CARROLL UNIVERSITY
COLLEGE OF NATURAL SCIENCE, HEALTH SCIENCE AND BUSINESS
ENTRY-LEVEL DOCTOR of PHYSICAL THERAPY PROGRAM
Physical Therapy 406: Exercise Physiology I
Syllabus – Fall 2013
COURSE NUMBER AND TITLE:
PTH 406: Exercise Physiology I
NUMBER OF CREDITS:
4
DAY/TIME:
Lecture Cohort A – MW 8:00 – 9:50am – CGS 119
Lecture Cohort B – MW 10:00 – 11:50am – CGS 119
Lab A – F 10:00-11:50am (Prof McQuade) – CGS LL02
Lab B – F 3:00-4:50pm (Prof McCarthy) - CGS LL02
Lab C – F 8:00-9:50am (Prof Seneli) - CGS LL02
Lab D – F 1:00-2:50pm (Prof McCarthy) - CGS LL02
PREREQUISITES:
Good standing in the Physical Therapy Program
FACULTY:
COURSE COORDINATOR:
John McCarthy, PhD, PT, CSCS*D, FNSCA, FACSM
Office Hours at Main Office: PT112A - T 12:00-2:00pm; also open door policy or by appointment
Office Hours at CGS: Room 109 - M 12:00-1:00pm and F 11:30am-12:30pm
Phone: TBA
Email: [email protected]
COURSE ASSOCIATES:
Amy McQuade, PT, PhD
Office: CGS LL01
Office Hours: TR 12:00-2:00
Phone: 262-951-3040
Email: [email protected]
Rhiannon Seneli, MS, ATC
Office: CGS 109
Office Hours: W 12:00-1:00pm or by appointment
Cell Phone: 262-385-4085
Email: [email protected]
GENERAL MEDICINE TRACK MISSION STATEMENT:
The aim of the general medicine track is to produce an entry-level generalist clinician who is
competent in anatomical and physiological detail of major body systems at rest and during
exercise, general pathophysiology underlying disease processes of these systems and treatment
rationale, and proficient in evidence based examination, evaluation, and management of persons
with acute or chronic medical and/or surgical conditions.
COURSE DESCRIPTION:
This course provides fundamental knowledge about the adaptability of human
physiological systems in meeting a range of exercise demands. Areas covered include nutrition;
energy transfer during rest and exercise; function of the cardiovascular, respiratory, and skeletal
muscle systems including energy delivery & utilization and exercise performance; acute and
chronic physiologic and performance effects of exercise; exercise prescription for healthy adults;
and body composition/weight management. Research evidence regarding how exercise and
physical activity impact health, performance, and disease is included.
REQUIRED REFERENCES:
McArdle WD, Katch FI, Katch VL. Exercise Physiology: Nutrition, Energy, and Human
Performance, 7th edition. Baltimore: Lippincott Williams & Wilkins, 2010.
Online Student Resource Center for McArdle WD, Katch FI, Katch VL. Exercise Physiology:
Nutrition, Energy, and Human Performance, 7th edition. Need access code from inside front
cover of textbook. Log on at http://thepoint.lww.com/MKK7e
PowerPoint course notes.
Brill JB. Eat like you’re in Crete: teach your clients the benefits of the Mediterranean diet.
ACSM’s Health & Fitness Journal, 11(5): 13-20, 2009.
Graham Thomas J, Bond DS, Hill JO, and Wing RR. The national weight control registry: a
study of “successful losers.” ACSM’s Health & Fitness Journal. 15(2): 8-12, 2011.
Swain, DP. Moderate-or vigorous-intensity exercise: what should we prescribe? ACSM’s
Health & Fitness Journal. 10(5): 7-11, 2006.
Wallace, JP and AD Fly. Sound medicine for high blood pressure. ACSM’s Health & Fitness
Journal. 12(2): 8-15, 2008.
ADDITIONAL READINGS:
*Baechle TR, Earle RW, and Wathen D. Resistance Training. In Essentials of Strength
Training and Conditioning, 3th Edition. National Strength and Conditioning Association,
Baechle T.R. and R.W. Earle (Eds.), Champaign, IL: Human Kinetics, 2008, pp. 381-412.
McCarthy JP, and Roy JLP. Physiological Responses and Adaptations to Aerobic Endurance
Training, In: Jared W. Coburn and Moh H. Malek (Eds.), NSCA's Essentials of Personal
Training, 2nd Edition. National Strength and Conditioning Association, Champaign, IL, Human
Kinetics, 2012. pp. 89-106.
