Lifetime Physical Fitness and Wellness A Personalized Program 14th Edition Hoeger Solutions Manual

Lifetime Physical Fitness and Wellness
A Personalized Program 14th Edition

Hoeger Solutions Manual
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Lifetime Physical Fitness Chapter 6
and Wellness Cardiorespiratory Endurance
CHAPTER 6
CARDIORESPIRATORY ENDURANCE
“I do not fear nor will I avoid physical activity; bring it on!”
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,
 frequency, volume, and rate of progression. .
 Learn how to write a comprehensive cardiorespiratory exercise prescription.
 Learn some ways to foster adherence to exercise.
 Assess your cardiorespiratory endurance.
 Maintain a log of all your fitness activities.
MINDTAP
Ask your students to visit MindTap to:
• Assess their cardiorespiratory endurance.
• Maintain a log of all their fitness activities.
• Check their understanding of the chapter material by taking the chapter 6 pre-test and post-test.
• Watch the chapter 6 video and take the quiz.
Answers to the Video Quiz:
1. a
2. oxygen
3. c
FREQUENTLY ASKED QUESTIONS

Does aerobic exercise make a person immune to heart and blood vessel disease? It is not a guarantee but lowers the
risk for developing disease.
Is light-intensity aerobic exercise more effective in burning fat? Vigorous-intensity aerobic exercise will burn more
fat because much more energy is required (carbohydrate and fat) than for easier exercise. The percentage of the
energy coming from fat decreases, but the TOTAL amount of fat used increases with increasing intensity of activity.
Do energy drinks enhance performance? The carbohydrate portion of the drink can help during prolonged exercise
(greater than 60 minutes). Otherwise, energy drinks do not enhance performance and can lead to weight gain, heart
arrhythmias, nervousness, irritability, and gastrointestinal discomfort.
REAL LIFE STORY

Yumiko’s experience with monitoring his daily steps and walking more.
© 2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
accessible website, in whole or in part.
EXPANDED CHAPTER OUTLINE

I. Introduction
A. Cardiorespiratory endurance is the most important component of physical fitness and best
indicator of overall health for young adults.
1. Cardiorespiratory endurance is necessary to sustain the energy requirements of a
normal life.
2. Effective cardiorespiratory endurance levels also help maintain recommended body
weight.
B. The lifestyle of the average American does not promote cardiorespiratory endurance.
1. Physical activity is no longer a natural part of the day.
2. The results are hypokinetic diseases.
a. Defined: “hypo” means low or little, and “kinetic” implies motion.
b. Examples of hypokinetic diseases: hypertension, heart disease, chronic low back
pain, and obesity.
II. BASIC CARDIORESPIRATORY PHYSIOLOGY: A QUICK SURVEY
A. The cardiorespiratory (cardiovascular) system uses the vehicle of blood to deliver oxygen to the
body tissues.
1. Cardio (heart).
2. Respiratory (exchange of gases in the lungs and tissues).
3. Vascular (blood vessels).
B. Tissue activity
1. Oxygen is used at the cellular level to help produce energy.
a. Food substrate energy is transferred into the ATP (adenosine triphosphate)
molecule.
2. ATP energy is used to perform exercise, body functions, and maintenance of a constant
internal equilibrium.
C. Oxygen uptake (VO2)
1. Exercise demands a high rate of energy expenditure, so higher tissue oxygen levels are
needed to make the energy available.
2. A higher capacity to deliver and utilize oxygen—called oxygen uptake, or VO2—
indicates a more efficient CR system.
3. Measuring VO2 is an important way to evaluate our CR health.
III. AEROBIC AND ANAEROBIC EXERCISE
A. Aerobic exercise requires oxygen to produce the necessary energy (ATP) to carry out the activity.
1. Examples: walking, jogging, swimming, cycling, cross-country skiing, water aerobics,
rope skipping, and aerobic dance.
B. Anaerobic exercise does not require oxygen to produce the necessary energy (ATP) to carry out
the activity.
1. Explosive, high-intensity, short-lived bouts of exercise such as 100, 200, and 400
meters in track and field.
2. Anaerobic exercises do not stimulate improvements in the cardiorespiratory system.
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).
1. A higher maximal oxygen uptake (VO2max).
2. An increase in the oxygen-carrying capacity of the blood.
3. A decrease in resting heart rate (RHR) and an increase in cardiac muscle strength
(stroke volume).
4. A lower heart rate at given workloads.
5. An increase in the number and size of the mitochondria.
6. An increase in the number of functional capillaries.
7. An increase in fat-burning enzymes.

