What Do You Think?

I'd like to comment on your videos that are available for order....are they captioned for hearing impaired people?

I'm a "new" senior and I rely heavily on captions for both videos and TV shows. Without them I'm severely impacted in the amount of information I can get from the showings.

I want to state emphatically that all videos must, and should be, captioned. If yours are already captioned please state that when offering them to be ordered; I will definitely never order an uncaptioned video of any type.

GKC

How do I make myself take walk everyday once I take and then no willingness in me I noticed this since long I am 66 years female and better healthwise

age 86 up by 8am at ymca by 9;30 gym room 1hr pool for 30 lengths macdonalds for coffee before 12 breakfast at home before 1 most weekdays for last 27 years it works for me tom s

My elderly friend suffers frequent painful spasms in the muscles of his lower back. He said he heard about how "trigger point injections" might help. I told him that no one really knows how a needle stick in the "knot" or "pain center" diminishes the spasm or relieves the pain. It's kinda like acupuncture in that often nothing is injected – it's a "dry needle" technique. If it helps, I said, well and good, but don't rely on it. There's no scientific evidence to substantiate the safety, reliability or effectiveness of this treatment method. Ben Goode
http://www.GoSeniorFitness.com

STarted this several years ago due to pain from arthritis. Got assistance from yoga instructor for a couple of years, got a DVD of yoga for people with arthritis, and results are great. Pain much reduced, or able to control it using the yoga and stretching so that it does not get bad. Also, functional ability of joints is much better.

Hello, this is not a comment for sharing it is a query about the suitability of the recommended flexiblity exercises 1 and 2 for people with osteoporosis. I understand that both bending forward and twisting at the waist may not be recommended for people with osteoporosis. Although the directions for the forward flexion of the spine flexibility exercise said to keep a straight back, the person in the illustration has a rounded back. As so many older people have osteoporosis, I think you should consider including a warning with these two activities. Thanks Susan

I started exercising again about a week ago, with doing my weights, ball, and walking. I have been out of work for over a year now, and have gained weight in that time. I am over weight to begin with, but was taking it off before I lost my job. I decided I needed to start walking and doing exercises again to get this extra weight off.
I have a bad back, with herniated disk and a slipped vertabrae to begin with, which makes it hard doing things for any lengh of time.Walking helps to ease up the pain, and helps to take off the pounds. Making better food choices also helps. I know getting off the extra weight will help ease up the pain in my spine, though I know with a bad spine, I won't be out of total pain. But losing the weight will help my total health in the long run.

I recently read your book, Exercise and Physical Activity. I disagree with your position regarding nutritional vitamin/mineral supplements.

I recently acquired a part-time, minimum-wage job after much time of being unemployed at 58 years of age. A priority of mine was to begin, again, taking such a supplement after several years of not doing so. I have read of several opinions stating that every adult in the U.S.A. should be taking such supplements because of the depletion of our soil. I would like you to review your stance on this subject. Thank you for your time.

Ken Kemerling.
209 Elm Street
Tarkio, MO 64491

ken@inmail.sk

March 13, 2011

My name is William McPherson, I am a semi-retired fitness professional living in Fredericksburg, Texas. Thanks for your indulgence to read and seriously consider the following. It will require considerable time and your effort is greatly appreciated.

I have visited the Go4Life website and other senior health and fitness websites provided by the Federal Government. There is certainly much available, however there is something of great significance that’s missing. I want to share my experience and offer an excellent idea.

As you will read in more detail later, I have conducted exercise classes at my local senior center for almost 5 years. What I’ve learned is the vital need for supervision. Many seniors have great trepidation about exercise in general and many others are intimidated by the Internet. This precludes the vast majority from benefiting from Internet exercise programs and information. Seniors are much more likely to participate in exercise programs that are supervised.

The local senior center is the best resource for senior exercise for a variety of reasons both social and economic. Most senior centers do not have adequate exercise programs. This is primarily due to lack of knowledge as to implementation. What is needed is a method of instructing facility directors with respect to productive exercise programs.

Below is an excerpt from my original writing:

Structuring the Senior Center Fitness Programs

The Federal Government is the best source through which the instructor based exercise programs should be presented. An instructional website should be developed providing specific instructions to both facility directors and exercise instructors. Efforts should be made to inform facility directors at every facility in the nation.

