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DEPARTMENT OF BIOLOGICAL SCIENCES B.S. Exercise Science Advisement Checklist, 2013 – Present Catalog I. Exercise Science Requirements Exercise Science Core Credit Semester Grade BIO 181 Unity of Life I 3 BIO 181L Unity of Life I Lab 1 BIO 182 Unity of Life II 3 BIO 182L Unity of Life II Lab 1 BIO 201 Anatomy and Physiology I 3 BIO 201L Anatomy and Physiology I Lab 1 BIO 202 Anatomy and Physiology II 3 BIO 202L Anatomy and Physiology II Lab 1 BIO 154 Art & Science of Human Movement OR 3 HS 200 Health Principles 3 NTS 135 Introduction to Nutrition 3 BIO 192 Intro to Exercise Science 3 BIO 334 Functional Anatomy & Kinesiology 3 BIO 338 Physiology of Exercise 3 BIO 338L Exercise Physiology Lab 1 BIO 460 Exercise Testing & Prescription 3 BIO 460L Cardiopulmonary Exercise Testing Lab 1 2 Exercise Science Capstone 3 1 Exercise Science Upper Division Elective 3 1 Exercise Science Elective 3 1 Exercise Science Elective 3 1 Pre-Approved Exercise Science Electives: AT 200; BIO 205, 240, 320, 344, 350, 408, 416, 424, 485, 497; CHEM 320/L or 440; MAT 136 (when not used as math requirement below), PHI 332; PSY 215, 227, 240, 250, 255, 260, 350; SOC 318, STA 371 or 472. 2 Exercise Science Capstone courses can be chosen from: BIO 408C, 420C, 454C, 465C, 485C, 497C If you are interested in a career in clinical exercise physiology, you should consider a 12-credit internship (BIO 408). Internship must be setup 6-9 months in advance. See Biology Advisement Center for details. II. Support Coursework A. Mathematics Course Credit Semester Grade Option Course Credit Semester Grade MAT 125 Precalculus 4 AND STA 270 Applied 3 Statistics OR PSY 230 Intro to 4 Statistics B. Chemistry3 (15 – 16 Hours) Course Credit Semester Grade Option Course Credit Semester Grade CHM 151 General 4 AND CHM 151L 1 Chemistry I General Chemistry I Lab CHM 152 General 3 AND CHM 152L 1 Chemistry II General Chemistry II Lab CHM 230 3 OR CHM 235 General 4 Fundamental Organic Organic Chemistry Chemistry I CHM 360 3 OR CHM 461 3 Fundamental Biochemistry I Biochemistry 3 It is recommended that students take CHM 230L or 235L in addition to the lecture. C. Physics (8 hours) Option 1 Credit Semester Grade Option 2 Credit Semester Grade PHY 111 & PHY 111L 4 PHY 161 & PHY 161L 4 General Physics I University Physics I PHY 112 & PHY 112L 4 PHY 262 & PHY 262L 4 General Physics II University Physics II *requires calculus II D. Junior Level Writing Requirement Course Credit Semester Grade Option Course Credit Semester Grade ENG 302W Technical 3 OR ENG 305W Writing in 3 Writing Disciplinary Communities NOTES: Junior Writing and Senior Capstone courses must be taken at NAU. Some courses have additional prerequisites not listed here; check the catalogue for a complete list of courses and prerequisites. Students must have a total of at least 30 hours of upper division (300 and up) credits. Official requirements for each degree are in the catalog. This sheet is only a guide. A graduation application should be filed the semester before you plan to graduate. Degree progression plans can be found at the Gateway web site. .

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Exercise Science:The a Systems Approachof
CHAPTER 3 prohibited. is content Exercise Science:the A Systems Approachof reproduction After completing this chapter you will be able to: 1. Describe the meaning and contextUnauthorized of a systems approach to the study of exercise science. 2. Articulate the primaryInc. functions of each system of the body. 3. Provide examples of how each system of the body can influence physical activity and exercise. 4. Provide examplesKluwer, of how each system of the body can influence sport and athletic performance. Wolters 2018 © Copyright 57 Potteiger9781496339614-ch003.indd 57 17/08/17 12:19 PM 58 CHAPTER 3 Exercise Science: A Systems Approach As discussed in Chapter 1, several interrelated disciplines, subdisciplines, and specialty areas constitute exercise science. Collectively, the study of each component of exercise science is based on a core understanding of the structure (anatomy) and function (physiology) of the human body. It is expected that beginning exercise science students enroll in courses in human anatomy and physiology, often in the first year of study in college. The knowledge acquired in these courses provides the necessary foundation for advanced study in exercise science at both the unprohibited.- dergraduate and graduate levels. is A systems approach to the study of exercise science allows students to un- derstand how the various systems of the body respond in an integrated fashion to acute and chronic stimuli and conditions. Each system has specific functions that cannot be performed in the expected manner in isolation and withoutcontent interaction with other systems of the body. This system integration provides for the coordinated control of the body environment and allows the body to respondthe to the challenges encountered every day.
