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Discussion. Lithuanian children's surveys show that teenagers’ physical activity declined in recent years. The deteriorating health of schoolchildren, decreasing the number of sports, rising smoking and alcohol consumption are concerned about and interested in promoting regular physical activity of schoolchildren, the approach to a healthy lifestyle change [1]. The lack of physical activity prevalence among many countries children and young people is quite regular, most of them have health risk factor because of physical inactivity [6, 7].

Other authors (5, 1] studies also confirmed that smoking is more prevalent among the less physically active schoolchildren comparing them with the physically active. Moreover, many of above mentioned authors observed a similar trend in case of drug usage. According ESPAD investigation results [4], one fifth (20 %) of surveyed 15 – 16 year old Lithuanian schoolchildren at least 1-2 times in their lives without alcohol and tobacco have tried any other drugs (26 % boys and 14 % girls). Usage of many drugs prevalence during the last four years increased: from 2003 at least 1 – 2 times tried drugs number of schoolchildren has increased from 16 % up to 20 %. The same also seen in other countries studies [3, 2]. However, there are many reasons to encourage teenagers to drink alcoholic beverages. According to our data, moreover, as reported by other authors [7, 5], teenagers are tasting alcoholic beverages mostly to relax, out of curiosity and not having anything to do.

Conclusion. Smoking, usage of alcohol and drug are more prevalent among insufficient physical active 10 to 12 grade schoolchildren comparing with physically active (p < 0.05). Meanwhile, never tried drug, but if would be a possibility would try both physically active and insufficient physical active schoolchildren.

References

1. Harison P. A., Narayan G. Differences in behavior, psichological faktors and environmental faktors associated with participation in school sports and other activites in adolescence. Journal of School Health, 2003. – 73 (3), 113 – 120.

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2.Johansen A., Rasmussen S., Madsen M. Health behaviour among adolescents in Denmark: influence of school class and individual risk factors. Scand Journal Public Health, 2006. – 34(1): 32 – 40.

3.McRae A. L., Budney A. J., Brady K. T. Treatment of marijuana dependence: a review of the literature. Journal of Substance Abuse Treatment, 2003. – 24(4): 69 – 76.

4.Tamošiūnas T., Šutinienė I., Šimaitis A. Alkoholio ir kitų narkotikų

tyrimas Europos mokyklose. ESPAD, 2007, Vilnius, 2008.

5.Weitzman E.R. Poor mental health, depression, and associations with alcohol consumption, harm, and abuse in a national sample of young adults in college. Journal of Nervous and Mental Disease , 2004. – 192(4): 269-77.

6.Westerstahl, M., Barnekow-Bergkvist, M., Hedberg, G., Jansson, E. Low physical activity among adolescents in practical education. Scandinavian Journal of Medicine & Sciencce in Sport, 2004. – 15, 267 – 297.

7.World Health Organization. Annual Global Move for Health Initiative: a

Concept Paper. Geneva, Switzerland, 2003.

Weekly physical activity among adolescent boys and its relation to

health-related physical fitness

Maciulevičienė E., doctor of Social Sciences

Rutkauskaitė R., doctor of Social Sciences

Lithuanian Sports University, Kaunas, Lithuania

Physical activity is suggested to be an essential part of everyday life, especially during growth and rapid development of school-aged children. The benefits of PA are numerous: it has a positive effect on the prevention of various diseases in schoolchildren and on their cognitive development [1], it increases selfesteem and controls the levels of anxiety and stress, normalizes the state of mind [1], and certainly it affects the level of physical fitness (PF) [3]. It is suggested that PF is an integrated dimension of most, if not all, functions of organism related with PA [6]. Current PA recommendations state that adolescents should be active for a

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total of at least an hour a day, children at the beginning of school age – considerably more [8]. Despite all these health benefits many children all over the World do not meet these guidelines [5]. Most PA data are available for children and adolescents, 10 years of age and older, and are based largely on questionnaires and interviews. Physical activity is very difficult to measure and there is no gold standard measurement for daily PA. There are more than 30 different methods of assessing PA. Some of them have been identified, but validity, objectivity and reliability of these methods have not been enough established with children and adolescents [9]. M. Dencker and L. B. Andersen presented an excellent review of the use of accelerometers for the measurement of daily PA in children [2]. In recent years, accelerometers (Actigraph) have gained popularity as an objective measurement device for daily PA [7]. The ActiTrainer is the first and most common tool for accurate monitoring of PA during 24-hour and longer period, but the data of the duration, intensity and scope of children’s and adolescent’s every day activity, according to WHO recommendations are insufficient. Moreover, there is a lot of research devoted to interrelations of not objectively measured PA and PF. So, the purpose of this study was to analyse the objectively measured adolescent boys’ weekly physical activity and its relation to health-related physical fitness.

