KIN 4370 Exercise Testing and Prescription Lab Manual

KIN 4370: Exercise Testing and
Prescription Lab Manual

KIN 4370: Exercise
Testing and
Prescription Lab
Manual
MELISSA MARKOFSKI
KIN 4370: Exercise Testing and Prescription Lab Manual by Melissa
Markofski is licensed under a Creative Commons
Attribution-NonCommercial-ShareAlike 4.0 International License, except
where otherwise noted.
Contents
Introduction 1
Melissa Markofski
1. Chapter 1: Foundations of assessment 3

techniques
Melissa Markofski
2. Chapter 2: Pre-test screening and assessment 8

Melissa Markofski
3. Chapter 3: Assessing general skeletal muscle 18

function
Melissa Markofski
4. Chapter 4: Flexibility and agility testing 24

Melissa Markofski
5. Chapter 5: Methods for estimating 31

cardiorespiratory fitness
Melissa Markofski
6. Chapter 6: Skeletal muscle strength and power 37

Melissa Markofski
7. Chapter 7: Interval training 45

Melissa Markofski
8. Chapter 8: Estimating body composition 49
Melissa Markofski
9. Chapter 9: Measuring VO2peak 55

Melissa Markofski
10. Chapter 10: Older adult fitness testing 61

Melissa Markofski
11. Chapter 11: Lactate exercise testing 68

Melissa Markofski
12. Chapter 12: Applied exercise prescription 72

principles
Melissa Markofski
Introduction
MELISSA MARKOFSKI
This is the laboratory manual for KIN 4370, Exercise Testing and
Prescription. It is for use during the weekly lab class meetings.
Please read the chapter for each week ahead of attending class.
The questions for each chapter are not graded, but will help
prepare you for your lab report.
This book is designed to be used electronically, but can also be
downloaded as a PDF. Please be aware that there are activities
imbedded in the electronic text that will not work in the PDF
download. However, if you would like to download the chapters (or
print them) for use during class, that is acceptable. It is advisable
that in order to maximize the learning experience that the student
returns to the electronic version to complete the activities and
material not in the PDF.
Exam questions will include questions from the lab–both the
protocols and the interpretation of the results. Please remember to
study the materials in this manual.
1
CHAPTER 1
Chapter 1: Foundations of
assessment techniques
MELISSA MARKOFSKI
BACKGROUND
TEST VALIDITY VERSUS RELIABILITY
When selecting exercise tests, we want the test to be valid and

reliable. It is possible for tests to be one but not the other. If a test
is valid, it measures what we want it to measure. If a test is reliable,
the results are consistent and stable.
For example, someone could decide they want to measure
relative body fat to estimate people’s fitness. They could use an
established method to measure relative body fat, repeat the test
three times, and produce results of 18.1%, 17.9%, and 18.1%. These
results have little variability, and for a measurement like body fat
we would consider these to be reliable results—these measures
are consistent. In addition, people who are fit generally have lower
relative body fat than people who are not fit. Therefore, there is a
relationship between relative body fat and fitness.
3
4 MELISSA MARKOFSKI
However, measuring someone’s relative body fat does not

provide us with information to determine the fitness level of the
individual. We all probably know someone who meets exercise
recommendations, but has higher relative body fat than someone
else who is thin and does not exercise very much. This means
the example of using relative body composition is a reliable
measurement (the results were consistent and stable), but it is not
a valid test to determine fitness. However, it would be a valid (and
reliable!) test of body composition—and indeed we do use relative
body fat as a measure of body composition.
An interactive H5P element has been excluded from this version of the text. You
can view it online here:
https://uhlibraries.pressbooks.pub/kin4370labmanual/?p=5#h5p-1
ASSESSMENT TECHNIQUES 5
RELATIVE VERSUS ABSOLUTE
You probably noticed in the text above the term “relative body
fat”, as opposed to the shorter “body fat”. There is a distinction
between a measurement that is relative or absolute, and especially
in exercise science it can make a difference in interpreting results
and prescribing an exercise training plan. When we are using a test
or prescription that is in reference to some other physiology this is
a relative measurement. In the example above, 18.1% body fat is
relative to the whole person (100%). If we know the person’s body
weight, we can also express body composition in absolute terms. If
the person who is 18.1% had a body weight of 80kg, then they have
14.48kg of body fat. The 14.48kg measure is an absolute term—it is
not relative to anything else. In exercise prescription, we frequent
use relative load guidelines. For example, prescribing someone to
walk on a treadmill at 50% of heart rate maximum.
6 MELISSA MARKOFSKI
CLASS ACTIVITY
ACTIVITY 1: VALIDITY, RELIABILITY, RELATIVE, AND

ABSOLUTE
Equipment: Two items provided by the instructor (items will vary by

group)
Participant: One person in your group will be measured
Instructions: You will receive two items from your instructor, and
will be instructed to measure something. Use each item to measure
the something three times. Record your values in absolute or
relative terms (you decide as a group which is best). Once all groups
have completed the activity, the instructor will lead a discussion on
the measures.
ACTIVITY 2: CALIBRATE TREADMILL
Equipment: Treadmill, measuring tape, chalk
1. Measure the length of the entire belt (not just the length
on the top of the deck!)
2. Turn the treadmill on a low speed
3. Time how long it takes for the treadmill to complete 10
revolutions
4. Noticeably increase the speed of the treadmill
5. Time how long it takes for the treadmill to complete 10
revolutions at this second speed
6. Calculate the speed of the treadmill (see equation below)
7. Compare the calculated speed with the programmed
ASSESSMENT TECHNIQUES 7
speed of the treadmill
To calculate the speed of the treadmill:

The distance of the TM belt should be IN METERS. Multiply
distance in meters*number of revolutions, then divide this number
by the time in SECONDS. This will give you the speed in m/s, but
the TM is in mph. To covert m/s to mph, multiple your number by
2.23694
(distance in meters * # of revolutions) / time in sec = (TM speed
in m/s)
(TM speed in m/s)* (2.23694) = TM speed in mph
CHAPTER 2
Chapter 2: Pre-test screening and

assessment
MELISSA MARKOFSKI
BACKGROUND
PRE-PARTICIPATION SCREENING
Physical exercise places physiological demands on the body,

especially the cardiorespiratory and skeletal muscle systems. This
increases the chance for an individual to experience an injury or
cardiovascular event. In symptom-limited maximal exercise testing,
the rate of cardiac event is about six events per 10,000 tests. It is
expected that sub-maximal exercise testing would have an even
lower event rate.
To minimize this risk, we perform pre-participation screenings.
Ideally, these screenings include a health history and physical
activity readiness questionnaire. In this course we will use the PAR-
Q+ as our self-guided pre-participation screening
questionnaire. http://eparmedx.com/wp-content/uploads/2013/
03/PARQPlus2019ImageVersion2.pdf
8
PRE-TEST SCREENING 9
ACSM ATHEROSCLEROTIC CARDIOVASCULAR DISEASE

RISK (CVD) FACTOR AND DEFINING CRITERIA
Criteria used to determine elevated risk for CVD risk. Summary

from course textbook (ACSM's Resources for the Exercise
Physiologist 2nd ed ISBN 9781496322869)
10 MELISSA MARKOFSKI
Criteria Definition Additional notes
Males: > 44
Age
Females: > 54
History of cardiovascular
events (myocardial Risk factor is met when one of these three events
Family
infarction, coronary occurred before 55 years of age in a male or 65
history
revascularization, sudden years of age in a female first degree relative
cardiac death)
Current tobacco user, quit No current criteria for vaping tobacco exposure,
Tabacco within the last 6 months, but results from recent and on-going research
use or regularly exposed to studies supports that vaping tobacco causes
secondhand smoke changes in endothelial cells consistent with CVD
Physical Not participating in 30 mins of moderate exercise

