please add diagrams and example paper must be on obesity and diabetes and create a person and give back story ages 25 -60 .also make sure you do a weekly and monthly work-out calendar which I have already done just refine it. I have also done the paper but did it on children but you must change things around and add the created person age 25-60. please add diagrams and examples pics
Evidence-Based Programming
Introduction
There is a key link that exists between type 2 diabetes and obesity. Obesity increases with an increase in BMI. With an increase in the BMI, there is an increased risk of developing type 2 diabetes. Currently, there is a high prevalence rate of type 2 diabetes, especially among the low- and middle-income economies. Diabetes was responsible for 1.5 million deaths in 2019 (WHO, 2021). In the same year, about 38.2 million children were also considered to be obese worldwide (WHO, 2020). Both type 2 diabetes and obesity are preventable conditions. The development of obesity to diabetes is linked to the progressive defect in insulin secretion. The development of insulin resistance and the development of secretion of insulin are seen to appear prematurely among obese patients. As such, the conditions are likely to appear concurrently among obese children.
For both obesity and diabetes prevention among children, physical activity is an important aspect that should be considered. Physical activity is an important part of attaining cardiorespiratory and muscular fitness, which can help regulate the body’s physiological functioning. Appelqvist-Schmidlechner et al. (2020) found that cardiorespiratory and muscular fitness is an important aspect of improving the quality of life of individuals, including physical and mental wellbeing. Before engaging the children in a physical activity program, there are some key perspectives to consider. There is a need to have an adequate medical examination for contraindications and adequate assessments to determine the child’s ability to engage in activities, especially muscle strengthening, which involves mechanical strain on the body. To this end, we shall look at the development of a cardiorespiratory and muscular fitness program for children to deal with obesity and type-2-diabetes as an early intervention mechanism.
Methods
Physical activity is an important part of assisting children attains their developmental milestones and attains the recommended BMI. According to CDC (2020), children and adolescents aged 6 to 17 years should be engaged in regular physical activity for a sustained 60 minutes or more of moderate to vigorous intensity daily. This engagement in physical activity is important for children to improve their cardiorespiratory fitness, build strong bones and muscle (CDC, 2020). Moreover, there is a psychological benefit that is associated with the process for children. There is a need to understand the key aspects of physical activity that are required for children. The method used was the observation of the physical activity exercises that are engaged by government schools in the primary level of education setting during physical exercise class sessions. There is a combination of aerobic and muscle-strengthening activities that are engaged.
There is a need to have key aerobic activity. Aerobic activity is an activity that has the aim of cardiovascular conditioning. Some of the key activities that are involved include walking, swimming, cycling, and running activities. Aerobic activity is important as an activity for increasing the oxygen and heartbeat rates in the body. For appropriate aerobic activity, some key aspects should be considered. There is a need to have a movement that increases the blood flow around the body and causing the lungs to take in more oxygen.
To meet this goal, there is a need to engage a circuit course to assist in developing moderate to vigorous physical activity for the children. To develop the circuit, a set of stations that engage the physical engagement of the children are set up. These stations engage the bodyweight of the children and readily available material. Four stations are developed. The first station looks to engage jumping jacks. This is a jump in which the children jump to a position in which the legs are spread and the hands are spread overhead with a clap at the top followed by a return to the resting position. The children engage in ten jumping jacks and proceed to the next stage. This stage involves sit-ups. The children do ten sit-ups and move to the next station, which involves push-ups. The children do ten push-ups and quickly move to the fourth station, where they skip rope ten times. This complete of four stages is a circuit. The circuit is conducted for a period of three times. This is an important aerobic routine that can increase the heartbeat and the oxygen levels of the children exponentially to assist in meeting the 60 minutes of moderate to vigorous exercise.
