Category: Fitness

Physical exercise is essential for the well being of the individual. The research question which will be explored is: Do group fitness exercise models provide the best results? The questions will be explored from the perspective of ACSM (2014), Astrand (1992), American Council on Exercise (2010), Baicker et al. (2010), Eriksson et al. (2010), Garber et al. (2011), Gems et al. (2008), Heyward and Gibson (2014), IDEA (2011), Kennedy- Armbruster and Yoke (2014), Nelson et al. (2007) and Ward (2010).

Literature Review

The manner by which people can participate in physical activity and sport is reliant on a number of factors. These factors are financial status, time, disabilities- abilities, motivation and age. Many people do not join groups due to the lack of having time with regards to exercising regularly. The individuals may not have the available time. The individuals may have work commitments. The individuals may have injuries. The costs which are involved may be prohibitive.

The ways that people select to exercise are impacted by their socio-cultural and socio-economic background. These motivations may include their reasons for desiring to participate in exercise activities and the categories of exercise which may be enjoyed. Every person’s motives for engaging in exercise are distinct and will exercise a substantial influence over the selected fitness activities (Heyward & Gibson, 2014)

An important component of enhancing the comprehensive health of the population is to raise the levels of physical activity. The benefits of exercise are more comprehensive than simply physical gains. In participating in regular exercise, there are emotional and social benefits that can be derived. The physical advantages from exercise are:

1. Increased energy rates.
2. Decreased resting heart index.
3. Diminished body fat.
4. Loss of excess weight.
5. Enhanced lean muscular mass.
6. Decreased blood pressure (ACSM, 2014; Heyward & Gibson, 2014).

Discussion

The social advantages which can be derived from group exercise in cycling, cross-fit, Zumba and boot camp activities are that the participants can expand their social circles while forming mutual interests with friendship or exercise groups. These activities increase the production of group identity. Research has shown that group participation in exercise and other healthful behaviours increase the potential for the exercise regimen to be completed (Garber et al., 2011).

The emotional and psychological advantages of exercise are:

1. Enhanced mental production.
2. Greater capacity for relaxation.
3. A more assertive attitude toward work.
4. Decreased patterns of insomnia.
5. Increased perceptions of well being.
6. Enhanced self-confidence.
7. Increased indexes of self-esteem.
8. Increased concentration levels.
9. Decreased stress (ACSM, 2014; Heyward & Gibson, 2014).

Limitations of These Studies

Fitness is an important commodity that can be effectively marketed in our society. The consumers spend significant amounts of resources in order to participate in group exercise at the commercial exercise centres. The exercise faculties spend large amounts of money in trying to attract the members of our society to use their faculties. The funds which are required in order to operate an effective fitness centre must be balanced with the money which is remitted by the clients in order to participate in the group activities (American Council on Exercise, 2010).

Maintenance limitations

There are many people who initiate and do not maintain a fitness regimen. This fact has caused a number of fitness purveyors to claim that they can give quick remedies to well being, fitness improvement and weight loss. It is of great importance that many of the participants in the fitness industry are able to differentiate between the accurate fitness information and the faulty information which is supplied by entrepreneurs trying to make a profit. Many of the promises which are made by fitness centres are:

1. Promotional strategies.
2. Guarantees a 100% rate of success in their fitness programs.
3. 100% refund guarantee if the client is unsatisfied.
4. Trial period of one week after buying a membership (Ward, 2010).

There are a number of settings that can be applied for physical fitness activities. The selection of the setting can be determined by the following:

1. Participation in social groups.
2. Work schedule.
3. Religious affiliations.
4. Family affiliations.
5. A desire for socialization.
6. Personal choice.
7. Financial motives (ACSM, 2014; Heyward & Gibson, 2014; Ward, 2010).

The reasons that people perform physical fitness activities in the home environment are the following:

1. It becomes a feasible choice with video programs that include Oz fit (Ward, 2010).
2. The home gyms are cost effective.
3. The home gyms are effective for physical fitness and well being (ACSM, 2014; Heyward & Gibson, 2014; Ward, 2010).

The disadvantages with regards to individual exercise are:

1. Elevated levels of motivation are required.
2. The group and community components of well being are absent.
3. The emotional, spiritual, and psychological aspects of well being are not considered (ACSM, 2014; Heyward & Gibson, 2014; Ward, 2010).

Location Limitations

The communities which are larger will normally have a greater selection of community fitness facilities. These fitness facilities may be in the multisport facilities, sports complexes, aquatic sports centres, golf courses, tennis racquetball and squash courts and the local community centres. The availability of the community fitness centres is reliant upon their popularity, especially if there is an option that creates employment and revenue for members of the community (ACSM, 2014; Eriksson et al., 2010; Garber et al., 2011; Heyward & Gibson, 2014; Ward, 2010).

There is a wide range of fitness centres which are available. These include the social clubs, basic fitness centres, twenty-four-hour fitness centres, male fitness centres, male and female fitness centres and luxury fitness centres. These fitness centres can be a component of the organizational working environment. There may be fitness consultants who are accessible to work with clients. The luxury fitness centres are perceived to cater to the fit and youthful individuals, instead of the community members of all age groups who are interested in maintaining optimal physical condition (ACSM, 2014; Eriksson et al., 2010; Garber et al., 2011; Heyward & Gibson, 2014; Ward, 2010).

Social limitations

There is a vast selection of exercising clubs that are found throughout the United States and Canada. These fitness clubs include all activities such as beach volleyball, tennis, life-saving courses, swimming, cycling, Zumba, boot camp training and cross fit. These are group clubs that motivate physical and social advantages (ACSM, 2014; Eriksson et al., 2010; Garber et al., 2011; Heyward & Gibson, 2014; Ward, 2010).

Cultural limitations

The cultural associations are reflective of the multicultural and diverse nature of the United States and Canada. These associations are often inherited by the members of the community and transmit their cultural heritage from one generation to the next. In providing this cultural influence, they provide the means of uniting members of the community. An example would be the Zumba dances which originated in Brazil. These are cultural activities that provide the opportunity of meeting social needs. Simultaneously, activities which include Zumba aerobic dancing satisfy physical needs as well (Ward, 2010)

Many communities in North America have YMCA and YWCA centres. These centres are effective due to their aspect of promoting Christian principles among community members and strengthening families. The YMCA was conceived in the late 1850s by George Williams. The First YMCA was initiated in Montreal, Quebec and the second was introduced in Boston, MA. The concept of the YMCA as an exercise club had been new at the time (Gems et al., 2008; YMCA, 2014).

The YMCA traversed rigid social class lines which had been established by society. The mission statement of the YMCA is to help its members build healthy bodies, minds and spirits. The group exercise programs at the YMCA also unite the community members and give hope to those who were in need of spiritual reinforcement. The sports facility was initially conceived with a bible study program. The YMCA had been conceived as a low-cost group fitness facility that had the objective of developing disciples in Christianity by means of programs that were composed of physical, educational, religious and social activities. The YMCA is an example of the benefits of group directed exercise instead of individual programs (Gems et al., 2008; YMCA, 2014).

In order to incorporate adults into the fitness programs, the YMCA formed many programs which were directed at the development of the fulfilment of the adults’ physical needs. The YMCA was one of the pioneers in directing group exercise toward adults in order to maintain good health and socialize with members of the community. The YMCA presently offers group kickboxing classes which are low to high-intensity exercise that is designed to burn calories. Pilates courses are also instructed in order to stretch and strengthen the body by directing attention toward the centre of the client’s physique (Gems et al., 2008; YMCA, 2014).

Yoga courses are also offered at the majority of YMCA facilities. Yoga is a group directed mental and physical exercise which is directed toward breathing, stretching and strengthening. The yoga course instructs the manner by which calmness and relation can be promoted while increasing the body’s flexibility and strength. Cycling courses are also presented to the adult members of the community in order to increase their cardiovascular stamina and strength. The cycling course instructs on the correct cycling positions, the set up of the bicycling equipment and the manner by which to enjoy and get the most out of a low-intensity ride (Gems et al., 2008; YMCA, 2014).

The game of basketball was introduced by James Naismith in 1891. Naismith presented the game to adolescents who had been classified as incorrigible. These men who were classified as incorrigible introduced the game of basketball to their home towns. Volleyball was invented by William Morgan in 1895. It had been perceived that basketball would be too intense for businessmen; the option which was considered for the recreation of the businessmen was volleyball. Racquetball was created by a member of the YMCA named Joe Soak. Soak used the ideas of platform tennis and paddleball in order to develop the sport of racquetball (Gems et al., 2008; YMCA, 2014).

