TRAINING GUIDE

1
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 AU T H OR S
Albert C. Hergenroeder, M.D.
Chief of Adolescent Medicine Service and Sports Medicine Clinic,
Texas Children’s Hospital
Professor of Pediatrics, Baylor College of Medicine
Joseph N. Chorley, M.D.
Staff Physician, Sports Medicine Clinic, Texas Children’s Hospital
Associate Professor of Pediatrics, Baylor College of Medicine
Both Drs. Hergenroeder and Chorley are supported in part by the
Leadership Education in Adolescent Health Training Program 2
T71 MC 00011-06; Maternal and Child Health Bureau, Grant # 6
T71 MC 00011.
Rose Haggerty
Houston Independent School District
Sharon Sterchy, Ed.D.
Aldine Independent School District
© 2009 Texas Children’s Hospital. All Rights Reserved.
The Texas Children’s Hospital Kids’ Fun Run Training Guide
is designed to provide educational information only to help
teachers and parents educate children on the importance
of physical activity. It is not the intention of the physicians
or health care providers who contributed to this guide book
to provide specific professional medical advice or establish
any professional relationship with any reader of this guide
book or any information contained therein. If any reader of
this guide book is experiencing any symptoms of ill health,
please contact a licensed medical doctor to diagnose, treat
and professionally address those medical needs before
beginning any of the activities contained in this guide book.
No portion of this book may be reproduced without the
express written consent of Texas Children’s Hospital.
If you have suggestions or need additional copies of this
publication, please send correspondence to:
Texas Children’s Hospital
2450 Holcombe Blvd.
Suite 39G
ATTN: Kids’ Fun Run
funruninfo@texaschildrens.org
 TA B L E O F C O N T E N T S

I N TRODUC TIO N

P LANNING NOTES FOR TEACHERS

P URPOSE OF THE TEXAS CHILDREN’S H O S P I TA L K I D S’ F U N R U N T R A I N I N G G U I D E
A ND TRAINING GUIDE LAYOUT

G ET TING STARED IN A PHYSICAL AC TIV I T Y P RO G R A M | 8

W EEK 1 | FITNESS FOR LIFE | 9
W EEK 2 | SAFETY, HYDRATION AND NU T R I T I O N | 1 3
W EEK 3 | PRO PER RUNNING AT TIRE | 2 0
W EEK 4 | THE CARDIOVASCULAR SYST E M | 2 5
W EEK 5 | THE MUSCULOSKELETAL SYST E M | 2 9
W EEK 6 | THE METABOLIC SYSTEM | 3 2
W EEK 7 | REST AND SLEEP | 35
W EEK 8 | RACE DAY PROCEDURES | 37

A PPENDICES

COACH POST-RACE SURVEY | 39

F UN RUN | TEKS CORRELATION | 40
U I L Form | 42
H EAT ILLNESS AND HYDRATION RECOM M E N DAT I O N S . | 4 4
F UN RUN GLOSSARY OF TERMS | 45
 INTRODUCTION
The annual Texas Children’s Hospital Kids’ Fun Run is
scheduled each January as the kickoff event to the
Houston Marathon weekend. Designed for children of
all abilities including those with special needs, the goal
of the Kids’ Fun Run is to promote physical activity and
the importance of a healthy lifestyle. Texas Children’s
Hospital is committed to helping prevent childhood
obesity by providing community wellness and obesity
prevention programs such as the Kids’ Fun Run.
All children ages 5-15 years are invited to participate
in the 3K Run or Walk. From the George R. Brown
Convention Center, the race winds through downtown
Houston and includes the final portion of the Houston
Marathon route and finish line. Children with special
needs are also invited to participate in the 1K Adaptive
Run or Walk which will take place along a shorter
portion of the same route. Every child is a winner at
the Texas Children’s Hospital Kids’ Fun Run and will
receive a Kids’ Fun Run T-shirt and commemorative
medal for their participation. Entrance is free to
the Kids’ Fun Run Expo following the race where
there will be games and live entertainment for
children and families. Race fees will be waived for
schools registering student groups (K-8). Coaches
and chaperones must accompany school groups and
supervise all participation. Schools can register online
at www.funrun.texaschildrens.org.
Over 3,000 children from numerous Houston-area
school districts are expected to participate in the
Kids’ Fun Run this year. To prepare for the run, each
participating school receives this guide, which contains
an eight-week training program to supplement each
school’s lesson plans. The guide and corresponding
videos are also available on the Texas Children’s
Hospital website at www.funrun.texaschildrens.org
 PLANNING NOTES FOR TEACHERS

L E A D I N G U P T O A N D I N C L U D I N G R A C E D AY:

 Seek approval for school participation from the principal.

 Complete school participation/registration agreement online at www.houstonmarathon.com/kidsrun

 Have all student registration forms signed by guardian(s) for each participating student and returned to
Texas Children’s Hospital (2450 Holcombe Blvd. Suite 39G, Houston, TX 77021 ATTN: Kids’ Fun Run)

 Students with any medical condition that could interfere with participation, such as heart problems, diabetes,
asthma (also see page 8), should contact a physician and receive clearance prior to participating in the Kids’
Fun Run.

 Email Texas Children’s Hospital a completed roster of students by Dec. 18, 2009. (funruninfo@texaschildrens.org)

 Arrange transportation for students at least six weeks prior to the Kids’ Fun Run.

 Each school shall provide required amount of chaperones per student ratio to remain with the students
throughout the day. Encourage parents to get involved as chaperones.

 Identify students with medical problems such as asthma, diabetes or physical disabilities that may be
worsened by physical activity.

 Turn in medical information and medicine to the physicians located at the medical aid station on race day.

 Make sure students are properly trained and prepared for the run.

N O T E : T he Fun Run distance is approximately 1.5 miles. Students with special health care needs may choose to run or
walk this distance or participate in the 1/4-mile race.
P U R P O S E O F T H E T E X A S C H I L D R E N ’ S H O S P I TA L K I D S ’ F U N R U N T R A I N I N G G U I D E
T eachers use this guide to educate students about the importance of physical activity and see it as a way to remain
healthy. The guide is to be used as a supplement with daily lesson plans to provide helpful information and
suggested activities to encourage students to become more physically active. The guide can also be used by
families who want to do physical activity as a family.

KIDS’ FUN RUN PROGRAM GOALS

By the end of the eight-week training program, each participant will be able to complete the 3K Fun Run course
or the 1K course for those with special health care needs. The proportion of adolescents who participated in
sufficient physical activity that promotes cardiorespiratory fitness three or more days per week for 20 or more
minutes will increase among those who train using this training guide (Healthy People 2010 Objective 22-7). In
2003, a median of 63 percent, 70 percent, and 72 percent of 6th to 9th graders in the U.S., respectively, participated in
sufficient physical activity.

