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Physical Activity and Health > Unit 1 > Flashcards

Unit 1 Flashcards

1
Q

6 dimensions of the wellness model:

A
  1. Occupational
  2. Physical
  3. Social
  4. Intellectual
  5. Spiritual
  6. Emotional
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2
Q

Dimension of the wellness model: Occupational

A

A persons satisfaction in ones life through work.

  • you contribute your gifts, skills and talents to work that is rewarding
  • you convey your values through your activities

A. It is best to choose a career that is in line with your personal values.

B. Best to learn by being involved

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3
Q

Dimension of the wellness model: Physical

A

A persons need for regular physical activity; physical function of the body

  • learn about diet and nutrition, appropriate use of medical care system
  • know your body

A. Best to eat foods/drinks that enhance good health
B. Best to be physically fit than out of shape

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4
Q

Dimension of the wellness model: Social

A

Encourages contributing to the environment/community.
- interdependence between others and nature contributing to society

A. Best to contribute to common welfare of our community than to think only of ourselves

B. Best to live in harmony with others and our environment than to live in conflict with them

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5
Q

Dimension of the wellness model: Intellectual

A

Ones creative mental activities; expanding personal gifts with others.
- reading, problem solving, learning

A. Stretch minds with intellectual and creative pursuits than to become self-satisfied and unproductive

B. Identity potential problems and choose good courses of action based on available information than to wait, worry, and contend with major concerns later.

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6
Q

Dimension of the wellness model: Spiritual

A

Meaning of life; feelings of doubt and joy; “world view”

A. Best to ponder the meaning of life for ourselves and to be tolerant of the beliefs of others than to close our minds and be intolerant.

B. Live each day in a way that is consistent with our values and beliefs than to feel untrue to ourselves.

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7
Q

Dimension of the wellness model: Emotional

A

Feelings (awareness); coping.

A. Be aware and accept our feelings than to ignore them.
B. Be optimistic not pessimistic.

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8
Q

Health

A

State of complete physical, mental, and social wellbeing.

  • health is multi-dimensional and well connected
  • it is not merely the absence of disease or infirmity
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9
Q

Physical Activity

A

Any body movement; action

  • contributes to multiple aspects of wellness
  • prevents and treats many health conditions
  • essential for health
  • not enough people PA to reap all the benefits
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10
Q

Exercise

A

Activity that enhances aspect of fitness; specific and intentional; planned

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11
Q

Fitness or “fit” person

A

Attainment of specific criteria to function efficiently and effectively; combo of several aspects

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12
Q

Who is fittest between between a sprinter, wrestler, swimmer or gymnast

A

There is not right answer; they are all different in different categories of fitness
- fitness is multidimensional

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13
Q

Health related aspects of fitness

A
  • cardiovascular endurance
  • muscular endurance / strength
  • flexibility
  • body composition
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14
Q

Skill related aspects of fitness

A
  • Agility
  • Balance
  • Coordination
  • Power
  • Speed
  • Reactant time
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15
Q

Nonperformance Components of Fitness

A

Metabolic fitness

Bone Integrity

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16
Q

Nonperformance Components of Fitness: Metabolic Fitness

A
  • Blood sugar levels
  • Blood lipid levels
  • Blood hormone levels
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17
Q

Nonperformance Components of Fitness: Bone integrity

A
  • Bone density

- Bone strength

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18
Q

Public Health

A

To promote and protect health and prevent disease and disability in defined populations and communities.
- focus on population health and prevention

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19
Q

How has there been a shift in public health over the last 100 years?

A

From infectious disease (communicable) to chronic diseases (non-communicable)

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20
Q

Chronic disease is influenced by what?

