Developing the Future by Developing our Children

Our Team has combined with specialists all over the world to develop programs and provide resources
to Schools to ensure children have all the advantages physically and environmentally to grow to their
maximum potential.

The following pages show the research in early childhood of how variables can be influenced to provide
the foundation students need to be their best. Academic growth is reliant on physical capabilities and
endurance. When a child is healthy the mind and personality develop. When they excel in physical
activities their confidence increases, which in turn influences their academic life.

Early childhood is essential to develop habits and physical foundations, which play a substantial role later
on in life.

Concurrently the health o the Parents play a large role in Child Development as they are the physical and
nutrition role models to their Children. To encompass those needs our programs reach the adult
population for Cardiovascular Health, Diabetes Health and Minor/Major Injury prevention.

The first part of our manual looks at the variable in development during early childhood from physical
development to body composition, motor skills, sports participation, physical education and nutrition.

The second part looks at how minor injuries have long term consequences and gives examples of how
we teach your team how to predict injuries.

The Third part shows the resources we will bring to your School.

The fourth part shows the organizations we work with and develop programs for.

Thank you for taking the time to look at this brief summary of our programs and what we want to offer
your School. Please send us any questions you have
 PART 1 Why Students Fall Behind and The Importance
of Early Childhood Development

GROWING IN CHILDHOOD
The primary body tissues that change during growth are muscle, adipose and bone. The major difference
between sexes is reflected in the greater increase in subcutaneous adipose tissue in females and a greater
increase in muscle mass in males. Body size and proportions change as a result of skeletal and muscular
growth and differences in the amount and distribution of fat, the primary determinant of longevity and
physical performance is the nutrition and pliability training between the ages of 6-17 years old.

LEAN BODY MASS

Lean body mass includes muscle, the weight of the internal organs, the skeleton, and small amounts of
structural fat. Growth in lean body mass is primarily due to an increase in muscle mass. At birth, 25 percent
of the body’s weight is muscle, but in adulthood, muscle mass accounts for about 40 percent of body
weight (Chumlea, 1993).

During childhood, lean body mass increases at a comparable rate in boys and girls and is equivalent
between them until 13 years. After 13 years, the lean body mass of boys starts to increase very rapidly
and reaches a maximum rate of growth late in adolescence. For girls, gains in lean body mass are attained
by 15 years.
Overall, the total period of growth for lean body mass in boys is about twice as long compared to girls. As a
result, the amount of lean body mass is significantly greater in boys (Forbes, 1986).

Lean body mass is positively associated with stature. In other words, at the same level of maturity, a taller
child has a larger amount of lean body mass than a shorter child. However, after puberty, boys have a
greater absolute amounts of lean body mass than girls, regardless of stature (Chumlea, 1993).
BODY FAT
The majority of body fat is stored as subcutaneous adipose tissue. The remaining fat is deposited around
the internal organs and visceral parts of the body. Again, gender and optimal nutrition and physical
activity plays a role in distribution and thickness.

Growth of adipose tissue primarily occurs in the subcutaneous or storage compartment of the body. During
childhood, girls have more fat than boys and vary in the deposition and patterning of subcutaneous adipose
tissue on the arms, legs and trunk (Johnston, et al. 1974; Chumlea, 1993).

During adolescence, the amount of adipose tissue and fat patterning becomes more pronounced between
the sexes. In boys, muscle and bone grow at a faster rate than fat. This causes the overlying subcutaneous
tissue on the extremities to be stretched thinner and explains why skinfold measures taken on the arms and
legs are reduced. It is interesting to note that the subscapular skinfold (taken on the torso) continues to
increase.

In girls, growth of adipose tissue, muscle and bone are comparable, which is reflected by an increase to
occur in the subcutaneous adipose tissue on the arms and legs. Adipose tissue is also added to breasts,
buttocks, thighs, and across the back of the arms (Johnston, et al. 1974; Chumlea, 1993).

