Healthy Hearts: An integrated method for learning the effects of exercise on the heart and applying heart rate zones

written by Martin Donahue, Slippery Rock University

Heart Rate Monitors are becoming more and more common equipment in Physical Education classes everywhere. Heart Rate Monitors (HRM) give students the opportunity to see how hard their hearts are working during periods of activity.

The purpose of this article is to describe a series of learning activities I have used to help students understand the cardiovascular effects of activities, and what is happening to effect the numbers on the HRM. The activities also include cross curricular and technology integration methods. I describe and use technology, science, and math skills in my classes. Include what you want. It all depends on your comfort level and the depth of knowledge and time available.

Realistically it takes 1 to 2 hours to complete all the tasks described below. I do include tips for multitasking and using time more efficiently. The most fit students can complete all the tasks in one hour, but this is the exception and not the rule. Other tasks can be done prior to the activity portions of the lesson.

The premise of these learning activities is that our bodies are the laboratories we need to see the effects of exercise on the heart. Students can learn how their bodies react to exercise, and when class information is compared students can learn how exercise can effect different people uniquely.

The next section describes a lesson I teach in which students learn their bodies, specifically their heart's, response to different exercise intensity levels. I will go through the steps I lead students through sequentially. Not all the tasks are necessary, but I believe they provide a richness and depth of understanding to help students be self reliant in pursuing their own cardiovascular fitness. I do not provide every detail on common skills. However, the web sites referenced provide additional details if you desire them.

Step 1: Find the carotid pulse. While not completely necessary, especially if using heart rate monitors, I believe it is important for students to know how to find their pulse. This allows them to do all of these tasks with or without a HRM. Finding a pulse also make the experience more realistic. A pulse if more tangible than numbers on a HRM. I like the idea of students becoming less and less reliant on HRMs. This starts the students off relating the HRM as a tool and not a necessary piece of equipment to work in zones.

Step 2: Determine and record the resting Heart Rate (RHR). This can be done quickly using a HRM or not. Depending on time, have students record resting heart rates while lying and standing. Lying Heart Rates will typically be a few beats lower because of the effect of gravity (Livestrong 2012). A great homework assignment is to have students record their heart rates at different times of the day, while relaxed, before a big test, or before a game. A content integration tip: have students graph resting heart rates they recorded at these times.

Step 3: Walk a lap around a 400 meter track, or quarter mile loop, at a brisk pace and record heart rate at the end. I do this before introducing target zones to give the students a frame of reference for speed and workload for the activities that follow. I realize tracks are not exactly a quarter mile, but for the ease of calculation it is close enough.

Step 4: Record time necessary for the heart rate to return to resting heart rate (RHR). Returning to resting heart rate is an important factor in determining cardiovascular health. It's not a topic I usually cover in this lesson, but in my opinion it is easier to at least introduce the concept here. Also, there are math, graphing, and reasoning skills that are easily integrated and applied in future lessons that collecting data now can facilitate.

Step 5: Calculate Maximum Heart Rate: This can be done as students are also timing the return to RHR. I use the simple formula 220-age. At the end of this article I included the handout I give students, that include the formulas and calculations students need.

The next steps are about calculating target heart rate zones. I prefer to do this one zone at a time for two reasons. First it helps students focus on one zone at a time. Second, for this lesson I like to have students record the time it takes for their heart to return to 'resting' before doing the higher intensity zones. This is not necessary, and does add wait time to the lesson, but I think it helps students develop a better understanding of the zones.

When I have had students go through the zones more quickly I feel they have missed some of the richness. The return to resting rate is also what quickly separates the time it takes the more or less fit students to complete the lesson. However, the math skills keep all students on task during the lesson. I will admit this is not the greatest lesson for physically active learning time, but the students are highly engaged cognitively, and activity time sacrificed now is well worth the future benefits. If you are not comfortable with the activity level, students can calculate heart rate zones as homework prior to class. This allows for more physical activity during class. Distances traveled, or time spent in each zone can be increased.