A

Lifestyle and genetics

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21
Q

Areas of specialization in public health

A
  1. Epidemiology
  2. Environmental Health
  3. Health promotion and education
  4. Health administration and policy
  5. Biostatistics
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22
Q

Epidemiology

A

The study of distributions and determinants of disease and disability in populations.
- causes and consequences of a disease

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23
Q

Environmental Health

A

External influences of health.

ex. hand washing practices, clean drinking water

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24
Q

Health promotion and education

A

Strategies to help people change

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25
Q

Health Administration Policy

A

The management of health projects

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26
Q

Biostatistics

A

Analysis of data, interpretation of study results, putting results into action

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27
Q

Core functions in Public Health

A

Assessment –> policy development –> assurance

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28
Q

Core functions in public health STEPS

A
  1. Monitor health status
  2. Diagnose and investigate
  3. Inform and educate
  4. Mobilize community partnerships
  5. Develop policies
  6. Embrace laws and regulations
  7. Link to health care
  8. Assure competent healthcare workforce
  9. Evaluate health services
  10. Research solutions to health problems
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29
Q

Kinesiology and 3 disciplines

A

Study of the physiological processes and anatomy of the body during movement.

3 disciplines:

  • exercise physiology
  • movement sciences
  • sport and exercise psychology
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30
Q

Exercise physiology

A

Physiological processes

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31
Q

Movement sciences

A

Motor learning, motor control, biomechanics

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32
Q

Sport and exercise psychology

A

Behaviors and outcomes related to sports or exercise

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33
Q

Movement: Sliding filament theory

A

Muscle contraction; series of chemical reactions - you need ATP
- myosin have heads which connect onto actin. The myosin shortens which causes contraction of the muscle

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34
Q

Fast twitch muscle fiber

A
  • stains light
  • anaerobic
  • suited to strength and speed
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35
Q

Slow twitch muscle fiber

A
  • stains dark
  • aerobic
  • suited to endurance activity
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36
Q

Energy

A

Comes from food (fats, proteins, carbs)

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37
Q

Energy production options: Anaerobic

A

Immediate source of energy

  • creatine phosphate system
  • fast energy production, short lasting (10 seconds)
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38
Q

Energy production options: Aerobic

A

Long term source of energy

  • oxidative phosphorylation
  • uses fat as energy source
  • slower energy production; long lasting (3 minutes)

Short term source of energy

  • glycolysis (glucose stored in cell within muscle)
  • results in APT and pyruvate
  • fast energy production, intermediate (20-120 sec)
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39
Q

Graded exercise test (GXT)

A

A way to study exercise

  • conducted on a treadmill
  • multiple stages (increase)
  • max or submax

Determines a normal response and maximal aerobic capacity

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40
Q

Graded exercise test (GXT) measures?

A

heart rate, BP, perceived exertion, gas exchange, blood lactate

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41
Q

VO2 Max

A

Determined as the ability of the body to transport and use oxygen.

  • maximal amount of O2 used at maximal exercise
  • depends on the body type and the physical conditioning
  • maximal aerobic capacity
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42
Q

Maximum oxygen consumption can also be defined as

A

VO2 max

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43
Q

How do you measure VO2 Max?

A

Start slow and go fast until you plateau until you need to stop. Then you get your VO2 max
?

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44
Q

VO2 Max equation

A

VO2 max = mL (oxygen) / kg (body weight) / min

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45
Q

Caloric expenditure

A
  1. Related to the volume of training over time
    - about 30% of total energy expenditure
  2. Exercise increases metabolic rate
  3. MET = metabolic equivalent
  4. Energy Expenditure (EE)
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46
Q

Exercise increases metabolic rate

A

Function of the amount of oxygen used by the body.

Volume of oxygen –> L/min or mL/kg/min
- kg body weight

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47
Q

MET = metabolic equivalent

A

1 MET = resting energy expenditure

1 MET = 3.5 mL oxygen / kg / min

1 MET = 1 kcal / kg / hour

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48
Q

Energy Expenditure (EE) types

A

Gross EE: PA plus resting EE

Net EE: PA only (subtract the resting EE)

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49
Q

Cardiovascular Exercise Variables

A
  1. Heart rate
  2. BP (systolic / diastolic)
  3. Stroke volume
  4. Cardiac output (Q)
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50
Q

Heart rate

A

Frequency of heart beats per minute

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51
Q

BP (systolic / diastolic)

A

The pressure that blood exerts on blood vessels

a. Systolic (contracting; pumping; 120 is ideal)
b. diastolic (relaxed; filling; 80)

52
Q

Stroke volume

A

The amount of blood pumped with each heart beat

53
Q

Cardiac output (Q)

A

The amount of blood pumped from the heart per minute of exercise (L/min)

heart rate x stroke volume

54
Q

Cardiovascular Exercise Variables

A
  1. O2 extraction
  2. avO2 difference
  3. VO2
  4. VO2max
55
Q

O2 Extraction

A

The amount of oxygen removed from the blood

56
Q

avO2 difference

A

The difference between artery oxygen values and venous oxygen values in muscles

57
Q

VO2

A

Volume of oxygen utilized during exercise

  • directly related to intensity of exercise
  • function of the amount of blood pumped and extracted
58
Q

What is the bodies challenge during exercise?