TA R G E T A U D I E N C E S :
Physical education teachers, parents, and children 5 to 15 years of age.

T R A I N I N G G U I D E L AY O U T
The guide has been designed to help teachers incorporate the chapter material into the lesson plan for each
week. Each chapter represents one week of training. The material can be adopted for any child or adolescent
outside the school setting, as long as he or she is approved to exercise by a health care provider.
There are F I V E key elements in each chapter:

Each chapter represents one week.

• G O A L
• O B J E C T I V E S
• M E D I C A L N O T E S F O R T E A C H E R S
• S U G G E S T E D A C T I V I T I E S
• E V A L U A T I O N

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS)

Each chapter includes an optional take-home activity. If interested, teachers may copy the
activity and distribute to students as an assignment.
 G etting S tarted in a P hysical A ctivity P rogram
Prior to participating in any physical activity program through the school, an evaluation by a physician is
recommended. Included in this guide (UIL Form) is an evaluation form endorsed by the University
Interscholastic League for use throughout Texas.

 CARDIAC COMPLAINTS:
a. Students with a history of heart problems or a heart murmur need clearance from their doctor
before participating.
b. Students who faint, nearly faint, have chest pain or who have an irregular heart beat during
exercise cannot exercise until their physician clears them.
c. Students who have a parent or sibling who died from a heart problem before the age of 50
need clearance from their doctor before they participate.
 M U S C U L O S K E L E T A L C O M P L A I N T S :
a. The diagnosis of pre-existing injuries, and whether or not the injury has healed, is important.
b. Old, unrehabilitated injuries can be a risk factor for subsequent injuries as a student starts
a running or other physical activity program.
c. Ankle sprains are the most common injury and if not fully rehabilitated, they can cause foot, ankle
and knee injuries.
d. Injuries from a previous running program will happen again if the cause of the problem is not addressed.
 PRE- E X I ST I N G M E D I C A L CO N D I T I O N S :
a. If patients are optimally treated, they will improve their ability to participate.
OR
b. A chronic condition, such as asthma, diabetes or seizures, does not exclude a student from physical
education classes unless indicated by a physician. The key is optimal management of these conditions
to minimize their impact on physical activity and activities of daily living.
 O V E R W E I G H T/ O B E S I T Y:
a. Students who are overweight are at risk for heat injury.
b. Being overweight or obese is not a reason to be excluded from a walk/run training program.
Overweight students should be allowed to walk and run as tolerated, and to have unlimited
access to water during training.
c. Nutritional interventions will work the best when coupled with an exercise program.

SUGGESTIONS FOR REDUCING EXTRA CALORIES INCLUDE:

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 FA S T F O O D
a. Try to decrease frequency to no more than 1-2 times a week.
b. Never super size orders.
c. Do not get fries every time you eat fast food.
d. Minimize the cheese and mayonnaise on sandwiches.
 BEVERAGES
a. Decrease regular sodas; diet sodas, water and skim milk
are preferred.
b. Sports drinks have as many calories as soda and should be
used only for exercise lasting more than one hour.
c. Drink no more than one glass of juice a day.
 SNACKS
a. Try baked snacks instead of fried.
b. Low-fat cookies still have lots of calories, so do not increase
the number eaten.
c. Do not eat in front of the television.

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 WEEK 1 | FITNESS FOR LIFE

GOAL
Students will understand the benefits of fitness to their health. EXERCISE
SUGGESTION
OBJECTIVES
Students will be able to discuss: To begin building
endurance, have students
 The health benefits of physical activity complete the following
activity at least three times
 The risks to health from physical inactivity during the third week of
the program:
 What physical activity consists of
RUN: 1 minute, 30 seconds
 Medical problems that can interfere with physical activity
WALK: 30 seconds
 Medical problems that should not interfere with physical activity WHEELCHAIR: 2 minutes,

See page 41 for TEKS that

relate to this chapter.

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 SUGGESTED ACTIVITY
Have students create a word wall with the definitions of the ➽ M E D I C A L N O T E S
following 11 health-related and skill-related fitness components. FOR TEACHERS
Teachers may use these words to set up circuit stations around
the instructional area. Select activities that represent the following  Regular physical activity is
fitness components: associated with a reduction in
the rate of fatal and non-fatal
H E A LT H - R E L AT E D cardiovascular disease, coronary
• Body Composition: relative amounts of fat and muscle tissue heart disease, obesity and
• Cardiovascular Endurance: ability to exercise continuously for type 2 diabetes. Physical
activity has a favorable impact
15 minutes or longer
on hypertension, serum lipid
• Flexibility: ability to move a body part around a joint freely levels and blood clotting factors.
• Muscular Endurance: ability of muscles to work over an Physical activity is associated with
extended period of time a lower incidence of osteoporosis
• Muscular Strength: ability of muscles to exert force and colon cancer. In addition,
against resistance persons with higher levels of
physical activity are less likely
S K I L L - R E L AT E D to have depressive illness and
• Agility: ability to change the position of your body quickly have fewer symptoms of anxiety
and be in control of body movements and depression.
• Balance: ability to control or stabilize your equilibrium while
The greater the intensity
moving or staying still and duration of exercise, the
• Coordination: ability to use your senses together with the whole greater the risk of injury.
body in using two or more body parts together Each individual has an injury
• Power: ability to move body parts swiftly over a distance, threshold, which is the level of
while at the same time applying the maximum force of muscles intensity and duration where
• Speed: ability to perform a movement or cover a distance in a the body cannot accommodate
short period of time to the stress of exercise and
• Reaction Time: ability to react or respond quickly to what you results in an injury. This training
hear, see or feel program, however, has been
associated with no reports of
overuse injuries.
Depending on the selected activities and time allotment, students
generally can rotate between stations every three to five minutes.  The intensity of a given
walk–run activity for a poorly
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fit individual will be greater,

in terms of cardiovascular
function, than for a more fit
E VA L U AT I O N individual.
After completing the
circuit activities, have  This program is designed to
each student write a fitness promote physical activity.
pledge. The pledge
should include ways to:

• Increase physical activity

and a component of
fitness

• Promote and increase

family physical activities,

• Increase physical activity

with a medical condition,
if applicable.

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 WEEK 1 | HOW TO KEEP A FITNESS JOURNAL
GOAL
Students will know the importance of keeping a journal during a running E VA L U AT I O N
program.
Collect journal at the
OBJECTIVES end of each week to
Students will be able to discuss: monitor student progress.
Develop a student
 The essential components of a useful journal self-evaluation form
and parent signature
 Strategies that will maximize the use of the journal sheet to reinforce
parent involvement.

SUGGESTED ACTIVITY
Have each student keep a daily workout journal during the training program.
The journal should include warm-up, selected physical activities, cool down,
and time spent in each activity. Activities may represent those done in and/
or out of school.

