Question

Search the internet for pictures and/or GIFs of the that you would recommend, and lay out the approximate number of sets and reps for each exercise. Include WHY you chose each exercise for this client. How are these exercises and the way that you teach and present them going to improve their range of motion, bone density, decrease their pain, and/or improve their quality of life.

In addition, List 4 aspects to be cautious of, or avoid for your hypothetical client.

Step 1: Describe a hypothetical client that is either prepubescent (9-13 or younger) or postpubescent (11-15 or older).

           A: What skill level and learning level does the client have?

She is in 8th grade and has basic level skills

           B: What is the client's age, gender, and level of fitness? How would you assess their level of fitness, safely?

The client is a 14-year-old girl and beginner-level fitness. I would have her do a 1-mile run and also check her BMI

           C: Propose 3 hypothetical goals for this client, based on their age and exercise experience (make up a back story).

1. She wants to be able to run a mile in under 10 minutes. Right now she is at 11 minutes

2. She wants to be more flexible because she wants to try out for the cheerleading team

3. She wants to lose weight, right now her doctor said she is a little overweight and needs to lose some fat and gain more muscle.

Step 2: Fill in the table

Type of exercise	Frequency	Intensity	Time
Warm Up	Day/wk=		(min)
Cardio	Day/wk=	(RPE)	(total min)
Muscular Endurance	Day/wk=	(lo, mod)	(sets/day)
Static Stretching	Day/wk=	(lo, mod)	Min per day=
Cool Down	Day/wk=		(min)

Step 3:

List 8 exercises that you would recommend for each type of exercise, Cardio, muscular Endurance, and static stretching. Include WHY you chose each exercise for this client. Give a general technique tip for each exercise. Keep it FUN and playful for kids (esp. younger).

Answer 1

ANSWER 1

Describe a hypothetical client that is either prepubescent (9-13 or younger)

An individual’s developmental stage signifi- cantly influences the ability to learn. Pedagogy, andragogy, and gerogogy are three different ori- entations to learning in childhood, young and middle adulthood, and older adulthood, respec- tively. To meet the health-related educational needs of learners, a developmental approach must be used. Three major stage-range factors associated with learner readiness—physical, cognitive, and psychosocial maturation—must be taken into account at each developmental period throughout the life cycle.

It is now understood that three important con- textual influences act on and interact with the individual to produce development

• normative age-graded influences are strongly related to chronological age and are similar for individuals in a par- ticular age group, such as the biological processes of puberty and menopause, and the sociocultural processes of transi- tioning to different levels of formal edu- cation or to retirement.
• normative history-graded influences are common to people in a particular age been uniquely exposed to similar histor- ical circumstances,
• normative life events are the unusual or unique circumstances, positive or nega- tive, that are turning points in someone’s life that cause them to change direction, such as a house fire, serious injury in an accident, winning the lottery, divorce, or an unexpected career opportunity.

General Characteristics:

• more realistic and objective, understands cause and effects
• Deductive/inductive reasoning, wants concerete information
• able to compare objects and events
• Variable rates of physical growth
• Reasons syllogistically
• Understands seriousness and consequences of actions
• Subject centered focus
• Immediate onentation

A. What skill level and learning level does the client have?

She is in 8th grade and has basic level skills

In middle and late childhood, children have pro- gressed in their physical, cognitive, and psy- chosocial skills to the point where most begin formal training in structured school systems. They approach learning with enthusiastic antic- ipation, and their minds are open to new and varied ideas.

Learning level: Allow school-aged children to take responsibility for their own health carealso capable of manipulating equipment with accuracy. Because of their adept- ness in relation to manual dexterity, mathematical operations, and logical thought processes, they can be taught, for example, to calculate and administer their own insulin or use an asthma inhaler as prescribed.

• Teaching sessions can be extended to last as long as 30 minutes each because the increased cognitive abilities of school-aged children aids in the reten- tion of information. However, lessons should be spread apart to allow for com- prehension of large amounts of content and to provide opportunity for the prac- tice of newly acquired skills between sessions.
• Use diagrams, models, pictures, video-tapes, printed materials, and computers as adjuncts to various teaching methods because an increased facility with lan- guage (both spoken and written) as well as with mathematical concepts allows for these children to work with more complex instructional tools.
• Choose audiovisual and printed materi- als that show peers undergoing similar procedures or facing similar situations.
• Clarify any scientific terminology and medical jargon used.
• Use analogies as an effective means of providing information in meaningful terms, such as “Having a chest X-ray is like having your picture taken” or “White blood cells are like police cells that can attack and destroy infection.”
• Use one-to-one teaching sessions as a method to individualize learning rele-as a means to interpret the results of nursing interventions particular to the child’s own condition.
• Provide time for clarification, valida- tion, and reinforcement of what is being learned.
• Select individual instructional tech- niques that provide opportunity for pri- vacy, an increasingly important concern for this group of learners, who often feel quite self-conscious and modest when learning about bodily functions.
• Employ group teaching sessions with others of similar age and with similar problems or needs to help children avoid feelings of isolation and to assist them in identifying with their own peers.
• Prepare children for procedures well in advance to allow them time to cope with their feelings and fears, to antici- pate events, and to understand what the purpose of each procedure is, how it relates to their condition, and how much time it will take.
• Encourage participation in planning for procedures and events because active involvement will help the child to assimilate information more readily.
• Provide much-needed nurturance and support, always keeping in mind that young children are not just small adults. Praise and rewards will help motivate and reinforce learning.

For Long-Term Learning

• Help school-aged children acquire skills that they can use to assume self-care responsibility for carrying out therapeu- tic treatment regimens on an ongoing
• Assist them in learning to maintain their own well-being and prevent ill- nesses from occurring.

What is the client's age, gender, and level of fitness? How would you assess their level of fitness, safely?

The client is a 14-year-old girl and beginner-level fitness. I would have her do a 1-mile run and also check her BMI

ANSWER B:

Children and adolescents with Down syndrome have a range of physical problems and difficulties that may affect their motor development. Therefore it is important that programming which is directed towards facilitating motor skill development reflect quality practices. This article presents five elements regarded as demonstrating 'quality' in physical education and some guidelines for programming. It is considered that physical education programs need to provide learning opportunities which assist the individual with Down syndrome to go beyond the playing of games to become a physically educated person.

Graham (1992) defined and described a process of teaching which results in a qualitatively successful physical education program. He used the Franck et al (1991) definition of a 'physically educated person' to propose that Physical Education is about more than simply keeping children busy, happy and good two or three days a week" but that quality physical education programs are about the development of a 'physically educated person'. 'Physically educated persons' are individuals who can demonstrate the following attributes:

• they have learnt skills necessary to perform a variety of physical activities.
• they are physically fit.
• they participate regularly in physical activities.
• they know the implications of and benefits from involvement in physical activities.
• they value physical activity and its contribution to a healthy lifestyle.

PHYSICAL ACTIVITY GUIDELINES

AEROBIC TRAINING:

Frequency: 3-7 days/week to maximize caloric expenditure because body weight is usually higher than desired.

Intensity: 40%-80% of VO2R or HRR

Time: 30-60 min/day or shorter bouts that equal this time, which would be more desirable

Type: Walking is preferred but may progress to running. Swimming and stationary cycling are also recommended.

STRENGTH TRAINING:

Frequency: 2-3 days/week

Intensity: Start at 12 reps at 15-20 RM for 1 or 2 weeks, then progress to 8-12 RM at 75%-80% 1RM

Time: 2-3 sets with 1-2 min rest

Type: Use machines for safety purposes. Target major muscle groups.