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Energy and Training Module ITU Competitive Coach
37 energy and training module ITU Competitive Coach Produced by the International Triathlon Union, 2007 38 39 energy & training Have you ever wondered why some athletes shoot off the start line while others take a moment to react? Have you every experienced a “burning” sensation in your muscles on the bike? Have athletes ever claimed they could ‘keep going forever!’? All of these situations involve the use of energy in the body. Any activity the body performs requires work and work requires energy. A molecule called ATP (adenosine triphosphate) is the “energy currency” of the body. ATP powers most cellular processes that require energy including muscle contraction required for sport performance. Where does ATP come from and how is it used? ATP is produced by the breakdown of fuel molecules—carbohydrates, fats, and proteins. During physical activity, three different processes work to split ATP molecules, which release energy for muscles to use in contraction, force production, and ultimately sport performance. These processes, or “energy systems”, act as pathways for the production of energy in sport. The intensity and duration of physical activity determines which pathway acts as the dominant fuel source. Immediate energy system Fuel sources ATP Sport E.g. carbohydrates, energy performance proteins, fats “currency” Short term energy system E.g. swimming, cycling, running, transitions Long term energy system During what parts of a triathlon might athletes use powerful, short, bursts of speed? 1 2 What duration, intensity, and type of activities in a triathlon cause muscles to “burn”? When in a triathlon do athletes have to perform an action repeatedly for longer than 10 or 15 3 minutes at a moderate pace? 40 energy systems Long Term (Aerobic) System The long term system produces energy through aerobic (with oxygen) pathways.
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Exercise Physiology and Body Systems Chapter
PARTII Exercise Physiology and Body Systems Chapter Skeletal Muscle System After reading this chapter, you should be able to: 1. Explain how skeletal muscle produces force and creates movement in the body 2. Describe the structural anatomy of skeletal muscle, including the different components of the sarcomere and the phases of muscle action 3. List histochemical techniques that are used to identify muscle fiber types 4. List the different muscle fiber types using the myosin ATPase histochemical analysis scheme 5. Discuss the role of muscle fiber types as it relates to different types of athletic performances 6. Discuss the force production capabilities of muscle, including types of muscle actions 7. Explain proprioception in muscle and kinesthetic sense, including the roles of muscle spindles and Golgi tendon organs 8. List the training-related changes in skeletal muscle, including specific training effects related to endurance and resistance exercise on muscle hypertrophy and muscle fiber subtype transition 9. Explain the effects of simultaneous high- intensity endurance and strength training on adaptations specific to each type of training The ability of skeletal muscle to mediate human performance is impressive. From the ability to lift more than 1,000 pounds (453.5 kg) in the squat lift to the ability to run a marathon in less than 2 hours and 4 minutes, the human species demonstrates a dramatic range of physical performance capabilities (Fig. 4-1). We might ask, “How can such functional variability be possible in a single species?” As we will continue to discover throughout this textbook, there are many physiological functions that contribute to exercise performance.
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Effects of a 12-Week Hatha Yoga Intervention on Cardiorespiratory Endurance, Muscular Strength
Hindawi Publishing Corporation Evidence-Based Complementary and Alternative Medicine Volume 2015, Article ID 958727, 12 pages http://dx.doi.org/10.1155/2015/958727 Research Article Effects of a 12-Week Hatha Yoga Intervention on Cardiorespiratory Endurance, Muscular Strength and Endurance, and Flexibility in Hong Kong Chinese Adults: A Controlled Clinical Trial Caren Lau, Ruby Yu, and Jean Woo Department of Medicine and Therapeutics, The Chinese University of Hong Kong, Sha Tin, Hong Kong Correspondence should be addressed to Ruby Yu; [email protected] Received 20 November 2014; Revised 15 March 2015; Accepted 18 March 2015 Academic Editor: Mariangela Rondanelli Copyright © 2015 Caren Lau et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Objective. To examine the effects of a 12-week Hatha yoga intervention on cardiorespiratory endurance, muscular strength and endurance, and flexibility in Chinese adults. Methods.173adults(aged52.0± 7.5 years) were assigned to either the yoga intervention group (=87) or the waitlist control group (=86). 19 dropped out from the study. Primary outcomes were changes in cardiorespiratory endurance (resting heart rate (HR) and maximal oxygen uptake (VO2max)), muscular strength and endurance (curl-up and push-up tests), and lower back and hamstring flexibility (the modified back-saver sit-and-reach (MBS) test). Results. < 0.01 < 0.05 Compared to controls, the yoga group achieved significant improvements in VO2max ( ), curl-up ( )andpush-up ( < 0.001) tests, and the MBS left and right leg tests (both < 0.001) in both genders.