Note: Students who are unable to write may create a journal that consists of
a collection of pictures, drawings or other artwork depicting their daily workouts.

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 WEEK 2 | SAFETY

GOAL
Students will understand the importance of safety in a running training program. EXERCISE
SUGGESTION
OBJECTIVES
Students will be able to discuss the importance of the following in minimizing To continue building
the risk of injury when participating in a running training program: endurance, have
students complete the
 The advantages/disadvantages of physical activity during following activity at
different times of the day (heat versus visibility) least three times during
the second week of the
 Weather considerations (heat, humidity, cold, rain, wind, lightning) program:

 Location of the running site (street, trail, track) RUN: 2 minutes, 45 seconds
WALK: 20 seconds
 Proper equipment and clothes WHEELCHAIR: 3 minutes

Students will be able to discuss three key elements in minimizing See page 40 for TEKS that
the risk of microtrauma during a running training program: relate to this chapter.

• Warm-up/cool-down
• Proper training schedule: increasing distance and pace slowly
• Treating old injuries until the student is pain-free while running

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 SUGGESTED ACTIVITY
 The student will wear different types of clothes and
determine which are appropriate for night/day,
warm/cold, and windy/calm weather.
 Examples of macrotrauma (e.g., ankle sprain)
• Consider using a popsicle stick and breaking it as an
example of macrotrauma
 Examples of microtrauma (e.g., stress fracture of
the lower leg)
• Use a popsicle stick and bend so that it splinters but
does not break completely to represent an example
of microtrauma compared to macrotrauma
NOTES:
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➽ M E D I C A L N O T E S
FOR TEACHERS
H
 ow to approach students’ complaints that
interfere with participation.
a. Reasons why students should be excluded
from PE class: fever, shortness of breath,
chest pain, poor control of a chronic medical
condition or a functional deficit that
may be worsened by participation. For
example, if the student is unable to walk
without a limp, he or she should not run;
however, the student could do sit-ups or
push-ups.
b.How to respond to student’s complaints:
Examples:
See 1a above and musculoskeletal pain
(weeks 5 & 6)
S
 tretches should be held for at least 20
seconds and repeated 2-3 times after the
workout.
E
 arly morning walking/running may have
a lower heat index in the summer. Be
aware that drivers may not be looking for
walkers or joggers. So wear white clothing,
a reflector badge or a flashing light to
increase visibility.
S
 tudents should warm up by walking for
2-3 minutes before running.
A
 fter warm-up, stretching is appropriate.
Stretching is also appropriate after exercise,
as the muscles are warmer than when the
students began exercising.
S
 tudents with special health care needs
require adaptations that can be developed
with a physician, therapist and instructors.
For instance, students with visual impairments
may need to participate in activities with
a partner. The partner can be given
instructions about verbal directions or
how to physically guide the student who
is visually impaired.
 W E E K 2 | H Y D R AT I O N

GOAL
Students will know the importance of maintaining proper hydration during training.

OBJECTIVES
Students will be able to discuss:

 How much and when to drink fluids

 Different types of fluids to drink. Sports drinks have carbohydrates (sugar) and electrolytes (chemicals like
sodium, potassium) that are important if you are excersising for more than 1 hour. Water is otherwise sufficient.

 Special circumstances requiring a change in fluids. Fluid intake should change based on circumstance that
change sweat rate.
a) excersise intensity
b) weather
c) body used to the heat (acclimatization)
d) medications
e) skin disorders (sunburn)

 How to calculate their sweat rate

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 SUGGESTED ACTIVITY
 The students will measure how much fluid they
consume in a gulp of water to estimate how many
gulps of fluid they’ll need to take in during training.
 Set up a water station with cups or water bottles
along the training route to practice drinking while
exercising.
 Measure sweat rate for each individual.
NOTES:
1 gram = 1 ml
1 kg = 1000 ml
1 kg = 2.2 pounds
1 pound = 16 ounce
1 ounce = 30 ml
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➽MEDICAL NOTES
FOR TEACHERS
T
 hirst is not a reliable indicator of the
need to consume fluids. In addition,
some individuals with special health care
needs do not recognize they are thirsty
and need to drink. Therefore, ensure all
students consume appropriate amounts
of fluid.
S
 ome individuals with spina bifida may
not perspire normally and, therefore,
may not be able to maintain normal body
temperature during prolonged physical
activity. It is important these individuals
are well hydrated.
T
 exas Children’s Hospital Sports Medicine
Clinic offers recommendations for the
prevention of heat injuries
(see Appendix on Page 44).
 Sweat rate can be calculated for each
athlete as follows:
a. Prior
 to exercise, weigh them in their
underwear after they have urinated (use
kilograms or divide pounds by 2.2 to get
kilogram figure).
b. Get dressed and exercise for 30 minutes.
c. Return to locker room where athlete will:
• urinate
• undress to underwear
• towel off any perspiration
• check weight on same scale
• Sweat rate = (weight in kg before – weight
in kg after) multiply by 2 = kg of sweat x
1000 ml/kg = ml/hour
This will be the amount of fluid this
individual would need to drink per hour of
exercise. There are 30 ml in one ounce of
fluid.
H
 eat injury occurs more commonly in
children because they become hot quick-
er and produce sweat less efficiently than
adults. They also have a larger surface area
with ratio that causes radiant heat from
the sun to increase their body temperature.
 WEEK 2 | NUTRITION
GOAL
Students will know the importance of nutrition in achieving optimal performance.

OBJECTIVES
Students will be able to discuss:

 The basic food groups (carbohydrates, proteins, fats) and other important nutrients (vitamins, minerals)

 The special nutritional needs of runners, especially female runners

 Simple ways to decrease less healthy foods/drinks

 Adolescent growth, development and nutritional needs during puberty

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 SUGGESTED ACTIVITY
 Have the students complete a three-day food record
during the first week of the training period and just
prior to the Fun Run.
 Have students design a four-week nutritional plan.
The plan should include the basic food groups. It
should also highlight nutritional needs for the adolescent
runner, as well as water and other fluid intake. If the
student is a female, special note should be given to
getting enough iron or calcium (see medical note 1).
➽ M E D I C A L N O T E S
FOR TEACHERS
F
 emale adolescents have daily dietary
requirements of iron (15-18 mg/d) and
calcium (1300 mg of elemental calcium per day).
H
 ealthy weight loss is 1-2 pounds per
week for those desiring weight loss.
3
 500 calories equals 1 pound of body
weight. One can of soda contains 140
calories; therefore, drinking 3 cans of
sodas a day will result in a weight gain
of 1 pound per week.