*Ratamess NA, Alvar BA, Evetoch TK, Housh TJ, Kibler WB, Kraemer WJ, and Triplett NT.
American College of Sports Medicine Position Stand: Progressive Models in Resistance
Training for Healthy Adults. Medicine and Science in Sports and Exercise. 41: 687-708,
2009.
*NOTE: Information/content in the Baechle et al. and the Ratamess et al. articles is very
similar.
Selected journal articles, books, and/or websites will be mentioned for further reference for
selected topics as the course proceed
2
POLICY STATEMENTS
Statement on Academic Integrity – The Carroll University Academic Integrity Policy is located
in your student handbook. Students are encouraged to familiarize themselves with it. If a student
violates this policy in any way, the instructor(s) reserve the right to impose a sanction of failure on
the assignment/assessment or failure in the course. If you have questions about appropriate
citations, please ask your instructors.
Accommodation for Disabilities – Any requests for accommodation must be made through the
Director of Services for Students with Disabilities at Carroll University. Appropriate
accommodations will be made once notification has been received from the Director.
Modifications to the syllabus – The instructors and the University reserve the right to modify,
amend, or change the syllabus (course requirements, grading policy, schedule, etc.) as the
curriculum and/or program requires(s).
Further class policies regarding attendance, assignments, academic standards, and general conduct are
in accord with those outlined in the Entry-Level Physical Therapy Student Handbook.
COURSE OBJECTIVES:
Throughout the course and by the conclusion of the course, it is expected that the student will be able to:
NUTRITION UNIT
1.
Describe major categories of carbohydrates, fats, and proteins, identify their dietary sources, and
define their functions and roles in the body and in maintaining health
2.
List bodily functions for vitamins, describe major roles of minerals, outline the function of water in the
body, and explain potential risks of consuming too much or too less of these nutrients.
3.
Describe general nutritional recommendations for overall health, outline dietary recommendations for
physically active individuals, and explain how dietary modifications and different types of diets may
impact performance and risk for chronic diseases such as heart disease.
CARDIOVASCULAR UNIT
4.
Describe the components of the cardiovascular system and explain their function
5.
Describe the hemodynamics of the cardiovascular system and explain the interaction of factors that
affect it.
a. Describe the interactions among cardiac output, total peripheral resistance, and arterial blood
pressure
b. Explain the role of the venous system as an active blood reservoir
c. Explain how to measure blood pressure with the auscultatory method, and quantify typical
systolic and diastolic blood pressures at rest and with aerobic exercise
d. Discuss how blood pressure responds during isometric, dynamic resistance exercise and upperbody exercise
e. Explain the rate-pressure product and rationale for its use in clinical exercise situations
6.
Describe the mechanisms underlying central and peripheral cardiovascular regulation and their
integration.
a. Explain how intrinsic and extrinsic factors regulate heart rate during rest and exercise
3
b.
c.
d.
e.
f.
Draw a normal electrocardiogram (ECG) tracing and identify and describe its major components
Describe how local metabolic factors regulate blood flow during rest and exercise
Explain the role of “central command” in cardiovascular regulation during exercise
Describe the effects of aerobic exercise training on neural regulation of heart rate
Outline the contributions of chemoreceptors, mechanoreceptors, and the metaboreflex in
cardiovascular regulation during exercise
g. Summarize the dynamics of blood flow to diverse tissues at exercise onset and as exercise
progresses in duration and intensity
7.
Describe and contrast mechanisms underlying the functional capacity of the cardiovascular system.
a. Compare cardiac output during rest and maximal exercise for an endurance-trained and
sedentary person
b. Discuss physiologic mechanisms that influence exercise stroke volume
c. Contrast the components of cardiac output during rest and maximal exercise for sedentary and
endurance-trained individuals
d. Discuss the contributions of the Frank-Starling mechanism to augment cardiac output
e. Outline the dynamics and proposed mechanisms for cardiovascular drift
f. Outline cardiac output distribution to major body tissues during rest and intense aerobic exercise
g. Describe the relationship between maximal cardiac output and VO2max among individuals who
vary in aerobic fitness
h. Indicate factors that contribute to expanding the a-vO2 difference during graded exercise
RESPIRATORY UNIT
8.