Research methods. The participants of this study were 104 healthy adolescent boys. Physical activity of schoolboys was measured using actigraphs (Tri-axis ActiTrainer Activity Monitors). The level of the intensity of PA was determined by calculating energy consumption in MET’s. Low PA (LPA) equals up to 3 MET’s, moderate PA (MPA) – 3–6 MET’s, and vigorous PA (VPA) – 8 or more METs. Based on the frequency of VPA and MPA per week, the participants of this study were divided into PA groups. For health-related PF assessment the following tests were used: body composition (using TANITA Body Analyser, TBF-300); flexibility (sit and reach test), power (vertical jump was measured using a jump parameter gauge (SBM-1), muscular strength and endurance (modified push-up test). Appropriate statistical methods (mean, (x) and the standard deviation

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Note. * – p < 0.05, comparing with the groups of VPA experienced 3 days/week and more. ** – p < 0.05, comparing with the groups of VPA experienced less than 1 days/week. *** – p < 0.05, comparing with the groups of MPA experienced more than 2 days/week. # – p < 0.05, comparing with “VPA 1 day/week”, “no VPA”.

Table 2. Health-related PF of the adolescent boys who experienced/not experienced moderate PA

No significant correlation was found between total amount of PA, time spent for vigorous and moderate PA and health-related PF components. Only high jump test results were closely related to body composition, weak significant correlations were found between BMI, body fat and body water (r = 0.279–0.387; p < 0.05).

Discussion. The purpose of this study was to estimate PA levels among 15– 16-year-old adolescents by using objective measurement. The use of actigraphy helps accurately quantify not only the total amount of activity, but ideally register the amount of low, moderate, and vigorous habitual PA accrued during the daily life. It is well established that regular PA has many shortand long-term benefits for health. Despite these benefits many children, adolescents and adults do not engage in recommended amounts of physical activity [5]. In our research boys experiencing VPA were better in muscular strength and endurance, but there were differences in power and flexibility results (p > 0.05). R. M. Malina and P. T. Katzmarzyk stated that mostly components of physical fitness change with

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growth and maturation independently of physical activity, and it is difficult to partition effects of activity from the expected changes [5]. The relationships appear to be confounded to some degree by body fatness [10] which indicates that physical activity may not provide complete protection from the health risks of obesity in children. As both physical activity and fitness have been found to be related over the lifespan [10], it is important that children establish positive lifestyle habits and healthy levels of fitness at an early age. Although overweight or obesity are not common among Lithuanian children yet, evidence exists that overweight in children prevails when acceleration rate is stabilized or even decreased [4]. Results of our research showed that boys experiencing vigorous PA had lower body fat mass and lower BMI in comparison with those who experienced only VPA and LPA (p < 0.05). Findings from this study should be interpreted in light of several limitations. The sample size is small and requires replication with a larger sample. Additionally, while actigraphy is an objective measure of PA, it would be interesting to compare data from not objectively measured PA, e. g. questionnaires.

Conclusions. Boys who achieve VPA have a greater total PA during the week than those boys who do not experience VPA. If during the week boys have VPA on more than 2 days, even if it is just for 10 min, there is a significant increase in the total amount of weekly PA, which is related to lower fat mass. For boys who do not experience MPA at least for 6 days/week, the total amount of weekly PA decreases and they cannot produce better results in strength and endurance test (p < 0.05). Better results of boys’ muscular strength and endurance were significantly related to lower BMI (r = 0.279; p < 0.05) and fat body mass (r = 0.387; p < 0.01).

REFERENCES

1. Burdette, H. L., Whitaker, R. C. Resurrecting free play in young children. Looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics & Adolescent Medicine, 2005. – 159, 46-50.

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2.Dencker M., Andersen L. B. Health related aspects of objectively measured daily physical activity in children. Journal of Clinical Physiology and Functional Imaging, 2008. – 28, 133-144.

3.Dencker, M., Thorsson, O., Karlsson, M. K. et al. Daily physical activity and its relation to aerobic fitness in children aged 8–11 years. European Journal of Applied Physiology, 2006. – 96 (5), 587-592.

4.Jankauskienė, R. Lietuvos gyventojų fizinio aktyvumo skatinimo strategija: kūno kultūra ar kūno kultas? Medicina (Kaunas), 2008. – 44 (5), 345355.

5.Malina, R. M., Katzmarzyk, P. T. Physical activity and fitness in an international growth standard for preadolescent and adolescent children. Food and Nutrition Bulletin, 2006. – 27, (4), 295-313.

6.Ortega, F. B., Artero, E. G. et al. Reliability of health-related physical fitness tests in European adolescents. The HELENA Study. Reliability of fitness assessment in adolescents. International Journal of Obesity, 2006. – 32, 49-57.

7.Ottevaere, C. et al. Comparison of the IPAQ-A and Actigraph in relation to VO2max among European adolescents: The HELENA study. Journal of Science and Medicine in Sport, 2011. – 14, 317-324.

