Attention Deficit Hyperactivity Disorder (ADHD) is condition that makes it hard for children to control their behaviour and concentration. It is estimated that around 2-3% of children have ADHD. At present the condition is more common in boys, however this may just be that it is less diagnosed in girls.

There are three main characteristics of ADHD, they are inattention, hyperactivity and impulsiveness, and in general these symptoms appear early on in a child’s life. The process of accurately diagnosing a child with ADHD is very complex, as many children naturally display ADHD-like behaviour. Just because a child appears not to be able to pay attention, or to not concentrate, doesn’t lead to an automatic diagnosis of ADHD. There are three types of ADHD recognised by professionals; the predominantly hyperactive-impulsive type, the predominantly inattentive type and the combined type (who show both inattentive and hyperactive-impulsive behaviour).

Hyperactivity-Impulsivity.

Those children showing hyperactive behaviour traits are constantly active and on the go, they may talk non stop and have difficulty sitting down calming for any length of time. Impulsive children are unable to control their immediate reactions; they fail to think before they act, this may be seen with spontaneous comments or an inability to wait patiently for anything.

The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) states the following as signs of hyperactivity-impulsivity:

• Feeling restless and fidgeting with hands and feet.
• Being unable to sit quietly when expected.
• Shouting out answers before questions are finished.
• Difficulty in waiting their turn.

Inattention.

Children showing signs of inattention tend to become easily bored and lack commitment to any particular task. They struggle to focus on learning new skills and become easily bored. Inattentive children often have difficulty at school and find homework particularly hard.

The DSM-IV-TR gives the following as signs of inattention:

• Becoming easily distracted by small noises and movements.
• Moving from one activity to another without ever finishing them.
• Not paying attention to details and making lots of basic, simple mistakes.
• Not following instructions and often losing things.

Children that are diagnosed with the predominantly inattentive type of ADHD are rarely impulsive or hyperactive. However they do have difficulty paying attention and often appear to be day dreaming. They may not act mischievously and be a disruption to the class, yet these children struggle to fully understand instructions and can appear distant. As their symptoms are less obvious and disruptive than those displayed by hyperactive-impulsive types, their problems can be easily overlooked.

Many children act impulsively at times, many children fail to pay attention at times, and many children appear hyperactive at times, yet not every child acting in this way has ADHD. To be diagnosed with ADHD a child must display these behaviours to such a degree that is not normal for their age. These behaviours must also appear early in life, before 7 years old and be present for at least 6 months. On top of this, the behaviours must cause disruption in at least 2 areas of their lives, such as in class, in the playground, at home or in social situations. Therefore a child, who displays symptoms of ADHD, without them disrupting their school life, friendships or home life, would not be diagnosed with ADHD.

  It is important to find someone that has been specifically trained to diagnose ADHD, as it can be a complex assessment. Specialists will usually look at whether there are any other situations in the child’s life that may have led to these types of behaviour. Typically these may include a death of a parent, a divorce, middle ear infections causing hearing problems, a learning disability, or anxiety and depression. The specialist will then look at the nature of the child’s school life, to see if it is overly stressful, and the way in which parents and teachers respond to the child’s symptoms. Teachers will often be asked to assess the child’s behaviour and to evaluate it using behaviour rating scales. This way, subjective judgements can be made as to the degree of each behaviour. The child will also be directly assessed by the specialist, who may also interview other adults who come into contact with the child, such as a baby sitter, football coach or other family members. Once all the information has been gathered, the specialist will piece together an overall profile of the child. This will then be compared to the official ADHD-like behaviours listed by the DSM-IV-TR. Criteria then need to be met, such as; which symptoms does the child display? How often? For how long? At what age did these symptoms begin? To what degree do these behaviours affect aspects of the child’s life?

 A correct diagnosis can help the child and their family move forward and have a better understanding of the problems, rather than simply being labelled a ‘naughty’ child. Parents and teachers are likely to be able to deal with the behavioural problems in a more educated way. There is lots of information available for families, to help them be more informed about ADHD sufferers, and to learn what can be done to help the child.

 

Growing Up With Chiropractic

Tim Errington BSc DC

Marbella Chiropractic

A healthy body and mind is the greatest gift that a parent can give their child. But childhood can be a dangerous place, and accidents and postural distortions can be the cause of terrible problems later on if they are not treated early enough.

You are probably unlikely to see a 6 or 7 year old bending over to pick up a toy suddenly freezing in pain whilst exclaiming “Oh, my back’s gone again.”  However, these familiar problems that manifest in adulthood certainly can start in childhood or even as early as during the birthing process.