Describe pulmonary structure, the mechanics of ventilation, and interpret measures of lung function.
a. Diagram the ventilator system – show the trachea, bronchi, bronchioles, and alveoli
b. Discuss the mechanical and muscular aspects of inspiration and expiration during rest and
exercise
c. Define and quantify static and dynamic lung function measures and their relation to exercise
performance
d. Define minute ventilation, alveolar ventilation, ventilation-perfusion ratio, and anatomic and
physiologic dead space
e. Describe the effects of cold-weather exercise on the respiratory tract
9.
Describe principles and mechanisms of gas exchange and transport through the body
a. List the partial pressures of respired gases during rest and maximal exercise in the alveoli,
arterial blood, active muscle, and mixed-venous blood
b. Quantify oxygen transport in arterial plasma and combined with hemoglobin under sea-level and
ambient conditions
c. Discuss the physiologic advantages of oxyhemoglobin’s S-shaped dissociation curve
d. Describe factors that produce the “Bohr effect” and outline its major benefit in physical activity
e. Explain the role of myoglobin during high-intensity physical activity
f. List and quantify three ways for carbon dioxide transport in blood
10.
Describe and contrast neural and chemical mechanisms underlying pulmonary ventilation responses.
a. Describe how the hypothalamic neural command center controls pulmonary ventilation
b. Explain how major chemical and nonchemical factors regulate pulmonary ventilation during rest
and exercise
c. Describe how hyperventilation extends breath-holding time but also poses a danger
d. Outline the dynamic phases of minute ventilation at the onset, early phase, and late stage of
moderate exercise and recovery
e. Graph the relationships among pulmonary ventilation, blood lactate, and oxygen consumption
during incremental exercise, indicating the point of onset of blood lactate accumulation (OBLA)
f. Explain the rationale for substituting the blood lactate threshold or OBLA for VO2max to predict
endurance performance
g. Quantify the energy cost of breathing during rest and strenuous exercise in health and pulmonary
disease
4
11.
Summarize how chemical and physiologic buffer systems regulate acid-base quality of body fluids
during rest and exercise.
SKELETAL MUSCLE UNIT
12. Describe and explain the structure and function of skeletal muscle from the macroscopic to
microscopic levels.
a. Outline the levels of organization in the gross structure of skeletal muscle
b. List the major protein constituents of skeletal muscle and their functions
c. Draw and label the structures that characterize a skeletal muscle fiber’s striated appearance
under the light microscope at low magnification
d. Draw and label a skeletal muscle fiber’s ultrastructural components
e. Summarize the salient features of the sliding filament model of muscle contraction
f. Outline the sequence of chemical and mechanical events during skeletal muscle excitationcontraction coupling and relaxation
g. Discuss the function of the triad and T-tubule system
h. Contrast slow-twitch ad fast-twitch (including subdivisions) muscle fiber characteristics
i. Outline the distribution patterns of muscle fiber type among diverse groups of elite athletes
j. Discuss modifications in muscle fibers and fiber types with specific exercise training
k. Discuss variations in twitch characteristics, resistance to fatigue, and tension development in the
different motor unit categories
l. Describe mechanisms that adjust force of muscle action along the continuum from slight to
maximum
BIOENERGETICS UNIT
13. Describe basic concepts of energy transfer
a. Describe the various factors that influence the difference between a food’s gross energy value
and its net physiologic energy value
b. Compute the energy content of a meal from its macronutrient composition
c. Identify and give examples of the three forms of biological work
d. Describe the effects of enzymes on energy metabolism
e. Discuss the role of redox chemical reactions in energy metabolism
14.
Describe energy transfer in the body and the interrelationship of different metabolic pathways
a. Quantify the body’s reserves of ATP and PCr and give examples of physical activities in which
each of these energy sources predominates
b. Outline electron transport-oxidative phosphorylation
c. Discuss the role of oxygen in energy metabolism
d. Contrast the energy-conserving efficiencies of aerobic and anaerobic metabolism
e. Discuss the dynamics of lactate formation and its accumulation in the blood during increasing
exercise intensity
f. Indicate the role of the citric acid cycle in energy metabolism
g. Outline the general pathways for energy release during macronutrient catabolism
h. Contrast ATP yield from carbohydrate, fat, and protein catabolism
i. Outline diverse interconversions among carbohydrate, fat, and protein
15.
