SCHOOL OF EDUCATION
Department of Physical Education
EDU2EXP: Exercise and Performance
LaboratoryManual
DEPARTMENT OF PHYSICAL EDUCATION
Exercise and Performance Laboratory Manual
Dr. Zali Yager
Room and building
Room 3.11 Education Building
Phone number
5444 7313
Email contact
z.yager@latrobe.edu.au
Arrangements for
student consultation
Appointments may be arranged by e-mail
Table of Contents
Introduction ...................................................................................................... 2
Weekly Outline ................................................................................................. 3
Assessment........................................................................................................ 4
Participation as Experimental Subjects ......................................................... 6
Physical Activity Readiness Questionnaire (PAR-Q) .................................. 8
Laboratory 1- Fitness Assessment 1 .............................................................. 9
Fitness Prescription ....................................................................................... 25
Laboratory 2- Nutrition and Performance.................................................. 29
Laboratory 3- Anaerobic Energy Systems .................................................. 35
Laboratory 4- Age and Performance ........................................................... 49
Laboratory 5- Effect of Environment ......................................................... 61
Laboratory 6- Student’s own lab design ...................................................... 69
Laboratory 7- Ergogenic aids and performance.........................................74
Laboratory 8- Fitness Assessment 2 ............................................................ 78
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Introduction
Rationale
The systems of the body all play an important role in, and react differently to the state of exercise. This,
and the effects of environmental, chemical and individual factors on exercise is important to understand
when designing exercise programs and physical activity.
Objective
To study and observe the physiological changes that occur in the human body when subjected to
exercise and environmental stress; and to apply this knowledge in terms of physical fitness
assessment and exercise prescription.
Expectation
Students are expected to:

Prepare for labs by reading the relevant laboratory notes before attending class.

Be suitably attired for physical activity in the laboratory classes or they may be recorded as absent.

Bring their lab manual to class and record all data

Complete all labs/ questions before the commencement of the next class.

Submit labs for marking by the due dates

Take responsibility for absences and contact the course coordinator as appropriate
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Weekly Outline
Week
Lecture 1
Lecture 2
Lab
Readings
1:
23/7
Introduction to
Exercise Physiology
Training Principles and
Fitness Assessment
2:
30/7
Sports Nutrition &
Physiology of Dieting
Introduction to energy
systems
1. Fitness Assessment &
Exercise Prescription (5%)
Ch. 2, 3, 5
3:
6/8
Energy Systems
Energy Transfer in
Exercise
2. Nutrition and
Performance (5%)
Ch. 6, 7, 8, 13,
15
4:
13/8
Cardiovascular and
pulmonary system s
Cardiovascular
Adaptations to Exercise
3. Anaerobic Energy Systems Ch. 10
(5%)
5:
20/8
Pulmonary Adaptations Environmental
to Exercise
Influences on Exercise
* Mid session quiz*
4. Age & Performance (5%) Ch. 9, 15
6:
27/8
Muscular adaptations
to exercise
5. Environment and
Performance (5%)
Neuromuscular
Influences on Exercise
Ch. 11, 14
*Submit lab design*
3/9
*Submit labs 1-5*
10/9
Prac- No classes
17/9
6. Student’s own lab (5% design and completion)
24/9
Mid Semester break
7:
1/10
Endocrine Influences
on Exercise
Ergogenic aids
8:
8/10
Exercise throughout
the lifespan
Exercise for special
populations
9:
15/10
Online subject revision Online subject revision
10:
22/10
Online subject revision Summary Lecture
and unit evaluation
7. Ergogenic aids and
Performance (5%)
Ch. 12, 4
Ch. 17
8. Fitness Assessment 2
(5%)
*Submit labs 6-8*
3
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Assessment
1. Lab Reports 40%
Due date for completion:
Submission instructions:
Labs 1-5: in class WEEK 6 (cut-off = 5 pm, 31/8/07)
Labs 6: Online, WebCT first week of prac (cut-off= 5pm 7/9/07)
Labs 7&8: in class WEEK 10 (cut-off = 5pm 26/10/07)
For in class submission, submit your entire lab manual in your
laboratory class. For online submission, Access the WebCT site for
the subject, go to “weekly activities”  week 6  assignment
submission
Description:
- Labs will be carried out each week
- Students are to record data, make observations and complete the lab reports.
- Students must be present for the lab in order to complete the lab report for that lab
Students submit their entire lab manual for marking.
Assessment criteria
Students will be assessed using a criteria sheet according to their ability to:
- Apply concepts of exercise physiology to the lab questions
- Show evidence of wider reading
- Express their answers in a clear and concise manner
Advice on how to do this assessment well
- Attend, complete and pay attention in all laboratory classes and lectures
2. Mid session exam 25%
Due date for completion:
Online, from 5pm 22/8/07 to 5pm 24/8/07
Exam will be completed online through the WebCT site
Submission instructions:
Description:
The mid session exam will be online and multiple choice. It will cover all lecture, lab and additional
reading material from weeks 1-5.
Assessment criteria
Students will be graded online and are assessed according to their ability to:
- Understand and apply concepts of exercise physiology
Advice on how to do this assessment well
- Attend all lectures and labs
- Use lecture/lab and additional materials to gain a deeper understanding of the concepts of
exercise physiology.
- Practice questions are available through the companion website to the textbook.
4
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4. Final exam 35%
Due date for completion:
Exam period
Attend exam
Submission instructions:
Description:
The final exam will include multiple choice and short answer questions and will cover all lecture, lab
and additional reading materials from weeks 1-10
Assessment criteria
Students will be assessed according to their ability to:
- Understand and apply concepts of exercise physiology
- Express their answers in a clear and concise manner
Advice on how to do this assessment well
- Attend all lectures and labs
- Use lecture/lab and additional materials to gain a deeper understanding of the concepts of
exercise physiology
- Practice with practice questions on the CD ROM provided with the text, and other online
materials specified on the WebCT site
5
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Laboratory Mark Sheet
LAB
Participation
(4 marks)
Results
(4 marks)
Questions
(10 marks)
1. Fitness
Assessment 1
Conclusion
(2 marks)
Other
Total
/ 20
Fitness
Prescription
2. Nutrition &
Performance
3. Anaerobic
Energy systems
4. Age and
Performance
5. Effects of
Environment
6. Student’s lab
Lab Design
7. Ergogenic aids
8. Fitness
Assessment 2
Comments
Total /
160
= _______________ / 40 = ____________%
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Participation as
Experimental Subjects
It is in student’s best interests to involve themselves in all activities so as to gain a full understanding of the
laboratory and it’s implications for teaching. One of the best ways to do this is to volunteer to become a
participant for a lab.
All students will hopefully be able to gain the experience of being a laboratory subject. In order to do so, you
must complete the Par-Q to ensure that there are no medical complications, and sign the consent form below.
The exact involvement of participants will vary according to each lab, and individuals will be fully informed as
to what their participation will require before the beginning of each experiment. Participation is completely
voluntary, and students are able to withdraw their participation in a laboratory experiment at any time.
Students choice whether or not to participate in laboratory experiments will not affect their outcomes in this
course.
____________________________________________________________________________________
I....................................... , have read and understood the above information, and any
questions I have asked have been answered to my satisfaction. I agree to participate in
the
______________________________________________________________
______________________________________________________________
______________________________________________________________
teaching project/practical class, realising that I may withdraw at any time.
I agree that information collected during the practical class may be included in the
students’ assignments, on condition that my name is not used.
NAME OF PARTICIPANT (in block letters): ....................................
Signature: .................................
DATE: ......................................
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Physical Activity Readiness Questionnaire (PAR-Q)
PAR-Q is designed to help you help yourself. Many health benefits are associated with regular exercise,
and the completion of PAR-Q is a sensible first step to take if you are planning to increase the amount
of physical activity in your life. Please read the carefully and check YES or NO opposite the question if
it applies to you. If yes, please explain.
YES
NO
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
1. Has your doctor ever said you have heart trouble?
Yes, _____________________________________________
2. Do you frequently have pains in your heart and chest?
Yes, _____________________________________________
3. Do you often feel fain or have spells of severe dizziness?
Yes, _____________________________________________
4. Has a doctor ever said your blood pressure was too high?
Yes, _____________________________________________
5. Has your doctor ever told you that you have a bone or joint problem(s),
such as arthritis that has been aggravated by exercise, or might be made
worse with exercise?
Yes, _____________________________________________
6. Is there a good physical reason, not mentioned here, why you should not
follow an activity program even if you wanted to?
Yes, _____________________________________________
7. Are you over age 60 and not accustomed to vigorous exercise?
Yes, _____________________________________________
8. Do you suffer from any problems of the lower back, i.e., chronic pain, or
numbness?
Yes, _____________________________________________
9. Are you currently taking any medications? If YES, please specify.
Yes, _____________________________________________
10. Do you currently have a disability or a communicable disease? If YES,
Please specify,
Yes, _____________________________________________
If you answered NO to all questions above, it gives a general indication that you may participate in
physical and aerobic fitness activities and/or fitness evaluation testing. The fact that you answered NO
to the above questions, is no guarantee that you will have a normal response to exercise. If you
answered Yes to any of the above questions, then you may need written permission from a physician
before participating in physical and aerobic fitness activities and/or fitness evaluation testing at La Trobe
University.
______________________
Print Name
_____________________
Signature
Date
8
_____________________
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Laboratory 1
Fitness Assessment
Introduction
There is no ultimate test that evaluates your complete fitness. Instead, there are hundreds of standard fitness
tests used, which can range from elaborate and expensive laboratory tests to simple and inexpensive field tests.
Each test also has many advantages and disadvantages that can ultimately determine which is the most
appropriate test to perform in each situation.
When trying to maximize performance, it is important to determine the athlete's ability in individual aspects of
performance. Fitness testing attempts to measure individual components of performance, with the ultimate
aim of studying and maximizing the athlete's ability in each component.
One of the major benefits of fitness testing is to establish the strengths and weaknesses of the athlete.
This is done by comparing test results to other athletes in the same training group, the same sport, or a
similar population group. Previous test results of large groups are often published as normative tables.
By comparing results to successful athletes in your sport, you can see the areas which need improvement,
and the training program can be modified accordingly. This way valuable training time can be used more
efficiently. However, beware that some athletes perform well in their sport despite their physical or
physiological attributes, and it may not be advantageous to be like them.
Objectives
To assess individual’s fitness using a number of standardized tests and compare to norms.
Procedure

Complete RHR, MHR and BP according to instructions in your manual first, then complete the
Queen’s College Step Test as a group.