Despite many mums nowadays favouring a more ‘natural’ childbirth one of the most traumatic events of life can be a child’s actual entry into life through the birth canal. Long labour or the use of intervention whether it be suction, forceps, Caesarean section or extensive pulling on the baby’s neck, may have stressed their delicate spinal tissues. Add the possibility of improper lifting of the infant out of a car seat or during a nappy change, and these seemingly minor spinal traumas can affect the spine and nervous system, and result in the presence of vertebral subluxation (when the bones in the spine, or vertebrae, lose their normal motion or position).

Unfortunately, these situations may not be immediately noticeable until the child ails. Many parents report that when their infant was given a chiropractic adjustment, their quality of life very quickly improved, with a reduction or complete resolution of common infant ailments such as colic, poor appetite, reflux, earache, respiratory problems and allergies.

When your child takes the first few adventurous steps toward walking, they stand next to the table or couch, wobble back and forth a little bit, take one or two hesitant steps toward the middle of the room … and then plop onto their bottom. In some instances, the child doesn’t make it far enough away from the table or chair and hits their head on the furniture.

As your children grow they go from helpless infants into fearless adventurers. Kids love rough play, they fall, bang together, scratch and cut themselves and get bruised. Parents are usually careful and treat open wounds so that they heal better and don’t leave a scar behind. Most parents however don’t know that there are such things as invisible wounds, which can endanger the child’s future health. These continuous bumps and falls can have a cumulative effect and eventually often cause strain and trauma to the spine. When spinal bones lose their normal position or ability to move during this stage of tremendous physical growth, possible permanent deformities (spinal asymmetry) can occur. Left uncorrected, these small cumulative traumas potentially can have far-reaching effects.

Many common childhood disorders may be the result of nervous-system interference or malfunction caused by spine-related problems or ‘vertebral subluxations’ such as a weakened immune system and digestive, hormonal, respiratory or learning disorders. This is just the tip of the iceberg, but appropriate chiropractic care can help locate and correct these problems and restore normal spinal and nervous-system function.

The function of every organ, every tissue and gland, in fact every cell of the body, is regulated by the nervous system.  Even a slight irritation or injury to the root of the nerve, where they leave the vertebrae, can result in a shortened or heightened nerve function. If the nerve impulses don’t function correctly, then the corresponding part of the body will lose normal function.

• Delicate nerve tissue can be damaged, resulting in interference with the brain’s       

           ability to send nerve impulses to organs, tissues and muscles.

• Discs, blood vessels and other soft tissues can swell and become inflamed.
• Eventually the body may respond with bone spurs and other abnormal bone  

           growth.

• Various systems (immune, digestive, respiratory, etc.) throughout the body may

           malfunction.

An important thing to remember is that pain or other obvious symptoms may not be present at the time, yet optimum health has already been compromised.

We can identify three major stages of development. The first is from birth up to age 5, certainly the most critical time. During this period children have the most minor traumas and repetitive stress injuries to their spines.

The second period development is from 5-10 years of age. This is the time when children begin school and spend breaks climbing on anything possible, sliding down slides, playing sport, and generally having repeated falls, often resulting in minor spinal injuries.

Finally, the last stage of development from 10-15 years of age; your child’s spinal growth will be greatly affected by most, if not all, of the following:

• Improper backpack loading and carrying
• Poor posture
• An inactive or sedentary lifestyle
• Repetitive sports movements
• Typical sports injuries

If you have not considered the spinal care of your child thus far, it is not too late. Even your 7, 10 or 15-year-old son or daughter can benefit from chiropractic care. Indeed anyone’s life experience can be enhanced by chiropractic care and a better functioning nervous system.

Unfortunately, despite the public becoming more aware of the importance of early detection and care of spinal problems, very often it is for pain relief that prompts the first visit to the chiropractor. Remember, that pain is only there to tell you that something is not right. If, during your examination you were informed that you are at phase 1 of spinal degeneration, it is likely that the original damage to your spine was 10-20 years ago. If you were at phase 2, the original damage to your spine was probably about 20-40 years ago. Spinal problems that go undetected or neglected in children become more serious problems as adults so have your child checked as soon as possible to avoid problems later on.

Your Child’s First Chiropractic Visit

During their first visit to a chiropractor your child’s spine and nervous system will be analyzed to determine if a vertebral subluxation is present. The doctor will examine the position of the vertebrae and the muscle tone, compare the length of the legs (pelvic misalignment may shorten one leg) and examine your child’s posture (level of head, shoulder and hips).

If an adjustment is needed, your chiropractor will gently make the correction with a light touch, often using only the fingertips or a small hand-held instrument to move the vertebrae, allowing the body to return to its normal position.

Chiropractic is based on the fact that the body functions from the inside out and it has an inborn ability for self regulation and healing. If the nervous system can be allowed to function at its optimal level, then that is when you and your children can experience a true expression of health.

