Physical_Activity_Guidelines

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As children grow into adolescents, their patterns of physical activity change. They are able to play organizedgames and sports and are able to sustain longer periods of activity. But they still commonly do intermittentactivity, and any period of moderate- or vigorous-intensity activity can count toward the key guidelines.During the transition to adolescence, sex differences in physical activity behavior appear. The amount ofphysical activity done by girls tends to decrease dramatically compared to that of boys, and the disparitypersists into adulthood (Figures 1-1 and 1-2). Therefore, adolescent girls may need additional support andencouragement to maintain health-enhancing physical activity.Adolescents may meet the key guidelines by doing free play, sports, or structured programs. Structuredexercise programs can include muscle-strengthening activities, such as lifting weights, working with resistancebands, or using body weight for resistance (such as push-ups, pull-ups, and planks). Muscle-strengtheningactivities count if they involve a moderate or greater level of effort and work the major muscle groups of thebody—legs, hips, back, abdomen, chest, shoulders, and arms.Levels of Intensity for Aerobic ActivityChildren and adolescents ages 6 and older can meet the key guidelines by doing a combination of moderateandvigorous-intensity aerobic physical activities or by doing only vigorous-intensity aerobic physical activities.Youth should not do only moderate-intensity activity. It is important to include vigorous-intensity activitiesbecause they lead to greater improvement in cardiorespiratory fitness.The intensity of aerobic physical activity can be defined on either an absolute or a relative scale. Either scalecan be used to monitor the intensity of aerobic physical activity:Absolute intensity is the amount of energy expended during the activity, without considering a person’scardiorespiratory fitness.Relative intensity uses a person’s level of cardiorespiratory fitness to assess level of effort.Relative intensity describes a person’s level of effort relativeto his or her fitness. As a rule of thumb, on a scale of 0 to 10,where sitting is 0 and the highest level of effort possible is 10,moderate-intensity activity is a 5 or 6. Young people doingmoderate-intensity activity will notice that their hearts arebeating faster than normal and they are breathing harder thannormal. Vigorous-intensity activity begins at a level of 7 or8. Youth doing vigorous-intensity activity will feel their heartbeating much faster than normal, and they will breathe muchharder than normal.Learn MoreSee Appendix 1. Physical ActivityBehavior: Intensity, Bouts, and Steps fora more detailed discussion of intensityand how to measure it.When adults supervise children, they generally cannot ascertain a child’s heart or breathing rate. However,they can observe whether a child is doing an activity which, based upon absolute energy expenditure,is considered to be either moderate or vigorous intensity. For example, a child walking to school is doing50 Physical Activity Guidelines for Americans
moderate-intensity activity. A child running on the playground is doing vigorous-intensity activity. However,children with low fitness may experience activities that are moderate intensity on the absolute scale as beingvigorous intensity. Table 3-1 includes examples of activities classified by absolute intensity. It shows that someactivities, such as bicycling, can be moderate or vigorous intensity, depending upon level of effort.Table 3-1. Examples of Aerobic, Muscle-, and Bone-Strengthening PhysicalActivities for Children and AdolescentsType ofPhysicalActivityPreschool-Aged Children School-Aged Children AdolescentsModerate–intensityaerobic• Games such as tag orfollow the leader• Playing on a playground• Tricycle or bicycle riding• Walking, running,skipping, jumping,dancing• Swimming• Playing games thatrequire catching,throwing, and kicking• Gymnastics or tumbling• Brisk walking• Bicycle riding• Active recreation, suchas hiking, riding ascooter without a motor,swimming• Playing games thatrequire catching andthrowing, such asbaseball and softball• Brisk walking• Bicycle riding• Active recreation, suchas kayaking, hiking,swimming• Playing games thatrequire catching andthrowing, such asbaseball and softball• House and yard work,such as sweeping orpushing a lawn mower• Some video gamesthat include continuousmovementVigorous–intensityaerobic• Games such as tag orfollow the leader• Playing on a playground• Tricycle or bicycle riding• Walking, running,skipping, jumping,dancing• Swimming• Playing games thatrequire catching,throwing, and kicking• Gymnastics or tumbling• Running• Bicycle riding• Active games involvingrunning and chasing,such as tag or flagfootball• Jumping rope• Cross-country skiing• Sports such as soccer,basketball, swimming,tennis• Martial arts• Vigorous dancing• Running• Bicycle riding• Active games involvingrunning and chasing,such as flag football• Jumping rope• Cross-country skiing• Sports such as soccer,basketball, swimming,tennis• Martial arts• Vigorous dancingChapter 3. Active Children and Adolescents 51
Page 1 and 2: Physical ActivityGuidelines for Ame
Page 3 and 4: Table of ContentsAcknowledgments ..
