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An Innovative Mechanism for Youth FitnessJeanne Raudensky a & John G. Lamberth ba Department of Health, Physical Education, Recreation, and Sports , Shepherd College ,Shepherdstown , WV , 25443b Department of Health, Physical Education, and Recreation , Mississippi State University ,Mississippi State , MS , 39762Published online: 22 Feb 2013.

To cite this article: Jeanne Raudensky & John G. Lamberth (2004) An Innovative Mechanism for Youth Fitness, Journal ofPhysical Education, Recreation & Dance, 75:4, 44-51, DOI: 10.1080/07303084.2004.10609267

To link to this article: http://dx.doi.org/10.1080/07303084.2004.10609267

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An Innovative for Youth

]€ANNE RAUDENSKY

Mechanism Fitness

IOHN C. LAMBERTH

Want a fitness program that is engaging, easy to implement, and inclusive for all students? Try stretch-band exercises.

he significance of regular physical activity and the important role that physical educators can play in promoting active lifestyles and lifelong fitness is well T known (U.S. Department of Health & Human Services, 2000). While most school

children have either partial or full access to a broad repertoire of physical education activities, equipment, and services, others are hampered by the limitations of time, affordability, and professional commitment. Although many challenges exist, physical educators still play an integral role in promoting health and regular physical activity (Darst, van der Mars, & Cusimano, 1998).

Vital to physical activity and fitness development is the inclusion of daily physical education lessons specifically designed “to increase the amount of time students are engaged in moderate-to-vigorous physical activity” (Strand & Reeder, 1996, p. 41). Appropriately designed lessons introduce students to a lifetime of healthy living. Consequently, they begin to recognize the positive effects of physical activity in reducing multiple risks associated with obesity and chronic diseases.

Offering health-related fitness activities remains one of the most important objec- tives of physical educators for maintaining and improving a child’s overall well-being and physical state (Allsbrook, 1992). Allsbrook further suggested to physical educators that “quality fitness development [should offer] varied and many faceted experiences to motivate children’s continued fitness development” (p. 48). Development of muscular strength and endurance, cardiovascular endurance, flexibility, and improvement to body composition constitutes an accurate prescription for maintaining a healthy body. Generally speaking, children who participate in sports are ready for some type of specially designed strength training, which can also benefit those most in need of physical activity (Faigenbaum, 2001). When children consider themselves fit, they are more likely to engage in a variety of lifestyle activities.

Developing a combination of strength and endurance exercises with lifestyle activi- ties is not new to physical education. Despite concerns about damage to growth plates, incorporating strength-training activities into health-oriented physical education is receiving continued support and justification (Faigenbaum, 2001). What is innovative is the implementation of a stretch-band fitness program in combination with a variety of physical education team and individual activities. Although data exists showing the benefits of using stretch bands for rehabilitative purposes and for developing muscular strength (Page et al., 1993), no studies have been reported involving their use in an exercise-fitness program for elementary and intermediate school children.

The purpose of this article is to describe a stretch-band fitness program offered to sixth-grade students. The program provided participants with an opportunity to experi- ence a unique way of exercising and developing multiple components of fitness while simultaneously enjoying lifestyle activities. Table 1 presents an overview of the five- week program. Pictures of the upper- and lower-body exercises are shown in figure 1.

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Exercise descriptions are included in table 2. In addition, various advantages and concerns are presented, as well as additional suggestions about how physical educators can modify and improve this kind of fitness program for use in their own classes.

Program and Protocol Following initial program approval by the school board and principal, two instructional sessions were conducted during a regularly scheduled physical education class one week before the start of the program. Twenty-four sixth-grade students were involved (8 girls and 16 boys). The sessions included a complete description of classroom protocol, a demonstration of lower- and upper-body exercises (figure 1 and table 2), and a tutorial on completing the personalized scorecard (figure 2). Classroom protocol included all steps taken throughout the class period: entry and exit assign- ments, warm-up and stretching activities, exercise routines, squad selection for small-group activities, and completion of the seven questions on the scorecard. Verbal and hands- on stepby-step exercise demonstrations were provided, with emphasis on completing a full range of motion in the concentric and eccentric phases of each exercise. Specific cues and prompts were verbalized so that participants would recognize and begin to associate terms with movements (e.g., “thumbs up” for shoulder flexion, “heel down” for knee extension, “high five” for elbow extension).

