1. Why Study Physiology of Exercise? Chapter 1

2. Learning Objectives Understand why it is important for physical educators, coaches, and exercise professionals to study exercise physiology. Know that exercise physiology is concerned with both health and athletic performance. Know the difference between a professional and a layperson in the context of prescribing exercise. Understand the basics of the scientific method and how a hunch, a hypothesis, a theory, and a principle differ.

3. Your Perspective As you prepare to take this class, are you wondering:  “Is all this scientific preparation really necessary so that I can teach physical education and coach track, swimming, football, etc.?” How do you think you will answer that question at the end of the semester?

4. What Is Exercise Physiology? A subdivision of general physiology Deals with the improvement of human functional capacities Focuses on:  Health and physical fitness  Optimization of athletic performance

5. Importance of Physical Fitness Questions:  Physical fitness for what?  To simply be fit enough to meet the physical challenges of our workaday world? Answer:  Optimal levels of physical activity and fitness are conducive to lifelong good health.

6. Some Conclusions from the Centers for Disease Control and Prevention We can reduce obesity and other chronic diseases by improving eating habits and increasing physical activity. Reducing the time children spend watching TV appears to be effective for controlling weight. Increasing physical activity helps with the following:  Reduces many risks for illnesses associated with obesity  Maintains weight loss  Prevents weight gain

7. How to Improve Athletic Performance Have a sound grounding in exercise physiology Understand the body’s responses to training stimuli Avoid overtraining Maintain good health Practice good nutrition Avoid using drugs to improve performance

8. Professional Exercise Physiologists as Trainers and Coaches Can better predict results Can better control the conditioning/ training process (and control the athlete’s health) Gain better results per unit of time spent Understand cause-and-effect relationships

9. Professionalism and Certification— Licensing Organizations National Association for Sport and Physical Education (NASPE): www.aahperd.org/naspe American College of Sports Medicine (ACSM): www.acsm.org www.acsm.org National Strength and Conditioning Organization (NSCA): www.nsca-lift.org American Society of Exercise Physiologists: www.asep.org

10. Certifications ACSM:  Certified Personal Trainer  Certified Health Fitness Specialist  Certified Clinical Exercise Specialist  Registered Clinical Exercise Physiologist NSCA:  Certified Strength and Conditioning Specialists  Certified Personal Trainers See the textbook’s appendix for KSAs, standards, guidelines, and competencies.

11. Your Perspective At the gym, what kind of training do you like to receive?  Would you prefer to get help and guidance from a trusted friend, who is not necessarily professionally trained?  Or would you prefer to use a personal trainer who is also a certified professional? Why?

12. Prescribing Exercise Responsibly Physical educators, coaches, and exercise professionals: Are responsible for pre-participation health screening, exercise testing, and exercise prescription. Need a basic understanding of the physiology underlying activity. Need scientific answers to these questions:  How much exercise is enough, and how much is too much?  How much is best for any given individual?

13. Steps in the Scientific Method State the problem Develop a hypothesis Determine an experimental method to test the hypothesis Observe the results Draw conclusions

14. Determining the Credibility of Evidence, from Poorest to Best Hunch (guess) Hypothesis (tentative supposition) Theory (supposition based on scientific evidence) Principle (settled rule of action)

15. NASPE Guideline—A1 Understand the distinction among the terms “physical activity,” “exercise,” and “physical fitness.”  How would you define these terms?  How are they distinguished from one another?