E VA L U AT I O N
Check student nutritional plans on a
weekly basis. Ask questions such as:
 How many glasses of water did
you average during the first week
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of the plan?
 Have you tried different types of
foods? If so, what?
 Did you change your eating habits
as a result of this assignment?
 Were you eating healthy foods
more often?
 If you changed your eating habits,
do you plan to continue this new
eating pattern?
 Were you able to influence family
members to participate in your
nutritional program? If so, who? How?
 Were you able to follow your
plan? If not, why?
(Teachers may want to have students
log what they actually ate.)
Note: Students may respond verbally or in writing.
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 WEEK 3 | PROPER RUNNING SHOES
GOAL
Students will understand the importance of proper running shoes and the
correct way to wear the shoes. EXERCISE
SUGGESTION
OBJECTIVES
Students will be able to discuss: To continue building
endurance, have students
 The different foot types (normal, flat, high arch) complete the following
• The “normal” or neutral foot type has a normal-sized arch and an imprint activity at least three times
that shows the forefoot and heel connected by a wide band. While run- during the third week of
ning, a person with a normal foot lands on the outside of the heel, then the program:
rolls slightly inward to absorb shock.
• The “flat” or pronator foot type has a low arch and an imprint that looks RUN: 3 minutes,
like the entire sole of the foot. While running, a person with a flat foot 30 seconds
usually strikes on the outside of the heel and rolls inward excessively. WALK: 30 seconds
• The “high-arch” or supinator foot shows a very narrow band connecting WHEELCHAIR: 4 minutes,
the forefoot and heel. This foot type is not an effective shock absorber. as tolerated
See page 40 for TEKS that
 How to determine what kind of feet they have relate to this chapter.

 The different parts of running / walking shoes

 The six different types of running/walking shoes

 The appropriate shoes for their foot type

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 SUGGESTED ACTIVITY
WET FOOT ON THE TOWEL TEST :
Have student place his or her wet foot in the middle of a
dry towel so the impression of the foot will appear. The
student will be able to identify his or her foot type.
Invite a guest speaker to address proper footwear, such
as a sports medicine physician, a representative from
the running community or a shoe salesperson from a
local running shoe store.
Ensure presenters stress the following: types of feet,
types of running and walking shoes, and how to select
the right shoe.
➽ M E D I C A L N O T E S
FOR TEACHERS
 Some students with special health care
needs may need to wear special shoes,
braces, or specially designed inserts that
support the foot and/or lower leg. Check
with the student and/or parent that the
equipment is fitted correctly and is
appropriate for physical activity.
 Most running shoes will last six to nine
months or 300-500 miles.

 The six types of shoes are:

• Motion control
• Stability
• Cushioned
• Lightweight trainers/racing
• Flats
• Trail shoes
• Walking shoes

 The best running shoe is the one that

fits well, feels comfortable, and is built
to support the differences in people’s
feet. Pronators need stability or motion
control shoes. Those with neutral and
high-arched feet need cushioned shoes.

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HIGH ARCH FA L L E N A RC H

E valuation
Based on the towel test
results, have students
identify their foot type
as well as the status of
their current shoe. Lead
a discussion focused
on the shoes today’s
adolescents are wearing.
The discussion should
target why students
wear the shoes, the
cost and how often
shoes are purchased.
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 W E E K 3 | P R O P E R R U N N I N G AT T I R E
GOAL
Students will know the importance of proper running clothing.

OBJECTIVES
Students will be able to discuss:

 The appropriate clothing for different weather

 The different types of clothes required for boys and girls

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 SUGGESTED ACTIVITY
Have the class participate in a “fashion show.” Solicit the
assistance of local sporting good stores for appropriate
clothing examples.
Have students create a poster illustrating proper running
wear.
NOTES:
When getting warmed up, you should be a little cool
because as soon as you start to exersise, your body will
start producing heat. If you start out comfortable or
warm, you are likely to be uncomfortably warm.
➽ M E D I C A L N O T E S
FOR TEACHERS
 Students who use walkers or wheelchairs
may want to wear gloves to reduce the
risk of developing blisters on their hands.
 Layering allows the individual to adjust to
changes in weather as well as changes in
body heat generated. The deepest layer
should allow sweat evaporation and the
outer layer should be water/wind resistant.
Middle layers should be designed for
warmth and insulation.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________
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_________________________________________________________

E VA L U AT I O N

Videotape the fashion

show! Make arrangements
to show the video to
parent groups (PTOs or
PTAs), community groups,
and students participating
in the Fun Run.

Poster ideas may be

displayed throughout
the school.
24
 W E E K 4 | T he C ardiovascular S ystem
GOAL
Students will improve their understanding of how the cardiovascular system EXERCISE
works during a running training program. SUGGESTION
OBJECTIVES To continue building
Students will be able to discuss: endurance, have students
complete the following
 The pumping action of the heart activity at least three times
during the third week of
 Cardiac pumping: cardiac output the program:
 What heart rate is and what happens to it after an effective RUN: 6 minutes
training program WALK: 30 seconds
WHEELCHAIR: 6 minutes,
 Changes to blood pressure after an effective training program 30 seconds, as tolerated

See page 40 for TEKS that

relate to this chapter.

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25
 SUGGESTED ACTIVITY
Divide the class into groups of four. Each group will
design a cross-country run. Plans for the running event
may include such categories as: distance, the estimated
run time, warm-up and cool-down time, rest and water
stations, first aid stations, procedures and guidelines for
the event, and all unsafe areas identified. Teachers may
designate a class period for each group to organize and
conduct the cross-country run. Each group will serve as
the event officials.
NOTES:
________________________________________________________
_______________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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________________________________________________________
_______________________________________________________
E VA L U AT I O N
Have students submit a
journal entry regarding
the group activity. Make
note of the experience
demonstrated while
officiating a running
event and personal
expectation of the
Kids’ Fun Run.
26
➽ M E D I C A L N O T E S
FOR TEACHERS
C  ardiorespiratory endurance will improve
in response to a running training program.
Numerous cardiovascular adaptations
occur in response to this training, including:
a. H eart size will increase secondary to
development (hypertrophy) of cardiac
muscles and increased size of the heart
chambers due to increased blood volume.
b. This hypertrophy of the cardiac muscles
means that the heart is stronger and can
pump blood more effectively. In other
words, cardiac output increases.
c. Because the heart beats stronger, the
number of contractions per minute (the
heart rate) will be lower after a training
program, compared to before the training
program. Specifically, in a sedentary
person, the resting heart rate will decrease
during the initial phase of a training
program by an average of one beat per
minute for each week in training.
d. The number of small blood vessels
(capillaries) to muscles involved with
training will increase resulting in greater
blood flow and oxygen delivery to those
muscles. This results in the person being
able to exercise for a longer period of
time.
e. Resting blood pressure typically goes
down to 11 mm Hg (systolic) and 8 mm
Hg (diastolic) in borderline hypertensive
or hypertensive persons after an aerobic
training program.
 F or a student with a heart or blood
pressure problem, his or her doctor
should approve participation or indicate
restrictions on physical activity.
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27
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28
 W E E K 5 | T he M usculoskeletal S ystem

GOAL
Students will understand how the musculoskeletal system EXERCISE
changes during a running program. SUGGESTION
OBJECTIVES To continue building
Students will be able to discuss: endurance, have students
complete the following
 What happens to muscles after a running program. activity at least two times
during the fifth week of the
 What happens to bones after a running program. program:

RUN: 9 minutes
WALK: 1 minute
WHEELCHAIR: 10 minutes,
as tolerated

See page 41 for TEKS that

relate to this chapter.