It has been shown confidence in physical abilities influences activity and participations in children. Our
program ensures a child has all the resources to develop these abilities by progressing their movement
and overcoming common obstacles associated with activity in childhood.
SKELETAL GROWTH
There are three types of bones in the skeleton: long, round or irregular, and flat bones. Long bones are in
the arms and legs. Round or irregular bones are carpals of the wrist, tarsals in the ankle, and the vertebrae.
Flat bones are found mainly in the vault of the skull and the pelvis.
The long bones of the legs and the vertebrae are a major locations for growth in height. Bone growth is
constant until the adolescent growth spurt. Late in adolescence, bone growth declines. After 18 years of
age for girls and 20 years in boys, the growth plates (epiphyses) at the end of most long bones have fused to
the shafts (diaphyses). This is because cartilage of the growth plates, where growth in bone length occurs,
has been replaced by bone which prevents any further elongation (Chumlea, 1993).

BODY COMPOSITION
• Fat-free mass. A major component of fat-free mass (FFM) is skeletal muscle — the major work-
performing tissue of the body. FFM is important for activity that requires force to be exerted against an
object, such as throwing or a football, lifting weights, or hitting a baseball. On the other hand, a large FFM
can be a limiting factor if the body must be projected (vertical jump) or moved across space (running).
Relationships between FFM and performance and long term function and health have been shown to
decline with inadequate nutrition and more importantly, unaddressed minor injury and.
As expected, strength is significantly related to FFM during male adolescence. High correlations
(independent of weight and height) between FFM and grip strength have been shown in 6 - to 14-year-old
boys. Data on adolescent girls is limited (Malina, 1992).

• Fat mass. Fat has a negative impact on performance. Excess fat is associated with reduced capacity for
physical work, decreased longevity and increased rate of injury and represents an inert load (dead weight)
that must be moved. It also interferes with cardiovascular work and respiratory function. During childhood
and adolescence, relative fatness and skinfold thickness are inversely related to performance tasks that
require projection or movement of the body through space, such as running, pull-ups and the long jump.
Just as with physique, as body fat increases the influence of fat on performance is more pronounced
(Malina, 1992).

In general, children who are regularly involved in specific physical activity (Body Hacks Systems©) have
more FFM and less fat than those who are not regularly active. It appears that body composition changes
in response to short-term training programs (Body Hacks Systems©) creates major changes in FFM
(Malina, 1992).
SPORTS PARTICIPATION AND PHYSICAL EDUCATION
Statistics show that only 30 percent of boys and 15 percent of girls between the ages of 6 and 16 compete
in an organized sports program sometime during the year. At the high school level, there are 32 boys' and
27 girls' sports, with seven million high school students participating (American Academy of Orthopedic
Surgeons, 2002). Beyond organized programs, there are millions more young children who participate in
physical education, community programs, clubs, and other recreational physical activities.

Daily physical activity (PE) for youth, or its equivalent, is in sharp decline. It is alarming that only 8 percent
of elementary schools and 6 percent of middle/junior and senior high schools require daily physical
education or its equivalent for the entire school year for students in all grades in the school. The
elementary schools which do require PE average only 150 min./week of physical activity; the secondary
schools average of 225 min./week.

Statistics on children's activity levels in the USA are presented here.

Children's Activity Levels

• Fewer than 1 in 4 children get 20 minutes of vigorous physical activity per week, and less than 1 in 4 get
at least 30 minutes of physical activity per day.
• Children watch an average 4 hours of television per day.
• 85% of children travel to school by car or bus — only 13% of children walk or bike to school.
Source: CDC, School Health Policies and Programs Study, 2017.

Mounting empirical evidence exists to support that if physical training begins too late in a child's life that
he or she is unlikely to reach full genetic potential and longevity is reduced between 17 - 39 percent.
Of course, athletes “peak” at different times. Any approach to determining age- appropriateness for sports
must consider the level of basic motor skills, maturation and social, emotional and cognitive capability
(Dyment, 1990; Sharkey, 1990).
The major goal for children should be enjoyable participation with the underlying goal of maximizing
genetic potential.
SKELETAL GROWTH
There are three types of bones in the skeleton: long, round or irregular, and flat bones. Long bones are in
the arms and legs. Round or irregular bones are carpals of the wrist, tarsals in the ankle, and the vertebrae.
Flat bones are found mainly in the vault of the skull and the pelvis.
The long bones of the legs and the vertebrae are a major locations for growth in height. Bone growth is
constant until the adolescent growth spurt. Late in adolescence, bone growth declines. After 18 years of
age for girls and 20 years in boys, the growth plates (epiphyses) at the end of most long bones have fused
to the shafts (diaphyses). This is because cartilage of the growth plates, where growth in bone length
occurs, has been replaced by bone which prevents any further elongation (Chumlea, 1993).

