Class Physical Exercise in Children and Adolescents

This CU focuses on the area of physical activity and exercise in children and adolescents and aims to provide students with knowledge of the current recommendations on physical activity, sedentary behavior and sleep for children and adolescents issued by the main world reference bodies in the field. It is also intended that students develop skills in the assessment of physical activity and physical fitness related to health and performance in children and adolescents, as well as in the prescription of physical activity in these age groups. Lastly, this CU seeks to provide knowledge on physical literacy and develop students? skills on its assessment and promotion. This CU is the only one in the study cycle that specifically addresses the pediatric population, and as such, it is of paramount importance in providing students with a solid body of knowledge in this area. The CU is therefore linked to the others by an approach that aims to integrate previously acquired knowledge.

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1. Physical literacy in children and adolescents Definition and dimensions of physical literacy. Tools for assessing physical literacy. Strategies to promote physical literacy across different dimensions. 2. Assessment and monitoring in pediatric populations Anthropometry and body composition: protocols, practical applications, and limitations. Protocols and batteries for assessing health- and performance-related physical fitness. Integrated monitoring of 24-hour movement behaviours (physical activity, sedentary behaviour, sleep) and critical review of national and international guidelines. Analysis, critical interpretation, and pedagogical use of results. 3. Exercise and health Role of exercise in the prevention and treatment of overweight, obesity, and cardiometabolic diseases. 4. Domains of intervention School-based intervention: curriculum integration and extracurricular projects. Strategies to engage families and communities in promoting active lifestyles.

In this CU, expository and experiential learning methods will be used. The continuous assessment regime includes two individual components: reading reports of scientific articles (50%), designed to develop critical analysis skills of the evidence; and quizzes carried out during classes (50%), aimed at assessing the consolidation of theoretical and practical content. Grades below 9.5 are considered insufficient. A minimum attendance of 70% of the total number of classes is required. The final grade must be higher than 9.5. Students who do not achieve approval may take the resit exam. The resit exam (written test) will cover the entirety of the syllabus content.

ACSM (2018). ACSM's Guidelines for Exercise Testing and Prescription (10th edition). Baltimore: Williams & Wilkins. Cattuzzo, M. T., dos Santos Henrique, R., Ré, A. H. N., de Oliveira, I. S., Melo, B. M., de Sousa Moura, M., ... & Stodden, D. (2016). Motor competence and health related physical fitness in youth: A systematic review. Journal of science and medicine in sport, 19(2), 123-129. Harris, J. e Cale, L. (2019). Promoting Active Lifestyles in Schools. Human Kinetics Publishers. Newell K, Wade M G. (2018). Physical Growth, Body Scale, and Perceptual-Motor Development. Advances in Child Development and Behavior. Elsevier Inc, volume 55 Tremblay MS, Carson V, Chaput JP, et al. (2016). Canadian 24-Hour Movement Guidelines for children and youth: an integration of physical activity, sedentary behaviour, and sleep. Applied Physiol Nutr Metab, 41(6), S311-S327. Whitehead, M. (2010). Physical Literacy throughout the Lifecourse. Routledge. NY, USA.