More Heart-Healthy Advice

Every child needs to learn the ABC’s of life. When it comes to establishing healthy habits, you can teach them how to “ABCDE” (Act Boldly to Change Diet and Exercise).

Why is this important?

• Good nutrition and plenty of exercise are the building blocks for strong growth, healthy development, and lifelong wellbeing for children.

• These days, too many children are not receiving the proper nutrition or enough exercise:

  • - They are not eating enough - an estimated 16 to 17 million children live in homes where they are at risk of going hungry (approx. 1 in 6 households).

  • - They are not eating enough healthy food – an estimated 1 in 3 children are overweight and about 1 in 6 (ages 6-17) are obese.

  • - They are not getting enough exercise – only 30% of children (aged 6 to 17) participated in 20 minutes plus of vigorous physical activity on a daily basis. Children need to get 60 minutes of exercise on a daily basis.

What are the benefits of good nutrition and daily exercise for kids?

Mental and behavioral benefits

• Good nutrition is essential to healthy brain development in children which is, of course, critical to learning.

• Children who exercise regularly and eat healthily are likely to:

  • - perform better academically 

  • - feel better about themselves, their bodies, and their abilities

  • - cope with stress and regulate their emotions better

  • - avoid feelings of low self-esteem, anxiety, and depression.

• Establishing healthy eating and exercise habits early in life can lead to long term healthy behavior in adulthood.

Physical benefits

• Children need a wide variety of nutrients (e.g., protein, complex carbohydrates, healthy fats, minerals, vitamins) to assist in their daily growth and development and to protect them from childhood illnesses.

• Daily exercise also helps children to build stronger muscles and bones and limit excess body fat.

• Healthy eating also cuts down on risk for cavities, eating disorders and unhealthy weight control behaviors (i.e., fasting, skipping meals, eating very little food, vomiting, using diet pills, laxatives, or diuretics), malnutrition, and iron deficiency.

• Healthy eating and consistent physical activity help to prevent chronic illnesses that appear in adulthood associated with obesity, e.g., heart disease, diabetes, high blood pressure, and several forms of cancer.

What are the effects of different settings on the eating and exercise habits of kids?

In the home:

• Lack of access to healthy, wholesome foods and inadequate physical activity - contributes to kids becoming overweight and not getting adequate nutrition for their growth and development. Children need at least 60 minutes of daily physical activity in the form of physical play or sports.

• Hunger – kids who do not get enough to eat are at risk of developing chronic health conditions, behavioral problems, academic struggles, anxiety, depression, and even obesity especially if they only have access to poor quality processed food.

• Unhealthy weight control behaviors - have been found to co-occur with obesity. Many adolescents, particularly teenage girls, have body image concerns and engage in these behaviors threatening both their physical and mental health. 

• Media effects –

  • - Food advertising - targeted at children is dominated by commercials for unhealthy food (e.g., candy, sugary cereals, sugary beverages, processed snack foods, fast food restaurants). Food advertising is pervasive and can be found on multiple media platforms (TV, web, and even embedded in computer games).

  • - Advertising by other industries - often objectifies girls and women, contributing to body dissatisfaction, eating disorders, low self-esteem, and depression.

  • - TV watching – television viewing is linked to childhood obesity because it displaces physical activity, increases snacking behavior while watching, exposes kids to potentially harmful advertising, and reduces their resting metabolism.

At school:

• Risks to academic achievement - result from children not getting adequate nutrition and physical activity. Hunger can be particularly damaging to children’s progress in school and cognitive development overall.

• Overabundance of unhealthy foods - too many schools offer poor nutritional choices in the form of unhealthy school lunches or even vending machines filled with candy, processed snacks, and sugary beverages.

• Lack of opportunities for physical activity - many schools have scaled back requirements for a daily recess and do not prioritize physical education opportunities for children at every age.

• Peer behaviors – peers can serve as remarkably powerful role models for children and may share their unhealthy eating or exercise habits with them.

• Stigma of being overweight – can lead to social and psychological distress (e.g., depression, low self esteem). Bullying and teasing from peers can be particularly damaging and teachers and school staff may attribute less desirable personality characteristics to obese youth and their families.

In the neighborhood:

• Overabundance of unhealthy foods – there are a growing number of communities called “food deserts” where supermarkets and grocery stores are scarce or charge higher prices for healthy foods than processed foods. In addition, many underserved communities are populated with fast food restaurants that are often located near schools and playgrounds.

• The built environment – lack of adequate and safe parks, bike lanes, playgrounds, recreational facilities, or walkways can restrict opportunities for children and teens to get exercise.

Why are you critical to establishing healthy behaviors in your kids?

• You are role models

  • - Children are instinctively primed to imitate their parents and caregivers. They are incredibly sensitive to the messages that are sent about eating and exercise. You exert the most influence on your children’s behavior and can model healthy attitudes and habits toward food and physical activity that persist as they grow up.

