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Strength and Conditioning Final Exam, Exams of Refrigeration and Air Conditioning

Indiana University Purdue University (IUPUI)Refrigeration and Air Conditioning

Strength and Conditioning Final Exam Strength and Conditioning Final Exam Strength and Conditioning Final Exam

Typology: Exams

2024/2025

Available from 06/15/2025

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Strength and Conditioning Final Exam
1. sliding-filament theory: Actin filaments at each end of the sarcomere slide
inward on myosin filaments, pulling the z-lines toward the center of the
sarcomere and thus contracting the muscle fiber.
2. motor unit: a motor neuron and the muscle fibers it innervates
3. proprioceptors: specialized sensory receptors that provide the central
nervous system w/ information needed to maintain muscle tone and perform
complex coor- dinated movements.
bodily awareness of kinesthetics
4. muscle fiber types and uses: type I = slow twitch
type IIa = fast twitch; muscular endurance -> middle distance
runner type IIb = fast twitch; explosive and powerful
5. role of nutritionist: personalized nutritional
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Strength and Conditioning Final Exam

  1. sliding-filament theory: Actin filaments at each end of the sarcomere slide inward on myosin filaments, pulling the z-lines toward the center of the sarcomereand thus contracting the muscle fiber.
  2. motor unit: a motor neuron and the muscle fibers it innervates
  3. proprioceptors: specialized sensory receptors that provide the central nervous system w/ information needed to maintain muscle tone and perform complex coor-dinated movements. bodily awareness of kinesthetics
  4. muscle fiber types and uses: type I = slow twitch type IIa = fast twitch; muscular endurance - > middle distance runnertype IIb = fast twitch; explosive and powerful
  5. role of nutritionist: personalized nutritional

2 / 8 counselingdietary analysis of food records nutritional education referral and treatment of eating disorders

  1. micronutrient: nutrients required by the body that it cannot produce itself
  2. macronutrient: nutrients that are required in significant amounts in the diet.3 classes: proteins carbohydrate slipids (fats)
  3. vitamin: organic substance that cannot be synthesized by the body
  4. mineral: the chemical elements required by living organisms other than the 4 elements carbon, hydrogen, nitrogen, and oxygen that are present in nearly all organic molecules
  5. Anabolic steroids (definition): the synthetic derivatives of the male sex hor-mone, testosterone

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  1. krebs cycle (definition): takes place in mitochondria. A series of reactions that continue the oxidation of the substrate begun in glycosis. It's a way we can continueto produce energy.
  2. Minimal essential strain (MES): the threshold stimulus that initiates new boneformation approx. 1/10 of the force required to fracture bone
  3. Resting oxygen uptake (MET): estimated at 3.5 mL of oxygen/kg of BW/min.(mL * kg ^-1 * min. ^ - 1)
  4. systolic blood pressure: the pressure exerted against the arterial walls asblood is forcefully ejected during ventricular contraction.
  5. diastolic blood pressure: the pressure exerted against the arterial walls whenno blood is being forcefully ejected through the vessels
  6. five food groups: grainsvegetables fruits

5 / 8 dairy protei n

  1. axial skeleton: consists of the skull, vertebral column, ribs, and sternum
  2. appendicular skeleton: includes shoulder girdle, bones of arms, wrists, hands,pelvic girdle, and the bones of the legs, ankles, and feet
  3. skeletal musculature: a system of muscles that enables the skeleton to move
  4. agonist muscle: the muscle most involved in bringing about the movement. Alsoknown as the prime mover
  5. antagonist muscle: a muscle that can slow down or stop the movement
  6. synergist muscle: the muscle that assist indirectly in a movement
  7. seasonal training frequency guidelines: off-season = 4 - 6 timespreseason = 3-4 times in-season = 1-3 times

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  1. Sagittal plane: divides the body into left and right sections
  2. frontal plane: divides the body into front and back sections
  3. transverse plane: divides the body into upper and lower sections
  4. phosphagen system: lasts 8 - 10 sec. for short-term, high-intensity activities active at start of all activities
  5. glycolysis: lasts 1.3 - 1. min.helps lactate to resynthesize ATP
  6. oxidative system: lasts an unlimited amount of timeit's slow glycolysis through the Krebs cycle
  7. rep-max continuum: - use relatively heavy loads if the goal is strength/power
  • use moderate loads for hypertrophy
  • use light loads for muscular endurance

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  • a certain RM emphasizes a certain outcome, but training benefits are blended atany given RM
  1. repetition max (RM): most weight lifted for a specific number of repetions
  2. one repetition max (1RM): greatest amount of weight that can be lifted withproper technique for only one repetiton
  3. resistance training program variables: needs analysisexercise selection training frequency exercise order training load and repetitionsvolume rest periods
  4. training frequency based on training status: it's appropriate for an athlete to perform only one or two sets as a beginner and to add sets as he or