Sedentary lifestyle
activity at least 3 times per week
Obesity
BMI >29.9 kg/m^2 or a
Body If person has BMI >/= 30 and high waist
waist circumference >102
weight circumference, it counts as one risk factor
cm in males or >88 cm for
females
Hypertension These are the new guidelines! Use these and not
Blood
SBP >129mmHg and/or the ones in your book (ACSM-EP exam uses
pressure
DBP >79mmHg these)
Dyslipidemia: client is
taking blood lipid-lowering
If total cholesterol is the only measure available,
Blood lipids medication or
use >199 mg/dL as the criteria instead
LDL>129 mg/dL
HDL<41 mh/dL
Diabetes
Fasting glucose >125 mg/ Test is usually repeated to confirm, or blood
Glucose
dL or 2 hr OGTT >199 mg/ glucose and HbA1c are used together to
metabolism
dL diagnose diabetes
Or HbA1c >6.4%
HDL
cholesterol HDL cholesterol >59 mg/ Negative risk factor: subtract 1 risk factor from
(Negative dL the above positive risk factors
risk factor)
HEART RATE AND PULSE RATE
Heart rate is a measurement of the contraction of the heart. It is

most commonly measured by a device that can sense the electrical
activity of the heart, such as an electrocardiogram (ECG/EKG) or
a sensor worn over the heart (Polar monitor). Although the terms
“heart rate” and “pulse rate” are used interchangeably, there are
circumstances where the two numbers will vary. It is unlikely to
observe a difference in these numbers in healthy individuals, but
there are health issues that can result in differences between heart
rate and pulse. For example, if someone had some sort of arterial
occlusion or severe injury to a major artery, the pulse rate may vary
(or even be absent) in the affected limb.
Additional optional reading: Polar “Difference between heart rate
and pulse”
BLOOD PRESSURE MEASURES AND CLASSIFICATIONS
All participants should have their blood pressure measured to help

assess risk. Pre-2017 ACSM guidelines recommended blood
glucose and cholesterol screening, but this recommendation was
removed from the latest guidelines. Exercise will increase the
individual’s systolic blood pressure (SBP) while they are exercising.
This transient increase in SBP is not of concern. However, if the
participant’s SBP is high prior to an exercise session the exercise
session could increase SBP to an excessively high level.
AHA BLOOD PRESSURE RECOMMENDATIONS
American Heart Association (AHA) recommended blood pressure

levels. Updated 2017: Use these thresholds and not the ones in
your textbook. Adapted from https://www.heart.org/-/media/data-
import/downloadables/pe-abh-what-is-high-blood-pressure-
ucm_300310.pdf
Blood pressure category Systolic BP Diastolic BP
Normal BP <120 mmHg AND <80 mmHg
120-129
Elevated BP AND <80 mmHg
mmHg
130-139
Stage 1 hypertension OR 80-89 mmHg
mmHg
90 mmHg or
Stage 2 hypertension 140+ mmHg OR
higher
Hypertensive crisis (call medical provider AND/

>180 mmHg >120 mmHg
immediately) OR
PRE-PARTICIPATION SCREENINGS
When reviewing the pre-participation screening documents, one of

the things we are looking for is risk for cardiometabolic diseases.
We want to identify people who may have contraindications to
exercise. Exercise reduces the risk of developing cardiometabolic
diseases, and individuals who are at an elevated risk should be
encouraged to exercise if it is safe to do so (they may need to
check with their medical care providers to confirm any exercise
restrictions).
Individuals who are regularly exercising and have no diagnosis,
signs, or symptoms of a cardiometabolic or renal disease have little
restrictions on their exercise testing and prescription plan. It is
recommended that individuals who are not participating in regular
exercise and have a cardiometabolic or renal disease, or signs and
symptoms of a cardiometabolic or renal disease, not participate in
exercise testing or training until they receive medical clearance. If
the person does not have cardiometabolic or renal disease, or any
signs or symptoms, they may start with light to moderate exercise.
EXERCISE RECOMMENDATIONS FOR INDIVIDUALS WHO

ARE NOT CURRENTLY EXERCISING
Summary of current ACSM guidelines recommendations for

physical activity for people who are not currently exercising but
would like to start
Medical
clearance General exercise plan
recommended?
No diagnosis, signs, or
Start with light to moderate exercise and
symptoms of Not
progress as recommended by ACSM
cardiometabolic or recommended
guidelines
diseases
Known cardiometabolic or After medical clearance is received, start with

renal disease but no signs Recommended light to moderate intensity exercise and may
or symptoms progress if tolerated
Signs and/or symptoms of After medical clearance is received, start with

cardiometabolic or renal Recommended light to moderate intensity exercise and may
disease progress if tolerated
CLASS ACTIVITY
ACTIVITY 1: BLOOD PRESSURE MEASURES
Equipment: Stethoscope, sphygmometer

Participant: Partner up so that everyone has a chance to 1) have
their blood pressure read; and 2) practice blood pressure readings
Additional reading: More in-depth instructions can found
here: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3936692/
pdf/jceh_26_84_076.pdf
Videos: This is a good video for technique (in a healthy person,
you do not need to automatically pump the cuff up to 200. 20
above the last sound you hear is
acceptable) https://www.youtube.com/watch?v=Gmic13mvsgo
This is a good video for common sources of error in BP

measures: https://www.youtube.com/watch?v=gUHALsLeeoM
Instructions for resting BP measures:
Note: do not put the stethoscope in your ears until you are sure
the stethoscope head is not going to bump or rub against anything
1. Have the participant sit in a chair, with legs uncrossed,

feet on the floor, and measurement arm outstretched
and relaxing on the table at about the level of the heart.
Refrain from speaking with the participant during the
measurement.
2. Selected the sphygmometer with the cuff that fits the
participant. When the cuff is wrapped around their bare
upper arm (1-2″ above the crease of the elbow), it should
fit within the guidelines of the cuff
3. Place the stethoscope head over the participants brachial
artery near the cubital fossa. If you need to hold it in
place, be sure you use your fingers and not your thumb.
4. Pump up the cuff. You should pump it up about 20mmHg
past where you hear the last sound
5. Slowly release the pressure from the cuff. Note the
number that corresponds to the first sounds you hear
(this is SBP) and the last sound you hear (this is DBP)
6. Fully deflate the cuff
7. Remove the cuff and inform the participant of their blood
pressure
Exercise blood pressure: Repeat the seven steps above, but

either immediately after the person does 20 jumping jacks, or while
they are actively cycling on the stationary bicycle.
ACTIVITY 2: HEART RATE AND PULSE RATE

MEASUREMENTS
Equipment: Polar HR monitor (watch and chest strap)

Participant: Partner up so that everyone has a chance to practice
pulse readings
Additional reading: HR strap placement (with pictures!) from
Polar https://support.polar.com/en/support/tips/
How_to_wear_a_heart_rate_sensor_with_textile_strap
Instructions for heart rate measure using a Polar HR monitor:
1. Have the participant fit the strap around their ribcage at

the point just below the pectoral muscles. If their skin is
dry or the weather is dry, the person may need to wet the
strap electrodes with water or ECG gel
2. Turn on the Polar watch, hold within 3 feet of the
participant, and make sure the watches received a signal.
3. Once a signal is received, it will take about 10-15 seconds
for the reading to appear
Instructions for radial pulse measure:
1. Use two fingers to palpate the participant’s wrist along the

radius (in most people, the radial artery runs
approximately on top of the radius)
2. When you feel the pulse, start your count for 15 seconds
3. Multiple your 15-second count by four to calculate beats
per minute (BPM)
ACTIVITY 3: PAR-Q+
Equipment: PAR-Q+ (or PARmed-X for pregnant individuals)

Participant: Everyone will complete their own PAR-Q+ or
PARmed-X
Additional reading: PAR-Q+: http://eparmedx.com/wp-content/
uploads/2013/03/PARQPlus2019ImageVersion2.pdf
PARmed-X: http://www.csep.ca/cmfiles/publications/parq/
parmed-xpreg.pdf
Instructions: Complete your PAR-Q+ or PARmed-X and place it
facedown in the red basket. This counts as your data collection
sheet for the day.
QUESTIONS


