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Lifetime Physical Fitness and Wellness A Personalized Program 13th Edition Hoeger Solutions Manual Download
Lifetime Physical Fitness and Wellness A Personalized Program 13th Edition Hoeger Solutions Manual Download
CHAPTER 6
CARDIORESPIRATORY ENDURANCE
“Daily physical activity is the miracle medication that people are looking for.”
OBJECTIVES
▪ Define cardiorespiratory endurance and describe the benefits of cardiorespiratory endurance training in
maintaining health and well-being.
▪ Define aerobic and anaerobic exercise, and give examples.
▪ Be able to assess cardiorespiratory fitness through five different test protocols: 1.5-Mile Run Test, 1.0-
Mile Walk Test, Step Test, Astrand-Ryhming Test, and 12-Minute Swim Test.
▪ Be able to interpret the results of cardiorespiratory endurance assessments according to health fitness
and physical fitness standards.
▪ Determine your readiness to start an exercise program.
▪ Explain the principles that govern cardiorespiratory exercise prescription: intensity, mode, duration, and
frequency.
▪ Learn how to write a comprehensive cardiorespiratory exercise prescription.
▪ Learn some ways to foster adherence to exercise.
MINDTAP
Assess your cardiorespiratory endurance.
Maintain a log of all your fitness activities.
Check your understanding of the chapter contents by logging on to CengageNOW and assessing the pre-test,
personalized learning plan, and post-test for this chapter.
Critical Thinking: Your friend Joe is not physically active and doesn’t exercise. He manages to keep his weight
down by dieting and tells you that because he feels and looks good, he doesn’t need to exercise. How do you
respond to your friend?
C. Benefits of Aerobic Training (Figure 6.1; Behavior Modification Planning Box: Tips to Increase
Daily Physical Activity).
Lifetime Physical Fitness Chapter 6
and Wellness Cardiorespiratory Endurance
4. Age
a. For sedentary individuals: 1 percent VO2max reduction is observed each year,
beginning at age 25.
b. For physically active individuals: 0.5 percent VO2max reduction is observed each
year, beginning at age 25.
5. Body composition
a. Because VO2max is expressed relative to body weight, the greater the body
fatness, the lower the VO2max estimate.
b. Healthy women have more body fat than men, leading to a lower VO 2max
estimate (mL/kg/min).
c. Healthy men have more muscle than women, providing more potential for
highly aerobic tissue to consume O2.
Critical Thinking: You can improve your relative VO2max without engaging in an aerobic exercise program. How
do you accomplish this? Would you benefit from doing so?
Critical Thinking: Should fitness testing be a part of a fitness program? Why or why not? Does preparticipation
fitness testing have benefits, or should fitness testing be done at a later date?
VIII. GUIDELINES FOR CR EXERCISE PRESCRIPTION (Figure 6.11 and Activity 6.4)
A. Introduction
1. Only about 19 percent of U.S. adults exercise at the intensity and frequency required
to meet the minimum recommendations of the American College of Sports Medicine
(ACSM) for improvement and maintenance of cardiorespiratory fitness.
2. The exercise needs to be vigorous enough to overload the heart. The result will be
cardiac increases in size, strength, and efficiency.
a. Intensity usually is recommended above 60 percent of maximal capacity.
b. This will substantially increase heart and breathing rates.
3. The acronym FITT describes the exercise prescription variables:
a. Frequency.
b. Intensity.
c. Type (mode of exercise).
d. Time (duration of exercise).
B. Intensity of Exercise
1. Quantified as 30–85 percent of heart rate reserve (HRR).
2. Calculate HRR
a. Estimate maximal heart rate: (MHR) = 207 – (0.7 Age)
b. Measure resting heart rate (RHR) after sitting quietly for 30 minutes, but also
at least 3 hours after exercise and eating (Table 6.4).
c. HRR = MHR – RHR
3. Calculate the minimum and maximum thresholds for the CR TZ (Figure 6.7).
4. Light-intensity will improve health (risk for disease) but does not substantially improve
cardiorespiratory function.
5. Begin the first few weeks with a lower training zone, then move higher, but not higher
than 85 percent of HRR (Figure 6.7).
Lifetime Physical Fitness Chapter 6
and Wellness Cardiorespiratory Endurance
1.Research studies indicate that people who spend most of their day sitting have as much
as a 50 percent greater risk of dying prematurely from all causes and an 80 percent
greater risk of dying from cardiovascular disease.