• You are gatekeepers

  • - Parents and caregivers control the types of food children have access to in the home and can maximize access to healthy, wholesome foods (fruits, vegetables, lean proteins, whole grains, and low-fat dairy).

  • - You can also monitor children’s diet, exercise, and limit media consumption (TV/video watching, web surfing, and videogames).

•  You are taste-setters

  • - Parents and caregivers significantly influence the likes and dislikes that children attach to certain foods. These influences can last a lifetime. Each of us can probably remember a favorite home cooked meal from our childhood. There is even research that suggests that this begins in infancy; children who are breastfed may be exposed to different flavors in their mother’s breast milk than the sugars and fats in infant formula. Breastfeeding may provide protection from the development of obesity.

  • - Eating with your children at regular family mealtimes can help establish positive nutrition habits and healthy weights for children.
    

• You are advocates

  • - Parents and caregivers can push local leaders to introduce affordable transportation (e.g., bus or shuttle lines) to supermarkets or grocery stores if there are none in their communities.

  • - You can call for the construction of parks or playgrounds and restriction of fast food places in your neighborhood.

  • - You can push school administrators to introduce after-school programs that incorporate physical activity or nutrition education, healthier school lunches, and policies that eliminate the use of vending machines on school grounds.

  • - You along with members of your community can volunteer to coach afterschool sports.

The story of a four-year-old boy in India who has been running distances of up to 60 kilometers has led to a lot of discussions, including among the Take The Magic Step® team. We spoke to Dr. Henning Ohlert about appropriate exercise for young children, as well as about some strategies for parents to deal with this issue.

Dr. Ohlert, 46, is a lecturer of training science at the University of Potsdam. He was a professional athlete for ten years, and as a 23-year-old ran the 800 meters in 1:45.9. He is working on a long-term study of motor skills and development of ten-year-old children.

©  Betty Shepherd

How much exercise can a child cope with?

Over the years, our attitude towards children’s capabilities has changed tremendously. Basically, you could say that children are “little champions of endurance.” The big advantage of children is that they stop what they are doing automatically when they feel that they are getting tired and reach their physical limits. If children are tired out during playing, they simply take a break, and once they have recovered, they get active again. I think that you cannot do anything wrong with children-you just cannot challenge them physically in the wrong way. They know how to adjust themselves, and will utter their disapproval when it gets too much for them. And this disapproval should be respected.

What you have to watch out for with children, however, is problems with their thermoregulation; that is, the loss of body warmth during physical activity. Children get red faces when they are playing, bouncing around or playing sports. The body warmth which develops causes fast panting while breathing. The reason for this is that their perspiration system with does not function as that of an adult yet. That’s why you have to be careful to prevent children from overheating. In general, however, children have quite a sensitive feeling for the right proportion of activity and rest. It is highly dangerous, though, what is demanded of the little boy in India.

How can parents tell what and how much they can expect and ask from their children?

I believe you can ask more from children than most parents would think. You can judge by certain subjective criteria if a physical activity is enough: the color of the skin (for example, if the paleness of the skin is extreme), the frequency of the breath, the heart rate as well as the quality of movements. You will realize pretty quickly that movements seem to become uncontrolled and the way children fall changes. These are clear indications for the necessity of a break.

© Betty Shepherd

At what age should children start to train on a regular basis?

In order to answer this question, you would have to define the term “systemically organized training” first. I think that until a child has reached the age of eight, we shouldn’t call it training. There is nothing wrong with daily exercise or physical activities. Children should be active in various non-specific ways and thereby gain a broad range of experiences. This is the best prerequisite for successful involvement in sports later on.

Is there such a thing as unathletic children?

In my opinion, there is no such thing as unsporty kids. At times someone gets called “unathletic” just because he is judged by certain skills and abilities. It is just normal, however, that you are not able to do things which you have never done or practiced before. Often you get also judged by your family background. But just because your parents consider themselves unathletic, it does not necessarily have to mean that the son or daughter is as well. Every child is athletic. The question is only if she is athletic enough to become a champion.

Don’t children have a natural urge to move?

Absolutely. Unfortunately, this urge is lost throughout the ontogenetic development. At puberty, this urge to move decreases. This is when young athletes often lose interest in their sport and don’t show up for training anymore.

Should parents try to intervene?

It would not be good if the enthusiasm for the sport got completely lost. It is normal and should be tolerated that there are phases of less motivation. You should still try to talk to your child, his or her coach and friends about the situation, options and possible wasted opportunities.

Children tend to change their enthusiasm for different things quite quickly. Today they are playing tennis, tomorrow they want to become a professional swimmer, the day after tomorrow a famous basketball player. Sometimes they are not sure at all. Should children do several kinds of sport or should they better concentrate on one?