CHAPTER 3
Chapter 3: Assessing general

skeletal muscle function
MELISSA MARKOFSKI
BACKGROUND
ASSESSING GENERAL SKELETAL MUSCLE FUNCTION
Skeletal muscle strength is of great interest to a wide range of

people. It is commonly used by people wishing to improve their
fitness, as a goal for athletes, and to assess decline in clinical and
aging populations. This is a wide range of applications, and as such
there are a wide range of tests that can be performed. This lab
will cover three different assessments: skeletal muscle endurance,
strength, and static (isometric) strength.
Skeletal muscle strength can be measured by isometric,
isokinetic, or isotonic testing. Some populations, such as unfit older
adults or other groups at a high risk of injury, are often tested with
isometric exercises. Athletic and young, healthy populations are
typically tested with isotonic exercises. As with aerobic endurance
testing, muscular strength testing can be a maximal effort, or a
18
DATA COLLECTION 19
submaximal test that will estimate maximal strength. For this lab,
we will assess skeletal muscle endurance and strength with isotonic
and isometric tests.
CLASS ACTIVITY
ACTIVITY 1: UPPER BODY SKELETAL MUSCLE STRENGTH

AND ENDURANCE (PUSH-UP TEST)
Push-up tests are a simple method for testing skeletal muscle

strength and endurance in healthy individuals. This test requires
little equipment and space, and can be conducted as either a one-
on-one test or as a field test. However, it is not well-suited for all
age ranges or people with shoulder injuries.
Research spotlight: Researchers followed male firefighters for 10

years. Those who could perform 40 push-ups at the start of the
observation period had the lowest risk of cardiovascular disease. Read
more: https://jamanetwork.com/journals/jamanetworkopen/fullarticle/
2724778
Equipment: Workout mat

Participant: Each person (who is cleared for activity and does not
have shoulder concerns) will participate in the activity
Additional reading: Your textbook p 97 has additional
instructions and pictures. Use this table to interpret the
results: https://canadacollege.edu/fitnesscenter/assess-muscle-
endurance.php
Instructions: (abbreviated from your textbook)

Notes: only count complete push-ups in the correct form
1. Stand in the push-up “down” position. Men: start in the

standard push-up position. Women: start on knees, with
lower legs on the floor and feet planter flexed and laying
on top of the mat
2. Raise the body by straightening the elbows to just before
they lock, then return to the staring “down” position. This
is one repetition.
3. Continue with good technique (back straight, arms fully
extended) until the participant is unable to maintain the
correct technique for two repetitions. After the first
incorrect pus-up technique, give a warning to the
participant. Although this is not a cadence test, if the
participant requires a rest of more than ~3 seconds
between repetitions the test can be terminated for
excessive rest.
4. Compare your results with the table inch link above.
ACTIVITY 2: SKELETAL MUSCLE ENDURANCE TESTING
This test will use stacked weight machines common in many fitness
centers. Everyone in the group who has been cleared for strength
testing will complete the muscular endurance test. This will be
conducted on either the lat pulldown machine or the leg extension;
please discuss with an instructor which machine you will use. This
test uses a relative weight for the strength assessment.
DATA COLLECTION 21
Equipment: Lat pull down and leg extension machine (each

person will do only one)
Participant: Everyone cleared for weight training will participate.
If you have a knee concern, please select the lat pulldown for
your exercise. If you have shoulder concerns, please select the leg
extension for your exercise.
Instructions:
1. Calculate the weight you will use in this exercise. For the
lat pulldown, men will use 66% of their body weight, and
women will use 50%. For the leg extension, both men and
women will use 50% of their body weight. Round to the
nearest weight available on the machine.
2. Set the machine for your height. Your instructor can assist
you if you are unsure (please ask! We are here to help!)
3. Count how many repetitions can be safely completed.
4. Compare your results to the table below:
SKELETAL MUSCLE ENDURANCE NORMS
Compare your results with these established norms. Table adapted

from extrapolated data from table 6.9 in Advanced fitness
assessment and exercise prescription, 7th ed by Heyward and
Gibson.
Repetitions Fitness category
>13 Excellent
12-13 Very good
10-11 Good
8-9 Fair
6-7 Poor
<6 Very poor
ACTIVITY 3: STATIC LEG STRENGTH
Equipment: Goniometer, static strength platform

Participant: Everyone cleared for weight training will participate.
If you have a knee, ankle, or back concern please use your best
judgement and talk to an instructor if you are unsure. A partner is
needed to check the joint angle prior to the start of the test.
Instructions:
1. Have the participant stand on the platform in a partial

squat while holding the hand bar across their thighs.
Using a goniometer, confirm that the participant‘s knees
are flexed at an angle between 130-140° and adjust the
length of the chain as needed.
2. After a brief post-setup rest, the participant holds the
hand bar with a pronated grip and rests the bar across
their thighs.
3. Using only the legs (not the back), slowly extend the knees
and exert as much force as possible.
4. The participant will do two attempts with a one minute
rest in between. Record the highest attempt.
5. Convert to kg and use table in the Blackboard folder for
DATA COLLECTION 23
this lab to look up strength classification (use “leg

strength” column for this test).
CHAPTER 4
Chapter 4: Flexibility and agility

testing
MELISSA MARKOFSKI
BACKGROUND
FLEXIBILITY
Flexibility is one of the five components of physical fitness. When

prescribing an exercise prescription that includes exercises to
increase flexibility, the exercises can be static, ballistic, or
proprioceptive neuromuscular facilitation. Flexibility can be
influenced by many factors, including muscle properties, physical
activity and exercise, anatomical structure, age, and sex.
To test flexibility, goniometers, sit-and-reach tests, and functional
movement screenings are the most commonly used methods.
Testing for flexibility is highly specific, meaning it only relates to
the specific joint being tested. For this reason, a comprehensive
flexibility assessment will include several measures. For the
purpose of this lab, we will use some of the more popular methods
to conduct a limited assessment of flexibility.
24
FLEXIBILITY & AGILITY 25
AGILITY
Agility relates to effectively changing direction, velocity, or mode

in response to a stimulus. It is an important skill for many sports
activities. For example, in football and soccer the ability to quickly
change directions is a desirable skill. Some of the tests used to
test agility, such as the hexagon test, can also be used as a drill to
improve agility.
CLASS ACTIVITY
ACTIVITY 1: GONIOMETER MEASURES
Equipment: Goniometer
Participant: Everyone will have the ROM of at least one joined
measured. Those without orthopedic limitations will perform sit-
and-reach tests, agility tests, and functional movement testing.
Additional reading: Textbook REP pp 121-184 and tables
referenced in these pages
Instructions:
1. Using a goniometer and the instructions in REP Table 5.1,

measure hip flexion, hip extension, or glenohumeral
flexion. Table 5.1 will instruct you on where to place the
goniometer.
2. Measure twice and calculate the average.
3. If the two measures differ by more than 3 degrees, collect
a third measurement.
ACTIVITY 2: ASSESS HIP AND HAMSTRING FLEXIBILITY

USING A STANDARD SIT-AND-REACH TEST
Equipment: Sit-and-reach box

Participant: Everyone will participate. Those without orthopedic
limitations will perform the sit-and-reach test. If there are concerns
about the back and/or hamstring, a modified test can be used
instead (bend one knee to form a “4”)
Additional reading: Textbook REP pp 121-184 and tables
referenced in these pages
Instructions:
1. Sit on the floor with back against the wall, knees

extended, and feet flat against the inside of the box and
the medial edges of the feet six inches apart from each
other.
2. Keeping knees fully extended and arms stretched in front
of the body, reach as far as possible along the top of the
box.
3. The hands must be flat and pronated (can overlap or just
touch) and stay parallel to the ground.
4. Attempt three times (no bouncing between attempts!)
and use the best of the three measures to compare to
REP Table 5.2.
ACTIVITY 3: T-TEST
Equipment: Stopwatch, cones

Participant: Everyone who does not have a relevant orthopedic
limitation will participate.
Additional reading: This website has an illustration of the set-up
for the T-test and the norms data table you will use to categorize
your result: https://www.professionalsoccercoaching.com/agility-
drills/t-test-agility
and this is a nice video demonstration of the test:
A YouTube element has been excluded from this version of the text. You can view it online
here: https://uhlibraries.pressbooks.pub/kin4370labmanual/?p=39
Instructions:
Note: Every participant runs two trials of the T-test. Before the two
times trials, run one or two T-tests at submaximal effort to warm-up
and familiarize yourself with the test. The position for the test is always
facing the top part of the T (no rotating) and touching the base of the
cones.
1. Start at cone A and face cone B.