2. Results of excessive sitting include:
a. Weaker muscles.
b. Sluggish central nervous system.
c. Increased fatigue.
d. Decreased insulin sensitivity.
e. Higher blood pressure.
f. Decreased lipoprotein lipase activity.
g. Increased LDL cholesterol and triglycerides.
3. Look to enhance non-exercise activity thermogenesis (NEAT) by:
a. Standing when possible, instead of sitting.
b. Considering a treadmill desk.
c. Using a stability ball instead of a chair.
d. Holding walking meetings, instead of sitting meetings.
e. Walking to face-to-face communications, instead of using the phone or email.
f. Taking intermittent breaks to stretch or walk.
g. Parking farther away and taking stairs instead of the elevator.
J. Rate of Progression
1. Depends on health status, exercise tolerance, and exercise program goals.
2. Beginners should exercise three weekly sessions of 15–20 minutes.
3. Thereafter, duration can be increased 5–10 minutes and frequency up to five times per
week until desired fitness is reached and maintained (Activity 6.4; Figure 6.9).
K. Conclusions (Figures 6.10 and 6.11)
1. Ideally, a person should engage in physical activity 6–7 times each week, for 20–60
minutes each session, and in the appropriate training intensity zone.
2. Weight control purposes require daily 60–90 minute durations.
3. Older individuals can enjoy the same benefits, but the rate of change may be slower.
Critical Thinking: Mary started an exercise program last year as a means to lose weight and enhance her body
image. She now runs about six miles every day, strength-trains daily, participates in step-aerobics twice per week,
and plays tennis or racquetball twice a week. Evaluate her program and make suggestions for improvements.
J. Exercise to music.
K. Keep a record of activities.
L. Conduct periodic assessments.
M. Be sensitive to warning signs of injury.
N. Seek professional help when seriously injured or ill.
CHAPTER 6
CARDIORESPIRATORY ENDURANCE
LABORATORY DESCRIPTIONS
1.5-MILE RUN TEST (Figure 6.2, Tables 6.2 and 6.8, and Activity 6.1)
Theory
Main point
The faster an individual can run the distance of 1.5 miles, the higher the cardiorespiratory capacity.
Supporting points
1. Cardiorespiratory endurance is dependent on aerobic energy.
2. The aerobic system is the predominant energy system for this length of time.
3. Aerobic power and cardiorespiratory endurance are dependent on the ability of the cardiovascular system to
deliver oxygen to the muscles so that energy can be produced.
Assumptions
1. Individuals differ much less in running efficiency than in aerobic power.
2. The participants gave maximal effort to run the best time possible.
Procedure
1. Select the testing site: a track or 1.5-mile flat course.
2. Make sure all individuals are safe to participate in the test.
3. Explain the purpose of the test to the participants.
4. Conduct a warm-up session.
5. Administer the test and record the times for all participants.
6. Conduct a cool-down session.
Evaluation
1. Use Table 6.2 to estimate the maximum oxygen uptake for each individual.
2. Use Table 6.8 to classify the cardiorespiratory fitness of each individual.
3. Record results in Activity 6.1.
1.0-MILE WALK TEST (Figure 6.3, Table 6.8, and Activity 6.1)
Theory
Main point
The lower the heart rate for a given walk time for a given individual, the higher the cardiorespiratory
capacity.
Supporting points
1. Cardiorespiratory endurance is dependent on aerobic energy.
2. The aerobic system is the predominant energy system for this length of time.
3. Aerobic power and cardiorespiratory endurance are dependent on the ability of the cardiovascular system to
deliver oxygen to the muscles so that energy can be produced.
Assumptions
1. Individuals differ much less in walking efficiency than in aerobic power.
2. The participants walked fast enough to elicit a 120-beat/minute heart rate.
3. The participants walked at the same effort (heart rate) over the entire 1.0-mile distance.
4. The prediction equation is a valid estimate of VO2max.
5. VO2max is the definitive measure of cardiorespiratory endurance.
Procedure
1. Select the testing site: a track or 1.0-mile flat course.
2. Make sure all individuals are safe to participate in the test.
3. Measure body weight of all participants.
Lifetime Physical Fitness Chapter 6
and Wellness Cardiorespiratory Endurance
Evaluation
1. Plug all numbers into the prediction formula (including gender factor) to estimate the maximum oxygen
uptake for each individual.