The benefit of Groups in Fitness Training

A survey that had been conducted in 2011 demonstrated that 98% of the directors and instructors who participated in the survey perceived their clients as being healthful. In the same survey, the respondents identified 90% of their clients as senior citizens and 87% of the respondents stated that their clients had specialized requirements. There had been other discoveries from the report which had been compiled by the IDEA for 2011 that stated the most popular body and mind programs had been group reformed, meditation, Pilates, fusions of yoga and Pilates, body and mid fusions and yoga (IDEA, 2011).

Zumba had been identified as a program that was choreographed gained popularity in group fitness settings due to the movements which are required considered as being simple with numerous repetitions. The participants in Zumba perceive that the synchronous movements with the group are less important than participating with the group in the Zumba activity and having fun. The primary reason that had been listed by the ACSM for members participating in group fitness and exercise activities is that the members were looking for qualified professionals that would assist them in performing the exercises in a group setting (Nelson et al., 2007; ACSM, 2014).

Group Exercise Instructors

Group exercise instructors are becoming a permanent fixture in the fitness industry. Studies have demonstrated that the group exercise instructors are the personnel responsible for the exercise programming of the group. In many exercise facilities, the group exercise programs are able to generate sufficient revenues in order to cover the salary expenses of the fitness instructors (American Council on Exercise, 2010).

It can be observed that the present guidelines, which are the foundations of the evidence based practice of the ACSM, confirm the validity of the conventional exercise group model, which dates back forty years. The evidence based practice guidelines incorporate flexibility training, neuro-motor motions, endurance and strength and cardiorespiratory health. The present attention on the manner, by which to incorporate the flexibility and neuro-motor exercises, is comparatively new in the guidelines that are founded upon an evidence-based practice that is applied by the ACSM. The attention towards flexibility and neuro-motor exercises is demonstrative of the concern toward a population, which is more mature (ACSM, 2014; Eriksson et al., 2010; Garber et al., 2011; Heyward & Gibson, 2014; Ward, 2010).

Case Studies

A senior citizen who had been over sixty-five years of age enrolled in a group exercise regimen due to the inability of being able to open jars. Another senior citizen perceived that he had been unable to retrieve a bar of soap that had been dropped in the shower and enrolled in the group exercise programs. The lack of capacity with regards to conducting activities of daily living is a causal attribute of people subscribing to the group exercise programs. Research has demonstrated that for each day of the next seventeen years over ten thousand members of the baby boomer generation will reach the age of sixty-five years of age (Armbruster & Yoke, 2014).

The population of senior citizens in the United States is anticipated to increase over 100% between 2010 and 2040. The population which had been over sixty-five years of age increased by 9.5 million between the years 2000 and 2010. The global population of senior citizens is expected to increase to 973 million from the present 550 million. The requisites of this age group are the reasons for function training in group fitness exercise programs.

The echo baby boomers, those who are children of the baby boomer generation will continue their participation in the boot camp and cycling activities which are presented by the group fitness exercise programs. The future of the fitness models which are directed toward consumers will be required to experience a change in the offerings and the formats in order to provide the correct attention to the wide age range and varied interests which are represented by the baby boomer generation and the echo baby boomer generation (Armbruster & Yoke, 2014; Heyward & Gibson, 2014).

Functional limitations

The fitness movement had been initiated by the baby boomer generation. In the article which is titled: Why exercise (Astrand, 1992)? The initial inferences toward the functional exercise training movement had been suggested. Research has demonstrated that there is a link between the functional requisites of daily living, human production and exercise psychology. Research has also suggested that the training motions and not the muscular components may be the model transition that is required for functional conditioning (Armbruster & Yoke, 2014; Heyward & Gibson, 2014).

. Functional training enables the development of the musculature and the patterns of motion which enable the fulfilment of the activities of daily living. The exercises which are functions that are conducted in a group fitness exercise environment are the most important advantage of acquiring physical fitness. The activities of daily living become easier to fulfil and the quality of living is enhanced. Many of the members of our society who are overweight can improve their well being in the same manner that the leaner individuals are empowered. Research has demonstrated that physical inactivity could be the single most significant health risk factor for the prevention of early mortality and causes of illness. Research has demonstrated that the exercise objectives which are correlated with increasing the quality of life substantially improved the ability of the members to adhere to the group exercise routines (Armbruster & Yoke, 2014; Heyward & Gibson, 2014).

Conclusions and Future Study

Research demonstrates that group exercise has advantages for the members of the baby boomer generation and the echo baby boomer generation. The improvements in the quality of life with enhanced health have been demonstrated. In addition, the group exercise setting which includes the initial group exercise facility which had been initiated in North America, associate physical well being with the emotional, social, and spiritual well being of the members of the group. The need for certified physical fitness instructors is anticipated to increase in relation to the members of the baby boom generation and the echo baby boomer generation increase in maturity.

References

ACSM (2014). ACSM’s guidelines for exercise testing and prescription. (9^th edn). Baltimore, MD: Wolters Kluwers/ Lippincott Williams and Wilkins.

American Council on Exercise (2010). Salary survey results. Ace Fitness.

Astrand, O. (1992). Why exercise? Medicine Science Sports Exercise, 24(2): 153- 162.

Baicker, K., Cutler, D. and Song, Z. (2010). Workplace wellness programs can generate savings. Health Affairs, 29(2): 1- 8.

Eriksson, M.., Hagberg, L., Lindholm, L., Malgren- Olson, E., Osterlind, J. and Eliasson, M. (2010). Quality of life and cost-effectiveness of a 3 year trial of lifestyle for primary care. Archives of Internal Medicine, 170(6): 1470- 1479.

Garber, C., Blissman, B. Deschenes, M., Franklin, B., Lamontre, M. Lee, L. Nieman, D and Swain, D. (2011). American College of Sports Medicine Positions stand. Quantity and quality of exercise for developing and maintaining cardiorespiratory, musculoskeletal and neuromotor fitness in apparently healthy adults: Guidelines for prescribing exercise. Medicine and Science in Sports and Exercise, 43(7): 1334- 59.

Gems, G. Borish, L. & Pfister, C. (2008). Sports in American history. Champagne, IL: Human Kinetics.

Heyward, V. H. and Gibson, A. (2014). Advanced fitness assessment and exercise prescription, 7^th edition. Champagne, IL: Human Kinetics.

IDEA (2011). IDEA fitness programs and equipment trend reports. IDEA Fitness Manager.

Kennedy- Armbruster, C., & Yoke, M. (2014). Methods of group exercise instruction. (3^rd edn). Champagne, IL: Human Kinetics.

Nelson, M., Rejeski, W.J., Blair, S.N. Duncan, P. W., and Judge, J. O. (2007). Physical activity and public health in older adults: recommendations from the American College of Sports Medicine and the American Heart Association. Circulation, 116(9): 1094- 1105.

Introduction

Over recent decades, the issue of mental health causes a growing concern among the scientific community and urges researchers to find new solutions for addressing this problem. In this context, the International Journal of Sports Sciences and Fitness published a study titled “A comparative study of mental health status between players and non-players” to foster awareness regarding the importance of sports activities for mental health. The research question of the article seeks to reveal and evaluate how physical activity influences psychological health. This paper aims at identifying the strengths and weaknesses of the article by analyzing and assessing its main points.

Summary

The article measures the mental health of individuals who are engaged in sports activities and those who do not participate in sports games and compares the results of both measurements. A simple random sampling method has been chosen as a tool for collecting the necessary information. The sample size of the study is forty males; namely, twenty men are players, and another twenty are non-players. For measuring the mental status of the participants, the standard mental health inventory (MHI-38) has been applied. MHI-38 is a widely recognized instrument designed under the Rand Corporation’s Health Insurance Study and used for reflection of an individual’s state of wellbeing and his or her ability to resist various stress contributors (Santos & Novo, 2019). From this inventory, six factors, such as anxiety, depression, loss of behavior, positive affect, emotional ties, and life satisfaction, have been used as indexes for measuring mental health. Finally, for analyzing and interpreting the study’s data, the author has used the statistical term t-test.

According to the study’s findings, players feel much better than non-payers since the former has revealed higher results of all six factors. For example, concerning depression, the means for players and non-players are 15.32 and 18.95, respectively. In addition, index life satisfaction equals 4.4 and 2.45 for players and non-players, respectively. Thus, the findings allow the author to argue that mental health significantly depends on the physical state and that these two components of overall health are interrelated. That is, without maintaining robust physical health, an individual may experience significant mental problems and cannot resist adverse events such as disappointments, unpleasant and unexpected changes, dramatic losses.