2. When told to start, run forward and touch the base of
cone B.
3. Shuffle to the left and touch the base of cone C.
4. Shuffle to the right and touch the base of cone D.
5. Shuffle to the left and touch the base of cone B.
6. Run backwards and past cone A.
7. The clock should be stopped when the participant runs
past cone A.
ACTIVITY 4: HEXAGON TEST
Equipment: Stopwatch, hexagon tape outline in MEL 223

Participant: Everyone who does not have a relevant orthopedic
limitation will participate.
Additional reading: This is a nice video on how to conduct (and
participate in!) the test:
Instructions:
Note: Everyone does this test twice, once each at clockwise and
counterclockwise rotation. Warm-up by practicing the test in both
directions at a submaximal effort. For the test, if you fail to jump over
the line (or land on it) or take an extra step, the test is stopped and
restarted after time for recovery.
1. Start in the middle of the hexagon.

2. Starting with the line in front of you, jump over the line
and back to the center.
3. Continue by jumping over the next line in the clockwise or
counterclockwise rotation.
4. The timer is stopped after the participant has jumped
over all six sides three times (three complete passes) and
returns to the center.
5. Compare your clockwise and counterclockwise times to
each other and this table (numbers listed are seconds):
https://wiki.ubc.ca/
File:Normative_Data_(National_Norms)_for_the_Hexagon_
Agility_Test.png
ACTIVITY 5 (IF TIME ALLOWS): AGILITY DRILLS
If time allows, participate in one of these two agility drills
Agility practice with ladder
Run through the ladder twice for each of these, alternating lead
foot or direction (as appropriate): double run (run through ladder,
and both feet have to be in the box before running to the next box),
side jumps (face the side of the ladder and jump through each box),
and in and out (face side of ladder, and jump in and out of the
boxes—over the red line).
Agility practice with agility balls.
• Stand ~ 10 feet from your partner. Throw the ball about

halfway between the two of you, and the other person
must “catch” the ball.
CHAPTER 5
Chapter 5: Methods for

estimating cardiorespiratory
fitness
MELISSA MARKOFSKI
BACKGROUND
ESTIMATING CARDIORESPIRATORY FITNESS
To classify cardiorespiratory fitness (CRF), we measure maximum

oxygen consumption (VO2max). It is well accepted that the gold
standard method of measuring VO2max is by using a gas analyses
system. However, these gas analyses systems are costly and take
time to calibrate for each test. In addition, only one person at a time
can be tested.
Field tests for CRF avoid all three of this cons: they are
inexpensive, requirer a shorter time than a gas analyses system
test, and more than one person at a time can be tested. There are
cons of field tests, the biggest one being that it is an estimation
31
method. Another is that if the method is conducted outside, the

environmental conditions can introduce variability into the test.
Another option for measuring VO2max besides a gas analysis
system or a field test method is a sub-maximal VO2max estimation
test. These tests are typically completed on a treadmill or bike, are
shorter in time than using a gas analyses system, but usually only
one person at a time is tested. One advantage over a field test
is that they can be conducted inside in a temperature controlled
room.
Estimation methods–whether using a field test or a sub-maximal
test–can estimate VO2max because during sub maximal work there
is generally a linear relationship between oxygen update and heart
rate. The slope of the line changes with the state of physical fitness;
that is, a fit person is able to transport the same amount of oxygen
at a lower heart rate than an unfit person.
Because many of the estimation methods rely on the relationship
between oxygen uptake and heart rate, it is crucial that the method
to measure heart rate (or pulse rate) is as accurate as possible. It
is essential to follow the test instructions if the measure is a heart
rate, pulse rate, or recovery.
CLASS ACTIVITY
ACTIVITY 1: THE FORESTRY STEP TEST
Equipment: Step bench and risers, stop watch, metronome (or

metronome app on phone), scale to measure body weight, tables
posted on Blackboard
Participant: Everyone will complete this activity, unless someone
has an orthopedic or other reason to not be a participant. If you
are not a participant, make sure you record the information of your
partner so you can practice using the data in the tables.
ESTIMATING CRF 33
Instructions: Prior to starting the test, be sure you can locate

pulse rate on your partner. Do not use a heart rate monitor, and be
sure to count the pulse for the fun 15 seconds.
1. The participants stands facing the step bench (height = 40

cm for men, 33 cm for women).
2. The technician starts metronome, which is set for 90
beats per minute (step rate = 22.5 steps per min)
3. Start the timer as soon as the participant steps up on the
bench. Have the person continue stepping for exactly 5
minutes (test time 0:00-5:00).
4. The participant should should straighten back and legs at
top of step, and make sure to plant the entire foot on the
step.
5. At the end of the five minutes, the participant stops
stepping.
6. Immediately after ending the test, the participant sits
down on the bench or a chair next to the bench for a 15
second rest (test time 5:00-5:15). The technician needs to
use this time to find the participant’s pulse.
7. Count the pulse rate for 15 seconds, 15 seconds after
subject stops stepping. (test time 5:15-5:30)
8. Record the 15-sec use rate. (do not multiply by 4)
9. Estimate VO2max using the Forestry heart rate tables 13.5
and 13.6. (find tables in the Blackboard folder for this lab)
10. If the participant is not 25 years ±2.5 years, use table 13.7
adjust VO2max for age.
11. Use the table 3.2 in your REP textbook to determine CRF
classification.
ACTIVITY 2: TWO-STAGE TREADMILL TEST
Note: This test frequently appears on the ACSM-EP exam. The metabolic
equations will be provided during the test, but conversions are not.
Expect the same on your exams for this course.
Equipment: Treadmill, heart rate monitor and watch
Participant: Each group will have one person perform this test.
The other members of the group will need to monitor the test to
adjust TM speed as needed.
Instructions: It is important to follow the instructions exactly as
written. If the heart rates are not in the zones listed, the test will not
be accurate and it will be difficult to interpret.
This test consists of two stages of 3 minutes each. The test works
best if the heart rate is between about 110 and 150 BPM for both
stages, with at least a 20-30 BPM difference between stages, and
a 3-5% point grade difference between stages. The person can run
or walk for the test, but be sure to use the correct equations for
walking or running. The results work best if the person does the
same exercise (walking or running) for both stages.
1. Stage 1: start treadmill at 0% grade and 3.5 mph.

(suggested. Please discuss with your participant their
fitness and determine if they need to perform this as a
running test instead)
2. After one minute look at HR. If needed, adjust TM grade/
speed to be at the lower end of the 110-150 BPM
recommendation. (i.e. 110±10 BPM)
3. Record HR during the last 15 seconds of stage 1. Also
record TM grade and speed.
4. Stage 2: increase TM grade by 3-5 percentage points.
ESTIMATING CRF 35
5. After one minute look at HR. If needed, adjust TM grade/

speed to be at least 20 BPM higher than the end of stage
1 (and 30 BPM higher is better) and at the higher end of
the 110-150 BPM recommendation. (i.e. 140-150 BPM)
6. Record HR during the last 15 seconds of stage 2. Also
record TM grade and speed.
7. After the last HR reading, lower grade to 0% and decrease
speed to a slow walk. Allow the subject to cooldown for
2-3 minutes. (HR should noticeably drop from stage 2 and
ideally be lower than the end of stage 1)
8. Use equations below to calculate estimated VO2max.
9. Compare your results with REP textbook table 3.2.
Calculations
1. Calculate estimated VO2 for each stage.
Change speed mph to m/min by multiplying

speed in mph by 26.8. Be sure to use incline
value as a decimal.
Calculated walking VO2= 3.5 + (speed*0.1) + (speed*incline*1.8)
Calculated running VO2= 3.5 + (speed*0.2) + (speed*incline*0.9)
2. Calculate the slope of the line between the two stages
b = (VO2 stage 2 – VO2 stage 1) ÷ (HR stage 2 – HR stage 1)
3. Use the slope to calculate estimated VO2max
VO2max = VO2stage 2 + (b * (estimated HRmax– HR stage 2))

