KINS 2010: Test 1
71 Cards in this Set
Front | Back |
---|---|
Exercise
|
Performance of any physical activity for the purpose of conditioning the body, imporving health, maintining fitness, or correcting bodily functions to a state of health.
(purposeful movement)
|
Science
|
Systematic attempt to establish theories to explain obsereved phenomena and the knowledge obtained through these efforts
|
Exercise Sceince
|
How and why the body responds to physical activity
Very diverse field of study
The study of exercise
Actute VS. Chronic
|
Acute Vs. Chronic
|
Acute: How the body is affected right after exercise
Chronic: Overall adaptation to exercise
|
Primary Areas of Exercise Science
|
Health related aspects of physical activity
(improving physical health and well-being throughout the lifespan)
Sports Performance
(Enhancing and improving sport performance)
[General population vs. Athletes]
Both have diverse areas of study:
Physiology, nutrition, biomechanics…
|
History of Exercise Science (1960s)
|
1960s
Exercise science became a cohesive field and an academic discipline
|
American College of Sports Medicine (ACSM)
|
1954 (developed)
Aims to promote exercise science and sports medicine as a means to enhance aspects of health, fitness, physical abilities, and sport performance
|
Exercise Science: Areas of Study
|
Anatomy
Physiology
Exercise Physiology
Kinesiology
Biomechanics
Epidemiology
Exercise and Sport Nutrition
Motor Learning and Motor Control
Exercise and Sport Psychology
|
Anatomy
|
Organ structure and function
|
Physiology
|
Processes and Functions
|
Exercise Physiology
|
Acute responses and chronic adapatations
How long exercise affects post and long term
|
Kinesiology
|
Human Motion
|
Biomechanics
|
Mechanical principles
|
Epidemiology
|
Probability of disease and injury
Long term affects of exercise (decrease of disease)
|
Exercise and Sport Nutrition
|
Dietary needs for health and sport performance
|
Motor Learning and Motor Control
|
Acquistion and control of movement
|
Exercise and Sport Psychology
|
Pshyological constructs/dysfunctions and optimal sport performance
Exercise: general population (fatigue, enhance cognition)
Sport: enhance performance of athlete
|
Emergence of Exercise Science
|
Science Based principles for exercise
Debunk exercise myths (no pain, no gain)
Methodical training of athletes (optimize athlete vs. burn out)
Optimizing health and fitness
|
Academic Programs
|
Basic Standards for the Professional Preparations in Exercise Science
Foundational Core
Exercise Prescription
Health Promotion
Human Relations
Professional Development
Practical Experience
|
Exercise Prescription
|
Cardio vs. strength program
|
Health Promotion
|
Weight management
|
Health Relations
|
Relate to humans. Motivate people.
|
Practical Experience
|
Internship
Knowing its what you want to do.
|
Potential Career Opportunities
|
Clinical and Rehabilitation
(cardiac rehab, massage therapy)
Professional Schools
(physical therapy, physicians assisant)
Private Sector
(personal training, dietician)
Teacher, Researcher, and or Coach
(Professor, strength and conditioning coach)
|
Why Measurement is Important
|
Research
(make sure measurements are valuable and reliable)
Normative Data
(have normative data from population to compare patient to)
Track goals/progess
(track patients progress)
|
Measurement
|
Assigning a number based on individual attributes
(height, fat, etc.)
|
Evaluation
|
Statement of equality about the measurement
(Putting a quailty to the number: very tall for a 6'7" person)
|
Accuracy
|
Direct VS. Indirect Measurements
Direct: Use ruler to see how far they jump
Indirect: Depression (something you cannot easily see)
|
Validity
|
Measures what it is intended to measure
Degree of truthfulness
(measuring what you set out to measure: weight not height)
|
Reliabilty
|
Repeatability of a measure
A measure MUST be reliable in order for it to be vaild, however a measurement can be reliable but not valid
(every time you take their amount of fat --> it is the same every time)
Need at least 3 measurements to determind if reliable
|
Three types of validity
|
Content Validity
Criterion Validity
Construct Validity
|
Content Validity
|
Degree to which the task represents the actual content to be assessed
(40 yard dash in football; sit and reach)
Cannot say a football player is good all because he had a good 40 yard dash time
|
Criterion Validity
|
Correlation between a measurement and the criterion "gold standard" for the measurement
(Body fat assessment; VO2 max)
Skin fold (to get body fat) is not good enough alone. Correlate that and dexa scan (used for body composition: gives body fat percent, bone fat, and lean muscle tis…
|
Construct Validity
|
Degree to which a test measures an intangible quality or attribute (construct)
(Depression, mental fatigue)
For psychological measures: cant see it, but can feel it
|
Four ways to assess Reliability
|
Test-Retest
Equivalence
Split-halves
Intraclass
|
Test-Retest
|
Same participants complete the assessment twice
Take an exam twice. If reliable = about the same score
|
Equivalence
|
Two similar (equivalent) measurements of the same characteristic are compared
Dexa scan and skin fold should be about the same results
|
Split-Halves
|
Half of the assessment is compared with the other half
Good for depression questionaires. Can compare the odds and evens.
