FACULTY OF EDUCATION
Physical and Health Education
EDU2EXP: Exercise and Performance
LaboratoryManual
FACULTY OF 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
Laboratory 1- Introduction and Ethical Issues ………………………......10
Laboratory 2- Fitness Assessment 1 …………….………………………23
Laboratory 3: Fitness Prescription……………………………………….41
Laboratory 4- Nutrition and Performance……………………………….50
Laboratory 5- Anaerobic Energy Systems………………………………..57
Laboratory 6- Vo2 max and LIP testing in elite and Non Elite Athletes….69
Laboratory 7- Respiratory Fitness ……………………………………….75
Laboratory 8- Effects of Environment on Performance ……………… ...83
Laboratory 9- Fitness Assessment 2 ……………………………………..92
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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 lecturer in this instance
Students who do
not come to class
suitably attired and
prepared for
physical activity
will be recorded as
absent
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Weekly Outline
Week
Lecture 1
Lab
1:
21/7
Introduction
Physiology
2:
28/7
Training Principles and Fitness 2. Fitness Assessment 1
Assessment
-Ch 8 p 188-200
Ch 13 p 298-314
p447-469
3:
4/8
Sports Nutrition
-Ch 14 p328-353
4:
11/8
Introduction
to
Energy 4. Nutrition and Performance
Systems and Energy Transfer
in Exercise
-Ch 2 p48-56
VCAA
Bulletin
supplement in Lab
manual Appendices
5:
18/8
Cardiovascular and Pulmonary 5. Anaerobic energy systems
Systems
For Revision: Ch 5, 6 Ch 7 p162-183
Ch 10 p222-244
6:
25/8
Neural,
Muscular
Endocrine Influences
Adaptations to Exercise
to
7: 1/9;
8: 8/9,
9:15/5
10:
22/9
Readings
Exercise 1. Ethical Issues, Introduction to lab None
equipment and exercise physiology
3. Fitness Prescription
and 6. Vo2 max and lactate threshold - Ch 1 p
and in elite and non-elite sportspeople
- Ch 2 p
- Ch 3 p 80-97
-
80-97
26-36
3 week practicum
Environmental Influences on 7. Respiratory Fitness
Exercise
- Ch 11 p 254-277
- Ch 12 p 280-294
Mid semester break
11:
6/10
Ergogenic Aids
8. Effect of environment on - Ch 15 p 355-379
Performance
12:
13/10
Exercise Throughout the 8. Fitness Assessment 2
Lifespan and Exercise for
Special Populations
13:
20/10
Summary Lecture
*Submit labs *
3
- Ch 16 p 384-401
Ch 17 p 403-421
Ch 18 p 433-446
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Assessment
1. Lab Reports 20%
Due date for
completion:
In Lectures in week 13 (beginning 20/10)
Submit your entire lab manual in the last lecture
Submission
instructions:
Description:
- Labs will be carried out each week.
- All eight labs must be completed, two will be marked at random
- Students are to record data, make observations and complete the lab reports.
Assessment criteria
Students will be assessed using a criteria sheet according to their ability to:
- Apply concepts of exercise physiology to the lab questions
- Complete all analysis and questions
- 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. Lab Presentation 20%
Due date for
completion:
In the week allocated to you in the first lab.
Present ; submit report before you begin
Submission
instructions:
Description:
- Groups of 3 or 4 students will present a lab each week.
- Students are required to submit a detailed report (800-1000 words) that
includes background information, research and responses to the lab questions
to the tutor at the beginning of their presentation.
- Students will be responsible for the development of resources, setup of
equipment, introduction and explanation of the topic (in an interesting and
interactive way) and running the lab activities as well as talking students
through the lab questions at the conclusion of the session.
Assessment criteria
Students will be assessed by the lecturer using a criteria sheet according to their
ability to:
- Prepare the written report, including the content, writing and use of references
- Understand, explain and apply concepts of exercise physiology in the interactive
introduction and discussion of questions
- Explain and manage activities in a competent manner
Advice on how to do this assessment well
Prepare the detailed report using a variety of resources and adhere to referencing and
academic writing style. Use initiative in designing the interactive introduction. See
presentation guidelines for more detail.
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2. Mid session exam 25%
Due date for
completion:
week 6
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 and the
textbook.
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.
- Students must pass the final exam in order to pass the course.