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29
 SUGGESTED
ACTIVITY
Discuss why muscles get
sore during the onset of or
change in exercise or physical
activity.
What happens to sore
muscles when an individual
continues to exercise or
participate in regular
physical activity?
| T e x a s C h i l d r e n ’ s H o s p i ta l | K i d s ’ F u n R u n
E VA L U AT I O N
Structure a set of
open-ended responses
to address progression,
muscle and bone
development and the
impact of running on
the muscles and bones.
30
➽MEDICAL NOTES FOR TEACHERS
 Lower extremity muscles may increase in size in response to a running training
program. For students who use wheelchairs, upper extremity muscles will
increase in size.
 Muscles and bones adapt to running training by becoming stronger as long
as the training is gradual and at an appropriate weight-bearing load for the
person. If the running program is too long, too fast or increases the training
volume too fast, muscles and bones can be injured in the form of strains and
stress fractures.
 Weight-bearing exercise can cause bones to be stronger.
 Muscles involved in running will have more small blood vessels (capillaries)
flowing into the muscles as an adaptive response to exercise. This means the
muscles can do more work (e.g., running faster and longer) after an effective
running training program.
 In general, the persons at risk to be injured when starting a running training
program are those who are least fit or have preexisting injuries.
 A student should consult a physician for advice about specific guidelines for
physical activity and exercise if the following symptoms occur: lower extremity
pains that persist for more than three days, swelling or redness, pain forces
the student to walk with a limp, or if the student awakens from sleep by
the pain. The school should send a form requesting the physician or staff to
write the diagnosis, what physical activities are allowed and which activities
should be excluded. A sample UIL Form is included in this guide (see PAGE 42).
The school may copy this form and send with the student for a physician to
complete.
 T he note from the physician should indicate which activities the student
could attempt to do, with the understanding that if the pain returns, exercise
should be discontinued.
W
 hile the student is recovering from an injury, stretching, strengthening,
endurance, and balance exercises specific for rehabilitating the injury should
be performed. Exercise to maintain general cardiopulmonary fitness should
be done. Riding an exercise bicycle during physical education class is often a
good way to improve the students’ cardiovascular fitness and make the legs
stronger, while letting overused injuries of the lower extremities recover.
These exercises could be done during the physical education class if the
student is unable to participate in the lesson plan for that day.
O
 nce the student has improved to the point where he or she is no longer
having pain with walking, they can progress to a jogging program, increasing
the jogging by five minutes every second or third day until they can jog for
15-20 minutes pain free. They can start running at 80 percent speed for a
few days and, if pain-free, can progress to sprinting, cutting and then to full
exercise without restriction.
W
 hen working with children with special health care needs, keep in mind
they may have a lack of or decrease in sensation. Therefore, the child may
not complain because he/she is not aware of personal injuries such as pressure
sores or muscle pulls. Remind the student to look for possible injuries by
inspecting under braces and looking for redness and swelling.
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31
 W E E K 6 | T he M E T A B O L I C S ystem
GOAL
Students will understand the effect of exercise on glucose, insulin, muscle and EXERCISE
blood lipids. SUGGESTION

OBJECTIVES To continue building

Students will be able to discuss: endurance, have
students complete
 How insulin helps glucose enter cells, where the glucose can be used to the following activity
produce energy. at least twice during
the sixth week of the
 How exercise increases the ability for glucose to enter exercising muscle cells program:
and produce more energy.
RUN: 13 minutes
 Why most energy comes from glucose in the blood in the first few minutes WALK: 30 seconds
of running. After a few minutes of exercise, glucose in the liver and muscles WHEELCHAIR:
is used for energy. As exercise continues, fat storage supplies the necessary 13 minutes, as tolerated
energy to continue the activity. See page 41 for TEKS
that relate to this
 How running uses approximately twice as much energy per mile as walking, chapter.
yet as the walking pace increases so does the energy use. Eventually, a person
can walk fast and use as much energy as if he or she was running.

 Why exercise tends to increase the good cholesterol and decrease the bad
cholesterol in the body.

 Running or walking 1 mile will burn about 100 kilocalories.

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32
 SUGGESTED ACTIVITY
 Research juvenile diabetes. Site the frequency of the
illness, types of treatment, and appropriate physical
activity for a student with diabetes.
 Repeat the instructions for T2DM.
 Have the students write an essay in response to the
following question: “What are the similarities and
differences between T1DM and T2DM?”
NOTES:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
E VA L U AT I O N
Have students submit a
written report. Student
volunteers may also
select to share (oral
report) their report
with the class.
➽ M E D I C A L N OT E S F O R T EAC H E R S
 Type 1 Diabetes Mellitus (T1DM) has
been referred to as “juvenile onset”
Diabetes Mellitus as it usually begins in
childhood or adolescence. In T1DM, not
enough insulin is produced; therefore,
glucose does not enter the cells of the
body as easily as it normally would. This
causes the blood sugar level to be high,
and the person can develop life-threatening
ketoacidosis.
 Type 2 Diabetes Mellitus (T2DM)
traditionally has been called “adult
onset” Diabetes Mellitus because it
was seen primarily in adults. However,
more children and teenagers are being
diagnosed with T2DM. This is because
obesity has increased among children
and teens, and obesity causes insulin
resistance. In T2DM the insulin level is
elevated, yet the cells of the body are
resistant to insulin (hence the term
“insulin resistance”) resulting in high
blood sugar levels. Usually these pa-
tients do not develop life-threatening
ketoacidosis.
 T2DM increases a person’s risk of heart
attack, stroke and kidney failure.
 The more physically active a person is,
the less likely he or she is to have T2DM.
 Evidence suggests that increased physical
activity can prevent or delay the onset of
T2DM.
 Physical activity tends to improve glucose
| T e x a s C h i l d r e n ’ s H o s p i ta l | K i d s ’ F u n R u n
control in persons with T2DM.
 Physical activity tends to improve the
good cholesterol (HDL) and decrease the
bad cholesterol (LDL) in persons with
T2DM. Exercise, in and of itself is not
directly associated with reductions in bad
cholesterol (LDL); however, to the extent
that exercise is associated with a reduction in
weight and body fat, it indirectly reduces
serum cholesterol. Aerobic exercise,
such as training for the Kids’ Fun Run, is
generally associated with an increase in
the good cholesterol (HDL).
33
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34
 WEEK 7 | REST AND SLEEP
GOAL
Students will know the importance of the recovery portion of a running
E xercise
training program.
S uggestion
To continue building
OBJECTIVES
endurance, have students
Students will be able to discuss:
complete the following
activity at least two times
 The benefits of planned rest
during the sixth week of
the program:
 The benefits of cross training
RUN: 15 minutes
 The best way to improve sleep
WALK: 1 minute
WHEELCHAIR: 15 minutes,
as tolerated

See page 41 for TEKS that

relate to this chapter.

