Laboratory Experiences in Exercise Physiology

Required for Laboratory Experiences in Exercise Physiology: EDPE 167

Discussion Question Packet for Exercise Physiology

Prepared by

Required For EDPE 167
Discussion Questions 1.
Chapter 1-2

Introduction to Exercise: Structure of Muscle

1. Define motor unit.

2. What are the contractile proteins of muscle tissue?

Discussion Questions 2
Chapter 3
Energy Metabolism

1. What is the ultimate energy source in the body? From where is it derived?

2. Differentiate between exergonic and endergonic reactions! Can you give an example of each?

3. Must ATP be produced all the time?

4. Differentiate between the relative energy derived from fats, carbs and proteins! How/why is this so?

4a. Why do distance athletes strive to utilize fats more than carbohydrates?

5. Differentiate between glycolysis, glycogenesis, and glyconeogenesis?

6. Briefly describe the breakdown reaction of ATP and its resynthesis to give energy!

7. What would you gain from ingesting creatine phosphate?

8. Differentiate between the 3 recognized energy systems!

9. Can lactate be used as a source for energy production?

10. Where does energy production take place?

11. How would you describe and explain free radical production during energy metabolism?

12. Define and be able to discuss the following terms:
a. oxygen deficit
b. oxygen debt
c. EPOC
d. maximal oxygen consumption
e. anaerobic threshold
f. lactate threshold
g. ventilatory threshold
h. respiratory exchange ratio

13. What is the relationship between oxygen deficit and steady state during exercise?

14. Why is there such a heavy anaerobic energy demand at the beginning of exercise?

15. What determines the pathway of energy metabolism?

16. What determines the extent of EPOC or oxygen debt?

17. Would it be important for an athlete to know their anaerobic threshold? If so, why?

18. What would be the benefit of knowing the RER of an athlete at certain intensities?

19. Why would it be important for an athlete to minimize glycogen use (sparing) during exercise?

20. What are the implications of glycogen depletion?

21. Can diet play a role in aerobic performance?

22. Briefly define the following terms: overload, specificity, intensity, duration.

23. Define the issue of reversibility.

24. What factors affect the aerobic training response?

25. What is the lactate threshold? Is it important during aerobic training?

26. Are there dietary or other nutritional supplements that can enhance aerobic performance?

27. What role does age play in aerobic performance?

28. What limits maximal aerobic performance?

29. What is a ketone body and when are they likely to be present?

30. Is there an age effect upon aerobic and anaerobic performance? If so, can you describe it?
Discussion Questions 3
Chapter 4, 14
The Nervous System

1. What system consists of the brain and spinal cord?

2. What system consists of the nerve fibers that lay outside the brain and spinal cord?

3. The autonomic nervous system innervates organs and tissues that are ____________?

4. Differentiate between the sympathetic branch and parasympathetic branch of the autonomic nervous system.

5. Which neurons conduct sensory impulses from the periphery to the central nervous system?

6. Which neurons conduct impulses from the central nervous system to the muscles?

7. Explain what reciprocal inhibition is.

8. What are golgi tendon organs?

9. Differentiate between central fatigue and peripheral fatigue.

10. What is the task-dependency model

11. The site of the physiological changes in the neuromuscular system that lead to fatigue depend on?

12. What is the "Setchenov Phenomenon"?

13. The two basic aspects of the depletion hypothesis are _______ and _______.

14. What is a muscle action potential?

15. Discuss the mechanism to explain the increases in strength that typically occur at the start of a strength training program that are often seen without accompanying increases in size!

16. Is there a difference between resistance training with free weights versus machine weights for performance issues?

17. Do you think muscle fiber types play a role in strength development?

18. What role, if any, does nutrition play in strength development?

19. Differentiate between smooth muscle, cardiac muscle, and striated muscle!

20. What are the relative constituents of muscle?

21.Why is glycogen considered an obligate substance for nerves and muscles?

22. How are muscle fibers classified?

23. Discuss the factors that determine the force of muscle contraction!

24. How does strength training affect the activation threshold?

25. Determine the recruitment pattern of fiber types as a function of intensity!

26. Distinguish between the following types of muscle contraction: isotonics, isometrics, isokinetics, concentric, eccentric.

27. What is auxiliary lifting, periodization and functional isometric lifting?

28. What does the text suggest for time regeneration of ATP? Is it correct?

29. Are the speeds of contraction performed during performance adequately addressed during resistance training?

30. Why can the fiber type proportion of a muscle influence muscle energy metabolism?

31. How might the preferential decrease in muscle glycogen from SO muscle fibers influence performance during exercise lasting in excess of 2 hours?

32. What might the benefit be for lactate production by FG muscle, and its uptake and metabolism in SO muscle during exercise?

33. Can extremes in fiber type proportions influence an individual's potential for success in given types of exercise or sports competition?

34. What evidence is there to support the trainability of the neural and neuromuscular components of the motor unit pool of skeletal muscles?

35. What are the changes in muscle fiber type proportions or properties that can be expected from training for either endurance or muscular power?

36. When muscles increase in cross sectional area after resistance training, is the increase a result of hypertrophy or hyperplasia?

37. What muscle fiber changes occur during severe disuse, like immobilization or deinnervation?

38. Based on what you now know about muscle fiber properties what factors would you now consider in the developing of a training program for a competitive athlete?

Discussion Questions 4
Chapter 5
Cardiovascular System

1. Define the following terms: heart rate, stroke volume, cardiac output, AVO2 difference, artery, capillary, vein, venous return, varicose vein, venous pooling, rate pressure product. Where appropriate, be aware of normal resting values for the above.

1a. Describe the initial cardiovascular response at the onset of exercise? Then describe how it changes as exercise progresses? Refer particularly to the effects of intensity.

2. What are the major cardiovascular changes that take place at rest as a result of chronic aerobic training?

3. (Where possible) Discuss how each of the terms defined in Q1 are affected by the onset of exercise: be specific regarding HR, SV, CO, AVO2 diff.

4. What do we mean when we talk about blood redistribution during exercise?

5. In what ways does the increase in body temperature affect the circulation system?

6. What controls the blood flow responses?

7. How do you explain the increase in blood flow that occurs during exercise?

8. Do we see continued vasodilation with prolonged exercise? If so, why?

9. Is there any danger from abrupt cessation of strenuous exercise in terms of cardiovascular response?

10. Why do we see a variation in blood flow (particularly cutaneous) during static/isometric exercise?

11. How does acclimatization influence blood flow response?

12. Are fast and slow twitch fibers similarly perfused with blood vessels?

Discussion Questions 5
Chapter 6
Pulmonary System

1. Define the following terms: TV; IRV; ERV; TLC; RLV; FVC; IC; FRC; Valsalva maneuver.

1b. How exactly does the respiratory system function?

2. Differentiate between static and dynamic lung volumes.

3. What do you think is the primary purpose of the pulmonary system? Think carefully!

4. Briefly describe the anatomy of the pulmonary system.

4a. Differentiate between the conductive zone and the respiratory zone.