2. Use Table 6.8 to classify the cardiorespiratory fitness of each individual.
3. Record results in Activity 6.1.
STEP TEST (Figure 6.4, Tables 6.3 and 6.8, and Activity 6.1)
Theory
Main point
The lower the heart rate for the standard bout of step exercise, the higher the cardiorespiratory capacity.
Supporting points
1. Cardiorespiratory endurance is dependent on aerobic energy.
2. The aerobic system is the predominant energy system for this length of time.
3. Aerobic power and cardiorespiratory endurance are dependent on the ability of the cardiovascular system to
deliver oxygen to the muscles so that energy can be produced.
Assumptions
1. Individuals differ much less in stepping efficiency than in aerobic power.
2. The participants stepped in proper cadence with a calibrated metronome and appropriate step heights.
3. The prediction equation is a valid estimate of VO2max.
4. VO2max is the definitive measure of cardiorespiratory endurance.
Procedure
1. Select the testing site: a bench or gym bleacher set at 16.25 inches high.
2. Make sure all individuals are safe to participate in the test.
3. Set a metronome to 96 beats per minute for men to complete a 4-step cadence (up-up-down-down) in 3
minutes.
4. Set a metronome to 88 beats per minute for women to complete a 4-step cadence (up-up-down-down) in 3
minutes.
5. Allow a 5–10 second practice period for the participants to be familiar with the task.
6. Upon completion of the 3 minutes of stepping, measure heart rate (while standing) from 5 seconds until 20
seconds into recovery.
7. Convert to beats/minute by multiplying by 4.
Evaluation
1. Plug recovery heart rate into the appropriate gender-specific formula or use Table 6.3 to estimate the
maximum oxygen uptake for each individual.
2. Use Table 6.8 to classify the cardiorespiratory fitness of each individual.
3. Record results in Activity 6.1.
ASTRAND-RYHMING TEST (Figure 6.5, Tables 6.5, 6.6, and 6.8, and Activity 6.1)
Theory
Main point
The lower the heart rate for a given workload of cycling exercise, the higher the cardiorespiratory capacity.
Supporting points
1. Cardiorespiratory endurance is dependent on aerobic energy.
2. The aerobic system is the predominant energy system for this length of time.
Lifetime Physical Fitness Chapter 6
and Wellness Cardiorespiratory Endurance
3. Aerobic power and cardiorespiratory endurance are dependent on the ability of the cardiovascular system to
deliver oxygen to the muscles so that energy can be produced.
Assumptions
1. Individuals differ much less in cycling efficiency than in aerobic power.
2. The participants cycled in proper cadence with a calibrated metronome and the seat height was adjusted
properly.
3. The prediction equation is a valid estimate of VO2max.
4. VO2max is the definitive measure of cardiorespiratory endurance.
Procedure
1. Make sure all individuals are safe to participate in the test.
2. Adjust the seat height so that the knees are almost completely extended at the bottom of the cycling stroke.
3. Set a metronome to 100 for the two down strokes of each cycle (50 revolutions/minute).
4. Set the appropriate workload (women: 300 or 450 kpm; men: 300 or 600 kpm; conditioned women: 450 or
600 kpm; conditioned men: 600 or 900 kpm).
5. Administer 6 minutes of cycling exercise.
6. Record the time required for 30 pulse beats during approximately the last 10 seconds of each minute of
exercise.
7. If the 5th and 6th minute heart rates are within 5 beats/minute of each other, average them and end the test.
8. If the 5th and 6th minute heart rates are not within 5 beats/minute of each other, continue the test for minutes
7, 8, and 9 for this to occur.
9. If the heart rate does not stabilize, stop the test and retest 15–20 minutes later at a lower workload.
10. Record the successful workload and convert the 30 pulse beats to beats/minute by using Table 6.4.
Evaluation
1. Use Table 6.5 to estimate the maximum oxygen uptake for each individual.
2. Use Table 6.6 to correct the maximum oxygen uptake for age.
3. Use Table 6.8 to classify the cardiorespiratory fitness of each individual.
4. Record results in Activity 6.1
12-MINUTE SWIM TEST (Figure 6.6, Table 6.7, and Activity 6.1)
Theory
Main point
The faster an individual can swim for 12 minutes, the higher the cardiorespiratory capacity.
