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Perceived Quantity of Physical Activity as a Reflective Measure in Muscle and Bone Strength

Low levels of physical activity and physical fitness are associated with adverse medical conditions including type 2 diabetes and cardiovascular disease. Significant declines in physical activity are most notable in children as they transition to adolescence in middle school making this a critical age to promote a physically active lifestyle that confers health benefits. Several existing programs have used multiple courses and activities to promote active lifestyle behaviors in middle school adolescents. We theorized that a single in-school elective course may be an effective strategy to promote health outcomes in adolescents. PURPOSE: To examine the effects of a multidimensional translational health in nutrition and kinesiology (THINK) in-school pilot program encompassing nutrient/exercise physiology education, laboratory experiences, and structured physical activities on physical fitness, physical literacy, and nutrition knowledge. METHODS: Participants from a public middle school were enrolled in the THINK elective course (n=33, 22 males; 11 females; 11.97±0.03 yrs). The program was administered two hours/day, two days/week for 16 weeks. Participants were evaluated at baseline and post-intervention for physical fitness, elements of physical literacy, and nutrition knowledge. RESULTS: THINK students evidenced a 5.88 mmHg reduction in mean arterial pressure (p=0.05), along with the following improvements in physical fitness: a 4.55 lb increase in muscular strength, a 72.19 ft increase in distance covered during the NIH 2-minute walk test, a 2.34 in increase in lower body power, and 3.64 increase in the number of sit-ups performed in one minute (p<0.01 for all). There were no significant changes in BMI or flexibility. Additionally, THINK students exhibited significant increases in nutrition and kinesiology (p<0.01) signifying a better understanding of the value of physical activity and nutrition for health promotion/disease prevention. CONCLUSIONS: A multidisciplinary THINK program employing kinesiology/nutrition science education, laboratory skills, and physical activities in one course can result in significant improvements in physical fitness, physical literacy, and nutrition science education.