8. Ability to recover rapidly.
9. Lower blood pressure and blood lipids.
10. Better health and wellness.
IV. PHYSICAL FITNESS ASSESSMENT
A. Purposes of cardiorespiratory assessment
1. Education regarding present fitness verses fitness standards.
2. Motivation to participate in exercise programs.
3. Foundation for exercise prescription.
4. Evaluation of present fitness programs.
5. Evaluation of fitness over the years.
B. Responders verses Nonresponders
1. There is variation of resulting benefits from physical training.
2. The principle of individuality
a. Most individuals are responders; they show improvements to training.
b. Others are nonresponders; they show small or no improvements to training.
3. Amount of response after several months of training:
a. Increases of 15–20 percent in VO2max are typical.
b. About 5 percent of exercise participants see no response at all.
c. A selected few experience 50 percent improvements in VO2max. They begin at
very low levels.
V. Assessment of Cardiorespiratory Endurance
A. The human body burns about five calories for each liter of oxygen consumed.
B. Cardiorespiratory endurance is estimated by the maximal amount of oxygen the body is able to
utilize (oxygen uptake) per minute of physical activity, VO2max.
C. VO2max is expressed in mL/kg/min (mL of oxygen for each kilogram of the body, for each minute
of the maximal exercise condition).
D. Because oxygen delivery to the tissues is the limiting factor, the higher the VO2max, the more
powerful and efficient the cardiorespiratory system.
E. During aerobic exercise, the average person trains about 50 percent of VO2max.
F. Components of Oxygen Uptake (VO2)
1. Heart Rate
a. Beginning at age 12, maximal heart rate can be estimated by subtracting age
from 220 (i.e. 220 – age = MHR).
2. Stroke Volume
a. Increased by training-increased cardiac contractility, blood volume, and filling
of the heart in between beats (during the heart phase of diastole).
3. Amount of Oxygen Removed from Blood
a. Known as arterial-venous oxygen difference (a-–vO2diff).
b. Knowing heart rate, stroke volume, and a-–vO2diff, VO2 can be estimated
4. Other Factors in Estimating VO2max
a. Genetics
b. Training state
c. Gender
i. Men exhibit a 15–30 percent higher VO2max than women.
ii. Men have higher hemoglobin, lower body fat, and greater heart size
than women.
a. Age
i. For sedentary individuals: 1 percent VO2max reduction is observed each
year, beginning at age 25.
ii. For physically active individuals: 0.5 percent VO2max reduction is
observed each year, beginning at age 25.
b. 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
VO2max 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?
G. TESTS TO ESTIMATE VO2MAX

1. Safety of Testing
a. A health history questionnaire is the minimum screen tool for exercise testing or
participation (Activity 1.3).
2. 1.5-Mile Run Test (Figure 6.2)
a. Appropriate mode for highly aerobically trained subjects.
b. Easy to administer: need only a measured distance and stopwatch.
c. VO2max is estimated from the elapsed time (Table 6.2).
d. Considered maximal because the objective is to cover the distance as fast as
possible.
3. 1.0-Mile Walk Test (Figure 6.3)
a. Efficient mode of exercise for most individuals.
b. Subjects must bring heart rate up to at least 120 beats/min but also maintain the
same intensity throughout the walk.
c. Key factors of body weight, walk time, and resulting exercise heart rate serve as
indicators of aerobic capacity.
d. Considered relatively safe and effective for testing large groups.
4. Step Test (Figure 6.4)
a. Requires a 16.25-inch step for each subject.
b. A higher heart rate indicates a lower aerobic capacity available to perform the
submaximal stepping cadence (Table 6.3).
c. Considered relatively safe and effective (if bleachers are this high) for testing
large groups.
5. Astrand-Ryhming Test (Figure 6.5)
a. Excellent testing mode when joint trauma or excessive body weight are concerns
with weight-bearing exercise.
b. A higher heart rate indicates a lower aerobic capacity available to perform the
submaximal cycling cadence (Tables 6.5 and 6.6).
c. Time intensive if testing groups of subjects.
6. 12-Minute Swim Test (Figure 6.6; Table 6.7)
a. Excellent (specific) test if subject is swim trained.
b. VO2max is estimated from the distance covered.
c. Considered maximal because subject is to swim as fast as possible.
7. Interpreting the Results of Your Maximal Oxygen Uptake
a. Use Table 6.8 for cardiorespiratory fitness classification according to VO2max.
b. The health fitness standard is the minimal goal for adequate cardiorespiratory
fitness.
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?
VI. PRINCIPLES OF CR EXERCISE PRESCRIPTION