Muscle strengthening is a key aspect that should be considered in the process. Muscle-strengthening activities are important for developing an appropriate body weight among children. There are various activities that children can be engaged in within their setting to work on developing muscle strength. The activities look towards developing resistance, thus forcing an application of muscle strength to develop the strength. This activity is also an important part of developing cohesion and bonding among the children. To this end, a key activity is the use of tug of war. The activity involves a minimum of one pair of children of similar strength and body weight. A rope is used, and the children hold opposite sides. The children pull in opposite directions. This is an activity that is also easy to integrate during the aerobic activity routine.
There is a need to note that physical activity is important for the development of a child. However, there is a need to consider the risk of injury. Games such as tug of war have been found to have some injuries, and there is a need to engage measures that promote the safety and prevention of the injuries (Chotai & Abdelgawad, 2014). There is a need to consider the appropriate matching of similar weighted children to have an equal balance. This can help prevent the development of mechanical injuries among children.
Results
Given the federal government’s commitment towards attaining a high level of excellence in children’s health, there is an ideal opportunity for physical exercise that arises among primary school children to promote the meeting of key physical activity goals as developed by the centers for disease control and prevention. The key opportunities that exist for the school to assist the children to meet key physical activity goals lie in the combination of lunch and physical education breaks. The sessions allow students to engage in physical activity towards meeting the minimum 60 minutes daily sessions for at least three days a week.
Through the program, many hours of physical activity can be accumulated. According to Waring and Burton (2007), observation of children in the primary setting for five years from 1999 to 2004 showed that there were accumulative 30,650 minutes recorded for the students. These accumulated hours were seen as a total of physical education class sessions, lunch, and break sessions. The break sessions were critical points in which the students were engaged in moderate to vigorous physical activity. Through the study, there was also key observation of the periods during the sessions where the students were engaged in high-level physical activity. The observations were in five-minute blocks. The period of least activity was seen for a total of 11.8%. The period where there was most vigorous physical activity was in the physical education sessions and the breaks. Additionally, the highest level of physical activity was seen among boys. Boys recorded about 13% of total time engaged in moderate level activity as compared to girls with 10% total active time (Waring & Burton, 2007).
There is a key understanding that develops from the observations. First, there is a key gap in the delivery of exercise programs that can meet the basic requirements for the students in a primary setting. The total accumulated time in the study shows the need to develop more comprehensive strategies to engage the students in high-level physical activity. The primary school setting is a crucial stage for the development of children. During this stage, there is the ability to develop key influences in the children, which can have long-term gains for their physical health. This is also an important part of developing an adaptation to healthy mechanisms of maintaining the body weight.
Another important aspect that arises from the observation is the key gap in administering physical activity programs. There are key loopholes in the ability of the school to deliver the evidence-based program. There is a gap in the ability of the teachers to constantly monitor the students to ensure there is a relative level of safety for the students. There is also an important gap that is seen to arise when looking at the ability of the teachers to ensure that the students are able to maintain a high level of intensity. The level should engage the students at a moderate to vigorous level for a sustained 60 minutes for three days minimum. There is a key gap in the ability of the students to have a safe understanding of the risks of some of the physical activity processes that they engage in. This can lead to increased chances of facing injuries.
Discussion
The rate of children that participate in the recommended daily physical activity duration is low. CDC (2020) estimates that less than 25% of children participate in at least 60 minutes of moderate and vigorous physical activity exercises. The school environment offers a key opportunity for children to engage in the recommended physical exercise activity. However, 51% of children in high school recorded having attended physical education classes (CDC, 2020). This includes muscle strengthening exercises. As such, the school environment does not work towards fulfilling the required rate of participation for physical activity for school-going children. This means that there are key gaps that have to be filled by the current policy and teacher engagement practices to promote children in the school setting to meet the minimum recommendations.