Critique

In their article, the researchers have discussed critical and controversial topics and hold to the position that mental and physical health are tightly linked. The approach used for collecting data has been chosen correctly because a simple random sampling method mostly ensures avoiding biases towards a particular group of population. However, it should be indicated that the method can contain sampling errors. In the context of the study, sampling errors are an absence of female representatives in the research and a small age sample that consists of people only from 18 to 28 years. The authors should have considered women and extended the age sample that also includes older people because it would allow obtaining a more holistic and precise picture regarding the impact of physical health on psychological status. Moreover, the total number of participants is also too small to analyze the issue of mental health appropriately. Since these aspects were not taken into account initially, the figures may have appeared to be superficial or approximate.

The application of the standard mental health inventory and t-test is also relevant for evaluating the participants’ mental health because this instrument has proven itself valid in determining the general individual’s wellbeing. The researchers also state that “there is a significant difference between all five components of the mental health status of players and non-players, i,e, Anxiety, Depression, Loss Of Behaviour, Positive Affec,t and Emotional Ties” (Raut & Ahmad, 2015). Nevertheless, these features vary from each other but inconsiderably; for instance, indexes “depression” of players and non-players differ by only 3.63 points. Likewise, the features “loss of behavior” are diverse by around 4 points. On the other hand, the authors argue that “there is no significant difference between players and non-player” (Raut & Ahmad, 2015). However, the difference is apparent since the features of players and non-player comprise 4.4 and 2.45, respectively; in percentage terms, the difference is almost 80 percent. Finally, the article contains inaccuracies in the statements as, in conclusion, the authors assert that non-players have higher index “life expectation” than players, which diverges from gained data. It is highly recommended not to repeat similar mistakes in the articles since it can mislead readers by chance.

Conclusion

In summary, the authors conducted the essential and useful study, arguing and emphasizing the importance of physical activities for mental health. The researchers have utilized a valid and appropriate method, that is, a simple random sampling method and MHI-38, for gathering and evaluating data. However, the authors should focus on the accuracy and clarity of the obtained findings and their statements regarding data. Overall, the results and conclusions of the article can serve as a practical addition to future comprehensive research, facilitating further investigations in this field.

References

1. Raut Tanuja, S., & Ahmad, B. T. (2015). A comparative study of mental health status between players and non players. International Journal of Sports Sciences & Fitness, 5(1).
2. Santos, A. M., & Novo, R. F. (2019). Mental health inventory: Sensitivity and specificity of the Portuguese version of the MHI-38 and MHI-5. Psychological Reports, 1-18. Web.

This paper clarifies the concepts of health and fitness, briefly explains why attaining both is essential for all ages, and imparts a beginning program for those who are truly motivated. Being in the best of health means more than the absence of illness.

Beyond avoiding the sickbed, being healthy and fit has immense physiological, cosmetic, and psychological value. Since keeping fit means staying active and engaging in a program of exercise, one gets improved muscle strength, bone density/durability, and cardiovascular tone.

In turn, better circulation improves skin tone and appearance. If your preferred exercise is playing a competitive sport, so much the better.

Stress recedes and the pleasant feeling of exhaustion afterward calms your nerves and helps you sleep better (WebMD LLC, 2009). Given these physiological benefits, exercise is great for helping prevent or delay the onset of osteoporosis, diabetes, and cardiovascular disease (Atwal, Porter, and MacDonald, 2002).

What to Do

Exercise can take many forms. Start with a program of brisk walking on the treadmill at home. Or walk several laps around the track at school. Sign up for an aerobics dance class at one of many gyms around town. Or go biking around the park or forest trails and marvel at the sights you used to miss.

The Body Composition Benchmark

Since it is good to engage in exercise for the long term even if improvements in physique and health are subtle at first, it is good to have a reliable benchmark. The American Heart Association (2009) recommends keeping track of body composition: how much of your body are fat, bone, and muscle. Typically, an inactive but reasonably slender adult female may have 20-25% body fat. A nurse can measure how thick the fat layer under the skin is with calipers or run one through a bioelectrical impedance analysis device that measures resistance encountered by a low-voltage electrical current to assess body fat. After a period of exercise at some vigorous sport (multi-lap swimming or distance running), one can get fat down to as little as 10% of body mass (National Institutes of Health, 2007).

References

American Heart Association (2009). Body composition tests. Web.

Atwal, S., Porter, J. & MacDonald, P. (2002). Cardiovascular effect of strenuous exercise in adult recreational hockey: The Hockey Heart Study. Canadian Medical Association Journal, 166 (3); 303-307 (5 pages).

National Institutes of Health (2007). Weight management. Web.

WebMD LLC (2009). The incredible benefits of regular exercise. Web.

Plan and Expectations

Fitness program for a person with traumas of the clavicle, rotator cuff, medial meniscus, and ankle sprains should be based on precise control of the achievements, health condition, as well as body parameters. The training will involve an extensive warm-up, a gradual increase of the load, and isolated joint exercises for avoiding inaccurate movements.

(Butler, 36)

(Anshel, 301)

Rationale

• Warm up. The offered exercises are selected for decreasing the muscle stiffness, and increase body temperature.
• Core balance. These exercises do not load the back, and will be suitable for gradual increase of the load for back.
• Reactive. These are quite effective for accelerating the nervous impulses, and improving balance.
• SAQ. Backward run, drills, and box run steps are recommended for the general fitness restoration.
• Strength. Most exercises offered are featured with isolated joint movement, and will not load the injured joints extremely.
• Cool-Down. The exercises are intended to decrease tension after the training

Works Cited

Anshel, Mark H. Applied Exercise Psychology: A Practitioner’s Guide to Improving Health and Fitness. New York: Springer, 2006.

Butler, Lawrence F. Teaching Lifetime Sports. Westport, CT: Bergin and Garvey, 2002.

Nowadays, most gyms are victims of the spread of coronavirus; fitness will not be the same. The pandemic began to ‘dictate’ its own rules and conditions, which became a time of drastic changes (Piotrowski & Piotrowska, 2021). The best way to prevent the spread of COVID-19 is to take measures and create the necessary conditions for maintaining the health of both customers of fitness clubs and their employees.

The first step to the prevention of morbidity is to follow the WHO recommendations. The primary safety measures are increased hygiene, wearing disposable or cotton masks and gloves, maintaining a certain distance. The distance is observed within 6 feet of each other. It is advisable to use signs, symbols, or special placards that attract people to follow the recommendations; following such aspects should be encouraged. Messages must be brief and, at the same time, informative, easy to read and perceive. In fact, ‘special hints’ will help separate people in the hall and the office premises.

Moreover, a public place must have a hand washing machine, special disinfectants, and disposable hygiene products. There should be open windows and doors, room ventilation using HEPA filters, and humidity at 40-60% to ensure air circulation. Employees are recommended to regularly clean the premises and disinfect the surfaces. In addition, doing sports and physical education in the fresh air is a great way to make exercises more exciting and minimize the risks of morbidity. Physical training is organized in a creative way, which will help to keep the distance. Restricting access at certain times will help avoid a large crowd of people and reduce the risks of infection. Customers should be provided with cleaning products and masks.

All employees should be trained and aware of the rules of personal hygiene and personal protection against exposure from COVID-19. Suppose an employee or a client has suspicions about the test results or is already infected and feels unwell and weak. In that case, it is necessary to urgently provide proper support and assistance. A chief has the right to suspend infected employees and those who do not follow the recommendations. A manager must be ready to provide an employee with special conditions and self-isolation for the period of illness. It is necessary to follow the screening protocol to identify these people – for example, to measure the temperature at the entrance, involve the personnel department, follow the recommendations of the specific state and federal authorities.

References

Piotrowski, D., & Piotrowska, A. I. (2021). Operation of gyms and fitness clubs during the COVID-19 pandemic–financial, legal, and organisational conditions. Journal of Physical Education and Sport, 21(2), 1029-1036.

Article 1

Dancing classes have been a way of enjoying physical activity while learning new skills for centuries. Zumba is a mixture of Latino dance exercises and cardio that may benefit fitness and health, specifically among women. Barranco-Ruiz and Villa-González (2020) have analyzed the implementation of Zumba fitness programs on sedentary-style female employees. The study involved 98 participants split into three groups. The first was the control group, used to compare results to the rest. Another was the endurance-training Zumba class group, and the third focused on Zumba strengthening exercises. The study found that both interventions helped improve the physical fitness of physically-inactive women. This article can be used to inform the study about the potential options of intervention and affecting the target population. It also shows how cardio and dance-based exercise are effective when applicated to sedentary populations. At the same time, it demonstrates the need for space in similar interventions.