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
This subject has an 80% lab attendance hurdle requirement
Students must pass all major items of assessment in order to pass the subject
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Group for Presentation:
My group is:
We are presenting:
In week:
Grading Sheets:
Assignment 1: Laboratory Mark Sheet
LAB
Results
(3 marks)
Questions
(5 marks)
Conclusion
(2 marks)
Comments
Other
Total
/ 10
Total / 20
= _______________ / 40 = ____________%
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Assignment 2: Laboratory Presentation
Student names: ___________________________________________________________________
Lab Presentation: _____________________________________________________________________
Tutorial Date and Time: _______________________________________________________________
1
(poor)
2
(good)
3
(excellent)
4
(outstanding
Preparation of the written report
Quality of content including choice of resources
Quality of writing
Adherence to APA referencing style
Presentation of Activities
Design of interesting interactive introduction
Presentation skills including explanations and class
management.
Total : ____/ 20
Comments:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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Written report requirements
The written report component of the presentation is designed to ensure that you have completed enough
background knowledge to capably present that information to the class. This should inform your
presentation of the information session and the guidance of student’s response to the questions provided
for that lab.
IT IS THEREFORE NOT RECCOMMENDED THAT THIS ASSIGNMENT IS SPLIT UP SO
THAT ONE PERSON DOES THE REPORT AND THE OTHER THE PRESENTATION. THE
WORK SHOULD BE EVENLY SHARED AND DISTRIBUTED AMONG ALL MEMBERS.
The written report should:
-
Have a cover sheet
Be typed on a computer
Contain information, diagrams, pictures etc about all of the topic areas that are specified in the
lab under the ‘information’ heading.
Include information from a variety of resources, not just the text book, but also other texts,
credible websites and academic journals
Be formatted and presented in an attractive way
Be referenced correctly in APA format
Be double spaced
Be no more than 1000 words
Include headings
Be well written, including sentence and paragraphs structure, flow of ideas, spelling and grammar
Be submitted to the lecturer at the beginning of your presentation for marking
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Lab presentation requirements
Procedure: The presenters are to take responsibility for the beginning of the lesson and to take the roll.
The lecturer will interrupt at any time when more information is required, or the instructions need to be
clarified.
Music: Presenters are able to bring in music on an Ipod as play it during their presentation as long as it is
not offensive to the remainder of the class.
Safety: Presenters are also responsible for detailing the safety procedures that are relevant to their presentation.
Content: As all labs are examinable and all students must sit the same exam, there must be some
continuity in the content presented in labs. For this reason, under the ‘information’ heading, there are
several topics set out that MUST be covered by the presenters in their introductory session. Information
must be presented in a manner from which students may take notes. Information for these topics may
be found in the text. If other resources are used they must be referenced correctly.
Questions: Presenters are required to go through the questions at the end of the lab with the class and to
use questioning to develop student understanding of what ay be included in this section. Please note
that when the questions ask for an explanation, or the ‘physiological explanation” it requires a detailed
response using correct exercise physiology terminology from the text and should not be generalisd.
Organisation/ management: Within the bounds of the experimental protocols set out in this manual,
student presenters are responsible for the design of other activities to be used to fill in time between
pre/post tests or to manage the running of the activities.
Presentation style: Powerpoint presentations / video/ websites are allowed but not required- try to think
of interesting visual ways to display the information
General Presentation Pointers:
DO
-
Know your subject material
Make your information session interesting- exciting bright colourful fun and interactive
presentations that still cover the protocol will gain the best marks
- Make eye contact
- Be aware of safety concerns
- Feel free to use classroom management/ discipline techniques if your peers to not behave
- Position yourself correctly in relation to the class when speaking and supervising
- Have all equipment set up before the class time begins
DON’T
- Use “you’s” at all, or use “umm” or “like” too much
- Fold arms, cross legs, fiddle, make repetitive movements
- Allow students to use mobile phones during the presentation
- Leave it to the last minute
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Laboratory 1
Ethical Issues, Introduction to Lab Equipment and
Exercise Physiology
Introduction
In all situations where sport and physical activity are concerned, there is an element of risk. In this lab you will
be introduced to the equipment and procedures that we will be using throughout the semester in order to
reduce the risk of injury and to inform you about how to conduct labs for exercise physiology.
This information will be important to you for when you present your lab (20% assignment) and also
when you are required to teach about exercise physiology in VCE PE whether it be on practicum or as
a practicing teacher.
Firstly, we need to discuss the ethical nature of your possible participation in lab activities in this subject. The
steps you need to complete are as follows:
1. Read through the labs for each week and inform yourself of the requirements and what is involved in
each.
2. Complete the PAR-Q, a standardised survey that will ensure that there are no medical complications
that will affect your participation.