The information is consistent with the findings. There is a key gap that is seen in the observation of physical activity for children in school. The primary school setting is seen to have key gaps despite having the opportunity to engage students in physical activity by having lunch, breaks, and lunch sessions. The situation is worse for girls who are seen to have 11% active times as compared to boys who have 13% of their total time being engaged in moderate to vigorous physical activity. Additionally, there are key gaps that are seen in the education of children on the strategies for having and maintaining an active lifestyle by engaging in periodic physical activity. One of the key gaps is in the best practices to avoid injury when engaging in an anaerobic and muscle-strengthening activity.
Therefore, making a comparison between the two, there are key similarities that are highlighted. There is a key gap in the education sector being able to engage students inadequate physical activity despite having the environment and the appropriate sessions through lunch, physical education lessons, and break sessions. This gap is critical as children spend most of their time while growing up in the school setting. As such, the students are unable to capitalize on the key opportunities to engage in adequate aerobic and muscle strengthening. This is a key consensus that arises and opens a need to develop an adequate intervention for the issue.
From the understanding of the issue, there is a key generalization of applying a broad intervention for the target population. The key generalizable strategy has to look at the active promotion of cardiorespiratory and muscle fitness to the target group by engaging the schools to apply for key exercise programs. The school has to have adequate motivation to provide healthier environments for the students and ensure the students are engaging the environment. This is a key aspect that has to look at some of the key aspects that are pointed out in the physical activity program that looks at combining both aerobic and muscle-strengthening activities. In this way, the school can work towards dealing with obesity and type 2 diabetes among young children in an active capacity.
Through some key aspects, the intervention can be important for the children. The engagement of children in muscle strengthening exercises through the use of tug-of-war is a key activity that can offer physical, mental, and social benefits. The use of aerobic exercises that include circuits that engage the children’s body weight can help improve the students‘ cardiovascular wellbeing. Moreover, there is a need to engage the students in a capacity that promotes the children to build safety in physical activity. As such, training them on the appropriate ways to engage in physical activity through warm-up sessions can be important for reducing mechanical injury among the target group.
Conclusion
Therefore, through an understanding of type 2 diabetes and obesity in children, there is a development of a key focus on the use of exercise programs in schools to promote the meeting of daily recommended physical activity targets. The development of type 2 diabetes and obesity can be reduced greatly by engaging in physical activity. However, there is a key gap in primary and high schools engaging students to meet the recommended sessions, yet students spend a sizeable amount of their life in the school environment at these crucial developmental stages. As such, through the program, there is an anticipated outcome of having improved wellbeing for students.
References
Appelqvist-Schmidlechner, K., Vaara, J. P., Vasankari, T., Hakkinen, A., Mantysaari, M., Kyrolainen, H. (2020). Muscular and cardiorespiratory fitness are associated with health-related quality of life among young adult men. BMC Public Health, 20 (842). https://bmcpublichealth.biomedcentral.com/articles…
CDC. (Centers for Disease Control and Prevention). (2020). Physical Activity Facts. https://www.cdc.gov/healthyschools/physicalactivity/facts.htm#:~:text=Regular%20physical%20activity%20can%20help,Heart%20disease.
Chotai, P. N., Abdelgawad, A. A. (2014). Tug-of-War Injuries: A Case Report and Review of the Literature. Case Reports in Orthopedics. https://doi.org/10.1155/2014/519819
Waring, M., Warburton, P., Coy, M. (2007). Observation of children’s physical activity levels in primary school: Is the school an ideal setting for meeting government activity targets? European Physical Education Review, 13(1): 25-40. https://doi.org/10.1177/1356336X07072672
WHO. (World Health Organization). (2021). Diabetes Key Facts. int/news-room/fact-sheets/detail/diabetes” title=”https://www.who.int/news-room/fact-sheets/detail/d…”>https://www.who.int/news-room/fact-sheets/detail/d…
WHO. (world Health Organization). (2020). Obesity and overweight. https://www.who.int/news-room/fact-sheets/detail/obesity-and-overweight#:~:text=In%202016%2C%20more%20than%201.9%20billion%20adults%20aged%2018%20years,women)%20were%20obese%20in%202016.
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