Self-test your comprehension
CHAPTER 6
Chapter 6: Skeletal muscle

strength and power
MELISSA MARKOFSKI
BACKGROUND
SKELETAL MUSCLE STRENGTH AND POWER TESTING
Skeletal muscle strength and power testing is of interest for a wide

range of individuals. It can be used to evaluate the effectiveness
of a training plan, or the potential next season performance of an
athlete. For example, several of the tests in the NFL combine are
evaluations of skeletal muscle strength and power.
The vertical leap is a test of skeletal muscle power. The gold
standard method of measuring skeletal muscle power from a
vertical leap is to use a motion analyses system and measure the
distance the participant’s center of gravity travels from standing to
the highest point of the jump. However, motion analyses systems
are costly and require specialized training to use and analyze the
results. Simple analog systems (like the Vertec) that can measure
distance jumped have decent reliability when compared to motion
37
capture systems and are frequently used instead. However, in this

class we will use an electronic system called “Just Jump”. Just Jump
will measure the time off the ground to calculate the jump height.
The Just Jump system has a higher correlation coefficient than the
Vertec system, and although it costs more than a Vertex system it
is still much less than a motion analyses system. Unlike a Vertec
system, there are no bars to reset and therefore Just Jump is a very
quick measurement and set-up.
There are several methods to evaluate skeletal muscle strength
and power. The tests are specific to the muscle groups being tested
and the specific protocol. For example, a test of upper body skeletal
muscle strength at a low velocity will not indicate the same
performance of the lower body to at a high velocity.
In this lab, we will use a variety of methods to measure or
estimate skeletal muscle strength and power. Some of these
measurements, like 1RM, are useful for evaluating resistance
training program effectiveness and for setting training loads. Other
tests, such as the vertical jump, are used to measure skeletal
muscle power.
CLASS ACTIVITY
ACTIVITY 1: ONE REPETITION MAXIMUM (1RM) AND 8RM

TESTING (GAR 105 WEIGHT ROOM)
Equipment: bench, barbell, weight plates

Participant: one person from your group (ideally someone who
knows approximately how much weight they can bench press)
Instructions:
1. Warm up. When conducting a 1RM test, a proper warm up

is important for reducing injury and for obtaining a good
MUSCLE STRENGTH & POWER 39
effort on the test.

2. Begin with a weight of approximately 50% of 1RM, and
have the participant perform 8 repetitions.
3. Move to a heavier weight and have the participant
perform 5 repetitions.
4. As we are also doing an 8RM test, at this point ask the
participant how many more repetitions they think they
could have performed at that weight.
5. Adjust the weight as needed.
6. Have the participant attempt their 8RM.
a. If the participant cannot perform eight repetitions, lower the

weight and try again,
b. If they do eight repetitions and state they are able to do more,
increase the weight and try again.
7. After the 8RM test, use the 1RM estimation equation (below) to
estimate 1RM. Calculate a weight ~10% lower as a starting weight
for the 1RM test.
8. Adjust the weight as needed until the participant can only lift
the weight one time. The participant should have 2-3 minutes rest
between each attempt.
To estimate 1RM from 8RM:

There are several different equations that can be used to
estimate 1RM, and each one will result in a slight variation of 1RM
prediction. For the purpose of this lab, we are using the Epley 1985
equation. This equation assumes the participant could lift 3% more
weight for every repetition that was completed.
((Weight lifted for 8RM) * 0.03 * 8)+weight lifted for 8RM =
estimated 1RM
ACTIVITY 2: BARBELL VELOCITY
Equipment: bench, barbell, plate weights, stopwatch, Open Barbell

barbell velocity measuring device
Participant: One person from your group (the same person who
volunteered for 1RM testing) will perform the test, and other
members of the group will collect measurements and set up the
weights.
Instructions:
1. Perform 3 single repetitions with 40% of 1RM. Use the

Open Barbell device to measure (and record!) barbell
velocity.
2. Perform 3 single repetitions with 60% of 1RM. Use the
Open Barbell device to measure (and record!) barbell
velocity.
3. Use the average of the average velocities for each
intensity (40% and 60%) calculate power. (below)
P= Fv (Power= Force * velocity)

F=MA (Force = Mass * Acceleration)
A=v/t (Acceleration = velocity / time)
Notes:
The Mass of the barbell is given (convert pounds to kilograms).
Velocity is measured by the Open Barbell.
Time is the measured time of each squat’s concentric portion.
Short promo video of the Open Barbell unit we will use in the
class (optional watching)
ACTIVITY 3: VERTICAL LEAP
Equipment: Just Jump system

Participant: Everyone (without exercise limitations) participates
Instructions:
1. Select mode of operation by pressing push-button switch

while the appropriate mode is flashed on the display.
2. From a standing feet together position, leap into the air as
high as possible. Do not move off the mat until the
numbers are read.
3. The unit will display two numbers: your air time and your
vertical jump (in inches).
4. Three attempts, with one minute rest between attempts.
Use your best attempt to determine your power
percentile (see table in Blackboard folder) and peak
power (in Watts) using the Sayers 1999 equation (below).
Peak power (W) = (60.7 * jump height) + (45.3 * body mass) – 2055
Units: jump height (cm) and body mass (kg)
Note: there are several equations to calculate peak power from the
vertical jump
Video on how to use the Just Jump system and positioning for an
effective countermovement jump.
ACTIVITY 4: STANDING LONG JUMP
Equipment: Long jump mat

Participant: Everyone (without exercise limitations) participates
Instructions:
1. Start with the toes just behind the starting line (not in the
feet!)
2. Perform a countermovement and jump as far forward as
possible
3. Measure from the back of the heel. If the person falls
down, the trial is repeated
4. Record three trials to the closest 0.5 inch
5. Compare your best jump to the table in the Blackboard
folder
QUESTIONS
Think about these questions, and be sure you understand these

answers before you attempt the lab report.
1. Observe the speed of the barbell when the person is

performing a 1RM test and the velocity testing. What is
the order of average velocity (from slowest to fastest) of a
1RM test, 60% 1RM test, and 40% 1RM test?
2. If the velocity is the same for both the

40% 1RM and 60% 1RM tests, how does
that affect force and power?
CHAPTER 7
Chapter 7: Interval training
MELISSA MARKOFSKI
BACKGROUND
INTERVAL TRAINING FOR CRE
Interval training is a common technique used to increase a person’s

CRF. Often the goal is to increase lactate threshold or lactate
tolerance. It can be a very effective method of training, in part due
to the participant pushing themselves to a high level of work. They
are able to do this because it is a relatively short amount of time
that they need to sustain the high level of work.
Interval training is also a currently popular fitness trend. One
of its appeals is that it can be successfully completed by people
with a wide range of fitness. This is because interval training often
uses an intensity relative to a person’s fitness. Many people find
exercise that intervals with instructions such as “run or walk at a
pace that you cannot hold a conversation at for one minutes then
a one minute recovery” more obtainable than “run for three miles”.
In class, we discussed three approaches for prescribing interval
intensity. Two of these methods involved lactate threshold, and
45
one is an estimation based on percent of total power. The intensity

guideline is usually set so that the last repetition is difficult but
doable. This means that it is likely that the first few repetitions will
feel easy to the participant.
For any of the three methods we discussed, the intensity is
selected based on the energy system we want to stress. For
example, if we want to stress the phosphogen energy system the
exercise duration will be about 5-10 seconds (usually 50-100
meters).
Percent of Typical work

System stressed Typical work interval
maximum power to rest ratio
Phosphogen 90-100 5-10 seconds 1:12-1:20
Fast glycolysis 75-90 15-30 second 1:3-1:5
Fast glycolysis and oxidative 30-74 1-3 minutes 1:3-1:4
Oxidative 20-30 >3 minutes 1:1-1:3
Depending on which case study you select, you may find the lab this week
very useful
GENERAL MUSCLE FUNCTION 47
CLASS ACTIVITY
ACTIVITY 1: DESIGNING A CRE INTERVAL TRAINING

SESSION
Equipment: Area to run, timer, tape measure, cones

Participant: Everyone will participate in the design
Instructions:
Working together, decide:
1. What system you want to train

2. The length* (distance or time) the work intervals need to
be to train this system
3. The length** (distance or time) the rest intervals need to
be to revoker while training this system
4. The number of repetitions
*Hint 1: For this class, distance works better for shorter intervals and
time for longer intervals
**Hint 2: For this class, time works better for rest intervals to keep
everyone on the same set
ACTIVITY 2: PARTICIPATING A CRE INTERVAL TRAINING