The Wellness Lifestyle

Many are already aware of the benefits of chiropractic care and have experienced the relief that comes with a properly aligned spine. Chiropractors have been caring for children as long as adults and every day thousands of children across the world are receiving adjustments from chiropractors.  It is a great way to relieve pain, restore function and keep them happy – the way they should be. If you have not had your child’s spine checked, then perhaps it is time to schedule an appointment to ensure that they are expressing the vibrant health they deserve.

Like dentistry, chiropractic, when started young, provides your child with a way to attain full-body health that lasts a lifetime.

It is common knowledge that children’s diets strongly influence their health. Poor diets can lead to obesity, diabetes and other diet related diseases. Now the first UK study of its kind has shown children’s diets can significantly affect their academic achievements.

  Chineham Park Primary School in the UK has a history of underachievement and low SAT scores. Children at the school followed an 8 month project that provided them with an optimal diet, supplement and exercise programme. The results were impressive, with significant improvements in SAT scores, behaviour, concentration, ADHD symptoms and impulsiveness. The proportion of pupils achieving the government target score of 4+ in English rose from 71% to 86%, in Maths from 50% to 71% and in Science from 50% to 64%.

  Gwen Clifford, the school head teacher says, “We are delighted with the results, the Food for the Brain project has had a very positive impact here.”

The Food for the Brain Initiative involved:
• Increasing awareness of the link between food and mental health with cookery workshops for both children and parents and educational activities with the children growing their own vegetables.
• Improvements in the Breakfast Club and healthier school lunches (see the table for a typical ‘before’ and ‘after’ diet).
• A ban of sugary drinks and sweets
• Daily supplementation with a multivitamin (Higher Nature’s Dinochews) and an essential fat supplement (Equazen’s Eye Q)
• Daily SAQ exercises (Speed Agility Quickness)

Partrick Holford, Chief Executive for the Food for the Brain Initiative says “Children are now much more aware of what is good for the brain. They are growing their own vegetables, and most are eating fruit everyday. The key is involving parents and children every step of the way to take on board a healthier lifestyle. The scale of the results could not have been achieved by diet alone. This project suggests that an improved diet, plus supplements and daily exercise might be a winning formula.”

  Sarah Naylor designed functional exercise programmes that he children took part in every day at school. She comments, “ There have been marked improvements in balance, co-ordination and fitness level. There is now more participation in sport and exercise both inside and outside of school. This has led to increased levels of self esteem and confidence, not just in physical activity but in children in general.”

  Children were assessed before, during and after the project by both parents and teachers. The assessments were done with the widely used Connors Test.

Parent’s assessments found;

• Lack of concentration and inattention (12% improvement)
• ADHD symptoms (13% improvement)
• Hyperactivity and impulsiveness (13% improvement)

Parents also recorded the children as less defiant and better behaved.

Teachers’ Conners ratings also showed improvements in similar scales, notably;

• Lack of concentration and inattention (9% improvement)
• ADHD symptoms (9% improvement)
• Hyperactivity and impulsiveness (9% improvement)

For more in formation on the Food for the Brain Initiative visit www.foodforthebrain.org

TYPICAL DAY BEFORE FOOD FOR THE BRAIN PROJECT

BREAKFAST  -  Rice crispies / shreddies / weetabix & sugar, white toast with jam and hot chocolate /  orange drink

MORNING SNACK  -  Sweet flapjack, biscuits, cake

LUNCH  – white bread and ham sandwich, packet of crisps/ snacks,  cheese strings, cheese dunkers, chocolate bar x2, cake & biscuits, sugared drink (eg Ribena)

AFTERNOON  -  Sweets, crisps and fizzy drinks

DINNER  -  take away eg hamburger and chips

TYPICAL DAY INTRODUCED BY AND AFTER THE FOOD FOR THE BRAIN PROJECT

BREAKFAST  -  Porridge or Doves low-sugar cornflakes or Whole Earth Perfect Balance and fruit,  or beans on Warburtons Wholegrain or ‘All in One’ bread toasted,  or toast with Meridian nut butter and sugar-free blueberry jam,  water with Meridian Blackcurrant and apple juice concentrate

SNACK  -  Apple or orange and Clearspring roasted pumpkin seeds,
water,  whole school fruit/vegetable snack

LUNCH  -  Salmon pie with brown rice, broccoli and/or carrots, bread, rice pudding with apricots, water

AFTERNOON  –  half an apple and a Nairns oat biscuit or oat bakes
or a Fruitus bar or Village Bakery 4 Seed bar,  water

DINNER  -  Egg fried brown rice with Columbus omega 3 eggs, or wholewheat pasta and tuna, with peas, cauliflower, broccoli or carrots, water.