|
Intraclass
|
Comparing multiple assessments (>2)
Do 4 sprints = how reliable
|
Objectivity
|
Subset of reliability
|
Objective tests VS. Subjective Tests
|
Objective: Multiple choice questions. Form is always the same.
Subjective: Short question essay. How you evaluate you think we did
|
Four Measurement Levels
|
Nominal
Ordinal
Interval
Ratio
|
Nominal
|
Assessment of equality or difference
Categorical: Usually word descriptions, but can be numbers
(blones vs brunettes)
|
Ordinal
|
Specific order
Hierarchical
1st place, 2nd place, 3rd place
|
Interval
|
-Numeral
-Permits statements about the equality of measurement
-Does NOT include a measure of 0 that indicates an absence of the measurement
(Temp of F scale)
CANT COMPARE
|
Ratio
|
-Numeral
-Permits comparison statements
-Includes a measure of 0 that indicates an absence of the measurement
(Temp in K)
CAN COMPARE because allows you to use 0
|
Domains of Human Experience
|
Cognitive Domain
(memory, attention, executive function)
Affective Domain
(emotion, mood, attitudes, perceptions)
Psychomotor Domain
(physiological and physical performance)
|
Psychomotor Domain
|
Direct observation or self report
Direct: 40 yd dash (MORE RELIABLE)
Self: Questionaire of activity leevl of past 7 days.. not concrete answers
|
Fitness Assessments
|
Body Comp
Cardiorespiratory Endurance
Muscular Strength
Muscular Endurance
Flexibility
|
Body Composition
|
Body fat %, lean muscle match, etc.
|
Cardiorespiratory Endurance
|
VO2 max is "gold standard" (go until fatigue 100%)
OR
Submax test (heart rate gets to a certain point)
|
Muscular Strength
|
One rep max (squat)
can use machine or free weights depending on the person
|
Muscular Endurance
|
How many reps at a certain rate
can use machine or free weights depending on the person
|
Flexibility
|
Sit and reach
OR
Arms behind the back test (make sure to do both sides)
|
Measurement Purposes
|
Classification
Motivation
Achievement Assessment
Predictions
Diagnosis
Program Evaluation
Research
|
Classification
|
Group people together (class):
Beginners vs. Advanced
|
Motivation
|
Have measurements to set goals (lose 20 pinds)
|
Achievement Assessment
|
How far along they are in losing the weight
|
Predictions
|
Olympic athlete: having markers over the 4 years of training
|
Diagnosis
|
Want to be able to assess someone with help
|
Program Evaluation
|
Weight in beginning of class to weight at end. Did they lose any?
|
Research
|
If we cant replicate the findings of someones research = bad.
Have to be very careful with measuring or else false info.
|
Careers Specialists work in:
|
Wellness and fitness programs
Laboratory settings
Universities
(measurement specialist within the department)
|
Careers Specialists must have knowledge about:
|
Equiptment
(how to work it and the errors that can happen)
Statistics
(how to apply stats in the proper way)
Computers
(how to use a computer)
|
Systematic Anatomy
|
Each system of the body is studied before moving on to the next
(skeletal, muscular, nervous, etc.)
|
Regional Anatomy
|
Specific Regions are studied before moving on to the next
(all systems of upper limbs are examined first, etc.)
|
Anatomy (definiton)
|
Greek origin: "To cut"
The study of body parts and how they relate to one another
|
Dissection
|
Allows us to examine body structures
Cadavers (humans)
Animals
Computer simulations
|
Subspecialties in Anatomy
|
Gross Anatomy
Histology
Comparative Anatomy
Embryology
Developmental Anatomy
Pathological Anatomy
|
Gross Anatomy
|
Study of body structures (without cutting)
|
Histology
|
Study of tissue and cells at a microscopic level
|