Participants were alphabetically assigned an individual “numbered” station on the first row of permanent gymna- sium bleachers. This procedure occurred while the physical educator took attendance. The wooden bleacher seat was used as an anchor station to attach the stretch band. Partici- pants were also assigned to a squad group of four. Due to the small number of females, at least one female was assigned to each of the six groups. The remaining participants were grouped randomly to complete the squad for additional games and activity organization.

Daily stretch-band workouts varied with the days of the week (table 1). Monday was designated as a full-body work- out and included all 12 exercises. Tuesday and Thursday were designated as lower-body workouts, while Wednesday and Friday were devoted to upper-body workouts. All par- ticipants completed the exercises simultaneously in 30- second timed segments.

Although 100 percent approval was attained, program coordinators were concerned with the number of initial absences and excuses for not participating and the extent of “reserved” feelings about the variety of activities scheduled for each day. This was the very first time the students had experienced a time-based fitness program. With the one- mile runtwalk scheduled on Tuesdays, many students were reluctant to attend class. Despite continued encouragement from the two coordinators and the two preservice assistants, several students literally were “dragging their feet” nearing the completion of the one-mile event. This prompted a modification to the Tuesday program. Squads were divided

Stretch-band exercises, such as this shoulder abduction, accommodate all ability levels and allow students to improve their fitness at their own pace.

into two groups to complete the runtwalk activity. Near the program completion, the majority of the students were pleased with their performance in the mile event.

Progressing into the second week, instructors observed an increased interest in team-sport activities and small- sided games. Friday became the most popular day, as stu- dents appeared uniquely motivated and diligent when com- pleting the stretch-band routines before participating in small-sided indoor-hockey games, an activity new to all the students. The students also liked Wednesday, when they participated in Frisbee games, activities rarely found in their curriculum. To the instructors’ surprise, 19 of the 24 stu- dents had never experienced the thrill of throwing a Frisbee. In all, many of the game activities were new to the students, who demonstrated overwhelming enjoyment and excite- ment. Ultimately, the instructors observed a renewed inter- est in the runtwalk activity.

Needed Equipment Instructors needed a variety of physical education equip- ment to conduct this particular fitness program. Since the project was grant-supported, students used a combination of Thera-band products including color-coded stretch bands, handles, anchors, and hand-exercise balls. In addition, equip ment common to everyday physical education lessons was used for the remaining daily activities. The program used Frisbees, jump ropes, indoor hockey sticks and pucks, pylons, various sized playground balls, and gymnastic floor mats.

Each student also received an individual unit scorecard (figure 2). These scorecards were necessary for the program assessment-part of a research study that is beyond the

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Week '

M

Y

#

Tuesday LawerBody

Mh. Activity 5 Stretch/

warm-up 12 Stretchbands 1 Coolwalk 20 Run/Walk 2 coolwalk 5 Stretch

Monday FulIBody

Min. Activity 5 Stretch/

warm-up 24 stretchbands 2 Handexercise 1 Sit-ups

5 stretch 1 push-ups

Wednesday upper Body

Min. Activity 5 stretch/

12 Stretchbands 2 Hand exercisers

17 Ultimate Frisbee 5 Stretch

Warm-up

4 Partner Frisbee

Hand exercisers Indoor soccer Gymnastics

Thursday Friday Lower Body upper M Y

Min. Activity Min. Activity 5 Stretch/ 5 stretch/

12 Stretchbands 12 Stretchbands 2 Hand exercisers 2 Hand exercisers

9 Jump rope 12 Indoorhockey 5 Stretch 5 Stretch

Warm-up warm-up

12 Sackraces 9 Jumprope

Frisbee golf Ball relays Indoor soccer

Indoor golf Indoor field hockey

* Additional physical education activities can vary with each week.

scope of this article-but they also provide feedback to the teacher and motivation for the student (by charting the student's progress). The card, a pencil, and a stretch band were placed at each station before the start of class. All students were required to initially complete their name and the date and then mark their score after each exercise was completed. After all activities were finished, questions one through seven were individually completed in the final 10 minutes of the class during the cool downhtretch period.