To calculate the target heart rate zone I use the Karvonen formula (Karvonen Formula 2012). There are other formulas; some HRMs do not use Karvonen, which is not a problem unless the preset zones are used. I use the target zones listed below (Rodriguez, 2012). I chose these because of ease of calculation, and I feel having multiple zones allows students opportunities to compare activities.

Step 6: Calculate a 50% target heart rate. I have included a calculation table which is part of the handout I give students for this lesson.

Step 7: Calculate 60% target heart rate (THR).

Step 8: Move ¼ mile staying within the Healthy Heart zone. Do not go over or under this level. Students can walk or run. This is where the initial walk prior to calculating zones is very helpful. It gives students a context about the speed of movement needed to stay in this zone.

Step 9: Rest, and record the time necessary for heart rate to return to resting.

Step 10: Record the time it took you to move ¼ mile while in the Healthy Heart Zone. How long would it take to move one mile? In 30 minutes how far would you move?

Repeat steps 6-10 for 70%, 80%, and 90% THR, except do not require students to run the entire lap at the anaerobic threshold. The instruction here is to stay in the zone and move as far as you are comfortable. Many will not be able to, it is a safety concern, and because this is the anaerobic threshold this intensity is not sustainable for the time necessary to improve cardiovascular health. I usually include questions here about why this level is not suitable for improving cardiovascular endurance, hoping students will realize it is not sustainable for 30 minutes because of risk of injury, it's not enjoyable, etc.

So this is the bulk of the lesson. It will take many students more than one hour to complete the tasks, especially while waiting for resting heart rate to return. Not only do student gain a deep understating of the target zones, but the teacher gets an idea of the fitness levels of the students.

Additionally, as I mentioned earlier, there is a lot of content integration ideas that can come from this lesson. First are all the math skills necessary to determine the target zones. When writing lesson plans for these activities, include the standards or core content from areas outside Physical Education to help advocate for the value Physical Education adds to school curriculum. Other integration ideas...

• Create a data chart for each class (leave student names off). Using the data, students can draw conclusions based on resting heart rate, recovery time, and speed of movement. Teachers can provide specific questions, or have students develop hypothesis and make conclusions. I have students record the data. To make life easier I use a Google docs spreadsheet or spreadsheet on my online learning platform.
• Use the chart to create graphs on individual student data, class data, and different classes can be compared, different activities can be compared, etc.
• Chart student progress over time. Revisit this lesson over time. Focus more on the activity time; shorten the recovery periods to shorten the time necessary for students to go through the zones. At this point students have a clear understanding of the zones, and the effect of exercise on the heart, so emphasis can be shifted to the activity. Have students recalculate zones based on improvements in resting heart rate.
• Have students compare the effects of different activities on the heart. Compare the heart rates during different units or activities. How is running different than basketball, trail running different than swimming? Have students explore activities of their choice, such as Zumba, dance, xc skiing.

Download handout

References

Johnson, J. (2011). Why does your heart rate increase when you are vertical vs horizontal. Retrieved December 20, 2012 from http://www.livestrong.com/article/351591-why-does-your-heart-rate-increase-when-you-are-vertical-vs-horizontal/

Karvonen Formula (2012). Retrieved December 20, 2012 http://www.topendsports.com/fitness/karvonen-formula.htm

Rodriguez, T. (2012) Heart Rate Training. Retrieved December 20 2012 from http://blog.iruninspired.com/2012/06/09/heart-rate-training/

Biography: Martin Donahue is an Assistant Professor in the Physical Education Department at Slippery Rock University. He received his B.S. at Castleton State College with concentrations in Teacher Education and Athletic Training. Dr. Donahue continued his education by receiving his M.S. in Athletic Training at Indiana State University. Traveling further west to New Mexico State University, he completed his Ph.D. in Curriculum and Instruction with an emphasis in Critical Pedagogy. Dr. Donahue is certified in Athletic Training. He is also certified in K-12 Physical Education and General Science in Texas.

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