Exercise Health Article

Exercise

Methodical and repetitive physical activity benefiting a person's health.

Traditionally, exercise has been a concern of adults, the reasoning being that children are naturally active and do not need any structured program of physical activity. Scientists and physicians now generally agree that regular exercise is beneficial to a child's health. Exercise, pediatricians argue, is needed to counteract such alarm ing trends as childhood obesity, resulting from, among other factors, poor nutritional habits and a sedentary lifestyle. While the American Academy of Pediatrics has stated that exercise classes do not benefit children under the age of three, there is general agreement that moderate aerobic exercise (e.g., running, walking, cycling, or swimming), in addition to strengthening the child's cardiovascular system, establishes healthy exercise habits which will positively affect long-range health. However, according to Fitness for Life, children may not be getting the right kind of exercise in school, as school programs emphasize competitive sports, such as soccer and football, which develop skills and endurance, without providing the benefits of an aerobic workout.

Experts have noted that younger children need parental supervision while exercising; in fact, parental participation is recommended, as children often need direction for structured activities. Furthermore, children, because of their short attention span, need brief exercise periods. As Bob Glover and Jack Shepherd have observed, children are easily discouraged if adults attempt to impose their own style of exercising. Since children may perceive longer exercise periods as boring, it is important to make simple aerobic exercise fun. This can be done by organizing hikes and games of tag or hide-and-seek; dancing to music is also good aerobic exercise. Experts generally agree that school-age children need about 30 minutes of aerobic exercise three or four times a week. The President's Council on Physical Fitness, however, suggests at least 30 minutes of daily exercise.

In addition to better physical health, researchers have found that exercise can foster a child's intellectual and spiritual development as well. In fact, University of Toronto physiology professor Roy J. Shephard has found that students who spend an extra hour in gym class improve their academic performance. Subsequent research seems to confirm Shephard's original findings (Olsen, 1994).

Exercise also plays an important therapeutic role for children suffering from various physical and mental conditions. Muscular disorders, such as muscular dystrophy, neurological disorders, such as cerebral palsy, and various physical injuries are not an obstacle to exercise, and many handicapped children successfully participate in races, games, exercise programs, even competitive sports. Notable among the fitness programs for handicapped children is the Achilles Track Club Youth Program in New York City, which offers physical education enabling handicapped youngsters to participate in races. Researchers have found that children with handicaps can actually engage in quite demanding types of physical activity such as judo. Jorge M. Glaser and Joseph Y. Margulies studied a group of seven blind and mentally retarded children with associated psychiatric disorders. Using a modified form of judo, the researchers organized a biweekly training program for these children. When the six-month program was completed, the scientists found improvements in the children's physical fitness, gross and fine motor skills, and psychological disposition.

Exercise is also an important therapeutic tool in the field of child psychiatry. According to research done at the San Diego Center for Children, which offers treatment to children with serious emotional and behavioral problems, exercise may decrease aggressiveness. A special form of exercise used for children with psychiatric conditions is dance movement therapy (DMT), which the American Dance Therapy Association defines as "the psychotherapeutic use of movement as a process which furthers the physical and psychic integration of an individual." In DMT for children, the therapist uses movement as a symbolic communication system which will enable the child to express his or her emotional difficulties. In contrast to verbal psychotherapy, DMT relies on nonverbal symbols and behavior; often, this is an advantage for traumatized children who are unable to talk about their distress. In addition, DMT, which also uses verbal metaphors when appropriate, works well for children with limited or inhibited verbal skills.