5. Approximately when does the pulmonary system reach maturity?

6. Determine which of the above terms (question 1) relate to dynamic lung volumes and discuss how they change during exercise?

7. What are the prominent changes that take place in the pulmonary system with aging that make respiration more challenging?

8. Is the respiratory response to exercise the same in the elderly versus the young?

9. Does the lung limit performance? i.e. does the demand during exercise exceed capacity?

10. What is a 'stitch' or that pain in the side sometimes experienced during exercise?

11. Describe and differentiate between Dalton's Law, Henry's Law, Boyle's Law and Charle's Law!

Discussion Questions 7
Chapter 12
Flexibility Training

1. What is flexibility?

2. What sets the limits of your flexibility?

3. What is the difference between static flexibility and dynamic flexibility?

4. Explain the stretch reflex.

5. Define static stretching and ballistic stretching.

6. Explain what proprioceptive facilitation means.

7. Does pre-exercise stretching decrease a muscles ability to produce a maximal force?

8. What are the 5 factors that effect flexibility? Explain each.

Discussion Questions 8
Chapter 15
Nutrition

1. What is the optimal proportion of macro-nutrients for athletes?

2. What role do carbohydrates play in an athleteís diet?

3. Discuss the role of carbohydrate intake prior to, during and after, exercise.

4. What are the factors that effect protein catabolism during exercise? Explain each.

5. What type of training improves the ability to metabolize fats and carbohydrates?

6. What technique is typically used to predict body fat?

7. If an athlete has optimal nutritional habits, is it recommended that they take a vitamin supplement?

8. Explain some of the recommendations made by the American College of Sports Medicine regarding fluid ingestion prior to, during and after, exercise.

9. Define sports anemia

10. What should a pre-exercise consist of and when should it be consumed?

11. What are the 6 key concepts for increasing weight and muscle mass?

Discussion Questions 9
Chapter 16
Ergogenic Aids

1. Define Ergogenic Aids.

2. What are the most common reasons for supplement use?

3. Explain caffeineís effect on an athlete.

4. What are the health related side effects of anabolic steroids?

5. Which type of athlete is most likely to use growth hormone?

6. What type of athlete would benefit most from a sodium-bicarbonate supplement?

7. Does creatine supplementation improve athletic performance? Explain.

8. How does HMB improve athletic performance?

9. Explain what blood doping is and its effects on an athlete.

10. What type of performance does erythropoietin improve?

11. What are the advantages of carbohydrate loading?

Discussion Questions 10
Chapter 9
Body Composition

Part one: measurement
1. Discuss the relative advantages/disadvantages of ht-wt tables and BMI.

2. Is obesity generally related to overeating?

3. What are the major structural components of the body?

3a.When you read the literature concerning body composition they talk about component models. What do they mean by 2, 3, 4 component models.

4. Why is density useful in the determination of body composition?

5. Distinguish between body weight and mass.

6. Define essential fat and storage fat.

7. Discuss gender specific fat and why it is higher in females.

8. Distinguish between direct and indirect assessment of body composition.

9. Discuss the procedures and merits of the following methods:
- hydrostatic weighing.
- skinfolds.
- BIA.
- computed tomography.
- DEXA.
- futrex.
Part two: performance
10. Is there a link between body fat and performance?

11. Are there adverse effects from decreasing body fat too much?

12. Can you isolate fat reduction via exercise?

13. Differentiate between overweight and overfat.

14. Discuss the role of fat distribution patterns in cardiovascular disease.

15. Is increased body fat the result of increased fat cell numbers or size ?

16. What determines fat storage?

17. Is weight control simply a measure of energy balance?

18. Does dieting affect resting metabolic rate?

19. Do you think wrestlers or boxers who rapidly reduce weight for competition are impairing performance?

20. Discuss the terms hyperplasia and hypertrophy as they relate to fat cell numbers and size. Try also to find how and when fat cell numbers and determined.

21. Are body composition distribution patterns standard throughout the life span?

22. Do males and females store adipose tissue differently?

23. Are there adverse effects from reducing body fat below certain limits?

24. What is the role of resting metabolic rate, exercise and eating in overall energy expenditure?

25. What are thermogenesis, thermic effect of food, thermic effect of exercise?

Discussion Questions 11
Chapter 17
Environment and fatigue

1. What is the heat stress index?

2. How is body temperature regulated? This question applies to avenues of heat loss and heat gain!

3. Is body temperature regulation the same at rest and during exercise?

4. What is the relationship between sweat rate and work intensity?

5. Discuss the role of fluid intake and the complications that arise from lack of intake during exercise in the heat!

6. Discuss cardiovascular responses that occur during exercise in the heat!

7. What is the primary determinant of increased core temperature in a normal healthy individual?

8. Discuss factors that influence our ability to regulate body temperature!

9. Are there gender differences in ability to adapt to environmental stress?

10. Are there age related factors in ability to adapt to environmental stress?

11. What are bodily responses to cold exposure and what are the mechanisms to protect against a decrease in core temperature?

12. What exactly is frost-bite?

13. What are the temperature limits for normal healthy functioning? Think about this!

14. How does the body maintain thermal balance? Explain each.

15. What are the dangerous outcomes of exercising in the cold? Explain.

16. How does cold acclimatization occur?

17. Exercising in the heat is more dangerous than exercising in the cold? True of False?

18. Cooling of the skin is facilitated by _________ when participating in activity in a hot and dry environment.

19. When exercising in a hot and dry environment the heart rate _________.

20. Problems of exercising in the heat are related to _________ and _________.

21. Describe the guidelines for maintaining proper hydration for athletes in hot weather.

22. Define heat stress, heat strain, muscle cramps, heat syncope, heat exhaustion and heat stroke.

23. What are the effects that age, gender and obesity have on exercising in the heat?

24. What are the results of heat acclimatization?

Discuss the effects of exercising at high altitudes.