Instructions for Facility Directors

1. The importance of supervised exercise classes
2. How to choose a qualified instructor
3. How to promote the classes

Instructions for the Instructor

1. Why they should get involved
2. How the featured exercises are beneficial
3. Video and written instruction on each exercise routine
4. Video and written instruction on each mental exercise
5. Precautions when working with seniors
6. How to build the class

I have provided much more detail as you will see, and there’s much more to add to that. My goal and desire is to develop this into a teaching tool and make it available to every senior center in the nation. I would like to start a dialogue with the appropriate person who has authority to act on this issue.

Kind regards,

William McPherson

February 26, 2011

Hello, my name is William McPherson. I’m hoping this message can be sent to the appropriate person with respect to the promotion of senior health and fitness programs. I live in Fredericksburg Texas and have been Certified as Personal Trainer and Dietary Counselor (Cooper Institute) for almost 20 years.

During the past 5 years I’ve been volunteering at the local senior center. I conduct exercise classes. These classes have become very popular to the extent of expanding them, due to overcrowding, from a one 1 hour class three days per week to two 1 hour classes MWF 9-10am and 10-11am. The class format is very comprehensive and includes every aspect of senior health which is outlined below.

I strongly believe this format is extremely viable as a model for other seniors centers. Recently, I visited the senior centers in nearby Kerrville and Boerne. Though they have new state-of-the-art facilities, their senior fitness programs are quite desultory. I suspect this is the case throughout the nation. The activities director from the Kerrville center visited yesterday at my invitation. After she witness and participated in the activities she asked when could I come and lead the class there. I told her it would be necessary for me to train a qualified person in her area - the distance being too far for me to travel.

For some time I’ve been considering producing a teaching program which could be used as a tool for others to follow in the interest of incorporating the format into their senior activity programs. Such an undertaking would be quite painstaking given the comprehensive nature of the activities and objectives of those activities. A video and instruction manual would be required. This could all be done through the Internet.

Before committing to such and undertaking, I must be assured of its promotion. Below is an outline of the format for your review. Please understand the comprehensive nature of the format precludes a detailed accounting in this introductory message. It is my hope the pith of the format will be discerned and further inquiry will follow.

PROGRAM OBJECTIVES
ACTIVITIES
FITNESS AND MENTAL ASSESSMENTS
NURTURING NEW PARTICIPANTS
LOCATING A QUALIFIED INSTRUCTOR
EQUIPMENT COSTS
PROMOTION OF EXERCISE CLASSES
CONCLUSION

PROGRAM OBJECTIVES

The objectives of the exercise program format are to address each aspect of senior health:

1. Strength
2. Balance
3. Flexibility
4. Endurance
5. Weight Control
6. Coordination
7. Memory
8. Cognition
9. Listening Skills
10. Information Assimilation
11. Social Interaction

Below are examples of some of the exercise routines, it is impossible to describe them all.
Most of the routines are multifunctional making the most efficient use of time and efficacy. Two routines featured below should provide the reader with a general understanding to this point.

New participants are patiently guided and instructed. Proceeding at a safe pace is always advised.

ACTIVITIES

The classes are conducted in two segments. The first 30 minutes is primarily concerned with physical activities, though much mental activity is involved. The second 30 minutes is concerned with mental stimulation. At the beginning of the class chairs are arrange in a circle of a radius of about 10’ or so. Hand weights (1lb to 5lb), therabands and tennis balls are distributed.

Physical Activities

The activities usually begin with a warm-up of marching in place. Participants are in a circle and hold hands to help prevent falls. A spongy ball about the size of a softball is used for soccer during the marching in place activity. Everyone is urged to use caution and keep their eyes on the ball. A variety of stretching routines follow the warm-up.

A variety of strength activities are performed using the bands and weights. All major muscle groups are targeted, with emphasis on hip flexors, and core muscle groups. Endurance activities are performed which requires sitting and standing with the use of hand weights. Balance work is incorporated into these routines as one steps either to the front or side at the direction of the instructor. Much mental activity is designed into this activity. Everyone is encouraged to go at a safe pace. The instructor is vigilant to observe each class participant.