Describe the physiology of energy transfer in exercise
a. Identify the body’s three energy systems and outline the relative contribution of each in terms of
exercise intensity and duration, including relationships to specific activities
b. Discuss blood lactate threshold, indicating differences between sedentary and endurance-trained
individuals
c. Outline the time course for oxygen consumption during 10 minutes of steady-state moderate
exercise and during progressive increments in exercise intensity up to maximum
d. Discuss differences in recovery oxygen consumption patterns from moderate and exhaustive
exercise
5
e. Describe factors accounting for excess postexercise oxygen consumption from each form of
exercise
f. Outline optimal recovery procedures from steady-state and non-steady-state exercise
g. Discuss the rationale for using intermittent exercise for interval training
16.
Describe open-circuit spirometry and its use to assess oxygen consumption and related metabolic
indices
a. Describe open-circuit spirometry as used for oxygen consumption determinations
b. Define respiratory quotient and discuss its use to quantify (1) energy release in metabolism and
(2) the composition of the food mixture metabolized during rest and steady-rate exercise
c. Discuss the difference between respiratory quotient and respiratory exchange ratio and factors
that affect each
17.
Describe fundamental concepts related to human energy expenditure during rest and physical activity
a. Define basal metabolic rate and list the factors that affect it
b. Discuss important factors that affect the total daily energy expenditure
c. Outline different classification systems for rating the strenuousness of physical activity
d. Explain the role of bodyweight in the energy cost of different physical activities
e. Present advantages and limitations of using heart rate to estimate exercise energy expenditure
18.
Describe and compare physiologic principles and tests for assessing energy capacities
a. Explain specificity and generality as applied to exercise performance and physiologic function
b. Outline the anaerobic-to-aerobic exercise energy transfer continuum related to exercise intensity
and duration
c. Describe commonly used test procedures to evaluate power output capacity of the high-energy
intramuscular phosphates (immediate energy system) and the glycolytic energy pathway (shortterm energy system)
d. Define maximal oxygen consumption (VO2max) and discuss the physiologic significance of this
measure of aerobic fitness
e. Describe a graded exercise test and list criteria that indicate attainment of a “true” VO2max
during testing
f. Indicate the influence of each of the following on VO2max: (1) mode of exercise, (2) heredity, (3)
state of training, (4) gender, (5) body composition, and (6) age
g. Describe and demonstrate procedures for administering a submaximal test to predict VO2max
h. List assumptions when using submaximal exercise heart rate to predict VO2max
BODY COMPOSITION AND WEIGHT MANAGEMENT UNIT
19. Describe and interpret body composition measures and contrast different assessment methods
a. Outline current systems for classifying overweight and obese conditions
b. Delineate characteristics of the “reference man” and “reference woman,” including specific values
for storage fat, essential fat, and sex-specific essential fat
c. Describe how skinfolds and girths provide meaningful information about body fat and its
distribution
d. Measure skinfolds and girths in a healthy adult and calculate body composition variables using
common formulas
e. Discuss the rationale underlying use of bioelectrical impedance analysis, and factors that affect
body composition estimates with this technique
f. Summarize the rationale, strengths, and weaknesses of the common methods of assessing body
composition
g. List representative average values for percent body fat of typical young and older men and
women
20.
Describe the importance and interpret factors that influence body fatness and weight control
a. Discuss the worldwide scope of overfatness and obesity
b. Distinguish differences between overweight, overfat, and obesity
c. List at least seven significant health risks of excessive body fat
6
d. Discuss each of the following criteria for excessive body fat: (1) percentage body fat, (2) regional
fat distribution, and (3) fat cell size and number
e. Compare fat cell size and number for individuals with average body fat and those classified as
massively obese
f. Describe general effects of weight gain and weight loss on fat cell size and number in adults
g. Outline three approaches to “unbalance” the energy balance equation to induce weight loss
h. Describe characteristics of individuals who successfully maintain prolonged weight loss
i. Present the rationale for including regular physical activity in a prudent weight-loss program
j. Outline why combining regular physical activity with moderate food restriction can achieve
successful weight loss
k. Summarize research about how different exercise modes affect body composition
l. Explain whether specific (target) exercises induce localized fat loss
m. Outline diet and exercise advice for gaining body weight to improve appearance or enhance
sports performance
STUDENT PRESENTATIONS
21. Present an evidence-based oral summary and critique of a peer-reviewed journal article addressing
an exercise issue
a. Utilize scientific inquiry methods to locate, discuss, and critically analyze a peer-reviewed journal
article on a therapeutic exercise topic
b. Organize and present an oral research presentation on a therapeutic exercise topic
c. Cite the scientific rationale supporting the use of various therapeutic exercise interventions as
related to specific research articles presented
d. Summarize applications of exercise and effects of specific types of exercise on major chronic
diseases and disabilities as related to specific research articles presented
RESISTANCE EXERCISE UNIT
22. Describe physiological mechanisms and interpret responses and adaptations associated with
resistance exercise
a. List physiological responses and training adaptations associated with resistance exercise
b. Discuss specificity of the strength-training response related to enhanced performance
c. Summarize major neural adaptations relating to specificity in muscle strength and power
development and outline how neural factors interact with muscle morphological changes in
accounting for strength adaptations
d. Compare absolute and relative upper- and lower-body muscular strength in men and women
e. Describe physiologic alterations associated with delayed-onset muscle soreness (DOMS), the
type of exercise most frequently associated with DOMS, and methods to minimize DOMS
f. Interpret electromyographic tracings in terms of muscle activation levels and force generation
23.
