Exercise Physiology for Health Fitness and Performance

756 Pages·2013·90.25 MB·English

by  Dr. Sharon A. Plowman Ph.D

Commonly Used Symbols afmndt
Abbreviations
(A-a)POdiff difference between partial pressure of oxygen ETS electron transport system
2
in alveoli and arterial blood F CO fraction of expired carbon dioxide
E 2
a-vOdiff difference in oxygen content between arterial F N fraction of expired nitrogen
2 E 2
and venous blood F O fraction of expired oxygen
E 2
A actin F fraction of a gas
G
ACh acetylcholine FCO fraction of inspired carbon dioxide
I 2
ACTH adrenocorticotrophic hormone FN fraction of inspired nitrogen
I 2
ADH antidiuretic hormone FO fraction of inspired oxygen
I 2
ADL activities of daily living f frequency
ADP adenosine diphosphate FAD fl avin adenine dinucleotide
AI adequate intake FEV forced expiratory volume
AIDS acquired immune defi ciency syndrome FFA free fatty acids
AMP adenosine monophosphate FFB fat-free body mass
ANS autonomic nervous system FFM fat-free mass
AP action potential FFW fat-free weight
ATP adenosine triphosphate FG fast twitch, glycolytic muscle fi bers
ATP-PC phosphagen system FI fatigue index
ATPS atmostpheric temperature and pressure, FOG fast twitch, oxidative-glycolytic muscle fi bers
saturated air FT fast twitch muscle fi bers
AV atrioventricular GAS General Adaptation Syndrome
BCAA branched chain amino acids GH growth hormone
BF body fat GLUT-1 non-insulin regulated glucose transporter
BMC bone mineral content GLUT-4 insulin regulated glucose transporter
BMD bone mineral density GTO Golgi tendon organ
BMI body mass index Hb hemoglobin
BMR basal metabolic rate HbO oxyhemoglobin
2
BP blood pressure HDL-C high-density lipoprotein
BTPS body temperature and pressure, saturated air HIV human immunosupression virus
BW body weight HR heart rate
CAD coronary artery disease HRmax maximal heart rate
CHD coronary heart disease HRR heart rate reserve
CHO carbohydrate HT height
CNS central nervous system ICD isocitrate dehydrogenase
CP creatine phosphate ICP isovolumetric contraction period
CR-10 category ratio scale of perceived exertion IRP isovolumetric relaxation period
D density of the body LA lactic acid/glycolytic system
B
D density of water LBM lean body mass
W
DBP diastolic blood pressure LBP low back pain
DOMS delayed-onset muscle soreness LDL-C low-density lipoprotein
DRI daily reference intake LSD long, slow distance
DXA dual-energy X-ray absorptiometry LT lactate threshold
E epinephrine M mass of the body in the air
A
ECG electrocardiogram M mass of the body underwater
W
EDV end diastolic volume M myosin
EF ejection fraction MAOD maximal accumulated oxygen defi cit
EIAH exercise-induced arterial hypoxemia MAP mean arterial pressure
EMG electromyogram MCT1 extracellular and intracellular
EPOC excess postexercise oxygen consumption monocarboxylate lactate transporter
ERT estrogen replacement therapy MCT4 extracellular monocarboxylate lactate t ransporter
ESV end systolic volume MET metabolic equivalent
ETAP exercise-related transient abdominal pain MLSS maximal lactate steady state
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MP mean power ST slow-twitch muscle fi bers
MVC maximal voluntary contraction STPD standard temperature and pressure, dry air
MVV maximal voluntary ventilation SV stroke volume
NAD nicotinamide adenine dinucleotide T temperature
NE norepinephrine T ambient temperature
amb
NK natural killer TC total cholesterol
NKCA natural killer cell activity T core temperature
co
NMJ neuromuscular junction TEF thermic effect of feeding
NMS neuromuscular spindle TEM thermic effect of a meal
NT neurotransmitter TExH.R target exercise heart rate
OBLA onset of blood lactate accumulation TExVO target exercise oxygen consumption
2
OP oxidative phosphorylation TG triglycerides
OTS overtraining syndrome TLC total lung capacity