Discussion Questions 12
Chapter 13
Strength and Speed Adaptations

1. Describe the factors that differentiate slow twitch fibers from fast twitch fibers.

2. Define specificity of speed.

3. Describe the relationship between strength and speed.

4. Describe the relationship of flexibility and speed.

5. What are the three phases of sprint events?

6. What are the most critical phases to optimizing performance in sprint running?

7. In sprint swimming the start is characterized by _________.

8. What will improve sprint bicycling performance?

9. What are the four ways in which to improve sprint speed skating?

Discussion Questions 13
Chapter 10
Aerobic Exercise Prescription

1. Define low, moderate and high risk individuals.

2. What are the effects of warming up prior to physical activity?

3. What is the most important health related benefit of warming up?

4. Describe the most effective warm-up

5. What is the most important reason for cooling down?

6. Provide five examples of moderate intensity physical activities.

7. Whatís the most effective way to influence public health?

8. What are the four components associated with developing and maintaining cardio respiratory fitness?

9. The two common methods for estimating a target heart rate are _________ and ____________. Describe each.

10. Define a MET.

11. What are the advantages of the RPE scale?

12. What is de-training?

13. What is the VO2 max?

14. Define the anaerobic threshold and the lactate threshold.

15. What are the factors that influence the efficiency with which we perform endurance activities? Explain each.

16. Explain the five training methods for distance events.

Discussion Questions 14
Chapter 11
Muscle Strength and Resistance

1. Define contractility, irritability, and conductivity.

2. Explain the all-or-none law.

3. What is the size principle?

4. What are the factors that contribute to the external force that a muscle can produce? Explain.

5. Describe the differences in strength between genders.

6. What is an isometric muscle action?

7. What is an isokinetic muscle action?

8. What is a concentric muscle action?

9. What is an eccentric action?

10. Define hypertrophy and discuss its relevance to improving athletic performance.

11. During the first few weeks of a resistance training program what is the major factor influencing strength gains?

12. Define muscle atrophy

13. What are the general recommendations for resistance training prescriptions for healthy, sedentary adults?

14. What are the basic principles of resistance training for athletes? Describe each.

15. Describe the difference between macro-cycles and meso-cycles.

16. Define the action of plyometric training.

17. What are the results of concurrent resistance and endurance training?

18. Define overtraining and detraining.

Discussion Questions 15
Chapter 8
Immune System & Exercise

1. What is phagocytosis?

2. What role do what B-Cells play?

3. What do antibodies do?

4. What is leukocytosis?

5. What is lymphocytosis?

6. Describe the relationship between exercise and antibodies.

7. How does exercise influence your URIís?

8. Discuss the relationship between exercise and HIV/Aids.

9. Discuss some of the strategies for reducing the risk of illness.

Discussion Questions 16
Chapter 19
Aging and Exercise

1. How is strength affected by aging?

2. What is the Maximum Heart Rate equation?

3. What factors influence the decline in VO2 max with age?

4. How is the nervous system affected with age?

5. Discuss how body composition changes with age.

6. What benefits do aerobic training in the elderly produce?

7. How are the elderly affected by resistance training?

Contents

Laboratory #           Page
Introduction:          3
General information & Conversion factors:      4
Lab 1. General Health, Fitness & Athletic Assessment    5-8
Lab 2. Aerobic Assessment: Part One Astrand Cycle Test    9-12
Lab 3. Aerobic Assessment: Part Two VO2 Max & 20M Shuttle Run 13-17
Lab 4. Caloric Energy Expenditure Variation in Exercise Modes   18-19
Lab 5. Determining the Anaerobic Threshold      20-22
Lab 6. Anaerobic Assessment: The Wingate Test & Vertical Jump 23-25
Lab 7. Body Composition Assessment:      26-33
Lab 8. Strength Assessment:        34-36
Lab 9. Cardiovascular Response to Exercise:      37-39
Lab 10. Temperature Regulation:       40-42
Lab 11. Somatotypes: Endomorph, Ectomorph or Mesomorph?   43-44

Introduction

This manual was written with the intention of providing the student with a step by step guide through several basic but important practical experiences. While much of the theory of exercise physiology is learned in the classroom, there is no substitute for a sound practical, laboratory based component. A successful laboratory requires articulate data collection and utmost precision. It is very easy to incorrectly measure the bodily response and in turn make false conclusions. I cannot emphasize enough how important it is for you to be professional, conscientious and accurate in your procedures. Failure to do so will render your results inaccurate and your experience a waste of time. It is better to do things correctly the first time. Record your data in the correct places. That way it makes sense when you look at it later on and you can find it.

Many of our experiences will require physical exertion. Sometimes the student will be embarrassed or even find it funny (not a bad thing!). Regardless, you must strive to ensure accurate data collection to enable you to properly summarize your experiences. Encourage each other to give honest efforts and high standards and you will be rewarded with a great educational experience that will give you invaluable information to apply in your chosen field.

Having said all that, I want the lab sessions to be fun and enjoyable. To do that you should arrive properly dressed, ready to participate and eager to learn. Read the labs before you come to class. In turn I will do my best to maximize your learning experience and address your curiosities.

Have fun!!

Your Basic Descriptive Data (youíll use this for most labs)
Date: ________

Name: ________________ Height(cm): _______ Weight (kg): ________

Age: ________

General Conversion Factors and nomenclature:

1 inch = 2.54cm       1 kg = 2.2lbs
1 meter = 39.37 ins or 3.281 ft or 1.0936 yd 1 lb = 453.49g
1 ft = 0.3048M       1 km = 0.62137 mile
1 mile - 1609.25M       1 yd = .914M
1 mph = 26.822M/min or 1.6093kmh or 0.4470M/sec or 1.4667 ft/sec

Heart Rate is measured in beats per minute;
Oxygen consumption is measured in liters/minute or milliliters per kg body mass;
Ventilation is measured in liters per minute;
Force is measured in Newton's or kilograms;
Temperature is measured in Celsius;
A falling object accelerates at 9.81M/sec

Lab 1: General Health, Fitness and Athletic Assessment

The purpose of today's lab is to introduce you to some basic concepts and measurement techniques used in exercise science. It will also be used to orient you to the laboratory. Today we will look at the following measurements: flexibility, grip strength, blood pressure, vertical jump and reaction time. All of these variables play a role in athletic performance. While there are not always established norms for the following variables they are helpful in ranking subjects.

N.B. Conscientious and accurate data collection gives meaningful results. Sloppy data gives no information or false information. Be patient and take your time. Follow procedures carefully. The key to successful data collection is practice, practice and practice!

For this lab you need a calculator!

Record the following general information: Date: _____________

Ht(cm): ________ Wt(kg): __________ Age(yrs): _________

Note: Height and weight are recorded without shoes. Some useful conversion factors. To convert inches to centimeters multiply inches by 2.54. To convert pounds to kilograms divide pounds by 2.2.
Test 1. Vertical Jump: The vertical jump is a test of explosive power and strength. It is an anaerobic test and may be indirectly used to assess the fiber type distribution of an athlete. Stand on the impax pad, flex your knees to @ 100o, wait for the signal beep and then explode upwards and land on the pad again. Read your vertical jump score in inches from the analog box.
Vertical jump score: Trial 1 _____ Trial 2 ______ Trial 3 ______

Test 2. Grip strength: Take hold of the grip dynamometer in your dominant hand first. Make sure the dial is reset to zero and then squeeze as hard as you can! Now try your non-dominant hand.
Grip strength: Dominant hand _______ Non-dominant hand _______

Make sure you stretch well before this exercise!!
Test 3. Back and Hamstring strength: Attach and adjust the chain so that your knees are flexed about 110o. Then without bending your back extend your legs upwards keeping your arms straight. Again make sure the dial is reset to zero before you start.
Back and Hamstring strength: _________(lbs) : Convert to appropriate units.

