Discuss Improving Cardiorespiratory Fitness

Discussion: Improving Cardiorespiratory Fitness
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Discussion: Improving Cardiorespiratory Fitness

Discussion: Improving Cardiorespiratory Fitness

Certain inherited characteristics and behaviors may place people at higher risk of health problems (such as cardiovascular disease, stroke, diabetes, and certain cancers) and death. Physical inactivity doubles the risk for heart disease, while regular activity cuts the risk in half. A growing number of studies shows that regular physical activity also lowers the risk of having a stroke (Do Lee, Folsom, & Blair, 2003).

Physical activity may reduce or eliminate risk factors of high serum cholesterol levels, high blood pressure, glucose intolerance, obesity, and high stress. Moderate physical activity is associated with a reduced risk of heart disease, but the physical activity must be a regular lifestyle habit to have an impact. The greatest benefits occur in sedentary people who adopt moderate physical activity habits. Even as little as 2 miles of brisk walking on most days of the week can be beneficial, while additional protection against heart disease is gained as the time and intensity of exercise increases.

To prepare for this Discussion:

Review Chapter 3, “Cardiorespiratory Endurance: Assessment and Prescription” and consider how physical activity benefits cardiorespiratory fitness.
Review Chapter 10, “Preventing Cardiovascular Disease.” Focus on the long-term health benefits of cardiorespiratory fitness and the potential consequences of poor fitness.
Consider the types of activities that you like to participate in and their impact on your cardiorespiratory fitness.
With these thoughts in mind:

Discussion: Improving Cardiorespiratory Fitness

Discussion: Improving Cardiorespiratory Fitness

By Day 4

Post a brief description of two activities in which you are likely to participate that may benefit your cardiovascular system. Justify your choices based on their impact on cardiorespiratory fitness. Then explain how you will monitor your exercise intensity. Finally, describe how you plan to incorporate these activities into your personal fitness program.

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assignment due sunday

Assignment: Fitness Activity: Developing Cardiorespiratory Fitness

By making some simple changes, everyone can include more physical activity in their daily life. The “lifestyle approach” seeks to increase opportunities for physical activity throughout the daily routine and accumulate at least 30 minutes over the course of most, if not all, days of the week. This is the minimum amount of physical activity that improves the quality of life while decreasing the risk of most chronic diseases. Examples of simple changes that may increase physical activity include:

Walk, cycle, jog, or skate to work, school, or the store
Take the stairs instead of the elevator or escalator
Play sports with the kids
It is important to understand, however, that exercise is not synonymous with physical activity; it is a subcategory. Exercise is physical activity that is planned, structured, repetitive, and purposeful, with the goal of improving or maintaining physical fitness. Through exercise, additional health and fitness benefits can be achieved by adding more time in moderate-intensity activity, or by substituting more vigorous activity.

A “personalized fitness program” should consider the individual’s current activity status and desired outcomes. Cardiorespiratory endurance can be considered the most important of the health-related fitness components because of its impact on the cardio (heart), vascular (blood vessels), respiratory (lungs), and musculoskeletal systems of the body. Cardiorespiratory fitness is a good measure of the heart’s ability to pump oxygen-rich blood to the muscles. The American College of Sports Medicine (Haskell et al., 2007) recommends participating in activities that use 55–90 percent of maximum heart rate for 20–60 minutes, three to five days/week.

Reference:

Haskell, W. L., Lee, I., Pate, R. R., Powell, K. E., Blair, S. N., Franklin, B. A.,…Bauman, A. (2007). Physical activity and public health: Updated recommendation for adults from the American College of Sports Medicine and the American Heart Association. Circulation, 116, 1081–1093. doi: 10.1161/CIRCULATIONAHA.107.185649

To prepare for this assignment:

Review the media titled “Fitness Activities: Determining Heart Rate and Rate of Perceived Exertion” for proper instructions about how to complete the fitness assessment activities.
Review Chapter 3, “Cardiorespiratory Endurance: Assessment and Prescription.” Consider how the F.I.T. principles apply to a fitness program and how they shape individual workouts.
Review the Fitness Activity Instructions for either Fitness Activity Track 1 or Fitness Activity Track 2. Pay particular attention to the instructions for each activity.
Review the Fitness Activity Worksheet for either Fitness Activity Track 1 or Fitness Activity Track 2. Use it as a template for completing your Fitness Activity assignment.
Document: Track 2 Fitness Activity Instructions (Word document)

Document: Track 2 Fitness Activity Worksheet (Word document)

The assignment

Track 2:

Using the data set provided in the Fitness Activity Instructions and Worksheet, complete the following activities:

Determine target heart rate
Determine rate of perceived exertion
Develop a personal cardiorespiratory endurance fitness program
Prepare a fitness presentation
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resources

Powers, S. K., & Dodd, S. L. (2017). Total fitness & wellness: The mastering health edition (7th ed.). San Francisco, CA: Pearson.

Chapter 3, “Cardiorespiratory Endurance: Assessment and Prescription”
Chapter 10, “Preventing Cardiovascular Disease”
Sattelmair, J., Pertman, J., Ding, E., Kohl, H., Haskell, W., & Lee, I. (2011). Dose response between physical activity and risk of coronary heart disease: A meta-analysis. Circulation, 124, 789–795.

Sattelmair, J., Pertman, J., Ding, E., Kohl, H., Haskell, W., & Lee, I., Dose response between physical activity and risk of coronary heart disease: A meta-analysis, in Circulation. Copyright 2011 Lippincott Williams & Wilkins, Inc. Journals. Used with permission from Lippincott Williams & Wilkins, Inc. via the Copyright Clearance Center.

Hagberg, J. (2011). ACSM information on exercising your way to lower blood pressure. Retrieved from http://www.acsm.org/docs/brochures/exercising-your-way-to-lower-blood-pressure.pdf

Reprinted with permission of the American College of Sports Medicine. Copyright © 2011 American College of Sports Medicine. This brochure was created and updated by James M. Hagberg, PhD, FACSM, and is a product of ACSM’s Consumer Information Committee. Visit ACSM online at www.acsm.org.

Haskell, W., Lee, I., Pate, R., Powell, K., Blair, S, Franklin, B.,…Bauman, A. (2007). Physical activity and public health: Updated recommendation for adults from the American College of Sports Medicine and the American Heart Association. Circulation, 116, 1081–1093. doi: 10.1161/CIRCULATIONAHA.107.185649

American Heart Association. (2012). Heart conditions. Retrieved from http://www.heart.org/HEARTORG/Conditions/Conditions_UCM_001087_SubHomePage.jsp

Runner’s World. (2012). Training. Retrieved from http://www.runnersworld.com/

The Franklin Institute. (1996–2012). The human heart: Healthy hearts. Retrieved from http://www.fi.edu/learn/heart/healthy/healthy.html

The Ornish Spectrum. (2012). The proven program. Retrieved from http://www.ornishspectrum.com/proven-program/

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.