Module bped 105 physiology of exercise and physical activity 2 PDF

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BACHELOR OF PHYSICAL EDUCATIONDEPARTMENT1 | P a g eTSU VMGOVISION Tarlac State University is envisioned to be a premier university in Asia and the Pacific.MISSION Tarlac State University commits to promote and sustain the offering of quality and programs in higher and advanced education ensuring equ...

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PHYSICAL EDUCATION DEPARTMENT

TSU VMGO VISION

Tarlac State University is envisioned to be a premier university in Asia and the Pacific.

MISSION

Tarlac State University commits to promote and sustain the offering of quality and programs in higher and advanced education ensuring equitable access to education for people empowerment, professional development, and global competitiveness. Towards this end, TSU shall:

1. Provide high quality instruction trough qualified, competent and adequately trained faculty members and support staff.

2. Be a premier research institution by enhancing research undertakings in the fields of technology and sciences and strengthening collaboration with local and international institutions. Be a champion in community development by strengthening partnership with public and private organizations and individuals.

CORE VALUES

The six(6) core values institutionalize as a way of life of the university community are: E – xcellence and Enhanced Competence Q – uality U – nity I – ntegrity and Involvement T – rust in God, Transparency and True Commitment Y – earning for Global Competitiveness

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Course Title: Course Code: Contact Hours: Credit Unit: Instructor:

Physiology of Exercise and Physical Activity 2 BPEd 105 3 hours/week 3 units Mark Angelo O. Gapay 09957847652 [email protected] [email protected] – Microsoft Teams

Course Description: This course examines the physiological effects of exercise on the human body. Major topics include energy use, the muscular, cardiovascular, respiratory and nervous systems, metabolism, body composition, temperature regulation, and training guidelines. Course Outline: Lesson 1 – The Physiologic Support System Lesson 2 – Exercise Training and Adaptations in Functional Capacity Lesson 3 – Factors Affecting Physiological Function, Energy Transfer, and Exercise Performance Lesson 4 – Optimizing Body Composition, Aging, and Health-Related Exercise Benefits Study Guides and Policies: 1. Schedule and manage your time to read and understand every part of the module. Read it over and over until you understand the point. 2. Study how you can manage to do the activities of this module in consideration of your other modules from other courses. Be conscious with the study schedule. Do not ask questions that are already answered in the guide. 3. If you did not understand the readings and other tasks, contact your instructor through any available means for assistance. 4. Assignments and activities are to be collected on time. Failure to submit is equivalent to a grade of 5.0. 5. Midterm and Final Exams will be distributed after the last lesson of each term.

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Table of Content

Lesson 1 The Physiologic Support System  The Pulmonary System and Exercise  Mechanics of Ventilation ------------------------------------------------------------- 6  Respiratory Volumes and Capacity ----------------------------------------------- 7  Conducting Passages ---------------------------------------------------------------- 7  Disruptions in Normal Breathing Pattern ---------------------------------------- 8  Gas Exchange in the Body --------------------------------------------------------- 11  Ventilatory Control and Exercise --------------------------------------------------12 

The Cardiovascular System and Exercise  Components of Cardiovascular System ---------------------------------------- 13  Blood Pressure ------------------------------------------------------------------------ 15  Heart Rate Regulation --------------------------------------------------------------- 18  Exercise Cardiac Output ------------------------------------------------------------ 19  Exercise Heart Rate ----------------------------------------------------------------- 21

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The Neuromuscular System and Exercise  Neuromotor System Organization ----------------------------------------------- 23  Motor Unit Physiology -------------------------------------------------------------- 23  Proprioception: Making Sense of Body Position ----------------------------- 24  Muscle Tissue Types --------------------------------------------------------------- 26  Muscle Fiber Type ------------------------------------------------------------------ 26

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Hormones, Exercise and Training  Endocrine System Overview ----------------------------------------------------- 28  Anterior Pituitary Hormones ------------------------------------------------------ 29  Posterior Pituitary Hormones ---------------------------------------------------- 30  Thyroid Hormones ------------------------------------------------------------------ 31  Parathyroid Hormones ------------------------------------------------------------ 32  Adrenal Hormones ----------------------------------------------------------------- 33  Pancreatic Hormones ------------------------------------------------------------- 34  Exercise and the Regulation of Endocrine Hormones -------------------- 35

Lesson 2 Exercise Training and Adaptations in Functional Capacity  Training the Anaerobic and Aerobic Energy System --------------------------- 37  The Anaerobic System ------------------------------------------------------------ 37  The Aerobic System --------------------------------------------------------------- 39  Training Muscles to Become Stronger ----------------- -------------------------- 40

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Lesson 3 Factors Affecting Physiological Function, Energy Transfer, and Exercise Performance  Environment and Exercise  Thermoregulation and Thermal Balance --------------------------------------- 47  Thermoregulation in Warm and Hot Conditions ------------------------------ 48  Effects of Exercise Training on Thermoregulation --------------------------- 49  Effects of Biological Aging on Thermoregulation ----------------------------- 50  Effects of Hyperglycemia on Thermoregulation ------------------------------ 50  Oral Rehydration During Exercise ----------------------------------------------- 51  Ergogenic Aids ----------------------------------------------------------------------------- 52  Safe Ergogenic Dietary Supplements ------------------------------------------- 52  Harmful or Illegal Ergogenic Aids ------------------------------------------------- 53 Lesson 4 Optimizing Body Composition, Aging, and Health-Related Exercise Benefits  Body Composition: Components, Assessment, and Human Variability  Gross Composition of the Human Body ---------------------------------------- 55  Methods to Assess Body Size and Composition ---------------------------- 56  Body Mass Index --------------------------------------------------------------------- 59  Obesity, Exercise, and Weight Control  Obesity: A Long-Term Process --------------------------------------------------- 60  Exercise, Aging, and Cardiovascular Health -------------------------------------- 66  Cardiovascular Exercise for Elderly --------------------------------------------- 66  Aging and Bodily Function --------------------------------------------------------- 67

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MODULE 1 (Midterm) Course Outline and Timeframe

Week 1 Week 2 – 5

Week 6 – 8

Week 9

Course Content Orientation and discussion of module instructions. The Physiologic Support System a. The Pulmonary System and Exercise b. The Cardiovascular System and Exercise c. The Neuromuscular System and Exercise d. Hormones, Exercise and Training Exercise Training and Adaptations in Functional Capacity a. Training the Anaerobic and Aerobic Energy Systems b. Training Muscles to Become Stronger Midterm Examination

Time Table 3.0 Hours 12.0 Hours

9.0 Hours

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LESSON 1: The Physiologic Support System I.

Rationale

The physiological response to exercise is dependent on the intensity, duration and frequency of the exercise as well as the environmental conditions. During physical exercise, requirements for oxygen and substrate in skeletal muscle are increased, as are the removal of metabolites and carbon dioxide. Chemical, mechanical and thermal stimuli affect alterations in metabolic, cardiovascular and ventilatory function in order to meet these increased demands. II.

Objective/s

By the end of this module, students should be able to: 1. Understand the functions of the different physiologic support system. 2. Learn the physiological system response to exercise. III.

Content

The Pulmonary System and Exercise Mechanics of Ventilation Ventilation, or breathing, is the movement of air through the conducting passages between the atmosphere and the lungs. The air moves through the passages because of pressure gradients that are produced by contraction of the diaphragm and thoracic muscles. Pulmonary ventilation Pulmonary ventilation is commonly referred to as breathing. It is the process of air flowing into the lungs during inspiration (inhalation) and out of the lungs during expiration (exhalation). Air flows because of pressure differences between the atmosphere and the gases inside the lungs. Air, like other gases, flows from a region with higher pressure to a region with lower pressure. Muscular breathing movements and recoil of elastic tissues create the changes in pressure that result in ventilation. Pulmonary ventilation involves three different pressures:   

Atmospheric pressure Intraalveolar (intrapulmonary) pressure Intrapleural pressure

Atmospheric pressure is the pressure of the air outside the body. Intraalveolar pressure is the pressure inside the alveoli of the lungs. Intrapleural pressure is the pressure within the pleural cavity. These three pressures are responsible for pulmonary ventilation. Inspiration Inspiration (inhalation) is the process of taking air into the lungs. It is the active phase of ventilation because it is the result of muscle contraction. During inspiration, the diaphragm contracts and the thoracic cavity increases in volume. This decreases the intraalveolar pressure so that air flows into the lungs. Inspiration draws air into the lungs. 6