I strongly recommend that children experience a rather broad range of physical activities. I assume that not every child should be trained to become a Davis Cup player. Instead, most children will just want to play tennis for fun, or they just want to go inline skating, running or play soccer. I am a great supporter of children practicing a variety of sports.

Is it naive to believe that children will be grateful one day if parents put some pressure on them and force them to keep up a certain sport, hoping that they will be successful and the sport turns out to be the right one for the child?

This wish or hope might be honorable, but children think differently. Children think very emotionally, and are not as rational as adults are. The reasons why children give up on something are not easily understood. A little bit of pressure might not be wrong. It is a great achievement, however, if children discover themselves what they like.

Should parents tell their children which expectations they have regarding their sporting performance?

Parents’ expectations should not put too much negative pressure on the children. There is a lot of evidence in pedagogy that children fail just because their parents were asking too much of them. Children often act paralyzed if they are put under too much pressure. Then they are often criticized for failing mentally, but no one realizes how much pressure has been put on them: “You have to do this, you have to do that!”

Parents have to learn to judge their children’s mental condition and figure out how they can teach them ambition and determination. As a matter of fact, a runner participates in a race to get to the finish line among the best and not far behind the first ones. Consequently, you can, of course, tell your children that sport is often about being better and faster than others. This should be done sensibly, however, and without any pressure. It is nearly impossible to get children’s enthusiasm back if you have put them off doing sports once and if sports have become a trauma for them. This is proven by scientific research. The next chance you get to convince them of doing sports again is when they have grown up and when stress at work and an unhealthy diet have caused health problems and the cardiologist tells them, “You have to get moving, you have to exercise!”

© Betty Shepherd

On the other hand, children are often highly motivated when their parents watch them at training or competitions.

It is obvious that children are extremely motivated when they realize that their parents fully support what they are doing. At some stage, however, their own motivation will become so high that they don’t need their mother’s or father’s support anymore. But even professional athletes are more motivated when their parents are in the stadium or along the race course, no matter if in tennis, soccer or running. The question is just how parents react to their children’s failure. It is important that you find out together-maybe even with the coach-where mistakes might have been made and how you could adapt the training. Children have to feel that you support them and don’t give up on them.

What should parents do if their child suddenly, after two years, does not like judo anymore and would rather want to do athletics or tennis? Should parents demand that their children continue doing what they have started to do and not to give up on something just because it is no fun at the time?

I don’t find it too bad to change from one kind of sport to the other. You should have a conversation and clarify why they don’t like the sport they used to do anymore. There are certainly understandable reasons for it. And if they are not understandable, you still should not act against your child’s wish.

What should parents do if they recognize sporting talent in their child, but are not sure if they want to support it?

If someone thinks his child has got talent in some area which is illustrated by being better at something than other children of the same age, I would recommend approaching a sporting club close by and asking if there are facilities to support this talent specifically. I don’t find it very good to place children in “talent factories” far away from home where they waste a lot of time traveling to and from the place. Children should be able to pursue their training without many hassles. If they further develop and prove their talent, there are more opportunities of support in young adulthood, such as elite sporting schools or scholarships.

And vice versa: How are mothers and fathers to act if children desperately want to become professional athletes, but just seem to lack the talent?

I would still give the child the same chances, as eventually the “moment of truth” will show if the child is as good as she thinks she is. In cases of constant failure, however, you should be honest with your child, and tell him that another kind of sport might be more suitable for him. There are a lot of children who change to another kind of sport after the advice of a friend or parents and who have become really successful at it. Children who are motivated and ambitious should initially do what they prefer and should try things out.

If parents for some reason think that they should apply sanctions against their child-maybe because of bad marks at school-are prohibiting going to training and doing sports reasonable disciplinary measures?

I find prohibiting sports as punishment pedagogically not wise. Children have a natural urge to move and to play in order to cope with stress and emotions, and you cannot just switch this behavioral pattern off. If they are aggressive at school, they will be aggressive at sports, too. But particularly here, those negative emotions can be turned around into positive ones-through the pure movement, through the contact with the coach, through the group dynamics in team sports where bonding and camaraderie are crucial.

Spectacular changes in growth and development characterise the first years of life. From birth to first steps, is an exciting and eventful time for parents and baby alike. Movement and play are part of development in the first years and may influence important physical activity habits and capacities in later years.

Physical growth in the first year

Your baby will grow quickly in the first year of life. The average full-term baby weighs 3500 grams (seven and a half pounds) and is approximately 50 centimetres in length. Boys and girls differ a little in birth weights, and there are small differences between birth weights of babies from different cultures.

Movement and development in the first year

Your baby’s growth and development may be variable from birth. Each baby goes through similar stages, in the same order, however the timing and rate at which stages occur can vary a lot among babies.