3. Read through the participant information and consent form and complete the latter if relevant.
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EDU2EXP: Exercise and Performance
Ethical Information for students
In this class we require students to act as participants in laboratory experiments to
demonstrate major exercise physiology concepts. 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
grades or outcomes in this course or their treatment as a student by the lecturer.
Please read the following information and indicate whether you agree to act as a participant
in this class.
These activities are intended only as teaching/learning activities. Participation will benefit
you as a potential teacher who may have to teach a similar activity or content in the future.
Participation is completely voluntary, participants are free to withdraw consent and to
discontinue participation at any time and there are no disadvantages, penalties or adverse
consequences for not participating or for withdrawing prematurely from the activities.
Data will be collected by each student in their lab manuals and will be kept confidential
within this context. Data will also be collected and uploaded to the WebCT site to enable
comparisons across tutorial groups. This is a secure server, and is available only to those
who are enrolled in this subject. Participant names will not be recorded in data collection.
Any data collected will not be retained or used for any other research purposes, now or
later, such as a publication, or as part of another research project, outside the learning and
teaching context.
There is no significant risk of harm to participants, whether social, physical, emotional,
legal or financial
o Warm up and cool downs, safety procedures and practices will be
explained and enforced to reduce the risk of harm or injury to participants.
Possible physical harm may result if students do not adhere to test
protocol, or do not participate in warm up and cool down activities as
instructed.
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The teaching and learning activities for this subject have received ethical approval from the La
Trobe University Human Ethics Committee, approval number:
Should you have any questions about this subject please contact Zali Yager by phone: 5444
7313 or email; z.yager@latrobe.edu.au.
If you have questions about the ethical nature of this subject, please contact: The Secretary,
Human Ethics Committee, Research and Graduate Studies Office, La Trobe University, Victoria,
3086, (ph: 03 9479 1443, e-mail: humanethics@latrobe.edu.au).
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EDU2EXP: Exercise and Performance
Participant Consent Form
I......................................., (the participant) have and understood the participant
information sheet and consent form, and any questions I have asked have been
answered to my satisfaction. I agree to participate, realising that I may withdraw at any time
in the following lab classes:
All students:
 Fitness Assessment 1
 Fitness Prescription
 Fitness Assessment 2
Volunteers:
 Nutrition and Performance
 Anaerobic energy systems
 Vo2 max and lactate threshold in elite and non-elite sportspeople
 Respiratory Fitness
 Effect of Environment on Performance
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
14
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Participant pool for labs
Lab
Student names
Nutrition and
Performance
Anaerobic energy
systems
Vo2 max and
lactate threshold in
elite and non-elite
sportspeople
Respiratory
Fitness
Effect of
Environment on
Performance
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Introducing Lab Equipment
Equipment
Name
Picture
Instructions
Heart rate
Monitor
Treadmill
Exercise
bike
18
Notes
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Introducing Borg’s Perceived Rating of
Exertion [PRE]
Many of the labs require the use of Borg’s PRE Scale.
Two versions of this scale exist, one that is out of 20 and one out of 10. In this class we will be using the
10 point scale. Please complete the table below using the information from the poster. Colour in the
bar on the left and include a detail of the level of exertion for that number.
Number
0
Level of exertion
1
2
3
4
5
6
7
8
9
10
Borg, G.A.V. (1982). Psychophysical bases of perceived exertion. Medicine & Science in Sports &
Exercise. 14(5):377-381,
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Introducing Lactate Measurement
The most complex measurement to be used this semester is the lactate measuring equipment. This
should serve as an introduction to the equipment and processes so that the measurement of blood
lactate can be completed in a safe and smooth flowing manner.
Summarize the items and the details of the steps required for performing a blood lactate test in the table
below.
Items required:
________________________________________________________________
Procedure:
Step 1
Preparation:
Step 2
Test Strip:
Step 3
Preparation and Lancing of Finger:
Note (2):
Step 4
Blood Collection:
Note:
Other Important information:
Step 5
Results:
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Introduction to Terminology
Complete the following Glossary in your own words using the information from the textbooks provided.
Term
Definition
Acute exercise
Adenosine
Triphosphate (ATP)
Aerobic Training
Anaerobic Training
Atropy
Bradycardia
Calorie
Hypertrtophy
Hypoxia
Lactate threshold
(LT/LIP)
Maximal Oxygen
Uptake (Vo2 max)
Tachycardia
Vasoconstriction
Vasodilation
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Spelling List
In last year’s exam, the majority of students made simple spelling errors of words that they will need to
use while teaching. To reduce the proliferation of spelling errors, the following list will be quizzed
throughout semester. Please also be aware that spelling must be correct in lab reports.