A stretch or warm up before this test can help your scores.
Test 4. Flexibility. Using the sit and reach box assume a position on the floor with your legs straight and feet together up against the box (shoes off). Use Scale two for the measurement. In a controlled and smooth manner move your upper body forward with your arms outstretched and hands together and push the plate as far as possible. Make sure your hands stay together. Again a warm up can help with this test. Take the best of three trials.
Flexibility: _____(cm)

Test 5. Back and abdomen strength. This is a simple test where you are required to do 4 forms of sit ups. In two of the sit ups your feet are weighted down by your partner and in the other two they are not. Perform two bent leg sit ups (1a & 1b): in the first one your feet will be weighted in the second they will not. Then perform two straight leg sit ups (2a & 2b): in the first one your legs will be weighted in the second they will not. Simply record the number of correct sit ups you can do using the above techniques.

Using the following criteria give your self a score for each sit up.
Cannot perform =0, difficulty performing, jerky motion, feet leave the floor = 1, uses a lot of momentum to overcome 45o = 2, performs with slight pause in mid area of sit up = 3, no difficulty = 4.

1a = ______ , 1b = _______ , 2a = _______, 2b = _______ ,

Total score __________ / 16

Test 6. Reaction Time: Using the visual stimulus (light) record your right and left hand, and right and left foot reaction times. You should take 5 trials for each limb. Time is recorded in portions of a second.

Right foot: T1 _____ T2 _____ T3 _____ Mean:_____
Left foot: T1 _____ T2 _____ T3 _____ Mean:_____
Right hand: T1 _____ T2 _____ T3 _____ Mean:_____
Left hand: T1 _____ T2 _____ T3 _____ Mean:_____

Remember to record all your data on the Master List !!!

Consider the following questions regarding your data!
1. Do your scores tend to categorize you as a power or endurance athlete or consequently as an aerobic or anaerobic athlete?

2. Can you explain any particular strengths or weaknesses in your scores?

3. How do your scores compare with others in the class? Remember you need to record all your scores on the master sheet.

4. Where do you fall in the population regarding your current height and weight? Check charts in lab.

Flexibility Norm Chart for Sit-and-Reach Tests
__________________________________________________________________
Traditional* Modified?
(cm) (cm)
__________________________ __________________________
Rating Males Females Males Females
Poor <14.0 <30.0 <29.5 <32.0
Fair 14.0-24.0 30.0-33.0 29.5-34.0 32.0-36.5
Average 24.1-35.0 33.1-37.0 34.1-38.0 36.6-40.0
Good 35.1-45.0 37.1-41.0 38.1-43.0 40.1-42.0
Excellent >45.0 >41.0 >43.0 >42.0

* Source: Adapted from Canadian Public Health Association Project (1977); for ages 20-29; footline set at 25 centimeters.

? Source: Adapted from Hoeger (1991), for ages 19-35.

Lab 2: Aerobic Performance Laboratory
Part A: The Astrand Cycle Test

The Astrand cycle test is a widely used and inexpensive method of predicting oxygen consumption. It involves riding a bicycle for approximately six minutes at a few different workloads that are sub maximal. The prediction of aerobic performance is then based on the individual's gender, age, exercise heart rate and work rate. In the following weeks we will do some other aerobic fitness tests that will allow you to make comparisons between different assessment techniques and their accuracy.

Work rate is calculated using the following formula:

Work rate (power) = Force x distance (or force) x revolution x meter
Time min revolution

Distance on the monarch is 6 meters per revolution. The time component is used to determine the rate and depends on how many revolutions are completed per unit time. We typically use a metronome to regulate cadence. Look at the following example:

At the end of the test a male subject may typically exercise at the following numbers:
Heart rate = 162bpm
Force = 3.5kg
Distance = 6m/rev
Time = 50rpm
Work rate = 3.5 x 6m/rev x 50rpm
Work rate = 1050kgm.min-1 Therefore VO2 is @ 3.2L/min

Procedures:
1. Calculate your age predicted max HR (220-age): MHR = __________bpm

2. Calculate 60% and 70% of your age predicted max HR and corresponding 15 sec pulse rates:, 70% = _______ 15 sec count = _______ ,

3. Adjust the bike to a comfortable height.

4. Set cadence at 50 rpm and follow this protocol:
Women: begin at 0.5kg (150kgm.min-1) at pedal at 50rpm (fitter subjects may want to start at 1.0kg to save some time). After two minutes record the heart rate. If heart rate is <70% increase the workload by 0.5 kg and continue for two minutes. If heart rate is still below 70% repeat step one. If heart rate is >70% continue for several minutes until subject reaches steady state. Then record steady state heart rate and all other variables. Perform calculation.

Men: Begin at 1.0kg (300kgm.min-1) and follow procedures outlined above for women (fitter subjects may want to start at 1.5kg to save some time).

6. Don't forget to give yourself a good cool down (usually 3 minutes at a low workload).

7. Go to the normogram and determine your non adjusted aerobic capacity (L/min-1).

8. Use the age correction factor to correct your oxygen consumption for your age.

9. Convert your oxygen consumption from L/min-1 to ml.kg.min-1 by multiplying L/min-1 by 1000ml/L and dividing by your body mass in kg.
Look at this example calculation for a 21 year old male with a mass of 80kg:

Ending workload = 1200 kgm.min-1
Ending heart rate = 166bpm
Predicted VO2 = 3.6L/min-1 (non adjusted)
Adjusted = 3.6L/min-1 x 1.02 = 3.67

Conversion to ml.kg.min-1 = 3.67L/min x 1000ml/L = 45.6 ml.kg.min-1
80kg

Now look up the fitness rating in the table provided!

Data recording:

Age: _____________ 220 - age = : ___________

70% heart rate max: ______________

Ending workload: ____________Kg.m.min-1 Ending heart rate: ___________bpm-1

Age correction factor: ________________

Computation:

Fitness classification:

Cardiorespiratory Endurance Norm Chart
(VO2max values expressed in m-1 o kg o min-1
Male
Age Poor Fair Average Good Excellent

<29 <25 25-33 34-42 43-52 >52
30-39 <23 23-30 31-38 39-48 >48
40-49 <20 20-26 27-35 36-44 >44
50-59 <18 18-24 25-33 34-42 >42
60-69 <16 16-22 23-30 31-40 >40

Female

<24 <24 24-30 31-37 38-48 >48
30-39 <20 20-27 28-33 34-44 >44
40-49 <17 17-23 24-30 31-41 >41
50-59 <15 15-20 21-27 28-37 >37
60-69 <13 13-17 18-23 24-34 >34
Source: American Heart Association (1972)

Age-Correction Factors Astrand-Rhyming Normogram

Age c.f.

15 1.04
20 1.02
25 1.00
30 0.97
35 0.95
40 0.93
45 0.91
50 0.88
55 0.86
60 0.82
65 0.80

Modified from Sharkey (1991)

Laboratory 3: Aerobic Fitness Testing continued
Part B: VO2 Max & 20 Meter Shuttle Run Test

The second part of the aerobic fitness testing component introduces two further tests. The VO2 Max test and the 20M shuttle run test. The VO2 Max test will be a demonstration test using only one subject. There are several reasons for this. Firstly, it is a time consuming test requiring about one hour per subject. Secondly, it is an expensive test. Thirdly, it provides way more information than we need in this class. Therefore, we will use one subject to demonstrate and give each student a copy of the results.

