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Physiologic function during weight-b...

Sothern, Melinda Suzanne.

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Physiologic function during weight-bearing exercise in obese children: Implications for clinical prescription and curriculum design.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Physiologic function during weight-bearing exercise in obese children: Implications for clinical prescription and curriculum design./
作者:	Sothern, Melinda Suzanne.
面頁冊數:	462 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-05, Section: B, page: 2387.
Contained By:	Dissertation Abstracts International58-05B.
標題:	Education, Physical. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9732833
ISBN:	0591423391

Physiologic function during weight-bearing exercise in obese children: Implications for clinical prescription and curriculum design.
Sothern, Melinda Suzanne.

Physiologic function during weight-bearing exercise in obese children: Implications for clinical prescription and curriculum design. - 462 p.

Source: Dissertation Abstracts International, Volume: 58-05, Section: B, page: 2387.

Thesis (Ph.D.)--University of New Orleans, 1997.

An exercise curriculum design was integrated into a clinical pediatric obesity treatment intervention in children, 7-17 years of age. The design consisted of a metastructure of knowledge which organized the educational content according to Social Cognitive Theory by Bandura (1986). As part of the preliminary design effort, a learner and task analysis were conducted in subgroups of obese and normal weight children based on the subjects' obesity status, i.e. severe ($>

ISBN: 0591423391Subjects--Topical Terms:

1018000
Education, Physical.

Physiologic function during weight-bearing exercise in obese children: Implications for clinical prescription and curriculum design.
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100 1 $a Sothern, Melinda Suzanne. $3 1251144
245 1 0 $a Physiologic function during weight-bearing exercise in obese children: Implications for clinical prescription and curriculum design.
300 $a 462 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-05, Section: B, page: 2387.
502 $a Thesis (Ph.D.)--University of New Orleans, 1997.
520 $a An exercise curriculum design was integrated into a clinical pediatric obesity treatment intervention in children, 7-17 years of age. The design consisted of a metastructure of knowledge which organized the educational content according to Social Cognitive Theory by Bandura (1986). As part of the preliminary design effort, a learner and task analysis were conducted in subgroups of obese and normal weight children based on the subjects' obesity status, i.e. severe ($> $2 00% ideal body weight (IBW)), moderate (150-199% IBW) and mild (121-150% IBW) at entry into the study. Initially the physiologic function of forty-seven students was examined during baseline (standing), treadmill walking during three different submaximal stages of increasing intensity, and during maximal exertion. The results of this analysis indicated that the moderate and severe obese subjects consistently displayed a significantly greater physiologic response during submaximal exercise stages than the mild and nonobese subjects (p $<$ 0.001). During greater work intensities (3.5 mph), the severe obese subjects expressed a greater physiologic response than the moderate subjects and the mild obese subjects experienced a greater physiologic function response than the nonobese subjects (p $<$ 0.0001).
520 $a Information obtained from the physiologic function study was then utilized to select mode, duration, frequency and intensity of exercise for the physical activities contained in the curriculum design. In addition, educational activities were designed to follow key concepts of social cognitive theory. Both the physical activity and educational sessions were selected and organized in a developmentally appropriate metastructure based on the findings of the learner and task analysis conducted during the physiologic function study. Seventy-three treatment subjects were recruited to participate in a ten week intervention which included the exercise curriculum design. Fourteen nonobese control were recruited and received no intervention during the study duration. Data obtained at baseline and ten weeks was then compared with data collected in a retrospective analysis of sixty-nine obese control subjects who had participated in a similar program with no exercise curriculum design. The results of the curriculum design study indicated a significantly greater reduction in %IBW in the severe obese treatment subjects ($- $1 5.1%) versus the obese control subjects ($- $6 .6%; p $<$ 0.0001). Also, a substantial decrease in program attrition (7%) was found in the obese treatment group versus the retrospective control group (16%). These findings suggest that obesity status significantly effects the performance of submaximal weight-bearing exercise in obese children and provides preliminary support for the use of specialized exercise curriculum designs to treat childhood obesity.
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650 4 $a Health Sciences, Recreation. $3 1018003
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710 2 0 $a University of New Orleans. $3 1019084
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