P pressure in the alveoli TPR total peripheral resistance
A
PCO partial pressure of carbon dioxide in the T rectal temperature
A 2 re
alveoli T skin temperature
sk
PO partial pressure of oxygen in the alveoli T tympanic temperature
A 2 tym
PB barometric pressure U.RTI upper respiratory tract infection
P partial pressure of a gas V alveolar ventilation
G A
Pi inorganic phosphate V.D volume of dead space
P pressure V volume of expired air
E
PaCO2 partial pressure of carbon dioxide in arterial V.G volume of a gas
blood V volume of inspired air
I
PaO2 partial pressure of oxygen in arterial blood V.T tidal volume
PC phosphocreatine V volume per unit of time
PCO partial pressure of carbon dioxide V volume
2
PFK phosphofructokinase VAT visceral abdominal tissue
pH hydrogen ion concentration V.C vital capacity
PN partial pressure of nitrogen VCO volume of carbon dioxide produced
2 2
PNF proprioceptive neuromuscular facilitation VEP ventricular ejection period
PNS peripheral nervous system VFP ventricular fi lling period
PO2 partial pressure of oxygen V.LDL very low density lipoproteinn
PP peak power V.O2 volume of oxygen consumed
PRO protein V.O2max maximal volume of oxygen consumed
PvO2 partial pressure of oxygen in venous blood V.O2peak peak volume of oxygen consumed
PvCO partial pressure of carbon dioxide in venous VOR oxygen consumption reserve
2 2
. blood VT. ventilatory threshold
Q cardiac output vVOmax velocity at maximal oxygen consumption
2
R rate of appearance W/H waist-to-hip ratio
a
R rate of disappearance WBC white blood cells
d
R resistance WT weight
RBC red blood cells
RDA recommended daily allowance
RER respiratory exchange ratio Icon Identifi cation Guide
RH relative humidity
RHR resting heart rate
Short-term, light to moderate submaximal aerobic
RM repetition maximum
RMR resting metabolic rate
RMT respiratory muscle training Long-term, moderate to heavy submaximal aerobic
ROM range of motion
RPE rating of perceived exertion
Incremental aerobic to maximum
RPP rate pressure product
RQ respiratory quotient
RV residual volume Static
SaO% percent saturation of arterial blood with oxygen
2
SbO% percent saturation of blood with oxygen
2 Dynamic resistance
SvO% percent saturation of venous blood with oxygen
2
SBP systolic blood pressure
SO slow twitch, oxidative muscle fi bers Very short-term, high-intensity anaerobic exercise
SR sarcoplasmic reticulum
SSC stretch shortening cycle
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Exercise
Physiology
FOR HEALTH, FITNESS, AND PERFORMANCE
Fourth Edition
Sharon A. Plowman
Northern Illinois University
Denise L. Smith
Skidmore College
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Fourth Edition
Copyright © 2014 Lippincott Williams & Wilkins, a Wolters Kluwer business
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Library of Congress Cataloging-in-Publication Data
Plowman, Sharon A.
Exercise physiology for health, fitness, and performance / Sharon A. Plowman, Denise L.
Smith. — 4th ed.
p. ; cm.
Includes bibliographical references and index.
ISBN 978-1-4511-7611-7
I. Smith, Denise L. II. Title.
[DNLM: 1. Exercise—physiology. WE 103]

612'.044—dc23
2012038286
DISCLAIMER
Care has been taken to confirm the accuracy of the information present and to describe gen-
erally accepted practices. However, the authors, editors, and publisher are not responsible for
errors or omissions or for any consequences from application of the information in this book
and make no warranty, expressed or implied, with respect to the currency, completeness, or
accuracy of the contents of the publication. Application of this information in a particular situa-
tion remains the professional responsibility of the practitioner; the clinical treatments described
and recommended may not be considered absolute and universal recommendations.
