Stacie M. Kirk

The 1-Mile Walk Test is a Valid Predictor of VO2max and is a Reliable Alternative Fitness Test to the 1.5-Mile Run in U.S. Air Force Males

The purpose of this study was to assess the validity of the 1-mile walk (Rockport Walk Test) as a predictor of VO(2max) and determine whether the 1-mile walk is a reliable alternative to the 1.5-mile run in moderately fit to highly fit U.S. Air Force males. Twenty-four (33.0 +/- 1.5 years) males completed a maximal treadmill VO(2max) (50.3 +/- 1.4 mL/ kg/min), 1-mile walk, and 1.5-mile run. For the 1-mile walk, there were no significant differences between measured and predicted VO(2max) (p = 0.177, r = 0.817). There were no significant differences (p = 0.573) between points scored in the Air Force Fitness Test for the 1-mile walk and 1.5-mile run tests. In conclusion, the 1-mile walk test is a valid predictor of VO(2max) and can be used as an alternative fitness test to the 1.5-mile run in assessing cardiovascular fitness in Air Force males.

A 6-Month Supervised Employer-Based Minimal Exercise Program for Police Officers Improves Fitness

Abstract Rossomanno, CI, Herrick, JE, Kirk, SM, and Kirk, EP. A 6-month supervised employer-based minimal exercise program for police officers improves fitness. J Strength Cond Res 26(9): 2338–2344, 2012—The purpose of the study was to determine the effects of a 6-month supervised, job-specific moderate exercise program in police officers on body composition, cardiovascular and muscular fitness. Body weight (BW), body mass index (BMI), and cardiovascular and muscular fitness were assessed at baseline, after a 6-month supervised fitness program and at 12-month follow-up (18 months). One hundred sixty-five (n = 131 men and n = 34 women) young (mean ± SEM, 26.4 ± 1.9 years), overweight (BMI = 26.2 ± 1.2 kg·m−2) police officers participated. Aerobic exercise progressed from 3 d·wk−1, 20 minutes per session at 60% of the heart rate reserve (HRR) to 5 d·wk−1, 30 minutes per session at 75% of HRR at 3 months, and this level was maintained until 6 months. Muscular strength training progressed using 8 different calisthenics exercises from 3 d·wk−1, 2 sets of 5 repetitions using the participants own BW to 5 d·wk−1, 3 sets of 15 repetitions of the participants own BW at 3 months, and this level was maintained until 6 months. Cardiovascular and muscular fitness was measured using a 0.25-mile obstacle course incorporating various job-specific exercises and expressed as the physical abilities test (PAT) time. There was a significant reduction in BMI (−0.6 ± 0.2 kg·m−2, p < 0.001) and BW (−2.8 ± 2.3 kg) and reduction in PAT time (−11.9 ± 2.1%, p < 0.01) from baseline to 6 months. However, BMI (1.4 ± 1.1 kg·m−2, p < 0.001), BW (5.1 ± 3.0 kg, p < 0.01), and PAT time significantly increased (12.8 ± 2.2%, p < 0.01) from 6 to 18 months. There were no sex by time differences. The practical applications of this study indicate that a supervised, job-specific exercise program for police officers improves fitness and body composition after 6 months in both men and women, but continued supervision of exercise program may be necessary for maintenance of health benefits.

Sixty Minutes of Physical Activity per Day Included Within Preschool Academic Lessons Improves Early Literacy

BACKGROUND The effects of increases in physical activity (PA) on early literacy skills in preschool children are not known. METHODS Fifty-four African-American preschool children from a low socioeconomic urban Head Start participated over 8 months. A 2-group, quasi-experimental design was used with one preschool site participating in the PA intervention and a second site participating as the control site. The PA program was designed to promote 300 minutes/week of moderate to vigorous PA academic lessons. Academic achievement related to early literacy and phonological awareness in the areas of rhyming and alliteration were assessed at baseline, 4 and 8 months. RESULTS Over 8 months, rhyming significantly (p < .01) improved in the PA group (173 ± 12%) compared with the controls (28 ± 8%) resulting in between group differences at 8 months (p < .01). Alliteration significantly (p < .01) improved in the PA group (52 ± 16%) compared with controls (13 ± 5%), resulting in between group differences at 8 months (p < .01). As minutes of exposure to moderate to vigorous PA increased, the change in picture naming (R(2) = .35, p < .05), alliteration (R(2) = .38, p < .05), and rhyming (R(2) = .42, p < .05), increased. CONCLUSION A teacher-directed PA program is effective at increasing PA and improving early literacy.

Using Physical Activity to Teach Academic Content: A Review of the Literature and Evidence-Based Recommendations

There is currently considerable interest in increasing physical activity and improving early literacy in preschool children. Preschool academic lessons taught using physical activity have been shown to be an effective approach to increasing daily physical activity while also improving early literacy. In this chapter, we will provide teachers and practitioners with information on how to alter the classroom environment in order to use existing academic lessons taught using physical activity. The rationale and effectiveness of preschool academic lessons taught using physical activity on improving early literacy will be discussed. Low cost, practical examples and strategies will be provided and reviewed.

Integrating Physical Activity Into Preschool Classrooms' Academic Lessons Promotes Daily Physical Activity And Improves Literacy: 1408

Poor early literacy skills and obesity in preschool children have been associated with poor academic achievement later in life. Limited evidence suggests an association of physical activity with improving literacy and decreasing obesity in older children (Carlson et al., 2008). However, the effects of increasing physical activity on literacy skills in preschool children are not known. This article describes the impact of academic lessons taught through physical activity on literacy skills of preschool students enrolled in Head Start. The results showed that increasing physical activity in the preschool classroom led to reductions in sedentary behavior during free play and in body weight, and improvements in literacy compared to non-exercising classrooms. Therefore, physical activity academic lessons are cost effective, require minimal teacher preparation, and result in improved academic scores and lower body weight.