Study Questions

1. Describe the relationship between barometric pressure and the partial pressure of O2.

2. Describe the relationship between increasing altitude and VO2max and physical performance.

3. Indicate the reasons why exercise lasting less than 2 minutes is unaffected by high altitude.

4. Indicate the reasons why most physical performances lasting more than 2 minutes are

Affected by high altitude?

5. Describe the effect of altitude on the heart rate, cardiac output, and ventilation responses to

Submaximal exercise and why they change as they do.

6. Describe the effect of acclimatization on hemoglobin concentration and maximal aerobic

Power?

7. Explain why “live high, train low” describes a good strategy for improving endurance

Performance.

8. Describe the potential effects of air pollution on exercise performance.

1. Describe the basic principles of training.

2. Contrast cross-sectional with longitudinal training studies and describe typical changes in

VO2max for people with different initial levels of fitness.

3. Describe the role of genetics vs. training in the performance of champion distance runners.

4. Relate the training-induced changes in VO2max to changes in maximal cardiac output and the

Arteriovenous oxygen difference.

5. Describe the factors responsible for the increase in stroke volume with endurance training.

6. Describe the biochemical and structural changes in skeletal muscle that allow for an increased

O2 extraction while the muscle experiences a higher blood flow in maximal work. Explain the

specific muscle signals that result in increased mitochondria from endurance training.

7. Relate the changes in VO2max due to the cessation in training to changes in maximal cardiac

output and the arteriovenous oxygen difference, including the changes in mitochondrial

content.

 

 

 

8. Describe how the changes in skeletal muscle with training are related to the following

adaptations after a training program:

• a lower oxygen deficit

• An increased utilization of FFA and sparing of muscle glycogen and glucose

• An improved acid-base balance

9. Discuss the “specificity” of exercise relative to the idea that the central cardiovascular training

Effect may not be a normal adaptation to aerobic training. Discuss the role of “central

Command” and “peripheral feedback” in these adaptations.

10. Describe the roles of neural factors and muscular enlargement in the increase in muscular

Strength that occurs with training; contrast hypertrophy and hyperplasia. Explain the specific

Muscle signals that result in muscle hypertrophy.

11. Discuss the effect of simultaneous strength and endurance training on the potential for

Interference with the expected gains due to each type of training alone. Explain how the

Adaptations to endurance training interfere with adaptations to strength training.

Study Questions:

1. Describe the difference between a single twitch and a sustained contraction. How are

sustained muscle contractions generated?

2. Describe the length-tension relationship of muscle? What does this mean in practical

terms?

3. Describe the force-velocity relationship of muscle? Give a practical example.

4. Explain the mechanism of action of the muscle spindle and the effect on muscle

tension development. Give an example of an action that would stimulate the muscle

spindle.

5. Explain the mechanism of action of the Golgi tendon organ and the effect on muscle

tension development. Give an example of an action that would stimulate the Give an

example of an action that would stimulate the muscle spindle.

Statement of the problem should, provide excellent collection of evidence- based/peer reviewed research articles from credible sources. The narrative is cohesive, well- developed, and provides a consistent focus for the topic. Includes a purpose statement that indicates what s/he intends to accomplish and why the study should be done.

Research question should emerge from the statement of the problem and clearly represents a void in the literature or a conflict in research findings. Clearly stated and narrowly focused so that it can be answered by the method and data collection approaches described in the paper.

Hypothesis should Clearly and accurately use the findings from the literature review to develop an appropriate hypothesis. The hypothesis is directly related to the statement of the problem.

 

Comprehension of Material

10.0 pts Demonstrates excellent comprehension of the assignment’s key principles and issues. Grade range 9-10 ( A-, A, A+)

8.99 pts Demonstrates good comprehension of the assignment’s key principles and issues. Grade range 8-8.9+ (B-, B, B+)

7.99 pts Demonstrates fair comprehension of the assignment’s key principles and issues. Grade range 7-7.9+ (C-, C, C+)

6.99 pts Demonstrates poor comprehension of the assignment’s key principles and issues. Grade range is anything less than 7.0 (except for 0) allowing for points although student fails to demonstrate minimum competency with this criterion.

0.0 pts No work submitted.