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35
 SUGGESTED ACTIVITY
➽ M E D I C A L N O T E S
Have students chart the amount of time devoted FOR TEACHERS
to planned rest, training and sleep.
 Teenagers need approximately nine
TA K E H O M E AC T I V I T Y hours of sleep per night.
Have students review their journal or exercise log with
their family and compare their exercise program at the  Prolonged naps during the afternoon
start of the program to where it is currently. hours can interrupt restful nighttime
sleep.

 Sleep hygiene means avoiding naps and

getting 8-9 hours of uninterrupted sleep
at night.
NOTES:

_________________________________________________________

________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

________________________________________________________

_________________________________________________________

________________________________________________________
| T e x a s C h i l d r e n ’ s H o s p i ta l | K i d s ’ F u n R u n

________________________________________________________

E VA L U AT I O N

Develop a one-week
log. Students should
record the times for
each category.
Encourage students
to make personal
observations based on
charted information.
Have students explain
how they plan to
improve or change
behaviors.
36
 WEEK 8 | R A C E D AY P R O C E D U R E S

GOAL
Students will know the importance of race day preparation.

OBJECTIVES
Students will be able to discuss:

 The essentials of preparing for a race the night before, including:

a. Weather forecast
b. Proper clothing
c. Sleep
d. Mental preparation
e. Packing a race day bag

 Proper pre-race nutrition and fluid intake

 Proper warm-up and stretching routines

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37
 SUGGESTED ACTIVITY
Have students search the Internet to determine the
weather forecast for the week of the run. Based
on the weather forecast, students should prepare
a runner’s bag to include event schedule, parent
emergency numbers, running clothes, shoes,
warm-up and cool-down routine, water, sunblock
and healthy snacks.
T ake H ome A ctivity
Have students create an invitation and invite someone
to come with them to cheer them on at the Texas
Children’s Hospital Kids’ Fun Run.
➽ M E D I C A L N O T E S
FOR TEACHERS
 F or students who use motorized
wheelchairs, remind them to make sure
their batteries are fully charged before
the race.
 Although rest rooms will be available
during the race, individuals who are
catheterized or have special needs in this
area should make adjustments to their
personal schedules as necessary.

 For students who use medication, make

NOTES: sure they have adjusted their medication
times in consideration of the race and
________________________________________________________ activities.

 If a student’s medication causes

________________________________________________________ photosensitivity (prone to sunburn),
have the student wear sunscreen
_______________________________________________________ and a hat.

 A pre-race meal, easily digestible (low in

________________________________________________________
________________________________________________________
________________________________________________________
fats), should be consumed at least 60-90
minutes before the race, and should be
something the individual has consumed
before (to know they will tolerate the food).

________________________________________________________
| T e x a s C h i l d r e n ’ s H o s p i ta l | K i d s ’ F u n R u n

________________________________________________________

_______________________________________________________

E VA L U AT I O N

Review student
nutritional plans. Look
for frequency of meals,
types of foods and
fluid intake. Stress the
importance of being
prepared for the run
physically, emotionally,
mentally and nutritionally.

38
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39
 F U N R U N | T E K S O B J E C T I V E C O R R E L AT I O N
Texas Essential Knowledge and Skills are the objectives required to be taught by physical educators in class. The
Texas Children’s Hospital Kids’ Fun Run curriculum accomplishes some of those objectives. Listed below are the
objectives that correlate to each chapter.

WEEK 1 WEEK 2 WEEK 3

Describe selected long-term
benefits of regular physical activity.
Identify each health-related fitness
component and describe how
participating in cardiovascular
endurance, muscular strength and
endurance, and flexibility actions
impact personal fitness.
Recognize the effects of substance
abuse on personal health and
performance in physical activity.
List long term physiology and
psychological benefits that may
result from regular participation
in physical activity.
Assess physiological effects of
exercise during and after physical
activity.
List long-term physiological and
psychological benefits that may
result from regular participation
in physical activity.
| T e x a s C h i l d r e n ’ s H o s p i ta l | K i d s ’ F u n R u n
Identify each health-related
fitness component and describe
how participating in cardiovascular
endurance, muscular strength and
endurance, and flexibility actions
impact personal fitness.
Identify specific foods that contain
protein, vitamins, and minerals
that are key elements to optimal
body function.
Select and use proper attire that
promotes participation and
prevents injury.
Explain the effects of eating and
exercise patterns on weight control,
self-concept and physical performance.
 Select and use appropriate technology
Identify proteins, fats, carbohydrates,
water, vitamins and minerals as key
elements found in foods that are
necessary for optimal body function.
Recognizing harmful effects of
weather on muscles and bones.
Use equipment safely and properly.
S elect and use proper attire that
promotes participation and
prevents injury.
WEEK 4
Identify and know how to use
technological tools used for
measuring and monitoring fitness
parameters such as computer
programs, heart rate monitors,
skin-fold calipers and impedance
testing equipment.
Describe the effects of aerobic
exercise on the heart and overall
health.
tools to evaluate, monitor and
improve physical development.
Assess physiological effects of
exercise during and after physical
activity.
Select aerobic exercises and describe

Analyze exercises for their effects the effects on the heart and
on the body such as beneficial/ overall health.
potentially dangerous.