SESSION
Equipment: Area to run, timer, tape measure, cones

Participant: Everyone who does not have an orthopedic or
medical limitation will participate
Instructions: Execute the interval training session designed in
“activity 1”
CHAPTER 8
Chapter 8: Estimating body

composition
MELISSA MARKOFSKI
BACKGROUND
BODY COMPOSITION AND ANTHROPOMETRIC MEASURES
There are many ways to assess body composition and

anthropometric measures. Some of these methods require
expensive, highly specialized equipment, while other methods are
simple and use inexpensive equipment. When
evaluating a
person’s progress and taking measurements
before, during, and after a training program, the
method does not matter as much as using the
same method for all timepoints and being
accurate (reliable) in your measurements.
Anthropometric measures are: height, weight, BMI, body
circumferences, and skinfold thickness. It is important to make the
distinction that skinfold thicknesses are anthropometric measures,
49
but when the skinfold thickness measures are used to calculate

an estimation of body fat then body fat measurement is not an
anthropometric measure.
Anthropometric measurements are simple, easy measurements
that can help additionally classify a person’s health. The waist to
hip ratio is calculated from measurements of the circumference
of the waist (narrowest point of midsection) and hips (widest
circumference around pelvis). A ratio of greater than 0.95 for males
and 0.86 for females is considered an increased risk for CVD.
Circumference anthropometric measurements can also be used
to track fitness. It can be used as a crude estimate of fat loss and/
or muscle gains. These measurements are typically taken around
the belly of the muscle group of interest, such as the thigh or upper
arms.
Regardless of the method for assessing body
composition, each method is estimating body
composition. We are not physically dividing the
body into lean mass and non-lean mass and
weighing it. Care also needs to be taken to
decide if the estimated body composition
measures should be expressed as absolute or
relative values.
CLASS ACTIVITY
Estimated body composition
ACTIVITY 1: AIR DISPLACEMENT PLETHYSMOGRAPHY

(BODPOD GAR 110)
ADP measures body volume and body density to estimate body

BODY COMPOSITION 51
composition. You will watch a demonstration of the BodPod on one

person.
ACTIVITY 2: BIOELECTRICAL IMPEDANCE (BIA)
BIA uses resistance of an electrical current to estimate body

composition. Muscle contains more water than adipose tissue, and
therefore muscle will resist the electrical current less than adipose
tissue. However, hydration status is an important factor in
obtaining an accurate measurement.
To use the BIA, you will need to be barefoot. The machine will
walk you through the input.
1) Turn on unit with on/off button
2) Enter clothes weight (typically 2 lbs)
3) Enter sex and body type by pressing the corresponding key.
Use “athletic” if you are involved in at least 10 hours of intense
physical activity a week, or have a lifetime of fitness (have had this
level of activity for 5+ years, but are not presently reaching this
amount of activity).
4) Enter age, in years
5) Enter height in feet then inches
6) Step on scale and be still until the unit prints your results.
7) Clean the scale (spray paper towel with cleaner—not the
BIA!—and wipe the contacts).
ACTIVITY 3: SKINFOLD CALIPERS
Skinfold calipers can also be used to calculate relative body fat. In

class today we will use the three site method, with specific locations
for males or females. You may wish to review the “How to Measure
Skinfolds” box on page 194 of your text prior to starting the

measurements.
1. Collect measurements of basic body dimensions (height

and weight)
2. Use the skinfold calipers to measure skinfold thickness
(mm) For men measure chest, abdomen, and thigh. For
women measure triceps, suprailiac crest, and thigh.
3. Collect each measurement three times from each sit
(rotate sites i.e. collect all of the three sites once, then
again, then a third time).
4. Use your textbook table 7.7 to refresh your memory of
where the specific sites are located, paying attention to
the orientation of the measurement (horizontal, diagonal,
etc.).
5. Calculate body density (sum3 = sum of the three skinfold
sites)
Calculation of body density (Db) to 5 significant figures:

Skinfold Thickness (Jackson & Pollock): Db= _______________gm/cc
2
males = 1.109380 – (0.0008267 x sum3) + (0.0000016 x sum3 )
– (0.0002574 x age)
Females = 1.0994921 – (0.0009929 x sum3) + (0.0000023 x
2
sum3 ) – (0.0001392 x age)
6. Calculation of relative body fat (Siri) males: (495 / Db) – 450 =

________%
Calculation of relative body fat (Siri) females: (509 / Db) – 450 =
________%
7.Calculation of fat weight (FW): body weight x % fat
8. Calculation of fat free weight (FFW): body weight – fat weight
BODY COMPOSITION 53
9. Calculation of optimal or desirable body weight:

Target body weight = current fat free wt. / %FFM goal
Anthropometric measurements
ACTIVITY 4: CIRCUMFERENCE MEASUREMENTS
Use your textbook Table 7.3 to refresh your memory of how to

conduct this measurement.
1. Take each measurement on one of your classmates twice.

Collect measures of waist, hip, thigh, and upper arm.
2. If the sites differ by more than 2 cm, take a third and
average the two within 2 cm.
3. Use the averages of the hip and waist to calculate the
waist:hip ratio
Comparisons
ACTIVITY 5: COEFFICIENT OF VARIATION
There can be much variation in methods. The coefficient of

variation is expressed as a percent and can help us determine the
repeatability of the measurement (and precision). At the end of lab,
calculate the coefficient of variation using your body compositions
measurements (of the same person, hopefully you) from BIA and
skinfold measurements.
coefficient of variation of sample = standard deviation of
sample / mean of sample
Note: standard deviation of sample = square root of [(the

variance)/(n-1)]
where n = number of samples
variance = add the squares of each difference between each
sample and the mean
CHAPTER 9
Chapter 9: Measuring VO2peak
MELISSA MARKOFSKI
BACKGROUND
Aerobic metabolism utilizes oxygen in the degradation of

carbohydrates and fats; therefore, oxygen consumption (VO2) can
be considered a measure of aerobic metabolism. Aerobic
(cardiorespiratory) fitness can be measured when the participant
gradually exercises toward maximal effort (VO2max). It reflects the
body’s ability to extract and use oxygen at the cellular level as
well as the ability of the cardiovascular and respiratory systems to
transport this oxygen to the cell.
During exercise there are differing amounts of aerobic and
anaerobic metabolism occurring depending primarily on the
intensity and duration of the activity. Measurement of carbon
dioxide production (VCO2) and calculations of the respiratory
quotient or respiratory exchange ratio (RER) helps determine the
aerobic and anaerobic contributions towards the energy
expenditure of the activity.
55
You may find it helpful to think about the Fick equation: VO2= Q * a-
vO2diff And cardiac output: Q = SV * HR
CLASS ACTIVITY
MEASURING VO 2 MAX (VO 2 PEAK)
PRE-EXERCISE INSTRUCTIONS: If you are considering/planning on

volunteering to be the participant for the VO2 test, please come to class
having not eaten for at least 2 hours before the test, no heavy meals for
at least 4 hours before the test, and hydrated (0.5-1.0L of water 2-4 hours
before the test).
Equipment: motor-driven treadmill, gas analyzers and computer

(commonly referred to as “metabolic cart”, because on the cart is all
the equipment needed)
Participants: one participant to have their VO2 measured, plus
one student for each of these tasks: time master, RPE collector,
VO2PEAK 57
HR collector, computer watcher, TM speed adjustor, TM incline

adjustor, and recorder
Instructions:
One subject will walk/run on a treadmill until voluntary
exhaustion. There are many protocols that can be used; please
follow the instructions from your course instructors of which test
will be used.
Safety first! The participant will use hand signals to communicate

during the test. Pay attention to why they are communicating, and also
look out for potential problems. For example, are they creeping too far
towards the back of the treadmill?
During the test, the participant will be monitored with a HR

monitor and metabolic cart. There are sevenother students who
will assist with data collection. RPE should be collected at 30
seconds remaining in the stage, and HR with 15 seconds remaining.
Please be sure you copy down the data from the test so that you
can practice the calculations and graphs that you will need to do for
the lab report.
After the test, you will use the collected variables to practice
calculating VO2 by hand. The point of this calculation practice is to
help students understand where the values “come from” i.e. what
variables change and how this impacts VO2. Check your calculated
values against what the computer calculated, as the values should
be very similar.
This lab has an accompanying handout to help you collect data
from the lab. It is provided as a Word document so you can use it

either electronically or print it out to use.
CALCULATIONS
F = fraction; V = volume; I = inspired; E = expired

VO_{2} = VIO_{2} – VEO_{2} =(VI \times FIO_{2}) – (VE \times
FEO_{2})
FIO_{2}\ =\ \ 0.2093\ \ \ \ \ FEO_{2} can be measured
VI or VE (only one) can be measured by the metabolic cart.

