which may indicate you need assistance: 

Slurred speech Tingling of lips Rapid heart beat Weakness
Nervousness/Tremors Headache Sweating (cool)
Confusion/disorientation Hunger Coma 

Another Danger Although less common, exercise can lead to
hyperglycemia, or high blood sugar. People with Type 1
diabetes should avoid exercise if they have blood glucose
levels greater than 250 mg/dL or ketones in their urine.
If the body senses a lack of insulin, it compensates with
increased glucose production, causing hyperglycemia. 

Safety First Below are some tips to help you have a safe,
productive workout. 

Always wear a medical ID bracelet or necklace. Get
appropriate equipment and supplies. Good shoe fit and
support are very important. 

Always carry treatment for low blood glucose when
exercising. Make sure your workout partner can identify
signs of hypoglycemia.