The same combination of balance and coordination activities are performed as the participants stand and place the band behind their back and under the arm pit while holding each end of the band. This is a comfortable position from which they can push the band with either arm. The instructor leads the participants to work thusly: step forward with the left foot and push with the right arm, i.e., “left front opposite” or right foot to the side and push with the left arm, i.e., right side opposite“. These routines can be done using the same step direction and same arm. There are many variations of movement incorporated into this activity.

The two routines mentioned here are excellent methods of addressing balance, coordination, endurance, cardiovascular, and upper and lower body strength. Cognition, listening skills and the ability to spontaneously assimilate new information as the movements change are greatly enhanced.

Other physical activities include: crunches, pulling the bands, hip raises of several varieties, shoulder press, lateral raises, biceps curls, triceps extension of several varieties, leg press and leg extension with bands, and a few others.

The instructor leads to class and performs the activities along with the participants. Critiquing to ensure proper performance and safety is ongoing.

Mental Activities (Brain ball - Games for your Brains)

The second 30 minute period is designed to enhance mental activity, i.e., hand-eye coordination, information assimilation, listening skills, problem solving, memory, and cognitive reasoning. A wide variety of activities and games are conducted. Below are a few examples. It is impossible to adequately describe the enthusiasm, jocularity, and intense interest taking place during these activities.

Participants sit in the chairs used in the physical activity portion of the class (circular formation). Chairs are placed about 3’ apart - further distance for smaller classes. Up to as many as 30 participants have been involved during one class. Tennis balls are distributed to each participant. Larger spongy balls are used for some games.

Dozens of variations and games have been developed. Each one has a specific design to address enhancement of mental acumen. Four criteria are emphasized: throwing accuracy, reaction time, memory, problem solving. Below are a few examples.

NOTE: Assessment Forms have been developed so each participant can assess their ability not only with respect to the following activities but physical fitness as well. More on this at the end of this message.

1. Throwing Accuracy

The goal of this activity is to bounce the ball directly at the catcher so the ball is easily caught. Participants are encouraged to evaluate their throws and make proper adjustments in height, speed and direction. The instructor provides instruction to help in this regard.

The activity begins with the instructor declaring who each participant throws to. For example, “6 neighbors to the left.” Each participant counts six persons (neighbors) to their left. They will throw to that person. Everyone is asked whether they have a problem figuring who they throw to. Everyone is instructed to bounce the ball (one bounce) to their instructed person, calling the name of the person prior to throwing. This ensures the person catching the ball is looking at the person throwing. No one is to throw a ball unless the person catching the ball is looking at the thrower. Everyone is instructed to focus on throwing accurately to the catcher. The challenge of looking back to the thrower once a ball is thrown is ever present.

2. Reaction Time

Many seniors have diminished reaction capability in many respects. This activity is designed to enhance that capability. Reaction time to the challenges within a game and adjusting to changes of games are assessed.

Reaction time is determined by the participants ability to react to the challenges of a given game or spontaneous changes of games. For example, in the basic throwing game described above, the ability of the participant to consistently catch and throw without delay is considered. Other reaction time challenges are faced when the games themselves change spontaneously. (See the Memory section below).

3. Memory

Many memory exercises are incorporated into the mental program. Remembering names of fellow participants is top priority. Recalling games played during a mental exercise session is another good example.

One excellent example of this is when the instructor calls upon a participant to declare a game. Let’s say Betty has been chosen to declare game 1 and she declares 7 neighbors to the right; that is game 1. Everyone plays that game for a minute or two then the instructor chooses another participant to declare game 2. All participants are encouraged to keep firmly in mind game 1 and the person who declared it. John is chosen to declare game 2 and he chooses 4 neighbors left. Everyone plays that game for a couple of minutes. Timeout is announced by the instructor and everyone is asked if they remember game 1 and who declared it. Once that is affirmed, the instructor announces the games are going to change spontaneously between game 1 and 2, e.g., “play game 1, now play John’s game, now play…….” The instructor announces the game changes. Each game is played for a minute or so.

For some, it is quite challenging to remember a previous game or the person declaring them in a two game series. Using 3 games is even more challenging. The instructor can easily identify those participants who have memory problems and work to improve it as with each activity physical or mental.

4. Problem Solving

Many seniors have difficulty with analytical reasoning and assimilating information. The ball games can be used to provide mental exercises to address these issues. Many problem solving situations have been developed. Some are easy and some very difficult. Two good examples follow.