Children can best be helped to gain competence and satisfaction through sport by supportive parents and coaches having a fuller understanding of the nature of the changes they experience. They grow and mature, in a psychological, physical and emotional sense, at times and rates which are predetermined. From this we can map out distinct general phases of their young lives as they relate to greater involvement in sporting activity. This is useful in that it provides a template for matching ability, readiness and sport development, in a way which is not traditionally presented to those directly involved.

For parents, a better understanding of the process of change is often at odds with the immediacy of the day to day notion of supporting their children. However, an awareness of the process presents certain advantages. It helps to enable an understanding of what coaches and teachers are working towards and creates opportunities to be supportive of their efforts. It also allows for more appropriate decision making about selecting activities, coaches and equipment, whilst also identifying when a change is required just before boredom and dissatisfaction appear. Most importantly, it can demonstrate exactly what sport can and should offer, regardless of the parent’s own sporting experiences. The notion of being physically literate, initially for its own sake and then as a means of stimulating cognitive development, is not widely appreciated. Similarly the need to present children with problem-solving challenges and to develop skills in a wide variety of situations is a valuable life skill across different settings.

Initiation (0 to 6 years)

Infants watch their world, and the people in it, in order to make sense of their place, so providing opportunities to watch stimulating activities should come first. Parents play a critical role in ensuring that a child’s first life experiences are positive, varied and presented in a non-judgmental way. The choice of what is seen lies firmly with the parent at this point, so it is important that the right balance is achieved between the types of objects, activities and experiences made available. Many are equally valuable provided they are appropriate to an infant’s sensory abilities. The need to discover new and more stimulating environments motivates the individual to develop movement and communication skills. They can now make simple decisions about what is more worthy of their attention. The positive reaction to new stimuli they have discovered is the main aim and their pleasure will lead to repetition of enjoyable activities, and make them more adventurous. As a result they need to become more mobile, which is normally a combination of strength, co-ordination and balance. This is the starting point for all motor movements, which are then refined into skills such as running, climbing and balancing. Periods of play become extended as children become increasingly adept and dexterous. This process of developing manipulative skills happens when child sized objects are physically organised and leads to the stimulation of thought processes and creativity. They transfer kills from one situation to another and quickly learn to control themselves in time and space. The adult role is to present small progressive challenges which further develop their self esteem and personal achievement.

Participation (7-13 years)

A child’s desire to express its ability develops rapidly, through the attainment of generalised sports movement skills, at a time when growth rates slow down a little. This is the starting point for sport for many children and is related to initial involvement in formalised activity. Extended opportunities arise from participation in physical education lessons and sports club training, which often introduce mini versions of the adult activity. Whilst competitive opportunities exist, parents need to consider their overall worth in terms of the extent and quality of experience provided. Integration starts to occur when general abilities combine with fitness and mental control to allow more specialised games and activities to be successfully attempted. Children start to chose role models, often in sport, and begin evaluating their ability relative to their friends. Parents are wise to check that coaches structure activity to maximise personal success from optimal involvement. Children’s increased desire to learn leads them to consider a wider range of competing activities, not all of which could be as useful a vehicle for life as sport. They also more often learn skills in one sports setting and integrate them in another. For example, a basic movement pattern such as football can be used in a variety of ways in a team sport, or transferred to the track environment. Ultimately specialisation will start to occur during this stage. This involves the desire to follow a particular sport and sparks the decision to train, work with a coach and compete with serious intention. From late childhood to the start of adolescence, children start to opt out of things to which they are not suited, largely on the basis of their perception of personal competence. This occurs at a time of considerable personal development during puberty when ability, self-confidence and attitude tend to ebb and flow. Having reduced the number of areas of personal interest, they start to decide how much time to devote to each selected activity, sometimes on the basis of how much pleasure it brings them, or how good they think they are likely to become.

Continuation (13 – 18 years and beyond)

The final performance stage links realisation of ability, with maintenance of interest and a healthy lifestyle, providing the child continues in sport. Self-confidence from physical maturity, emotional stability and co-ordinated support systems can sufficiently raise the performance level to the extent that realisation of getting to higher levels in sport becomes a realistic possibility. The benefits of sport, at whatever the level, become clearer. Those who wish to maintain their recreational involvement will still gain huge participation benefits including improved physical health, good opportunities for social interaction and a safe, productive use of free time. A message to parents to encourage and support their children regardless of ability is critical to their overall development. For those with the ability to aspire to higher levels of achievement, now is the time when lifestyle decisions have to be fully considered. In order for this potential to be realised, the adolescent will have to commit to the sport at the expense, somewhat, of a normal teenage experience. Careful planning is the key to having the chance of achieving real success. This long term plan should consist of simple steps that provide developmentally related activity in a progressive way. Having a plan leaves less to chance and also reduces the chances of performer burnout as a result of having done too much, which may be too difficult, too soon. It also allows those who support talented youngsters to become more involved as they better understand the process and their own contribution too it. This cannot be achieved without a fully supportive family, an understanding school and a child who is prepared to work harder than ever before!