Whichever one is not measured has to be calculated.
The amount of N2 inspired is equal to the amount of N2 expired.

This allows us to calculate VI if VE is measured, or VE if VI is
measured.
FEN_{2}\ = [1 – (FEO_{2 }+ FECO_{2})]
After substituting:
\ \ VI \times 0.7904\ =\ VE \times [1 – (FEO_{2} + FECO_{2})]
Therefore:

Or:
VE = \frac{VI \times 0.7904}{(1 – (FEO_{2} + FECO_{2}))}
VO2PEAK 59
*To calculate VO2 if VE is measured:

[ VO_{2}=VE \times \{ [ ( \frac{( 1 – ( FEO_{2}+
FECO_{2}))}{0.7904}) \times 0.2093] -FEO_{2} \}
*To calculate VO2 if VI is measured:
CALCULATING CARBON DIOXIDE CONSUMPTION
VCO_{2}\ =\ (VI \times FICO_{2}) – (VE \times FECO_{2})
Since the CO2 in inspired air is 0.03%, it can be considered

negligible (or zero), so the first part of the equation drops out.
Therefore, to calculate VCO2:
*If VI is measured:
VCO_{2}= \{ \frac{VI \times 0.7904}{[ 1- (FEO_{2} + FECO_{2})]} \}
\times FECO_{2}
*If VE is measured:
VCO_{2} = VE \times FECO_{2}
HELPFUL TABLE OF GASES
A table with inspired and expired gases

(Note: Pressbooks cannot do subscript in a table)
In the inspired gas: In the expired gas:
FIN2 = 0.7904 FEN2 = [1-(FEO2 + FECO2)]
FIO2 = 0.2093 FEO2 = measure
FICO2 = 0.0003 FECO2 = measure

CHAPTER 10
Chapter 10: Older adult fitness

testing
MELISSA MARKOFSKI
BACKGROUND
OLDER ADULT FITNESS TESTING
Physical ability testing of older adults is done for several reasons.

It can be done for the same reasons as testing younger adults—to
evaluate an exercise training program—or for other reasons. These
other reasons include evaluating disease risk or diagnosis, pre- and
post-surgery testing, or evaluating frailty and/or the ability to live
independently. For example, testing walking speed will assist with a
sarcopenia or frailty diagnosis.
Many of these tests are also commonly used in special
populations. For example, the six minute walk test (6MWT) is
validated in patients with pulmonary disease and is also commonly
used in research in cancer patients and survivors.
61
Most of these tests should be easy for healthy, young adults. To help us
understand challenges faced by older adults, there are suggested
modifications. For at least two of these tests, do under a modified
technique (half weighted vest, straw and nose clip, spin, and/or heel lift).
Some modifications work better with some tests than others. See the
specific activities for suggestions for which modification works best for
which test.
CLASS ACTIVITY
ACTIVITY 1: 30 SECOND CHAIR STAND TEST
Equipment: chair without arms, stopwatch

Participant: everyone who is able to do the movement without
limitation or restriction
1. Put a chair against the wall.

2. The participant starts in a sitting position in the chair.
3. Instruct the participant to start the test, and at the same
time start the stopwatch.
4. For 30 seconds, the participant comes to a full stand and
sits back down. Count the number of times the person
stands. At the end of 30 seconds, if the person is at least
OLDER ADULTS 63
halfway to a stand count it as a stand.

5. Use table 6.16 to compare yourself to 60-64 year old.
Suggested modification: spinning around to simulate medication side

effects
ACTIVITY 2: TIMED UP AND GO (8’ VERSION)
Equipment: chair without arms, stopwatch, tape measure

1. The participant starts seated on a chair

2. The participant stands up, walks around a cone placed 8’
away, and returns to a seated position.
3. Start the stopwatch as soon as the person attempts to
stand, and stop it as soon as they sit.
4. Look up your results in Table 12.3
Suggested modification: spinning around to simulate medication side

effects
ACTIVITY 3: 10M WALK WITH AND WITHOUT CARRY
Equipment: stopwatch, tape measure, various small hand weights

There are three options for this test, and we are going to do all
three. Usually the test is conducted at a “comfortable” pace and
either a “comfortable” pace with a weight or an accelerated pace.
Mark out a 10M course, plus 2M on each side for acceleration and
deceleration (total course = 14M). Have the subject do all three
conditions one time each:
1) Comfortable pace: Instruct the subject to walk at a
comfortable walking pace. Give the command that they have
somewhere to be, but are not in a hurry.
2) Accelerated pace: Instruct the subject to walk at an
accelerated pace. Give the command that they have a bus to catch
and cannot be late, but do not want to run to the bus stop.
3) Walk with carry: Instruct the subject to repeat the
comfortable walking pace, but this time they are carrying 10% of
their body weight.
Use the Bohannon 1997 (25’ test) table to interpret your results.
OLDER ADULTS 65
Suggested modification: breathing through a straw (while using a nose

clip) to empathize with people with COPD
ACTIVITY 4: HANDGRIP STRENGTH
Equipment: handgrip dynamometer

1. Adjust the dynamometer so that it is comfortable for the

participant. Make sure the dial marker is set to “0.”
2. One at a time, test both hands of the participant. While
standing, keep your arm at your side with the shoulder
slightly abducted**.
3. Squeeze the dynamometer as hard as the participant is
able to squeeze it. After the participant releases the
dynamometer, read the dial marker.
4. Administer the test three times with a one minute rest in
between attempts. Record the highest attempt and
compare to table 6.2.
**When testing older adults, the test is typically conducted with

the elbow at a 90° angle. However, the norms Table 6.2 relates to
measurements with the elbow extended so that is the method we

will use in this lab.
ACTIVITY 5: ARM CURL TEST
Equipment: 5lb and 8lb hand weights, stopwatch, chair without

arms
1. Subject sits in a chair, with a 5 lb (women) or 8 lb (men)

weight in their dominant hand in a neural grip. Their feet
are on the floor, and the upper arm must remain in
contact with the upper body
2. Count how many complete repetitions the subject can
perform in 30 sec
3. Compare your results to Table 6.15
ACTIVITY 5: SIX MINUTE WALK TEST (6MWT)
Equipment: cones, tape measurer, stopwatch

Set-up: Ideally, a 25 by 5 yard rectangle course or a 20-30 yard
straight path (like in a hallway, if that is all that is available) with
marks every 5 yards is set up for this test.
1. The subject walks around the course for six minutes, and
OLDER ADULTS 67
the number of yards competed to the nearest 5 yards is

recorded. The test should be done individually and not
walked with another person. Instruct the person that this
is a walking (not running) test, they should walk at a
comfortable pace that they can walk for six minutes,
breaks are permitted, and notify them each time one
minute has passed (“There are five minutes remaining in
this test” etc.) as well as a fifteen second warning prior to
the end of the test (“in 15 seconds I will tell you to stop,
and please stay where you are until I come to you.”)
2. Compare your results to the provided table
Suggested modification: breathing through a straw (while using a nose

clip) to empathize with people with COPD, half-weighted vest, heel lift
Notes for this class: Each gray tile in the big gym is 1 foot. For
the sake of time in this lab, you may have multiple students on the
course but stagger your start time so that you are not walking with
each other, and for test accuracy please try to not compete with
each other
Additional notes for testing older adults: No warm-ups prior to
starting the test. If the person usually walks with a cane or walker,
they will use it for this test. Breaks are permitted, but the clock
keeps running. If the person is unsteady, walk behind them and try
to not influence their pace.
CHAPTER 11
Chapter 11: Lactate exercise

testing
MELISSA MARKOFSKI
BACKGROUND
LACTATE TESTING
Our bodies are always using a variety of metabolic processes. This

means that lactate is always being produced in a healthy human
body. If we measured everyone in the class while they were seated
at rest, everyone will have a detectable blood lactate concentration.
During exercise, the proportion of which system is being
predominantly used shifts. As exercise begins and exercise
intensity increases, when the aerobic (oxygen) demands of exercise
can no longer be met lactate will increase in circulation (the blood).
There is Blood lactate is a better predictor than