Low Level Difficulty: The game 7 neighbors left has been declared. The game is played for a few minutes then the instructor asks the class to figure out who was supposed to throw to Betty. No banter, finger pointing or other gestures are allowed. Participants are asked to raise their hands when arriving at the answer.

High Level Difficulty: The game 8 neighbors right has been declared. The game is played for a few minutes then the instructor changes the game to one person to “your” right of the person you were just throwing to. The class is given time to figure it out and the instructor has the option of helping participants figure it out or not helping. No banter is allowed among participants while they are trying to figure it out. Everyone plays the new game for a couple of minutes then the action stops and the instructor asks everyone to figure out who was suppose to throw to John. The instructor provides the essential information: the game was 8 neighbors right, then it changed to one person to your right of that person. Participants are asked to raise their hands when arriving at the answer.

The instructor provides methods of figuring out these problems and works with those having difficulty.

Other Fun and Mentally Productive Ball Games

Two games have been developed designed to improve throwing and catching skills, cognition, memory, and visual conceptualization. There’s also a competitive component and awards for winning. Winners of a game are the “Champ” until dethroned. One game is played during each 30 minute session.

Hit The Ball

Everyone remains in their original chairs. Each player is given two balls. Everyone is asked to be quite during the initial stages as the instructor describes the game A game is declared, e.g., 5 neighbors left. Everyone is asked to look at the person that throws to them. A minute is allowed to figure this out and when done each person raises their hand. Some assistance may be required. The instructor describes what happens next and goes through the process to ensure everyone understands.

While the instructor looks at the person throwing to her/him, she/he stands up with one ball in hand and takes three normal steps directly toward that person then puts the ball on the floor at that point. The instructor describes these steps and advises everyone to listen carefully with no banter. The instructor then asks each participant to do the same - no talking allowed.

Once all balls are placed, each participant one by one is asked to identify who they throw to and if a ball is placed in line with that person. If a ball is out of line, the person that placed it is asked to correct the problem. It’s not uncommon for balls to be out of line and the instructor gently exhorts them to evaluate the problem.

Rules for Hit the Ball

The game is played as described in the Throwing Accuracy section above: all players are playing at the same time. The objective is to hit the ball (Target Ball) placed for them by the person they throw to. This suggests a perfect throw was made. One point is awarded for hitting the Target Ball and an additional point is awarded for any subsequent ball hit during that throw which may be within the Playing Field.

Rules and Scoring for Hit the Ball

* The Playing Field is the entire area in front of the players.
* Any ball which comes to rest within the reach of a player may be picked up.
* Any ball which comes to rest within the Playing Field and out of reach must remain there.
* The area behind where the players are seated is Foul Ground and balls may be retrieved. * All players must remain seated until a time out is called. Balls in Foul Ground may be retrieved then.
* One point is awarded for hitting the Target Ball and another point for any ball within the Playing Field hit during that throw whether it be the Target Ball or the Ball thrown. *One point is deducted for hitting the wrong ball first.
*One point is awarded if any errant ball hits a player’s Target Ball.
*No points are awarded for hitting balls in Foul Ground.
*Two one minute bonus periods are announced where players are awarded double points.
*Four 30 second time out periods are announced to tally scores and retrieve balls in Foul Ground
*The player who originally placed the ball replaces hit Target Balls immediately after the hit Target Ball comes to rest.
*Any player can call time out.
*The instructor should have plenty of balls at their chair and provide players with a ball if requested.

The instructor should be observant and vigilant to ensure all rules are complied with and everyone is enjoying themselves.

The Four Square Game

Maximum of 8 players is recommended. The game is best played with 1’ square tile flooring. Other flooring will work.

The Four Square Game is more challenging and rule intensive. This doesn’t mean it’s beyond the capability of seniors if cogent instruction is properly articulated. The goals are the same as the Hit the Ball game: to stimulate mental acumen, visual perception, memory and cognition. It’s also an excellent method of improving throwing accuracy.

Everyone remains in their original chairs. Each player is given six balls. Everyone is asked to be quiet during the initial stages. A game is declared, e.g., 5 neighbors left. Everyone is asked to look at the person that throws to them. A minute is allowed to figure this out and when done each person raises their hand. Some assistance may be required. The instructor describes what happens next, requests that everyone stay in their chair and pay close attention while going through the process of describing it to ensure everyone understands.