Describe and interpret common assessment techniques for muscle performance
a. Describe common methods to assess muscle function including strength, muscular endurance,
power, rate of force development, and force control
b. Outline and demonstrate procedures to assess one repetition maximum (1RM) strength
c. Describe how to ensure test standardization and fairness when evaluating muscular performance
d. Describe common assessments parameters utilizing computerized isokinetic dynamometry and
interpret torque-position and torque-velocity curves
24.
Describe and utilize training principles in designing and modifying exercise prescriptions for
enhancing strength and other muscle performance parameters
a. Discuss and provide examples of the exercise training principles of (1) overload, (2) specificity,
(3) individual differences, (4) reversibility, (5) diminishing return, and (6) variation
b. Describe and contrast different methods of resistance training including: isometrics, dynamic
constant external resistance, variable resistance training, isokinetics, and plyometrics
c. Describe acute program variables that are used to design resistance training programs and
explain research findings regarding the application of each variable
d. Contrast advantages and disadvantages of using machine versus free-weight exercises
7
e. Summarize the main research findings on optimal number of sets and repetitions, and frequency
and relative intensity of progressive resistance training
f. Describe common beginning, intermediate, and advanced resistance training methods and
techniques
AEROBIC AND ANAEROBIC EXERCISE UNIT
25. Describe adaptations to anaerobic and aerobic endurance exercise training and to immobilization
a. Outline the metabolic, cardiovascular, pulmonary, skeletal muscle, body composition, and other
physiologic and psychologic adaptations from anaerobic and aerobic endurance exercise training
b. Discuss factors that contribute to expansion of the arteriovenous oxygen difference during
graded exercise, and how endurance training affects each component
c. Explain the effects of endurance training on regional blood flow
d. Explain the term athlete’s heart; contrast structural and functional characteristics of an endurance
athlete’s heart and a resistance-trained athlete’s heart
e. Describe effects of immobilization on the cardiovascular, respiratory, and muscular systems
26.
Describe and utilize training principles in designing and modifying exercise prescriptions for
enhancing anaerobic and aerobic endurance
a. Discuss and provide examples of the exercise training principles of (1) overload, (2) specificity,
(3) individual differences, (4) reversibility, (5) diminishing return, and (6) variation
b. Describe the influence of (1) initial fitness level, (2) training frequency, (3) training duration, and
(4) training intensity on the response to aerobic training
c. Discuss the rationale for using heart rate to establish exercise intensity for aerobic training
d. Discuss the term training-sensitive zone, including its rationale, advantages, limitations, and use
for men and women of different ages
e. Give the reason for adjusting the “training-sensitive zone” for swimming and other forms of
upper-body exercise
f. Justify the use of “rating of perceived exertion” to establish exercise intensity for aerobic training
g. Outline advantages of training at the lactate threshold
h. Contrast continuous and intermittent aerobic and anaerobic exercise training and give the
advantages and disadvantages of each
i. Summarize the latest recommendations by the American College of Sports Medicine concerning
the recommended quantity and quality of exercise for developing and maintaining
cardiorespiratory fitness in healthy adults
j. Outline the application of the overload principle to train the (1) intramuscular high-energy
phosphates and (2) glycolytic energy system
k. Summarize important factors that compose the exercise prescription for interval training
Links between course student learning outcomes/objectives and the Entry-level Physical Therapy Program
goals can be reviewed within the document entitled “Curriculum Matrix” found on the LMS site for the
Carroll University DPT Program.
