Fall 2021 - BPK 310 D100
Exercise/Work Physiology (3)
Class Number: 5838
Delivery Method: In Person
Overview
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Course Times + Location:
Sep 8 – Dec 7, 2021: Tue, 12:30–2:20 p.m.
BurnabySep 8 – Dec 7, 2021: Fri, 12:30–1:20 p.m.
Burnaby -
Exam Times + Location:
Dec 17, 2021
Fri, 7:00–10:00 p.m.
Burnaby
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Instructor:
Dave Clarke
dcclarke@sfu.ca
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Prerequisites:
BPK 205, MBB 201 (or 231). Recommended: BPK 201.
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:
Tuesday lecture in person and Friday lecture remote asynchronous. The exams will be in person.
**The following planned schedule is tentative & subject to change**
Week |
Lecture topics |
Readings |
Quizzes/exams |
Assignments |
1 |
Course introduction 1.2 Terminology, Principles of bioenergetics & energy expenditure |
Hawley 2015 Westerblad 2010 Optional: Review Alberts |
Canvas Quiz 1 (survey) |
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2 |
Assessing task demand 2.1 Muscle physiology, ATPases 2.2 Applied neuromuscular physiology – motor unit recruitment in response to different activities |
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Canvas Quiz 2 (readings) |
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3 |
Pre-employment testing 3.1 Occupational physiology 3.2 Pre-employment tests and standards |
Jamnik 2013 |
Canvas Quiz 3 (material from weeks 1-2) |
Assignment 1: Occupational physiology |
4 |
Energy supply processes 4.1 Energy systems 4.2 Catabolism of macronutrients |
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5 |
Systemic energy supply: gas exchange 5.1 Ventilatory physiology 5.2 Cardiovascular dynamics |
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Assignment 1 due |
6 |
Systemic energy supply: VO2 kinetics & fuel mobilization 6.1 VO2 kinetics, metabolic thresholds, endurance performance physiology 6.2 Substrate transport and neuroendocrine control |
Burnley & Jones 2007 |
Canvas Quiz 4 (weeks 4 & 5)
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end of midterm material
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7 |
Midterm exam 7.1 Exam review: review study questions 7.2 Midterm in class |
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Midterm exam |
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8 |
Negative effects of exercise & recovery 8.1 Negative effects of exercise (e.g., fatigue, cramps, muscle damage, etc.) 8.2 Negative effects continued, recovery kinetics |
Davison 2009 |
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Assignment 2: Sports physiology |
9 |
Mechanisms of training adaptations 9.1 Exercise-related stressors & principles of cell signal transduction 9.2 Cell signaling responses to exercise stressors |
Egan 2013 |
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10 |
Mechanisms of training adaptations 10.2 Neural adaptations to training + detraining & deconditioning |
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Assignment 2 due
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11 |
Special populations 11.1 Clinical exercise physiology 11.2 Cardiopulmonary exercise tests, Sex differences |
Reading on CPET TBD
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Canvas Quiz 5 (training adaptations) |
Assignment 3: Clinical exercise physiology |
12 |
Environmental factors modifying exercise stress & adaptations: 12. 1 Barometric pressure 12. 2 Temperature |
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13 |
Factors modifying exercise stress & adaptations: 13.1 Age & sex 13.2 Exam review |
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Assignment 3 due |
TBD |
Q&A session during exam week |
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Exam period |
Final exam |
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Final exam |
COURSE-LEVEL EDUCATIONAL GOALS:
- Define, distinguish, and estimate energy, work, power, and efficiency as they apply to exercise and physically demanding tasks.
- 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.
- Describe the biochemical processes that consume energy and those that supply energy and the control processes that ensure they are matched.
- Apply bioenergetic principles (thermodynamics and kinetics) to explain and calculate cellular energy transduction during exercise.
- Describe how cellular-level energy consumption integrates to whole-body energy expenditure.
- Predict the cardiovascular, ventilatory, 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.
- Describe the negative effects of exercise, including fatigue, muscle damage, and dehydration, and the time courses of their post-exercise recoveries.
- Evaluate the risks of adverse events during exercise and propose mitigation strategies.
- Describe 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.
- Systems: explain in detail the cardiac, vascular, respiratory, and metabolic adaptations to training and acclimation to environmental stressors.
- Describe the neural adaptations to endurance, strength, and power training.
- Describe the effects and mechanisms of detraining and deconditioning.
- Predict how exogenous factors (e.g., environmental factors, age & sex) modify exercise load, acute responses, and tolerance, as well as adaptations to chronic exposure.
- Evaluate acclimation strategies.
- Assess the physiological demands of an occupational, recreational, or sport task and develop a valid pre-screening or job placement assessment protocol.
- Interpret physiological data collected during exercise for prescribing training, assessing physiological function, diagnosing disease, or determining performance limiters.
- Select appropriate technologies to assess energy expenditure, cardiac strain, strength & power requirements, and tolerance to environmental factors.
Grading
- Assignments 35%
- Quizzes 10%
- Midterm exam 25%
- Final exam 30%
REQUIREMENTS:
- Prerequisite: BPK (or KIN) 205, MBB 201 (or 231).
- Recommended: BPK (or KIN) 201.
Materials
REQUIRED READING:
Required readings in the form of review articles are prescribed to supplement lecture material or because they are needed for completing the assignments. They are listed in the “Readings” column in the course outline below and posted in the “Files” page in Canvas in the Readings > Required Readings folder.
RECOMMENDED READING:
The following textbooks have been placed on reserve in the Bennett Library. Much of the material presented in the lecture slides will be drawn from these textbooks.
Brooks, G. A., Fahey, T. D., Baldwin, K. M. (2005). Exercise Physiology: Human Bioenergetics and Its Applications. Boston: McGraw-Hill.
Silverthorn, D. U. Human physiology: an integrated approach. Boston: Pearson Education [any edition should suffice; the 6th ed. (2013) is placed on reserve]
Alberts, B. et al. (2013) Essential Cell Biology, 4th ed. New York: Garland Science.
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:
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
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
TEACHING AT SFU IN FALL 2021
Teaching at SFU in fall 2021 will involve primarily in-person instruction, with approximately 70 to 80 per cent of classes in person/on campus, with safety plans in place. Whether your course will be in-person or through remote methods will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).
Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.
Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the fall 2021 term.