Week+5

=Week 5:=

Training the energy systems
OUTCOME 3: UNIT 2: Lab report assessment //A practical laboratory report analysing the relative contribution of the energy systems // //and associated fatigue mechanisms and recovery strategies used in various activities. // **Introduction: ** An outcome designed around an excursion to the Exercise Physiology labs of a university. Using their Maximal Oxygen Uptake Laboratory Cycle Test. The student volunteer will have their respiratory exchange, and heart rate recorded for the duration of the test. Exercise Physiologists will conduct the test.
 * Not assessed

Aim:
To identify the relationship between oxygen uptake and energy production that resulted in movement in the Oxygen Uptake Bicycle Ergometer test.


 * Not assessed

Method :
What happened in the test? – Outline the test protocol that was followed when conducting the Oxygen Uptake Laboratory Test.

Data/Results:
Present, and Accurately Label, the Graph(s) **and** Table(s) that form the discussion for the Oxygen Uptake Laboratory Test:


 * Data Table (Table One)
 * Heart Rate Graph (Graph One)
 * <span style="font-family: 'Century Gothic','sans-serif';">Oxygen Uptake Graph (Graph Two)
 * <span style="font-family: 'Century Gothic','sans-serif';">Gastin and Le Rossignol Table (Table Two)

<span style="color: #ff9900; font-family: 'Century Gothic','sans-serif'; font-size: 14.6667px;">Discussion:

 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 14.6667px;">Components of Fitness ** –


 * <span style="font-family: 'Century Gothic','sans-serif';">What is the component of fitness being assessed by Maximal Uptake Laboratory Test? Definition.
 * <span style="font-family: 'Century Gothic','sans-serif';">What evidence from the activity supports the decision about the component of fitness.
 * <span style="font-family: 'Century Gothic','sans-serif';">Explain in terms of Intensity (Cycling Speed (Cadence) Watts and Heart Rates) and Duration (length of time of the test) of the activity. Explain in terms of the test protocol – what was required by the test? At what intervals was the resistance increased on the treadmill? How was the resistance increased?
 * <span style="font-family: 'Century Gothic','sans-serif';">What major muscle groups were utilised in this test?


 * <span style="color: #999999; font-family: 'Century Gothic','sans-serif'; font-size: 14.6667px;">2. ****<span style="color: #999999; font-family: 'Century Gothic','sans-serif'; font-size: 14.6667px;">Oxygen Uptake and Delivery/Energy Systems ** –


 * <span style="font-family: 'Century Gothic','sans-serif';">Phase One of the Test (0min – 1min) **
 * <span style="font-family: 'Century Gothic','sans-serif';">What was the duration of this phase?
 * <span style="font-family: 'Century Gothic','sans-serif';">What was the Heart Rate reading at the //start// of this phase? What was the Heart Rate reading at the //end// of this phase? What percentage of predicted max Heart Rate is the subject working at?
 * <span style="font-family: 'Century Gothic','sans-serif';">What was the Oxygen Uptake (V02) reading at the start of this phase? (VO2 ml/kg/min) What was the Oxygen Uptake reading at the end of this phase?
 * <span style="font-family: 'Century Gothic','sans-serif';">What % of the highest VO2 reading is the Oxygen Uptake value at the end of this work phase?
 * <span style="font-family: 'Century Gothic','sans-serif';">What energy system(s) are the predominant pathways for ATP production in this part of the test?
 * <span style="font-family: 'Century Gothic','sans-serif';">Demonstrate your understanding of the way that the energy systems utilised in this test result in ATP production (outline the chemical equations).
 * <span style="font-family: 'Century Gothic','sans-serif';">Use evidence from the Laboratory test to support your suggestion that the energy system(s) outlined were providing ATP for movement in this part of the test.
 * <span style="font-family: 'Century Gothic','sans-serif';">Outline the pathway that oxygen takes in order to reach the working muscles to support the concept that there is insufficient time for the subject to be working aerobically in the initial phase of the test.
 * <span style="font-family: 'Century Gothic','sans-serif';">What food fuels are used in each of these energy systems?