COURSE ASSESSMENT/EVALUATION OF STUDENT PERFORMANCE:
Exams (total)
Exam 1
8%
Exam 2
9%
Exam 3
8%
Exam 4
9%
Exam 5
8%
Final Exam 18%
60%
If instructors determine through observations, exams, or assignments
that a significant concept is not satisfactorily understood by the student,
additional course work may be required.
8
Presentation
12%
Online quizzes on
assigned readings 10%
Laboratory reports 18%
Grading scale:
See grading criteria on separate sheet. All students for group
presentations will receive the same grade.
Quizzes must be taken within a specific time period and access is
granted only once and is limited in time. You need to read and
comprehend articles before you access quizzes; however you may
view articles during quizzes. All quizzes must be completed
independently by each student. Complete confidentially must
be maintained regarding discussing or viewing of anything
related to quizzes until after the specific deadline for a quiz. If
a quiz is not taken within the specific time period for taking the quiz
no points are awarded.
Laboratory write-ups are required and completed in small groups
(with the exception of the first report which is completed
individually). These reports are graded on a 10 point scale with all
students in a group receiving the same grade. If a score of less
than 8 out of 10 is achieved on a laboratory write-up, the group
needs to re-write the report with appropriate changes to bring the
score up to at least an 8. The score on the initial laboratory writeup will be the score counted in calculating grades for the course
(i.e., re-written laboratory reports do not raise the grade from the
initial score).
A = 100.00 – 92.00%
AB = 91.99 – 88.00%
B = 87.99 – 84.00%
BC = 83.99 – 78.00%
C = 77.99 – 70.00%
D = 69.99 – 60.00%
F = < 60%
Students are expected to attend all lecture sessions. Lectures and labs will include
presentation/discussion of materials which are not covered in the textbook and other reading
assignments or in course notes, but these concepts may be covered on exams. Attendance at
all laboratory sessions is required. The course instructor should be notified as soon as
possible if attendance is not possible at a laboratory session so arrangements can be
made for a make-up lab to be completed as soon as possible. No make-up exams will be
given except in extreme circumstances and with approval of the course instructor.
COURSE FORMAT:
Lecture, laboratory, discussion, readings, small group projects, student presentations,
online quizzes, and laboratory reports
9
2013 COURSE OUTLINE BY WEEK:
Outline order, topics & readings may be added and/or changed as instructor deems appropriate.
Week
1
2
Date
Fri 9/6
Mon 9/9
Wed 9/11
3
4
5
7
Nutrition cont.;
Cardiovascular System
Reading Assignments
McArdle Ch 1 & 2
McArdle Ch 15, 16, 17
Fri 9/13 - LAB
(in computer lab)
Mon 9/16
LAB - Nutrition Guidelines, Dietary
Records & Analysis #1
Cardiovascular cont.
Tues 9/17 or Wed 9/18
Online Quiz #1
Wed 9/18
Cardiovascular cont.
Fri 9/20 - LAB
(in computer lab)
Mon 9/23 EXAM I (first
50-60 min)
LAB - Nutrition Guidelines, Dietary
Records & Analysis #2
EXAM I;
Cardiovascular cont,;
Wed 9/25
Respiratory System
McArdle Ch 12, 13, 14
Fri 9/27 - LAB
Mon 9/30 or Tues 10/1
LAB - Vital Signs (BP, HR, RR)
Online Quiz #2
Lab Sheets
Wallace & Fly article
Mon 9/30
Respiratory cont
Wed 10/2
Respiratory cont.;
Skeletal Muscle
Fri 10/4 - LAB
6
Topic
Intro to Course - Overview &
Expectations;
Nutrition
Nutrition cont.
Mon 10/7 EXAM II (first
50-60 min)
LAB - CV Responses to Exercise &
Change in Posture
EXAM II;
Skeletal Muscle cont
Wed 10/9
Skeletal Muscle cont.
Fri 10/11 – LECTURE
CGS 119
Mon 10/14
Skeletal Muscle cont.
Assessing Muscle Performance;
Introduction to Energy Transfer;
Phosphate Bond Energy;
Energy Release from Food
Wed 10/16 EXAM III
(first 50-60 min)
EXAM III;
Energy Release from Food cont.