A

The challenge is to maintain homeostasis during changes that exist due to movement to skeleton

59
Q

Short term effects of one exercise session: Cardiovascular

A
  • heart rate increases
  • ventilation increases
  • cardiac output increases
  • avO2 difference increases
  • blood flow increases
  • BP (systolic) increases; diastolic stays about the same
  • Coronary circulation increases
60
Q

Short term effects of one exercise session: Resistance exercise

A
  • heart rate increases
  • ventilation increases
  • BP (s&d) increase
  • VO2 max increases
61
Q

Short term effects of one exercise session: Stretching

A
  • heart rate increases (slightly)
  • ventilation increases (slightly)
  • BP increases (slightly)
62
Q

If you want to increase your fitness, you need to know the Principles of Training, which are…

A
  1. Specificity
    - SAID = specific adaptations imposed demands
  2. Overload
    - training effect occurs when the body is challenged at a level beyond which its normally accustomed
    - FITT (frequency, intensity, time, type)
  3. Progression
    - the overload must increase over time
  4. Reversibility
    - gains are lost once the overload is removed
63
Q

Long term effects of exercise (6+ months): Cardiovascular

A
  • resting heart rate decreases
  • exercise heart rate decreases
  • resting systolic BP decreases
  • VO2max increases
  • stroke volume increases
  • cardiac output (max) increases
  • avo2 difference increases
  • blood flow (max) increases
  • coronary circulation increases
64
Q

Long term effects of exercise (6+ months): Resistance exercise

A
  • muscle fiber types stay the same
  • muscle fiber recruitment increases
  • fast twitch muscle fiber size increases
  • BP (rest and exercise) decreases
  • vo2max increases (slightly)
65
Q

Long term effects of exercise (6+ months): Stretching

A
  • heart rate and BP stay same
  • muscle fiber length increase
  • CT length increases
66
Q

Endurance training and VO2 max

A

Cardiovascular overload leads to a higher VO2 max

Expected changes:

  • avg. = 15% increases in VO2 max
    • 2-3% in those with high initial VO2 max
    • 30-50% in those with low initial VO2 max
  • “non-responders”
    • 5-10% population will see no increase in VO2 max
  • Genetic predispostion
    • accounts for 40-66% of VO2 max value
    • prerequisite for VO2max of 60-80 mL/kg^-1/min^-1
67
Q

Why does VO2 max increase?

A
  1. The heart adapts to deliver more O2
    - stroke volume increases
    - coronary circulation increases
  2. More mitochondria in muscles to use oxygen available
68
Q

Lactate Threshold (LT)

A

Blood lactate - indication of glycolysis

The point at which lactate begins to accumulate in the blood.

  • indicates a switch to anaerobic metabolism as the primary source of ATP
  • corresponds with fatigue but not caused by lactate

rest is 2

69
Q

Why does the lactate threshold (LT) shift after training?

A
  1. Increased blood flow (remove lactate)
  2. Greater reliance on aerobic metabolism due to more mitochondria (less lactate)
  3. Important marker for cardiovascular training
    - train at the LT
    - increase performance
70
Q

Aerobic training: Metabolic changes

A
  • More rapid transition from rest to steady state

- Reduce reliance on glycogen stores`

71
Q

Aerobic training: Bone density changes

A
  • Bone density, ligaments and tendon sheaths enhance
72
Q

Aerobic training: cardiovascular

A

heart gets bigger

73
Q

Aerobic training: thermoregulatory adaptations

A

You swear easier

74
Q

Aerobic training: structural and biomechanical changes in muscle

A
  • mitochondria increase
  • capillary density increase
  • increase storage of glycogen
  • increase ability to use fat for fuel
75
Q