BODY COMPOSITION
• Fat-free mass. A major component of fat-free mass (FFM) is skeletal muscle — the major work-
performing tissue of the body. FFM is important for activity that requires force to be exerted against an
object, such as throwing or a football, lifting weights, or hitting a baseball. On the other hand, a large FFM
can be a limiting factor if the body must be projected (vertical jump) or moved across space (running).
Relationships between FFM and performance and long term function and health have been shown to
decline with inadequate nutrition and more importantly, unaddressed minor injury and.
As expected, strength is significantly related to FFM during male adolescence. High correlations
(independent of weight and height) between FFM and grip strength have been shown in 6 - to 14-year-old
boys. Data on adolescent girls is limited (Malina, 1992).

• Fat mass. Fat has a negative impact on performance. Excess fat is associated with reduced capacity for
physical work, decreased longevity and increased rate of injury and represents an inert load (dead weight)
that must be moved. It also interferes with cardiovascular work and respiratory function. During childhood
and adolescence, relative fatness and skinfold thickness are inversely related to performance tasks that
require projection or movement of the body through space, such as running, pull-ups and the long jump.
Just as with physique, as body fat increases the influence of fat on performance is more pronounced
(Malina, 1992).

In general, children who are regularly involved in specific physical activity (Body Hacks Systems©) have
more FFM and less fat than those who are not regularly active. It appears that body composition changes
in response to short-term training programs (Body Hacks Systems©) creates major changes in FFM
(Malina, 1992).
MOTOR SKILLS

There is progressive improvement in the development of motor skills throughout childhood and
adolescence. The preschool child can perform some of the following tasks: throwing, kicking, running,
jumping, catching, striking, hopping, and skipping. By elementary school, the child can perform most all of
these skills. The child continues to refine these motor skills through repetitive practice (Seefeldt, 1982).
At puberty, a gender difference appears. Girls reach a plateau around age 14 and performance on certain
skills, such as the flex-arm hang, sit-ups and leg lifts show little improvement thereafter. Boys progressively
improve on those skills that require strength and power. However, skills such as dribbling and catching a ball
continue to improve until puberty, when these skills reach a plateau (Branta, et al., 1984; Bodie, 1985). One
must ask, how are these skills being developed today in the absence of regular daily physical training? The
current injury rate for non life threatening incidents resulting in loss of physical ability for more than 48
hours has risen to 61 percent of school children within one academic year between the ages of 6 - 17
years old.
MATURATION
There is an optimal time for training, by correlating improvements in physical activity to sexual maturation
and the growth spurt, it has been proven that longevity and long term function along with much more rapid
growth in strength and motor skills occurs when injuries are reduced or eliminated and training is done
specifically to include all three facets of the movement pyramid (CNS Function, Tissue Function, Mechanical
Function).
During adolescence, biological maturity relates to strength and motor performance. Early-maturing boys are
stronger than average and late-maturing peers from preadoles- cence through adolescence. The strength
differences are especially apparent between 13 and 16 years of age, and the strength advantage for the
early-maturing boys reflects hormonal changes, increased body size, and muscle mass. Boys advanced in
maturity appear to maintain their strength advantage (Beunen, et al., 1988).
During adolescence, early-maturing girls are also stronger than their late-maturing peers. The early-
maturing girl shows a rapid increase in strength through 13 years of age, and then improves only slightly. By
contrast, the late maturer improves in strength gradually between 11 and 16 years. For both groups, by age
16 to 17 years, strength levels are comparable (Beunen, et al., 1988).
Boys advanced in biological maturity also tend to perform better in a variety of motor tasks than less-
mature boys. This is especially evident in activities that require power and strength (e.g. explosive
movements). On the other hand, later maturation by girls is often associated with superior motor
performance (Beunen, et al., 1988).
From a practical maximal development standpoint, you can estimate the athletic capabilities of children,
since young athletes need training regimens that are in keeping with their individual stages of development.
The optimal age for training can be accurately predicted as between 6 - 19 years old to maximize genetic
potential and exploit longevity.