Separate into pairs

Move around the fitness assessment stations, read the instructions in your manual and complete
each test. Ensure that the athlete performs to his/her best and that you record your results
accurately.

Return to whole group format to complete the beep test
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1. RHR
Method:
i)
Ensure that the athlete has been sitting for 20 minutes
ii)
Use 2 fingers to take either the carotid (either side of the larynx) or the radial (thumb side
of the wrist) pulse, count the number of beats in 15 seconds and multiply by 4 to get the
bpm
Results:
Average resting heart rate for males is 72 bpm, and for females is 80 bpm
RHR: __________________ BPM
2. MHR
Method:
i)
Use the formula :
220 - age (yrs)
MHR: __________________ BPM
3. BP
Method:
i)
Sit the athlete down with their arm supinated and at 90 degrees, resting on a table.
ii)
Place cuff around the arm just above the elbow, and press start.
iii)
The cuff will automatically inflate to 180mmHg to stop blood flow through the artery.
iv)
As the cuff deflates, the machine will detect the systolic pressure- the peak blood pressure
that occurs when the heart contracts. These are the first sounds heard after the blood is
allowed to pump again.
v)
The reading on the gauge when blood flow can no longer be heard is the diastolic
pressure. Diastolic pressure represents the lowest blood pressure that occurs when the
heart relaxes between beats.
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B.P:
Systolic:_______________________
Diastolic____________________________
Compare:
Average Blood Pressure
For young people – 120/80 mmHg
For old people – 140/90 mmHg
Level of Severity
Systolic Blood Pressure
Diastolic Blood pressure
Mild Hypertension
140-160
90-100
160-200
100-120
Above 200
Above 120
Moderate
Hypertension
Severe Hypertension
4. Queen’s college step test
Method:
i)
Have the athlete step up and down from a step (45cm in height)
up-up-down down for 3 minutes at the following rate
o
45 cm
Male - 24 steps per minute /Female - 22 steps per minute
ii)
5 seconds after finishing the test measure your carotid pulse
iii)
Use the calculator at http://www.brianmac.demon.co.uk/queens.htm to get your estimated
Vo2 max and compare this to the national averages for your gender and age.
Heart rate:_____________________________
Est. Vo2 Max __________________________
Compare Heart Rate:
Rating
Men
Women
Boys
Girls
Very Good
< 110
< 116
< 120
< 124
Good
100 -124
116 -130
120 -130
124 -134
Ok
125 -140
131 -146
131 -150
135 -154
Poor
141 -155
147 -160
151 – 160
155 -164
>155
>160
>160
>165
Very Poor
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5. Sit and Reach
Method:
i)
ii)
iii)
iv)
v)
vi)
Ensure that you warm up by stretching the
hamstrings
The starting position is sitting on the floor
with shoes removed, feet flat against the
table, and legs straight
Reach forward and push the fingers of both
hands along the table as far as possible and hold for 3 seconds
DO NOT BOUNCE FORWARD
Any score beyond the feet is recorded as positive, before the feet is recorded as
negative
Take 3 attempts and record the average score
Reach: 1. _____________
2. ____________
3. _____________ Average: __________________
Compare:
20-39 year olds
40-59 year olds
Poor
<1
<-6
Fair
1.1 - 6.0
-5.9 – 1.0
Average
6.1- 10.0
1.1- 7.0
10.1 – 13.0
7.1- 10.0
> 13.0
> 10.0
Good
Excellent
6. Illinois Agility Run
Method:
i)
Begin lying prone with arms by sides at the starting position. On starter’s cue,
complete the course exactly as shown in the diagram
ii)
Record the time it takes you to run the course
Agility run: __________________________
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Compare:
Excellent
Good
Average
Fair
Poor
Males
<15.2
16.1-15.2
18.1-16.2
18.3-18.2
>18.3
Females
<17.0
17.9-17.0
21.7-18.0
23.0-21.8
>23.0
7. Grip strength
Method:
i)
Subject holds the dynamometer in their dominant hand in
line with the forearm and hanging by the thigh.
ii)
Maximum grip strength is then determined without
swinging the arm.
iii)
Complete two attempts and average your score
Dominant Hand: 1. ______________
2. ________________
Average:__________________
Compare:
Males
> 64
56-64
52-56
48-52
44-48
40-44
< 40
Excellent
Very good
Above average
Average
Below average
Poor
Very poor
13
Females
> 38
34-38
30-34
26-30
22-26
20-22
< 20
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8. Standing long jump
Method:
iv)
The athlete stands at a line marked on the ground with feet
slightly apart
v)
Jump forward using a two-foot landing and takeoff. Swing
arms and bend knees to assist with forward momentum
vi)
Measure from the heel of the foot that is furthest back.
Long jump: 1. ___________ 2. ___________ 3. ____________ Average: ______________________
Compare:
Excellent Very Good
Good
Average
Poor
Very Poor
Males
> 240
220- 239
200 - 219
190 – 199
170- 189
< 170
Females
> 190
175 - 189
160- 174
150- 159
140- 149
< 140
9. Maximal strength- 1RM Bench Press
Methoda. Estimate the amount of weight you think you can lift and
load the bar. Avoid injury- don’t overdo it!
b. Lie supine on the bench and grip the bar with prone hand
grip, slightly wider than shoulder width apart. Exhale
while pushing the bar up; and keep head and hips on the
bench. Do not arch or twist your body, or move your
feet. The bar is to be returned to rack in a controlled
manner
c. Communicate with your spotter and ensure they have
their hands on the bar at all times
d. Increase or decrease the weight on the bar until you are satisfied that it is your one repetition
maximum
1RM: ___________________
Score = 1RM/weight (lbs) _______________________
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Compare:
Age
Excellent
Good
Average
Fair
Poor
10.
20-29
>1.26
1.17-1.25
0.97-1.16
0.88-0.96
<0.87
Men
30-39
40-49
>1.08
>0.97
1.01-1.07 0.91-0.96
0.86-1.00 0.78-0.90
0.79-0.85 0.72-0.77
< 0.78
<0.71
Women
20-29
30-39
40-49
>0.78
>0.66
>0.61
0.72-0.77 0.62-0.65 0.57-0.60
0.59-0.71 0.53-0.61 0.48-0.56
0.53-0.58 0.49-0.52 0.44-0.47
<0.52
<0.48
<0.43
Vertical jump
Method:
a. The athlete stands side on to the apparatus and reaches up to
turn the sliders at standing.
b. Jump vertically as high as possible using both arms and legs to
assist with propulsion and momentum
c. Record the highest point of the jump by turning the sliders
Score = distance between reach height and jump height
d. Reset the apparatus for the next athlete
Vertical jump: 1. _____________
2. _____________
Average: ________________
Compare:
Excellent
Very good
Above average
Average
Below average
Poor
Very poor
Males (cm)
> 70
61-70
51-60
41-50
31-40
21-30
< 21
15
Females (cm)
> 60
51-60
41-50
31-40
21-30
11-20
< 11
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11.
Sit ups
Method:
a. Complete as many sit ups as you can in one minute adhering to correct sit-up technique
b. Starting Position: Lie on floor with knees bent, feet flat, hands resting on thighs. Raise high
enough for your hands to touch the tops of your knees. Don't pull with you neck or head and
keep your lower back on the floor.
Situps: ______________________________ in 1 minute
Compare:
Age
Excellent
Good
Above average
Average
Below average
Poor
Very Poor
12.
18-25
>49
44-49
39-43
35-38
31-34
25-30
<25
Men
26-35
>45
40-45
35-39
31-34
29-30
22-28
<22
36-45
>41
35-41
30-34
27-29
23-26
17-22
<17
18-25
>43
37-43
33-36
29-32
25-28
18-24
<18
Women
26-35
>39
33-39
29-32
25-28
21-24
13-20
<20
36-45
>33
27-33
23-26
19-22
15-18
7-14
<7
Pushups
Method:
a. Complete as many pushups as you can in one minute adhering to correct technique
b. Men use ‘military style push ups, women may use knees
Push ups: _________________________________ in 1 minute
Compare:
Age
Excellent
Good
Average
Poor
18-35
>40
30 - 39
18 - 29
< 17
Men
35-50
>31
21 -30
13 -20
< 12
>50
> 23
16 – 22
9 - 15
<8
16
18-35
> 30
20 – 29
13 – 19
< 12
Women
35-50
> 25
17 – 24
11- 16
< 10
>50
> 21
14 – 20
9- 13
<8
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13. Multistage Shuttle Run (Beep Test)
The multistage Shuttle Run (Beep test) as an indirect measure of Vo2 max.
The test is split into a series of 1-minute levels. Each level consists of a number of beeps that dictates the
pace at which each 20 metre shuttle must be run. The starting speed is 8.5km/hr and increases by
0.5km/hr for each level.
Method
i)
Measure out a 20 metres section and
mark each end with a marker cone
ii)
The athlete carries out a warm up