Expiration Expiration (exhalation) is the process of letting air out of the lungs during the breathing cycle. During expiration, the relaxation of the diaphragm and elastic recoil of tissue decreases the thoracic volume and increases the intraalveolar pressure. Expiration pushes air out of the lungs. Respiratory Volumes and Capacities Under normal conditions, the average adult takes 12 to 15 breaths a minute. A breath is one complete respiratory cycle that consists of one inspiration and one expiration. An instrument called a spirometer is used to measure the volume of air that moves into and out of the lungs, and the process of taking the measurements is called spirometry. Respiratory (pulmonary) volumes are an important aspect of pulmonary function testing because they can provide information about the physical condition of the lungs. Respiratory capacity (pulmonary capacity) is the sum of two or more volumes. Factors such as age, sex, body build, and physical conditioning have an influence on lung volumes and capacities. Lungs usually reach their maximumin capacity in early adulthood and decline with age after that. Conducting Passages The respiratory conducting passages are divided into the upper respiratory tract and the lower respiratory tract. The upper respiratory tract includes the nose, pharynx, and larynx. The lower respiratory tract consists of the trachea, bronchial tree, and lungs. These tracts open to the outside and are lined with mucous membranes. In some regions, the membrane has hairs that help filter the air. Other regions may have cilia to propel mucus.

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Disruptions in Normal Breathing Pattern Breathing Pattern Disorders (BPD) or Dysfunctional Breathing are abnormal respiratory patterns, specifically related to over-breathing. They range from simple upper chest breathing to, at the extreme end of the scale, hyperventilation (HVS). Dysfunctional breathing (DB) is defined as chronic or recurrent changes in the breathing pattern that cannot be attributed to a specific medical diagnosis, causing respiratory and non-respiratory complaints. It is not a disease process, but rather alterations in breathing patterns that interfere with normal respiratory processes. BPD can, however, co-exist with diseases such as COPD or heart disease. BPDs are whole person problems - dysfunctional breathing can destabilise mind, muscles, mood and metabolism.They can play a part in, for instance, premenstrual syndrome, chronic fatigue, neck, back and pelvic pain, fibromyalgia and some aspects of anxiety and depression.

That figure describes normal and abnormal breathing pattern. Breath-holding: breath that held for a period of time. Deep sigh: is a deep inspiration. Hyperventilation: increase in RR/tidal volume. Breathing pattern disorders manifest differently based on the individual. Some people may exhibit high levels of anxiety/fear whereas others have more musculoskeletal symptoms, chronic pain and fatigue. Over 30 possible symptoms have been described in relation to BPDs/HVS. Typical symptoms can include:           

Frequent sighing and yawning Breathing discomfort Disturbed sleep Erratic heartbeats Feeling anxious and uptight Pins and needles Upset gut/nausea Clammy hands Chest Pains Shattered confidence Tired all the time 8

     

Achy muscles and joints Dizzy spells or feeling spaced out Irritability or hypervigilance Feeling of 'air hunger' Breathing discomfort There may also be a correlation between BPD and low back pain.

Classification As DP mimic other serious conditions, that’s why it is difficult to detect the prevalence of PPD/DP and managements of PPD. Recent years the researchers suggested an alternative classification for PPD/DP. Classification

Definition

Barker and Everard Thoracic DB

Upper chest wall activity with or without accessory muscles activation, sighing and irregular respiratory pattern

Extrathoracic DB

Upper airway impairment manifested in combination with breathing pattern disorders (e.g., vocal cord dysfunction)

Functional DB (a subdivision of thoracic and extrathoracic DB)

No structural or functional alterations directly associated with the symptoms of DB (e.g., phrenic nerve palsy, myopathy, and diaphragmatic eventration((one leaf of diaphragm elevated compared to another leaf)) )

Structural DB (a subdivision of thoracic and extrathoracic DB)

Primarily associated with anatomical or neurological alterations (e.g., subglottic stenosis and unilateral cord palsy)

Boulding et al Hyperventilation syndrome

Associated with respiratory independent of hypocapnia

alkalosis

or

Periodic deep sighing

associated with sighing , irregular breathing pattern and may overlap with hyperventilation

Thoracic dominant breathing

Associated with higher levels of dyspnoea , Can manifest more often in somatic diseases where there’s need to increase ventilation.