Supporting points
1. Cardiorespiratory endurance is dependent on aerobic energy.
2. The aerobic system is the predominant energy system for this length of time.
3. Aerobic power and cardiorespiratory endurance are dependent on the ability of the cardiovascular system to
deliver oxygen to the muscles so that energy can be produced.
Assumptions
1. Individuals differ less in swimming efficiency than in aerobic power (this is not likely true). This test is
most valid for good swimmers.
2. The participants gave maximal effort to swim the most distance possible.
Procedure
1. Perform the test in a safe, supervised pool.
2. Make sure all individuals are safe to participate in the test.
3. Explain the purpose of the test to the participants.
4. Conduct a warm-up session.
5. Administer the test and record the distances for all participants.
6. Conduct a cool-down session.
Evaluation
1. Use Table 6.7 to estimate the cardiorespiratory fitness for each individual and record results in Activity 6.1.
Lifetime Physical Fitness Chapter 6
and Wellness Cardiorespiratory Endurance
CHAPTER 6
CARDIORESPIRATORY ENDURANCE
CLASSROOM ACTIVITIES
CARTOONS
Use popular cartoons to illustrate cardiorespiratory endurance concerns. Many of them deal with exercise and
overall philosophy of life.
PROGRESS REPORTS
Give simple prospective and retrospective quizzes to keep students reading and thinking.
1. Put multiple-choice, true–false, or short answer questions on a half-sheet of paper.
2. This requires students to make a commitment to some controversial choices.
3. Use the questions as an outline for topics of the day.
HYPOKINETIC DISEASE
1. Ask students to list all the ways a person can contribute to a hypokinetic disease.
2. The answers should surround the sedentary lifestyle and may include some strange behaviors (e.g., waiting
in the car for a close parking space).
1. Ask students to identify the most contributing energy system for various physical activities.
2. Ask students to identify how they came to the conclusion. Was there a time, intensity, or skill limitation to
the activity?
1. Demonstrate the two most common sites to check heart rate: the radial and carotid arteries.
2. Give 10-second timings, while students check each one.
3. Have nearby students assist when there is difficulty locating a pulse.
1. Which test is the best choice to assess cardiorespiratory endurance of the wellness class?
Lifetime Physical Fitness Chapter 6
and Wellness Cardiorespiratory Endurance
1. Ask what constitutes an exercise that will bring about cardiorespiratory endurance.
2. Students should respond with comments about frequency, duration, mode, and intensity.
3. Ask about differences in starting out for the average student in the class versus their parents.
1. Ask what is the best aerobic exercise. From a caloric expenditure and cardiorespiratory standpoint, the best
mode is one that uses the most muscle, possibly cross-country skiing.
2. Ask why we use other modes when they are “inferior.” Dropping out of exercise after only two weeks of
using the “best” mode is not nearly as effective as an “inferior” exercise mode done for years.
3. The best mode is one that a person enjoys and one that uses a large amount of muscle. It does not have to
be the “best” to be the best choice.
3. Calculate the actual heart rates in beats/minute and convert to 10-second or 6-second pulse count
equivalents.
4. Explain that after connecting the perception of intensity with the pulse counts (while exercising) the rate of
perceived exertion (H-PAPE; Figure 6.9) can be used.
1. Assign a visit to the sporting goods store to learn about available exercise clothing and supplies. Various
aspects can be assigned for groups to investigate.
2. Reports should include visuals, activity-specific information, and pricing.
Yumiko never paid attention to how much he walked until his class got pedometers to keep track of their daily steps.
Shocked at how low his number was, he began to work to add walking to his daily routine by parking further away
and walking up steps. His pedometer motivated him to reach (and eventually surpass) the recommended 10,000
steps per day.
1. How important is it to keep track of daily steps and other measures of daily activity?
2. List at least three things Yumiko did to increase his daily steps. What else could he have done?
3. How can you use the theory of “start slow and then work your way up” to increase your daily activity
levels?
WEB RESOURCES
An Online Journal is offered as a gradable assignment in MindTap. If you do not use MindTap in your course, an
alternate online journal can be used. One alternative is Penzu Classroom. Penzu Classroom allows students to
register for an online journal for free with a specific class code as set up by you, the instructor. These journals can be
assigned and then auto-graded and returned to students electronically. Click here for more information and to sign
up: http://penzu.com/content/products/classroom.