40
 F U N R U N | T E K S O B J E C T I V E C O R R E L AT I O N
WEEK 5
Describe the effects of aerobic
exercise on the heart and overall
health.
Assess physiological effects of
exercise during and after physical
activity.
WEEK 6
Match personal physical activities
to health-related fitness components.
Explain the effects of eating and
exercise patterns on weight control,
self-concept and physical performance.
Analyze exercises for their effects
on the body such as beneficial/
potentially dangerous.
Describe and predict the effects of
stress management techniques on
the body.
WEEK 7
Describe the effects of aerobic
exercise on the heart and overall
health.
 escribe the importance of goal
D
setting in improving skill.
Evaluate personal fitness goals
and make appropriate changes for
improvement.
Describe the importance of goal
setting in improving skill.
Make appropriate changes in
performance based on feedback.
| T e x a s C h i l d r e n ’ s H o s p i ta l | K i d s ’ F u n R u n
41
 P R E P A R TPREPARTICIPATION
I C I P A T I O N P PHHYSICAL
Y S I C AELVALUATION
E V A L U A-- TMIEDICAL
O N -HISTORY
M E D I C A L H I S T O RREVISED
Y 1-6-09
This MEDICAL HISTORY FORM must be completed annually by parent (or guardian) and student in order for the student to participate in athletic activities. These
questions are designed to determine if the student has developed any condition which would make it hazardous to participate in an athletic event.
Student's Name: (print) _______________________________________Sex __________ Age__________________Date of Birth ____________________________
Address _______________________________________________________________________________________Phone__________________________________
Grade_______________________________________ School ___________________________________________
Personal Physician ______________________________________________________________________________Phone__________________________________
In case of emergency, contact:
Name _________________________________Relationship __________________Phone (H) __________________(W) ___________________________________
Explain "Yes" answers in the box below**. Circle questions you don't know the answers to. Any Yes answer to questions 1, 2, 3, 4, 5, or 6 requires further
medical evaluation which may include a physical examination. Written clearance from a physician, physician assistant, chiropractor, or nurse practitioner is
required before any participation in UIL practices, games or matches
Yes No Yes No
1. Have you had a medical illness or injury since your last check ! ! 13. Have you ever gotten unexpectedly short of breath with ! !
up or sports physical? exercise?
2. Have you been hospitalized overnight in the past year? ! ! Do you have asthma? ! !
Have you ever had surgery? ! ! Do you have seasonal allergies that require medical treatment? ! !
3. Have you ever passed out during or after exercise? ! ! 14. Do you use any special protective or corrective equipment or ! !
Have you ever had chest pain during or after exercise? ! ! devices that aren't usually used for your sport or position (for
Do you get tired more quickly than your friends do during example, knee brace, special neck roll, foot orthotics, retainer
! ! on your teeth, hearing aid)?
exercise?
Have you ever had racing of your heart or skipped heartbeats? 15. Have you ever had a sprain, strain, or swelling after injury? ! !
! !
Have you had high blood pressure or high cholesterol? Have you broken or fractured any bones or dislocated any ! !
! ! joints?
Have you ever been told you have a heart murmur? ! ! Have you had any other problems with pain or swelling in ! !
Has any family member or relative died of heart problems or of ! ! muscles, tendons, bones, or joints?
sudden unexpected death before age 50? If yes, check appropriate box and explain below.
Has any family member been diagnosed with enlarged heart, ! !
(dilated cardiomyopathy), hypertrophic cardiomyopathy, long ! Head ! Elbow ! Hip
QT syndrome or other ion channelpathy (Brugada syndrome,
! Neck ! Forearm ! Thigh
etc), Marfan's syndrome, or abnormal heart rhythm?
Have you had a severe viral infection (for example, ! Back ! Wrist ! Knee
! !
myocarditis or mononucleosis) within the last month? ! Chest ! Hand ! Shin/Calf
Has a physician ever denied or restricted your participation in ! ! ! Shoulder ! Finger ! Ankle
sports for any heart problems? ! Upper Arm ! Foot
4. Have you ever had a head injury or concussion? ! !
16. Do you want to weigh more or less than you do now? ! !
Have you ever been knocked out, become unconscious, or lost ! !
your memory? Do you lose weight regularly to meet weight requirements for ! !
If yes, how many When was the last your sport?
times? 17. Do you feel stressed out? ! !
concussion?
How severe was each one? (Explain below) 18. Have you ever been diagnosed with or treated for sickle cell trait ! !
or sickle cell disease?
Have you ever had a seizure? ! ! Females Only
Do you have frequent or severe headaches? ! ! 19. When was your first menstrual period?
Have you ever had numbness or tingling in your arms, hands, ! ! When was your most recent menstrual period?
legs, or feet?
How much time do you usually have from the start of one
Have you ever had a stinger, burner, or pinched nerve? ! ! period to the start of another?
5. Are you missing any paired organs? ! ! How many periods have you had in the last year?
6. Are you under a doctor’s care? ! ! What was the longest time between periods in the last year?
7. Are you currently taking any prescription or non-prescription ! ! An individual answering in the affirmative to any question relating to a possible
(over-the-counter) medication or pills or using an inhaler? cardiovascular health issue (question three above), as identified on the form, should be
8. Do you have any allergies (for example, to pollen, medicine, ! ! restricted from further participation until the individual is examined and cleared by a
food, or stinging insects)? physician, physician assistant, chiropractor, or nurse practitioner.
9. Have you ever been dizzy during or after exercise? ! ! **EXPLAIN ‘YES’ ANSWERS IN THE BOX BELOW (attach another sheet if necessary):
10. Do you have any current skin problems (for example, itching, ! !
rashes, acne, warts, fungus, or blisters)?
11. Have you ever become ill from exercising in the heat? ! !
12. Have you had any problems with your eyes or vision? ! !
It is understood that even though protective equipment is worn by the athlete, whenever needed, the possibility of an accident still remains. Neither the University
Interscholastic League nor the school assumes any responsibility in case an accident occurs.
If, in the judgment of any representative of the school, the above student should need immediate care and treatment as a result of any injury or sickness, I do hereby
request, authorize, and consent to such care and treatment as may be given said student by any physician, athletic trainer, nurse or school representative. I do hereby
agree to indemnify and save harmless the school and any school or hospital representative from any claim by any person on account of such care and treatment of said
student.
If, between this date and the beginning of athletic competition, any illness or injury should occur that may limit this student's participation, I agree to notify the school
authorities of such illness or injury.
I hereby state that, to the best of my knowledge, my answers to the above questions are complete and correct. Failure to provide truthful responses could
subject the student in question to penalties determined by the UIL
Student Signature: _________________________________________Parent/Guardian Signature:____________________________________ Date: ________________
THIS FORM MUST BE ON FILE PRIOR TO PARTICIPATION IN ANY PRACTICE, SCRIMMAGE OR CONTEST BEFORE, DURING OR AFTER SCHOOL.
For School Use Only:
This Medical History Form was reviewed by: Printed Name ______________________________Date____________ Signature_______________________________
 P R E P A R T I CPHYSICAL
PREPARTICIPATION I P A T I OENVALUATION
P H Y S I C--APLHYSICA
E V ALL EUXAMINATION
AT I O N - P H Y S I C A L E X A M I N AT I O N
Student's Name _________________________________ Sex _______ Age _______ Date of Birth _________________________
Height ______ Weight________ % Body fat (optional) ________ Pulse __________ BP____/____ (____/____, ____/____)
brachial blood pressure while sitting