Please practice your spelling words in the table below.
Word
Trim
Toned
Wear
Muscle
Ceased
Wobbly
Pilates
Sustained
Nauseous
Porridge
Pressure
Repetitions
Snack
Interval
Inhale
Benefit
Flared
Obstacles
Student’s misspelling
Trimme
Tonned
Ware
Musle
Ceazed
Wobberley
Palaties
asstained
Nauscious / Nautious
Porage
Preasure
Repartitions
Snarke
Intival
Inhail
Benifit
Fleared
Obsticles
Practice
In addition, students commonly use the wrong word in the wrong context. Please complete the table
below.
Word
When to use
Example
Their
There
Break
Brake
Loose
Lose
Weather
Whether
Plane
Plain
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Laboratory 2
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.
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Information
What is fitness testing?
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
Why is it important?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Where is it used?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What component of fitness do each of the tests measure?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Importance of maximal effort and stringent testing procedure
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Other considerations
_____________________________________________________________
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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
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
25
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3. BP
Method:
B.P:
i)
Sit the athlete down with their arm supine 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.
Systolic:_______________________
Diastolic____________________________
Compare:
Average Blood Pressure
For younger people – 120/80 mmHg
For older 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
26
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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
Male - 24 steps per minute
o
Female - 22 steps per minute
45 cm
ii)
5 seconds after finishing the test measure your carotid pulse for 15 seconds
iii)
Convert this to beats per minute
iv)
Use the following equation to get your estimated Vo2 max and compare this to the national
averages for your gender and age.
PVO2sub max (ml/kg/min)= 65.81-( 0.1847 × pulse rate in beats per min)
Heart rate:____________________________(bpm)_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
27
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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
28
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
6.
Illinois Agility Run
Method:
i)
Begin lying prone- facedown on the floor 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.
Complete this twice and average your score
Agility run: _1______________ 2 ______________ Average_________________
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. 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
29
Females
> 38
34-38
30-34
26-30
22-26
20-22
< 20
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
8. Standing long jump
Method:
iii)
The athlete stands at a line marked on the ground with feet
slightly apart
iv)
Jump forward using a two-foot landing and takeoff. Swing
arms and bend knees to assist with forward momentum
v)
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
e. To calculate your score divide the weight you lifted (include 10 kg for the bar) by your body
weight
1RM: ___________________
Score = 1RM/bodyweight _______________________
30
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Compare:
Percentile
Males
20-29
30-39
Females
40-49
20-29
30-39
40-49
90%
1.48
1.24
1.10
0.90
0.76
0.71
80%
1.32
1.12
1.00
0.80
0.70
0.62
70%
1.22
1.04
0.93
0.74
0.63
0.57
60%
1.14
0.98
0.88
0.70
0.60
0.54
50%
1.06
0.93
0.84
0.65
0.57
0.52
40%
0.99
0.83
0.76
0.59
0.53
0.50
30%
0.93
0.83
0.76
0.56
0.51
0.47
20%
0.88
0.78
0.72
0.51
0.47
0.43
10%
0.80
0.71
0.65
0.48
0.42
0.38
American College of Sports Medicine [ACSM] (2000). ACSM guidelines for fitness testing and prescription.
(6th ed.). Maryland, USA; Lippincott Williams and Wilkins.
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
31
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
32
18-35
> 30
20 – 29
13 – 19
< 12
Women
35-50
> 25
17 – 24
11- 16
< 10
>50
> 21
14 – 20
9- 13
<8
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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
Level
6
Shuttle
Level
2
VO2 Max
33.6
7
Shuttle
2
VO2 Max
37.1
6
4
34.3
7
4
37.8
33
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
6
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
10
Shuttle
2
VO2 Max
47.4
Level
11
Shuttle
2
VO2 Max
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
14
Shuttle
2
VO2 Max
61.1
Level
15
Shuttle
VO2 Max
2
64.6
14
4
61.7
15
4
65.1
14
6
62.2
15
6
65.6
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
34
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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
20
Shuttle
2
VO2 Max
81.8
Level
21
Shuttle
2
VO2 Max
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.