8.The National Guidelines on Physical Activity for Ireland. Department of Health and Children, Health Service Executive, 2009.

9.Trost, S. G. Objective measurement of physical activity in youth: Current issues, future directions. Exercise and Sport Science Review, 2001. – 29, 6-32.

10.Twisk, J. W., Kemper, H. C., Mechelen, W. Tracking of activity and fitness and the relationship with cardiovascular disease risk factors. Medicine and Science in Sports and Exercise, 2000. – 32, 1455-1461.

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РЕКОМЕНДАЦИИ

Упражнения, которые целесообразно проводить на разных

этапах урока

Новокрещенова И.С., учитель

Мазепова А.М., учитель

ГБОУ Салаватская специальная (коррекционная)

общеобразовательная школа VIII вида,

г. Салават, Россия

В начале урока

а) «Растирание ушных раковин и пальцев рук» – активизирует все системы организма.

б)«Перекрёстные движения» - активизируют оба полушария головного мозга, готовят к усвоению знаний.

Под музыку выполняются перекрёстные координированные движения

(одновременно с правой рукой движется левая нога, и наоборот). Выставить руку и ногу вперёд, в сторону, назад.

в)«Качание головой» – улучшает мыслительную деятельность и мозговое кровообращение.

Дышать глубоко, уронить голову вперёд, плечи расправить. Головой медленно качать из стороны в сторону до тех пор, пока не уйдёт напряжение.

Подбородок «вычерчивает» на груди слегка изогнутую линию.

г) «Ленивые восьмёрки» – активизируют структуры, обеспечивающие запоминание, повышают устойчивость внимания.

Нарисовать в воздухе в горизонтальной плоскости цифру восемь по 3

раза сначала одной рукой, потом другой, затем обеими руками.

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д)«Симметричные рисунки» – улучшают зрительно-моторную координацию, облегчают процесс письма.

Нарисовать в воздухе обеими руками одновременно симметричные рисунки.

Во время урока

Во время урока снять напряжение помогут следующие упражнения:

а) «Лобно-затылочная коррекция» – улучшает мозговое кровообращение. Упражнение выполняется в течение 1 мин, сидя с закрытыми глазами. Правая рука кладётся на лоб, левая – на затылок.

б) «Медвежьи покачивания» — расслабляет позвоночник, мозг,

мышцы шеи и глаз.

Качаться из стороны в сторону, подражая медведю, затем подключить руки. Можно придумать сюжет.

в) «Поза дерева» – снимает статическое напряжение с позвоночника. Сесть за парту, ноги вместе, стоны прижаты к полу, руки опущены, спина прямая. Сделать спокойный вдох и выдох. Руки плавно поднять вверх, ладонями друг к другу. Потянуться всем телом.

Сосредоточить внимание на позвоночнике. Представить себя деревом.

Организм, как дерево, наливается силой, бодростью, здоровьем.

Удерживайте позу 15 – 20 сек. Это упражнение можно выполнять и стоя.

г) «Поза скручивания» – улучшает кровоснабжение в позвоночнике,

снимает спазм сосудов, питающих позвоночник.

Сесть на стул боком. Ноги вместе, бедро прижать к спинке. Правой рукой следует держаться за правую сторону спинки стула, левой – за левую.

Медленно на выдохе поворачивайте верхнюю часть туловища так, чтобы

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грудь оказалась против спинки стула. Оставаться в таком положении 5 – 10

сек. Выполнить то же самое, но в другую сторону.

д) «Дыхательная гимнастика» – гармонизирует деятельность дыхательной, нервной, сердечно-сосудистой систем. Трансформирует отрицательные эмоции в положительные. Ритмичное дыхание: вдох в 2 раза короче выдоха.

е) «Гимнастика для глаз» – снимает напряжение глаз.

Тренажер со зрительными метками

В различных участках комнаты, где проходят занятия, фиксируются привлекающие внимание яркие объекты – зрительные метки. Это могут быть игрушки или красочные картинки. Они располагаются в равноудалённых участках комнаты. Для активизации организма, в том числе общего чувства координации и равновесия, упражнения нужно выполнять стоя (только стоя).

С этой целью детей периодически поднимают из-за парт, и под счёт 1, 2, 3, 4 они быстро поочерёдно фиксируют взгляд на указанных зрительных метках, сочетая эти действия с движением головы, туловища, глаз.

Продолжительность 1,5 – 2 мин.

Тренажёр с помощью плаката-схемы зрительно-двигательных

траекторий

Для периодической активизации чувства общей, в том числе и зрительной, координации используют схему зрительно-двигательных траекторий, которую рисуют в максимально возможную величину на одной из боковых стен или на потолке. На ней с помощью специальных стрелок указаны основные направления, по которым должен двигаться взгляд в процессе выполнения физкультминуток: вверх-вниз, влево-вправо, по и против часовой стрелки, по восьмёрке.

Упражнение выполнять только стоя.