Forced abdominal expiration

when there is inappropriate and excessive abdominal muscle contraction to assist expiration. occurs as normal physiologic 9

adaptation in hyperinflation. Thoracoabdominal asynchrony

COPD

and

pulmonary

ineffective respiratory mechanics that happen due to delay between rib cage and abdominal contraction occurs as normal physiological response in upper airway obstruction

Co-existing Problems Asthma and COPD During an acute asthma attack, patients adopt a breathing pattern that is similar to the pattern seen in BPD:    

hyper-inflated rapid upper chest shallow

It is therefore believed that patients with chronic asthma may be more likely to develop BPDs. Thus, after an acute attack, it is important to re-establish abdominal/nose breathing patterns and normalised CO2 levels. Similarly, exercise is commonly considered a trigger for asthma, but in some patients, their breathlessness may actually be due to hyperinflation and the increased respiratory effort from faulty breathing patterns. Chronic Rhinosinusitis (CRS) Chronic mouth breathing often occurs with CRS and can, therefore, result in a chronic breathing pattern dysfunction. Saline nasal rises and eucalyptus steam inhalations can ease sinus congestion and restore nasal breathing. Because CRS is common in HVS/BPD patients, restoring nose breathing is a high priority in breathing retraining programmes. Chronic Pain Chronic pain and chronic hyperventilation often co-exist. Pain can cause an increase in respiratory rates generally. Moreover, patients with abdominal or pelvic pain often splint their abdominal muscles, which results in upper chest breathing. When treating patients with chronic pain, it is important to work towards achieving nose/abdominal breathing, as well as promoting relaxation. Hormonal Influences Progesterone is a respiratory stimulant. As it peaks in the post-ovulation phase, it may drive PaCO2 levels down. These levels further reduce in pregnancy. It has been found that patients with PMS can benefit from breathing retraining and education to reduce any symptoms related to HVS. Similarly, peri/postmenopausal women who cannot take HRT have been shown to benefit from breathing retraining to improve sleep and reduce hot flushes. 10

Assessment of Breathing Patterns 

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Breath Holding – Ask the patient to exhale and then hold his/her breath. People are usually able to hold their breath for 25 to 30 seconds. If a patient holds less than 15 seconds, it may indicate low tolerance to carbon dioxide. Breathing Hi-Low Test - Patient is either seated or supine – Place your hands on the patient’s chest and stomach. Ask the patient to exhale fully and then inhale normally. Observe where the movement initiates and where the most movement occurs. Look specifically for lateral expansion and upward hand pivot.

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Breathing Wave – Patient lies prone. Ask him/her to breathe normally. The spine should move in a wave-like pattern towards the head. Segments that rise as a group may represent thoracic restrictions.

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Seated Lateral Expansion – Place hands on lower thorax and monitor motion while breathing. Looking for symmetrical lateral expansion.

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Manual Assessment of Respiratory Motion (MARM) - Assess and quantify breathing pattern, in particular, the distribution of breathing motion between the upper and lower parts of the rib cage and abdomen under various conditions. It is a manual technique that once acquired is practical, quick and inexpensive.

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Sniff Test - Assesses bilateral diaphragm function. It is useful in assessing for upper or lower chest pattern dominance. The therapist places his/her hand 3 fingers below the patients xiphoid process. The patient performs a quick sniff. The therapist should feel an outward movement of the abdominal wall. This indicates that both hemi-diaphragms are working. Upper chest breathers usually have no diaphragmatic excursion or they may in-draw their abdominal wall.

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Respiratory Induction Plethysmography (RIP) and Magnetometry: consists of two sinusoid wires coils insulated and placed one around thoracic (placed around the rib cage under the armpits) and the second (placed around the abdomen at the level of the umbilicus). The frequency from these wires coils converted to digital respiration wave form that is an indicator for inspired breath volume. Gas Exchange in the Body

The primary function of the respiratory system is to take in oxygen and eliminate carbon dioxide. Inhaled oxyg...