program of jogging and stretching
exercises
iii)
The test is conducted
a. The athlete must place one foot on or beyond the 20m marker at the end of each shuttle
b. If the athlete arrives at the end of a shuttle before the beep, the athlete must wait for the
beep and then resume running
c. The athlete keeps running for as long as possible until he/she can longer keep up with
the speed set by the tape at which point they should voluntarily withdraw.
d. If the athlete fails to reach the end of the shuttle before the beep they should be allowed
2 or 3 further shuttles to attempt to regain the required pace before being withdrawn
e. Record heart rate, the level and number of shuttles completed at that level by the athlete
f. At the end of the test the athletes conduct a cool down program, including stretching
exercises
Level ______________ Heart Rate______________
Vo2 Max _______________
Rating ______________
Use the following table to correlate your score with your Vo2 max
Level
Shuttle
VO2 Max
Level
Shuttle
VO2 Max
4
2
26.8
5
2
30.2
4
4
27.6
5
4
31.0
4
6
28.3
5
6
31.8
4
9
29.5
5
9
32.9
17
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Level
6
Shuttle
Level
2
VO2 Max
33.6
6
4
6
7
Shuttle
2
VO2 Max
37.1
34.3
7
4
37.8
6
35.0
7
6
38.5
6
8
35.7
7
8
39.2
6
10
36.4
7
10
39.9
Level
8
Shuttle
2
VO2 Max
40.5
Level
9
Shuttle
2
VO2 Max
43.9
8
4
41.1
9
4
44.5
8
6
41.8
9
6
45.2
8
8
42.4
9
8
45.8
8
11
43.3
9
11
46.8
Level
Shuttle
VO2 Max
Level
Shuttle
VO2 Max
10
2
47.4
11
2
50.8
10
4
48.0
11
4
51.4
10
6
48.7
11
6
51.9
10
8
49.3
11
8
52.5
10
11
50.2
11
10
53.1
11
12
53.7
Level
Shuttle
VO2 Max
Level
Shuttle
VO2 Max
12
2
54.3
13
2
57.6
12
4
54.8
13
4
58.2
12
6
55.4
13
6
58.7
12
8
56.0
13
8
59.3
12
10
56.5
13
10
59.8
12
12
57.1
13
13
60.6
Level
Shuttle
VO2 Max
Level
Shuttle
VO2 Max
14
2
61.1
15
2
64.6
14
4
61.7
15
4
65.1
14
6
62.2
15
6
65.6
18
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
14
8
62.7
15
8
66.2
14
10
63.2
15
10
66.7
14
13
64.0
15
13
67.5
Level
Shuttle
VO2 Max
Level
Shuttle
VO2 Max
16
2
68.0
17
2
71.4
16
4
68.5
17
4
71.9
16
6
69.0
17
6
72.4
16
8
69.5
17
8
72.9
16
10
69.9
17
10
73.4
16
12
70.5
17
12
73.9
16
14
70.9
17
14
74.4
Level
18
Shuttle
2
VO2 Max
74.8
Level
19
Shuttle
2
VO2 Max
78.3
18
4
75.3
19
4
78.8
18
6
75.8
19
6
79.2
18
8
76.2
19
8
79.7
18
10
76.7
19
10
80.2
18
12
77.2
19
12
80.6
18
15
77.9
19
15
81.3
Level
Shuttle
VO2 Max
Level
Shuttle
VO2 Max
20
2
81.8
21
2
85.2
20
4
82.2
21
4
85.6
20
6
82.6
21
6
86.1
20
8
83.0
21
8
86.5
20
10
83.5
21
10
86.9
20
12
83.9
21
12
87.4
20
14
84.3
21
14
87.8
20
16
84.8
21
16
88.2
Reference: Leger, L.A. & Lambert, J. (1982) "A maximal multistage 20m shuttle run test to predict
VO2 max", European Journal of Applied Physiology, Vol 49, p1-5.
19
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Compare Vo2 max
Female (values in ml/kg/min)
Age
Very Poor
Poor
Fair
Good
Excellent
Superior
13-19
<25.0
25.0 - 30.9
31.0 - 34.9
35.0 - 38.9
39.0 - 41.9
>41.9
20-29
<23.6
23.6 - 28.9
29.0 - 32.9
33.0 - 36.9
37.0 - 41.0
>41.0
30-39
<22.8
22.8 - 26.9
27.0 - 31.4
31.5 - 35.6
35.7 - 40.0
>40.0
40-49
<21.0
21.0 - 24.4
24.5 - 28.9
29.0 - 32.8
32.9 - 36.9
>36.9
50-59
<20.2
20.2 - 22.7
22.8 - 26.9
27.0 - 31.4
31.5 - 35.7
>35.7
60+
<17.5
17.5 - 20.1
20.2 - 24.4
24.5 - 30.2
30.3 - 31.4
>31.4
Male (values in ml/kg/min)
Age
Very Poor
Poor
Fair
Good
Excellent
Superior
13-19
<35.0
35.0 - 38.3
38.4 - 45.1
45.2 - 50.9
51.0 - 55.9
>55.9
20-29
<33.0
33.0 - 36.4
36.5 - 42.4
42.5 - 46.4
46.5 - 52.4
>52.4
30-39
<31.5
31.5 - 35.4
35.5 - 40.9
41.0 - 44.9
45.0 - 49.4
>49.4
40-49
<30.2
30.2 - 33.5
33.6 - 38.9
39.0 - 43.7
43.8 - 48.0
>48.0
50-59
<26.1
26.1 - 30.9
31.0 - 35.7
35.8 - 40.9
41.0 - 45.3
>45.3
60+
<20.5
20.5 - 26.0
26.1 - 32.2
32.3 - 36.4
36.5 - 44.2
>44.2
Table Reference: Heyward, V. (1998). The Physical Fitness Specialist Certification Manual, in Advanced
Fitness Assessment & Exercise Prescription (3rd Edition) p48
20
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Wilmore, J.H., & Costill,D.L (2005) Physiology of Sport and Exercise: 3rd Edition. Champaign, IL: Human Kinetics
21
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Summary of Results
Assessment 1-Date:
Score
Assessment 2- Date:
Rating
RHR
MHR
B.P
Step test (Vo2 Max)
Sit and reach
Illinois Agility run
Grip strength
Standing long jump
Max RM
Vertical jump
Sit ups
Pushups
Beep Test (Vo2 max)
22
Score
Rating
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Questions:
1. What are some factors affecting the RHR? (1 mark)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
a. Does a fitter person have a higher or lower RHR? What is the physiological explanation of
why this occurs?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What are some considerations for testing B.P accurately? (1 mark)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
a. What are you actually measuring when you obtain:
Systolic B.P:
_________________________________________________________________
_________________________________________________________________
Diastolic B.P:
_________________________________________________________________
_________________________________________________________________
3. What was the difference between your estimated Vo2 max from the Beep test and the Step test? Why
would this be different? (1 mark)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
23
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____________________________________________________________________
_______________________________________________________________________
4. What is Vo2 max? (1/2 mark)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
a. What is the only way to obtain the true Vo2 max?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. What is measured in the: (1 mark)
a. Hand grip dynamometer ? ___________________________________________________
b. Sit ups? ___________________________________________________
c. Vertical jump? ____________________________________________________________
d. 1RM ? _______________________________________________________
6. Why would you use fitness assessment in the classroom? (2 marks)
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Conclusion
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
24
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Fitness Prescription
Introduction
Fitness testing has now been used to determine the athlete's ability in many aspects of performance. The
next stage in improving performance is to analyse the strengths and weaknesses of t he athlete, relevant
to their particular sport; and then prescribe a training regime that will allow them to develop their chosen
areas.
Objectives
To analyse individual performance in fitness tests and design a training program to improve these areas.
Method/ Questions
1) According to your results, identify the strengths and weaknesses of the athlete (1 mark)
Strengths
Weaknesses
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
2) The same fitness assessment will be completed in 10 weeks time. What are the short term goals for
improvement? Complete the table on the following page (1 marks)
25
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
S
M
A
R
T
E
R
Specific
Measurable
Accountable
Realistic
Time
Exciting
Recorded
What do you
want?
How will you
know when you
get it?
How will you get
it?
1.
2.
3.
4.
26
Is it possible? When will you Yes/No? Yes/No,
get it?
How?
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3) Design an interesting, feasible and relevant training program that will be used by the athlete to achieve
these goals? (3 marks)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
27
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
28
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Laboratory 2
Nutrition and Performance
Introduction
Proper nutrition is integral to efficient sports performance. Two common practices in sports nutrition
are carbohydrate loading, and the ingestion of simple sugars immediately prior to exercise, or during a
half time break. The effectiveness of these practices has been questioned in the literature, and we will
conduct our own tests to examine whether these practices should be used.
Outcomes
To investigate the effects of carbohydrate loading and glucose intake during exercise on performance
Preparatory Procedure
Two male and two female subjects will complete each of the carbohydrate loading and the pre-exercise
glucose intake tests.