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Exercise Physiology: Perspective for Vocal Training
CARE OF THE PROFESSIONAL VOICE Robert T. Sataloff, Associate Editor Exercise Physiology: Perspective for Vocal Training Mary J. Sandage and Matthew Hoch [Modified from: Robert Thayer Sataloff, Professional Voice: The Science and Art of Clinical Care, 4th Edition (San Diego: Plural Publishing, 2017).] oice professionals, particularly performers, are often described as vocal athletes. This is a reasonable comparison given that vocal performers and occupational voice users work at the extremes of voice use, either by using the voice over an Vextensive frequency and intensity range or by engaging the voice for long, sustained periods of time. From this perspective, select principles of exercise Mary J. Sandage training have been applied to voice training for some time.1 Exercise train- ing principles of warm-up and skill acquisition have been emphasized over the years; however, other important aspects of muscle training have not yet been incorporated widely into voice pedagogy in the studio or the clinic, and singing teachers should be familiar with this important topic. In truth, some of the primary principles of muscle training are obvious in the voice training protocols and pedagogies that are used in both studio and clinic. There is little argument to the exercise performance premise that excellent technique is necessary for optimal function. Excellent technique Matthew Hoch for a tennis serve will generally translate to more consistently accurate ten- nis serves. The same is also supported in vocal training, as excellent vocal technique will lead to optimal vocal function. It is also the case that application of certain principles of muscle training will require us to question what has been considered common wisdom in the realm of optimal vocal function historically.
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Benefits of Walking
The “Let’s Get Moving” campaign has been designed to encourage University of Windsor employees to be more active at work, with a primary focus on walking as an easy and simple way to increase physical activity levels. Benefits of Walking Walking is a great way to build physical activity into your day. It requires minimal equipment, it can be done at any time of the day, it is simple, free, can be performed at your own pace and it is one of the easiest ways to incorporate activity into your day. In the short-term, walking: Reduces tension and helps alleviate anxiety and stress Increases energy levels as more oxygen gets to your cells and tissues because of increased blood circulation Helps you get a better night sleep Improves your mood Enhances your metabolism and helps in digestion In the longer term, walking: Increases cardiovascular and pulmonary fitness Reduces risk of chronic illnesses such as heart disease, stroke, type 2 diabetes, asthma, stroke and some cancers Improves management of high blood pressure, high cholesterol Builds stronger bones and improves posture and balance Reduces body fat Increases muscle strength and endurance Helps to maintain or reduce weight Improves brain function. People who walk regularly are less prone to have dementia in later stages of life To gain these benefits Canada’s Physical Activity Guidelines recommend that adults should accumulate at least 150 minutes of moderate to vigorous intensity aerobic physical activity per week, which can be done in bouts of 10 minutes or more. Before beginning any exercise program it is important that you consult a physician Be Safe Choose well-fitting comfortable shoes with good thread.
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Personal Training Information
www.nilesfitness.com TRAINING INFORMATION & OPTIONS NILES FAMILY FITNESS TRAINING TEAM Danielle Desherow: Danielle has over 25 years of experience in training individuals and groups and is our Group Exercise/ Fitness Coordinator. She holds certifications from the American College of Sports Medicine in Personal Training, AFAA Personal Training and Group Exercise, Spinning, Balanced Body Pilates, and TRX. Wayne Guccione: Wayne is a professional trainer and consultant with over 30-years experience who specializes in teaching beginners. He focuses on strength training with an emphasis on safety and injury prevention as well as community education. He holds a Master of Science degree in Exercise Physiology and Cardiac Rehabilitation. Marimel Lim: Marimel has been a certified fitness professional since 2008. She is certified as a personal trainer by American College of Sports Medicine and AFFA. She is a certified Spin, TRX, Pilates, and Barre instructor. While providing a challenging experience on land and water, she makes each program work for the client and progresses them to meet their goals. The best part of her day is when she can help people develop into the best version of themselves! Karen Papucci: Karen has over a decade of experience training on land and water. She holds certifications from AFAA as a Personal Trainer and Group Exercise Instructor, Spinning, Yoga, TRX, and Water Exercise. She has experience in teen, student athlete and senior functional training. Carrie Plovanich Mom of 3, and wife to a first responder, is a competitive CrossFit athlete for the past 7 years. She believes in fitness training that works us functionally and relates to our everyday life.