While the instructor looks at the person throwing to her/him, she/he stands up with four balls in hand and takes three normal steps directly toward that person then puts a ball in each corner of the nearest square. ( If the floor is not square tiling, an approximation is necessary ). The instructor describes these steps and advises everyone to proceed in the same fashion. No banter allowed.

Once all balls are placed and everyone has returned to their chairs, each participant one by one is asked by the instructor to identify who they throw to and if the balls are placed in line with them. If they are out of line, the person that placed them is asked to correct the problem. It’s not uncommon for balls to be out of line and the instructor gently exhorts them to evaluate the problem. The objectives and rules are then explained

Objectives: This activity is designed to enhance throwing accuracy. One by one each player takes turns throwing. Bouncing the ball inside the square without hitting any balls is the objective. This represents a perfect throw.

Scoring

* Each player gets two throws per turn.
* A Bonus Throw is awarded for each ball that lands inside the square without hitting any balls. On the line counts. A maximum of two Bonus Throws is allowed per turn except for the final round in which unlimited Bonus Throws are allowed so long as a ball hits inside the square.
* One point is awarded for each hit inside the square.
* One point is awarded for each ball hit should an errant Ball hit a player’s balls.
* Should an errant Ball come to rest inside a player’s square a double point is awarded should the player hit that ball first during a throw. Any subsequent ball hit as a result of that throw, an additional point is awarded for each ball hit.
* One point is deducted for any ball hit during a throw and an additional deduction of one point for any subsequent ball hit as a result of that throw.
* One point is deducted for any player who does not announce their score prior to their turn.
* No points are awarded or deducted for any balls hit in Foul Ground.

Rules

* Players must call their score prior to each turn.
* The Playing Field is the entire area in front of the circle of chairs.
* Players may retrieve balls they can reach from their chair.
* Balls which come to rest behind the circle of chairs is in Foul Ground and may be retrieved during time out periods. Foul Ground balls are considered “dead balls” and may be retrieved during time out.
* Players must remain in their chairs at all times, except during time out.
* Any player who touches a ball in the field of play losses one point for each ball touched.
* Any arrant ball that comes to rest in the Field of Play is to stay there.
* Any ball that touches a player and enters the Playing Field, that player is “liable” for that ball and losses one point for any ball it hits.
* Any ball that is thrown to another player ( a fellow player may need a ball to throw ), and it hits a ball in the Playing Field, the player throwing to the fellow player looses a point for each ball it hits.
* If a player throws a ball and hits a ball of their square, the player they threw to replaces that ball with a fresh ball after all balls have come to rest. Balls are not to be moved or removed from the Playing Field.
* Each player will have the same number of turns.
* If at least one player sees the ball as being “in”, the ball is considered “in”.

Other Games

A variety of other games can be played. One third of the balls are marked with red stripes, one third with green stripes and one third not marked. All balls are numbered from 1 to 8. This provides an interesting variety of games. Detailing all these game is beyond the scope of this introductory message.

FITNESS AND MENTAL ASSESSMENTS

Seniors involved in the exercise classes are encouraged to assess areas, both physical and mental, where they need improvement. Assessment Forms have been developed and assessment exercises are conducted. The entire range of fitness criteria are assessed, i.e., upper and lower body strength, flexibility, endurance, balance, weight, memory, reaction time, problem solving, and throwing accuracy. Results of the assessment exercises are entered into the Forms. One or two entire class sessions is required for Assessments. Re-assessments are conducted every three months.

NURTURING NEW PARTICIPANTS

The comprehensive nature of the exercise class format can be quite overwhelming to the new participant. The instructor exhorts members of the class to sacrifice attention from the instructor to themselves for the newcomer and do what they can to make the newcomer feel welcome. With gentle nurturing the new participant is more likely to make gains and become a regular member of the class.
Fees

Many seniors are on fixed incomes and unable to afford customary fees for such a class. These fees can range from $2 to $10 and more per class. An excellent method of offsetting fees is for the instructor to volunteer his/her time and a donation box be placed in the exercise room. Participants may then contribute as they are able.