Fri 10/18 - LAB
LAB – Muscle Performance & EMG #1
Brill article
McArdle Ch 18 & 19 (pp. 385-392)
Lab Sheets
McArdle Ch22, pp. 490-497
McArdle Ch 4 and 5;
McArdle Ch 6
Lab Sheets
10
8
9
10
11
12
13
Mon 10/21 & Tues 10/22
FALL BREAK (NO CLASSES)
Wed 10/23
Energy Release from Food cont.;
Immediate, Short-Term, and LongTerm Energy Systems; Oxygen
Consumption During Exercise
McArdle Ch 7
Fri 10/25 - LAB
Mon 10/28
LAB – Muscle Performance & EMG #2
Oxygen Deficit & EPOC;
Measurement of Human Energy;
Energy Expenditure during Rest &
Activity
Lab Sheets
McArdle Ch 7 cont.
McArdle Ch 8
McArdle Ch 9
Wed 10/30
Measurement of Energy Transfer
Capacities During Exercise
McArdle Ch 11
Fri 11/1 - LAB
LAB – Maximal Aerobic Power
Assessment
EXAM IV;
Measurement of Energy Transfer
Capacities During Exercise cont.
Lab Sheets
Wed 11/6
Body Composition Assessment &
Interpretation
McArdle Ch 28
Fri 11/8 LAB
LAB - Sub-max Exercise Tests to
Predict Aerobic Capacity
Body Composition cont.;
Weight Control, Health, and Exercise
Lab Sheets
Mon 11/4 EXAM IV (first
50-60 min)
Mon 11/11
McArdle Ch 30
Wed 11/13
Weight Control, Health, and Exercise
cont.
Wed 11/13 or Thur 11/14
Online Quiz #3
Graham Thomas article
Fri 11/15 - LAB
Mon 11/18 EXAM V
LAB - Body Composition Assessment
EXAM V
Lab Sheets
Wed 11/20
STUDENT PRESENTATIONS
Fri 11/22 – LECTURE
CGS 119
Mon 11/25
STUDENT PRESENTATIONS
Adaptations with Resistance Training
McArdle Ch 22, pp. 519-528
Wed 11/27
Adaptations with Resistance Training
cont.;
Delayed Onset Muscle Soreness
McArdle Ch 22, pp. 528-532
Thur 11/28 & Fri 11/29
THANKSGIVING BREAK (NO
CLASSES)
11
14
15
Mon 12/2
Basic Principles of Training;
Resistance Exercise Prescription for
Healthy Adults
Wed 12/4
Resistance Exercise Prescription for
Healthy Adults cont.
Fri 12/6 – LECTURE
CGS 119
Resistance Exercise Prescription for
Healthy Adults cont.;
Adaptations with Aerobic and
Anaerobic Training
Adaptations with Aerobic and
Anaerobic Training cont.;
Immobilization;
Aerobic & Anaerobic Exercise
Prescription for Healthy Adults
Mon 12/9
Tues 12/10 or Wed 12/11
Online Quiz #4
Wed 12/11
Aerobic & Anaerobic Exercise
Prescription for Healthy Adults cont.
FINAL EXAM (3 hrs)
Mon 12/16 10am-1pm
Baechle et al. reading OR ACSM
Position Stand-Ratamess et al. reading
McArdle Ch 21, pp. 457-469
McCarthy & Roy Chapter
McArdle Ch 21, pp. 451-457 and 470483
Swain article
REQUIRED LABORATORY REPORTS (% of grade)
DUE DATE & TIME
Nutrition Guidelines, Dietary Records & Analysis (4%)
(labs on 9/13 & 9/20)!!!!!!!!!!!.!!!! Friday 9/27 – At start of lab
Vital Signs (2%) (lab on 9/27)!!!!!!!!!!..!!!!.. Friday 10/4 – At start of lab
CV Responses to Exercise & Change in Posture (2%)!.!!! Friday 10/11 – At start of lecture
Muscle Performance & EMG (4%) (labs on 10/18 & 10/25)!!. Friday 11/1 – At start of lab
Maximal Aerobic Power Assessment (2%) (lab on 11/1).!!!. Friday 11/8 – At start of lab
Sub-max Exercise Tests to Predict Aerobic Capacity (2%)
(lab on 11/8)!!!!!!!!!!!!!!!!!!! Friday 11/15 – At start of lab
Body Composition Assessment (2%) (lab on 11/15)!!!!!. Friday 11/22 – At start of lecture
12