Spring 2021 - BPK 310 D100

Exercise/Work Physiology (3)

Class Number: 8180

Delivery Method: In Person


  • Course Times + Location:

    Mo 5:30 PM – 8:20 PM

  • Exam Times + Location:

    Apr 27, 2021
    7:00 PM – 10:00 PM

  • 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.






Exercise Science


Demand of Exercise


Occupational Physiology

Group Project One


Oxygen Requirements of Exercise


Metabolic Requirements of Exercise

Group Project 1 Due


Fuel Requirements of Exercise


Performance, Training, Fatigue and Recovery - Part 1




Performance, Training, Fatigue and Recovery - Part 2


Mechanisms of Cellular Plasticity

Group Project 2 Due


Physical (In)Activity and Chronic Disease

Exercise and Environment – Temperature 

Group Project 3


Exercise and Environment - 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


Group Assignment – Sport Physiology


Group Assignment – Clinical Exercise Physiology


Group Agreement / Evaluation


Quizzes (3)


Midterm Exam


Final Exam






All papers and chapters provided in CANVAS.


All papers and chapters provided in CANVAS.

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


Teaching at SFU in spring 2021 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges 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. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).