GENERAL GUIDELINES FOR AGE APPROPRIATE ACTIVITIES

Children are likely to show natural preferences for certain sports or activities. En- courage parents and
coaches to start there, being careful to keep the child’s skill level, maturity and sport readiness in mind.
Ages 2 to 5: Toddlers and preschoolers are beginning to master many basic move- ments, but they’re too
young for most types of organized sports. At this age, unstructured free play is usually best.
• Running • Climbing • Kicking
• Tumbling
• Dancing
• Playing catch with a lightweight ball
• Pedaling a tricycle or bike w/training wheels • Supervised water play
Ages 6 to 7: As children get older, their coordination and attention spans improve. They’re also better able
to follow directions and understand the concept of team- work. Consider organized activities such as:
• T-ball, softball or baseball • Soccer
• Gymnastics
• Swimming
• Tennis
• Golf
• Track and field • Martial arts
Ages 8 and older: By age 8, nearly any sport — including contact sports — may be acceptable. Carefully
supervised strength training is OK at this age, too.
NUTRITION FOR ACTIVE KIDS AND TEENS

The distribution of macronutrients recommended for active kids and child athletes is much the same as for
less active peers with the exception of caloric variability which is taken into account in the Body Hacks
System©.
Protein aids muscle recovery when consumed after exercise and should account for 10% to 15% of calories.
Recommendations for total protein intakes are 0.95 g/kg/day for kids aged 4 to 13 and 0.85 g/kg/day for
adolescents aged 14 to 18 for maximum strength, growth and function.

Carbohydrate is the most important source of energy for an active child or adolescent and should represent
55% of calories (more on heavy training days), about 5 to 8 g/kg of body weight.

Fat should account for 25% to 30% of total calories. High-fat foods may cause discomfort if eaten too close
to the start of physical activity, but some fat is needed on a regular basis for growth. Emphasize healthful fat
that’s found in avocados, tuna, canola oil, soy, and nuts.

Fluid intake should be supervised and monitored during and after physical activity. This should result in an
hourly fluid intake of 13 mL/kg (6 mL/lb). Fluid replacement post exercise should include about 4 mL/kg (2
mL/lb) for each hour of activity. More is needed for kids who sweat heavily.
MACRONUTRIENTS
Macronutrients, such as carbohydrates, protein and fats, provide the fuel for physical activity and sports
participation.

Carbohydrates
Carbohydrates are the most important fuel source for athletes because they provide the glucose used for
energy. One gram of carbohydrate contains approximately four kilocalories of energy. Glucose is stored as
glycogen in muscles and liver. Muscle glycogen is the most readily available energy source for working
muscle and can be released more quickly than other energy sources and when limited or ineffective, will
lead to injury and loss of genetic potential invariably limiting growth. Carbohydrates should comprise 45%
to 65% of total caloric intake for four- to 18-year-olds. Good sources of carbohydrates include whole grains,
vegetables, fruits, milk and yogurt.

Protein
Proteins build and repair muscle, hair, nails and skin. For mild exercise and exercise of short duration,
proteins do not act as a primary source of energy. However, as exercise duration increases, proteins help to
maintain blood glucose through liver gluconeogenesis. One gram of protein provides four kilocalories of
energy. Protein should comprise approximately 10% to 30% of total energy intake for four- to 18-year-olds.
Good sources of protein include lean meat and poultry, fish, eggs, dairy products, beans and nuts, including
peanuts.

Fats
Fat is necessary to absorb fat-soluble vitamins (A, D, E, K), to provide essential fatty acids, protect vital
organs and provide insulation. Fat also provides the feeling of satiety. It is a calorie-dense source of energy
(one gram provides nine kilocalories) but is more difficult to use. Fats should comprise 25% to 35% of total
energy intake for four- to 18-year-olds. Saturated fats should comprise no more than 10% of total energy
intake. Good sources of fat include lean meat and poultry, fish, nuts, seeds, dairy products, and olive and
canola oils. Fat from chips, candy, fried foods and baked goods should be minimized.
MICRONUTRIENTS
Although there are many vitamins and minerals required for good health, particular attention should be
devoted to ensuring that children between the ages of 6 - 17 years old consume proper amounts of
calcium, vitamin D and iron. Calcium is important for bone health, normal enzyme activity and muscle
contraction. The daily recommended intake of calcium is 1000 mg/day for four- to eight-year-olds and 1300
mg/day for nine- to 18-year-olds. Calcium is contained in a variety of foods and beverages, including milk,
yogurt, cheese, broccoli, spinach and fortified grain products.

