Overview

Description

CALENDAR DESCRIPTION:

The study of human physiological responses and adaptations to acute and chronic exercise/work. Cardiorespiratory, cellular and metabolic adaptations will be studied and discussed in detail.

COURSE DETAILS:

COURSE-LEVEL EDUCATIONAL GOALS:

(I) Introduces (E) Emphasizes (R)Reinforces (A) Applies*

At the end of the course students should be able to;
1. Distinguish and estimate energy, work, power, and efficiency as they apply to exercise and physically demanding tasks. (R) (Exam, Team Assignments)
2. Predict motor unit/muscle fibre recruitment and rate coding exhibited during different muscle contraction types and exercise modalities, and the effects of modulatory factors such as fatigue. (A) (Exam)
3. Compare the biochemical processes that consume energy and those that supply energy and the control processes that ensure they are matched. (E) (Exam) – Apply bioenergetic principles (thermodynamics and kinetics) to explain and calculate cellular energy transduction during exercise. (E) (Exam) – Illustrate how cellular-level energy consumption integrates to whole-body energy expenditure. (E) (Exam)
4. Predict the cardiovascular, respiratory, and neuroendocrine adjustments to defend homeostasis in response to different exercise and environmental factors, in particular the mobilization and transport of oxygen, substrates, and metabolites at the whole-body level. (R, A) (Exam)
5. Describe the negative effects of exercise, including fatigue, muscle damage, and dehydration, and the time courses of their post-exercise recoveries. (E, R) (Exam)
6. Evaluate the risks of adverse events during exercise and propose mitigation strategies (I) (Exam)
7. Interpret the mechanisms of training-induced adaptations at the cellular and systems levels: – Cellular: explain in detail the basis of cellular plasticity as it applies to skeletal muscle and apply the concepts to other cell types. (A) (Exam) – Systems: explain in detail the cardiac, vascular, respiratory, and metabolic adaptations to training and acclimation to environmental stressors. (R) (Exam) – Describe the neural adaptations to endurance, strength, and power training. (I, E) (Exam) – Describe the effects and mechanisms of detraining and deconditioning (E) (Exam)
8. Predict how exogenous factors (e.g., environmental factors, age & sex) modify exercise load, acute responses, and tolerance, as well as adaptations to chronic exposure. (A) (Exam) – Evaluate acclimation strategies. (A) (Exam)
9. Assess the physiological demands of an occupational, recreational, or sport task and develop a valid pre-screening or job placement assessment protocol. (A) (Team Assignments) – Select appropriate technologies to assess energy expenditure, cardiac strain, strength & power requirements, and tolerance to environmental factors. (A) (Team Assignments)
10. Interpret physiological data collected during exercise for prescribing training, assessing physiological function, diagnosing disease, or determining performance limiters. (A) (Exam, Team Assignments)
11. Apply concepts of clinical exercise physiology to research the roles of exercise in diagnosing and treating chronic diseases. (A) (Exam, Team Assignments)
12. Work effectively within groups, and display leadership when required. (R) (Team Assignments)

Exams consist of a mix of comprehension, analytical and evaluative short answer questions. (E, R, A) Team Assignments require application and evaluation. (R, A)

*LEVEL OF CONTENT DELIVERY (I) INTRODUCES- Students are not expected to be familiar with the content or skill at the collegiate or graduate level. Instruction and learning activities focus on basic knowledge, skills, and/or competencies and an entry-level complexity.
(E) EMPHASIZES- Students are expected to possess a basic knowledge and familiarity with the content or skills at the collegiate or graduate level. Instruction and learning concentrates on enhancing and strengthening knowledge, skills, and expanding complexity.
(R) REINFORCES- Students are expected to possess a strong foundation in the knowledge, skill, or competency at the collegiate or graduate level. Instructional and learning activities continue to build upon previous competencies and increased complexity.
(A) APPLIES- Students are expected to possess an advanced level of knowledge, skill, or competency at the collegiate or graduate level. Instructional and learning activities focus on the use of the content or skills in multiple contexts and at multiple levels of complexity.

Grading

Materials

REQUIRED READING:

RECOMMENDED READING:

REQUIRED READING NOTES: