http://vnweb.hwwilsonweb.com.mutex.gmu.edu/hww/results/results_single_ftPES.jhtml
This study addresses the positive effects of a multi-purpose exercise program on the Metabolic Syndrome in elderly women. The Metabolic Syndrome is a term that has is used to link coronary heart disease, hypertension, high blood lipids, diabetes (type II) and upper body obesity to insulin resistance and hyperinsulinemia. It has been observed that upper body obesity is associated with insulin resistance and that insulin resistance is highly correlated with increased risk for coronary heart disease, hypertension, and type II diabetes. It appears that obesity is the trigger that leads to metabolic syndrome.
Other studies have focused on specific exercise programs, such as specifically addressing muscular endurance (high repetitions, low weights) or muscular strength (low repetitions, high weights) in addition to a cardiorespiratory exercise program. The argument these researchers make is that a specific exercise program is difficult to adhere to and isn't as readily available to all individuals. The study that they propose is a multi- purpose exercise program (which consists of: an aerobic activity, a resistance training sequence, isometric strength training and dynamic strength training) and the effects it may have on metabolic syndrome as well as the level of adherence by the participants.
The results indicated that not only did the multi purpose program positively affect metabolic syndrome in its participants but the subjects in the control group who participated in a low volume, low intensity program also experienced positive affects to their metabolic syndrome as well.
In my teaching, we use articles such as this to not only emphasis the importance of fitness but to explore how different modes, intensity, duration, and frequencies affect fitness and health. Some theories of fitness that were the trend 10 years ago are now obsolete so it is important as an instructor to stay current with the latest research and convey the pertinent research areas to my students.
It would be good to learn more about strategies for teaching concepts such as these to classes, and how one would integrate this subject into, say, a 100- or 200-level class. Often the hardest part of teaching is the translation of the latest research into riveting learning.
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