Strength training: physiological adaptations

A
  1. Neural factors
    - increased ability to activity motor units
    - strength gains in initial 8-20 weeks
  2. Muscular enlargements
    - mainly due to the enlargement of fast twitch fibers (hypertrophy)
    - may be due to the increase of fibers (hyperplasia)
76
Q

Affects of aging

A
  • changes due to aging are similar to detraining
  • HR max decreases
  • Stroke volume decreases
  • reduction in…
    • reaction time
    • coordination
    • balance
    • flexibility
    • strength
    • loss of muscle fibers
77
Q

Affects of sex

A
  • women decrease cv and strength in muscles
    why?
  • they have higher body fat
  • they have lower hemoglobin levels
  • their heart is smaller (less stroke vol., higher HR)

Men have higher testosterone which is good for muscle growth

78
Q

Physical Activity Epidemiology (PAE)

A

The study devoted to understanding…

  • who is physically active?
  • how much activity do they do?
  • where are they active?
  • when are they active?
  • why are they active?
  • what do they do?
  • how does this affect disease?
79
Q

Morris, et al, 1953

A

Experiment in buses in London

  • compared the driver (mostly sitting) vs conductor (mostly standing) because they most likely came from the same background
  • looked at heart disease
  • overall, drivers were more at risk for heart disease because they were less physically active
  • look at this study in ch. 3 notes
80
Q

PA measurement: Total Energy Expenditure (TEE)

A
  1. Thermic effect of food
    - energy used to metabolize food/drinks
    - 10% of TEE
  2. Physical Activity
    - 25% of TEE
  3. Basal Metabolic Rate
    - energy to maintain breathing and circulation at rest
    - 65% of TEE
81
Q

Lab Methods to measure PA

A

Indirect calorimetry and Doubley Labeled Water

82
Q

Outside of the lab ways to measure PA

A
  1. Electronic
    - accelerometer / pedometer
    - expensive and not always practical
  2. Direct observation
    - trained observers
  3. Indirect
    - fitness tests (measure physical fitness)
  4. Self reported instruments
    - diaries (record your PA)
    - interviews
    - questionnaires (you respond to questions / can be face - to - face)
83
Q

Indirect calorimetry: pros and cons

A

Pros:

  • accurate
  • measures BMEE

Cons:

  • expensive
  • time consuming
  • no “real life” PA
84
Q

Doubly labeled water: pros and cons

A

Pros:

  • accurate
  • measures TEE

Cons:

  • expensive
  • no data on PA behavior
  • equipment
  • can’t specify energy from PA
85
Q

questionnaires: pros and cons

A

Pros:

  • large #
  • inexpensive
  • practical

cons:

  • time to analyze data
  • validity (self-report)
  • reliability (time)
86
Q

Electronic & Direct Measurements: pros and cons

A

Pros:
- accurate, reliable

Cons:
- expensive, may influence behavior, time consuming to analyze data

87
Q

Diary / logs: pros and cons

A

Pros:
- specific to activities

Cons:
- inconvenient for researchers / participants; may influence behavior; time consuming

88
Q

PA Surveillance: Behavioral Risk Factor Surveillance System (BRFSS)

A

Phone survey that takes data on demographic info., health status, checkups, and behaviors

89
Q

PA Surveillance: National College Health Assessment (NCHA)

A

800 UI students; HPAS courses; variety of health perceptions and behaviors

90
Q

PA Surveillance data is used to:

A
  1. Identify health risks
  2. Identify population differences (disparities)
  3. Monitor change over time
  4. Direct health initiatives
  5. Measure progress
91
Q

Compare how men and women spend their time

A

Men:
- household work has increased (10 hr/wk+)

Women:
- household work has decreased (18 hr/wk+)

92
Q

PA trends in the last 50 years

A
  • Leisure time PA: slightly increased
  • Work related activity: decreased
  • Transportation activity: decreased
  • Activity in home: decreased
  • Sedentary activity (TV): increased
  • Total PA: decreased
93
Q

Data on PA From: Brownson, et al., 2005

A

Statistics and Factors related to PA participation…

  • Leisure time PA data
  • Employment/occupation data
  • Travel behavior
  • Land use (where we live / how far away you are from where you need to be)
  • Sedentary behaviors
94
Q