Although this particular project received a specific brand of stretch bands and associated products, teachers have a variety of options for selecting other materials. In place of stretch bands, teachers can use bicycle inner tubes, stretch tubing, bungee cords, and industrial-strength rubber bands. Teachers can research local businesses to find a source for such products. The exercise ball can be replaced with rubber baseballs, tennis balls, racquet balls, sponge balls, or soft street-hockey balls.

Exercise Descriptions Twelve stretch-band exercises were included in the fitness program: six for the lower body and six for the upper body (figure 1). Each exercise was selected and customized to fit the existing bleacher structure in the gymnasium. To save time, 10 exercises were completed with the stretch band attached to the second row of the bleacher. The final exer- cise (shoulder flexion) was completed with the participant standing on the unattached band, which made for an effi- cient clean-up of equipment. Not having to detach the bands from the bleacher until the end of the program played an integral role in decreasing transition time from one exercise to another, allowing time for additional lesson games and activities.

Each stretch band was equipped with a handle and an-

chor attachment. The handle allowed each participant to maintain a uniform grip for upper-body exercises, as well as a foot loop for lower-body exercises. The anchor provided a loop for securing the band to the bleacher seat. All exercises were performed using the right and left extremities. Table 2 describes each exercise completed by the participants begin- ning with their right side. For left-sided exercises, reverse the body parts and body direction in the descriptions. In addition to the standing and sitting positions pictured, prone and supine positions were used when participants were unsteady in their execution of the exercises. This made for an easy transition and accommodated all ability levels.

With time management as a key concern, individual routines were selected. Because the exercises were timed, students completed them hastily in the hope of attaining the highest number of repetitions. Having four program administrators present made it possible to continuously monitor and caution students to move in a deliberate and full range of motion. Stand-alone teachers, however, will need to pair students or rotate a leader for a group of three to four students in order to achieve such monitoring. This is a great way to offer students an opportunity to develop a sense of ownership and leadership. Not only will students value leadership, they will gain knowledge in learning how to observe, assess, record results, and provide feedback to their peers. This can save teachers an enormous amount of time.

Program Concerns There are times when new ideas fail because of unrecog- nized problems. This program was no different. Some of the best-intended plans were sidelined due to unusual circum- stances. The biggest drawback was the absence of a number- ing system for tension measurement. This made it difficult

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to establish a baseline of strength for beginning a program, monitoring participant progress, and motivating partici- pants through their improvement stages.

However, the measurement system used was the color scheme of the band, which was very helpful in solving the concerns of working without a numbering system. Thera- bandidentifies their bands with a color scheme of seven colors, progressing from yellow (least tension) to red, green, blue, black, gray, and gold (greatest tension). Most partici- pants began the program using red or green, with a small percentage progressing two and three levels.

Constant band use caused a gradual loss of tension and sometimes caused the band to tear and snap. Although each band was visually inspected daily, no specific determination could be made as to how much band tension was lost. One solution is to replace the bands on regular intervals (e.g., every two weeks) and to use the worn strips for alternative activities that do not involve 100 percent tension strength (e.g., jump ropes, wand activities, ribbon activities). Simi- larly, used bands could be donated to the art teacher. In addition, teachers can create new games using bands and various sized balls.

Tension increased or decreased when participants moved from their designated position, which potentially reduced some of the beneficial effects. This was most apparent when participants did not begin each exercise with a taut band. Instead, the stretch band was somewhat loose and floppy, consequently decreasing some of the tension. Aside from giving verbal prompts on correct technique, poly spots or footprints can be placed on the floor to designate the start- ing position. With partner supervision, having bands too taut or too loose can be eliminated.

Getting students to “buy into” any type of exercise pro- gram is a challenge, especially when they do not readily perceive themselves as strong and do not see immediate results (Knop, Tannehill, & O’Sullivan, 2001). Nevertheless, because this was their first supervised strength and fitness program, the students were very interested in strength gain. Continuous positive and corrective feedback and the scorecard repetition counts were used to reinforce partici- pant efforts. The color scheme was also helpful, although initially difficult for participants to interpret. To indicate improvement, colors were upgraded when repetitions in- creased for three consecutive days.