All subjects are asked to adhere to the following pre-test instructions:
1) Wear comfortable, loose-fitting clothing
2) Drink plenty of fluids over the 24-hour period preceding the test
3) Avoid food, tobacco, alcohol, and caffeine for 3 hours prior to taking the test
4) Avoid exercise or strenuous physical activity the day of the test; and
5) Get an adequate amount of sleep (6 to 8 hours) the night before the test
Carbohydrate loading
Subjects are to complete the two-stage, seven
day carbohydrate depletion and loading
procedure as given on page 117 of the text.
Pre-Exercise Glucose Intake
Subjects will be given the recommended
dosage of glucose water (1 T or 18 g per
240 ml water) twenty minutes prior to test
participation according to protocol set out
by Byers, Greenwood, Greenwood and
Simpson (2006).
29
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Trial Procedure
Administer the pre-exercise glucose intake solution/ placebo
solution to male and female participants for that test. The trial will
then be completed by the carbohydrate loading participants first.
All control and experimental participants will complete the 12
minute Run (Cooper Test) on treadmills at 0% incline as an
indirect measure of Vo2 max.
Each participant is to have an allocated carer to ensure their
wellbeing throughout the trial.
Results
Carbohydrate Loading
Male 1
Male 2
Female 1
Female 2
Age
Trained?
Step Vo2 Max
Beep Vo2 max
HR
RPE
HR
RPE
1
2
3
4
5
6
7
8
9
10
11
12
Final distance:
Vo2 max
30
HR
RPE
HR
RPE
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Pre-Exercise Glucose Intake
Male 1
Male 2
Female 1
Female 2
Age
Trained?
Step Vo2 max
Beep Vo2 max
HR
RPE
HR
RPE
HR
RPE
HR
RPE
1
2
3
4
5
6
7
8
9
10
11
12
Final distance:
Vo2 max
Use the following equation to determine the Vo2 max:
VO2 max (mL.kg-1.min-1)=(distance in km – 0.505) / 0.0447
Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
31
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Questions:
1. Graph the performance of participants for both experimental conditions (2 marks)
Key:
Vo2
Max
Step Test
Beep Test
12 min run
2. What did you notice about the effect of carbohydrate loading on performance in males and females?
(1 mark)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Is this finding similar to that which is reported in the literature? Write references below (1 mark)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
32
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4. Describe the physiological explanation for why carbohydrate loading would be beneficial to
performance (2 marks)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. What did you notice about the difference in the effect of pre-exercise ingestion of glucose on
performance in males and females? (1 mark)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. Is this finding the same as that reported in the literature? Write references below (1 mark)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. Please describe the physiological explanation of why pre-exercise ingestion of glucose would be
beneficial to performance (2 marks)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
33
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References
Byers, A., Greenwood, M., Greenwood L., and Simpson, W.K. (2006). The Effectiveness of a PreExercise Performance Drink (PRX) on Indices of Maximal Cardiorespiratory Fitness. Journal of the
International Society of Sports Nutrition. 3(1):56-59.
Leger, L. and Gadoury, C. (1989) Validity of the 20m shuttle run test with 1 minute stages to predict
VO2max in adults. Canadian Journal of Sport Science, 14:1 21-26.
Ramsbottom, Brewer, J., & Williams, C. (1988). A progressive shuttle run test to estimate maximal
oxygen uptake. British Journal of Sports Medicine 22: 141-5.
Tarnopolsky, M. A., Atkinson, S. A., Phillips, S.M., and MacDougall, J.D. (1995). Carbohydrate loading
and metabolism during exercise in men and women. Journal of Applied Physiology. 78(4): 1360-1368.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Conclusion
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
34
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Laboratory 3
Anaerobic Fitness
Introduction
The Wingate test, also known as the Wingate Anaerobic Test (WANT), was developed at the Wingate
Institute, in Israel, during the 1970s. It is perhaps the most popular assessment for peak anaerobic
power, anaerobic fatigue and total anaerobic capacity; thus indicating an athlete’s potential in sports
requiring high use of the anaerobic energy system.
The normal amount of lactic acid circulating in the
blood is about 1 to 2 millimoles/litre of blood.
The onset of blood lactate accumulation (OBLA)
occurs between 2 and 4 millimoles/litre of blood.
In non athletes this point is about 50% to 60%
VO2 max and in trained athletes around 70% to
80% VO2 max. The lactate threshold indicates
the transfer from a predominant use of the
aerobic energy system to the anaerobic energy
system (glycolysis) and determining an individual’s
lactate threshold may be an important indicator of
endurance performance and training needs.
Outcomes
To investigate the anaerobic fitness of athletes
from various training backgrounds; and to
observe the lactate threshold in trained and
untrained athletes.
35
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Preparatory Procedure- Wingate Test
Participants may be either::
- Male vs female participants
- Male or female participants; 1 who is trained in an
anaerobic sport; one in an aerobic sport ; and one
neutral
- elite/ non elite athletes of varying gender
All subjects are asked to adhere to the
following pre-test instructions:
1) Wear comfortable, loose-fitting clothing
2) Drink plenty of fluids over the 24-hour
period preceding the test
3) Avoid food, tobacco, alcohol, and
caffeine for 3 hours prior to taking the test
4) Avoid exercise or strenuous physical
activity the day of the test; and
5) Get an adequate amount of sleep (6 to 8
hours) the night before the test
Assistants will be given the following roles:
- Timer- In charge of communicating the stages of the testing procedure according to the stopwatch
- Force Setter- Calculates the force required and changes the force settings on the bike accordingly.
- Revolutions counter- Counts the revolutions of the bicycle wheel at 5 second intervals during the test.
The counter must give the whole number of revolutions. For example, if 10 ½ revolutions have been
completed, the counter calls out “10” and counts the half revolution in the next 5 second interval
- Heart rate monitor- observes and calls out the heart rate at each 5 second interval
- Recorder- Records subject weight, room temperature and the heart rate and number of revolutions as
indicated by the counter/ monitor
- Lactate measurer- Performs blood lactate measurement at pre-test (before the warm up phase of the
testing), post test (immediately following the test at beginning of cool down) and at a 3 minute follow up
according to the Lactate Pro instructions
Force Settings for Wingate Test
1. Weigh the participant
2. Convert kg to Newtons
9.80665 x kg
3. Categorise the subject
a. Active adult female 8.6% of BW; Leg force (N) = BM(N) x 0.086
b. Active Adult male 9% of BW; Leg force (N) = BM(N) x 0.090
c. Anaerobic athletes 10% of BW; Leg force (N) = BM(N) x 0.10
d. Children, elderly, sedentary 7.5%; Leg force (N) = BM(N) x 0.075
36
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Method
The Wingate test requires the subject to pedal a mechanically braked bicycle ergometer for 30 seconds, at
an "all out" pace. The following protocol is to be used:
i)
Warm-up
a. 5 minutes of low intensity pedaling at about 50
or 60 rpm interspersed by 5 all out sprints 6
seconds in duration at a progressively increased
force resistance
ii)
Rest
a. Rest on the bike by pedaling slowly for a
minimum of 2 and a maximum of 5 minutes.
iii)
Acceleration
a. Athlete pedals at 20-50 rpm for 7 seconds at
about half of the force that is to be used during
the test.
b. At the 8 second mark the full predetermined force is to be applied and the athlete
continues to pedal at 20-50 rpm for another 7 seconds.
iv)
Test
a. Immediately after the acceleration phase, the individual pedals "all out" at the
predetermined force setting for 30-seconds
b. The number of revolutions is counted and recorded at each 5 second interval
v)
Cool down
a. Pedal at 50 rpm with the force set at between 5 and 20 N for 2 minutes