Prevalence

A

Total number of cases of a disease/condition in a given population at a specific time

95
Q

Trend

A

A long term movement or change in frequency

96
Q

Recommended amount of PA

A

20 minutes vigorous 3x/wk or 30 minutes moderate 5x/wk

97
Q

How do adults and UI students compare to the recommended amount of PA

(20 minutes vigorous 3x/wk or 30 minutes moderate 5x/wk)

A

Adults:

  • 50.2% engage in PA at this level
  • slight improvement from 2001-09
  • highest: Alaska, Montana, Colorado, Idaho, Wyoming
  • lowest: TN, Mississippi, Alabama

UI:

  • 59% meet aerobic recommendations
  • 46.1% of students did strengthening exercises 2x/wk

(not sure if these % are correct)

98
Q

UI Students - Strengthening Exercise

A
  1. 47.9% of students did strengthening exercises (8-12 reps) at least 2 days a week
    - increase from 41.8% in 2009, 43.3% in 2011, and 46.1% in 2012
  2. Men were more likely to meet the recommendations than women
    - 58.7% of men vs 38.5% of female students

(not sure if these % are correct - see the most recent graph in the NCHA report)

99
Q

Youth

A
  1. Physical activity (60 min., 7x/wk)
    - 17.1%
  2. Inactivity
    - 24.2% male; 37.9% female
    - 24.3% 9th grade to 38.9% 12th grade
  3. Daily PE declined 1991 - 2010
    - 41.6% to 30.3%

Recommendations for PA are higher for youth than adults

100
Q

What age group is the most active of your population?

A

youth

101
Q

Gender trends in PA

A

Men more active than women

102
Q

Race / Ethnicity PA trends

A

White/non-hispanic > hispanic > black/non-hispanic

103
Q

Does PA go up or down with age?

A

declines with age

- 18-24 year olds are most active (adults)

104
Q

How does education and income levels reflect level of PA

A

They are more likely to get more PA if they have an education and a good income

105
Q

Dose response

A

The amount of PA/exercise necessary to achieve a specific outcome
- based on FITT

106
Q

Hypothesis - Benefit / Dose

  • Curve A
  • Curve B
  • Curve C
A

Curve A: Disease risk is reduced from HIGHER levels of PA

Curve B: Disease risk is reduced A BIT by each incremental increase in PA

Curve C: Disease risk reduced from LOW to MODERATE levels of PA

107
Q

How much PA is enough?

A

Depends on age, risk factors, health status, and PA/fitness goals

108
Q

PA Recommendations: brief history

A

1960’s - focus on exercise and performance

  • American Heart Association (1961) stated that exercise reduced the risk of heart disease
  • American College of Sports Medicine (1975) –> exercise testing and prescription guidelines & recommended 3x/wk, 60-90% HRMax 15-60 minutes

1980’s
- evidence of benefits for moderate intensity exercise

109
Q

History of the PA Guideline Books

A

1996: PA and Health
2008: 2008 PA Guidelines for American
2018: PA Guidelines for American 2nd edition

110
Q

Surgeon General Report

A

Landmark Publication

  • public health approach
  • benefits of moderate intensity PA (30 min., 5x/wk recommendation)

There was a list of exercise that went from less vigorous and more time to more vigorous and less time. The activities were equivalent activities (~150 kcals / session)

111
Q

Surgeon General Report challenges?

A
  • FITT? Specifics?
  • Combine different intensities of PA?
  • resistance training?
112
Q

Most benefits are attained w at least how much PA?

A

150-300 minutes of moderate PA a week

113
Q

Move more sit less…sedentary behavior increases the risk of

A
  1. all cause mortality
  2. CV disease mortality
  3. CV disease
  4. type 3 diabets
  5. colon, endometrial, lung cancers
114
Q

PA Guidelines for Adults: Aerobic

A

150 minutes of moderate of 75 minutes of vigorous intensity activity or and equivalent combination per week

  • vigorous PA x2 = moderate intensity exercise
  • additional benefits 300+ min./week
115
Q

PA Guidelines for Adults: Muscle Strengthening

A

2 days per week

  • moderate or greater level of intensity exercise
  • major muscles (leg, hip, back, chest, abdomen, shoulders, arm)