Article 2

Social bonding and cooperation are critical factors in the success or failure of health-related fitness interventions in employees. Ren et al. (2018) examine the possibility of using cooperative fitness-tracking to reinforce fitness goals and promote a more active lifestyle. The study reviewed ten dyads during three weeks. The first week was a control week, the second featured vigorous exercising and the intervention itself, and the third week saw how the habit is maintained. Ren et al. (2018) found that “the awareness of being physically active stimulates the exchange of knowledge to support active lifestyles and facilitate including fitness breaks in the daily work routine” (p. 17). This article can be used to demonstrate how peer pressure could serve as an additional motivator for fitness. This particular element is very easy to combine with other potential activities. At the same time, it cannot serve as a stand-alone measure to improve fitness.

Article 3

Workforce fitness programs typically feature generalized group activities. At the same time, it is argued that individualized therapist-led workplace fitness programs offer better results. The study by Matsugaki et al. (2019) investigates and compares the effectiveness of such workplace fitness programs. The study featured 469 employees split into two groups, with one receiving personalized training programs and the other – generalized fitness instructions (Matsugaki et al., 2019). The study showed better self-efficacy as well as higher results for individualized programs. The usefulness of this study for the proposed project lies in demonstrating peak efficiency of personalized considerations towards individual employee. Companies that can afford that kind of care see great increases in loyalty and performance. At the same time, not every company can afford to hire and maintain a personal fitness trainer. Despite the intervention proving superior, generalized practice also performed reasonably well. This evidence could be used to further support the primary intervention.

Article 4

Finally, the option of personal fitness trackers has been explored in many companies. The study by Torres and Zhang (2021) inspects the influence of trackers on hotel workers. Devices like Fitbit were used to help measure activity. The study found that employees with the devices showed better physical activity and healthier eating (Torres & Zhang, 2021). Therefore, it is a potential option that can be adapted to many different types of workplaces. This article serves as a basis for the supported intervention, and shows how a mundane and easy-to-get gadget can influence fitness (Torres & Zhang, 2021). At the same time, it demonstrates the popularity of such gadgets in different generations of employees and its effect not only on physical activity but also on nutrition. The intervention outline in this article can be adapted to other organizations, such as CNAQ. Overall, it is an excellent basis for the budding proposal.

References

Barranco-Ruiz, Y., & Villa-González, E. (2020). Health-related physical fitness benefits in

sedentary women employees after an exercise intervention with Zumba Fitness®. International Journal of Environmental Research and Public Health, 17(8), 2632.

Matsugaki, R., Sakata, M., Itoh, H., Matsushima, Y., & Saeki, S. (2019). Effects of a physical therapist led workplace Personal-Fitness management program for manufacturing industry workers: a randomized controlled trial. Journal of Occupational and Environmental Medicine, 61(11), e445-e451.

Ren, X., Yu, B., Lu, Y., & Brombacher, A. (2018). Exploring cooperative fitness tracking to encourage physical activity among office workers. Proceedings of the ACM on Human-Computer Interaction, 2, 1-20.

Torres, E. N., & Zhang, T. (2021). The impact of wearable devices on employee wellness programs: A study of hotel industry workers. International Journal of Hospitality Management, 93, 102769.

The Comeback Quotient: A Get-real Guide to building mental fitness in Sport and Life is a book by Matt Fitzgerald that focuses on positive psychology as one of the driving factors in athlete development. In 9 chapters, Fitzgerald reveals how famous runners, swimmers, rowers, and even he dealt with the challenges that stood in the way of their professional careers. The author also emphasizes how psychological preparedness plays a role in developing a healthy attitude toward the problems and setbacks that often cause athletes to lose heart. Fitzgerald tells stories of how athletes have had to return to the profession, facing the difficult stages of accepting their injuries and finding ways to cope. From his perspective, many athletes are characterized by a characteristic of ultra-realism – elevating each event to the extreme of their responsibility for their decisions and their acceptance. Fitzgerald believes this trait is grounded in a tendency to desire the ideal outcome shaped by the sporting society.

Fitzgerald’s primary focus is on how to overcome the sports injury that has plagued athletes. Primarily, he discusses how the ultra-realism of athletes may be the key to accepting the inevitability of the consequences. He believes it is necessary to recognize trauma as a regular part of the sport, regardless of whether one engages in it professionally or amateurishly. In the chapter Discovering What We’ve Always Known, he specifies that finding peace in the back of one’s mind can be a strategy for surviving and overcoming the fear of returning to sport. Fitzgerald focuses on the need for accepting reality, processing it, and analyzing it to allow the athlete to discern something new and unique about the experience.

In the chapter Accepting Reality, Fitzgerald suggests that experience can make a career path thorny. Using the example of David Goggins, he demonstrates that derealization and withdrawal from reality result in a person no longer being able to cope with even the daily handwashing. Fitzgerald believes that not all people manage to come through the three steps of accepting reality, which leads to the oppression of their capabilities, even if they used to be limitless. Just as David Goggins suffers from an inability to overcome fear, other athletes are too focused on responsibility instead of seeking to overcome challenges.

Fitzgerald’s book is primarily about staying on the shore and waiting for anxiety and fear to pass impossible and wrong. According to Fitzgerald, building success builds from a moment of awareness of the reality faced by athletes with failure. Although the author focuses primarily on running, his notions of endurance extend far beyond the sport. He believes returning to the sport’s appeal is the primary way to overcome injury. Athletes must ask themselves what, why, and how leads them to derealization and an overwhelming fear of returning to the sport. Fitzgerald believes that such thinking will allow athletes to avoid a failed comeback and develop psychological resilience.

In the last chapters, Fitzgerald focuses on athletes’ failed attempts to recover from injury. Although he suggests this is due to a lack of will, this is far from universally agreed upon. Perhaps for all the book’s merits, its main problem rests on the inherent weakness of the athletes’ psychological state, taking it for granted. Fitzgerald is concerned about how to raise it but does not suggest that there are stressful conditions stronger than the “don’t give up” slogan on the covers. This is probably why Fitzgerald’s sports story is interesting and can easily be applied to personal experiences. However, delving into the scientific perspective on stress and overcoming fear, it is hard to say that he is entirely correct in his inferences.

Health.com

Health.com is a website focused on promoting well-being among the global population, although it is designed specifically for professionals to use in their work. Health.com’s extensive fitness section provides an excellent opportunity for professionals to update and expand their knowledge of exercises, including their efficiency and specifics. Health.com is useful for fitness instructors who strive to keep their skill sets relevant in the modern era. Health.com is a reliable source of data since it possesses a strict set of rules that govern its content. The website is partnered with healthcare experts from different fields of medicine who check the information to ensure its accuracy and relevancy before publishing any article (“Our editorial process,” n.d.). Each blog post is presented with several reference links that lead to peer-reviewed medical journals, such as the Journal of Osteoporosis, that support Health.com’s suggestions with in-depth studies.

The American Council on Exercise

The American Council on Exercise (ACE) is a resource that suits fitness professionals who strive to make a positive impact on society. It contains data regarding a healthy way of life that is presented clearly and concisely suitable for everyone. ACE reviews exercises, equipment, facilities, and their impact in an easy-to-read format that can be used in the creation of highly efficient routines and personalized courses. Not only does this website provide numerous articles on exercises and fitness programs, but it also allows becoming a certified coach with access to many public health organizations for education and collaboration (“Why ACE,” n.d.). There is a slew of healthcare and well-being trainers and specialists. ACE is a company accredited by numerous committees, including the National Commission for Certifying Agencies, proving itself to be a trusted organization (“Why ACE,” n.d.). This fact shows that this source is reliable for educational purposes, and its qualification courses are recognized among the scientific community of fitness professionals.

Verywell Fit

Verywell Fit is another example of a suitable database for expanding one’s expertise in exercises for professional use. This organization is part of Dotdash Meredith, which manages several similar knowledge sources, such as Investopedia (“About us,” n.d.). This online resource serves as a collection of fitness and nutrition advice, as well as posts news related to the well-being industry. Instructors can utilize this website to receive updates on the most recent scientific discoveries that have significance in this industry in a simple yet extensive format. Fact-checking is a key feature that proves Verywell Fit’s credibility and accuracy. With several doctors holding key leadership positions, Verywell Fit presents a solid case of a reliable source that is valuable for fitness specialists who seek new and original content (“About us,” n.d.). Being a part of a larger organization that provides scientifically supported data on different topics, such as business and economics, Verywell Fit is created by experienced editors backed by relevant professionals.