A. Readiness for Exercise
1. The first step (Activity 6.2)
a. Answer the question, “Am I ready to start an exercise program?”
b. Scoring 12 or above in each category in Activity 6.2 indicates that initiating and
adhering to exercise are plausible. The categories are: mastery (self-control),
attitude, health, and commitment.
2. Next, decide positively to try (Activity 6.3)

a. List the advantages, such as: (1) It will make me feel better, (2) I will lose
weight, (3) I will have more energy, and (4) It will lower my risk for chronic
diseases.
b. Compare to the disadvantages, such as: (1) I don’t want to take the time, (2) I’m
too out of shape, (3) There’s no good place to exercise, and (4) I don’t have the
willpower to do it.
c. Identify the stage for cardiorespiratory endurance.
d. Outline specific processes and techniques for change.
VII. GUIDELINES FOR CR EXERCISE PRESCRIPTION (Figure 6.11 and Activity 6.4)
A. Introduction
1. According to a survey released by the Centers for Disease Control and Prevention
(CDC), overall, only 46.1 percent of adults (50.4 percent of men and 42.1 percent of
women) in the U.S. met the 2008 federal guidelines for aerobic physical activity.
2. To develop the CR system, 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 American College of Sports Medicine (ACSM) uses the acronym FITT-VP to
describe the exercise prescription variables:
a. Frequency.
b. Intensity.
c. Type (mode of exercise).
d. Time (duration of exercise).
e. Volume
f. Progression
B. Intensity of Exercise
1. Health and CR fitness benefits result when working at 30–90 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 training zone (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).
C. Moderate- versus Vigorous-Intensity Exercise
1. It appears that vigorous-intensity exercise is more than twice as effective in lowering
cardiovascular disease risk as is moderate-intensity exercise (Figure 6.8).
D. Monitoring Exercise Heart Rate (during the first few weeks of training)
1. Wait until about 5 minutes into aerobic exercise.
2. Check the pulse count for 10 seconds, and then multiply by 6 to express as beats per
minute.
3. Adjust intensity up or down based on whether the heart rate is in the target heart rate
zone.
4. Training in the lower intensities (nearer to 50 percent HRR) of the heart rate zone will
develop health fitness; training in the upper intensities (nearer to 85 percent of HRR) of
the heart rate zone will develop health and physical fitness.
E. Rate of Perceived Exertion (Figure 6.9)
1. Physical activity perceived exertion (H-PAPE) scale (Figure 6.9) is an alternative
method of prescribing intensity of exercise..
2. Note H-PAPE when training at a calculated intensity level. H-PAPE can then be
substituted for calculations when a certain intensity is desired for subsequent training
sessions.
F. Mode (Type) of Exercise
1. The mode of exercise must be aerobic to stimulate a cardiorespiratory response.
2. Choose using personal preferences.
a. Choose based on likes, dislikes, and experience.
b. Choose based on body shape and function dispositions.
3. The more muscle mass involved, the greater the demands on the CR system.
4. The amount of strength or flexibility you develop through various activities differs.
G. Duration (Time) of Exercise
1. About 20–60 minutes per exercise session is generally recommended. About 60–90
minutes most days of the week is recommended for weight loss and maintenance.
2. The less intense, the greater the required duration for an adequate training effect.
3. Even though a continuous 30 minutes of exercise stimulates greater increases in
aerobic power, three sessions of 10 minutes each provide significant cardiorespiratory
benefit. This is helpful if only short periods of time are available.
4. The suggested 30 minutes does not count the suggested warm-up and cool-down
aspects of the exercise session.
5. Novice exercisers should work toward expanding duration with relatively low
intensities. This helps to protect against a variety of injuries.
6. Warm-up to prepare for exercise.
a. Increased muscle and connective tissue extensibility.
b. Increased joint range of motion.
c. Enhanced muscular activity.
7. Cool-down to recover from exercise.
a. Better heat dissipation.
b. Enhanced lactic acid removal.
H. Frequency of Exercise
1. The recommended exercise frequency for aerobic exercise is three to five days per
week.
2. When exercising at moderate intensity, 30 to 60 minutes five days per week are
required to improve or maintain VO2max.
3. Exercise on most, if not all, days of the week is recommended.
4. Most of the benefits of exercise and activity diminish within two weeks of substantially
decreased physical activity.
I. Physical Stillness: A Deadly Proposition
1. Research studies indicate that people who spend most of their day sitting have a much
greater risk of dying prematurely from all causes and an even greater risk of dying
from cardiovascular disease.
2. Hypokinetic diseases are the result of a sedentary lifestyle.
3. The challenge is more than exercising for a minimum of 30 minutes on most days of
the week.
a. Consciously incorporate as much physical activity during the day as possible—
at least 10 minutes every waking hour of the day.
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 6.11 and 6.12)
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 physical activity up to 90 minutes.
VIII. FITNESS BENEFITS OF AEROBIC ACTIVITIES (Table 6.9)