The 20M shuttle run test on the other hand is a relatively inexpensive test, easy to administer and can be given to several subjects at the same time. Therefore, you will all be able to participate in the 20M shuttle test.

Both of the above tests require maximal efforts.

Part B1: VO2 Max Test.
Procedures: VO2 Max Test

If you look at the printout you will notice several columns. You will not need most of these columns at this point. But you do need some of them. I will take care of calibrating the machine and preparing everything else. Your responsibility is to understand what is going on during the test. You should pay particular attention to the values on the monitor and make sure they are correct and increasing. The test is based on the values from inspired and expired air. Inspired air concentrations are a constant. Therefore, we need only measure expired air along with the volumes.

1. The subject will put on a heart rate monitor and begin with a three minute warm-up. The protocol we will begin with is the standard Bruce protocol (1973).

2. The subject will inspire room air and we will collect and analyze all expired air for O2 and CO2 concentrations and volumes. In general you should see oxygen volumes around 15-16% and carbon dioxide around 4-5% at max.

3. Your printout contains several data columns. I will explain each of these to you in class as a group. There is a sample printout to help you start to understand the numbers.

4. There are termination criteria for this test. See text.

Questions:
1. Can you determine the anaerobic threshold from this data?

2. How would you describe the cardiovascular and pulmonary response during this test?

3. How would you interpret and use this data to give an athlete advice?
Sample Metabolic Test Printout
Part B2: 20M Shuttle Run Test:
It is important in this test that you give a maximal effort. It is also important that you listen to your body responses and determine if it is time to stop.

Procedures: Shuttle Test
1. Make sure you have a heart rate monitor correctly attached if using one.

2. The shuttle test incorporates a warm up so you do not need an additional one. However, if you want to, feel free.

3. The shuttle test comprises a back and forth course between cones 20M apart. Each subject must move between the cones at a set cadence determined by the bleeps. At each bleep you must be on a 20M line on the next bleep you must be on the other 20M line. The time you have to travel between the bleeps gets shorter and shorter. Eventually you will not be able to keep up with the cadence and you will have to stop. The test terminates when you fail to make three consecutive lines at the bleep.

4. Remember to cool down properly, but don't forget to record your ending heart rate and stage level.

Remember! At the end of the shuttle run test you will have exercise maximally and be very tired. However, you must remember to record your data. Take not immediately of your ending heart rate. This is a good representation of your maximal heart rate. Also, make sure you get your completion stage level so as you can determine your VO2 max.

Remember! Cool down from this test gradually and slowly!!!

Data Collection Sheet

Ending Heart Rate: ________ bpm Ending Stage: ________ Time: ________ mins

Ending Stage Level: _____________

Predicted Maximum Oxygen Consumption from tables: _________ ml.kg.min-1

What was your predicted Max VO2 using the Astrand Cycle Test: _________ ml.kg.min-1

Questions:
1. How did your score on the shuttle run test compare to your score on the cycle test.

2. How did the scores of the subject who performed all three max tests compare with each other? Can you explain any differences?

3. What are the relative strengths and weaknesses of the three aerobic fitness tests you have encountered so far?

4. Would you use this information any differently from that of the max test?

Lab 4: Caloric expenditure variation across exercise modes

The purpose of this lab is to demonstrate how to calculate energy expenditure during various modes of exercise. Specifically, we will exercise on one mode, record the heart rate and determine the calories used. We will then reproduce that heart rate (same intensity) on another mode to determine if there is a difference in energy expended.

Example

To determine initial VO2 during exercise on a treadmill use the following equation:

VO2 = 3.5 + 2.68 (speed) + 0.48 (speed) (% grade)

For example: a client (60 KG) is walking on a treadmill at 3 mph up a 5% grade.
What is VO2?

VO2 = 3.5 + 2.68 (3) + 0.48 (3) (5) = 18.74 ml.kg.min-1

Next Question: How many calories is this?

Remember! 1 L VO2 = 5 kcal.

We must convert the 18.74 ml.kg.min-1 back to liters.

So: (VO2 ml. kg. min.) + wt (kg) = 18.74 x 60/1000 = 1.12 liters
1000
Kcals = 1.12 x 5 = 5.6 Kcals min. A 20-minute exercise session at this intensity is 112Kcals

Now perform the following: Do the bike first

Step 1 Bicycle
Select a work-rate on the bicycle that elicits a somewhat hard work-rate for you, i.e., pedal at
60 rpm, 60-70% MHR. Hold this work-rate for about 4-6 minutes until the HR plateaus and record the number. Also record the resistance (kg) on the bike.

Workload kg x 300 = kg.m.min
HR
RPM 60

VO2 = 3.5 + 2(workload/BW) e.g., a 65 kg client exercises at 1200 kg.m.min. (4 kg.)

VO2 = 3.5 + 2(1200)/65 = 40.42 ml.kg.min-1

Convert to Kcals = 40.42 x (wt.kg/1000)
= 40.42 x 65/1000 = 2.62 L

Kcal: 2.62 x 5 = 13.1 kcals min-1 at this HR. In 20 minutes you would burn 262Kcals.

Step 2:Treadmill
Walk or jog on the treadmill until you reproduce the same steady state HR from the bicycle. Record the speed and grade (5%). Calculate your VO2.

Treadmill VO2 = 3.5 + 2.68 (speed) + 0.48 speed (% grade)
Calculate VO2 L/min.
Calculate kcals.

Question: Is energy expenditure different for treadmill vs. bike vs. rowing at same HR?

Step 3: Rowing
As in Step 2, row on the rowing machine for several minutes until you reproduce your target steady state HR. Record the average watts. REMEMBER: Multiply the watts x 6 to get the kg.m.min-1 for the equation below.

Row VO2 = 3.5 + 2(workload)/BW

E.G: a client of 43kg is rowing at 150 watts. What is her VO2 in ml.kg.min-1

So: 3.5 + 2(900)/43 = 3.5 +1800/43 = 3.5 + 41.86ml.kg.min-1

You can then work out the calories using the above equations.

Calculate VO2 L/min. Calculate kcals.

Question: Is energy expenditure different for treadmill vs. bike vs. rower at same THR?

Can you explain any variations?

Was the perception of effort different for different modes? Why?
Laboratory 5: Anaerobic Threshold:
Lactate Threshold and Onset of blood lactate accumulation (OBLA)

The purpose of this lab is to introduce you to the anaerobic threshold and how it is measured. The lactate threshold is the exercise intensity at which blood lactate begins to increase. This usually occurs around 50% of VO2 max in untrained and 70 ? 90% in trained individuals. This normally occurs around 4 mmol/L and it is also called the onset of blood lactate accumulation (OBLA), the lactate threshold, or the anaerobic threshold. In this instance the lactic acid begins to accumulate in the blood stream faster than it is metabolized. The anaerobic threshold is of great importance to athletes, especially endurance athletes because it can affect their performance. Once your body can no longer remove lactate at the speed it is produced you are working more anaerobically than you are aerobically. Training results in a decrease in lactate production at any given intensity. This is important because the faster your body can remove the wastes the longer you can perform at a higher intensity. There are many factors that can influence lactate accumulation. Some examples are intensity of the workload, training status of the individual, and fiber type. Some other physiological aspects are obvious above the AT. We cannot hold steady state responses, in other words both heart rate and ventilation continue to increase, and exercise gets more uncomfortable the higher we go.