The authors, editors, and publisher have exerted every effort to ensure that drug selection
and dosage set forth in this text are in accordance with the current recommendations and prac-
tice at the time of publication. However, in view of ongoing research, changes in government
regulations, and the constant flow of information relating to drug therapy and drug reactions,
the reader is urged to check the package insert for each drug for any change in indications and
dosage and for added warnings and precautions. This is particularly important when the recom-
mended agent is a new or infrequently employed drug.
Some drugs and medical devices presented in this publication have Food and Drug
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sibility of the health care provider to ascertain the FDA status of each drug or device planned
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Dedication
To our teachers and students,
past, present, and future:
sometimes one and the same.
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About the Authors
SHARON A. PLOWMAN DENISE L. SMITH is a
earned her Ph.D. at the Professor of Exercise Science
University of Illinois at and recipient of the Class
Urbana–Champaign under of 1961 Chair at Skidmore
the tutelage of Dr. T. K. College. She also serves as
Cureton Jr. She is a pro- the Director of the First
fessor emeritus from the Responder Health and Safety
Department of Kinesiology Research Laboratory. With a
and Physical Education at Ph.D. in k inesiology and spe-
Northern Illinois University. cialization in exercise physi-
Dr. Plowman taught for, ology from the University
36  years, including classes of Illinois at Urbana–
in exercise physiology, stress Champaign, Dr.  Smith has
testing, and exercise bioen- taught for over 20 years,
ergetics. She has published over 70 scientifi c and research including classes in anatomy and physiology, exercise
articles in the fi eld as well as numerous applied articles on physiology, clinical aspects of cardiovascular health, car-
physical fi tness with emphasis on females and children in diorespiratory aspects of human performance, neuromus-
such journals as ACSM’s Health & Fitness Journal; Annals cular aspects of human performance, and research design.
of Nutrition and Metabolism; Human Biology; Medicine Her research is focused on the cardiovascular strain associ-
& Science in Sports & Exercise; Pediatric Exercise Science; ated with heat stress, particularly as it relates to cardiac,
and Research Quarterly for Exercise and Sport. She is a vascular, and coagulatory function. She has published her
coauthor of the Dictionary of the Sport and Exercise research fi ndings in such journals as American Journal of
Sciences (M. H. Anshel ed., 1991) and has published Cardiology; Cardiology in Review; Medicine & Science in Sports
several chapters in other books. & Exercise; Vascular Medicine; Ergonomics; European Journal
Dr. Plowman is a Fellow Emeritus of the American of Applied Physiology; Journal of Applied Physiology; and Journal
College of Sports Medicine, and served on the Board of Cardiopulmonary Rehabilitation. She is also a coauthor of
of Trustees of that organization from 1980 to 1983. In “Advanced Cardiovascular Exercise Physiology,” an upper-
1992 she was elected an Active Fellow by the American level text that is part of the Advanced Exercise Physiology
Academy of Kinesiology and Physical Education. She series.
serves on the Advisory Council for FITNESSGRAM®. Dr. Smith is a Fellow in the American College of
The American Alliance for Health, Physical Education, Sports Medicine and has served as secretary for the
Recreation and Dance (AAHPERD) recognized her Occupational Physiology Interest Group and as a member
with the Mabel Lee Award in 1976 and the Physical of the National Strategic Health Initiative Committee.
Fitness Council Award in 1994. Dr. Plowman received She has served on the executive board and as an offi cer
the Excellence in Teaching Award (at Northern Illinois for the Mid-Atlantic Regional Chapter of ACSM. She
University at the department level in 1974 and 1975 and is a member of the National Fire Protection Agency
at the university level in 1975) and the Distinguished Technical Committee on Fire Service Occupational
Alumni Award from the Department of Kinesiology at Safety and Health. She is also a Research Scientist at the
the University of Illinois at Urbana–Champaign in 1996. University of Illinois Fire Service Institute at Urbana–
In 2006 the President’s Council on Physical Fitness and Champaign.