35
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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
36
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Wilmore, J.H., & Costill,D.L (2005) Physiology of Sport and Exercise: 3rd Edition. Champaign, IL: Human Kinetics
37
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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)
HR at Vo2 max
38
Score
Rating
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Questions:
1. In the simplest terms possible, what are you actually measuring when you obtain:
Systolic B.P:
_________________________________________________________________
_________________________________________________________________
Diastolic B.P:
_________________________________________________________________
_________________________________________________________________
2. What was the difference between your estimated Vo2 max from the Beep test and the Step test? Why
would this be different?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What is Vo2 max in your own words?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What is the specific aspect of fitness is measured in the:
a. Beep test/ step test?________________________________________________
b. Hand grip dynamometer ? ___________________________________________________
c. Sit ups? ___________________________________________________
d. Horizontal/ Vertical jump? ___________________________________________________
e. Push ups/ 1RM ? _______________________________________________________
f. Sit and reach? _______________________________________
39
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5. Do you play a sport at the moment? If so, which one (s)?
_________________________________________________________________________________’
Compare your Vo2 max to the range of elite athletes in your sport, if it is listed on page 27
_________________________________________________________________________________
_________________________________________________________________________________
Did your Vo2 max qualify you for any of the other sports listed on page 27?
_________________________________________________________________________________
_________________________________________________________________________________
Conclusion
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
40
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Laboratory 3
Fitness Prescription
Introduction
Fitness testing has now been used to determine the athlete's ability in many aspects of performance.
You are now required to analyse the strengths and weaknesses of yourself or the athlete, and then
develop an interesting and realistic training program that will allow them to develop their chosen areas.
The changes that are likely to occur over the 9 week training period will be used to apply exercise
physiology concepts to practice as they will demonstrate chronic adaptations to exercise. This will assist
in making this course relevant, as you will be able to observe the adaptations to exercise that we will be
discussing in lectures and labs in yourself or the athlete.
Information
Principles of Training
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
41
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____________________________________________________________
Features of exercise training programs (Rationale for warm up cool down etc)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
Flexibility training
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Strength/ Resistance training (types, requirements, improvements expected according to literature)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Endurance training (types, requirements, improvements expected according to literature)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
42
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_____________________________________________________________
Anaerobic training (types, requirements, improvements expected according to literature)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Other information
_____________________________________________________________
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Objectives
To analyse individual performance in fitness tests and design a training program to improve these areas.
Method
1) According to your results, identify the strengths and weaknesses of yourself/ the athlete
Strengths
Weaknesses
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43
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2) The same fitness assessment will be completed in 9 weeks time. What are the short term goals for improvement? Complete the table- The
first goal will be your primary aspect of fitness that you are trying to improve.
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.
44
Is it possible? When will you Yes/No? Yes/No,
get it?
How?
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3) Include information on how the Principles of Training relate to the identified goals/ aspects of fitness
Goals 
1.
2.
3.
Overload
Specificity
Reversibility
Individual
Differences
45
4.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4) Taking into account the information about the training principles, how does the FITT principle relate to achieving these goals? Decide
on how often, how long and how hard you are going to train, and what sort of training you will do.
Goals 
1.
2.
3.
F- Frequency
I-Intensity
T-Time
T-Type
46
4.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5) Finally, keeping in mind your primary or most important goal, design a fun, interesting weekly fitness plan that adheres to the
principles of training. If you need to include diagrams/ details of exercises please do this on the next page. Just include a summarized
version in this table.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Make sure that you make it achievable- you will be required to track your progress in the training diary at the back of this workbook!
47
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6. Details / diagrams of specific exercises.
48
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7. It is now time to bring all of this information together. Provide a rationale for your intended training
program. This should provide details on why you are doing the exercises or program that you have
decided to do.
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Conclusion
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49
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Laboratory 4
Nutrition and Performance
Introduction
Proper nutrition is integral to efficient sports performance. In many recreational and elite sports, a
common practice seems to be 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 they should be used.
Information
Types of carbohydrates
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Role of Carbohydrates in Sports Performance
_____________________________________________________________
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50
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Glycaemic index
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Hyperglycaemia and Hypoglycaemia
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Rebound Hypoglycaemia
_____________________________________________________________
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Muscle glycogen loading
_____________________________________________________________
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Carbohydrate loading
_____________________________________________________________
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_____________________________________________________________
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51
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Outcomes
To investigate the effects of glucose intake on sports performance
Preparatory Procedure
2 male and 2 female subjects of approximately equal sports status will complete the pre-exercise glucose
intake tests.
Pre-Exercise Glucose Intake
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
Subjects will be given a solution containing
either:
- Glucose water made up to twice
the recommended dosage (1 T per
100 ml water)
OR
- A placebo substance
20 minutes prior to test participation and
then complete a 20 minute run
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Trial Procedure
Administer the pre-exercise glucose intake solution/ placebo solution to male and female participants for
that test. Wait 20 minutes for optimal absorption. All spare time that is not taken up with instruction
should be utilised playing sports/games that the presenters are to design, run, and manage.