Vitamin D is necessary for bone health and is involved in the absorption and regulation of calcium. Current
recommendations suggest 600 IU/day for four- to 18-year-olds. Children are more likely to be vitamin D
deficient as opposed to adults. Sources of vitamin D include fortified foods, such as milk, and sun exposure.
Dairy products other than milk, such as yogurt, do not contain vitamin D.

Iron is important for oxygen delivery to body tissues. During adolescence, more iron is required to support
growth as well as increases in blood volume and lean muscle mass. Boys and girls 9 to 13 years of age
should ingest 8 mg/day to avoid depletion of iron stores and iron-deficiency anemia. Adolescents 14 to 18
years of age require more iron, up to 11 mg/day for males and 15 mg/day for females. Iron depletion is
common in children because of diets poor in meat, fish and poultry, or increased iron losses in urine, feces,
sweat or menstrual blood. Therefore, children, particularly female children, vegetarians and athletic youth
should be screened periodically for iron status. Iron-rich foods include eggs, leafy green vegetables, fortified
whole grains and lean meat.
FLUIDS
Fluids, particularly water, are important nutrients for athletes. Developmental growth, function, and athletic
performance are affected by what, how much and when an child drinks. Fluids help to regulate body
temperature and replace sweat losses during exercise. Environmental temperature and humidity can affect
how much a child sweats and how much fluid intake is required. Hotter temperatures and higher humidity
make a person sweat more, and more fluid is needed to maintain hydration. Dehydration can decrease
performance, reduce growth, decrease muscle growth and put children at risk for heat exhaustion or heat
stroke.
Proper hydration requires fluid intake before, during and after exercise or activity. The amount of fluid
required depends on many factors, including age and body size. Before activity, children should consume
400 mL to 600 mL of cold water 2 h to 3 h before their event. During sporting activities, children should
consume 150 mL to 300 mL of fluid every 15 min to 20 min. For events lasting less than 1 h, water is
sufficient. For events lasting longer than 60 min, and/or taking place in hot, humid weather, sports drinks
containing 6% carbohydrates and 20 mEq/L to 30 mEq/L of sodium chloride are recommended to replace
energy stores and fluid/electrolyte losses. Following activity, athletes should drink enough fluid to replace
sweat losses. This usually requires consuming approximately 1.5 L of fluid/kg of body weight lost. The
consumption of sodium-containing fluids and snacks after exercise helps with rehydration by stimulating
thirst and fluid retention. For non-athletes, routine ingestion of carbohydrate-containing sports drinks can
result in consumption of excessive calories, increasing the risks of overweight and obesity, as well as dental
caries and, therefore, should be avoided.

Recommended minimal fluid intake during and after exercise in active children, based on the calculation of
13 mL/kg during exercise and 4 mL/kg after exercise

Body Weight (KG) Fluid Replacement Fluid Replacement

During Exercise After Exericse (ml/h)
(ml/h)
25 325 100
30 390 120
35 455 140
40 520 160
45 585 180
50 650 200
55 715 220
60 780 240
REACHING THE FINISH LINE
Optimal nutrition is essential for muscle growth, longevity and functional ability and for children to
maintain proper growth and optimize performance in athletic endeavors. An ideal diet comprises 45% to
65% carbohydrates, 10% to 30% protein and 25% to 35% fat. Fluids are very important for maintaining
hydration and should be consumed before, during and after athletic events to prevent dehydration. Timing
of food consumption is important to optimize performance. Meals should be eaten a minimum of 3 h
before exercise and snacks should be eaten 1 h to 2 h before activity. Recovery foods should be consumed
within 30 min of exercise and again within 1 h to 2 h of activity to allow muscles to rebuild and ensure
proper recovery.

Dr. Marisa Sum, Clinical Nutritionist UC Davis

Our Team takes all this information about nutrition and makes it relatable to every culture and age group.
Our experts develop programs based on the needs of the Children and Parents in your school.
 PART 2 HOW INJURIES CAN BE PREDICTED AND
PREVENTED

Body Hacks Systems© Protocol

The pliability system is built around the three corners of the movement pyramid, developed by Dr Trevor
Bachmeyer, that focus on maximizing your ability around movement, nutrition, function, and prevent injury.