vi)
If the test is to be repeated with the same subject, allow 10 minutes recovery in between
tests.
37
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Results
Wingate Test
1
2
3
4
Gender
Age
Trained?
Room temp
Weight (kg)
Weight (N)
Force:
Baseline Lactate:
Time
-0
-5s
- 10 s
- 15 s
- 20 s
- 25 s
- 30 s
HR
Rev
HR
Rev
-
-
HR
Rev
-
HR
Rev
-
Post test lactate
Follow up
(3 min) lactate
Comments
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
38
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Analysis-- (Completion of the above analysis is worth 5 marks)
(Also refer to page 222-223 of the text for further explanation and examples)
1. Blood Lactate
Plot Blood Lactate throughout the duration of the test for all participants on the following graph
Key:
Blood
Lactate
Time
What conclusions can you draw from this information?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
39
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. Peak Anaerobic Power (PP)
Peak anaerobic power is expressed as follows:
Peak Anaerobic Power (W) = Work (Force x Total Distance) / (Time in minutes)
Force is the amount of resistance (N) added. Total distance is the number of revolutions in the 5
second interval x the distance the wheel travels per revolution. Time is 5 seconds. The result for
peak power is expressed in watts (W).
For example, if a person’s highest score was 12 revolutions in an interval at a force
setting of 45 N in which the wheel’s perimeter travels 6 m per revolution:
PP in Watts = [45N x (12 rev x 6m)] / 5
= (45N x 72 m) / 5
= 3240Nm / 5
= 648 Watts
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________________________
Peak Anaerobic Power
1. ________________ 2. __________________ 3. _________________ 4. ____________________
40
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3. Use the above equation to calculate the peak power generated in each interval
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
1
2
3
4
5 sec
10 sec
15 sec
20 sec
25 sec
30 sec
4. Plot the peak power generated at each interval on the graph below for all participants
Power (W)
Key:
Time (s)
41
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5. Relative Peak Power (RPP)
Relative peak power is determined simply by dividing peak power by body mass and is expressed as
W/kg
Male
Female
RPP = PP (W) / BM (kg)
%Rank
Watts.Kg
Watts.Kg
90
10.89
9.02
For example, if the athlete in the previous
example weighed 70 kilograms:
80
10.39
8.83
70
10.20
8.53
RPP = 648 W / 70 kg
60
9.80
8.14
= 9.26
50
9.22
7.65
40
8.92
6.96
Percentile norms for Relative Peak Power for active
30
8.53
6.86
young adults are given in the table opposite. The
20
8.24
6.57
mean for men is 9.18 and for women is 7.61.
10
7.06
5.98
(Maud & Schultz, 1989)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Relative Peak Power
1. ________________ 2. _______________ 3. _______________ 4. ________________
6. Total Work / Anaerobic Capacity
Total work is based upon the total number of revolutions at the end of 30 seconds
Work = Force x Distance
For example, if the aforementioned athlete completed a total of 52 revolutions:
W = N x rev in 30 s x 6 m
= 45N x 52 x 6
= 14040 joules = 14.04 kilojoules
_____________________________________________________________
_____________________________________________________________
Total Work
1. ________________ 2. _______________ 3. _______________ 4. ________________
42
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
7. Anaerobic Fatigue (AF)
Anaerobic fatigue indicates the decrease in power from the Peak to the lowest power performed during
the test. The higher the percentage, the greater decline. AF is calculated as follows:
AF = (PP – LP / PP) x 100
Peak power output - Lowest 5-second peak power output divided by the Peak power output.
Then multiply by 100 to get the percentage decline.
Using the previous example, if the PP is 648 w and the Lowest Power [LP] = 300 w:
AF = [(648-300) / 648] x 100 = 54%
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Anaerobic fatigue
1. ________________ 2. _______________ 3. _______________ 4. ________________
43
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Preparatory Procedure- Lactate Threshold Testing
All subjects are asked to adhere to the
following pre-test instructions:
1) Wear comfortable, loose-fitting clothing
2) Drink plenty of fluids over the 24-hour
period preceding the test
3) Avoid food, tobacco, alcohol, and
caffeine for 3 hours prior to taking the test
4) Avoid exercise or strenuous physical
activity the day of the test; and
5) Get an adequate amount of sleep (6 to 8
hours) the night before the test
Two subjects of the same gender, one trained and one
untrained are to be tested
Subjects should complete a 5 minute warm up
including stretching.
Fit participants with heart rate monitors and brief
about Borg’s Perceived Rate of Exertion Scale.
Test Procedure
1. Have the subject warm up on the treadmill until their heart rate is approximately 20% of their
Vo2 max
2. Start the test
3. After 4 minutes
a. Increase the treadmill speed by 0.5 km/hour
b. Take blood lactate reading
c. Take heart rate reading
d. Ask the subject for their PRE
4. Continue to increase treadmill speed and take readings until
termination
5. Terminate the test when the blood lactate concentration of the
exercising subject exceeds 4 mmol l–1of blood lactate; when there is
any indication that the subject may be in danger; or by the subject’s own request
44
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Results
Participant 1- Trained
Participant 2- Untrained
Gender
Age
Sport
MHR
HR @ V02 max
20% HR @ Vo2
max
Testing
0 min
Speed
HR
PRE
Lactate
4 min
8 min
12 min
16 min
20 min
24 min
28 min
32 min
36 min
40 min
Comments:
45
Speed
HR
PRE
Lactate
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Questions
1) Graph your results for both participants, showing the % Vo2 max on the x-axis and Blood lactate and
Heart rate on the two y-axis (1 mark)
Heart Rate
(bpm)
Blood
Lactate
MmOl / L
Time/
% Vo2 Max
2) What do you notice about this relationship? (1 mark)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3) What is the lactate threshold? Explain in your own words (1 mark)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
46
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4) At what percentage of Vo2 max was the lactate threshold in both participants? What is the
physiological explanation for any differences in this? (2 marks)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5) As a coach, how would you use the lactate threshold information? (1 mark)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6) Identify three accurate heart rate training zones for each participant (1 mark)
Participant 1
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Participant 2
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
47
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
7) Explain the physiological mechanisms behind what you saw occurring throughout the duration of the
entire Wingate test protocol(2 marks)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7) How can you explain the differences between the participants on the Wingate Test? (1 mark)
_________________________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Conclusion
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
References:
Maud, P.J., & Shultz, B.B. (1989) Norms for the Wingate anaerobic test with comparison to a similar test.
Research Quarterly for Exercise and Sport, 60(2), 147.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
48
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Laboratory 4
Effect of Age on Performance
Introduction
Cardiovascular and pulmonary structure and function changes with age and these effects are emphasised
during exercise; however some of the effects of aging may also be slowed by maintaining cardiovascular
fitness. This may affect both the prescription and expectations of exercise for older adults.
Outcomes
To investigate the effect of age and physical activity level on the performance of tests of respiratory and
cardiovascular function
Procedure
There are to be 4 subjects in total. An active and an inactive subject in their 20’s and an active and an
inactive subject in their 50’s. All participants complete the Rockport fitness test and will be tested for
resting and post exercise Lung Volumes using a spirometer
Rockport Walking Test:

Subjects warm up. Fit all subjects with heart rate monitors and
pedometers at the beginning of the track.

Participants walk 1.6 km (1600 metres) as quickly as possibleto be timed with a stopwatch. As soon as the distance is completed, record
time and heart rate. Then continue moving in order to cool down
Analysis
The Rockport walking test gives an estimate of Vo2 max. The formula used to
calculate VO2 max is:
132.853 - (0.0769 × Weight) - (0.3877 × Age) + (6.315 × Gender) - (3.2649 × Time) - (0.1565 × HR)
Where:

Weight is in pounds (lbs). To convert weight to pounds multiply your weight in kilograms by 2.2

Gender Male = 1 and Female = 0
49
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Time is expressed in minutes and 100ths of minutes

Heart rate is in beats/minute
Description of activity level:
Record the physical activity and exercise completed by each participant in a normal week:
Participant 1. ________________________________________________________________
Participant 2. ________________________________________________________________
Participant 3. ________________________________________________________________
Participant 4. ________________________________________________________________
Comparison
Use the tables to classify the results of all participants
Female (values in ml/kg/min)
Age
Very Poor
Poor
Fair
Good
Excellent
Superior
13-19
<25.0
25.0 - 30.9
31.0 - 34.9
35.0 - 38.9
39.0 - 41.9
>41.9
20-29
<23.6
23.6 - 28.9
29.0 - 32.9
33.0 - 36.9
37.0 - 41.0
>41.0
30-39
<22.8
22.8 - 26.9
27.0 - 31.4
31.5 - 35.6
35.7 - 40.0
>40.0
40-49
<21.0
21.0 - 24.4
24.5 - 28.9
29.0 - 32.8
32.9 - 36.9
>36.9
50-59
<20.2
20.2 - 22.7
22.8 - 26.9
27.0 - 31.4
31.5 - 35.7
>35.7
60+
<17.5
17.5 - 20.1
20.2 - 24.4
24.5 - 30.2
30.3 - 31.4
>31.4
Male (values in ml/kg/min)
Age
Very Poor
Poor
Fair
Good
Excellent
Superior
13-19
<35.0
35.0 - 38.3
38.4 - 45.1
45.2 - 50.9
51.0 - 55.9
>55.9
20-29
<33.0
33.0 - 36.4
36.5 - 42.4
42.5 - 46.4
46.5 - 52.4
>52.4
30-39
<31.5
31.5 - 35.4
35.5 - 40.9
41.0 - 44.9
45.0 - 49.4
>49.4
40-49
<30.2
30.2 - 33.5
33.6 - 38.9
39.0 - 43.7
43.8 - 48.0
>48.0
50-59
<26.1
26.1 - 30.9
31.0 - 35.7
35.8 - 40.9
41.0 - 45.3
>45.3
60+
<20.5
20.5 - 26.0
26.1 - 32.2
32.3 - 36.4
36.5 - 44.2
>44.2
Table Reference: The Physical Fitness Specialist Certification Manual, The Cooper Institute for Aerobics
Research, Dallas TX, revised 1997
50
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Results:
Younger
Older
More active
Less active
More active
Less active
Participant 1
Participant 2
Participant 3
Participant 4
Prior to test:
- Gender
- Age
- Weight
- RHR
After test:
- Time taken
- HR
Calculate:
- Vo2 max
- Level of
fitness
Comments
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
51
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Respiratory Fitness- Spirometry
Spirometry is a method for measuring lung volumes during ventilation. It is used to assess lung function
and is particularly helpful for diagnosing obstructive lung diseases.
During this laboratory, we will be using spirometry to understand how
lung volumes change during exercise. During resting respiration, only
a small portion (about one tenth) of the lung capacity is used. This
allows plenty of reserve capacity for those occasions (such as
strenuous exercise) when the body requires much greater flow of
oxygen to generate energy. Furthermore, the lungs are never
completely empty. Even when a lung is removed, and collapses,
sufficient air is trapped inside to permit it to float in water.
A wet Spirometer measures lung volumes based
on the simple mechanical principle that air, exhaled from the lungs, will cause
displacement of a closed chamber that is partially submerged in water. The
spirometer consists of two chambers: (1) a larger chamber which is filled with
water and has a breathing hose attached to it, and (2) a smaller chamber which is
inverted inside the first and "suspended" in water. A counterweight and indicator
are attached to the inverted chamber. Air blown into the inverted chamber causes
it to rise and move an indicator along a scale. The scale is calibrated in liters to give
lung volume measurements.
Clinical significance of spirometry
Measurement of lung volumes and
forced expiratory flow rates are useful
in the clinical setting. Two types of
lung disorders can be identified:
1. Obstructive lung disorders such
as bronchitis and asthma. In these
conditions, there is an obstructive
process in the airways (the bronchi) of
the lung and this is detected by a
decreased ability to empty the lungs
quickly (FEV1/VC ratio)
2. Restrictive lung disorders are
characterized by a decrease in lung
compliance, in diseases such as
emphesyma, which results in reduced
alveolar volume.
52
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Definitions of lung volumes
Lung volume
Definition
Tidal volume (TV)
Volume of air moved during normal breathing (about 0.5 L).
Inspiratory reserve volume
(IRV)
Volume of air that can be forcefully inspired following a normal
quiet inspiration. (about 2.5 - 3.5 L).
Expiratory reserve volume
(ERV)
The volume of air that can be forcefully expired after a normal or
resting expiration (about 1.0 L).
Residual volume (RV)
The volume of air remaining in the lungs after a forceful expiration
(1.0 L).
Vital capacity (VC)
The greatest extreme in air volume moved between inspiration and
expiration (4.5 L).
Inspiratory capacity (IC)
The amount of air that the lungs will hold after a normal expiration
(i.e. inspiratory reserve + tidal volume).
Functional residual capacity
(FRC)
The amount of air remaining in the lungs after a normal quiet
expiration (i.e. expiratory reserve volume + residual volume).
Total Lung Volume (TLV)
The addition of all four volumes
IRV
VC
TV
TLC/TLV
ERV
RV
53
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Procedure
Using the same subjects as for the cardiovascular tests, administer the following testing protocols. Complete
tests while standing. Attach a disposable mouthpiece to the valve. Clamp the subject's nostrils closed and have
the subject breathe normally to adjust to the apparatus. DO NOT INHALE from the spirometer - ONLY
EXHALE into the spirometer.
Resting Lung Volumes:
1) Tidal Volume:
a. Breathe normally a few times. Inspire normally and blow a normal exhalation into the
tube. Record this volume as Tidal Volume.
TV :
1._______________ 2. _______________ 3. ______________ 4. ______________
2) Inspiratory reserve volume:
a. Inhale as deeply as possible, then blow into the mouthpiece until you've emptied what
you've forcefully inspired
b. DO NOT forcefully exhale, just return to a normal level of exhalation. This is your
inspiratory capacity (IC). To calculate inspiratory reserve volume, subtract tidal
volume value from inspiratory capacity value (IRV=IC-TV).
IC:
1._______________ 2. _______________ 3. ______________ 4. ______________
IRV:
1._______________ 2. _______________ 3. ______________ 4. ______________
Breathe normally a few times.
3) Expiratory reserve volume
a. After a normal exhalation, exhale as forcefully and fully as possible into the
mouthpiece. Record this volume as expiratory reserve volume.
ERV:
1._______________ 2. _______________ 3. ______________ 4. ______________
Breathe normally a few times.
4) Vital Capacity
a. Breathe in as deeply as possible, and then exhale into the mouthpiece as fully as
possible. Record this volume as Vital Capacity.
VC:
1._______________ 2. _______________ 3. ______________ 4. ______________
Breathe normally a few times
54
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Post Exercise Lung Volumes

Exercise vigorously for 5 minutes by skipping or running the perimeter of the hall

Repeat all the measurements after exercising, starting with heart rate and resting
respiratory rate
1) Tidal Volume:

Breathe normally a few times. Inspire normally and blow a normal exhalation into the tube.
Record this volume as Tidal Volume.
TV :
1._______________ 2. _______________ 3. ______________ 4. ______________
2) Inspiratory reserve volume:
a. Inhale as deeply as possible, then blow into the mouthpiece until you've emptied what
you've forcefully inspired
b. DO NOT forcefully exhale, just return to a normal level of exhalation. This is your
inspiratory capacity (IC) To calculate inspiratory reserve volume, subtract tidal
volume value from inspiratory capacity value (IRV=IC-TV).
IC:
1._______________ 2. _______________ 3. ______________ 4. ______________
IRV:
1._______________ 2. _______________ 3. ______________ 4. ______________
Breathe normally a few times.
3) Expiratory reserve volume
a. After a normal exhalation, exhale as forcefully and fully as possible into the
mouthpiece. Record this volume as expiratory reserve volume.
ERV:
1._______________ 2. _______________ 3. ______________ 4. ______________
Breathe normally a few times.
4) Vital Capacity
a. Breathe in as deeply as possible, and then exhale into the mouthpiece as fully as
possible. Record this volume as Vital Capacity.
VC:
1._______________ 2. _______________ 3. ______________ 4. ______________
.
55
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Results:
Younger
Older
More active
Less active
More active
Less active
Participant 1
Participant 2
Participant 3
Participant 4
Resting
- HR
- RR
- TV
- IC
- IRV
- ERV
- VC
Post Exercise
- HR
- RR
- TV
- IC
- IRV
- ERV
- VC
Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
56
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Questions:
1. Was there a difference between the estimated Vo2 max of younger and older participants? Explain (1
mark)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Was there a difference between the estimated Vo2 max active and less active older participants?
Explain what the difference was and why you think this was the case. (1 marks)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Give a physiological explanation of how the structural and functional changes that occur in the
cardiovascular system during aging could affect Vo2 max (2 marks)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
57
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What other factors could have affected the results of the Rockport walking test? (1 marks)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Complete a spirogram (as shown on page 52 of this manual; and fig 9.4 page 297 of the text) with
accurate volumes for 2 of the participants to compare their results
Participant: _____________________________
Participant: _____________________________
58
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
6. Compare the resting and post exercise lung volumes for older and younger participants. What do you
notice is different? And why would this be the case? (2 marks)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. Compare the resting and post exercise lung volumes for more and less active participants. What do
you notice is different? And why would this be the case? (2 marks)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Conclusion:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
59
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
References:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
60
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Laboratory 5
Effects of Environment on PerformanceThermoregulation
Introduction
Exercise in environmental extremes places additional demands on the human body systems to ensure
thermoregulation throughout exercise. It is important to understand the adaptations that must be made
according to the environment in order to maximise training efficiency.
Outcomes
To investigate the effect of environmental temperature on the performance of submaximal continuous
exercise
Preparatory Procedure
Determine which students will complete which protocols. Pre-testing conditions:
All subjects are asked to adhere to the following pre-test instructions:
1) Wear comfortable, loose-fitting clothing: shorts and t shirt only
2) Drink plenty of fluids over the 24-hour period preceding the test
3) Avoid food, tobacco, alcohol, and caffeine for 2 hours prior to taking the test
4) Avoid exercise or strenuous physical activity the day of the test; and
5) Get an adequate amount of sleep (6 to 8 hours) the night before the test
Suggestions:
a) The same student or all students perform(s) the same activity under all three thermal conditions;
b) Three different students of equal training status each perform one of the three protocols;
c) 1 male and 1 female of equal training status perform the same activity under all three thermal conditions;
61
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Procedure:
30 minutes continuous aerobic exercise
Cold
Thermo neutral
Hot