ExRx

ExRx is also a fitting database for fitness professionals and amateurs alike. This company collects all knowledge related to the topic in a single online repository, provides people with essential tools for physical assessment, and promotes products relevant to this industry (“About ExRx.net,” n.d.). The information on ExRx is free and covers many specific topics within the fitness category. This website is a place where one can find almost 2000 different exercises for their training, measure the appropriateness of their routine, and discuss relevant topics with other professionals online (“About ExRx.net,” n.d.). ExRx can serve as a hub for fitness instructors to cooperate and develop new physical education strategies. The reliability of this source is represented through the fact that this website is recommended by the American College of Sports Medicine and the U.S. Department of Defense as a valid source of study materials (“About ExRx.net,” n.d.). Moreover, its recommendations are printed in many national guidelines that are proven over time to be efficient.

Healthy Food House

Healthy Food House is an example of a website with questionable goals and sources, as its pages are filled with irrelevant information from unknown authors. It intermixes the common exercise routines, such as back flexibility training, with suggestions that lack scientific basis, such as promoting apple cider vinegar as a cure for all remedies (“Health tips,” n.d.). While these posts may be created without malicious intent, some facts do not align with scientific studies. For example, a well-being professional must avoid suggesting drinking apple cider vinegar, as many claims about this product do not present any scientific evidence that backs up the information (Mikstas, 2021). Since suggestions regarding exercises for one’s back can be perceived as extensive, readers may think that the website is reliable and continue adhering to its tips. In truth, Healthy Food House is a collection of clickbait articles with little-to-no moderation that compiles useless or even harmful data alongside valid posts. In a chase for revenue from advertisements, Healthy Food House does not care about the population’s well-being and must not be used as a source for instructors to rely upon in their practice.

References

About ExRx.net. (n.d.). ExRx.net.

About us. (n.d.). Verywell Fit.

Health tips. (n.d.). Web.

Mikstas, C. (2021). Apple cider vinegar remedies: Do they work?WebMD.

Our editorial process. (n.d.). Health.

Why ACE? (n.d.). ACE.

Negligence is the failure of one to execute the allocated duties correctly, risking their subjects’ wellbeing. To stay physically fit, most people prefer to join various exercise centers such as gyms. However, there are common incidents of accidents and injuries occurring in gyms. This can be attributed to various areas of negligence such as trainer, structural, machinery, maintenance, and individual behaviors (Mead et al., 2019). It is of the essence that such liabilities are minimized to enhance safety.

Some trainers are liabilities in gyms due to their teaching methodologies. In most cases, they push the trainees beyond their body capacity and skills (Mead et al., 2019). This poses health risks to a person as they become prone to injuries such as strains and sprains. Poorly constructed gyms have structural issues that endanger members. Hazards like slippery surfaces, slips, falls, and trips may result. Gym machinery and equipment include weights and treadmills that are used in training.

In some cases, due to factors such as the cost of purchasing them, people may opt to improvise them and therefore ignore the standards required. Further, such equipment requires routine service and maintenance to minimize the risk of harming people but this area is commonly neglected (Mead et al., 2019). The gym members also threaten themselves through reckless behaviors such as fighting.

Trainer Negligence

If I owned such centers, I could employ appropriate managerial skills to address all areas of negligence. As the employer, I could only hire certified trainers with adequate skills in teaching members.

Structural Negligence

The gym space could be constructed per the set requirement and qualified constructor to solve any hazard that could harm people (León-Quismondo et al., 2020). The floors shall be made as per the set standards with objects located in their right places to avoid accidents.

Equipment and Machinery

Further, the gym could be supplied with the right machinery and training equipment to be serviced regularly to ensure they are safe and functional.

Maintenance

I could also hire mechanic personnel and technicians that could work in the gym. They could routinely service equipment and ensure they are functional.

Individual Negligence

Hiring professional supervisors and security personnel could aid in controlling the members and any individual engaging in mischievous behaviors such as fighting could be banned from the center.

References

León-Quismondo, J., García-Unanue, J., & Burillo, P. (2020). Best practices for fitness center business sustainability: A qualitative vision. Sustainability, 12(12), 5067. Web.

Mead, T. P., Bruininks, B. D., Guillot, D. J., & Rudnicki, C. A. (2019). Legal consequences of using homemade or modified exercise equipment in adapted physical education. Palaestra, 33(3).

Introduction

Increased levels of obesity and poor health standards among students across the United States (US) has brought a lot of focus to student health and more so, the effects of bad health on academic performance (Chomitz, 2009, p. 30).

However, the debate on the correlation between health and academic performance has long been done and concluded. On the other hand, the debate on the correlation between physical activities (as a significant health facet for students) and academic performance is only emerging.

The benefits of regular physical exercise have been widely acknowledged throughout health and medical circles. For instance, research studies done on animals have come to a conclusion that physical exercising increases neural development while other closely related similar studies have affirmed that physical exercising leads to a more excellent development of neuronal synapses (Grissom, 2005, p. 1).

Increased physical activity has also been affirmed to reduce stress levels and equally reduce anxiety, not only among students but also in the general human population as well. These factors have been associated with increased academic performance.

In fact, there has been evidence of upcoming research studies suggesting that the lack of physical exercise or inactivity may in the near future overtake the detrimental effects tobacco is known to have on human beings (Grissom, 2005, p. 1).

Some sections of the media have also identified that survivors of cancer have a higher likelihood of preventing the occurrence of the disease if they regularly exercise and observe a healthy diet.

These findings are likely to develop a new relationship between the learning environment and student cognitive development, but more questions still linger on whether the relationship between physical exercises and academic achievement can be linked to academic performance when standardized tests are applicable (Kirk, 2006, p. 203).

This point of view is shared by Grissom (2005) who notes that “Few studies have used standardized fitness measures and standardized test scores in large urban populations or examined the relationship of academic achievement and fitness among elementary and middle school students” (p. 3).

However, the same level of optimism about physical exercising in the media and health circles is not evidenced in the educational field as it is in other disciplines as well.

In fact, in educational circles, physical education is seen as an extracurricular activity and if there is increased pressure on teachers to improve academic results, often, physical education is the first to be cut-back so that more time is created for other academic activities.

Many researchers are against this sort of trend because they explain that if physical education exposes a positive correlation with academic excellence, then it would no longer be perceived as an extracurricular activity (Grissom, 2005, p. 1).

This study primarily relies on this point of view because apart from the obvious health benefits associated with physical education, there is still a direct link it has to academic excellence.

There has been very minimal research done to establish the relationship between physical fitness and academic achievement and those that exist have significant methodology problems that eventually result in the occurrence of significant doubts about their findings.

Those that have had a conclusive finding have, however, suffered the problem of obtaining credible data to support their arguments and therefore, their conclusions are not as strong as they should be.

Nonetheless, one of the main factors why many researchers have hit a dead-end in establishing the relationship between physical fitness and academic achievement is because of the fact that it is difficult to obtain valid and reliable measures for both physical fitness and academic excellence. Because of this challenge, this study will make use of the state testing criteria for both variables (academic achievement and physical fitness).

From the understanding of the relationship between academic excellence and physical exercise, educationists can, therefore, be directed on the best channels to direct their resources. Considering the importance of this study in the establishment of positive academic outcomes in schools, this study establishes that there is a positive correlation between physical exercising and academic achievement.

Importance of Understanding the Study

Understanding the relationship between physical fitness and academic achievement is very important for educationists and parents alike because it ensures they are aware of the dynamics that relate to the two variables and how it may affect students and children respectively.

Teachers and educationists may find the information quite useful in drawing up an effective program that basically integrates both variables for optimum results (Science Daily, 2010, p. 4). In other words, they can be able to quickly strike a balance between physical and academic activities for optimum results.

This also entails facilitating the development of the right program mixes and policy balances which are overly sensitive to the upheaval of education standards.

Also considering most educators are normally under immense pressure to improve academic performance in light of scarce educational resources, this study’s findings are likely to point such people in the right direction by identifying possible areas of effective resource allocation that will consequently lead to the proper utilization of academic resources (Science Daily, 2010, p. 4).

Time is one such resource and many schools are often faced with the dilemma of allocating time to the most productive functional areas of education.