Sports presented her with their Honor Award in rec-
ognition of her contributions made to the advancement
and promotion of the science of physical activity.
iv
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Preface
The fourth edition of Exercise Physiology for Health, A Unique Integrative Approach
Fitness, and Performance builds upon and expands the
strength of the fi rst three editions. The purpose of the The intent of this textbook is to present the body of
current edition, however, remains unchanged from that knowledge based on the traditions of exercise physiology
of the fi rst three editions. That is, the goal is to present but in a way that is not bound by those traditions. Instead
exercise physiology concepts in a clear and comprehen- of proceeding from a unit on basic science, through units
sive way that will allow students to apply fundamental of applied science, to a fi nal unit of special populations or
principles of exercise physiology in the widest variety of situations (which can lead to the false sense that scientifi c
possible work situations. The primary audience is kine- theories and applications can and should be separated),
siology, exercise science, health, coaching, and physi- we have chosen a completely integrative approach to
cal education majors and minors, including students in make the link between basic theories and applied con-
teaching preparation programs and students in exercise cepts both strong and logical.
and sport science tracts where the goal is to prepare for
careers in fi tness, rehabilitation, athletic training, or
allied health professions.
Flexible Organization
As with other textbooks in the fi eld, a great deal of
information is presented. Most of the information has
The text begins with an introductory chapter: The
been summarized and conceptualized based on exten-
Warm-Up. This chapter is intended to prepare students
sive research fi ndings. However, we have occasionally
for the chapters that follow. It explains the text’s organi-
included specifi c research studies to illustrate certain
zation, provides an overview of exercise physiology, and
points, believing that students need to develop an appre-
establishes the basic terminology and concepts that will
ciation for research and the constancy of change that
be covered in each unit. Paying close attention to this
research precipitates. Focus on Research boxes,
chapter will help the student when studying the ensuing
including some that are labeled as Clinically Relevant,
chapters.
are integrated into the text to help students understand
Four major units follow: Metabolic System, Cardio-
how research informs our understanding of exercise
vascular-Respiratory System, Neuromuscular-Skeletal
physiology and how research fi ndings can be applied in
System, and Neuroendocrine Immune System. Although
the fi eld. Our defi nition of the designation “Clinically
the units are presented in this order, each unit can stand
Relevant” is used in the broadest sense to refer to a vari-
alone and has been written in such a way that it may be
ety of situations that students of exercise physiology
taught before or after each of the other three with the
might fi nd themselves in during an internship situation
assumption that Chapter 1 (The Warm-Up) will always
or eventual employment. All Focus on Research boxes
precede whichever unit the faculty member decides to
highlight important classic or recent basic and applied
present fi rst. Figure 1.1 depicts the circular integration
studies in exercise physiology, as well as relevant experi-
of the units reinforcing the basic concepts that all of the
mental design considerations.
systems of the body respond to exercise in an integrated
All chapters are thoroughly referenced and a complete
way and that the order of presentation can logically begin
list of references is provided at the end of each chapter.
with any unit. Unit openers and graphics throughout the
These references should prove to be a useful resource for
text reinforce this concept.
students to explore topics in more detail for laboratory
reports or term projects. The extensive referencing also
reinforces the point that our knowledge in exercise physi-
ology is based on a foundation of rigorous research. Consistent Sequence of Presentation
The body of knowledge in exercise physiology is
extensive and growing every day. Each individual faculty To lay a solid pedagogical foundation, the chapters in
member must determine what is essential for his or her each unit follow a consistent sequence of presentation:
students. To this end, we have tried to allow for choice basic anatomy and physiology, the measurement and
and fl exibility, particularly in the organization of the con- meaning of variables important to understanding exer-
tent of the book. cise physiology, exercise responses, training principles
v
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vi Preface
and adaptations, and special applications, problems, and Focus on Application and Focus on Application—
considerations. Clinically Relevant boxes emphasize how research and
underlying exercise physiology principles are relevant to
Basic Sciences the practitioner.
