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Isobel Kleinman
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A healthy
heart requires more than 45 minutes
of aerobic exercise every other day.
It requires the support of a good circulatory
system along with a host of other attributes
that help assure its proper functioning.
On the list
is low cholesterol and low blood pressure,
the absence of diabetes, the absence
of smoking, the absence of obesity,
having a normal range of female hormones
- which explains why pre-menopausal
women run less risk of heart disease
then men (scientists say that the hormones
keep the blood cells "flexible")
- and now, we are told, having good
blood viscosity.
According
to Dr. Robert Rowen, one's blood viscosity
is the single most important factor
for heart health. (Dr. Robert
Rowen, M.D., Second Opinion Newsletter).
As of yet, there is no action I know
of that we physical educators can take
to improve blood viscosity. But, down
the line there might be. And that brings
me to the main point of my editorial:
staying abreast of the facts, being
willing to impart them to our kids even
when it means changing something we
previously taught them, and working
to make everyone physical so their activity
can benefit their health and their lifestyle.
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While we teach students that the effort
to have good eating habits, maintain
a well balanced diet, and be physically
active has a great cardiovascular pay-off
(among other things), we must acknowledge
that in the ever illuminating world
of modern medicine and science we often
learn something new. Sometimes the things
that are learned seem contrary to that
which we taught and have been doing
for years.
New information is not meant to confuse,
or call to question the people who espoused
what was known before. It is new information,
information that we should be ready
to learn, absorb, and grow from.
I was once told by an administrator
that sharing with students that what
we know today might change tomorrow,
and using historical reference to show
how it happened before, that was being
"pejorative."
I didn’t agree then, nor do I
agree now. Many years have passed since
that remark. To this day, I cannot imagine
an educator not being willing to face
the facts that what we teach about our
bodies today might be changed by more
scientific study later.
We don't teach gospel. Science is always
learning, rechecking, redefining, and
re-exploring. In the process it learns
more, and so must we.
Fitness guidelines have changed. When
fitness began dominating the conversation,
experts told us 15 minutes of aerobic
exercise every other day at 65% of one's
maximum heart rate was sufficient to
assure good cardiovascular fitness.
Now we believe that 15 minutes is not
enough, nor is a mere 65% effort. We
used to believe that a good cardiovascular
workout must be done in one cycle and
at one tempo. Now, we are told that
it can be intermittent, that heart rates
can fluctuate, and that a long pause
between intermittent activities is still
helpful.
We were told that the maximum heart
rate is 220 beats per minute. We have
used that number for years when figuring
out what heart rate working zones people
of different ages should be working
in. Now we've learned that the scientists
who mentioned 220 beats per minute were
just stating a guesstimate,
and that they have been totally amazed
at how the community latched onto their
number as if it were an factual maximum.
The process of coming up with guidelines
is not irrelevant. Guidelines reflect
the best information available. Students
should know that. They should also know
that later they might learn something
a little different, and that the difference
might require adjustment. Teaching students
to think and discriminate can't be bad.
Students should learn that when they
learn something new it is not because
their teachers were bad, or lied, or
were misinformed. Working for fitness
and cardiovascular functioning will
always be important to their life, health
and happiness. Guidelines for how fast
the heart should beat, the duration
of exercise, whether to use weights,
and maybe some other stuff might change,
but an educated person must be prepared
to change when new facts are learned.
In teaching students how to workout,
we need to teach them how to learn,
how to appreciate that there is still
much to learn, how to understand that
though they may have learned a lot and
have a great command of what has been
taught, there is still a need to listen.
Teachers have to understand that too.
Teachers must stay abreast of the facts
and share them in a way that they are
understood and useful. True, they may
even have to return to their classes
and say, "Guess what? We just learned
something new so what we told you last
year is no longer true." But teachers
must not be afraid to do that.
Concepts and how they come about are
as important to teach as the activity
itself, especially when they are fluid.
Our mission is tough. We must teach
our kids to be disciplined enough to
use what we know to make themselves
healthier. But we must also teach them
to respect the process of learning.
To do both, we must get them to "feel"
what we are saying, realize the impact
of their efforts, and get motivated
to make change for themselves and the
loved ones around them. How do we do
that? Well, let me give you an example.
When at my junior-senior high school
we sent half the kids to the gym for
basketball, and the other half (my classes)
to the dance room to start a four week
dance-aerobic/fitness unit, I anticipated
some resistance. I knew that my kids
(particularly the guys) would rather
play basketball then do dance aerobics,
or any aerobics for that matter, but
I needed to win them over. So, I shared
a bone chilling personal story that
made them think and take seriously the
issues at hand.
I shared how my healthy father, the
father whom I loved and who had never
been sick day in his life, like so many
men during the 60's, was here and healthy
one day and then suddenly gone . . .
a victim of a massive coronary. I was
quiet for a moment after telling that
story, letting their minds wander, letting
them think of how such a tragedy would
impact them. I told them they should
work towards avoiding such a thing happening
to them and their loved ones. I gave
them permission to work hard for themselves,
and then to go home to badger their
folks to do what it takes to have healthy
hearts, too.
Perhaps you have a story of your own,
or know of one. Perhaps you can dramatize
the need for kids to take their health
seriously, and take what they learn
at school back home to their parents.
It worked for me. I assure you, it will
work for you.
The President's Challenge:
Regular physical activity substantially
reduces the risk of poor health. Physical
activity need not be strenuous or very
time-consuming to be beneficial, and
all ages can benefit from modest physical
activity. Every little bit of effort
counts:
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Adults, get
at least 30 minutes of physical
activity each day. If it
is too hard to set aside 30 minutes
at one time, break it up into 10
or 15 minute segments. Developed
by a panel of scientists under the
leadership of Department of Agriculture
(USDA) and the Department of Health
and Human Services (HHS) as a part
of the 2000 Dietary Guidelines for
Americans, these recommendations
for daily activity are based on
the results of studies that examined
the relationship between physical
activity and health. If only 10
percent of American adults began
regularly walking, $5.6 billion
in health care costs associated
with heart disease could be saved. |
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Children
and teenagers, get at least 60 minutes
of physical activity each day.
For children, setting aside time
for physical activity should be
easy. Unfortunately, even children
have busy schedules today. According
the Dietary Guidelines for Americans,
they can break activity up into
segments. Regular activity for children
is important. Normal childhood play
or outdoor activity helps control
blood pressure and manages weight
while building and maintaining healthy
bones, muscles, and joints. |
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Parents,
commit to family activities that
involve physical activity.
It can be easier to work physical
activity into your daily routine
if you combine it with family time.
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President's Challenge web site: http://www.presidentschallenge.org/
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