By GRETCHEN REYNOLDS

While the allure of the gym — climate-controlled, convenient and predictable — is obvious, especially in winter, emerging science suggests there are benefits to exercising outdoors that can’t be replicated on a treadmill, a recumbent bicycle or a track.

You stride differently when running outdoors, for one thing. Generally, studies find, people flex their ankles more when they run outside. They also, at least occasionally, run downhill, a movement that isn’t easily done on a treadmill and that stresses muscles differently than running on flat or uphill terrain. Outdoor exercise tends, too, to be more strenuous than the indoor version. In studies comparing the exertion of running on a treadmill and the exertion of running outside, treadmill runners expended less energy to cover the same distance as those striding across the ground outside, primarily because indoor exercisers face no wind resistance or changes in terrain, no matter how subtle.

The same dynamic has been shown to apply to cycling, where wind drag can result in much greater energy demands during 25 miles of outdoor cycling than the same distance on a stationary bike. That means if you have limited time and want to burn as many calories as possible, you should hit the road instead of the gym.

But there seem to be other, more ineffable advantages to getting outside to work out. In a number of recent studies, volunteers have been asked to go for two walks for the same time or distance — one inside, usually on a treadmill or around a track, the other outdoors. In virtually all of the studies, the volunteers reported enjoying the outside activity more and, on subsequent psychological tests, scored significantly higher on measures of vitality, enthusiasm, pleasure and self-esteem and lower on tension, depression and fatigue after they walked outside.

Of course, those studies were small-scale, short-term — only two walks — and squishy in their scientific parameters, relying heavily on subjective responses. But a study last year of older adults found, objectively, that those who exercised outside exercised longer and more often than those working out indoors. Specifically, the researchers asked men and women 66 or older about their exercise habits and then fitted them all with electronic gadgets that measured their activity levels for a week. The gadgets and the survey showed that the volunteers who exercised outside, usually by walking, were significantly more physically active than those who exercised indoors, completing, on average, about 30 minutes more exercise each week than those who walked or otherwise exercised indoors.

Studies haven’t yet established why, physiologically, exercising outside might improve dispositions or inspire greater commitment to an exercise program. A few small studies have found that people have lower blood levels of cortisol, a hormone related to stress, after exerting themselves outside as compared with inside. There’s speculation, too, that exposure to direct sunlight, known to affect mood, plays a role.

But the take-away seems to be that moving their routines outside could help reluctant or inconsistent exercisers. “If outdoor activity encourages more activity, then it is a good thing,” says Jacqueline Kerr, a professor at the University of California, San Diego, who led the study of older adults. After all, “despite the fitness industry boom,” she continues, “we are not seeing changes in national physical activity levels, so gyms are not the answer.”

This program is a great opportunity to improve your health, body, and mind while getting in touch with nature.  So, even if you’re unable to join East Bay Moms for our Friday morning hikes, or just want to add some more hiking to your exercise routine, this is a great program for you!

Once registered, you can download the complete 2013 e-Guidebook from your home computer and pick up your free t-shirt at selected visitor centers. The Guidebook includes detailed descriptions of this year’s featured trails. You will also be able to download the free mobile application onto your iPhone or Android Smartphone and bring the Guidebook in its digital format wherever you go.

Help is also available in the form of wide rubber bands placed by volunteers around signposts at strategic junctions on featured trails.  The color-coded bands are printed with “Trails Challenge 2013” to indicate the level of difficulty: green=easy, yellow=moderate and red=challenging.

The two ways to complete the Challenge are:

travel 5 of the 20 trails (located in 20 different regional parks) listed in the booklet, or travel 26.2 miles of trails featured in the guidebook. Once completed, fill out the Trail Log and program evaluation to receive your commemorative pin (while supplies last).  The honor system is used for verification, and it’s okay to use non-Trails Challenge trails to complete the Challenge.

For more information on the Trails Challenge, visit ebparks.org and click on the Trails Challenge photo on the right side of the home page.  You can register online at any time, as the Challenge runs all year.