To test for anaerobic threshold generally takes about 20 minutes. This test consists of stages that last @ 4 minutes long on the bike or treadmill (although any mode is fine). Throughout each stage the following variables are recorded: heart rate, oxygen consumption, and at the end of each stage a blood sample is drawn. After the measures are taken the workload is increased for the next stage.
Note: Multiple groups will perform this test at the same time. However, only one group will be measured on the metabolic system and all others will use the heart rate method.

Procedure: (Single Subject, metabolic cart method)
* The subject will put on a heart rate monitor and baseline measures will be taken for all variables. Subject will perform test on a bike.
* The subject will be hooked up to a metabolic cart and will inspire room air and we will collect and analyze all expired air for 02 and CO2 concentrations and volumes.
* The subject will begin the protocol and data will be recorded at the end of each stage.
* Subject will begin with weight specified below and each stage will last four minutes.
* Blood will only be drawn every four minutes but all the other variables will be recorded every minute.

You should pay close attention to the values as the subject gets further into the stages. See what happens to the variables when intensity is increased.

Procedure: (Groups, Conconi heart rate method)
* One person in group will perform the exercise while other members record the data.
* Subject will wear a heart rate monitor and will perform the test on a bike.
* The protocol will be the same as above, for going to start with specified amount of resistance on the bike and the stages will be four minutes long
* Going to record subjects heart rate each minute and record workload when changes.

What you are looking for in these tests: To determine the anaerobic threshold you are looking for when the subject can no longer hold steady state. Steady state is the ability of the body to adapt to changes put on the body, such as exercise, by making adjustments to variables such as oxygen consumption, and HR to meet the demands of the exercise. When exercise intensity is increased there is an initial increase in the variables but they level off if the body is able to keep up with the demands of the exercise. The body can only keep up until a certain workload before you begin to work anaerobically. When the body is not able to keep up with the demands of the exercise, heart rate and the other variables begin to increase or creep up. The point at which this happens it is termed your anaerobic threshold, for you are no longer working aerobically but moreso anaerobically. For example if your heart rate is 158 one minute, then 160 the next, then 165 the next you are above the anaerobic threshold. Usually after each increase in resistance it will jump up and then the next minute it will level out or be close to the number. You are looking for when the heart rate is no longer plateauing, but is gradually jumping up. In this instance the anaerobic threshold would be at a HR of @158.

Questions:

1. What is the subjects threshold and what does it mean? What advice would you give this subject about their anaerobic threshold? (i.e.good/ bad?)

2. How would you need to train to improve your anaerobic threshold?

DATA COLLECTION:

Each student will receive a printout that will show the oxygen consumption, ventilation and heart rate throughout the entire test for a single test group.

Females should begin with 1.0 kg and males 1.5 kg. Increase the workloads by 1 kg for two stages and then by 0.5 until steady state can no longer be held. If subject is fit start at 1.5 kg for females and 2.0 kg for males.

Minutes Workload Heart Rate Blood Measure
Baseline
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26

Lactate Threshold: mmol/L Max Heart Rate: bpm

Percentage of VO2 max: %

Laboratory 6: Anaerobic Power Testing
The Wingate Test and Vertical Jump Test

Be advised: This test is maximal in nature. You are likely to feel dizzy and/or nauseous after the test. Be sure to warm-down correctly for at least 3-4 minutes using the treadmill or another bike. Then sit and rest quietly for 10-15 minutes.

Anaerobic Power:
For this lab we will execute two commonly used tests, namely the Wingate test and the Vertical Jump test. Both tests are relatively easy to administer and differ mainly in price. The Wingate requires a bicycle ergometer set up so that power may be measured whereas the vertical jump test needs only equipment that measures height elevation off the ground. To-day we will execute both tests and look at our relative performance in each test. We can also look to see if the vertical jump test can substitute for the Wingate test.

DO THE VERTICAL JUMP TEST FIRST!!!!
Follow the procedures from laboratory one for measurement of vertical jump.

Name: ________________ Weight: ______________ Date: _____________

The purpose of today's lab session is to introduce you to one form of anaerobic power measurement. While many techniques exist the Wingate test is very common and highly reliable. It is also quickly executed and relatively inexpensive ($50.00). As you know anaerobic power is a measure of your anaerobic ability to develop energy required during high intensity exercise. It is of value to know and monitor this in speed athletes, team sports etc.

Today's session will require you to perform one maximal test for 30 seconds. This effort should represent an all out maximal effort and one must stress the "all out' part. Remember a maximal effort will give more accurate and usable results.

Procedures:
1. Record your body mass in kg or lbs.
2. On the warm up bike adjust the seat height until you are comfortable and perform a 3 minute warm up at 70rpm with 1kgm resistance.
3. Adjust the test bike seat height to the same height as the warm up bike. You are now ready to perform the test.
4. You will be given a 7 second countdown that will end on go. On ' go ' pedal as hard and as fast as you can until the test technician tells you to stop. The test lasts 30 seconds.
5. When you have finished walk on the treadmill for 3 minutes at 3-4mph as a cool down. Hold on to the hand-rails of the treadmill for the first few minutes if you need to.

You will receive a computer print out after completion of your cool down. From your print out determine the following values.

Some Generic information:
1kg = 9.8N 1N = 0.10197kg or 0.2248 lb
1. Determine your fatigue index (FI). Your fatigue index is calculated using the following (it is also given at the bottom of your printout):
Lowest power output (taken after APP) / Highest Power output (APP) x 100
2. Determine your time to peak power (TPP). How does your TPP compare to class mean ? Does your TPP tell you anything about your status or ability as an athlete?
3. What is your absolute peak anaerobic power (APP)? How does this compare to class mean and to average values for other anaerobic athletes? Does your APP tell you anything about your status or ability as an athlete?
4. Determine your APP, Relative peak power (RPP), absolute mean 30 second power (AMP) and relative mean 30 second power (RMP). Do these values tell you anything about your status or ability as an athlete?
5. How do your values compare in general with the class mates and other anaerobic power athletes?

The calculations for each are as follows:
APP = you can read this directly from your table or use:
APP = [N x (Rmax x 6)/5]

RPP (watts/kg) = APP/kg body weight
Total work (watts) = N x (Rpm for 30 secs x 6M)

AMP = Total work / 30 sec

RMP (watts/kg) = AMP/kg body weight

Laboratory 7: Body Composition Assessment

The purpose of this lab is to introduce you to basic approaches to the assessment of body composition. You will practice using skinfold calipers along with other basic height and weight assessment procedures. As with all scientific work the accuracy and professionalism with which you approach your data collection will be reflected in the accuracy of your results. Many health clubs, sports teams etc. use body fat measures on their athletes and it can be a useful measure. Bear in mind that the vast majority of individuals perform body composition measurements incorrectly and this is especially true when using skinfold calipers. Attempt to answer the following questions from today's lab session.

