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Students should know and understand the general indications for stopping an exercise test in apparently healthy individuals (CM - Table 10.1, p. 192). 4. Review the procedures involved in the administration of the three submaximal cardiorespiratory endurance tests. Students should know and understand the procedures involved in correctly administering the Astrand-Rhyming bicycle ergometer test (CR – pp. 144-149, McArdle bench stepping test (CR - p. 151), and the Rockport walking test (CR – pp. 152-153). 5. Review the cardiorespiratory fitness classification chart. Students should know the general values that correspond to a low, average or moderate, and high level of maximal oxygen uptake rate in females and males (CR – pp. 150 and 156) as well as have a general understanding of the more specific values based on age and gender that are in the textbook (CM – Table 11.14, p. 239, Table 11.18, p. 241, Table 11.19, p. 242, and Table 11.20, p. 242). 6. Students should and understand the factors related to aerobic (cardiorespiratory) endurance performance. • Maximal aerobic power (maximal oxygen uptake rate) • Lactate threshold (anaerobic threshold) • Exercise economy • Fuel utilization • Muscle fiber type characteristics 7. Students should know and understand the cardiorespiratory endurance definition and factors that affect maximal oxygen uptake rate and myocardial efficiency (CR – p. 157). 8. Students should know the guidelines of the American College of Sports Medicine (ACSM) for exercise prescription and cardiorespiratory fitness (CR – p. 155). 9. Students should know and understand the exercise prescription guidelines based on fitness level for healthy young adults (CR – pp. 150 and 156). 10. Students should know and understand the target heart calculations for determining exercise intensity (CM – p. 392-394). 11. Students should know and understand how rating of perceived exertion, which was previously discussed, can be used to determine exercise intensity (CR – pp. 47-48 and CM – pp. 395-396). 12. Students should have a general understanding of the various modes and exercise techniques that can be used to develop cardiorespiratory fitness. • Treadmill (CM – pp. 332) • Stair climber (CM – pp. 332-333) • Elliptical trainer (CM – pp. 333-334) • Stationary bicycle (CM – pp. 334-336) • Rowing machine (CM – p. 337) • Walking (CM – pp. 338-339) • Running (CM – pp. 339-340) • Swimming (CM – pp. 340-341) • Groups exercise classes (CM – pp. 341-343) • Timed circuit training (CM – pp. 402-403, CR – p. 124) • Cross-training (CM – pp. 403-404) • Arm Exercise (CM – p. 404) • Combined aerobic and resistance training (CM – pp. 404-405) • Other 13. Students should know and understand the types of endurance training (see attachments and CM – p. 400-402). • Long slow distance – high duration and low intensity • Pace/temp training – moderate duration and moderate intensity • Interval training – low volume and high intensity • Repetition training – low volume and high intensity • Fartlek training – moderate to high duration and low to moderate intensity 14. Students should know and understand the sport season objectives and program design assignments (attachment). The types of endurance training listed above (#13) can be integrated into linear or non-linear periodization programs that were discussed last week for resistance training by changing intensity (linear periodization) or volume and intensity (non-linear periodization) during the microcycles of training. 15. Students should the general recommendations of ACSM, CDC, and Surgeon General for improving health: accumulate 30 minutes of moderate intensity activity (50-60% of maximum heart rate) most, if not all days of the week. Students should know that to maximize weight (fat) loss, the Institute of Medicine recommends accumulating 60 minutes of moderate intensity activity (50-60% of maximum heart rate) most, if not all days of the week. 16. During the activity portion of the class this week, students should gather the data required for completion of the three submaximal cardiorespiratory endurance tests described under #4. Students should turn-in CR - pp. 142 and 143 when they have completed the three tests. 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