EXERCISE DEFICIT DISORDER
Exercise deficit disorder is defined as low level of physical activity, existing in the absence of medication or treatment (Faigenbaum et al. 2012). Like any disease it manifests in symptoms such as childhood obesity, type 2 diabetes and cytopenia (a lack of basis strength, similar to muscular dystrophy). The World Health Organisation recommends 30-45 minutes of moderate to vigorous activity (MVPA). However, only 20% of children and adolescents are meeting these (MVPA) guidelines (Tremblay et al. 2014).
(Gallahue & Ozman, 2006). Additionally, this can be detrimental to self-competence, predisposing to poor self-confidence in later life (Faigenbaum et al., 2012; Myer & Faigenbaum, 2011). Therefore, it is best to find a solution to this issue of medically untreatable inactivity. Straccoilini (2013), Myer (2015) and Faigenbaum (2013) are making way with exercise assessments to identify children with Exercise deficit disorder, and send to specialists in paediatrics to help develop muscle strength, motor skills and healthy exercise participation.
Figure taken from Exercise Deficit Disorder in Youth: Play Now or Pay Later (Faiganbaum & Myer, 2012).
An initial reduction in functional movement skills (running, hopping, jumping), leads to a decrease motor skill competence and subsequently lower movement confidence. These then increase sedentary behaviour's, owing to an increased risk of disease and health adverse outcomes (type 2 diabetes and obesity).
Research of the human motor cortex of the brain shows that as ageing occurs the activity in this area decreases in its capacity to develop new motor skills (Fathi et al. 2010).
These findings of decreased motor cortex plasticity (ability to learn new skills) manifest in poor muscular control and skill development. (Fathi et al. 2010).
The importance of physical activity advertising is critical and raising awareness that early development of neuromuscular strength and motor control has substantial carry over into adulthood, enhancing future health and performance (Telama, 2009). This sedentary lifestyle in youth can see missed opportunities in later life in sports skills such as catching, kicking and hopping
children who fail to meet 30-45 mins (MVPA)
Expectations are placed on paediatricians to prescribe young patients with exercise as a means of enhancing the child’s physical activity. However, the majority of health professionals find this task to be challenging due to poor individual knowledge or experience in the area of the exercise intervention. As described earlier, Exercise Deficit Disorder is a relatively new diagnosis in response to the growing concern for children who fail to meet 30-45 mins of moderate to vigorous exercise per day (MVPA). There is the increasing need for health care professionals to identify children with EDD and prescribe prevention interventions. A solution would involve referral to an exercise specialist, one who has relevant experience in the development of strength and motor skills in youth. (Stracciollini et al. 2013)
Adaptations of the body occur from the nervous system to bring about strength gains. This, in turn, will initiate motor recruitment which is linked to coordination (Sallis et al., 2003; Robinson and Goodway, 2009). Hypertrophy has been a concept parents consider a fear the child becomes too muscular or slow in sport. Although, evidence suggests limited hypertrophy can occur in adolescence because minimal testosterone levels will prevent this from happening (Sallis et al., 2003; Robinson and Goodway, 2009; Robinson, 2011).
References:
Faigenbaum, A. D., & Myer, G. D. (2012). Exercise deficit disorder in youth: play now or pay later. Current sports medicine reports, 11(4), 196-200.
Faigenbaum, A. D., & Myer, G. (2012). Exercise deficit disorder in youth: implications for fitness professionals. ACSM’S CERTIFIED, 6.
Fathi, D., Ueki, Y., Mima, T., Koganemaru, S., Nagamine, T., Tawfik, A., & Fukuyama, H. (2010). Effects of aging on the human motor cortical plasticity studied by paired associative stimulation. Clinical neurophysiology, 121(1), 90-93.
Gallahue, D. L. Ozman. JC (2006). Understanding motor development: Infants, children, adolescents, adults.
Myer, G. D., & Faigenbaum, A. D. (2011). Exercise is sports medicine in youth: Integrative neuromuscular training to optimize motor development and reduce risk of sports related injury. Revista Kronos, 10(1).
Robinson, L. E., & Goodway, J. D. (2009). Instructional climates in preschool children who are at-risk. Part I: Object-control skill development. Research quarterly for exercise and sport, 80(3), 533-542.
Robinson, L. E. (2011). Effect of a mastery climate motor program on object control skills and perceived physical competence in preschoolers. Research Quarterly for Exercise and Sport, 82(2), 355-359.
Sawaki, L., Yaseen, Z., Kopylev, L., & Cohen, L. G. (2003). Age‐dependent changes in the ability to encode a novel elementary motor memory. Annals of neurology, 53(4), 521-524.
Strong, W. B., Malina, R. M., Blimkie, C. J., Daniels, S. R., Dishman, R. K., Gutin, B., ... & Rowland, T. (2005). Evidence based physical activity for school-age youth. The Journal of pediatrics, 146(6), 732-737.
Stracciolini, A., Myer, G. D., & Faigenbaum, A. D. (2013). Exercise-deficit disorder in children: are we ready to make this diagnosis?. The Physician and sportsmedicine, 41(1), 94-101.
Telama, R. (2009). Tracking of physical activity from childhood to adulthood: a review. Obesity facts, 2(3), 187-195.
Tremblay, M. S., Gray, C. E., Akinroye, K. K., Harrington, D. M., Katzmarzyk, P. T., Lambert, E. V., & Prista, A. (2014). Physical activity of children: a global matrix of grades comparing 15 countries. Journal of physical activity and health, 11(Supp 1), 113-125.