Physiological principles

    This course aims to introduce the physiological responses associated with sport and exercise participation. Topics covered include exercising muscles, cardiovascular & respiratory function, exercise training, environmental influences on performance, performance optimization, and age & sex considerations in sport & exercise. COURSE LEARNING OUTCOMES At the end of the course, you should be able to: 1. Describe knowledge of overall physiological principles and consider its application to a sporting context 2. Describe both physiological acute responses and chronic adaptations to resistance and endurance training 3. Apply the principles of training when designing a training program 4. Possess the ability to systematically plan and execute a research methodology REFERENCE TEXTS RECOMMENDED TEXT Wilmore, J.H., Costill, D.L., & Kenney, W.L. (2015). Physiology of sport and exercise (6th ed.). Champaign, IL: Human Kinetics. SUPPLEMENTARY READING McArdle, W.D., Katch, F. I., & Katch, V. L. (2014). Exercise Physiology: Nutrition, Energy, and Human Performance (International Edition – 8th Ed.). Pennsylvania, US: Lippincott Williams and Wilkins. LECTURE CONTENTS LECTURE TOPICS Topic 1 Cells Topic 2 Muscle Physiology Topic 3 Neural Control of Exercising Muscle Topic 4 Endocrine System and Its Influence on Sport and Exercise Performance Topic 5 Cardiovascular System & Acute Responses and Chronic Adaptations to Exercise Topic 6 Respiratory System & Acute Responses and Chronic Adaptations to Exercise Topic 7 Principles of Training Topic 8 Exercise Responses Between Gender, Age-Group and Environmental Conditions Topic 9 Bioenergetics ASSESSMENT The assessment for this module is as follows: Type of Assessment Weightage Due date 1. Online Quiz 1 15% 1 week after Workshop 4 2. Online Quiz 2 10% Week 8 3. Group Assignment 15% Week 10 4. Individual Lab Report 20% Week 11 5. Final Written Examination 40% Refer to timetable Total 100% Assessment Task 1: Online Quiz 1 Objective: To assess students’ physiological knowledge on the following topics: Cells, Muscle Physiology, Energy Systems, Nervous System and Endocrine System. Format: The online quiz consists of 30 Multiple-Choice Questions (MCQs) and ‘True or False’ questions. The quiz is conducted on students’ Moodle platform. Students are allowed to attempt the quiz off-campus at any time during the stipulated duration. Students are only given one attempt and 35 minutes to complete the quiz. Weightage: 15% Assessment Task 2: Online Quiz 2 Objective: To assess students’ physiological knowledge on the following topics: Cardiovascular System and Respiratory System. Format: The online quiz consists of 20 Multiple-Choice Questions (MCQs) and ‘True or False’ questions. The quiz is conducted on students’ Moodle platform. Students are allowed to attempt the quiz off-campus at any time during the stipulated duration. Students are only given one attempt and 25 minutes to complete the quiz. Weightage: 10% Assessment Task 3: Group Assignment Objective: To design an eight-week training program incorporating the principles of training. GENERAL GUIDELINES: This assignment must be completed as a group project. Students need to form groups of 4-5 members only. Group members must be from the same Tutorial group. Each group is encouraged to draw up a timetable to meet regularly in class and also outside of classes to discuss and work on the project. 1. Each group is to select one sport and the type of event (if any). 2. Students are required to design an eight-week training periodisation for the selected sport and submit a written report. Students are expected to incorporate the principles of training learnt in their periodisation plan. 3. In the report, students should include the following: a. Demands of the sport b. Type of energy system and major muscles used c. Appropriate tests for both before and after the implementation of the training periodisation to monitor athlete’s performance d. Rationale for the design of the periodisation 4. Students must adhere to the structure and formatting guidelines stipulated below. Format: Please refer to ‘APA General Format’ on Moodle for further formatting guidelines. All essays to be uploaded on Turnitin via Moodle. Submissions via email will not be accepted. Marking Criteria: Task Criteria Marks Deliverables 1 Layout and Writing i. Language 10 Sentence structure and grammar. ii. Organisation 10 Formatted as stipulated in the guidelines. 2 Knowledge demonstration 1. Overview i. Physiological and physical demands of selected sports 5 Depth of knowledge and understanding. ii. Athlete’s profile 5 iii. Aim of the training programme 5 2. i. ii. Periodisation Specificity Progressive overloading 5 5 Application of Principles of Training iii. Individuality 5 iv. Recovery 5 v. Variation 5 Total 60 * See Marking Rubric for a more detailed marking criteria. Weightage: 15%                           Assessment Task 4: Individual Lab Report Objective: This lab report relates to the topic ‘Thermoregulation’. It is based on Practical 3’s activity where students are required to work in groups of 4-5 to design an experiment to identify which method provide the most effective way of cooling down. Students will then use the data collected from the experiment to write their lab report assignment. GENERAL GUIDELINES: The report should consist of the standard parts of a scientific report: 1. Introduction • An overview of the research topic that will be discussed • Aim and hypothesis of the experiment 2. Methods • Describe the participants involved in the experiment • Describe the protocol of your experiment 3. Results • Present data collected into diagrams (e.g. tables and graphs) with accompanying texts to describe the diagram provided. 