From the understanding of the contribution physical education brings to academic performance, time can, therefore, be allocated to physical education if it is established that it has a significant contribution to academic performance, or on the contrary, time can be cut back if it is established that it does not have a significant contribution to academic performance.

Since most educators have often been criticized for not providing holistic education and only focused on academic performance, the findings of this study will be useful to educators and policymakers in establishing the extent through which physical education will affect academic performance because physical fitness is an element of learning that encompasses a holistic education demanded by most people (Science Daily, 2010, p. 4).

Moreover, its impact on academic performance will be accurately quantified because academic performance is normally perceived to be the pinnacle of education and most learning institutions would not compromise it if they do not have a correct assessment of the impact physical education has on it (academic success).

Moreover, in today’s current era of increased competition, many learning institutions have been observed to cut back on the time allocated to physical education in order to have a competitive advantage over others institutions and so the information derived from this study will be useful to learning institutions which do not intend to take this strategy while still uphold good academic performance (Science Daily, 2010, p. 4).

Literature Review

The concern about children health has been a new issue of concern not only in educational circles but also in social circles. More so, there have been increased concerns about the increased rate of obesity among children and new research studies presented at the American’s Heart Association forum suggest that physical health concerns among students is correlated to the level of academic achievement (Cottrell, 2010).

There have been closely related research studies done by Cottrell, an educational researcher at Wood County in America who was trying to establish the relationship between body mass index and academic performance.

He suggested that students who had better grades (above average) in Mathematics, science and social studies were in an overall good physical state of fitness while those who were not in functional physical fitness (in a period of two years) performed poorly in academics for the two years studied (Chomitz, 2009, p. 30).

In affirmation of his findings, he explained that “The take-home message from this study is that we want our kids to be fit as long as possible and it will show in their academic performance” (Cottrell, 2010, p. 31). He further reiterated that “But if we can intervene on those children who are not necessarily fit and get them to fit levels physically, we may also see their academic performance increase” (Cottrell, 2010, p. 32).

In complementing these findings, auxiliary studies (still done by Cottrell) suggested that students who regularly took part in physical exercises were bound to have very vibrant adulthood (Cottrell, 2010).

In response to these findings, it was established by the American heart association that students should do at least an hour of physical exercising a day so that they are in a fit position to enhance their youth and improve their academic performance altogether (Science Daily, 2010).

In summing their findings, Medical News (2011) concluded that “The study suggests that focusing more on physical fitness and physical education in school would result in healthier, happier and smarter children” (p. 11). However, studies done by Grissom (2005) expose an interesting underlying premise behind this positive correlation.

In detail, he exposes the fact that the positive correlation between physical fitness and academic success is strongest among female students than males (Grissom, 2005). In the same manner, he observes that the positive correlation between physical fitness and academic achievement is also more evident among higher socioeconomic status than lower strata.

Grissom was also involved in another co relational research study presented in the year 2005 and aimed at investigating the relationship between academic achievement and physical fitness.

The research study affirmed that there was a strong relationship between physical fitness and academic achievement (California Department of Education, 2005, p. 1). This conclusion sought to validate previous research findings which also established the positive correlation between physical fitness and academic achievement.

The study was done with the knowledge that, previous studies established a positive relationship between academic achievement and physical fitness, but it was nevertheless done because previous research evidence acknowledged a missing causal relationship between the two variables.

To support the research’s findings, data relating to a previous physical fitness test undertaken in the state of California during the year 2004 were used. The data used was obtained from the Fitnessgram test, which is the standard California test used to evaluate students’ fitness levels.

The test was administered from February to May of the year 2004 and it was administered to a large sample size of students sought from fifth, seventh and ninth grades. The students were sought from selected public schools in the state of California. With regards to the subject areas studied and the administration time-frame, California Department of Education (2005) explains that,

“The CST scores were measures of academic achievement in English–language arts, mathematics, history-social science, and science. The CSTs were administered in spring 2004 to students in the second grade through the eleventh grade in California public schools” (p. 6).

Before the test was undertaken, the demographical information of the respondents was collected according to the requirements of two testing programs used in the study (PFT and CST). The demographic data was used to create matching files to be equated to the various testing criteria of the PFT and CST.

The files which posed a matching score had to have data relating to a respondent’s fitnessgram test and the CST test. In this regard, it was easier to compare data relating to PFT and CST.

However, the PFT score determined six aspects of a respondent’s fitness including “the aerobic capacity, body composition, abdominal strength, trunk strength, upper body strength and flexibility” (California Department of Education, 2005, p. 7).

These parameters abound, the performance of the respondents was determined in two levels, “(1) in the healthy fitness zone, which means students met or exceeded the fitness target, or (2) needs improvement, which means students failed to meet the fitness target” (California Department of Education, 2005, p. 10).

The PFT scores, therefore, ranged from zero to six, meaning that, if a respondent scored one on the fitness score, he or she would only have satisfied one of the fitness criteria. In the same regard, if a respondent scored six on the fitness score, he or she should have satisfied all the fitness criteria guidelines. In finalizing the methodological application of the research, California Department of Education (2005) establishes that:

“Analyses first calculated the mean scale scores for the CST in English–language arts and the CST in mathematics for each overall PFT score. Second, analysis of variance (ANOVA) and linear regression was used to test the statistical significance of the relationship between the overall PFT and achievement scores” (p. 10).

From the above methodology, it was established that, when the PFT scores improved, there was a resultant improvement in the scores of English language test.

It was further established that, for students who did not meet the average scale score of the English language, a score of 311 was recorded on the fitness scale (for fifth graders), while students from the seventh and ninth graders who also satisfied the above requirements scored and average of 300 and 304 ( for seventh and ninth graders respectively). Moreover, the California Department of Education (2005) establishes that:

“The average scale score on the CST in English–language arts for fifth-grade students who achieved all six fitness standards was 355. The same scale score for seventh and ninth graders was 350 and 352, respectively. The change in average scale scores on the CST in English–language arts from those who achieved none of the fitness standards to those who achieved all six was around 50 points” (p. 12).

These test results showed that there was a positive relationship between physical fitness and academic achievement because as one variable increased, so did the other. The mathematics scale scores showed nothing different with the English studies because as the PFT studies improved, the CST scale scores improved as well.

This result shows that, there was a strong consistency in the results evidenced from mathematics and English test scores. However, in determining this outcome, it is essential to acknowledge that the analysis of variance and linear regression was important in establishing the statistical validity of the findings.

In undertaking the research study, there was concern among the researchers to investigate if there were any significant variations in the character of the respondents (which would ultimately affect the relationship between physical fitness and academic achievement) (California Department of Education, 2005, p. 16).

In this regard, the population sample was later broken down into subgroups of girls and boys. It was later established that, there was a consistency of outcome in determining the relationship between physical fitness and academic achievement because the relationship between fitness and academic achievement was consistent across the genders.

However, though this relationship was considered solid up to this point, it was evidenced that, the change in achievement scores was greater for girls than for boys.

Socioeconomic status was also used as a parameter for establishing the relationship between physical fitness and academic achievement and the National school lunch program acted as a proxy for the parameter. Through this proxy, it was established that students who received free lunch came from a lower socioeconomic status and those who did not, came from a higher socioeconomic status.

The same positive relationship between physical fitness and academic achievement was still observed under this parameter, but it was established that the rate of scores in academic achievement was higher for students who were under the National school lunch program as compared to those who were not (California Department of Education, 2005, p. 14).

The outcome of the study was predictably similar for mathematics and English test scores and in the same manner, the results of seventh and fifth-graders were consistent with the results of the fifth graders.

Collectively, the results showed that the positive relationship between physical fitness and academic achievement was stronger for girls than for boys and in the same manner, it was stronger for students from a higher socioeconomic status than for students from a lower socioeconomic status.

The biggest strength for the conclusions derived from this study emanates from the fact that, the researchers used the analysis of variance and linear regression as a test of the statistical difference of the conclusions derived.

Both linear regression and the analysis of variance helped validate the data derived from the findings because linear regression in isolation implements a statistical model that when relationships between independent and dependent relationships almost develop a linear relationship, optimal results will be achieved, but in the same manner, linear relationships can be inappropriately used to model nonlinear relationships if caution is not taken.

Grissom was also involved in another co relational research study (cited in Grissom, 2005) aimed at investigating the relationship between academic achievement and physical fitness.

The objective of this research study was the same as the previous research study cited in this article because it was aimed at evaluating the relationship between physical fitness and academic achievement, although different parameters were used.

