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Regular participation in sports is a common practice among the general population. For cardiovascular fitness, the frequency, duration, intensity and mode of the activity must be appropriate for the individual to benefit from the activity. The benefits for cardiovascular fitness are questionable in sports involving high intensity intermittent exercise of short duration. In the past, the procedures for determination of the heart rate and the time-motion characteristics of an activity were cumbersome and time consuming, thus making application to sports an inconvenience. The purpose of this project was to develop a computer based system for matching heart rate data with time-motion characteristics. The system was tested using ice hockey and squash. Subjects were observed during activity. The heart rate data during the activity were collected using a Polar Vantage XL Heart Rate monitor set to record heart rate values in 5-second intervals. The duration and type of activity were entered in the computer in real time using a coding system. Program combined the time-motion analysis with the heart rates that were downloaded from the Polar heart rate monitor. The results were summarized as follows: (1) total time at each intensity level, (2) mean duration at each intensity level, and (3) mean heart rate at each intensity level. Output from the computer program was similar to manual calculations.

<p>Physical inactivity together with overweight and obesity has emerged as a major health risk factor for chronic disease of lifestyle as coronary heart disease, diabetes type 2, and hypertension affecting adolescents with physical disabilities in developed countries. This has contributed to the increase of social and economic costs of healthcare and social services in these countries. Review of literature has revealed that little has been documented about the status of adolescents with physical disabilities in developing countries. This study, therefore, aimed at establishing the degree of physical inactivity among high school adolescents with physical disabilities in Kenya.</p>

Aim. Accurate correlations between a wide range of physical fitness measures and occupational demands are needed in order to identify specific fitness tests and training needs for firefighters. Methods. Forty-eight experienced, professional firefighters (29 ± 7.24 yrs) participated in fitness and job performance testing sessions each spaced a week apart. Analysis was performed using Pearson moment correlation coefficients and multiple linear regression with alpha set at p≤.05. Results. Significant correlations (p≤.01) were found between a job performance task (Revised Grinder) and the following: lean muscle mass (r = -.69), overall fitness (r = -.62), height (r = -.62), strength endurance: deadlift (r = -.54), bent-over row (r = -.51), bench press (r = -.51), shoulder press (r = -.46); maximal strength: hand grip strength (r = -.57), bench press (r = -.51), anaerobic capacity: 400m (r = .50), and aerobic capacity: multistage shuttle run (r = -.46). Multiple linear regression determined that lean muscle mass and aerobic capacity account for 82% of the variation in the job performance task. Conclusion. It is apparent that firefighting taxes virtually all aspects of physical fitness. This data can help the exercise specialist choose appropriate tests and prescribe specific fitness programmes for firefighters. Traditional firefighter exercise programmes focusing mainly on cardiovascular fitness should be replaced with physical conditioning programmes that address all components of fitness. Cardiovascular fitness testing should include the performance of job-related tasks to improve test validity. / Thesis (M.Sport Sc.)-University of KwaZulu-Natal, Westville, 2012.

The purpose of this study was to determine the effects of a 10-week physical fitness program on the fitness profiles, levels of self-concept, and body-esteem in 3rd- and 4th-grade low-fit children. The participants were 17 children (9 boys/8 girls) who failed to meet the Physical Best fitness standards in at least 2 of 3 fitness profile components, including cardiovascular endurance (one-mile run/walk), muscular strength and endurance (situps/min), and flexibility (sit and reach). All participants were pre and posttested in each of the three fitness profile components. Self-concept and bodyesteem were also pre and posttested using a shortened version of Harter's Self-Perception profile for children (SPPC) and the Body-Esteem Scale for Children (B-ESC).The treatment group (n = 10) participated 3 days/week for 60 min/day in a vigorous physical activity program designed to maintain heart rates corresponding to 60-80% of each individual's V02 max. An Analysis of Covariance revealed that the treatment group scored significantly higher (p < .05) on the posttest than the control group in two of the four self-concept dimensions (athletic competence and global self-worth) and on two of the three fitness profile components (muscular strength and endurance and flexibility). In light of the problems associated with increasing children's physical activity levels, offering after school programs such as this one appears to be an effective strategy. / Institute for Wellness

The purpose of the study was to determine the relationship between increased physical fitness and learning disabled student's self-concept, anxiety level. and academic achievement. 34 learning disabled students in seventh arr. eighth grade (X age = 14 years, 7 months) were divided equally into comparison and treatment groups. For six weeks, the comparison and treatment groups maintained similiar class schedules with the exception that the treatment group was assigned to a physical education class where the students would partake in an aerobic exercise program (i.e. running and aerobics) and the comparison group remained in study hall. All 34 LD students were pretested and posttested using the 12 Minute Walk/Run Test. Piers-Harris Self- Concept Scale for_ Children, Revised Children's Manifest Anxiety Scale, and Wide Ranae Achievement Test-Revised.Four null hypotheses were tested using multivariate any, univariate analysis. The .05 level of significance was Mary Beth Hulecki Ed.D Ball State University, 1988 established as the critical probability level for the non acceptance of the statistical hypotheses.FindingsResults of multivariate analyses indicate: that no significant differences existed between the comparison and treatment groups on measures of IQ. self-concept. and anxiety. Results of multivariate analyses of pre-and posttest measures of the independent variable under study indicated that no significant differences existed between the comparison and treatment groups on measures of IQ. self-concept.and anxiety. Results of univariate analyses found no significant differences between the treatment and comparison groups after the physical fitness program on the independent measures of self-concept and anxiety level. Significant differences (p < .05) between the treatment and comparison groups were noted after intervention on measures of achievement and fitness. These results were observe: to be significant in the area of reading (p <.001).ConclusionsThe results of this study did not support theories that Suggested an increase in physical fitness Produced higher Self-concepts and decreased the anxiety level of learning disabled children. Although the LD students significantly raised their achievement scores, their anxiety level did not lessen and their self-concept scores were no higher after the running program. Several possible explanations are offered for consideration:1. Although achievement scores were higher after Intervention, they were still 2 or more standard deviations below the mean. These LD students were still functioning like mildly mentally handicapped students and were still far below the functioning level of their normal achieving peers. 2. As cited by other authors, LD students often try to portray themselves in a better light and do not accurately report their feelings.3. Underachievers were thought to respond unreliably on measures of self-concept. / Department of Special Education

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Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1993? / Includes bibliographical references (leaves 331-343).

Thesis (M.S.)--University of Wisconsin -- La Crosse, 1994. / Includes bibliographical references (leaves 47-49).