All control and experimental participants will then complete a 20 minute run and the distance achieved
will be measured.
Results
Pre-Exercise Glucose Intake
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
13
14
15
16
17
18
19
20
Final distance:
53
HR
RPE
HR
RPE
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Participant Interview
Ask participants:
1) Do you normally run?
Participant 1: __________________________________________________________________________
Participant 2: __________________________________________________________________________
Participant 3: __________________________________________________________________________
Participant 4: __________________________________________________________________________
2) Do you think that the solution you consumed had any effect?
Participant 1: __________________________________________________________________________
Participant 2: __________________________________________________________________________
Participant 3: __________________________________________________________________________
Participant 4: __________________________________________________________________________
3) Do you think that the solution you consumed contained the glucose? Why? Why not?
Participant 1: __________________________________________________________________________
Participant 2: __________________________________________________________________________
Participant 3: __________________________________________________________________________
Participant 4: __________________________________________________________________________
54
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Questions:
1. Graph the performance of participants in both tests using a column graph (2 marks)
Key:
Distance
(km)
Glucose
Placebo
2. What effect did the ingestion of glucose have on performance?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What are the potential benefits of pre exercise ingestion of glucose? Why?
_____________________________________________________________________
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
55
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4. What are the potential negative consequences of pre exercise glucose intake? Why?
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_____________________________________________________________________
_____________________________________________________________________
5. Based on what we have found, and the information in the text, for what activities would you
recommend pre exercise ingestion of glucose?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. And at what concentration/ amount?
_____________________________________________________________________
_____________________________________________________________________
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.
Conclusion
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_______________________________________________________________
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56
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Laboratory 5
Anaerobic Energy Systems
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 as it estimate the potential of the ATP-PC and
Glycolytic (Lactic Acid) energy systems in a 30 second burst of all out maximal effort, thus indicating an
athlete’s potential in sports requiring high use of the anaerobic energy system.
Information
Anaerobic energy systems
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Definitions:
Speed ____________________________________________________________________________
Power ___________________________________________________________________________
Work ____________________________________________________________________________
Velocity __________________________________________________________________________
57
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Post Exercise Oxygen Consumption (EPOC)
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Sources of fatigue
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Metabolic by product removal
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Outcomes
To investigate the maximum anaerobic power that may be generated in the Wingate test.
58
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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
59
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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)
1st Lactate measurement
ii)
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
iii)
Rest
a. Rest on the bike by pedaling slowly for a
minimum of 2 and a maximum of 5 minutes.
iv)
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.
v)
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
vi)
2nd lactate measurement
vii)
Cool down
a. Pedal at 50 rpm with the force set at between 5 and 20 N for 2 minutes
viii)
3rd lactate measurement
Note: If the test is to be repeated with the same subject, allow 10 minutes recovery in between tests.
60
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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
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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Analysis
1. Blood Lactate
Plot Blood Lactate throughout the duration of the test for all participants on the following graph
Key:
Blood
Lactate
Time
1) Why is blood lactate increased at post test?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2) Why does blood lactate continue to increase at follow up?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3) What are some gender differences in lactate?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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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:
Peak anaerobic
power represents the
maximum amount of
power that can bet
generated using the
anaerobic energy
systems
PP in Watts = [45N x (12 rev x 6m)] / 5
= (45N x 72 m) / 5
= 3240Nm / 5
= 648 Watts
_____________________________________________________________
_____________________________________________________________
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_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________________________
Peak Anaerobic Power
1. ________________ 2. __________________ 3. _________________ 4. ____________________
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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)
64
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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. ________________
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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. ________________
Questions
1) Explain what each of the following are and follow with a short statement of what we found to occur
in our experiment:

Peak anaerobic power
Is: _________________________________________________________________________
We found:
________________________________________________________
________________________________________________________
________________________________________________________
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
Relative anaerobic power
Is: _________________________________________________________________________
We found:
________________________________________________________
________________________________________________________
________________________________________________________

Anaerobic capacity
Is: _________________________________________________________________________
We found:
________________________________________________________
________________________________________________________
________________________________________________________

Anaerobic Fatigue
Is: _________________________________________________________________________
We found:
________________________________________________________
________________________________________________________
________________________________________________________
2) What duration does the ATP-PC system usually last for? ____________________ and What
duration does the lactic acid system usually last for?__________________________
Given the last 2 points, does the term Anaerobic Capacity actually indicate the total amount of work
done by the anaerobic systems? Why/why not?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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3) What are the causes of anaerobic fatigue in this test?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4) After the test has finished, how does the body get rid of lactic acid?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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.