For instance, although the study used the Fitnessgram test, scores derived from this measure was compared to the standard achievement test which is an independent from of standardized test used to evaluate student performance.

The respondents were also fifth, seventh and ninth graders, just like the previous study, but they amounted to 884,174 students, which was a large sample size for the study. The students were selected from California public schools through the state requirements for the Fitnessgram test.

The large population sampled is a great strength of the study because it is affirmed that, large samples of study add to the credibility of the conclusion to be derived from a study because they expose a lot of variations in the conclusions derived.

Moreover, there are fewer chances of error occurrence when large samples are used. Another strength evidenced from this study is the fact that, it relied on the Fitnessgram test, which is guaranteed by the California law as credible and accurate. In fact, Grissom (2005) explains that:

“…During the month of February, March, April, or May, the governing board of each School district maintaining any of grades five, seven and nine shall administer to each pupil in those grades the physical performance test designated by the state board of education” (p. 19).

These regulations expose the fact that, the Fitnessgram scores were consistent and standardized. Moreover, the Fitnessgram test has several options which ensure that performance tasks are effectively completed with ease. For example, it offered unique features to ensure even disabled students are able to complete the task; the same way, other students do.

This feature ensured that, the conclusion derived from the study was holistic. In this study, the Fitnessgram test was used to measure five fitness aspects: “aerobic capacity, body composition, flexibility, trunk strength, and upper body strength” (Grissom, 2005, p. 19).

In obtaining accurate data for the above parameters, the Fitnessgram test was designed to collect data by requiring students to complete “one option from aerobic capacity, one option from body composition, the curl-up test, the trunk lift test, one option from upper body strength and one option from flexibility” (Grissom, 2005, p. 19).

To add to the strengths of the findings obtained from this research study, it is essential to acknowledge that, the standards envisioned in the Fitnessgram test were validated by the Cooper institute of Aerobics research with the performance classified into two divisions: where students met the healthy division target and where the students failed to meet the fitness target (Grissom, 2005, p. 20).

The score ranged from zero to six; whereby zero meant no target was reached and six meant all targets were attained. In collecting data regarding the Fitnessgram test, PFT and STAR programs were used. As a result, matched files were created; whereby data regarding the matched files were used to account for the PFT scores and standardized achievement scores.

The standardized test came in handy during the collection of demographical information regarding the respondents because information such as the birth date and gender were clearly documented. However, in the collection of such demographical data, there was a slight possibility of the occurrence of errors as is explained by Grissom (2005) that:

“As such, these data were used to evaluate the relationship between overall scores on the PFT and the standardized achievement tests. There could be errors in the matching process, but there was no reason to believe matching errors biased the results” (p. 20).

The study also established that, the relationship between physical fitness and academic achievement was consistently positive; meaning that, as the scores in the fitness scale improved, the scores in the academic scale also improved.

The researchers also did a subgroup study on the different demographical parameters of the sample population and consequently came up with socioeconomic status and gender as the defining parameters.

The criteria to segregate the population along socioeconomic lines was the same as the previous 2005 study mentioned in this article because it was established that, students who enrolled in the school lunch feeding program was from a lower socioeconomic status and those who did not, were from a higher socioeconomic status.

In this regard, the study established that, the intensity of the relationship between academic achievement and physical fitness was stronger for female respondents than male respondents and therefore, in the same manner; the relationship was stronger in higher socioeconomic groups as opposed to lower socioeconomic groups. Nonetheless, the researchers identified that:

“there may be other mental aspects attributed to the improvement in academic performance than just physical fitness. The average test score by way of PFT was an average of the indicator relationship between fitness and achievement but to validate the statistical significance of the findings, the analysis of variance was used to validate the relationship between overall PFT score and the achievement scores” (Grissom, 2005, p. 21).

Only students who had complete sores on the PFT tests had their results tabulated because there would have been some inconsistencies observed in the conclusions if there were test results below six included in the findings.

If this was done, it would mean that, there would be incomplete test scores included in the study and this would have dented the validity of the study because the minimal competency for the study would not have been attained.

ANOVA tests affirmed that there was a statistically significant relationship between physical fitness and academic achievement. However, it was acknowledged that, this positive correlation was also subject to other variables not mentioned in the study.

For example, it was established that the positive correlation between physical fitness and academic achievement in students from higher socioeconomic groups could have been brought about by the fact that, children from a higher socioeconomic status have better health, hail from a background of higher academic achievement and generally live in better human conditions which probably contribute to their better physical fitness levels (Grissom, 2005).

On the other hand, students who hail from a lower socioeconomic status are more likely to suffer family turmoil, and their households are bound to be more unstable when compared to students hailing from a higher socioeconomic status.

Such students are also likely to live in deplorable conditions which ultimately affect their health and have less social supportive networks. Generally, they are also likely to have less cognitive enriching environments because of a collection of the above factors or a combination of two or more factors (Grissom, 2005, p. 22).

In the same regard, it was established that, despite the positive correlation between physical fitness and academic achievement, causality cannot be established from this relationship. Grissom (2005) explains that:

“There was no time or logical ordering that automatically leads from one event to the other. It is just as logical to believe that mental capacity affects physical ability. For example, there is evidence that mental stress can lower the effectiveness of the immune system” (p. 21).

From this analysis, it was affirmed that, the study only represented a preliminary analysis into the relationship existing between academic achievement and physical fitness, but it was also affirmed that the study’s findings presented an excellent ground for the development of future models and theories defining the relationship between academic achievement and physical fitness.

Experimental designs were also identified to fail to expose the causality underlying various co relational relationships because they were assumed to be premature and bound to fail to expose the underlying factors affecting the relationship between physical fitness and academic achievement.

This fact was supported by the assumption that, it was extremely difficult to increase academic achievement in subsequent time-frames (Grissom, 2005). Nonetheless, these insights were not an argument against experimental designs because conclusively, the study established that, there was a positive relationship between academic achievement and physical fitness.

Other research studies done to dig deeper into the specific areas of academic achievement showed that academic achievement was noted to improve most in mathematics and science subjects. In the same studies, it was established that there was no significant improvement in performance of subjects other than the two.

For instance, in Canada, it was established that an increase of physical exercises of one hour each day resulted in a significant improvement in mathematics scores for second, third, fourth, fifths and sixth graders (Chomitz, 2009, p. 35).

It was also established that there was no significant changes of academic performance in other subject areas. However, for some reason, the studies caution users from making direct conclusions about the positive correlation between physical exercising and mathematics.

New York City’s health department has also reiterated the fact that physically fit students are bound to outperform their colleagues who are sedentary when it comes to academic performance.

These findings had been derived from research studies evaluating the relationship among high school students using the state’s test measurement criterion – the NYC Fitnessgram (Harutyunyan, 2009, p. 1). The study was necessitated by the rising obesity levels among children in New York.

The statistics exposed that about 21% of students at kindergarten level (all through to the 8^th grade) were obese and comprehensively, it was estimated that the city’s total student population had an obesity prevalence rate of approximately 18% (Harutyunyan, 2009, p. 1).

It was estimated that children who highly performed on both variables in the NYC fitness score tremendously outperformed those who got a poor score in the fitness program scale. The difference was characterized by 36 percentile points (Harutyunyan, 2009, p. 1).

After it was established that there was a positive correlation between physical activities and academic excellence, the city’s educational administrators decided to sensitize parents on the benefits of eating healthy foods and allocating at least 60 minutes a day of their children’s time to exercising.

A number of activities were identified as appropriate exercises parents could encourage their children to engage in (they included, cycling, dancing skipping the rope, playing basketball, or even taking a simple walk). Among these factors, a host of other recommendations were identified to be helpful in improving the students’ activity levels.

They included limiting the time students spent on the computers (and more so the internet). This also included television and video game use. The second recommendation advanced to parents was to prepare healthy foods for their children, such as vegetables and fruits, at least two times a day.

It was also recommended that the children should not drink beverages that have a lot of calories like sodas or juice; instead they should consume low-fat milk and water. Parents were also advised to encourage their children to avoid unhealthy foods and consider the healthy foods and diets provided at school.

The above findings can be explained by Scheuer (2003, p. 3) who identifies the fact that physical exercises significantly boost students’ brain nourishment, and revitalizes the students’ brain function to eventually increase the student’s ability to perform well in cognitive learning exercises.

Complimentary findings have also established that physical exercising among students increases students’ self-esteem, concentration and encourages better behavior, thereby leading to an increased positive attitude among students who fall within this category (Bailey, 2000, p. 75).