At first, babies’ movements are involuntary and part of the reflex actions they are born with. At about eight weeks, babies start to move their arms, legs and body purposely, for example, reaching to touch. Lots of time and practice allow babies to develop stronger, ’refined’ and more definitive movements, such as grasping objects.

Movement begins with reflexes. Some reflex actions are present at birth and others appear later, in the first few months of life. Reflexes have three main purposes:

Survival and safety (sucking for feeding and grasping)
Postural development (the pull to sit response, showing little or no head lag)
Development of muscles that are used in movement patterns later in infancy (the stepping reflex which occurs within the first weeks of life when baby is held under the arms and their feet are placed on a flat surface).

Why are movement and play important in the first year?
Play opportunities start from birth. Through play, babies learn movement, and how to interact with the environment and the people around them. Movement stimulates the senses (such as sight, sound, and touch) and challenges babies to learn new skills and emotions.

Tips for play

Parents are the ’best toy’ for their baby.
Babies respond best to faces (especially their parents’), patterns and strong colours.
Rhythm and music are important; they help to develop listening skills, language and coordination, and are a good way to encourage playful movements.
Indoor or outdoor settings can be used for play, as long as your baby is supervised and safe.

Tummy time and floor play

‘Tummy time’ can happen any time you carry, position or play with babies while they are on their stomach. ‘Tummy time’ is important for the development of sensory and movement control and needs to be part of baby’s daily routine from a very early age. By the end of the first year of life, your baby will have learnt about movements of the body and developed strength, body awareness and the physical skills needed for rolling, grasping, sitting, crawling and standing. For this reason babies need plenty of opportunities to play on their tummy during waking hours. To make the most of ‘tummy time’, you may like to get down on the floor with your baby, or place toys or objects around your baby that encourage grasping, leg kicking and head lifting. ‘Tummy time’ is safe and beneficial when babies are awake and supervised but never put your baby on their tummy to sleep. Always put your baby on the back to sleep, from birth. Safe sleeping habits can decrease the risk of SIDS and sleeping accidents.

Milestones in movement patterns

The first months
The first months of life provide plenty of challenges and lots of excitement and learning for your baby. Babies will gradually control their bodies and begin to learn how things work.

Objects and toys that are textured, colourful, make sounds and are ’graspable’ are best in the first months of life.

Three–four months

Reaching, finger play, grasping, leg and arm movements, rolling and head lifting are part of development from three to four months of age. Play ideas include access to rattles, mirrors (placed away from baby), tummy time mats, mobiles and toys that reward movements with sounds and music.

Four–six months

Your baby’s movement at four to six months includes rolling, moving forward, pushing the legs, grasping objects, developing stronger head control and developing moods and emotions. At five months a baby can grasp a toy with one hand, and then transfer it to the other. With help, a baby may also be able to lift up to a standing position as early as five months. At six months muscles are often strong enough for baby to sit, with support. At four to six months, toys that move, make sound, or vary in pattern, texture and colour, are appropriate.

Seven–eight months

By seven to eight months babies can use creeping, and bottom shuffling as their means of ’locomotion’ (moving). At seven to nine months babies may also start to crawl properly. At first, the arms tend to do most of the work, though very soon your baby will be able to move more smoothly and with very little effort. Between seven and eight months of age, babies may start to support their weight during standing.

Eight–12 months

At eight to12 months, a baby’s control of grasping is strong and refined enough to pick up some objects. Babies may begin to stand and progress to walking while holding furniture at around eight months of age. At approximately 12 months of age your baby may take their first steps to walking by pulling up on the furniture and moving round it. Eventually baby will stand back, holding on with one hand, poised to walk alone.

Babies of this age enjoy repetition through toys that prompt pushing and pulling, stacking and releasing and gentle, rhythmical sounds.

Role of parents and carers

Parents and carers are the most important people in a child’s life. For health and development, it is essential that babies and toddlers be given endless opportunities for movement and play. Although the role of a parent or carer changes over the years, it is vital to engage in some play and movement in the early years of life. Good role modelling from parents and carers may also help promote a life long enjoyment of physical activity. A love of outdoor play can start in the first few months of life with frequent pram walks and time spent outside.

Things to keep in mind

In the first years of life, sleep is essential. But it is important for parents to make the most of waking time for play, development, and movement.


Tips for parents to make the most of waking time

Spend time playing with your baby every day.
Ensure baby spends minimal time in infant carriers or seats.
Ensure baby spends minimal time in walking aids, indoor swings or baby bouncers as these limit free movement.
Ensure children under two are not watching television or other screen devices.
Provide daily play opportunities through a wide variety of interaction with parents and carers, and toys or play objects suitable for your child’s age.
Check for safety, never use balloons and objects smaller than the baby’s fist.
Check commercially available toys for age-appropriate labels.
Ensure play areas are safe and free of sharp or dangerous objects.