A. Table 6.9 shows a summary of likely benefits of various activities.
B. Factors affecting the aerobic benefit of the activity
1. The nature of the activity
2. The fitness level of the individual
3. The effort given by the individual
C. Weight control considerations (Table 6.9)
1. Rhythmic and continuous activites involving large amounts of muscle mass are most
effective in burning calories.
2. Vigorous-intensity activities increase caloric expenditure.
3. Exercising at lower intensity over longer periods (45–60 minutes 5–6 times per week)
is beneficial.
4. Additional information is provided in Chapter 5.
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.
D. Getting Started and Adhering to a Lifetime Exercise Program (Behavior Modification Planning
Box: Tips to Enhance Exercise Compliance)
1. Schedule an exercise time.
2. Exercise early in the day, so the time is easier to reserve for exercise.
3. Do some activity every day.
4. Select enjoyable aerobic activities.
5. Combine different activities for variety.
6. Use proper clothing and equipment.
7. Exercise with friends as accountability partners.
8. Set goals and make them known.
9. Purchase and use a fitness or activity tracker.
10. Do not overexercise—avoid chronic fatigue and injuries.
11. Exercise in different places and facilities for variety.
12. Exercise to music.
13. Use positive self-talk.
14. Keep a record of activities.
15. Conduct periodic assessments.
16. Listen to your body.
17. Seek professional help when seriously injured or ill.
IX. A LIFETIME COMMITMENT TO FITNESS

A. Benefits of fitness can be maintained only through a regular lifetime program.
B. Exercise is like putting money in the bank.
C. Exercising only once a week is not safe for unconditioned adults.
D. After 48 to 72 hours of aerobic inactivity, the CR system starts to lose some of its capacity.
CHAPTER 6
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
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.
3. Measure body weight of all participants.

5. Record walk time and a 10-second heart rate immediately upon completion of the test.
6. Convert walk time to minutes (seconds ÷ 60).
7. Convert the pulse count to beats/minute (multiply the 10-second count × 6).
Evaluation
1. Plug all numbers into the prediction formula (including gender factor) to estimate the maximum oxygen
uptake for each individual.
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
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.
Procedure
1. Select the testing site: a bench or gym bleacher set at 16.25 inches high.
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.
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
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.
Procedure
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.
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
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.
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.
CHAPTER 6
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).
THE CARDIORESPIRATORY PATH AND FUNCTION

1. Bring posters, acetates, or PowerPoint visuals showing the circulatory system.
2. Follow blood through the tissues, heart, and lungs. There are 60,000 miles of tubing!
3. Ask why blood flow is important in cardiorespiratory fitness.
a. Oxygen delivery is the limiting factor for aerobic energy production.
b. Oxygen is needed in the mitochondria to burn fat and glucose for energy.
c. Demanding high levels of blood flow keeps the arteries from clogging (atherosclerosis) and
inducing hypertension (arteriosclerosis).
d. Demanding more from the heart increases its strength (contractility) and stroke volume, so it can
rest longer by not having to pump as often to deliver a given cardiac output.
PREDOMINANT ENERGY SYSTEM

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?
HEART RATE PRACTICE

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.
WHICH TEST IS BEST?