Vision R 20/______ L 20/___ Corrected: Y N Pupils: Equal Unequal

As a minimum requirement, this Physical Examination Form must be completed prior to junior high athletic participation and
again prior to first and third years of high school athletic participation. It must be completed if there are yes answers to specific
questions on the student's MEDICAL HISTORY FORM on the reverse side. * Local district policy may require an annual physical
exam.
NORMAL ABNORMAL FINDINGS INITIALS*
MEDICAL
Appearance
Eyes/Ears/Nose/Throat
Lymph Nodes
Heart-Auscultation of the heart in
the supine position.
Heart-Auscultation of the heart in
the standing position.
Heart-Lower extremity pulses
Pulses
Lungs
Abdomen
Genitalia (males only)
Skin
Marfan’s stigmata (arachnodactyly,
pectus excavatum, joint
hypermobility, scoliosis)
MUSCULOSKELETAL
Neck
Back
Shoulder/Arm
Elbow/Forearm
Wrist/Hand
Hip/Thigh
Knee
Leg/Ankle
Foot

*station-based examination only

CLEARANCE
Cleared
Cleared after completing evaluation/rehabilitation for: __________________________________________________________
_________________________________________________________________________________________________________
Not cleared for:_________________________________________Reason: _________________________________________
Recommendations: _________________________________________________________________________________________
_________________________________________________________________________________________________________

The following information must be filled in and signed by either a Physician, a Physician Assistant licensed by a State Board of
Physician Assistant Examiners, a Registered Nurse recognized as an Advanced Practice Nurse by the Board of Nurse Examiners,
or a Doctor of Chiropractic. Examination forms signed by any other health care practitioner, will not be accepted.
Name (print/type) __________________________________________ Date of Examination:_______________________
Address:_____________________________________________________________________________________________
Phone Number: _______________________________________________________________________________________
Signature:____________________________________________________________________________________________
Must be completed before a student participates in any practice, before, during or after school, (both in-season and out-of-season) or games/matches.
 H E AT I L L N E S S A N D H Y D R AT I O N R E C O M M E N D AT I O N S
PREVENTION
 Drink one to two cups of water two to three hours
before exercise.
 Stay in the shade as much as possible when not
competing.
 The best fluid to drink during competition is the
fluid you have been using during training.
 Drink the minimum of one to two cups of water
about every 20-30 minutes during competition.
The colder the water, the faster it is absorbed.
 Drink even when not thirsty. Thirst will under-
estimate how much fluid is needed.
 DO NOT TAKE SALT TABLETS. They are unnecessary
and may be dangerous.
 Wear loose fitting clothing (i.e., cotton blend/light
colored). The less clothing, the better.
 Do not drink sodas, caffeinated or carbonated drinks
or fruit juices during exercise.
Water is the best drink unless the exercise is
continuous and greater than an hour.
 Start conditioning slowly and before the actual
summer practice or training session begins.
 It takes 10-14 days of heat exposure (15 to 30
minutes in the heat) for your body to acclimate
to the heat.
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E A R LY W A R N I N G S I G N S O F H E AT I N J U R Y
 “Goose pimples” on chest and upper arms
 Headache
 Unsteadiness or dizziness
 Nausea
 Muscle spasms or cramps
 Muscle fatigue
P  rofuse sweating
If the athlete experiences these warning signs,
competition for that athlete should be stopped
and oral rehydration begun in a cool, shaded
environment. Consult the trainer or a physician.
L AT E S I G N S O F H E AT I N J U R Y
 Confusion
 Exhaustion
 Unconsciousness
 Dry skin
 Rising body temperature
V  omiting
At this stage, the athlete is in extreme danger.
A doctor should be consulted immediately and
emergency measures begun. Emergency medical
services (EMS) should be called for transportation
to an Emergency Center.
Remember that the effects of competing in hot
weather are additive. This means that one is more
likely to develop heat illness on the second or third
day of competition if attention is not paid to
drinking the necessary amounts of fluid during
the first two days of competition.
 KIDS’ FUN RUN GLOSSARY OF TERMS
PHYSICAL ACTIVITY
Bodily movement that is produced
by the contraction of skeletal muscle
and that substantially increases
energy expenditure. 
M O D E R AT E P H Y S I C A L
ACTIVITY
Activities that use large muscle
groups and are at least equivalent
to brisk walking. In addition to
walking, activities may include
swimming, cycling, dancing,
gardening and yard work, and
various domestic and
occupational activities.
­­
­V I G O R O U S P H Y S I C A L
ACTIVITY
Rhythmic, repetitive physical
activities that use large muscle
groups at 70 percent or more of
maximum heart rate for age. An
exercise heart rate of 70 percent
of maximum heart rate for age is
about 60 percent of maximal
cardiorespiratory capacity and is
sufficient for cardiorespiratory
conditioning. Maximum heart
rate equals roughly 220 beats per
minute minus age. Examples of
vigorous physical activities include
jogging, running, lap swimming,
cycling, aerobic dancing, skating,
rowing, jumping rope, cross-
country skiing, hiking, backpacking,
racquet sports and competitive
group sports (for example, soccer
and basketball).
PHYSICAL FITNESS
A set of attributes that persons
have or achieve that relates to the
ability to perform physical activity.
Performance-related components
of fitness include agility, balance,
coordination, power, and speed.
Health-related components of
physical fitness include body
composition, cardiorespiratory
function, flexibility, muscular
strength and endurance.
AGILITY
Ability to start, stop and move the
body quickly and in different directions.
BALANCE
Ability to maintain a certain posture
or to move without falling.
BODY COMPOSITION
The relative amount of body
weight that is fat and nonfat.
C A R D I O R E S P I R AT O R Y
FUNCTION
A health-related component of
physical fitness that relates to the
ability of the circulatory and
respiratory systems to supply
oxygen during physical activity.
C O O R D I N AT I O N
Ability to do a task integrating
movements of the body and
different parts of the body.
E X E R C I S E (exercise training)
Planned, structured and repetitive
bodily movement done to improve
or maintain one or more components
of physical fitness.
FLEXIBILITY
Ability to move a joint through
the full range of motion without
discomfort or pain.
MUSCULAR ENDURANCE
Ability of the muscle to perform
repetitive contractions over a
prolonged period of time.
MUSCULAR STRENGTH
Ability of the muscle to generate
the maximum amount of force.
POWER
Ability to exert muscular strength quickly.
SPEED
Ability to move the whole body quickly.
S E D E N TA R Y
Denotes a person who is relatively
inactive and has a lifestyle characterized
by a lot of sitting.
 U.S. Department of Health and
Human Services. Physical Activity and
| T e x a s C h i l d r e n ’ s H o s p i ta l | K i d s ’ F u n R u n
Health: A Report of the Surgeon General.
Atlanta, GA: Centers for Disease Control
and Prevention (CDC), National Center
for Chronic Disease Prevention and
Health Promotion, 1996.
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KIDS’ FUN RUN RACE COURSE