Tuesday/Thursday: 10:30-12:15 Olin 101
Lab Wednesday 1:00 - 5:00
Instructors:
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Leon Lunder West Gym 207A x4056; email: llunder Office Hours: Monday and Wednesday 10:00 - 12:00 |
John Tymoczko Hulings 313 x4382; email: jtymoczk Office Hours: Monday 2-3; Tuesday 2-3; Friday 9:30-10:30 |
Texts:
Biochemistry of Exercise: Ronald J. Maughan and Susan M. Shirreffs, eds.
Essentials of Exercise Physiology: William D. McArdle, Frank I. Katch and Victor Katch
Purpose of the course:
There are several primary purposes behind a seminar course. First is to learn how to critically evaluate and discuss scientific literature and the concepts therein. Second is to learn to orally present a topic in a clear, exciting fashion that will intellectually stimulate the audience. Third is to learn about the topic of the seminar. Obviously, if the first and second purposes are met, the third will also be fulfilled.
Readings from March 30 to April 20 are from Essentials of Exercise Physiology.
Readings thereafter are from Biochemistry of Exercise IX.
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Date |
Topic/Readings |
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March 30 |
Energy Transfer in the Body, Chapter 2 |
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April 1 |
Energy Transfer during Exercise, Chapter 3 |
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April 6 |
Energy Expenditure at Rest and During Physical Activity, Chapter 4 |
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April 8 |
The Macro and Micronutrients and Water, Chapter 6 |
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April 13 |
The Pulmonary System and Exercise, Chapter 8 |
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April 15 |
The Cardiovascular System and Exercise, Chapter 9 |
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April 20 |
The Neuromuscular System and Exercise, Chapter 10 |
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April 22 John Gehring and Miranda Peterson |
Regulation of Carbohydrate Metabolism In Exercise |
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April 27 Kelly Hoeschen and Todd Sazenski |
Regulation of Fat Metabolism in Exercise |
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April 29 Alex Lauderdale and Carla Cabinilla |
Integration of Fat and Carbohydrate Metabolism |
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May 4 Josh Jackson and Marissa Battistini |
Biochemistry of High Intensity Exercise |
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May 6 Zach Brown and Kerry Hansen |
Muscle Adaptation in Endurance Training |
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May 11 Aron Wilson and Bridget Johnson |
Exercise and the Immune System |
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May 13 Aaron Brosam-Meyering and Renae Waneka |
Nutritional Influences on Fatigue |
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May 18 |
NO CLASS |
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May 20 |
NO CLASS |
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May 25 Kristen Case and Clara Zamorano |
Free Radicals in Exercise and Health |
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May 27 Kelly Hoeschen andZach Brown |
Exercise and Bone Metabolism |
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June 1 Jalean Plotz and Bridget Johnson |
Ammonia Metabolism in Muscle |
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Date |
Exercise |
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Wednesday, April 7:
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Fitness Assessment: Administration of Base Level fitness test Sub maximal VO2: Bicycle Ergometer, Twelve Minute test, 3 minute Step test Absolute Strength: Bench Press, Leg Press, Mirofit Arm curl, Vertical Jump Flexibility: Sit and reach Body Composition: Skin fold measurements Lifestyle Assessment: survey form Basic Exercise Prescription |
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Wednesday April: 14
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Field Trip: University of Minnesota Exercise Physiology Lab Aerobic Capacity: Treadmill Stress Test Body composition: Hydrostatic Dunk |
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Wednesday April 21:
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Cardiovascular Endurance Assessment and Prescription
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Wednesday April 28:
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Muscular Strength and Flexibility Assessment and Prescription
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Wednesday May 5:
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Body Composition Assessment
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Wednesday May 12:
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Nutrition for Wellness
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Wednesday May 19 |
No Lab |
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Wednesday May 26:
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Post Test Base Level Fitness |
Evaluation will be based on two equally weighted aspects of student performance.
Student Presentations:
Each student will be responsible for a presentation of a chapter in the text Biochemistry of Exercise and in some cases a second paper. Presentations will be done in pairs. Important characteristics of a good presentation include:
Background: An attempt should be made to relate the material to previous readings/discussions and where appropriate personal experience.
Presentation of the Material: The information should be convey clearly and organized well. Typically, the organization should follow that of the chapter being presented. Visual aids, including simply the use of the whiteboard, are important tools for a clear presentation.
Critical evaluation of the data/ideas: This includes suggestions for further work.
Ability to facilitate class discussion is also considered a positive feature.
Class Participation:
Discussion is an important means by which science (or any subject) can progress. Consequently, participation in class in class discussions is very important. This is often difficult for many students. Shyness may need to be overcome. Fear of saying something that may be perceived as silly or inappropriate may inhibit participation. As stated above, one of the main purposes of this type of course is TO GET OVER THIS.
At the most fundamental level, discussion can be asking question of clarification. Was there something in the reading or presentation that you did not understand? If someone else asks such a question, and the presenters reply, do you agree with their response? Often, students will understand the readings and presentations perfectly well. If this is the case, do you agree with everything the authors/presenters said? How can the work be improved? How can the work be extended? What are the practical considerations for exercise and training? Keep in mind that the goal of the course goes well beyond understanding facts. It is learning to evaluate and discuss ideas that hinge on those facts.
Grading will be based strictly on the presentation and class participation. The presentation will be evaluated on the criteria outlined above. If a student gives an A presentation, but does not participate in discussions, the grade will be no higher than a B-. Class participation will be judged on how active the participation as well as the quality of the comments and questions. Please do not hesitate to discuss your performance at any time throughout the term.