Spring 2019 - BPK 310 D100

Exercise/Work Physiology (3)

Class Number: 4431

Delivery Method: In Person


  • Course Times + Location:

    Mo 4:30 PM – 7:20 PM
    SSCK 9500, Burnaby

  • Exam Times + Location:

    Apr 15, 2019
    7:00 PM – 10:00 PM
    AQ 3149, Burnaby

  • Prerequisites:

    BPK 205, MBB 201 (or 231). Recommended: BPK 201.



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.


1 Exercise Science
2 Demand of Exercise
3 Occupational Physiology
Group Project One
4 Oxygen Requirements of Exercise
5 Metabolic Requirements of Exercise
Project 1 Due
  Reading Break
6 Fuel Requirements of Exercise
7 Performance, Training, Fatigue and Recovery - Part 1
Group Project 2
9 Performance, Training, Fatigue and Recovery - Part 2
10 Mechanisms of Cellular Plasticity
Project 2 Due
11 Physical (In)Activity and Chronic Disease
Exercise and Environment – Temperature 
Group Project 3
12 Exercise and Hypoxia Project 3 Due


(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, Group paper)
  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) (Group paper)
    •  Select appropriate technologies to assess energy expenditure, cardiac strain, strength & power requirements, and tolerance to environmental factors. (A) (Group paper)
  10. Interpret physiological data collected during exercise for prescribing training, assessing physiological function, diagnosing disease, or determining performance limiters. (A) (Exam, Group paper)
  11. Apply concepts of clinical exercise physiology to research the roles of exercise in diagnosing and treating chronic diseases. (A) (Exam, Group paper)
  12. Search for and utilize primary research articles within concisely written and properly referenced group papers. (R) (Group paper)
  13. Work effectively within groups, and display leadership when required. (R) (Group paper)  
Exams consist of a mix of comprehension, analytical and evaluative short answer questions. (E, R, A) Group papers require application and evaluation. (R, A)  

(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.  


  • Group Assignment – Occupational Physiology 12%
  • Group Assignment – Sport Physiology 9%
  • Group Assignment – Clinical Exercise Physiology 9%
  • Group Agreement / Evaluation 1%
  • Quiz 9%
  • Midterm Exam 25%
  • Final Exam 35%



Review papers provided online (see schedule above)


Brooks Exercise Physiology 2004

Review papers provided online (see schedule above)

Department Undergraduate Notes:

It is the responsibility of the student to keep their BPK course outlines if they plan on furthering their education.

Registrar Notes:

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html