John Brierley

1. Ensure that children eat a healthy breakfast each day. Breakfast really is the most important meal of the day. It boosts the metabolism and improves the concentration throughout the day. Encourage children to eat a healthy breakfast low in fat and sugar, many cereals these days are packed with as much sugar as some sweets and chocolate. Porridge, whole grain cereals, eggs or a healthy smoothie are all ideal breakfasts.
2. Incorporate regular exercise into a child’s daily routine. This doesn’t mean children need to go to the gym or do any set form of exercise, but it does mean incorporating activity throughout the day, such as walking to school or taking the dog for a walk. Getting children involved in sport is obviously a great way of increasing their activity levels; sport can also help a child to gain confidence and team sports will increase social skills.
3. Limit time spent watching television and playing computer games. There have never been so many fun gadgets available as there are today. Children love to play on computer games, watch TV and surf the internet, yet none of these activities are particularly active. Set time limits for children to use the computer, or play Playstation and stick to them, try to encourage them to take an interest in more active pastimes.
4. Plan regular family activities. Family activities can be a great way of getting the whole family to be more active. Choose activities that you can all enjoy, such as a bike ride in the country or going ice skating. To keep these trips exciting, try doing one new activity each month.
5. As much as possible, eat meals together as a family at the table. With busy lifestyles and different working hours, it can be difficult to get the whole family together at meal times. Eating together at the table, instead of in front of the TV, teaches children the importance of food and is a great way of having quality time together as a family.
6. Take children along when food shopping and teach them how to select the healthiest foods. It is important for children to know which foods are healthy and which are not. Much of today’s food packaging contains misleading nutritional information, with phrases such as ‘low fat’ and ‘reduced fat’ appearing to make certain foods seem healthier than they are in reality. It is important that children understand where food comes from, questions like; what is bread made from, and what animal is bacon from?
7. Encourage children to eat slowly. It takes the brain about 20 minutes to recognise that you are full, so eating quickly can easily lead to overeating and feeling bloated. Eating meals at the table in a more social context than in front of the TV is a great way of getting children to take their time over their food. They must also be encouraged to chew their food properly. Gulping down food without breaking it down properly in the mouth, can lead to problems with digestion, causing tummy pains, excess wind and inhibiting maximum absorption of nutrients from the foods consumed.
8. Drink plenty of water. Water is so important for overall health, yet many children drink only soft drinks and juices. Limit, or totally cut out the number of high sugar drinks and encourage children to drink water when thirsty. Mixing water with a small amount of fruit juice is a good way of introducing water to children who have rarely drunk it much before. It works the same for adults too!
9. Provide children with a wide variety of foods. Introducing a wide variety of foods at a young age has been shown to lead to the child eating a wide variety of foods later in life. Once children get into their teens they can be reluctant to try new foods, such as new vegetables and seafood. Try to introduce new foods on a regular basis, if your child rejects the food, do not force them to eat it, simply try again at a later date.
10. Do not use sweets and junk food as rewards. When sweets and junk foods are used as rewards, they are perceived by the child as ’special fun foods’. The child believes that good behaviour means they get sweets. Rewards should come in the form of praise and acknowledgement rather than sweets. Seeing sweets or junk food as rewards, can lead to weight issues later in life, as they use these to comfort eat in times of emotional stress.
11. Parents need to set a good example. Parents are a child’s main role models, therefore it is important that they set a good example. For instance, if a child’s father refuses to eat fruit and vegetables, the child is less likely to as well. It is also difficult, or even hypocritical, for parents to tell their children to follow a healthy lifestyle, when they themselves do not. Not all children or parents are naturally sporty and that’s ok, so don’t feel guilty if the thought of running around kicking a ball fills you with dread! Find something that you enjoy doing, that involves using energy and get the kids involved.
12. Get children involved with cooking. This goes hand in hand with taking children grocery shopping. The more you can get children involved in cooking the more acceptance they will have for new foods. Children like to get involved with practical tasks and make things, and cooking is no different. Today, fewer parents actually cook meals from scratch than in previous generations. Generally the healthiest meals are those that are home cooked with fresh ingredients, it’s important that cooking skills are passed down from parents to their children.

When’s your birthday?