10.0 pts

This criterion is linked to a Learning OutcomeDevelopment of Main Points

10.0 pts Develops main points well in a logical, organized manner. Grade range 9-10 (A-, A, A+)

8.99 pts Ideas are mostly presented in a logical, organized manner. Grade range 8-8.9+ (B-, B, B+)

7.99 pts Ideas may stray from topic and are presented with little logic and organization. Grade range 7-7.9+ (C-, C, C+)

6.99 pts Logic and organization are missing. Grade range is anything less than 7.0 (except for 0) allowing for points although student fails to demonstrate minimum competency with this criterion.

0.0 pts No work submitted.

10.0 pts

This criterion is linked to a Learning OutcomeCritical Thinking

10.0 pts Offers thorough constructive critique and/or in-depth analysis, insight, reflection. Grade range 9-10 (A-, A, A+)

8.99 pts Occasionally offers constructive critique and/or in-depth analysis, insight, reflection. Grade range 8-8.9+ (B-, B, B+)

7.99 pts Offers insufficient constructive critique and/or in-depth analysis, insight, reflection. Grade range 7-7.9+ (C-, C, C+)

6.99 pts Lacks constructive critique ad/or in-depth analysis, insight, reflection. Grade range is anything less than 7.0 (except for 0) allowing for points although student fails to demonstrate minimum competency with this criterion.

0.0 pts No work submitted.

10.0 pts

This criterion is linked to a Learning OutcomeUse of Resources

5.0 pts Uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.

4.0 pts Mostly uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.

3.0 pts Sometimes uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.

2.0 pts Rarely uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.

0.0 pts Never uses current and credible literature (peer-reviewed journal articles, etc.) beyond course materials to support claims and rationale.

5.0 pts

This criterion is linked to a Learning OutcomeSynthesis Through Use of Words

10.0 pts Always uses own words to synthesize literature. Uses terminology appropriately. Grade range 9-10 (A-, A, A+)

8.99 pts Occasionally uses direct quotations rather than own words to synthesize literature. Mostly uses terminology appropriately. Grade range 8-8.9+ (B-, B, B+)

7.99 pts Rarely uses own words to synthesize literature. Sometimes uses terminology correctly. Grade range 7-7.9+ (C-, C, C+)

6.99 pts Never uses own words to synthesize literature. Uses terminology incorrectly. Grade range is anything less than 7.0 (except for 0) allowing for points although student fails to demonstrate minimum competency with this criterion

0.0 pts After being warned, plagiarizes through overuse of direct quotations and an inability to paraphrase or summarize. See Student Honor Code in syllabus and/or catalog. Instructor will confer with the program director.

10.0 pts

This criterion is linked to a Learning OutcomeWriting – Language

10.0 pts Uses clear, concise language with appropriate word choice, sentence structure, and tone found in scholarly writing. Grade range 9-10 (A-, A, A+)

8.99 pts Occasionally uses language that may not be clear and/or concise. Occasional lapses in word choice, sentence structure, and/or tone. Grade range 8-8.9+ (B-, B, B+)

7.99 pts Frequently uses language that may not be clear and/or concise. Frequent lapses in word choice, sentence structure, and/or tone. Grade range 7-7.9+ (C-, C, C+)

6.99 pts Uses language that is incomprehensible. Grade range is anything less than 7.0 (except for 0) allowing for points although student fails to demonstrate minimum competency with this criterion.

0.0 pts No work submitted.

10.0 pts

This criterion is linked to a Learning OutcomeWriting – Punctuation, Grammar, Spelling

10.0 pts Uses correct punctuation, grammar, and/or spelling. APA Style is used correctly. Grade range 9-10 (A-, A, A+)

8.99 pts May use some incorrect punctuation, grammar, and/or spelling. APA Style is mostly used correctly. Grade range 8-8.9 (B-, B, B+)

7.99 pts Uses non-scholarly writing that contains frequent punctuation, grammar, and/or spelling errors. APA Style is occasionally used correctly. Grade range 7-7.9+ (C-, C, C+)

6.99 pts Uses non-scholarly writing that consistently has punctuation, grammar, and/or spelling errors APAStyle is rarely used correctly. Grade range is anything less than 7.0 (except for 0) allowing for points although student fails to demonstrate minimum competency with this criterion.

0.0 pts No work submitted.

10.0 pts

This criterion is linked to a Learning OutcomeAssignment Directions

10.0 pts Follows all assignment directions.

5.0 pts Misses one component of the assignment directions

0.0 pts Misses more than one component of the assignment directions.

10.0 pts