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American Council on Exercise Aceﬁa Non-Profitt Organizationnmamaestterstterss
Volume 14 • Issue 4 • september/october 2008 • $5.00 American Council on Exercise ACEﬁA Non-profitt Organizationnmamaestterstterss Drop and give me 20! Exclusive ACE study investigates the fitness benefits of popular boot camp–style workouts LETTER FROM THE EDITOR got a late start on my spring cleaning this year. As I write this letter, August is more than half over and I’ve spent much of the month clearing out drawers and closets and making countless trips to the Salvation Army to drop off donations. ITalk about cleansing—I’ve reached that point in my life where I actually derive more pleasure from getting rid of stuff than I do from acquiring new things. And, according to at least one recent diet book, clearing out the clutter in my home may offer the added benefit of helping me get rid of extra pounds. The notion that too much stuff equals too much fat is just one of many novel (and some not-so-novel) ideas presented in a slew of new diet books. This is the time of year when publishers start sending out advance copies of their new re- leases and the stack on my desk seems to grow daily. Some titles appeal to our belief that other people know the secret to staying slim, such as those who live on Park Avenue or work on Wall Street. Others claim to have found the elusive magic bullet, which is really just a dietary supplement they’re selling (because that’s where the real money is). And still others revisit familiar territory, such as low-carb, low-fat or good old-fashioned calorie counting.
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SPORT and EXERCISE PHYSIOLOGY, B.S. 40 Courses of Three Or More Credits and 2 One-Credit PE Courses
SPORT AND EXERCISE PHYSIOLOGY, B.S. 40 courses of three or more credits and 2 one-credit PE courses GENERAL EDUCATION CORE MAJOR BASIC REQUIREMENTS (2 courses and 3 one- (16 required courses) credit PE courses) Composition and Rhetoric BI 151: Introductory Biology I EN 103 Composition and Rhetoric I BI 355: Human Structure and Function I EN 104 Composition and Rhetoric II BI 356: Human Structure and Function II Physical Education Courses CH 103: Fundamentals of General Chemistry PE 100 (Satisfied by major) CH 104: Introduction to Organic and PE ____ Biological Chemistry PE ____ SX 170: Fitness Leadership or SX 265 Introduction to Sport Science MODES OF THINKING (3 courses) SX 250: Nutrition in Sports and Fitness Literature (Select one) SX 285: Research and Statistics in Exercise EN 110, EN 112, EN 115 Science Mathematics SX 362: Fitness Assessment and Exercise MA 112 or MA 121 recommended Prescription Natural Science (Satisfied by Major) SX 370: Biomechanics Philosophy SX 375: Injury Prevention and Care PL 109 SX 465: Exercise Physiology Social Sciences (Select one; PS 109 recommended) SX 470: Advanced Exercise Programming CJ 109, EC 209, EC 112, PO 103, PO SS 100: History and Philosophy of Sport 109, PS 109, or SO 109 Junior/Senior Internship Program CULTURAL LITERACY (6 courses) SX 390: Internship Humanities I and II. Preferably select a set (e.g., SX 390: Internship HI 201/202). However, a combination (e.g., PO Note: With the approval of the department 201 + HI 214) is acceptable. chairperson, one semester of internship may be Hum. I: HI 201, PO 201, HI 213 replaced by a research course (SX-461or SX-462) Hum.