Picture the scene, a mum watching her children play competitive sport. Lots of energy and endeavour on display but few scoring chances to excite the crowd, losing a little interest, she glances at the match programme and notes an unexpected fact in the player details section. Instead of seeing an even spread of birthdates throughout the year, it appears the children are much more likely to have been born in one particular part of the year. That part is immediately after the competition cut off date which is normally the 1^st of January, or often September 1st in most youth sports. She shows the discovery to her researcher husband and finds that the number of players born further away from that key age group date, reduce month by month. Some of the youngest players in the age group are still in the team, but there are far fewer of them compared with those from the months immediately after that all important date. And so the term Season of Birth Bias, or Relative Age Effect in Sport, as academics call it, came into being.

So what’s in a date?

Cut off dates in sport have traditionally been set, and adhered to, by governing bodies of sport around the world since not long after the sport was invented or sport organisation was formed. They have tended to change little until individual countries decide to move inline with what happens in neighbouring states, or after instruction from their world governing body of sport. Normally the start of the European school year in early September, or the more logical end of the Gregorian calendar year, has been the chosen option. These days, however, many sports are not developed in schools any more and the hemisphere you live in normally determines when the school year begins. Obviously a date needs to be chosen to separate one competing year group from another, so that skill and ability are more likely to dictate sporting outcome than size and strength alone. It now appears however that this decision, potentially advantaging some over others on the basis of birth alone, is more critical than was first imagined.

Season of birth and Sporting Success

As has been found in football in England, it is remarkable that two children, born one day apart, might be either disadvantaged for being the youngest in the year for age-group team sports or enjoy the benefits that may be available to them by chance of birth. The trend in football has consistently shown, in most countries of the world, that those born early in the competition year are more likely to play in international youth teams and then professional leagues and senior international teams as adults. Basically these players are, as shown in related research findings into why coaches choose some players over others, seen as more “talented” when young, and they tend to retain their position in teams over later maturing players. Possession really does seem to be nine tenths of the law in this elite sport selection case.

Some obvious exceptions to the rule would include Alan Shearer and Steven Gerrard, but generally those born in the first third of the year often occupy two thirds of the team places! Obviously the number of elite players is relatively small but this pattern is repeated time after time in soccer to the extent that it is exactly the same when nearly 9000 boys’ birthdates were studied between the ages of 9 and 16 from every Centre of Excellence run by an English professional club. Obviously this means that the pattern is likely to continue long into the future. Identical patterns of boys and girls born early in the competitive year being over represented in elite age group and senior international teams have also been demonstrated in Cricket, Rugby, Baseball and American Football as well as in individual sports like Athletics, Swimming, Tennis and Golf. Interestingly, in girls gymnastics the same is true until the age of 13 after which time an equally strong, but reverse relationship, exists with the youngest performers holding sway. So what’s the explanation?

Physically mature children are more likely to succeed in sports!

Sport, unlike education it appears, is socially exclusive, in that the older children in a year group are generally physically bigger for their age, often growing 7-10 cm over an eleven month period and gaining 6-8 kg in weight before later maturing children in the same band. They often start school earlier, so have earlier experiences to learn and master new skills successfully, thus boosting their self concept, time management and personal confidence according to research findings. In relation to education, later maturers often catch up as a result of their more moderate academic progress being noted and enhancement programmes being provided. In sport this is not generally the case. The selection process often eliminates late maturing children and many, even after they catch up, will not re-enter the sporting arena. Those that do persist after early setbacks, like Gerrard or Michael Jordan, often have the ability, personal motivation and support systems to reach the very highest of performance levels as adults. It therefore appears that when the term talent in sport is mentioned, it often just means that the biggest and oldest boys and girls have been selected. Unfortunately for them, as the saying “the earliest light burns out first” goes, the star of the under 10 league is generally the first to lose his or her position of future stardom. For them, losing the prestige and status associated with being a star performer at an early age, may be hard to adjust to psychologically later in life.

Learning the lessons

If sport should be all about equal opportunities and access to involvement, then we need to address a potentially flawed system at the elite level.

1. Strategies to select children on the basis of length of experience in the sport and skill developed, as opposed to chronological age alone, need to be considered. The whole basis for how selection trials work needs to be revisited. Older players should be considered with other players born in the same third of the year not ones who might be 9% of their lives younger at 11 years of age!
2. Clubs need to use squad systems such that improving players can move up and play for the A team whilst those who struggle at that level can spend time finding their lost confidence in the B side. Often these lower teams are not meaningful as they don’t have sufficient players at the required standard or the leagues for them have fewer matches. Nevertheless the concept of being able to move up or down to find the right level, rather than move out of sport altogether, remains the target.
3. Coaches need to revisit the system by which they select one player over another to ensure that they are using criteria important to future, as well as current, ability in the sport.
4. Parents of late-born children need to be prepared for their children finding progress difficult at times and encourage them to keep working hard driven on by the examples of athletes who persisted in the past who are now household names. Finding additional coaching, without burning young players out, might also help them to compare more favourably in the not too distant future.
5. Parents need to choose teams who are led by enlightened coaches who include and encourage all players to develop their personal skills and competitive understanding.