Happy

Trails!

     Parenting advice has to make sense to be worth considering – but it has to have a lot more to it than that. In the 25 years that I’ve been a parenting psychologist guiding parents with typical childrearing issues, I’ve seen some advice elevated to an absolute belief – never examined, just accepted as truth.
Parents are finding that some of these beliefs need to be held up to the light, because the results don’t live up to the promises. Some myths need to be updated and corrected to help parents do the thoughtful, wise, validated childrearing job they’re trying to.

Parents love their children. We are amused, delighted and thrilled by them. Many times, we’re also frustrated and angry,  worried and sad about the issues going on with them. However, a lifelong love of our children is the overriding experience for most parents.

Myth: Some parents believe that loving our children means doing as much as possible for them:  carrying your young child up and down stairs when he wants you to, making and remaking a meal till he’s finally willing to eat something, or picking up his toys for him because he’s not willing to.  Some parents function on the basis that it’s impossible to do too much for your child and that you should constantly tell him how much you love him, even when he behaves terribly and is old enough to know better.
     Reality: Loving your child means showing him, with your words and tone of voice, the look on your face, your physical affection toward him and your bone-deep conviction that you would take any pain for him  if it would protect him from it.  And a lot more. But it also means a responsibility to teach our children how to do the things children their age are supposed to do and not do things for them that they should be learning to do for themselves, just because we mistakenly believe that loving them means we can’t say no to them. We do need to say no to them, even though they may respond with “you’re the meanest mommy/daddy in the world.” Children all have to learn that when parents say no, it doesn’t mean we don’t love them. Remember, children will naturally try many ways to change our mind, including the perennial “you don’t love me” or “I don’t love you.” We should be clear with them when we are unhappy and annoyed with their poor behavior.

Telling our kids we’re disappointed in what they’re doing now conveys to them that we think a lot of them but that they’re letting us and themselves down with their behavior.

Parents can easily over-nurture – overdo the giving and the giving in – sometimes just because we feel this shows our love and sometimes because we don’t want our children to get upset, with all the feelings their reactions raise for us. Here’s the most important truth about this issue: Children who are over-nurtured are not going to be giving and loving people. This is the opposite of what over-nurturing parents thought. If you always put their needs ahead of yours throughout the preschool years, and beyond, children stay self-centered and feel they should come first. Parents will find themselves troubled that the “love” that led them to do much for and give much to their children has been too much and has made their children into selfish and unloving individuals.  Here’s your chance to check for this in your parenting style and make any course correction necessary.

Annye Rothenberg, Ph.D., author, has been a child/parent psychologist and a specialist in childrearing and development of young children for more than 25 years. Her parenting psychology practice is in Emerald Hills, California. She is also on the adjunct faculty in pediatrics at Stanford University School of Medicine. Dr. Rothenberg was the founder/director of the Child Rearing parenting program in Palo Alto, California, and is the author of the award-winning books Mommy and Daddy are Always Supposed to Say Yes … Aren’t They?, Why Do I Have To?, I Like To Eat Treats,  I Don’t Want to Go to the Toilet and the just-released I Want To Make Friends. These are all-in-one books with a story for young children and a manual for parents. For more information, visit www.PerfectingParentingPress.com.

     Does your child have a hard time sharing her toys with others?

Children get very attached to their possessions, and they don’t understand how sharing will affect them or their toy. In order to get a better understanding of these feelings, think for a minute about one of your most prized or important possessions – perhaps your computer, camera, cell phone, or car. Now think of having a friend take it away to use for a day… That feeling of apprehension and uncertainty, (plus a child’s inexperience) is at the root of reluctance to share. Sharing is a complicated social skill that takes guidance and practice to develop.

What to do?

Demonstrate how to share.  Share things with your child and point out that you are sharing. For example, “Would you like a turn on my calculator? I am happy to share it with you.”

Encourage your child to share with you.  It’s easier for a child to share with a parent, since you’ll be careful and you’ll give the toy back when you’re done. It makes for good sharing practice. When you hand her toy back, explain what happened, “You shared nicely, thank you!” That way she has a good feeling about what it means to share.

