Effects of Steroids in High School Athletes – How to Avoid It

As a certified personal trainer & gym owner, I am very much concerned about the effects of steroids in our youth, especially high school athletes. I know what the negative effects of taking steroids are, not only physically but mentally and socially as well.
Steroids are the performance-enhancing substances that have caused more losses than wins in the life of High School athletes. “We have a serious steroids problem among our country’s youth.” Stated California state senator Jackie Speier, a Democrat from the Bay Area
Different reasons were raised why many adolescents use or abuse steroids.
1. To improve their athletic performance. Many athletes saw recourse to use performance enhancer substances because the pressure to win is enormous.
2. To increase their muscle size or to reduce their body fat. This group is suffering from the behavioral syndrome called muscle dysmorphia, people who think they have distorted figure. It is so alarming because according to a study, 9-to-11-year-old females use steroids to enhance their build too.
3. Part of a pattern of high-risk behaviors. Like the thrill that they get from drinking and driving, driving a motorcycle without a helmet, carrying a gun, and abusing other illicit drugs, taking steroids give that adrenaline they can’t explain.

How to Determine Steroid Abusers
Individuals who abuse steroids can experience withdrawal symptoms (like many other prohibited drugs) when they stop taking steroids, such as mood swings, restlessness, fatigue, insomnia, loss of appetite, reduced sex drive, and steroid cravings. Depression is the most dangerous of the withdrawal symptoms, because oftentimes it leads to suicide attempts.

What can be done to prevent steroid abuse?
According to the researchers who do the study on steroid educational programs, it has shown that simply teaching students about steroids’ undesirable effects does not convince them that they can be adversely affected, nor does such teaching discourage young people from taking steroids in the future. But presenting both the risks and benefits of using anabolic steroid is more effective in convincing them about steroids’ negative effects, apparently because the student-athletes find a balanced approach more credible.

Thanks to the effort of some groups and individuals like the New Anti-Steroid Measures that are being implemented in California and they are:
o A written policy that ban steroid use in which must be signed by all student-athletes and their parents/guardian. Violators would be subject to school penalties.
o Mandated training and education in muscle-building dietary supplements and steroids for the state’s coaches to help them spot steroid use and warn the players about the health dangers.
o A strict prohibition on school sponsorships from any muscle-building supplements. Encouraging or distributing muscle-building supplements from any school staff members would lead a ban for them. Violators would deal to personnel actions by their schools or districts.
Another thing is about the Adolescent Training and Learning to Avoid Steroids Program (ATLAS). It was designed to reduce the use of anabolic steroids among high school athletes. The program combined weight-training and classroom sessions, to teach students about nutrition, strength training, and risk factors for steroid use.

The Athletes Targeting Healthy Exercise and Nutrition Alternatives (ATHENA) program was modeled after the ATLAS program, but designed for adolescent athlete girls. Early study of girls enrolled in this program showed significant decreases in risky behaviors. ATHENA team members were more likely to wear seatbelts, less likely to ride in a car with a driver who had been drinking, less likely to be sexually active, and they experienced fewer injuries during the sports season.

With these initiatives for stopping the use of steroids in our young athletes, let’s make our own efforts, parents and guardians, to monitor closely our youngster and educate them in the caring informative way before it was too late…

Real Andrews is an actor by profession who is very passionate about the health and wellness industry, a Certified Personal Trainer & Gym Owner. He is very passionate about making a difference in the State of health in our Country. Visit his blog for more health-related articles.

Home Schooling and Learning Communities – A Book Review

Home schooling has always been popular, and yet for a brief period in our history we didn’t hear a lot about it, today, all that has changed, as home schooling is definitely back in vogue. The No Child Left Behind Act instituted under the Bush Administration with the help of the former Senator Edward Kennedy was brought forth out of frustration, as kids were actually graduating High School, but could not read or write. This of course was unacceptable, and something had to be done.