Many talented children are being lost to sport simply because of when they were born and that cannot be right. Whilst changes to our selection systems are starting to happen, the onus will fall on coaches and parents to encourage and nurture late developers to keep them in sport long enough to benefit from their eventual maturity

John Brierley is the author of Effective Coaching for Children, a former University Lecturer in Coaching Science and Sports Psychology and CEO of Will2Win sports consultancy in Marbella. He works with performers, (of all birthdates!) in football, tennis, golf, motor sport and many other sports. He can be contacted on 697 206 642 or via his website www.will2win.eu

It is common knowledge that children’s diets strongly influence their health. Poor diets can lead to obesity, diabetes and other diet related diseases. Now the first UK study of its kind has shown children’s diets can significantly affect their academic achievements.

Chineham Park Primary School in the UK has a history of underachievement and low SAT scores. Children at the school followed an 8 month project that provided them with an optimal diet, supplement and exercise programme. The results were impressive, with significant improvements in SAT scores, behaviour, concentration, ADHD symptoms and impulsiveness. The proportion of pupils achieving the government target score of 4+ in English rose from 71% to 86%, in Maths from 50% to 71% and in Science from 50% to 64%.

Gwen Clifford, the school head teacher says, “We are delighted with the results, the Food for the Brain project has had a very positive impact here.”

The Food for the Brain Initiative involved:
• Increasing awareness of the link between food and mental health with cookery workshops for both children and parents and educational activities with the children growing their own vegetables.
• Improvements in the Breakfast Club and healthier school lunches (see the table for a typical ‘before’ and ‘after’ diet).
• A ban of sugary drinks and sweets
• Daily supplementation with a multivitamin (Higher Nature’s Dinochews) and an essential fat supplement (Equazen’s Eye Q)
• Daily SAQ exercises (Speed Agility Quickness)

Partrick Holford, Chief Executive for the Food for the Brain Initiative says “Children are now much more aware of what is good for the brain. They are growing their own vegetables, and most are eating fruit everyday. The key is involving parents and children every step of the way to take on board a healthier lifestyle. The scale of the results could not have been achieved by diet alone. This project suggests that an improved diet, plus supplements and daily exercise might be a winning formula.”

Sarah Naylor designed functional exercise programmes that he children took part in every day at school. She comments, “ There have been marked improvements in balance, co-ordination and fitness level. There is now more participation in sport and exercise both inside and outside of school. This has led to increased levels of self esteem and confidence, not just in physical activity but in children in general.”

Children were assessed before, during and after the project by both parents and teachers. The assessments were done with the widely used Connors Test.

Parent’s assessments found;

• Lack of concentration and inattention (12% improvement)
• ADHD symptoms (13% improvement)
• Hyperactivity and impulsiveness (13% improvement)

Parents also recorded the children as less defiant and better behaved.

Teachers’ Conners ratings also showed improvements in similar scales, notably;

• Lack of concentration and inattention (9% improvement)
• ADHD symptoms (9% improvement)
• Hyperactivity and impulsiveness (9% improvement)

For more in formation on the Food for the Brain Initiative visit www.foodforthebrain.org

TYPICAL DAY BEFORE FOOD FOR THE BRAIN PROJECT

BREAKFAST  -  Rice crispies / shreddies / weetabix & sugar, white toast with jam and hot chocolate /  orange drink

MORNING SNACK  -  Sweet flapjack, biscuits, cake

LUNCH  – white bread and ham sandwich, packet of crisps/ snacks,  cheese strings, cheese dunkers, chocolate bar x2, cake & biscuits, sugared drink (eg Ribena)

AFTERNOON  -  Sweets, crisps and fizzy drinks

DINNER  -  take away eg hamburger and chips

TYPICAL DAY INTRODUCED BY AND AFTER THE FOOD FOR THE BRAIN PROJECT

BREAKFAST  -  Porridge or Doves low-sugar cornflakes or Whole Earth Perfect Balance and fruit,  or beans on Warburtons Wholegrain or ‘All in One’ bread toasted,  or toast with Meridian nut butter and sugar-free blueberry jam,  water with Meridian Blackcurrant and apple juice concentrate

SNACK  -  Apple or orange and Clearspring roasted pumpkin seeds,
water,  whole school fruit/vegetable snack

LUNCH  -  Salmon pie with brown rice, broccoli and/or carrots, bread, rice pudding with apricots, water

AFTERNOON  –  half an apple and a Nairns oat biscuit or oat bakes
or a Fruitus bar or Village Bakery 4 Seed bar,  water

DINNER  -  Egg fried brown rice with Columbus omega 3 eggs, or wholewheat pasta and tuna, with peas, cauliflower, broccoli or carrots, water.