5 to ten degrees celcius

16-18 degrees Celsius

>25 degrees celcius

Unheated room

Mildly heated room

Heated room
62
i)
Set the treadmill speed so that the
subject achieves a steady state
heart rate of 150-160 b/min
within the first 5 minutes.
ii)
Record the speed and maintain it
for this exercise session as well as
for other protocols
iii)
Record heart rate, blood pressure,
body temperature (oral) and Rate
of Perceived Exertion (RPE)
every 3 minutes and record any
other comments that participants
make.
iv)
The exercise session should
continue for 30 minutes. Do not
provide any liquids, food or fuel
during this time.
v)
Repeat this protocol in a hot and
a cold environment. If different
students are used for the different
conditions, the same relative
workload should be used.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
30 minutes Sub-maximal Continuous Exercise
Cold
Neutral
Hot
Subject Details
- Age
- Gender
- Height
- Weight
- Trained?
- Treadmill speed
Testing time
(minutes)
HR
BP
RPE
C
HR
0 min
3 min
6 min
9 min
12 min
15 min
18 min
21 min
24 min
27 min
30 min
63
BP
RPE
C
HR
BP
RPE
C
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
In addition, the 13-point Thermal Sensation Scale (Gagge, Stolwijk, & Hardy, 1967) and the thermal
discomfort scale (Gagge et al., 1967) will be used to determine the subject’s response to the cold. These are to
be measured every 5 minutes.
13-point Thermal Sensation Scale
13-point Thermal Discomfort Scale
“How does the temperature of your
body feel?”
“How comfortable are you with the
temperature of your body?”
1
Unbearably cold
1.0
2
Extremely cold
1.5
3
Very Cold
2.0
4
Cold
2.5
5
Cool
3.0
6
Slightly cool
3.5
7
Neutral
4.0
8
Slightly warm
4.5
9
Warm
5.0
10
Hot
11
Very hot
12
Extremely hot
13
Unbearably hot
64
Comfortable
Slightly uncomfortable
Uncomfortable
Very uncomfortable
Extremely uncomfortable
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Participant Thermal Sensation and Discomfort
Cold
Neutral
Hot
Subject Details
Testing time
(minutes)
TSS
TDS
TSS
TDS
TSS
TDS
0 min
5 min
10 min
15 min
20 min
25 min
30 min
Subject Comments:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
References
Gagge, A.P., Stolwijk, A.J., & Hardy, J.D. (1967). Comfort and thermal sensations and associated physiological
responses at various ambient temperatures. Environmental Research, 1, 1-20.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
65
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Questions:
b.
Graph response to exercise (HR) over time for each environmental condition (1 mark)
What do you notice about this relationship?
_______________________________________________________________
_______________________________________________________________
c.
Graph response to exercise (BP ) over time for each environmental condition (1 mark)
What do you notice about this relationship?
_______________________________________________________________
_______________________________________________________________
66
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
d.
Graph the relationship between heart rate and degrees of perceived exertion (1 mark)
What do you notice about this relationship?
_______________________________________________________________
_______________________________________________________________
e.
Was there any change in body temperature during the testing? Why do you think this was the case? (2
marks)
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
f.
What physiological mechanisms would have occurred due to the exposure to the hot and cold
conditions? (4 marks)
Hot
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
67
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Cold
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
g.
Explain acclimatization (1 mark)
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Conclusion
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
References:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
68
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Laboratory 6
Students Design Exercise Physiology Lab
Introduction
Throughout this course you have learned about a number of exercise physiology principles. Here is your
chance to develop your own protocol to test out your own hypotheses about exercise physiology in the
laboratory environment. You may choose whether to design the lab for use with minimal equipment/ to
take full advantage of the laboratory equipment available. This will also give you a chance to develop
your skills in designing laboratory experiments that you will need to be competent in when teaching
senior students.
Students will work in groups of 4 or 5 and will work to design the lab in the first few weeks of class. The
design of the labs will be completed and submitted in class in week 4. Students will vote on the lab to use
in week 5 and the lab instructions will be uploaded to WebCT for students to download and bring to
class in week 6. That group’s lab will be carried out, and students will complete their lab reports in word
and submit them online by the 3/9/07. The best lab reports from each group will be uploaded to
WebCT so that other groups may view them, and discuss the findings online.
Outcomes
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Preparatory Procedure
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
_____________________________________________________________
_____________________________________________________________
69
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____________________________________________________________
____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
70
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Procedure
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
71
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Results
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Discussion
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
72
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Conclusion
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
References
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
73
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Laboratory 7
Ergogenic aids and Performance
Introduction
Ergogenic aids are often used by recreational and competitive athletes alike in order to improve
performance. Caffeine is a common ergogenic aid in that it enhances the contractility of skeletal and
cardiac muscle, and helps the body to metabolize fat rather than muscle glycogen stores. It is also a
central nervous system stimulant, which can assist in activities that require concentration. Although
removed from the IOC restricted substances list in 2004; the legal urine level for athletes used to be 12
µg per mL (IOC standards) or 15 µg per mL (NCAA standards). The ergogenic dose is approximately
one half of this-250 to 500 mg (three cups of coffee or six to eight sodas).
Outcomes
To investigate the effect of caffeine on aerobic capacity
Preparatory procedure
Subjects are to refrain from consuming caffeine 48 hours before the trial; and are to report to the tutor
one hour before the lab begins, where they will be given either 9 mg of caffeine per kg body weight, or a
placebo substance. Participants and other students will be blind to the experimental condition.
Procedure
All participants will cycle at 80% Vo2 Max until exhaustion. The time to exhaustion will be recorded
1) Calculate 80% MHR
2) Start cycling as a warm up and slowly and alter resistance/ speed to obtain a steady heart rate at
80% MHR
3) Start the stopwatch when the steady heart rate is reached
4) Participants may consume small amounts of water during the test
5) Stop the test on the request of the athlete, when they indicate that they have reached exhaustion.
6) Observe the athletes closely for signs of overheating, fatigue, and stop the test if they complain
of numbness, or if there is any change in behaviour.
74
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Results
Participant 1
Participant 2
Participant 3
Participant 4
RPE
RPE
RPE
RPE
Gender
Age
Level of fitness
Caffeine? Or
placebo?
MHR
80% MHR
Resistance
Speed
0 minutes
5 min
10 min
15 min
20 min
25 min
30 min
35 min
40 min
45 min
50 min
55 min
60 min
65 min
70 min
Final Time:
Participant
Comments
75
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Questions:
1) Where the caffeine participants aware of the effects of the drug? What positive or negative
effects were noted? (1 mark)
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2) In comparing the results of experimental and control participants; do you think there was any
change in performance due to the caffeine? Why do you think this occurred? (1 marks)
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
3) What is the physiological explanation for this difference? (4 marks)
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
76
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
__________________________________________________________
__________________________________________________________
4) What are the legal and medical recommendations for the use of caffeine in adults? And children?
(2 marks)
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
5) How much caffeine is contained in: (1 mark)
A regular espresso coffee?________________
A regular instant coffee? _________________
A can of cola? ____________________________
A serving of chocolate? ______________________
A can of ‘energy drink’_____________________
A regular caffeine tablet? ______________________
Conclusion
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
References:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
77
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Laboratory 8
Fitness Testing 2
Introduction
Fitness testing is often conducted in secondary schools, however the purpose of these tests is often
unknown. Fitness testing can be used to effectively show students the changes that occur due to an
exercise or training program; and may give teachers a chance to explain the physiological mechanisms
behind these changes.
Outcomes
Students are to repeat fitness testing completed at the beginning of semester in order to measure the
changes in their fitness level over a 7 week training period.
Procedure

All students will be allocated a test to set up/ oversee/ instruct the class in

Complete RHR, MHR and BP according to instructions in your manual first, then complete the
Queen’s College Step Test as a group

Separate into pairs

Move around the fitness assessment stations, read the instructions in your manual and complete
each test. Ensure that you record your results accurately.