When it comes to maximizing health, performance and longevity, the program needs to address a very
specific problem. How does injury affect the outcome of the program?. That’s why Body Hacks is a platform
for achievement that goes beyond traditional health care, athletic performance, or cookie cutter plans. You
become part of all of the things that are vital to your health and longevity — everything needed to perform
at a high level day after day, year after year, permanently.

You’ll find that our system is based on improving function, movement, nutrition, and injury prevention. We
put you in control of your health and then make sure that you stay there.

The Body Hacks Systems© team goes through the entire testing protocol with the group. The assessment
takes less than 2 minutes, marking a pass or fail for the three movement assessments, (taking note that
pain is an instant fail and moves that student outside of the hacking protocol).

Once the metrics are collected (name of the student and whether pass or fail). The entire group engages in
the movement protocol for 4 weeks (87% faster than any other physical therapy, chiropractic or personal
training system available today).
Body Hacks Systems© Protocol

The same school population is once again put through the three movement assessments, showing the
elimination of all failed tests in less than 30 days, resulting in an elimination of injury and exploitation of
maximum growth and performance of the student.

The second phase once the school has passed the assessment phase, is the optional performance protocol,
where the 5 day Body Hacks Systems© training is implemented each morning, as a standalone class, or in
PE. This phase two is specifically built and designed for maximizing human performance, and not just
athletics, but also, mental clarity, daily tasks and recovery.

Our team is over a quarter of a million strong and growing by the day.

We focus on the needs of the students and faculty

We seek to understand the needs and aspirations of every person involved. A personal approach leads to
more personal outcomes.

We design the solution based on the long term outcomes you want to see.
No matter what you want to achieve for your students or yourself, our system is built specifically for you.

We personally deliver and implement the solution for you

We connect the students to the solutions they need, providing individualized plans based on time-tested
fundamentals and research.
Body Hacks Systems© Protocol

We constantly refine and assess the outcomes to produce long term results
The system is designed to create permanent results with self correcting training as the system progresses.

The purpose of Body Hacks is to give you the ability to do more, be more and have more without losing any
time.

We started Body Hacks in 2015 and quickly proved to the world that injury prediction and human
performance are available to everyone and will radically improve long term health and ability. Essentially,
we’ve given everyone that’s used our system, the best tools and resources to take control of their health so
they can succeed at anything.

In seeing the results happen so quickly, we’ve designed a platform that can be applied to any facility,
organization or institution, and give results within weeks. Currently, Body Hacks Systems© is 87 percent
faster than anything else available, and we are continuing to improve on that every day.

Peak performance isn’t just about athletes, its for everyone, when you eliminate the chance of injury, when
you improve nutrition to optimal levels, when you create the mindset of a champion in everyone, the
overall production increases exponentially.

The basic human need is for increase, and in the realm of human performance, nobody does it better than
we do because we are focused on your needs, and your goals, and then, we get you there. Whether you’re
a student, an engineer, a doctor, or a professional athlete, or a child Body Hacks Systems© is designed
specifically for you.
 PART 3 OUR RESOURCES
ST MICHAEL HOSPITAL

With emergency in patient and outpatient services. Our partnership with St Michaels will provide your
school with access to experts in all fields of emergency care and medicine. Our job is simple and that is
to provide you with every resource possible in relation to child development and health. We are able to
develop programs to meet your needs at a moments notice because of the resources available to us.

The partnership we have will carry over to programs and resources that we can bring to your School.
Ranging from providing Medical Support for large events to providing health and Safety Training to your
faculty, students and parents.