However, there has not been a strong relationship established to link the above-mentioned factors with excellent academic performance, although it is presumed that students with high self-esteem, better behavior and high concentration levels are likely to perform better than those who do not share the same attributes.

However, it has been affirmed that physical exercising is bound to increase academic achievement more effectively in the short run rather than the long run. Interesting studies done on older adults note that physical activity is likely to increase cognitive function among this group of students, in the same way, it does younger students (Scheuer, 2003, p. 3).

This observation, therefore, explains the findings observed by Cottrell because it was further established that physical exercising was bound to increase brain attributes which facilitated increased cerebral blood flow in the brain (which obviously complimented cognitive learning) (Corbin, 2010, p. 64).

In addition, it was also established that increased physical exercising was bound to improve hormonal imbalance and therefore, instances of better nutritional intake among students were bound to be boosted.

This observation was seconded by research studies cited in (Medical News, 2011) which suggested that “a trio of studies presented at the 2001 Society for Neuroscience Conference suggest that regular exercise can improve cognitive function and increase levels of substances in the brain responsible for maintaining the health of neurons” (p. 2).

These findings are also supported by other similar findings by Darla Castelli, an American professor in Illinois (cited in Medical News, 2011) who establishes that “students’ total fitness, as measured by passing all 5 components of the Fitnessgram, positively correlated with academic achievement, measured by the standardized Illinois State Achievement Test, particularly Mathematics and Science” (p. 5).

Brain functions were further identified to improve significantly due to increased physical exercises because there were increased instances of energy generation brought about by physical exercises because physical exercises provided a break from the boring classroom environment, therefore resulting in higher attention levels among students. In conclusion to these findings, Medical News (2011) recommends that:

“Enhanced brain function, energy levels, body builds/perceptions, self-esteem, and behavior have been attributed to physical activity and to improved academic performance.

One cannot make direct correlations from the information offered. However, it is obvious that many positive relationships have been suggested. Perhaps instead of decreasing physical activity, school officials should consider developing enhanced physical activity programs” (p. 3).

Studies were done by John Gardner center (cited in Gardner, 2009, p. 1) also show a positive correlation between physical fitness and academic performance based on demographical factors. Comprehensively, they identify that students who managed to pass the California Physical fitness test also showed similar higher performance in the state’s standardized test (Rahl, 2010, p. 81).

It was further established that the positive relationship exhibited between physical exercising and positive academic outcomes did not start at the time the studies were done, but at a year before the studies were undertaken. Moreover, upon close follow-up of the research, it was established that the same observations were evidenced throughout the academic life of the studied students (Gardner, 2009, p. 1).

Since the study was undertaken within two years, it was affirmed that students who showed increased physical activity between their fifth and seventh grades showed a significant increase in academic achievement as well, but the opposite was observed with students whose physical fitness declined within the two years.

However, it was established that the academic achievement observed among highly fit students was only evident when general fitness was studied and not a specific fitness measure (Gardner, 2009, p. 1).

Regardless of the conclusions derived from the above findings, it should not be assumed that physical fitness is the magical solution to students who do not enjoy the high academic performance (Biddle, 2008, p. 186). For instance, students who take part in educational programs hampered by limited facilities cannot enjoy high academic excellence even if they are physically fit.

To reiterate this sentiment, Biddle (2008) notes that “We’re not suggesting that if we run more laps, it will make us smarter…but there does appear to be a correlation” (p. 4). This fact, therefore, implies that academic achievement is just one segment of the academic achievement puzzle.

Because of the interesting intrigues about physical fitness and academic achievement, it is affirmed that a number of strategies can be adopted to improve students’ fitness even though a learning institution may be faced with other educational problems such as a lack of resources.

For starters, learning institutions should endeavor to maximize existing opportunities in the school curriculum to improve the physical fitness of the students. This can be achieved by making use of the instructional time available for teachers in effecting physical education through the integration of physical fitness activities with other subject activities (Gardner, 2009, p. 1).

This recommendation has been touted by many educationists after it was established that students find the above strategy quite beneficial if the instructional time is used to undertake a given rigorous activity. Another alternative could be revamping the conventional school menu to give room for healthier diets (especially if there is very limited time to allocate for traditional physical exercising).

Expanding partnerships between communities and learning institutions has also been advanced as one way through which institutions of learning can provide fitness related programming which is out of the boundaries of normal instructional time (Gardner, 2009, p. 1).

The partnerships can be forged with community foundations, organization and even the state, through existing sport programs that may be beneficial to the students. Lastly, learning institutions can pursue a strategy of engaging the community to increase physical activity among the students.

The community also includes parental involvement which is very important in the exercise because parents normally wield a lot of control on their children and most of them are also mentors to their children in their own light.

Conclusion

This study contributes to the growing body of knowledge, which identifies that there is a positive correlation between physical fitness and academic achievement.

It is also important to note that most of the empirical evidence gathered in this study is derived from a number of socioeconomic parameters across the globe, meaning that the same conclusions have been evidenced in a number of places around the world and across a number of demographical strata.

There is a stronger evidence of a positive relationship between physical fitness and academic achievement when analyzed in a number of subjects but more especially mathematics and sciences. The reason this observation is stronger in this group of subjects is not yet established and perhaps this should be the new frontier for future research studies.

Although not many studies bother to touch on the real factors behind the positive relationship between physical exercising and academic performance, there is already speculation among educational circles that personal motivation may be a factor to watch considering physical exercising may actually portray a sense of personal achievement which may be mirrored through academic achievement (Chomitz, 2009, p. 35).

This means that students who are highly motivated at a personal level may as well strive to expose the same in physical exercising as well as academic excellence.

Secondly, there has been speculation that physical activity may actually be a mirror of overall fitness of health where factors like nutrition, physical and weight status may actually portray a healthy student and such parameters are likely to lead to high academic achievement.

This would essentially mean that academic achievement is probably evidenced because of overall good health as opposed to physical activity per se. In fact, there are already existing research studies exposing the link between good health and high academic achievement where factors like weight status, food sufficiency and such as general health status have been studied.

This should be analyzed as its own distinct area of study and therefore, its conclusions should not be augmented when analyzing physical fitness as a distinct, independent variable.

However, it should also be acknowledged that various socioeconomic parameters play a significant role in the increase of academic standards. This analysis is essential because numerous studies have consistently mentioned the input of a student’s background because it extensively determines students’ academic performance.

This also poses as a new area of research considering the relationship between physical fitness and academic performance could be done based on various socioeconomic statuses.

Conclusively, this study points out that there is a positive correlation between physical exercising and academic achievement. Expressly, it also identifies how learning institutions can be able to maximize this benefit through partnerships, effective utilization of institutional time and such like factors.

Allocating at least an hour a day to physical exercises is a commendable move according to medical experts because it improves brain activity and this consequently leads to an improvement of academic standards.

Thus, in light of the positive influences physical activities have on academic progression it is in order to recommend that learning institutions should allocate more time to physical activities to improve educational performance because there is an obvious positive correlation between physical exercising and academic achievement.

References

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Biddle, S. (2008). Psychology of Physical Activity: Determinants, Well-Being, and Interventions. London: Routledge.

California Department of Education. (2005) A Study of the Relationship Between Physical Fitness and Academic Achievement in California Using 2004 Test Results. Web.

Chomitz, V. (2009). Is There a Relationship between Physical Fitness And Academic Achievement? Positive Results from Public School Children in the Northeastern United States. Journal of School Health, 79(1), 30-36.

Corbin, C. (2010). Fitness for Life: Elementary School Guide for Wellness Coordinators. New York: Human Kinetics.

Cottrell. (2010). Students’ Physical Fitness Associated With Academic Achievement; Organized Physical Activity. Web.

Gardner, J. (2009). Exploring the Link between Physical Fitness and Academic Achievement. Web.

Grissom, J. (2005). Physical Fitness and Academic Achievement. Journal of Exercise Physiology, 8(1), 11-24.

Harutyunyan, R. (2009). Physical Fitness Associated With Higher Academic Achievement. Web.

Kirk, D. (2006). The Handbook of Physical Education. London: SAGE. Medical News. (2011). Strong Relationship between Kids Academic Achievement And Fitness. Web.

Rahl, R. (2010). Physical Activity and Health Guidelines: Recommendations for Various Ages, Fitness Levels, and Conditions from 57 Authoritative Sources. New York: Human Kinetics.

Scheuer, L. J. (2003). Does Physical Activity Influence Academic Performance? Web.

Science Daily. (2010). Students’ Physical Fitness Associated With Academic Achievement; Organized Physical Activity. Web.