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Original Article Study of Selected Physical Fitness Parameters in Male Yoga Practitioners Abstract Introduction
236KulkarniIndian J Physiol and PharmacolJoshi 2019; 63(3) : 236–241 Indian J Physiol Pharmacol 2019; 63(3) Original Article Study of Selected Physical Fitness Parameters in Male Yoga Practitioners Omkar S. Kulkarni and A.G. Joshi* Department of Physiology, KIMSDU, Karad Abstract Background: Extensive research is going on in the field of Yoga by various researchers. Even though there is less work in effect of Yoga on physical fitness parameters. Objectives: The present study was aimed to find out the exact effects of Yoga and Surya Namaskar (SN) on the selected physical fitness parameters. Material and Methods: In this cross sectional descriptive study, subjects doing regular Yoga and SN (n=51) for more than 6 months and age, sex matched control subjects (n=52) were selected by convenience sampling technique. Parameters compared were shoulder wrist flexibility, hip trunk flexibility, aerobic capacity, peak anaerobic power and peak expiratory flow rate. Results: Study group had significantly higher scores of shoulder wrist flexibility and hip trunk flexibility (p0.001 ) and peak anaerobic power (p=0.018). And no significant differences were observed in aerobic capacity (p=5.22) and peak expiratory flow rate (p=0.139). Conclusion: Subjects who were practicing Yoga and SN, have better flexibility and peak anaerobic power than control group. Introduction However, Yoga and Surya Namaskar (SN) has become more popular because it improves physical health of the subjects (1). SN, a traditional Indian Yoga is an ancient Indian practice, first described in Yogic practice, involves performing twelve physical Vedic scriptures around 2500 B.C., which utilizes postures with alternate forward and backward bending.
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UNIVERSITY of WISCONSIN-LA CROSSE Graduate Studies HEART RATE and CORE TEMPERATURE RESPONSES DURING BASIC YOGA COMPARED TO
UNIVERSITY OF WISCONSIN-LA CROSSE Graduate Studies HEART RATE AND CORE TEMPERATURE RESPONSES DURING BASIC YOGA COMPARED TO HOT YOGA A Manuscript Style Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Clinical Exercise Physiology Ashley N. Nereng College of Exercise and Sport Science Clinical Exercise Physiology May, 2013 ABSTRACT Nereng, A.N. Heart rate and core temperature responses during basic yoga compared to hot yoga. MS in Clinical Exercise Physiology, May 2013, 34pp. (J. Porcari) This study was designed to examine the differences in heart rate and core temperature between hot yoga and basic yoga classes. Twenty subjects (4 males, 16 females) performed a VO2max test using the Bruce protocol. Additionally, subjects completed a 60 minute basic yoga class and a 60 minute hot yoga class using identical poses. Both classes were taught by the same instructor. Each yoga class consisted of a 5-minute warm-up, a 40-minute exercise session, and a 10-minute cool-down. During the yoga sessions core temperature was measured at the beginning of the class, every 5 minutes during the class, and at the end of the class using a Cor Temp Ingestible Core Body Temperature Sensor. Heart rate was measured each minute of both yoga sessions by radiotelemetry. At the end of each yoga session, subjects rated their perceived effort using the 6-20 Borg scale. There was a significant difference in RPE, for the hot yoga class compared to the basic yoga class. There were no significant differences in heart rate or core temperature responses between yoga sessions.
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The Effect of Static and Dynamic Stretching Exercises on Sprint
International Journal of Environmental Research and Public Health Article The Effect of Static and Dynamic Stretching Exercises on Sprint Ability of Recreational Male Volleyball Players Foteini Alipasali 1, Sophia D. Papadopoulou 2 , Ioannis Gissis 1, Georgios Komsis 1, Stergios Komsis 1, Angelos Kyranoudis 3, Beat Knechtle 4,* and Pantelis T. Nikolaidis 5 1 Department of Physical Education & Sport Science, Aristotle University of Thessaloniki, 62100 Serres, Greece 2 Laboratory of Evaluation of Human Biological Performance, Department of Physical Education & Sport Science, Aristotle University of Thessaloniki, 57001 Thessaloniki, Greece 3 Department of Physical Education & Sport Science, Democritus University of Thrace, 69100 Komotini, Greece 4 Institute of Primary Care, University of Zurich, 8091 Zurich, Switzerland 5 Exercise Physiology Laboratory, 18450 Nikaia, Greece * Correspondence: [email protected]; Tel.: +41-(0)71-226-9300 Received: 29 June 2019; Accepted: 4 August 2019; Published: 8 August 2019 Abstract: The aim of the present trial was to investigate the effect of two stretching programs, a dynamic and a static one, on the sprint ability of recreational volleyball players. The sample consisted of 27 male recreational volleyball players (age 21.6 2.1 years, mean standard deviation, ± ± body mass 80.3 8.9 kg, height 1.82 0.06 m, body mass index 24.3 2.5 kg.m 2, volleyball experience ± ± ± − 7.7 2.9 years). Participants were randomly divided into three groups: (a) the first performing ± dynamic stretching exercises three times per week, (b) the second following a static stretching protocol on the same frequency, and (c) the third being the control group, abstaining from any stretching protocol.
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