The stretch-band attachments (handles and anchors) were extremely helpful with the upper-body exercises. One mi- nor concern involved adapting and securing the handle around the foot and ankle. Many times, the handle would slip away from the proper position when the leg was in motion. One possible solution is to attach strips of Velcro to the end of the band.

Program Advantages With the fitness program intact, a number of advantages began to surface and greatly outweighed the concerns. From the start, the setup and dismantling of 24 stations was

extremely easy. Preparation included attaching one end of a stretch band through a handle apparatus, while the oppo- site end of the stretch band was attached to an anchor apparatus. Once the color-coded bands were selected and placed at each station, instructors only had to loop the band around the first level of permanent bleacher rows and pull the handle apparatus through like a slip knot. No more than 10 seconds were needed to organize each station. Within three minutes, one program assistant completed the entire station setup. Participants were then asked to dismantle by reversing the looping procedure and placing the entire band mechanism at their individual station seat. For security purposes, the preservice assistants collected the bands im- mediately and stored them in a small cardboard box. During this transition phase, the program coordinators organized the students for the next activity.

When little time exists between classes, setup and take- down can be completed by the students. Since this was an entirely new program for the students, most instruction occurred during the first week. Soon, the students recog- nized the protocol and moved efficiently.

A second major advantage was the limited amount of required space. Individual stations were spaced approxi- mately three feet apart along the first permanent bleacher. Average band lengths stretched about three feet from the bleacher seat. With the gymnasium size measured at 52 by 36 feet, the 24 stations occupied a comparatively little space. If teachers use stretch-band routines as part of a station, they will still have the large majority of their gym- nasium space for additional activities.

As always, safety in activities is a prime concern for physical educators. Our program experienced no instances of injury due to stretch-band use. Some participants did experience muscle fatigue while performing exercises, as well as delayed onset of muscle soreness (DOMS) 24 to 48 hours after the exercises. These events were not considered a condition of injury, but rather a positive physiological result of the stress placed on the body by the particular exercises. In contrast, free weights and weight machines can produce a greater chance of injury and excess DOMS due to the momentum created in the eccentric phase of the exercise movement (Arnheim & Prentice, 1993). In addition, stretch- band exercises can be performed safely without the assis- tance of an exercise partner when utilizing any stationary object as an anchor point. In fact, various body parts (e.g., legs, arms, shoulders) can be used as anchors or stabilizers.

Stretch-band use lends itself to excellent versatility and allows an assortment of full-range-of-motion exercises. Tran- sition from each exercise was minimal, which enabled pro- gram implementation in a reasonable amount of time within the class period. Speed of transition from one exercise to the next also established a built-in aerobic training effect. Thus, it was possible to train the cardiorespiratory system in con- junction with the skeletal-muscular system.

Minimal instructional time was needed once the pro- gram went into effect. Before the five-week program, partici-

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Lower-body Exercises Hip Flexion-3- to 6-inch foot stance and your back to the bleacher, with the right leg in full extension. Move the right leg approximately 30- to 45-degrees flexion and return to the original position. Keep the body in a vertical plane at all times.

Hip Extension-Shoulder-width stance facing the bleacher, with the right leg in full extension. Move the right leg approximately 30- to 45-degree exten- sion. Keep the body in a vertical plane at all times.

Hip Abduction-3- to 6-inch foot stance and staggered (leg to be exercised in front). The left shoulder is perpendicular to the bleacher. Secure the band to the right ankle (away from the bleacher) and taut, abduct the right foot 45 degrees and return to original position.

Hip Adduction-3- to 6-inch stance and staggered (leg to be exercised in front). Right shoulder is perpen- dicular to the bleacher. Secure band to the right ankle (closest to the bleacher) and taut, adduct right foot approximately 40 degrees across the midline and return to original position.

Knee Flexion-Lie in a prone position with the head away from the bleacher. With the band secured to the right ankle and taut, move the right heel toward the buttocks and return to the original position. Remind students to keep their heads and bodies in the prone position.

Knee Extension-Right knee-flexed stance (stork stance) and the band secured to the right ankle. With right shoulder and elbow in full flexion, the right hand secures the opposite end of the band above the right shoulder in a taut position. Extend right foot heel touching the floor and return to original position.

pants rehearsed all 12 lower- and upper-body exercise rou- tines. In addition, exercise simplicity decreased the time needed for repeating directions. Familiarity with the rou- tines also gave participants a feeling of comfort. Most were not threatened or intimidated by peers since everyone was completing the same exercise at the same time.