SAFETY TRAINING WITH THE HEALTH AND SAFETY INSTITUTE

Our safety programs are sponsored the Health and Safety Institute. The organization was founded in
1996 and was developed to provide education for health care professionals, first responders, child care
workers, teachers and workplace supervisors. The programs are comprehensive and easy to understand.
The tools given to students is valuable in both their professional and personal environments. Our
programs include but are not limited to

Adult First Aid

Child First Aid
Adult CPR
Child CPR
Infant CPR
Wilderness First Aid
Adult AED
Child AED
Infant AED
Basic Life Support
Child Care CPR AED FIRST AID

Options include training your teachers to teach these courses internally or we can provide Physicians
and nurses that are bilingual to teach the courses. We provide all the material in English or Mandarin.
 PART 3 OUR RESOURCES CONTINUED
YMCA

With our partnership with we have access to

programs that can be incorporated into your
schools. Programs for children and adults range
from youth exercise, diabetes support,
cardiovascular and heart disease support training,
nutrition training.
 OUR SPECIALISTS
Trevor Bachmeyer, M.D., D.C, MSc. Rehabilitation Specialist, Sports Medicine
Sunny Shi M.D., General Practitioner Specialty Neurological Rehabilitation and Sports Injury
Sanjeev Choubey M.D., Specialty Internal Medicine, Diabetes, Rheumatology
Wang Hua M.D., Specialty Women’s Health
Grace Wu Specialty Radiology
Paul Zhang M.D. Specialty Neurology
Xu Bing M.D. Specialty Women’s Health
Achal Shrikhande M.D., Specialty Gastrointestinal
Bianco Bian M.D., Specialty Orthopedics
Li Weiguo M.D., Specialty Urology
Lu Pengrong M.D., Women’s Health
Lv Jianwei M.D., Pelvic Floor Disorders and Surgery
Rupa Shahi M.D., Specialty Pediatrics
Ting Zhang M.D., Specialty Reproduction
Wen Wei M.D., Pelvic Floor Disorders
Marisa Sum D.C., BSc Specialty Rehabilitation and Clinical Nutrition
Waleed Doany M.D., Specialty Nutrition
Joone Lee D.C., BMR Specialty Medical Rehabilitation
Randy Zhou, BSc, D.O., CSCS Specialty Rehabilitation and Exercise Science
Yanpin Huang M.D., Specialty Urologist and Andrologist
Magedelena Necek M.D, Specialty Tropical Disease, EENT
Ewelina Biskup M.D., SpecialtyGeneral Medicine, Professor
Kevin Ross Specialty Functional Exercise Specialist, Body Movement Specialist
Shenshen Han, Orthopedic Nurse, CPR First Aid Instructor
 Founder Dr. Trevor Bachmeyer M.D., MSc has been providing
programs for students and children in the United States for the
past decade. Currently his focus is on teaching schools and
teachers how to continually, without extra resources, screen
and provide protocols for children for injury prevention and
injury prediction. An excerpt of his program is provided for all
Schools interested in this program.

Founder Dr. Joone Lee, D.C., BMR developed a network of specialists during his time in Shanghai, Canada
and the United States. Starting his Career as a Wellness Director in the San Francisco YMCA, he was able
to implement programs to support diabetics and help them cope and deal with diabetes. This carried
over to development of training programs for Parkinsons patients and patients suffering from
Cardiovascular disease. During his time in Shanghai he practiced at Shanghai East International Medical
Center, St. John’s Health Center and Klinoerth a Specialty Children’s Clinic.

In his last 15 years of practice he has expanded to include Safety Training into his program as well as
programs to evaluate Children and giving them the advantage that most children do not have access to.
REFERENCES

American Academy of Orthopedic Surgeons (AAOS), February 2002, http:// orthoinfo.aaos.org

Beunen GP, Malina RM, Van’t Hof MA, et al. Adolescent Growth and Motor Performance: A Longitudinal
Study of Belgian Boys. Human Kinetics, Champaign IL, 1988.
Bodie DA. Changes in Lung Function, Ball Handling Skills, and Performance Measures During Adoles- cence
in Normal School boys. In: Binkhorst RA (Ed), Children and Exercise XI. Human Kinetics, Champaign IL, 1985.
Branta C, Haubenstricker J. and Seefeldt V. Age changes in motor skills during childhood and adolescence.
Exerc Spor Sci Rev 12:467-520, 1984.
Chumlea WC. Growth and Development. In: Queen PM, Lang CE (Eds), Handbook of Pediatric Nutrition.
Aspen Publishers, Gaithersburg MD, 1993.
CDC. School Health Policies and Programs Study, 2000. de Lench, B. Home Team Advantage. The Critical
Role of Mothers in Youth Sports. HarperCollins Publishers,
Inc., NY, 2006. Dyment PG. Neurodevelopmental Milestones: When is a Child Ready for Sports
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