 * <span style="color: #999999; font-family: 'Century Gothic','sans-serif';">Phase Two of the Test (1min – Xmin) **
 * <span style="font-family: 'Century Gothic','sans-serif';">What was the duration of this phase?
 * <span style="font-family: 'Century Gothic','sans-serif';">What was the Heart Rate reading at the start of this phase? What was the Heart Rate reading at the end of this phase? What percentage of predicted max Heart Rate is the subject working at?
 * <span style="font-family: 'Century Gothic','sans-serif';">What was the Oxygen Uptake (V02) reading at the start of this phase? (VO2 ml/kg/min) What was the Oxygen Uptake reading at the end of this phase?
 * <span style="font-family: 'Century Gothic','sans-serif';">What % of the highest VO2 reading is the Oxygen Uptake value at the end of this work phase?
 * <span style="font-family: 'Century Gothic','sans-serif';">Describe what happened in this phase of the test
 * <span style="font-family: 'Century Gothic','sans-serif';">Name the energy system(s) used in this part of the test?
 * <span style="font-family: 'Century Gothic','sans-serif';">Use evidence from the Laboratory test to support your suggestion that the energy system(s) outlined were providing ATP for movement in this part of the test.
 * <span style="font-family: 'Century Gothic','sans-serif';">Define the term ‘Steady State’
 * <span style="font-family: 'Century Gothic','sans-serif';">When was the subject operating in phase(s) of steady state? Use evidence from the data to support your suggestion.
 * <span style="font-family: 'Century Gothic','sans-serif';">Define the term ‘Oxygen Deficit’
 * <span style="font-family: 'Century Gothic','sans-serif';">When was the subject was operating in a phase of oxygen deficit? Use evidence from the data to support your suggestion.
 * <span style="font-family: 'Century Gothic','sans-serif';">What food fuels are used in this phase of the activity?
 * <span style="font-family: 'Century Gothic','sans-serif';">Define the term ‘Lactate Inflection Point’
 * <span style="font-family: 'Century Gothic','sans-serif';">Use evidence from the activity to illustrate your understanding of Lactate Inflection Point and when the subject reached this point in the activity.


 * <span style="color: #999999; font-family: 'Century Gothic','sans-serif';">Phase Three of the Test (Xmin – Ymin) **
 * <span style="font-family: 'Century Gothic','sans-serif';">What was the duration of this phase?
 * <span style="font-family: 'Century Gothic','sans-serif';">What was the Heart Rate reading at the start of this phase? What was the Heart Rate reading at the end of this phase? What percentage of predicted max Heart Rate is the subject working at?
 * <span style="font-family: 'Century Gothic','sans-serif';">What was the Oxygen Uptake (V02) reading at the start of this phase? (VO2 ml/kg/min) What was the Oxygen Uptake reading at the end of this phase?
 * <span style="font-family: 'Century Gothic','sans-serif';">What % of the highest VO2 reading is the Oxygen Uptake value at the end of this work phase?
 * <span style="font-family: 'Century Gothic','sans-serif';">Describe what happened in this phase of the test
 * <span style="font-family: 'Century Gothic','sans-serif';">Name the energy system(s) used in this part of the test?
 * <span style="font-family: 'Century Gothic','sans-serif';">Use evidence from the Laboratory test to support your suggestion that the energy system(s) outlined were providing ATP for movement in this part of the test.
 * <span style="font-family: 'Century Gothic','sans-serif';">What was main cause of fatigue for the subject?


 * <span style="color: #999999; font-family: 'Century Gothic','sans-serif';">Phase Four of the Test (Recovery ****<span style="color: #999999; font-family: 'Century Gothic','sans-serif';">) **
 * <span style="font-family: 'Century Gothic','sans-serif';">What was the Heart Rate reading at the start of this phase?
 * <span style="font-family: 'Century Gothic','sans-serif';">Describe what happened to the subject in this phase of the test.
 * <span style="font-family: 'Century Gothic','sans-serif';">Define the term ‘Excess Post Exercise Oxygen Consumption.’
 * <span style="font-family: 'Century Gothic','sans-serif';">Explain what the body is trying to do during this phase of the test. What type of recovery strategy is required by the subject to speed up recovery?
 * <span style="font-family: 'Century Gothic','sans-serif';">Name the energy system that the subject would be using for muscle movement in this phase of the test

<span style="font-family: 'Century Gothic','sans-serif';">Conclusion:

 * <span style="font-family: 'Century Gothic','sans-serif';">Make a summary statement

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Bibliography

__<span style="font-family: 'Cambria','serif';">Lab report on the process of //<span style="font-family: 'Cambria','serif';">Maximal Oxygen Uptake Laboratory Cycle Test //<span style="font-family: 'Cambria','serif';">, outlining the information required for the Aim, Method, data/results, discussion and conclusion. __

<span style="font-family: 'Cambria','serif';">Assesment sheet for above learning task

Table outlining the difference in sports and the contribution of the interplay between the different energy systems

i.e. **at the 5 second stage the contribution from the 3 systems for a centre might be:** ATP-PC – 90%; LA – 5-7%; Aerobic – 3-5% ATP-PC – 25%; LA – 15%; Aerobic – 60% || * The marathon in a continuous activity that lasts for just over 2 hours at the elite level. When starting, all 3 systems supply energy but at a slower rate than that required by someone who is working at a higher intensity such as a netball centre. PC will be used at a slower rate and hence it will peak later, i.e. 8-10 seconds. The LA and aerobic systems, are also contributing to ATP production from the first step increase their contribution, but because the activity will not exceed the lactate inflection point in the early stages, the aerobic system quickly takes over as the major ATP producer. i.e. **at the 5 second stage the contribution from the 3 systems might be:** ATP-PC – 80%; LA – 15%; Aerobic – 5% ATP-PC – 0%; LA – 5%; Aerobic – 95% ||
 * ** Intermittent ~Team Sport = Netball ** || ** Continuous ~ Individual Activity = Marathon ** ||
 * * Netball is characterized by repeated bouts of high-intensity action interspersed with periods of moderate activity and active rest (during play stoppages). When the whistle blows to start play all 3 systems start contributing, but most energy is derived from the ATP-PC system in the first 3-5 seconds. During the same time the LA system is increasing its contribution to energy production, but is slower than the ATP-PC system due to more complex chemical reactions required to break down glycogen as compared to PC. If efforts above 85% max heart rate last for longer than 5 seconds, the LA system will increase its contribution.
 * There is sufficient PC to “power” efforts for up to 10 seconds and following each explosive burst, this will be drained and deplete the ATP-PC system. Restoration of PC will occur at very low intensities, but it is likely that until a 60+ second break occurs (quarter/half time or bench) this system will not have adequate opportunities to totally rebuild/restore PC and increasingly high intensity efforts will be driven by the LA system as the match progresses, especially for mobile players such as centres, wing attacks/defence,etc..
 * The aerobic energy system only supplies a small portion of the energy needed during these initial intense efforts, but its contribution increases as PC has less time to resynthesise and the game progresses.
 * The aerobic system provides most of the energy needed during moderate activity during the game after the 2 minute mark, and it is critical for efficient recovery between play stoppages, during time on the bench and quarter or half time breaks. During a quarter, even if high intensity efforts are required, once the aerobic system has established itself as the major ATP producer (2+minutes), it still contributes more to ATP production than the LA system which despite increasing its contribution, can only produce 1/5 – 1/7 as much ATP in total as the aerobic system.
 * at the 2 minute stage the contribution from the 3 systems for a centre might be: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">During any surges in the race, where the LA system increases its contribution, it still cannot produce the same amount of energy as the aerobic system (2/3 moles ATP compared to 30-36 moles ATP). During surges <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 16px;">the LA system isn’t the major ATP provider, rather it is the system that provides the extra energy required to allow an increase in intensity / work output.
 * Once PC is depleted it does not have the chance to replenish itself so the ATP-PC contribution is limited to the first few seconds of the race. The aerobic system is not only important to producing ATP during the race but it also plays an important role in breaking down any metabolic by-products that accumulate when the LA system increases its contribution as well as converting any accumulated LA back into glycogen to be used either aerobically or anaerobically.
 * // For any activity, rather than consider the overall contribution of the 3 energy systems it is probably more accurate to consider the energy system contribution and interplay at various stages of performance by considering the key factors of intensity; duration (how far into the activity the event has progressed) and availability of fuels //**
 * at the 1 hour stage the contribution from the 3 systems might be: **

__ Information for teachers on the Lactate Inflection Point __

*Further activity ideas for the interplay of the energy systems include, flowcharts, mind maps and tables.*