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Laboratory 6
Vo2 Max and LIP testing in elite and non elite athletes
Introduction
Vo2 max is a measure of how much oxygen can be used
by the body during maximal exertion. This measure is
regarded as the best indicator of cardio respiratory
endurance and aerobic fitness. The average Vo2 max
for normally active, but untrained 18-22 year old
university students (USA) are between 38-42
ml/kg/min for women and 34-40 ml/kg/min for men.
The average ranges for different athletes are given on
page 27 and the maximum recorded Vo2 max of men
and women respectively was 94 and 77 ml/kg/min in
Norwegian and Russian cross country skiers.
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)
or Lactate Inflexion point (LIP) 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.
This indicates the transfer from a predominant use
of the aerobic energy system to the anaerobic
energy system (glycolysis).
Therefore, below this point we are using anaerobic
energy systems including the ATP-PC and the
Lactic acid system.
69
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
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Today we will be comparing the aerobic capacity (Vo2 max) and Lactate inflexion points in trained and
untrained adults.
Information
Lactate Inflexion Point [LIP]
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Determinants of LIP
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Relationship between LIP and Vo2 Max
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Gender differences in LIP
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
70
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Gender differences in Vo2 max
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Trained/ untrained differences- chronic adaptation to exercise
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Preparatory Procedure- Lactate Threshold Testing
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 5 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
71
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Results
Participant 1- Trained
Participant 2- Untrained
Gender
Age
Sport
MHR
HR @ V02 max
(from beep test)
20% HR @ Vo2
max
Testing
0 min
Speed
HR
PRE
Lactate
5 min
10 min
15 min
20 min
25 min
30 min
Comments:
72
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-axes (1 mark)
Heart Rate
(bpm)
Blood
Lactate
MmOl / L
Time/
% Vo2 Max
2) What do you notice about this relationship?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3) What is the lactate Inflexion point? Explain in your own words
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
73
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6)
At what percentage of Vo2 max was the LIP in both participants? What is the physiological
explanation for any differences between trained and untrained adults?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7) As a coach, how would you use the lactate threshold information?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
74
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Laboratory 7
Respiratory Fitness
Introduction
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 and to detect COPD such as
asthma.
Information
Lung volumes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
75
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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
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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.
_______________________________________________________________
_______________________________________________________________
77
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_______________________________________________________________
Procedure
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.
Today we will be using a simple spirometer to measure total lung volumes of the entire class at rest and after
exercise. In addition, FEV/FVC ratio’s will be measured by another simple tool. Presenters will have to
devise a fun, organized activity that will allow this measurement to occur accurately and effectively!
Resting Lung Volumes:
-
Ensure that the spirometer is set to zero
-
Fit your personal mouthpiece to the spirometer
-
Inhale deeply and then breathe out for the count of three. Record the
measurement (in cc)
Resting FEV/FVC Ratio:
-
Set the measure to zero
-
Inhale normally and breathe out as hard and fast as you can
-
Record the measurement
Post Exercise Lung Volumes

Exercise vigorously for 5 minutes by skipping or running the perimeter of the hall
-
Ensure that the spirometer is set to zero
-
Fit your personal mouthpiece to the spirometer
-
Inhale deeply and then breathe out for the count of three. Record the measurement (in cc)
Post Exercise FEV/FVC Ratio:
-
Set the measure to zero
-
Inhale normally and breathe out as hard and fast as you can
-
Record the measurement
78
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Results:
At rest
Participant
Lung Volume
[LV]
Post exercise
[FEV1/VC]
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
M11
M12
M13
F1
F2
F3
F4
F5
F6
F7
F8
F9
F10
F11
F12
F13
79
Lung Volume
[LV]
[FEV1/VC]
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Results:
Class averages:
At rest
Lung Volume
[LV]
Post exercise
[FEV1/VC]
Lung Volume
[LV]
[FEV1/VC]
Male
Female
Compare:
Compare class averages of lung volume to those for athletes in a bar graph :
Were there any participants with a FEV1/VC ratio indicative of COPD?