Nevertheless, the challenges and problems are systemic in nature, and so many parents want no part of our public school system; some say it’s a dangerous place for kids due to gangs, drugs, violence, others say it’s a giant babysitting event at the tax payer’s expense. No matter where you stand you also realize that we are not meeting our educational challenges in this great nation. Perhaps, it’s for this reason that you are looking for alternatives, something that works.

Well then, I was recommended a very good book to read a few years back, and I read the whole thing and was intrigued at what I learned, so much so that I’ve recommended it to everyone I’ve met thinking on the issue of education. I even placed it online in the reading room of our Internet type think tank. The name of the book is;

“Creating Learning Communities,” by Ron Miller and William N. Ellis, published by CCL-LLC and the Coalition for Self Learning Communities, eBook Digital Edition, (2000).

The book talks about not only schools as learning communities, but also addresses the community as a place of on-going learning, and how groups of folks can get together and learn, mentor, educate and drive knowledge, wisdom, and valuable information. This is a living book, with research on learning communities and new chapters being added online.

The philosophy is straight forward, so too is the approach it takes. Learning should be a lifetime endeavor, it’s not something you finish and get a diploma for, and this book is filled with resources and information, places to go to help you whether you are home schooling, or want to learn how to better teach. I’d recommend it to any and all home schooling parents and community advisors, also to educators to expand their own horizons.

Section III is all about the information age, and how computers, the Internet, and other technology devices make all this possible, and shine forward into the future. Please consider reading this book at your first possible convenience. I highly recommend it.

Reference: http://www.creatinglearningcommunities.org/download/download.htm

Success in the Middle Act – What Parents of School-Aged Children Should Know

The news on the education front is rather bleak when it comes to the plight of our struggling students and the odds against their graduating high school in four years–or at all. And the pivotal, success-determining years are those spent in middle school.

That’s why in June, Congressman Raul M. Grijalva and Senator Jack Reed reintroduced the Success in the Middle Act, the first of its kind. Said Grijalva, “Middle schools are a forgotten area. We need to invest in the most crucial years of the education pipeline to ensure our students succeed. Middle school students are faced with many changes in their personal life and the pressures of adjusting into teenagers. Our schools need to invest in this transitional period to create the support mechanism these students will need to continue through high school and on to other higher education opportunities.”

As the act documents, the need is great. America’s graduation rate hovers around only 70%–72% for girls and 65% for boys-and the Education Research Center says graduation rates in our biggest cities is only at about 52%. In fact, reports indicate that 10% of our high schools produce 50% of all high school dropouts, hence the nickname “dropout factories.”

And most of our dropouts quit school in 9th grade. One major reason: inadequate middle school preparation and support. States Success in the Middle, “According to ACT, the level of academic achievement that students attain by 8th grade has a larger impact on the students’ college and career readiness than anything that happens academically in high school.”

The stated problem: Many middle grades (5-8) students do not receive the appropriate instruction and other supports to be successful in the rigorous high school coursework that will prepare them for college and the workforce.” An overview of the act set forth these facts:

1. Results on the 2007 National Assessment of Educational Progress (NAEP) suggest that only 33% of our 8th graders read and write with proficiency, and, in math, that figure is less than one-third.

2. 6th graders who are frequently absent, pose ongoing discipline problems, and/or fail math or English have only about a 10% chance of graduating from high school in four years-and with only a 20% chance of doing so in five years.

3. 22% of our middle schools have been identified as needing improvement versus only 13% of our elementary schools.

Meanwhile, these solutions are presented:

1. $1 billion for grants to low-performing middle schools, with 1% set aside to determine grant effectiveness.

2. A student achievement plan stating what students need to succeed, plus early identification and intervention programs.

3. Professional development programs reflecting student needs, plus research-based teaching practices and curriculum.

4. Comprehensive improvement plans for middle schools where a majority of students are not proficient on state-mandated reading and math tests; or where more than 25% demonstrate such at-risk behaviors as discipline problems and failing grades; or whose high schools graduate less than 60% of their students.

5. Extended learning time and personal academic plans.

6. An additional $100 million for the reviewing, sharing, and applying research-based best practices.