Give your child choices.  Instead of demanding that your child share a specific toy, give her some options. For example, “Sarah would like to play with a stuffed animal. Which one would you like to let her play with?”

Create situations that require sharing.  Your child can get good practice with sharing when given toys or games that require two or more people to play, such as board games, sports equipment or yard toys. Also look for activities that have plenty of parts for everyone, such as modeling clay or art projects, or building with blocks.

Let your child know what to expect prior to a sharing situation.  Before a friend’s visit let her know how long the friend will be there, and reassure her that all her things will still be hers after the friend leaves. Allow your child to put away a few favorite things that don’t have to be shared.

Praise good sharing moments.  Watch for good things that happen – no matter how briefly – and praise your child for sharing nicely.

What not to do

Don’t shame your child for not sharing.  If your child isn’t willing to share he needs to learn more about the process. Teach, rather than punish.

Don’t embarrass your child with a public reprimand.  Even if you’ve given lessons, prepared your child, and set up a good situation for sharing, your child might still refuse to share. When this happens, take him to another room and discuss the issue privately, and then set a plan.

Don’t force your child to share special toys, gifts or lovies.  Some things should be exempt from sharing rules, such as a favorite doll, a stuffed animal he sleeps with, a fragile toy, or a gift recently given to him.

Excerpted fromThe No-Cry Discipline Solution (McGraw-Hill) by Elizabeth Pantley

A new study suggests even toddlers are motivated by compassion rather than the desire to get credit for good deeds.

Even before they’re out of diapers, kids consistently help others, research shows. But what motivates them? A new study suggests it might be a deeply rooted concern for others, and not the desire to “get credit,” that sparks kids’ willingness to lend a hand.

Researchers at the Max Plank Institute for Evolutionary Anthropology observed 56 two year olds who were broken into three groups. All groups saw an adult who dropped an object—either a crayon or a can—and struggled to pick it up.

One group of toddlers was allowed to intervene and help the adult. Toddlers in another group were held back from helping by their parents. The third group watched the adult receive help from another adult.

To gauge whether the toddlers felt sorry for the person in need, the researchers observed the kids’ pupils before and after the adult dropped the object. Prior research suggests that increases in pupil size indicate increased feelings of concern. The researchers thought they’d see the toddlers’ pupil sizes increase when the kids saw someone in need and decrease when they were able to help that person. But the researchers weren’t sure whether pupil size would decrease if the kids saw someone else help.

The results of the study, which is forthcoming in the journal Psychological Science, show that the children’s pupils did dilate after seeing the adult in need, suggesting heightened feelings of sympathy. What’s more, ten out of the 12 children who were allowed to help did so.

In fact, children’s feelings of sympathy were twice as high when they were unable to help the adult and no help was provided, compared to when they were able to intervene and resolve the problem. Their concern also decreased when they saw someone else help the adult.

This suggests that the toddlers were motivated to help simply because the individual needed help, not to benefit their own reputations. If the kids only cared about their reputations, write the authors, “they would have preferred to perform the helping act themselves (to get ‘credit’),” and their pupils would have remained dilated even if they saw someone else help.

Instead, they seemed to show a genuine concern for someone in need and were relieved to see that person helped, regardless of who did the helping.

Past research has indicated that kids are motivated to help others as early as age one, but until now no research has explored the nature of this motivation, says Robert Hepach, the lead author of the study. Researchers didn’t know whether kids were motivated by their own internal concern or by anticipation of external pressures and rewards.

“Certainly, children’s concerns for self-reputation will gradually develop as they encounter new people and learn the social norms of their cultural group,” write Hepach and his colleagues. However, add the authors, their findings suggest that concerns about self-reputation do not explain how altruism emerges early in life.

“Young children’s early helping,” they write, “is motivated by a genuine concern for the welfare of the person in need.”

Stacey Kennelly is a Greater Good editorial assistant.