Come together at the end to complete the beep test
78
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Assigned Roles
Name/s
Test
Equipment
Overall supervision
Equipment check
B.P
Step test (Vo2 Max)
Sit and reach
Illinois Agility run
Grip strength
Standing long jump
1RM Bench Press
Vertical jump
Sit ups
Pushups
Beep Test (Vo2 Max)
79
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
1. RHR
Method:
c. Ensure that the athlete has been sitting or lying down quietly for 20 minutes
d. Use 2 fingers to take either the carotid (either side of the larynx) or the radial (thumb side of
the wrist) pulse, count the number of beats in 15 seconds and multiply by 4 to get the bpm
Results:
Average resting heart rate for males is 72 bpm, and for females is 80 bpm
RHR: __________________ BPM
2. MHR
Method:
i)
Use the formula :
220 - age (yrs)
MHR: __________________ BPM
3. BP
Method:
a. Sit the athlete down with their arm supinated and at 90 degrees, resting on a table.
b. Place cuff around the arm just above the elbow, and press start
c. The cuff will automatically inflate to 180mmHg to stop blood flow
d. As the cuff deflates, the machine will detect the systolic pressure- the peak blood pressure that
occurs when the heart contracts. These are the first sound heard after the blood is allowed to
pump again
e. The reading on the gauge when blood flow can no longer be heard is the diastolic pressure.
Diastolic pressure represents the lowest blood pressure that occurs when the heart relaxes
between beats.
B.P:
Systolic:_______________________
Diastolic____________________________
80
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Compare:
Average Blood Pressure
For young people – 120/80 mmHg
For old people – 140/90 mmHg
Level of Severity
Systolic Blood Pressure
Diastolic Blood pressure
Mild Hypertension
140-160
90-100
160-200
100-120
Above 200
Above 120
Moderate
Hypertension
Severe Hypertension
4. Queen’s college step test
Method:
iv)
Have the athlete step up and down the step (45cm in height) up-up-down-down for 3
minutes at the following rate (assistant to count time): Male - 24 steps per minute / Female
- 22 steps per minute
v)
5 seconds after finishing the test measure your carotid pulse
vi)
use the calculator at http://www.brianmac.demon.co.uk/queens.htm to get your estimated
Vo2 max and compare this to the national averages for your gender and age.
Heart rate:_____________________________
Vo2 Max __________________________
Compare:
Rating
Men
Women
Boys
Girls
Very Good
< 110
< 116
< 120
< 124
Good
100 -124
116 -130
120 -130
124 -134
Ok
125 -140
131 -146
131 -150
135 -154
Poor
141 -155
147 -160
151 – 160
155 -164
>155
>160
>160
>165
Very Poor
81
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5. Sit and Reach
Method:
a. Ensure that you warm up by stretching the
hamstrings
b. The starting position is sitting on the floor with
shoes removed, feet flat against the table, and
legs straight
c. Reach forward and push the fingers of both
hands along the table as far as possible and hold for 3 seconds
d. DO NOT BOUNCE
e. Any score beyond the feet is recorded as positive, before the feet is recorded as
negative
f. Take 3 attempts and record the average score
SnR: 1. _____________
2. ____________
3. _____________ Average: __________________
Compare:
20-39 year olds
40-59 year olds
Poor
<1
<-6
Fair
1.1 - 6.0
-5.9 – 1.0
Average
6.1- 10.0
1.1- 7.0
10.1 – 13.0
7.1- 10.0
> 13.0
> 10.0
Good
Excellent
6. Illinois Agility Run
Method:
a. Begin lying prone with arms by sides at the starting position. On starter’s cue,
complete the course exactly as shown in the diagram
b. Record the time it takes you to run the course
Agility run: __________________________
82
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Compare:
Excellent
Good
Average
Fair
Poor
Males
<15.2
16.1-15.2
18.1-16.2
18.3-18.2
>18.3
Females
<17.0
17.9-17.0
21.7-18.0
23.0-21.8
>23.0
7. Grip strength
Method:
a. Subject holds the dynamometer in their dominant hand in line with the
forearm and hanging by the thigh.
b. Maximum grip strength is then determined without swinging the arm.
c. Have two attempts and average your score
Dominant Hand: 1. ______________
Average:__________________
2. ________________
Compare:
Males
> 64
56-64
52-56
48-52
44-48
40-44
< 40
Excellent
Very good
Above average
Average
Below average
Poor
Very poor
83
Females
> 38
34-38
30-34
26-30
22-26
20-22
< 20
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
8. Standing long jump
Method:
a. The athlete stands at a line marked on the ground with feet slightly
apart
b. Jump forward using a two-foot landing and takeoff. Swing arms
and bend knees to assist with forward momentum
c. Measure from the heel of the foot that is furthest back.
Long jump: 1. ___________ 2. ___________ 3. ____________ Average: ______________________
Compare:
Excellent
Very Good
Good
Average
Poor
Very Poor
Males
> 240
220- 239
200 - 219
190 – 199
170- 189
< 170
Females
> 190
175 - 189
160- 174
150- 159
140- 149
< 140
9. Maximal strength- 1RM Bench Press
Methoda. Estimate the amount of weight you think you could lift
and load the bar
b. Lie supine on the bench and grip the bar with pronated
grip, slightly wider than shoulder width apart. Exhale
while pushing the bar up; and keep head and hips on the
bench. Do not arch or twist your body, or move your
feet. The bar is to be returned to rack in a controlled
manner
c. Ensure that your spotter is ready and has their hands on
the bar at all times
d. Increase or decrease the weight on the bar until you are satisfied that this is the most that you
could lift
84
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
1RM: ___________________
Score = 1RM/weight (lbs) _______________________
Compare
Age
Excellent
Good
Average
Fair
Poor
20-29
>1.26
1.17-1.25
0.97-1.16
0.88-0.96
<0.87
Men
30-39
40-49
>1.08
>0.97
1.01-1.07 0.91-0.96
0.86-1.00 0.78-0.90
0.79-0.85 0.72-0.77
< 0.78
<0.71
Women
20-29
30-39
40-49
>0.78
>0.66
>0.61
0.72-0.77 0.62-0.65 0.57-0.60
0.59-0.71 0.53-0.61 0.48-0.56
0.53-0.58 0.49-0.52 0.44-0.47
<0.52
<0.48
<0.43
10. Vertical jump
Method:
a. The athlete stands side on to the apparatus and reaches up to
turn the sliders at standing.
b. Jump vertically as high as possible using both arms and legs to
assist with propulsion and momentum
c. Record the highest point of the jump by turning the sliders
Score = distance between reach height and jump height
d. Reset the apparatus for the next athlete
Vertical jump: 1. _____________ 2. _____________
Average: ________________
Compare:
Excellent
Very good
Above average
Average
Below average
Poor
Very poor
Males (cm)
> 70
61-70
51-60
41-50
31-40
21-30
< 21
85
Females (cm)
> 60
51-60
41-50
31-40
21-30
11-20
< 11
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
11.
Sit ups
Method:
a. Complete as many sit ups as you can in one minute adhering to correct sit-up technique
b. Starting Position: Lie on floor with knees bent, feet flat, hands resting on thighs. Raise high
enough for your hands to touch the tops of your knees. Don't pull with you neck or head and
keep your lower back on the floor.
Situps: ______________________________ in 1 minute
Compare:
Age
Excellent
Good
Above average
Average
Below average
Poor
Very Poor
12.
18-25
>49
44-49
39-43
35-38
31-34
25-30
<25
Men
26-35
>45
40-45
35-39
31-34
29-30
22-28
<22
36-45
>41
35-41
30-34
27-29
23-26
17-22
<17
18-25
>43
37-43
33-36
29-32
25-28
18-24
<18
Women
26-35
>39
33-39
29-32
25-28
21-24
13-20
<20
36-45
>33
27-33
23-26
19-22
15-18
7-14
<7
Pushups
Method:
a. Complete as many pushups as you can in one minute adhering to correct technique
b. Men use ‘military style push ups, women may use knees
Push ups: _________________________________ in 1 minute
Compare:
Age
Excellent
Good
Average
Poor
18-35
>40
30 - 39
18 - 29
< 17
Men
35-50
>31
21 -30
13 -20
< 12
>50
> 23
16 – 22
9 - 15
<8
86
18-35
> 30
20 – 29
13 – 19
< 12
Women
35-50
> 25
17 – 24
11- 16
< 10
>50
> 21
14 – 20
9- 13
<8
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13. Multistage Shuttle Run (Beep Test)
The multistage Shuttle Run (Beep test) as an indirect measure of Vo2 max.
The test is split into a series of 1-minute levels. Each level consists of a number of beeps that dictates the
pace at which each 20 metre shuttle must be run. The starting speed is 8.5km/hr and increases by
0.5km/hr for each level.
Method
i)
Measure out a 20 metres section
and mark each end with a marker
cone
ii)
The athlete carries out a warm up
program of jogging and stretching
exercises
iii)
The test is conducted
a. The athlete must place one foot on or beyond the 20m marker at the end of each shuttle
b. If the athlete arrives at the end of a shuttle before the beep, the athlete must wait for the
beep and then resume running
c. The athlete keeps running for as long as possible until he/she can longer keep up with
the speed set by the tape at which point they should voluntarily withdraw.
d. If the athlete fails to reach the end of the shuttle before the beep they should be allowed
2 or 3 further shuttles to attempt to regain the required pace before being withdrawn
e. Record the level and number of shuttles completed at that level by the athlete
f. At the end of the test the athletes conduct a cool down program, including stretching
exercises
Level _________________________
Vo2 Max ____________________
Rating ______________
Compare
Use the tables from the first fitness assessment to determine your estimated Vo2 max and associated rating
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Results
Assessment 1-Date:
Score
Assessment 2- Date:
Rating
RHR
MHR
B.P
Step test (Vo2 Max)
Sit and reach
Illinois Agility run
Grip strength
Standing long jump
1RM Bench Press
Vertical jump
Sit ups
Pushups
Beep Test (Vo2 Max)
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Score
Rating
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Questions:
1. What were the original training goals?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. What training did the athlete undergo in order to improve these goals?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. In what areas did the athlete actually improve? Or worsen? (2 marks) Graph the changes in
performance
__________________________________________________________
__________________________________________________________
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4. What are the physiological explanations for the changes in your training goals? (4 Marks)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. What other factors might have affected the results? (2 marks)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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6. How is this information useful to you as a future coach/ teacher? (2 marks)
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Appendices
 Conversion chart
 Papers to support Lab 2. Nutrition and Performance
a. Carbohydrate loading procedure: From McArdle text
b. Byers,
A., Greenwood, M., Greenwood L., and Simpson, W.K. (2006). The
Effectiveness of a Pre-Exercise Performance Drink (PRX) on Indices of Maximal
Cardiorespiratory Fitness. Journal of the International Society of Sports Nutrition. 3(1):56-59.
c. Tarnopolsky,
M. A., Atkinson, S. A., Phillips, S.M., and MacDougall, J.D. (1995).
Carbohydrate loading and metabolism during exercise in men and women. Journal of
Applied Physiology. 78(4): 1360-1368.
 Papers to support Lab 7. Ergogenic Aids
a. Graham, T.E., & Spriet, L.L. (1991). Performance and metabolic responses to a high
caffeine dose during prolonged exercise. Journal of Applied Physiology, 71(6), 2292-2298.
 Victorian Senior Syllabus – Physical Education
a. Relevant teaching areas covered in EDU2EXP
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
Journals List
The ‘A’ List
 American Journal of Physiology
 Annual Review of Physiology (only review articles)
 Exercise and Sport Science Reviews (review articles)
 Journal of Applied Physiology
 Journal of the American Medical Association
 Journal of Physiology (London)
 Metabolism
 New England Journal of Medicine
 Journal of Hypertension
The ‘B’ List
 Acta Physiologica Scandinavica
 Archives of Internal Medicine
 American Journal of Medicine
 American Journal of Clinical Nutrition
 Archives of Biochemistry and Biophysics
 British Medical Journal
 International Journal of Sports Medicine
 Medicine & Science in Sports & Exercise
 Nutrition Reviews
 Pflugers Archive Respiratory Physiology
 European Journal of Applied Physiology
The ‘C’ List
 Canadian Journal of Applied Sport Science
 Hormone and Metabolic Research
 International Journal of Sports Nutrition
 Journal of Physical Therapy
 Journal of Sports Medicine
The ‘D’ List
 Physician and Sports Medicine
 Journal of Strength and Conditioning
This list is not all-inclusive.
Articles from magazines such as Shape, Prevention, Muscle and Fitness, Men’s Health, Good Medicine etc., are
NOT acceptable. If in doubt as to the acceptability of an article, ask the instructors.
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