1 set = 8-12 reps (2-3 sets is more effective)

116
Q

Exercise Intensity: Absolute terms

A

Based on the absolute energy cost of PA (same for all)

  • METs
  • Moderate = 3-5.9 MET
  • Vigorous = 6.0+

PA Guidelines uses Absolute intensity term

117
Q

Exercise Intensity: Relative terms

A

Based on how easy or difficult PA is for that individual

Options:

  • RPE = Rating Perceived Exertion
  • % Heart Rate Max
  • % MET max or % VO2 max
  • Talk test (if you can hold basic convo with someone)
118
Q

Key messages for adults:

A
  1. move more, sit less
  2. Some activity is better than none
  3. adults who sit less and do any amount of (mod/vig.) PA gain some health benefits
  4. Aim for 150 minutes of mod. intensity PA + 2 days of resistance training
  5. benefits up to 300 min. of moderate int. PA (no upper limit)
119
Q

Key Guidelines for Preschool-Aged Children (3-5)

A

A specific amount of activity is not well defined
- reasonable target = 3 hr/day of light, moderate, and vigorous intensity

Should be physically active throughout the day to enhance growth/dev.

  • active play
  • structure activities (throwing games, bike/tricycle riding)
  • bone strengthening (hopping, skipping, jumping, tumbling)

Adult caregivers should encourage active play that includes a variety of activity types.

120
Q

Key Guidelines for School-Aged Children and Adolescents (6-17)

A

60 min. of daily PA; unlike adults, muscles strength activities DO count toward the 60 minutes.

We also do not distinguish between moderate and vigorous intensity activity (for children, we do not multiple vig. activity by 2 to get the moderate minutes)

  • age appropriate, enjoyable, variety
121
Q

Key Guidelines for School-Aged Children and Adolescents (6-17): Aerobic

A

Most of the 60+ min./day moderate-vigorous intensity

- vig. at least 3 days a week (20 min)

122
Q

Key Guidelines for School-Aged Children and Adolescents (6-17): Muscles strengthening

A

As part of their 60 minutes

- at least 3 days of the week

123
Q

Key Guidelines for School-Aged Children and Adolescents (6-17): Bone strengthening

A

As part of their 60 minutes

- at least 3 days a week

124
Q

Key Guidelines for Older Adults

A

Same as adults; but just for the older adults…
1. Weekly PA should include multicomponent PA (balance training, aerobic and muscle strengthening)

  1. Level of effort relative to level of fitness
  2. Since older adults are more likely to have chronic cond.:
    - they should know how their cond. affects their ability to do regular PA
    - when unable to achieve 150 minutes of moderate intensity PA because their cond., they should still be as active as their bodies allow them to be
125
Q

Key Guidelines for Adults with Chronic Health Conditions and Adults with Disabilities

A
  • 150 minutes moderate intensity, spread through week
  • 2 days of muscle strengthening activity; major groups
  • be as active as condition allows
  • discuss conditions with health care provider
126
Q

Key Guidelines for Women During Pregnancy and the Postpartum Period

A
  1. Healthy women, inactive OR less than 150 min.:
    - achieve 150 minutes of moderate PA during pregnancy and postpartum
  2. Healthy, vigorously active women:
    - continue regular activity during pregnancy and postpartum

Under the care of a healthcare provider who can monitor the progress of the pregnancy.

Women who are pregnant can consult healthcare providers about whether or how to adjust their PA during and after pregnancy

127
Q

Key Guidelines for Safe Physical Activity

A
  1. Understand risks, yet be confident that PA can be safe for almost anyone
  2. Chose types of PA that’re appropriate for their current fitness level and health goals because some activities are safer than others
  3. Increase PA gradually over time to meet key guidelines for health goals. Inactive people should “start low and go slow” by starting with lower intensity activities and gradually increasing how often/long activities are done.
  4. Protect selves by using correct gear, choosing a safe environment, following rules and policy, and making sensible choices about when, where and how to be active
  5. Be under care of a healthcare provider if you have chronic conditions/symptoms. People with chronic conditions/symptoms can consult health care professional specialist about types and amounts of activity appropriate for them

Physical Activity and Health (3 decks)

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