]]> http://www.iohmagazine.com/how-does-diet-affect-childrens-health.php/feed 0 http://www.iohmagazine.com/childrens-nutrition-the-basics.php http://www.iohmagazine.com/childrens-nutrition-the-basics.php#comments Fri, 20 Mar 2009 11:43:38 +0000 amandap http://www.iohmagazine.com/?p=187

It seems these days that in every newspaper or magazine that we pick up there’s an article on the dire state of children’s health. While the media can often be guilty of over publicising certain health issues, children’s health needs all the coverage it can get.

It would be unfair to lay too much blame upon the children themselves. Since they are largely (or entirely when young) dependent on others to choose and supply their food for them. The fact that children grow and develop at such a fast rate, both internally and externally, means that it is especially important for them to get optimum nutrition. Inadequate intakes of energy and also of nutrients may have negative effects on a child’s growth and development.

Children’s obesity is a well-documented problem, yet a less well-known area of concern is that of under nutrition. This occurs when children do not get high enough amounts of the required vitamins and minerals. Under nutrition can often occur despite the child having a higher than recommended calorie intake. It is a case of being overfed but undernourished. And today’s calorie dense, low nutrient, processed foods are a large factor in this.

Childhood obesity remains the number one health issue for today’s youth. Overweight and obesity have been increasing in prevalence in nearly all the developed countries. Not only do obese children face a higher risk of many of the major diseases, they are also more likely to encounter social problems. Overweight and obese children are lore likely to be unpopular with their classmates, leading to bullying. They are less likely to be successful in sport, possibly affecting their self-esteem. Overweight children are more likely to become overweight adults, who are known to face more social and economic problems. These may include lower pay and poorer marriage prospects.

Dealing with the issue of an obese child can be very difficult. Parents are health professionals do not want to be seen to be critical of the child and add to the pressure they are undoubtedly already feeling. Essential nutrients such as protein, calcium and iron should never be over restricted while a child is still growing and developing. Yet high fat foods and sugary drinks should be replaced with healthier options.

Numerous studies have shown that dietary patterns and eating habits established in childhood often persist in adulthood. For this reason it is vital to introduce good eating habits as early as possible in a child’s life.

In many families the skill of producing a freshly prepared healthy meal has been lost. In its place has come the high fat, high salt, high calorie, and low nutrient processed foods. Skipping breakfast has also been cited as a growing problem among teenagers as they often go to school hungry. This leads to (often unhealthy) snacking during the morning.

Adolescence can be a particularly difficult time of life and one during which nutrition often takes a back seat. When children get into their teens they often have their own money, and with it they gain more control over what they choose to eat. Image and peer pressure also come into play. Depending on a child’s circle of friends there may be pressure to look a certain way. This is then magnified by the enormous media coverage of skinny celebrities, whose body shape is often an unrealistic dream for many teenagers. Food is rarely high up on the list of priorities for teenagers, and there is pressure to experiment with alcohol, cigarettes, and drugs.

Below is a list of recommendation regarding children’s eating habits.

• Despite high occurrence of obesity fat intake should not be greatly restricted in young children. Whilst they are still developing young children need energy from fat in order to grow. However this needs to be the correct type of fat. Fat from fish, avocados, flaxseed oil, and low fat high calcium foods should take place over saturated fat items such as butter, cream and fast food meals.
• Refined sugars are acceptable in small amounts, but preferably consumed with meals. Soft drinks are a major source of sugar in children’s diets and this includes fruit juices. Therefore consumption of these drinks should be kept to a minimum.
• Parents should set an example to their children. Parents are a child’s main role models and studies have shown that children with healthy eating parents are more likely to become healthy eaters themselves. Don’t expect you’re children to eat lots of fruit and vegetables if you don’t!
• Don’t give up trying to introduce your children to new foods. As children get older they become very suspicious of new foods, a behaviour known as neophobia. However if children have repeated opportunities to sample new foods they are more likely to at least try them.
• Do not use pudding and sweets as a reward for eating main meals. As children most of us have heard ‘eat all your dinner and you can have pudding.’ This food bribery leads children to viewing pudding as a reward, and having negative associations with main meals.
• It is important to let children decide how much they want to eat. There is a tendency to overload a child’s plate and then almost force them to finish everything. If a child eats a healthy varied meal then children should be allowed to decide when enough is enough.

Controlling and maintaining a child’s nutrition is an extremely difficult task. Parents are battling against many external factors, not least from large fast food companies determined to lure your children into their restaurants. Yet correct nutrition throughout childhood is vital in order to ensure children receive the best possible platform for health later in life.