____________________________________________________
____________________________________________________
____________________________________________________
Were they aware of this?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
80
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Questions:
1) What factors determine the lung volumes of individuals?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2) Did either of the lung volume measurements change after acute exercise? How does
this occur and why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3) What is asthma?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4) What occurs during an ‘asthma attack’?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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5) What is exercise induced asthma? And how does it differ from regular asthma?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6) What are the sort of things that would be a part of an asthma treatment plan?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7) What asthmatic considerations are there for:
a. the classroom:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
b. Coaching:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Conclusion:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
References:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
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Laboratory 8
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.
Information
Thermoregulatory control
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Physiological response to heat
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
83
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Four methods of heat regulation:

Conduction
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Convection
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Radiation
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Evaporation
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Effect of humidity
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Outcomes
To investigate the effect of environmental temperature on the performance of submaximal continuous
exercise
84
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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;
85
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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
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.
86
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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
87
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
88
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.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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Questions:
1)
Graph response to exercise (HR, Body temperature) as well as TSS and TDS over time for each
participant.
What do you notice about the results based on this graph?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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2)
Was there any change in core body temperature during the testing? Why do you think this was the case?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3)
What physiological mechanisms would have occurred during the test to control heat regulation in the hot
and cold conditions?
Hot
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Cold
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Conclusion
_________________________________________________________________________________
_________________________________________________________________________________
References:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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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.
Information
Chronic adaptations to exercise

Cardiovascular
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Respiratory
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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
Muscular
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Physiological benefits of exercise for cardiovascular health
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Physiological benefits of exercise for diabetes
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Physiological benefits of exercise for asthma
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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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 9 week training period.
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
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
8. MHR
Method:
i)
Use the formula :
220 - age (yrs)
MHR: __________________ BPM
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9. BP
Method:
B.P:
i)
Sit the athlete down with their arm supine 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.
Systolic:_______________________
Diastolic____________________________
Compare:
Average Blood Pressure
For younger people – 120/80 mmHg
For older 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
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10.
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
Male - 24 steps per minute
o
Female - 22 steps per minute
45 cm
ii)
5 seconds after finishing the test measure your carotid pulse for 15 seconds
iii)
Convert this to beats per minute
iv)
Use the following equation to get your estimated Vo2 max and compare this to the national
averages for your gender and age.
PVO2sub max (ml/kg/min)= 65.81-( 0.1847 × pulse rate in beats per min)
Heart rate:____________________________(bpm)_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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11.
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
97
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
12.
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.
Complete this twice and average your score
Agility run: _1______________ 2 ______________ Average_________________
Compare:
Excellent
Good
Average
Fair
Poor
13.
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
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. 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
98
Females
> 38
34-38
30-34
26-30
22-26
20-22
< 20
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
8. Standing long jump
Method:
iii)
The athlete stands at a line marked on the ground with feet
slightly apart
iv)
Jump forward using a two-foot landing and takeoff. Swing
arms and bend knees to assist with forward momentum
v)
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
e. To calculate your score divide the weight you lifted (include 10 kg for the bar) by your body
weight
1RM: ___________________
Score = 1RM/bodyweight _______________________
99
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Compare:
Percentile
Males
90%
80%
70%
60%
50%
40%
30%
20%
10%
10.
Females
20-29
30-39
40-49
20-29
30-39
40-49
1.48
1.32
1.22
1.14
1.06
0.99
0.93
0.88
0.80
1.24
1.12
1.04
0.98
0.93
0.83
0.83
0.78
0.71
1.10
1.00
0.93
0.88
0.84
0.76
0.76
0.72
0.65
0.90
0.80
0.74
0.70
0.65
0.59
0.56
0.51
0.48
0.76
0.70
0.63
0.60
0.57
0.53
0.51
0.47
0.42
0.71
0.62
0.57
0.54
0.52
0.50
0.47
0.43
0.38
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
100
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
101
18-35
> 30
20 – 29
13 – 19
< 12
Women
35-50
> 25
17 – 24
11- 16
< 10
>50
> 21
14 – 20
9- 13
<8
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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 ______________
Compare
Use the tables from the first fitness assessment to determine your estimated Vo2 max and associated rating
102
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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)
103
Score
Rating
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
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? Graph the changes in performance
__________________________________________________________
__________________________________________________________
104
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4. What are the physiological explanations for the changes in your training goals? What happened and
why?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. What other factors might have affected the results?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Conclusion
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
105
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Appendices
 Journal list
 Training Diary
 Readings
106
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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.
107
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108
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Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week 1
Week 2
Week 3
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Week 4
110
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Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Week 5
Week 6
Week 7
111
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Week 8
112
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Monday
Tuesday
Wednesday
Thursday
Week 9
Week 10
113
Friday
Saturday
Sunday