It is assumed that the students using this text will have
had a basic course in anatomy, physiology, chemistry, and
Complete Integration of Age Groups
math. However, suffi cient information is presented in the
basic chapters to provide a background for what follows if and Sexes
this is not the case. For those students with a broad back-
ground, the basic chapters can serve as a review; for those A major departure from tradition in the organization of
students who do not need this review, the basic chapters this text is the complete integration of information rel-
can be de-emphasized. evant to all age groups and both sexes. In the past, there
was good reason to describe evidence and derive con-
Measurement cepts based on information from male college students
and elite male athletes. These were the samples of the
Inclusion of the measurement sections serves two
population most involved in physical activity and sport,
purposes—to identify how the variables most frequently
and they were the groups most frequently studied. As
used in exercise physiology are obtained and to contrast
more women, children, and older adults began partici-
criterion or laboratory test results with fi eld test results.
pating in sport and fi tness programs, information became
Criterion or laboratory results are essential for accu-
available on these groups. Chapters on females, children/
rate determination and understanding of the exercise
adolescents, and the elderly were often added to the back
responses and training adaptations, but fi eld test results
of an exercise physiology text as supplemental material.
are often the only items available to professionals in
However, most physical education, kinesiology, and exer-
school or health club settings.
cise science professionals will be dealing with both male
and female children and adolescents in school settings,
Exercise Responses and Training Adaptations
average middle-aged adults in health clubs or fi tness cent-
ers, and older adults in special programs. Very few will
The chapters or sections on exercise responses and
be dealing strictly with college-aged students, and fewer
training adaptations present the defi nitive and core
still will work with elite athletes. This does not mean
information for exercise physiology. Exercise response
that information based on young adult males has been
chapters are organized by exercise modality and intensity.
excluded or even de-emphasized. However, it does mean
Specifi cally, physiological responses to the following six
that it is time to move coverage of the groups that make
categories of exercise (based on the duration, intensity,
up most of the population from the back of the book and
and type of muscle contraction) are presented when suffi -
integrate information about males and females at various
cient data are available: (1) short-term, light to moderate
ages throughout the text. That being said, these sections
submaximal aerobic exercise; (2) long term, moderate to
are typically stand-alone, allowing the faculty member to
heavy submaximal aerobic exercise; (3) incremental aero-
give the individual students freedom to select a popula-
bic exercise to maximum; (4) static exercise; (5) dynamic
tion they are primarily interested in.
resistance exercise; and (6) very short-term, high intensity
anaerobic exercise. Training principles for the prescrip-
tion of exercise training programs are presented for each
Pedagogical Considerations
physical fi tness component: aerobic and anaerobic metab-
olism, body composition, cardiovascular endurance, mus-
cular strength and endurance, and fl exibility and balance. This text incorporates multiple pedagogical techniques
These principles are followed by the training adaptations to support student learning. These techniques include a
that will result from a well-prescribed training program. list of learning objectives at the beginning of each chap-
ter as well as a chapter summary, review questions, and
references at the end of each chapter. Another pedagogi-
Special Applications
cal aid is the use of a running glossary. Terms are high-
The special applications chapters always relate the lighted in defi nition boxes as they are introduced and
unit topic to health-related fi tness and then deal with are highlighted and defi ned in the text where they fi rst
such diverse topics as altitude and thermoregulation appear to emphasize the context in which they are used.
(Cardiovascular-Respiratory Unit); making weight and A glossary is included in the back matter of the book
eating disorders (Metabolic Unit); muscle fatigue and sore- for easy reference. Additional important technical terms
ness (Neuromuscular-Skeletal Unit); and Overreaching/ with which students should be familiar are italicized in
Overtraining Syndrome (Neuroendocrine Immune Unit). the text to emphasize their importance. Because so many
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