CHAPTER 2

Understanding
the Growth and
Development of
Students
HOMER A. TACUBANZA, Ed.D.
Professorial Lecturer
Outcomes
Describe the need for physical activities.
Cite the stages of growth in students.
Understand the relationship between
physical activity and the development of
muscular strength, endurance and skeletal
growth.
Define aerobic capacity and discuss its
relationship to health and physical activity.
Understand how body composition affects a
child’s health and well-being.
Discuss the role organized youth sports
should play in children’s proper growth and
development.
Identify the guidelines necessary for
students to exercise safely.
Describe the proper approach to distance
running and weight training for
preadolescence students.
THE GROWING CHILD
The growth patterns of student are generally
controlled by their genetic makeup.
although unhealthy environment can
negatively affect proper growth and
development, this section examines
maturation patterns common to most
student. While all student follow a similar
growth pattern, each child’s timing is
unique.
GROWTH PATTERNS
BODY PHYSIQUE
A child’s physique (somatotype) affects
motor performance quality . Sheldon,
Dupertuis and McDermott (1954)
Developed the original scheme of
somatotyping. identifying three major
physiques: mesomorphy, ectomorphy and
endomorphy . Rating is assessed in
standardized on a seven point scale, with
one the least expression and seven the most
expression with a specific component.
Mesomorph
A mesomorph has a predominance of
muscle and bone and is often labeled as
“muscled”
Ectomorph
An ectomorph is extremely thin, with a
minimum of muscle development , and
characterized as “skinny”. Ectomorphic
student may be less proficient in activities
requiring strength and power but are able
to perform well in aerobic endurance
activities such as jogging, cross-country
running and track and field.
Endomorph
Endomorph is soft and round , with an
excessively protruding abdomen.
Endomorphic student may perform poorly
in many areas including aerobic and a non-
aerobic skill oriented activities. Overweight
student at a disadvantage in all phases of
physical performance.
SKELETAL MATURITY

Physical maturity greatly affects a students

performance in physical education.
Maturity is usually measured by comparing
chronological age with skeletal age.
Ossification (hardening) of the bones
occurs in the centers of the bone shafts at
the ends of the long bones (growth plates).
The rate of ossification accurately indicates
a child’s skeletal age.
MUSCULAR DEVELOPMENT
AND STRENGTH
In the elementary school years, muscular
strength increases linearly with
chronological age until adolescence, when a
rapid increase in strength occurs.
When difference in strength between the
sexes are adjusted for height, there is no
difference in lower body strength from ages
7 to 17.
When the same adjustment between the
sexes is made for upper-body strength ,
however , boys have more strength in the
upper body in the upper extremities and
trunk.
Muscle fiber type and
performance
People have a genetically determined number
of muscle fibers. Muscles become larger
when the size of each muscle fiber
increases- that is, the size of muscles is
determined first by the number of fibers and
second by their size.
Our muscles therefore are somewhat limited
by our genetics.
Skeletal muscle tissue contains both fast-
contracting fibers and slow contracting
fibers.
RELATIVE STRENGTH AND
MOTOR PERFORMANCE
Strength is an important factor in
performing motor skills.
The factor identified as performance was
strength in relation to body size.
This lack of strength in relationship to body
size causes overweight children to find a
strength-related student much more difficult
than the task would seem to normal-weight
student.
OVERWEIGHT AND
PHYSICAL PERFORMANCE
Overweight student seldom perform
physical activities on par with learner
student.
This is due, in part , to the greater metabolic
cost of the overweight child’s exercise.
Overweight children require a lot of higher
of oxygen uptake to perform a given task.
TEACHING SPECIALIZED
MOTOR SKILLS
Most student will participate in some type
of activity, sometimes only because their
parents want them to.
Physical educators can offer expert advice
to parents and community leaders.
ALLOW STUDENTS TO LEARN ALL
SKILLS AND PLAY ALL POSITIONS

All student deserve an equal opportunity to

learn sport skills ,teachers must ensure that
all student play all position and receive
similar amounts of practice
ENSURE SUCCESS FOR ALL
STUDENTS
The willingness to try new experiences and
participate in activities is driven by how
people feel about their ability level – their
perceived competence. Perceived competence
becomes more specific as student mature.
Young students think they are good and
competent at everything. As they become
older (i.e., third or fourth grade), they stat to
realize that other student are better in some
areas
ASSUME ALL STUDENTS HAVE THE
ABILITY TO ACHIEVE

Even though teachers and parents make early

judgment about children’s potential, it is
difficult to identify outstanding athletes in the
elementary school years, In a study by Clark
(1986), athletes identified as outstanding in
elementary school were seldom outstanding in
junior high schools, and prediction based on
elementary school performance were correct
only 25%
STARTING YOUNG DOES NOT
ENSURE EXCELLENCE
There is no evidence that having a child
participate in sports at young age will make her
an outstanding athlete (Figure 2.8). In fact,
many professionals athletes did not play their
sports of excellence until they were in high
school. Many parents and coaches push to have
children start competing in a sport at an early
age because it creates the perception that better
athletes are developed by age 8-9
SAFE PHYSICAL ACTIVITY
FOR A STUDENT
As in most things, moderation is the key to
ensuring that student are safe and grow up
enjoying physical activity. Moderate
exercise, coupled with opportunities to
participate in recreational activity, develops
a lasting desire to move.
DISTANCE RUNNING
This should be trained in developing proper
training schedules and qualified to educate
runners and parents on issues related to
running, including the effects of weather
and hydration.
Most importantly, as with any physical
activity. The child must enjoy running, be
free of injury and have no fear of parental
or peer pressure.
Fitness Testing Considerations
Teachers often test student at the start of
school year in one-mile run/walk or some
high other high-effort aerobic test. This
practice should be discourage since many
student may not have the necessary
conditioning to participate safely in these
activities.
RESISTANCE TRAINING
Used here to denote the use of barbells,
dumbbells, rubber bands, medicine balls
body weight, or machines as resistance.
This is sharp contrast to weight lifting and
power lifting which are competitive sports
for determining maximum lifting activity.
REFLECTION AND REVIEW
How and Why
How have your views of what is
appropriate for student change after
reading this chapter.
Why is it important for physical education
teachers to understand the growing student?
How might physical education be different
for an overweight student as compared to a
leaner peer.
Should student under 9 years old be
allowed to play youth sports?
Is fitness testing in elementary/ secondary
physical education appropriate? Defend
your answer.
Reference and suggestions
Duda, M. (1986) prepubescent strength
training gains support. The physician and
sports medicine, 14(2), 157-161
Shepard R,J. (1984) Physical activity and
child health. Sports medicine,1, 205-233
Bar-or, O. 1983. Pediatric Sports medicine
for the practitioner. New York: Springer-
Verlag
Websites
Children’s Health www.aap.org
Fitness Tests www.presidentschallenge.org
Strength training and children
www.acsm.org
THANK
YOU!!!