1. How does your BMI compare to your waist to hip ratio? Is there a logical relationship between the two measures? Which test do you think is more valuable for health related fitness?

2. If the department of physical education required all graduates to have a body fat % <15% for males and <22% for females would you meet the criteria? Is this a reasonable requirement?

3. Compare the results of the *3 and the *7 skinfolds! Do they predict similar body fat %s ? What are some of the sources of error?

Procedures:

1. Body Mass Index (BMI): ___________

a. Measure your height (cm) and weight (kg). Calculate BMI using the formula below!

BMI = wt (kg)/ ht (m) 2

The number you generate should be between 20-30!
Then consult the look up table for your classification.

2. Waist - Hip Ratio: This is sometimes used as an indicator of risk for cardiovascular disease. Check table for your classification.

a. Measure your waist or abdominal circumference at the smallest circumference below the rib cage and above umbilicus.

b. Standing with your feet together measure the widest part of the hip or gluteus.

c. Calculate the ratio by dividing the waist measurement by the hip measurement.

d. Consult the look up table.

e. Rating: ______________

3. Height squared index: It is based on a regression equation. Score: _____________

a. Measure height in cm and wt in kg. Then use the following regression equation to determine lean body mass (LBM).

Men: LBM (kg) = .204 x ht2 (decimeters)

Women: LBM (kg) = .18 x ht2 (decimeters)

b. % fat = [wt (kg) - LBM (kg)]/ wt (kg) X 100

4. Skinfolds: Remember that skinfolds typically incorporate about a 3% error. By increasing the number of sites measured you should decrease error (although you increase the complexity of the math). Therefore, the sum of seven is usually better that the sum of three.

Measure skinfolds at the following 7 sites: chest, axilla, triceps, sub-scapula, abdominal, suprailiac, and thigh. Use the following guidelines to correctly locate the anatomical landmarks.

Note: All measurements should be taken on the right side of the body!!
1. Chest: A diagonal fold taken half the distance between the anterior axillary line and nipple.

2. Axilla: A horizontal fold on the mid-axillary line at the level of the xiphoid process of the sternum.

3. Triceps: A vertical fold on the posterior midline of the upper arm, halfway between the acromion and olecranon processes.

4. Subscapular: A diagonal fold from the vertebral border to 1-2cm below the scapular inferior angle.

5. Suprailiac: A diagonal fold above the crest of the ilium at the spot where an imaginary line would be drawn from the anterior axillary line.

6. Abdomen: A vertical fold taken at a lateral distance of approximately 2 cm from the umbilicus.

7. Thigh: A vertical fold on the anterior aspect of the thigh, halfway between the mid-point of the inguinal ligament and the proximal border of the patella. Have subject bear weight on left leg.

We can use the sum of 3 or 7 to predict body density (Db).
Males: Sum of 3:

1.10938 - (0.000826 X *3) + (0.0000016 X *32) - (0.0002574 X age)

Sum of 7: (use all sites for men and women)

1.1120 - (0.00043499 X *7) + (0.00000055 X *72) - (0.00028826 X age)

Males *3 = chest, abdomen and thigh (mm).

Females : Sum of 3 :

1.0994921 - (0.0009929 X *3) + (0.0000023 X *32) - (0.0001392 X age)

Sum of 7: (use all sites)

1.0970 - (0.00046971 X *7) + (0.00000056 X *72) - (0.00012828 X age)

Females *3 = triceps, suprailiac and thigh (mm).

Calculate BF% using the Siri equation (1961):

%BF = [(4.95/Db) - 4.50] X 100

Also use your sum of three skinfolds and look up your score on the table to see how it varies from using the Siri equation.
Data Collection Sheet

Height (cm): _______________ Weight (kg): ________

Skinfolds (mm):

Chest: ______________ Axilla: ______________

Abdomen: ___________ Thigh: ______________

Triceps: _____________ Sub-scapula: _________

Suprailiac: ___________

Body Mass Index: ___________

Body Fat % sum of three: __________ Body Fat % sum of seven: __________

Lean Body Mass: ____________ Total fat weight: _____________

Waist - Hip ratio: ____________
Tables for Classification
Tables for Classification cont'd

Laboratory 8: Strength Assessment

Name: ____________________ Date: __________Weight (kg): _____________

The purpose of to-day's lab is to introduce you to the fundamentals of isokinetic strength testing. Isokinetic strength testing varies from other forms of strength testing in several ways. Firstly, it is scientific and allows you to develop a strength curve that enables you to see differences in strength across different joint angles. Secondly, because it does just that you get a more accurate assessment of peak strength. Thirdly, it allows you to assess strength at different contraction speeds which you cannot do with isometric or isotonic contractions. Like all other tests it is important for you to give a maximal effort.

Procedures:
It is important that you follow the technician instructions very carefully !
1. Ensure that you are safely and securely strapped in the chair at the waist and the knee.
2. Make sure the ankle strap is tightly secured and knee cap in place.
3. The knee joint should be aligned with the rotational arm of the lever arm.
4. From here the technician will give you clear instructions on how to perform the test.
5. You will be given a warm-up on each leg. For the warm-up you will do 5 reps at about 60% intensity. It is important that you exert concentric force for both extension and flexion.
6. On the 'go' command from the technician you will give 5 maximal efforts for both extension and flexion. This means you must push and pull forcefully. Upon completion of one leg the technician will rearrange the machine to enable you to do the other leg.
7. From your results determine the following. Look at the example printout on the following page to determine how to read it.
Make sure you get a hard copy of your results before you leave the laboratory! I will go over how to interpret the data using the sample sheet!

Determine the following data

1. What is your absolute strength for each muscle group?

Right leg Extension: _________ ft.lbs Right leg Flexion: _________ ft.lbs

2. What is your Q/H ratio for the leg?

Right leg: _________

3. What is your strength-mass ratio for extension in the leg?

Right leg: _________

Questions:
1. Do you think it is more accurate to assess strength isokinetically, isotonically or isometrically? How might peak values change across the three types of contractions?

2. Determine your peak torque ratio for flexion and extension on your tested leg. What are suggested safe guidelines for this ratio to prevent knee and leg damage (it is often referred to as the quadriceps to hamstring ratio)?

3. Determine your peak torque to body ratio. Can you suggest a value for this measurement that athletes should achieve as a minimum ?

4. You were tested at 60 deg/sec! How do you think your values might change if the contraction speeds were increased to 120 deg/sec or 180 deg/sec?

5. How valuable is isokinetic testing is comparison to other forms of strength testing?
Laboratory 9: Cardiovascular Responses to Exercise

The purpose of today's lab session is to familiarize you with the monitoring of blood pressure (BP) and heart rate (HR). This is a simple lab to execute however the answers are based on a strong understanding of cardiovascular physiology. It will require additional time spent with the readings to fully grasp the topic. Collect your data with the intent to learn correct procedures and answer the following questions. Work in groups of three.