Educators typically worry about the cost of supplies and equipment and consequently worry about the safety and security of existing materials. In this program, however, storage and security are the least of concerns. A three- by five-foot plywood lock-box was located on the stage in the gymnasium, making it possible to store all equipment within footsteps of the exercise stations. Therefore, storage

Upper-body Exercises Elbow Flexion-Shoulder-width stance, facing the bleacher with the right arm in the anatomical position. Place left hand directly above the right elbow. Grip one end of the stretch band with the band taut and anchored with the right foot. Bring the fist to the shoulder and return to original position.

Elbow Extension-Shoulder-width stance with your back to the bleacher. Position the right arm at 90- degrees of flexion with the right hand resting above the shoulder. Extend the right hand at 45-degrees from the shoulder and return to original position.

Shoulder Abduction-Shoulder-width stance with left shoulder perpendicular to the bleacher. Position the right arm vertically at the midline of the body with the palm of the hand facing the bleacher. Move the right hand to a 90-degree abduction and return to original position.

Shoulder Adduction-Shoulder-width stance, with the right shoulder perpendicular to the bleacher and the right arm in a horizontal position with the stretch band taut. Move the right hand to the midline in a vertical position and return to original position.

Shoulder Extension-Shoulder-width stance facing the bleacher, with the right arm in a vertical position and the stretch band taut. The right backhand is facing the bleacher. Move the right arm to 60 degrees of shoulder extension and return to original position. Keep the body in a vertical plane at all times.

Shoulder Flexion-Shoulder-width stance and your back to the bleacher, with the right arm in a vertical position and the stretch band taut. The right palm is facing the bleacher. Move the right to 90 degrees of shoulder flexion and return to original position.

and retrieval of equipment also required minimal space and time.

The program garnered high participation rates and favor- able comments, indicating its popularity. The majority of participants enjoyed what they were doing. In post-pro- gram interviews, several participants remarked about their continued use of stretch bands at home. In addition, some participants said that their interest had caught the attention of other family members. One young participant said that her mother used a stretch band for rehabilitative services and that they did the exercises together at home.

Encouraging family participation is an excellent way to promote lifestyle activities. Extended learning can be ac-

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Hip Flexion

Hip Abduction

f7

Knee Flexion

Hip Extension Elbow Flexion

Hip Adduction

Knee Extension

complished by giving bands to participants so that they can demonstrate tasks in their homes. Once this is done, family members can be invited to participate in a back-to-school program. This is a great way to encourage participation in a healthy activity, while also promoting family values.

Students demonstrated creativity with stretch bands by inventing a new series of routines while they waited for start signals. This creativity encouraged further creativity and also empowered the students. Feeling like a part of some- thing or getting recognized for accomplishment provides an

Shoulder Abduction

Shoulder Extension

Elbow Extension

Shoulder Adduction

Shoulder Flexion

opportunity to develop self-worth, a sense of ownership, and renewed confidence.

As in similar types of strength program;, participants were monitored carefully during each phase of each move- ment to ensure proper form and to gain maximal benefits. Although some participants allowed the stretch band to “snap back” during the eccentric phase and moved too quickly in the concentric phase, they were being watched. Consequently, participants quickly realized the importance of honesty and the importance of completing each routine

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to specification. Many were aware of the shortcuts and provided verbal reinforcement of proper procedures to one another, one sure sign of social responsibility.

Conclusion Because this project was grant-supported, product supply was not an issue. Providing and promoting this type of program without a grant is not out of the question, how- ever. Band replacement during the five-week program was minimal (approximately 10%). As bands were replaced, the researcher collected and recycled used bands for other ac- tivities. Because bands are adaptable by nature, they can enhance existing physical education equipment.

Regardless of ability level, almost anyone can participate in and benefit from a stretch-band program. From this experience, the exercise program was deemed a viable and practical addition to the existing physical education pro- gram. Versatility, safety, and ease of stretch-band use comple- mented the use of common physical education equipment. Presently, an ongoing two-year study of children in kinder- garten through fourth grade is generating favorable results. In addition, the potential to involve family members in a home fitness program is a desirable quality, as learned from several participants.