VO2max for exercise performance. It is also
more accurate to prescribe exercise
68
LACTATE TESTING 69
intensity based on relative lactate threshold

(LT) or maximal lactate steady state (MLSS) disagreement in
than heart rate. However, due to limitations the exercise
in using lactate measures to prescribe physiology and
exercise intensity (chiefly, the impractical sports
aspects of lactate threshold testing performance
everyone) heart rate is used to prescribe communities over
intensity for the average person exercising the exact
for health or to improve fitness. definition of LT
The two blood lactate concentrations and other terms
most frequently used to determine exercise used in this lab.
performance are exercise intensity at LT and For the purposes
lactate produced at a specific intensity (for of this class,
running protocols, usually 17km/hr). An please be sure to
individual who is “better-trained” will have a use the definitions
higher treadmill speed for their LT, and a in this chapter.
lower blood lactate concentration at the
specific intensity. These two measures can
also be periodically re-tested to test performance improvement.
Therefore, it is useful to measure blood lactate and use the
measures to determine exercise intensity for the exercise training
plan. The values most frequently used to determine exercise
training intensity are lactate threshold (LT) and maximal lactate
steady state (MLSS). LT is the point at which the body can no
longer counter the rise in lactate, and there is a noticeable increase
in blood lactate concentration. The body is not able to keep the
amount of lactate low because of increasing exercise demands
(an increase in anabolic metabolism) and the amount of lactate
produced exceed’s the body’s buffering capacity. This results in a
shift from a linear increase in blood lactate concentration to non-
linear. There is a significant increase of blood lactate appearance
in the blood. MLSS is the exercise intensity that corresponds to the
highest exercise intensity achieved without an increase in blood
lactate (i.e. the intensity at LT).
Another term that is frequently used is onset of blood lactate

accumulation (OBLA). This value corresponds to 4.0mmol/L.
Sometimes this is referred to as the second lactate threshold. Since
it is an absolute number and does not require plotting lactate
concentrations to find the change from a linear to non-linear rise in
blood lactate concentration, some people prefer to use this value
to determine exercise performance improvements.
CLASS ACTIVITY
BLOOD LACTATE CONCENTRATION TESTING (LACTATE

THRESHOLD TEST)
PRE-EXERCISE INSTRUCTIONS: If you are considering/planning on

volunteering to be the participant for the VO2 test, please come to class
having not eaten for at least 2 hours before the test, no heavy meals for
at least 4 hours before the test, and hydrated (0.5-1.0L of water 2-4 hours
before the test).
Equipment: treadmill, blood lactate analyzer, fingerstick blood

collection supplies
Participant: one person from each lab section will be the
participant. Other students are needed for these tasks: time
master, RPE collector, HR collector, TM speed adjustor, and
recorder
LACTATE TESTING 71
Instructions: One participant will walk/run on a treadmill until

voluntary exhaustion. We will be using a discontinuous exercise
protocol. There are many adjustments that can be used; please
follow the instructions from your course instructors on what to do
for this test.
During the test, the participant will be monitored with a HR
monitor. There are other students who will assist with data
collection. RPE should be collected at 30 seconds remaining in
the stage, and HR with 15 seconds remaining. Your instructor will
briefly stop the treadmill to collect a small blood sample to use in
the blood lactate analyzer.
Please be sure you copy down the data from the test so that you
can practice the graphs that you will need to do for the lab report.
This lab has an accompanying handout to help you collect data
from the lab. It is provided as a Word document so you can use it
either electronically or print it out to use.
Note: The figures and tables used in the lecture that corresponds
to this lab are located in the folder for the lactate lab
CHAPTER 12
Chapter 12: Applied exercise

prescription principles
MELISSA MARKOFSKI
BACKGROUND
APPLIED EXERCISE PRESCRIPTION PRINCIPLES
At this point in the class you have learned the FITT-PV for CRE and
RT, and how to apply these guidelines to a variety of both healthy
individuals and special populations. You will now be applying this
knowledge in this lab and will need to recall the specifics of the
FITT-PV for this lab.
CLASS ACTIVITY
You will be designing a circuit training session, with the equipment

available to you in the classroom.
72
APPLIED EXERCISE 73
Equipment: laminated suggested exercises, equipment available

in the teaching room, interval timer
Participants: everyone who is healthy will participate (if an
exercise needs to be modified or substituted, that can be done)
Instructions: this lab will be done as a class
1. Decide the goal(s) of the exercise session

2. Select exercises to match the goal(s) of the session
3. Specify the order of the exercises
4. Specify the work and rest intervals to match the goal(s) of
the session
5. Specify the number of rotations through the circuit to
match the goal(s) of the session
6. Set the interval timer
7. Participation in the session you designed!

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KIN 4370: Exercise Testing and

Prescription Lab Manual

1. Chapter 1: Foundations of assessment 3

2. Chapter 2: Pre-test screening and assessment 8

3. Chapter 3: Assessing general skeletal muscle 18

4. Chapter 4: Flexibility and agility testing 24

5. Chapter 5: Methods for estimating 31

6. Chapter 6: Skeletal muscle strength and power 37

7. Chapter 7: Interval training 45

9. Chapter 9: Measuring VO2peak 55

10. Chapter 10: Older adult fitness testing 61

11. Chapter 11: Lactate exercise testing 68

12. Chapter 12: Applied exercise prescription 72

TEST VALIDITY VERSUS RELIABILITY

When selecting exercise tests, we want the test to be valid and

However, measuring someone’s relative body fat does not

RELATIVE VERSUS ABSOLUTE

ACTIVITY 1: VALIDITY, RELIABILITY, RELATIVE, AND

Equipment: Two items provided by the instructor (items will vary by

ACTIVITY 2: CALIBRATE TREADMILL

Equipment: Treadmill, measuring tape, chalk

speed of the treadmill

To calculate the speed of the treadmill:

Chapter 2: Pre-test screening and

Physical exercise places physiological demands on the body,

ACSM ATHEROSCLEROTIC CARDIOVASCULAR DISEASE

Criteria used to determine elevated risk for CVD risk. Summary

Criteria Definition Additional notes

Physical Not participating in 30 mins of moderate exercise

HEART RATE AND PULSE RATE

Heart rate is a measurement of the contraction of the heart. It is

BLOOD PRESSURE MEASURES AND CLASSIFICATIONS

All participants should have their blood pressure measured to help

AHA BLOOD PRESSURE RECOMMENDATIONS

American Heart Association (AHA) recommended blood pressure

Blood pressure category Systolic BP Diastolic BP

Normal BP <120 mmHg AND <80 mmHg

Hypertensive crisis (call medical provider AND/

When reviewing the pre-participation screening documents, one of

EXERCISE RECOMMENDATIONS FOR INDIVIDUALS WHO

ARE NOT CURRENTLY EXERCISING

Summary of current ACSM guidelines recommendations for

Known cardiometabolic or After medical clearance is received, start with

Signs and/or symptoms of After medical clearance is received, start with

ACTIVITY 1: BLOOD PRESSURE MEASURES

Equipment: Stethoscope, sphygmometer

This is a good video for common sources of error in BP

1. Have the participant sit in a chair, with legs uncrossed,

Exercise blood pressure: Repeat the seven steps above, but

ACTIVITY 2: HEART RATE AND PULSE RATE

Equipment: Polar HR monitor (watch and chest strap)

1. Have the participant fit the strap around their ribcage at

Instructions for radial pulse measure:

1. Use two fingers to palpate the participant’s wrist along the

Equipment: PAR-Q+ (or PARmed-X for pregnant individuals)

can view it online here:

can view it online here:

Chapter 3: Assessing general

ASSESSING GENERAL SKELETAL MUSCLE FUNCTION