LOCATING A QUALIFIED INSTRUCTOR

A qualified instructor is essential to ensure the exercises are performed safely and properly. Someone with a physical fitness certification or degree in exercise science is recommended. Individuals with these qualifications can be found within most communities. Most have a philosophy of serving people thus the likelihood they would volunteer to lead a class is quite high. A gratuity system of compensation would be additional motivation. Free meals should be considered for instructors.

The senior center Director should be responsible for locating a qualified person. Certified Personal Trainers and others qualified in the field can be found at local fitness facilities, through the newspaper, phone directory and Internet. Most will have little or no experience in senior group fitness that is one reason why a teaching tool like the one recommended here is so vital.

EQUIPMENT COSTS

Elastic bands (Therabands) and hand weights up to 5lbs are the only investment (other than chairs which are indigenous to the facility). These costs are small and within every facilities’ budget. Tennis balls can be acquired free from the local high school or tennis club.

PROMOTION OF EXERCISE CLASSES

The senior center Director, entire staff and Board of Directors should be active in promoting the classes. Promotion should be made through every possible source. Below is a list of viable methods of marketing and promotion. The President of the Board of Directors and the Facility Director should make frequent appearances to the class to show their praise and appreciation to the participants. Members of the Board should do likewise. They must see the classes for themselves, if not participate themselves.

1. Newspaper articles every week
2. Newsletters
3. Notices posted throughout the facility
4. Daily announcements during lunch
5. Monthly “introductory to the exercise class” seminars
6. Announcements during special events
7. Incentives (awards) to participants who bring a friend that becomes a regular participant
8. Monthly birthday parties for participants
9. Notices should be placed in assisted living facilities and senior-only apartments.

Updates should be provided during the Board of Directors meetings as to class participation and discussions about how to improve the program and its promotion. A subcommittee should be formed to help ensure the program is efficacious.

Many senior centers provide transportation to seniors for the meals on wheels programs. The same should be offered to those wanting to participate in exercise.

CONCLUSION

I often hear from the ladies and men in my classes about where they would be had they not been exercising with me over the time. Some say in a wheelchair or nursing home, others wonder if they would still be alive. I wonder where they would be if they lived in the two nearby towns mentioned above - those with grand facilities but inept fitness programs. Given the enormous contribution to our society by the senior community, they deserve health and fitness programs of the highest quality.

Please forgive my verbosity, I intended to be brief and concise. If fact, what has been said here is but an overview to a wonderfully comprehensive and well designed health program for the senior community.

I trust the reader is full aware of the tremendous underutilization of senior centers with respect to physical and mental fitness. It is also a fact that current governmental methods of promoting exercise for seniors falls far short of the need. What is critical are supervised classes with qualified instructors to ensure safety and maximum benefit. I sincerely hope you will work with me to develop this teaching tool and make it become a reality. Below is my recommendation for implementation.

Kind regards,

Bill McPherson
Fredericksburg, TX
830-998-0723
wellandfit1@yahoo.com
www.angelfire.com/biz2/wellandfit (former website)

Structuring the Senior Center Fitness Programs

The Federal Government is the best source through which the instructor based exercise programs should be presented. An instructional website should be developed providing specific instructions to both facility directors and exercise instructors. Efforts should be made to inform facility directors at every facility in the nation.

Instructions for Facility Directors

1. The importance of supervised exercise classes
2. How to choose a qualified instructor
3. How to promote the classes

Instructions for the Instructor

1. Why they should get involved
2. How the featured exercises are beneficial
3. Video and written instruction on each exercise routine
4. Video and written instruction on each mental exercise
5. Precautions when working with seniors

I can be having a bad arthritis day but I go to yaga class anyway. After class I feel wonderful, relaxed, with a lot less pain and a cheerful attitude for the rest of the day.

I also like to walk outside. One mile is the route I have mapped out in my neighborhood. As soon as I was able to get back out walking after knee replacement and hip replacement surgeries I went out and added a few blocks each week until I was able to do the mile in less than 30 minutes. That is the goal I set for myself: one mile in less than 30 minutes. It gets the heart rate up but does not stress the joints too much. I actually had a hip replaced and walked a 5K three months later!

As soon as I have the other hip replaced and can go into the pool, I will add swimming and jogging. The water bouys the body and I can enjoy jogging which I can't do anymore on the sidewalks or tracks.

Walking our dog in the morning - can't just say I don't feel like it - he must go, and so, I do too!
Yoga anytime.
Gentle stretching before bed.