References Allsbrook, L. (1 992). Fitness should fit children. journal of Physical Educa-

tion, Recreation & Dance, 63(7), 47-49. Amheim, D. D., & Prentice, W. E. (1 993). Principles ofathletic training(8th

ed.). St. Louis: Mosby Yearbook. Darst, P. W., van der Mars, H., & Cusimano, B. E. (1998). Using novel and

challenging introductory activities and fitness routines to emphasize regular activity and fitness objectives in middle school physical educa- tion. The Physical Educator, 55(4), 199-21 0.

Faigenbaum, A. D. (2001). Strength training and children’s health. journal of Physical Education, Recreation & Dance, 72(3), 24-30.

Knop, N., Tannehill, D., & OSullivan, M. (2001). Making a difference for urban youths. journal of Physical Education, Recreation & Dance, 72(7), 38-44.

Page, P. A., Lamberth, I., Abadie, B., Boling, R., Collins, I., & Linton, R. (1 993). Posterior rotator cuff strengthening using thera-band in a functional diagonal pattern in collegiate baseball pitchers. journal of Athletic Training, 28(4), 346-354.

Strand, B., & Reeder, S. (1996). Increasing physical activity through fitness integration. journal of Physical Education, Recreation & Dance,

US. Department of Health and Human Services. (2000). Healthy people 67(3), 51-56.

201 0. Washington, DC: Author.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . jeanne Raudensky (jraudens@shepherd.edu) is an assistant profes- sor in the Department of Health, Physical Education, Recreation, and Sports at Shepherd College, Shepherdstown, WV 25443. john Lamberth (jgl@ra.msstote.edu) is an associate professor in the Department of Health, Physical Education, and Recreation at Mississippi State University, Mississippi State, MS 39762.

hold for one breath (inhale), exhale, and return to a seated position.

Spine mist (figure 5) . Sitting upright, with legs extended in front slightly farther apart than hip width, and arms horizontally extended from the shoulders, twist the torso to the right on three exhaled breaths. On the inhale, return to center. Repeat on left side. Maximally rotate on the first exhale, then lengthen and increase the motion of rotation with the next two breaths.

Swan Dive Prep (figure 6) . In a prone position with arms extended overhead, press your torso into limited hyperex- tension. As the torso returns to the mat, extend and lift your legs (rocking on the pelvis).

Rolling Like a Ball (figure 7 ) . Lift your legs up to the chest, balance on the sitz bones, roll backward, and return to a seated, balanced position. Repeat. Concentrate on staying in All flexion (C-curve) throughout the movement. Use abdominals to initiate and control the movement.

Leg Pull Front Prep (figure 8). In a prone position, extend your arms to assume a push-up position, lift one leg, extend the back and flex forward on the toes. Then repeat with the other leg. Keep your neck in line with the spine, with the scapula retracted and the transverse abdominals tightened throughout.

Additional information about Pilates can be found at the following websites: www.perfectbalancepilates.com, www. pilatesmethodalliance.org, and www.pilates-studio.com.

References Argo, C. (1 999, March/April). The Pilates method for a balanced body.

Chang, Y. (2000, February 28). Grace under pressure. Newsweek, 135,

Richardson, C., Jull, G., Hodges, H., & Hides, I. (1999). Therapeutic exercise for spinal stabilization in low back pain: Scientific basis and clinical approach. New York Churchill Livingstone.

American Fitness, 52-54.

72-73.

Siler, B. (2000). The Pilates body. New Yotk Broadway Books. Stott Pilates: The Contemprmy Approach. (2001 a). Retrieved September

Stott Pilates. (2001 b). Comprehensive matwork. Toronto: Merrithew Cor- 10, 2003, from http://www.stottpilates.corn.

poration.

Acknowledgments The authors would like to thank Joyce Aarsvold, Amy Hiscock, and Josh Omang for their contributions toward the success- ful completion of this manuscript.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . june Kloubec (jkloubec@ gac.edu) and Aaron L. Banks (abanks@ gac.edu) are assistant professors in the Department of Health and Exercise Science at Gustaws Adolphus College, St. Peter, MN 56082.

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