4. Discussion • Discuss findings based on the results obtained. • Support findings with relevant scientific articles • Discuss limitations of the study • Suggest ways to improve the experiment • Conclusion Format: Times New Roman, 12, double-line spacing. All margins are set to 1” throughout the paper. Please refer to ‘APA General Format’ on Moodle for further formatting guidelines. Although students are required to work collectively as a group to conduct the experiment and obtain the results, the report must be written individually. You must NOT, in any part of your lab report, copy the work of any of your group members’ assignment. Any evidence of plagiarism will automatically be awarded a zero mark. All essays to be uploaded on Turnitin via Moodle. Submissions via email will not be accepted. Marking Criteria: Task Criteria Marks Deliverables 1 Content i. Introduction 10 ii. Methods iii. Results 15 10 *Refer to Marking Rubric iv. Discussion 15 2 Layout and Writing i. Language 5 *Refer to Marking Rubric ii. Formatting and Referencing 5 Total 60 Weightage: 20% Assessment Task 5: Final Examination Objective: To assess students’ knowledge on all the topics taught in this module. Format: • Duration: 2 hours • Mode: Online Type Qty Total Marks Section A MCQs 40 40 Section B LAQs 4 40 Weightage: 40% ACADEMIC INTEGRITY Students are expected to submit their assessment as scheduled. Failure to submit may result in a zero mark for the particular assessment. Violation of academic integrity such as dishonesty in examination and copying another person’s practical work/assignment and submit are not allowed. All cases of academic dishonesty will be reported to the school for appropriate sanctions in accordance with the guidelines for handling students’ misconduct. PLAGIARISM Plagiarism and other copyright infringements will be subject to severe penalty, and may result in immediate FAILURE . Participants are strongly advised to cite the sources for information derived from published sources or the Internet. You may refer to ‘APA Referencing Guidelines’ on Moodle to help you with the referencing and in-text citations. 1: CELLS LEARNING OBJECTIVES At the end of the session, students should be able to: 1. List the main organelles of an animal cell and describe its structure and role in metabolism. 2. Describe the structure of the plasma membrane. 3. Differentiate the mechanisms involved in transporting material across the plasma membrane depending upon its characteristics. 4. Identify specialised cells within the human body and describe its unique features that help them with their role in maintaining normal bodily function. 2: MUSCLE PHYSIOLOGY LEARNING OBJECTIVES At the end of the session, students should be able to: 1. Describe the properties of a skeletal muscle cell and make comparison to other types of muscles (smooth and cardiac) in the human body. 2. Outline the sequences of chemical and mechanical events during skeletal muscle excitation-contraction coupling process. 3. Contrast slow-twitch and fast-twitch muscle fiber characteristics. 4. Identify factors that influence force generation. 5. Discuss modifications in muscle fibers and fiber types with specific exercise training. 3: NEURAL CONTROL OF EXERCISING MUSCLE LEARNING OBJECTIVES At the end of the session, students should be able to: 1. Describe the basic structure of a nerve cell. 2. Understand the functional organization of the nervous system. 3. Identify the regions of the brain that play an important role in movement execution. 4. Identify the regions of the brain that play an important role in regulating homeostasis during exercise. 4: ENDOCRINE SYSTEM LEARNING OBJECTIVES At the end of the session, students should be able to: 1. List the major endocrine glands in the body and the hormones they secrete. 2. Describe the functions of the hormones secreted by the major endocrine glands. 3. Identify the chemical classes to which various hormones belong. 4. Describe how hormones stimulate and are transported to their target cells depending on their chemical classes. 5. Identify the main hormones that play an important role in exercise and sports and understand how they are beneficial to performance. 5: CARDIOVASCULAR SYSTEM AND ITS ACUTE RESPONSES TO EXERCISE LEARNING OBJECTIVES At the end of the session, students should be able to: 1. Describe the anatomy of the heart. 2. Compare and contrast between the five main types of blood vessels. 3. Discuss the role of blood vessels during exercise. 4. Discuss the important role of blood during exercise. 5. Discuss acute cardiovascular responses during exercise. 6. Discuss the long-term adaptations of the cardiovascular system from endurance and resistance training. 6: RESPIRATORY SYSTEM AND ITS ACUTE RESPONSES TO EXERCISE LEARNING OBJECTIVES At the end of the session, students should be able to: 1. Describe the neural mechanism of the respiratory center in the respiratory control. 2. Describe pulmonary ventilation using Boyle’s Law and how it is altered during exercise. 3. Describe the various factors that affect pulmonary diffusion using Fick’s Law. 4. Describe how oxygen and carbon dioxide are transported by the blood. 5. Discuss the role partial pressure plays in the loading and unloading of metabolic gases in the lungs and tissues with reference to the oxyhaemoglobin dissociation curve. 6. Describe the factors that produce the “Bohr effect” observed during exercise and explain how this is beneficial. 7: PRINCIPLES OF TRAINING LEARNING OBJECTIVES At the end of the session, students should be able to: 1. Differentiate between the terms ‘muscular strength’, ‘muscular power’ and ‘muscular endurance’. 2. Understand the importance of principles of training and apply them to a training program. 3. Prescribe systematic methods to monitor and manipulate changes in training. TOPIC 8: EXERCISE RESPONSES BETWEEN GENDER, AGEGROUP AND ENVIRONMENTAL CONDITIONS LEARNING OBJECTIVES At the end of the session, students should be able to: 1. Determine physiological differences between gender and across age-group that may influence performance and training adaptation. 2. Describe the physiological responses to exercise in the heat and cold. 3. Describe the effects of heat and cold acclimation. 4. Identify the potential health risks during exercise in the heat and the cold. 5. List the symptoms of the different heat-related disorders and ways to mitigate them. TOPIC 9: BIOENERGETICS LEARNING OBJECTIVES At the end of the session, students should be able to: 1. Learn how our bodies convert the food we eat into ATP to provide skeletal muscles with the energy they need to move. 2. Examine three systems that generate energy for skeletal muscular work.