1. What effect does body position have on resting BP? Why?
2. Does body position have any effect on HR?
3. Is there a relationship between exercise intensity, BP and HR? If so, what is the relationship and why does it exist?
4. What was the response of HR and BP during sit-ups and push-ups? Did it differ from HR and BP responses to bike riding? If so, Why?
5. Why do we need BP and why does it change?

Procedures:
1. You need a HR monitor, stethoscope and BP cuff (remember to wet the HR monitor at the electrodes).
2. Practice reading BP and recording HR on your partner and others in the class. Spend about 15-20 mins becoming familiar with these techniques (there is a teaching stethoscope for those of you who are unsure about whether or not you are reading BP correctly).We also have an automated BP system.

For the parts 3-5 it may be easier to have your partner wear the BP cuff while exercising.

3. a. Have your partner lie supine for 3 minutes and then record HR and BP.
b. Have your partner sit up and repeat the procedure.
c. Have your partner stand up and repeat the procedure.

4.a. Have your partner pedal on the cycle ergometer at 1 kgm 70rpm for 3 minutes and then record HR and BP. It's easier to measure exercise BP on the bicycle vs treadmill as there is less errant noise and artifact!
b. Increase the workload to 2 kgm and repeat the procedures.
c. Increase the workload to 3 kgm and repeat the procedures.

REMEMBER TO RECORD THE DATA ON THE COLLECTION SHEET.

5. a. Have your partner perform sit-ups for 1 minute while you hold their feet. Record HR and BP.
b. Have your partner perform 12 push-ups and hold the 12th push-up in the upright position for 30 secs and then record HR and BP.

Points to Remember!!!
1. Always record BP in the left arm!
2. Always have two methods of checking HR !
3. Take both BP and HR measurements as rapidly as you can after the exercise !
4. Always record the data immediately after you take it !
5. Use the correct terminology (HR is bpm and BP is mmHg).
6. Remember, concise, precise and conscientious data collection leads to valuable and usable results.

Data Collection Sheet

HR bpm-1 BPmmHg

1. Supine position: _________ _________

2. Sitting position: _________ _________

3. Standing position: _________ _________

4. Cycling at 1 kgm: _________ _________

5. Cycling at 2 kgm: _________ _________

6. Cycling at 3 kgm: _________ _________

7. After 1 min sit-ups: _________ _________

8. After 12 push-ups: _________ _________

Question
1. Do you notice anything strange about the blood pressure and heart rate response during the push-ups?

Laboratory 10: Temperature Regulation

The purpose of today's lab is to introduce you to the concept of temperature regulation and the response during exercise. In general, body temperature regulation is misunderstood. Many people think the important determinant is ambient temperature however exercise intensity may be more important. The harder you exercise and consequently the more your muscles contract the higher core temperature will rise. Naturally, how well you thermoregulate and hydrate determines changes in body temperature. There are, of course, other influencing factors such as wind, clothing etc. Today we will concentrate on the effects of varying exercise intensity to demonstrate changes in body temperature as a function of work output.

Body temperature measurement during exercise has always presented challenges for exercise physiologists. Measuring temperature at the mouth is too unreliable. Thus, the common measurement site is the anal canal. This requires the insertion 10-12cm of a small temperature probe that the subject must wear throughout the duration of exercise. Therefore, apologies are given in advance and gratitude is given to the volunteers.

Procedures
1. Make sure the heart rate monitor and temperature probe have been cleaned with water and alcohol.

2. Have the subject wear a heart rate monitor and insert the probe (this may take a few minutes). Have subject sit quietly for a few minutes and then record resting heart rate and core temperature.
3. The bicycle is a more comfortable while wearing a temperature probe.
a. Have subject warm up for three minutes at 1kg and 70 rpms.
b. After three minutes increase work load to 1.5kg for 6 minutes.
c. Increase workload to minutes for 6 minutes.
d. Increase workload to 3.5kg for 6 minutes.
e. Allow subject to cool down for three minutes.

RECORD HEART RATE AND TEMPERATURE EACH MINUTE!!

The subject may have difficulties at the higher workloads. You should try to anticipate this from heart rate response at the lower workloads and adjust accordingly. Make sure you note any deviations from the original protocol. Record data on the following page!

Questions:
1. Can you describe the body temperature response and heart rate response to the exercise session?

2. Was there a particular pattern to the response?

3. What factors contributed to the increase in body temperature?

4. How can we influence body temperature response during exercise?

Data Collection Sheet:

Subject Name: ___________________ Pre exercise WT: ___________ Post WT: ________

Resting heart rate: ________ bpm Resting Body Temperature: _____ o C

Time (mins) HR bpm
Temp oC
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19

Laboratory 11: Anthropometric Somatotyping
Somatotyping is the term used to classify an individualís physique. Somatotyping is different from body composition in that it describes the way body weight is distributed on the skeleton. For example, some people appear very muscular, others appear lean while others appear bulky or rotund. There are 3 types of body build.
1. Endomorphy: this rates an individual in terms of fatness or roundness characteristics.
2. Mesomorphy: this rates an individual in terms of muscularity.
3. Ectomorphy: this rates an individual in terms of leanness and linearity based on the relationship between weight and height.

In this lab we will determine your "decimalized anthropometric somatotype".

Each person contains an element of all 3 body types. When we calculate your distribution you are assigned a number usually between ë2í and ë7ífor each element. The somatotype is then reported as a 3 number combination of the components in the order listed above. So a somatotype rating might look like this 3, 3.5, 5. A score of 2 is considered very low for that component while a score of 7 is considered high. There are no upper or lower limits on the scales. This individual would be considered to low on fatness, medium on muscularity and high on leanness and might look like a distance runner.

In order to determine your anthropometric classification perform the following!
1. Record your height in cm and weight in kgs.
2. Record your skinfolds for the following sites:
a. Triceps.
b. Suprailium.
c. Subscapular.
d. Medial calf.

3. Record the diameter in cm for the following sites:
a. Elbow.
b. Knee.
4. Record the circumference for the following muscles in the flexed position.
a. Bicep.
b. Calf.

5. Apply the following calculations to determine the rating for each component.

Endomorphy:
= -0.7182 + 0.1451 [(sum of 3 skinfolds) x (170.18/height in cm)]

Mesomorphy:
= [(0.858 x elbow diameter) + (0.601 x knee diameter) + (0.188 x (flexed arm circumference ? triceps skinfold/10)) + (0.161 x (calf circumference ? calf skinfold/10))] ? (0.131 x height) + 4.50

Ectomorphy:
This rating is based on the height-body weight ratio or ponderal index.
Ponderal index = Height in cm/cube root of body weight in kg.

If the ponderal index is greater than 40.75 then use the following:
= 0.732 x ponderal index ? 17.63
If the ponderal index is between 40.75 ? 38.25 then use the following:
= 0.463 x ponderal index ? 17.63
If the ponderal index is less than 38.25, then the ectomorphic rating = 0.1.