Page 5 and 6: AcknowledgmentsThe Department also
Page 7 and 8: The primary audience for the Physic
Page 9 and 10: Key Guidelines for Older AdultsThe
Page 11 and 12: Implementation of the Physical Acti
Page 13 and 14: Chapter 1. Introducing the Physical
Page 15 and 16: Why and How the Physical ActivityGu
Page 17 and 18: Figure 1-2. Percentage of U.S. High
Page 19 and 20: The Framework for the Physical Acti
Page 21 and 22: • Insufficiently active is doing
Page 23 and 24: elevated risk if they perform no mo
Page 25 and 26: Health-Related Versus Performance-R
Page 27 and 28: Chapter 2. Physical Activity and He
Page 29 and 30: Examining the Relationship BetweenP
Page 31 and 32: The Health Benefits of Physical Act
Page 33 and 34: The Role of Fitness in HealthPhysic
Page 35 and 36: Figure 2-1. Relationship of Moderat
Page 37 and 38: Can High-Intensity Interval Trainin
Page 39 and 40: and fractures. Older adults, includ
Page 41 and 42: CognitionCompared to inactive peopl
Page 43 and 44: Table 2-4. Health Benefits Associat
Page 45 and 46: Cardiac events, such as a heart att
Page 47 and 48: Childhood and adolescence are criti
Page 49: Explaining the GuidelinesTypes of A
Page 53 and 54: Special ConsiderationsChildren and
Page 55 and 56: Chapter 4. Active Adults
Page 57 and 58: Explaining the Key GuidelinesThe ke
Page 59 and 60: Table 4-1 lists some examples of ac
Page 61 and 62: Muscle-Strengthening ActivityMuscle
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Page 67 and 68: The benefits of regular physical ac
Page 69 and 70: Explaining the Key GuidelinesAs wit
Page 71 and 72: How Many Days a Week and for How Lo
Page 73 and 74: Balance ActivitiesThese kinds of ac
Page 75 and 76: Active Older AdultsOlder adults who
Page 77 and 78: Barbara: An Active, 65-Year-Old Wom
Page 79 and 80: All Americans should be physically
Page 81 and 82: may be born with a disability, or i
Page 83 and 84: People with osteoarthritis should m
Page 85 and 86: Getting and Staying Active: Real-Li
Page 87 and 88: Chapter 7. Active and Safe
Page 89 and 90: Explaining the GuidelinesBe Confide
Page 91 and 92: Prior ExperiencePeople may use thei
Page 93 and 94: Advice From Health Care ProvidersNo
Page 95 and 96: Being physically active is one of t
Page 97 and 98: Point-of-Decision PromptsThese inte
Page 99 and 100: and social opportunities. More ambi
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• Transportation, Land Use, and C
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The coalition also worked with Anyt
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Cardiorespiratory fitness (enduranc
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Physical activity. Any bodily movem
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Relative IntensityIntensity can als
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How Are Steps Considered in the Gui
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Appendix 2. Federal PhysicalActivit
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Department of Transportation (DOT)F
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Office of the Surgeon General, Step
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