1. Which test is the best choice to assess cardiorespiratory endurance of the wellness class?
a. How much accuracy do we need?
b. How mass-administration-efficient do we need to be?
c. Is safety a concern (considering the facilities or other factors)?
2. Which test would be the best choice after graduation?
3. Under what circumstances would the other tests be the best choice?
LABORATORY CALCULATION REVIEW

In class, review key aspects of theory and math for the cardiorespiratory endurance estimation techniques.
ARE YOU READY FOR SOME…EXERCISE? (Activity 6.2)

1. Ask students to complete Activity 6.2, Exercise Readiness Questionnaire.
2. Discuss the features of readiness and what it “takes” to be a successful exerciser.
WHY IMPROVE CARDIORSPIRATORY ENDURANCE?

1. Divide students into two groups.
2. Have students gather around the chalkboard, writing answers on their half of the board.
THE EXERCISE CRITERIA (Figure 6.11)

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.
WHAT MODE IS BEST?

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.
MODE CASE STUDIES

1. Identify a beginning aerobic exercise scenario by describing the fitness background, body type, daily
schedule, and goals of the individual.
2. Ask students to eliminate the least helpful modes of exercise from a list you provide, explaining why they
are less feasible.
3. Then ask students to prioritize the modes that remain, explaining why they are ranked in this order.
4. Continue with another scenario, using common realistic factors.
WHAT’S YOUR TRAINING INTENSITY? (Figure 6.9 and Activity 6.4)

1. Diagram a scale of no, resting, and maximum heart rates.
2. Ask what an effective cardiorespiratory training intensity should be. This can be expressed as a percentage
of maximum heart rate or a percentage of heart rate reserve. Show the lower and upper limits of the (target)
training zone on your diagram.
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.
SPORTING GOODS STORE VISIT

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.
COMMUNITY FITNESS PARTICIPATION

1. Encourage students to get involved in community fitness promotions.
2. These can include:
a. The Youth Service Bureau.
b. The Police Athletic League.
c. The YMCA.
d. Local running road races (worker or racer).
e. Evening or weekend clinics on a fitness topic.
ASK THE EXPERT

1. Invite a professional or group of professionals to discuss a fitness topic.
2. Possible choices include a(n):
a. Exercise physiologist.
b. Personal trainer.
c. Athletic coach.
d. Fitness professor.
e. Seasoned athlete.
f. Community organization professional.
3. Make the session interactive, planning significant time for questions.
INTERPRETING THE REAL LIFE STORY: Yumiko’s Experience

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.
Critical Thinking Questions
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
1. CDC’s Physical Activity and Health Report: http://www.cdc.gov/nccdphp/sgr/index.htm
2. IDEA Health and Fitness Association’s Cardiorespiratory Fitness Testing article:

http://www.ideafit.com/fitness-library/cardiorespiratory-fitness-testing
3. American Council on Exercise’s Fit Facts about Cardiorespiratory Exercise:

http://www.acefitness.org/acefit/fitness-fact/1/cardiovascular-exercise/

Lifetime Physical Fitness and Wellness A Personalized Program 14th Edition Hoeger Solutions Manual

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Lifetime Physical Fitness and Wellness

A Personalized Program 14th Edition

FREQUENTLY ASKED QUESTIONS

REAL LIFE STORY

EXPANDED CHAPTER OUTLINE

7. An increase in fat-burning enzymes.

G. TESTS TO ESTIMATE VO2MAX

VI. PRINCIPLES OF CR EXERCISE PRESCRIPTION

2. Next, decide positively to try (Activity 6.3)

VIII. FITNESS BENEFITS OF AEROBIC ACTIVITIES (Table 6.9)

IX. A LIFETIME COMMITMENT TO FITNESS

3. Measure body weight of all participants.

THE CARDIORESPIRATORY PATH AND FUNCTION

PREDOMINANT ENERGY SYSTEM

HEART RATE PRACTICE

WHICH TEST IS BEST?

LABORATORY CALCULATION REVIEW

ARE YOU READY FOR SOME…EXERCISE? (Activity 6.2)

WHY IMPROVE CARDIORSPIRATORY ENDURANCE?

THE EXERCISE CRITERIA (Figure 6.11)

WHAT MODE IS BEST?

MODE CASE STUDIES

WHAT’S YOUR TRAINING INTENSITY? (Figure 6.9 and Activity 6.4)

SPORTING GOODS STORE VISIT

COMMUNITY FITNESS PARTICIPATION

ASK THE EXPERT

INTERPRETING THE REAL LIFE STORY: Yumiko’s Experience

Critical Thinking Questions

2. IDEA Health and Fitness Association’s Cardiorespiratory Fitness Testing article:

3. American Council on Exercise’s Fit Facts about Cardiorespiratory Exercise:

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