WHY MEASURE PHYSICAL ACTIVITY?

Report
Class brainstorm activity!
WHY
MEASURE
PHYSICAL
ACTIVITY?





Identify concerns relating to health & fitness
e.g. rise in sedentary behaviour & obesity
Identify at risk groups and trends e.g. older
adults, women, indigenous, low socioeconomic, non-English speaking, obese
people
Monitor levels of physical activity to see
whether they are active and compare against
the use of screen based entertainment.
Plan appropriate physical activity interventions
Evaluate interventions
Population Level
Individual Level
- To document the frequency and
distribution of physical activity in defined
population groups
- To monitor the achievement of physical
activity guidelines and population trends
over time.
- To study the relationship between
physical activity and health conditions
(e.g. cardiovascular risk factors, type 2
diabetes, obesity, and mental health)
- To determine the amount or dose of
physical activity required to influence
specific health parameters.
- To identify the biological, psychological
and environmental factors that influence
physical activity
- To evaluate the effectiveness of largescale physical activity intervention
programs
- To detect change in an individual’s
health and or behaviour
- To determine the effect of any change
in physical activity behaviour
 Active Australia survey results worksheet
The NPAG are divided into 5 categories:
- Children (0-5years)
- Children (5-12years)
- Youth (12-18years)
- Adults
- Older Australians (65+)
Each of you will be given a table to fill in relating to the National Physical
Activity Guidelines. You will fill the table in using the information for each
sub group which will be distributed around the room.
If you would like a copy of the printed information it was taken from the
following website:
- http://www.health.gov.au/internet/main/publishing.nsf/content/healthpubhlth-strateg-phys-act-guidelines#rec_0_5
Workplace or occupational – football
player, builder, walk the stairs instead of
the elevator.
 Household and gardening chores –
vacuuming, sweeping etc
 Leisure-time activity – organised (netball)
& non organised sports (walking)
 Active transport – walking, cycling
instead of driving for transport

Read Textbook: Nelson Physical Education VCE Units 3 & 4
(5th Edition) Malpeli, Telford, Whittle, Corrie (p.8-12)
Type – type of activity
 Intensity - exercise intensity
 Frequency – how often?
 Duration – for how long?

Classification of Physical activity intensity
Metabolic Equivalent (MET): concept expressing energy cost
•A MET rating of 1.0 occurs at rest = reference point
•A MET value of 6.0 indicated an intensity 6 times that of rest
Intensity
Classification
Description
Low intensity
This is the lightest category in terms of
perceived and actual exertion
expenditure.
Moderate intensity
Generally consists of sustained
rhythmic movements. At this level
you should feel some exertion but still
be able to carry out a conversation
comfortably.
Vigorous intensity
Participation at these levels leads to a
substantial increase in heart and
respiratory rates.
METs
<3
7
Energy
expended
(kj/min)
% max HR
Examples of activities
<15
<50
Walking slowly, golf,
gardening, household
chores
15 - 30
50 - 70
Bike-riding (moderate
pace) playing tennis
doubles, dancing,
weight lifting
30
70
Skipping, running,
boxing, playing squash
Sedentary Behaviours:
 are associated with low levels of energy
expenditure (1-2 METS) and linked to various
negative health consequences
 involve sitting staying in the same place for
long periods of time (watching TV,
commuting by car, reading, using a
computer, etc....)
 can be seen in people who are highly
active - but not at the same time
 only apply to people up to 18 years of age
in the National Physical Activity Guidelines
(as of 2010) but likely to include adults in the
future

similar documents