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  1. physiological analysis: strength, power, hypertrophy, and muscular endurancepriorities
  2. injury analysis: common sites for joint and muscle injury and causative factors
  3. intrafusal fiber: specialized muscle fibers located in the belly of a muscle
  4. extrafusal fiber: a regular muscle fiber
  5. all or none principle: all of the muscle fibers in the motor unit contract anddevelop force at the same time. No motor unit partially contracts.
  6. exergonic reaction: energy-releasing reactions that are generally catabolic
  7. endergonic reactions: require energy and include anabolic processes and thecontraction of mucle
  8. metabolism: the total of all the catabloic or exergonic reactions in a biologicalsystem
  9. bioenergetics: the flow of energy in a biological system; the conversion ofmacronutrients into biologically usable forms of energy

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  1. catabolism: the breakdown of large molecules into smaller molecules, associ-ated w/ the release of energy
  2. anabolism: the synthesis of larger molecules from smaller molecules; can beaccomplished using the energy released from catabolic reactions
  3. state anxiety: the actual experience of apprehension and uncontrolled arousal
  4. trait anxiety: a personality characteristic which represents a latent dispositionto perceive situations as threatening
  5. stress: any disruption from homeostasis or mental and physical calm; can be anegative (distress) or a positive (eustress) state.
  6. stressor: an environmental event that precipitates stress
  7. attention: the processing of both environmental and internal cues that come toawareness
  8. internal - external attention style: an introspective versus an externally orient-ed perspective.

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  1. catastrophe theory: when increases in physiological arousal occur in the pres-ence of cognitive anxiety, a sudden drop in performance occurs
  2. self efficacy: perceived self-confidence about a given task in a specific situationmay be better at predicting task execution than either arousal or anxiety.
  3. process goals: oals over whose achievement the athlete has control
  4. outcome goals: goals over which the athlete has little control, such as winning
  5. short term goals: increase the likelihood of success because they are relativelyclose to the athlete's present ability level
  6. long term goals: provide relevance to short term goals
  7. 3 goals of sport psychology: Measuring psychological phenomenaInvestigating the relationships between mental and physical Applying knowledge to improve athletic performance

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  1. how the mind effects performance: Direct physical links between the mind andbody tangible physical processes occur in the brain and body as a result of the athlete'sthought processes. these changes influence neuromuscular activation, coordination, autonomicarousal,and metabolism, which can further cause changes in motor performance
  2. factors that make up the ideal performance state: absense of fearno thinking about or analysis of performance a narrow focus of attention on the activity itselfa sense of effortlessness a sense of personal control a distortion of time and space
  3. positive reinforcement: the act of increasing the probability of occurance of agiven behavior by following it w/ or presenting an object, action, or event

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  1. pros of punishments by coaches: positive reinforcement aids focus on taskrelevant cues
  2. cons of punishments by coaches: increases the likelihood that the athlete willfocus only on what he's doing wrong
  3. process of goal setting: long and short term goals are interdependentlong term goals provide meaningfulness to short term goals the attainment of short term goals provides a hierarchical sense of mastery and success that builds self confidence
  4. 3 ways goal setting affects performance: 1) directs an athlete's attention byprioritizing efforts
  1. increase effort because of the contingency of success on goal attainment
  2. increase positive reinforcement through the feedback given to athletes
  1. pronated grip: palms are down and the knuckles are up
  2. supinated grip: palms are up and the knuckles are down

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  1. neutral grip: the knuckles point laterally
  2. alternated grip: one hand in pronated grip and the other in supinated grip
  3. hook grip: similar to the pronated grip except that the thumb is positioned underthe index and middle fingers
  4. open grip: when the thumb doesn't wrap around the bar
  5. 3 types of grip widths: commonwide narrow
  6. reason for stable body position: enables the athlete to maintain proper bodyalignment during an exercise, which, in turn, places appropriate stress on the muscles and joints
  7. 5 points of body contact: head = placed firmly on bench/back padshoulders/upper back = placed firmly and evenly on bench/back pad butt = placed evenly on bench/seat R. foot = flat on the floor

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  1. pretest: a test administered before the beginning of training to determine theathlete's initial basic ability levels
  2. midtest: a test administered one or more times during the training period toassess progress and modify the program as needed to maximize benefit
  3. formative evaluation: periodic reevaluation based on midtests administeredduring the training, usually at regular intervals
  4. posttest: a test administered after the training period to determine the successof the training program in achieving the training objectives
  5. reliability: the degree to which a test or test item measures what it's supposedto measure this is the most important characteristic of testing
  6. construct validity: the ability of a test to represent the underlying construct
  7. face validity: the appearance to the athlete and other casual observers

20 / 8 thatthe test measures what it's supposed to measure

  1. content validity: the assessment by experts that the testing covers all relevantsubtopics or component abilities in appropriate proportions
  2. criterion referenced validity: the extent to which test scores are assosciatedw/ some other measure of the same ability
  3. evaluation of test quality: a measure of the degree of consistency or repeata-bility of a test
  4. 5 factors in test selection: metabolic energy system specificitybiomechanical movement pattern specificity experience and training statusage and sex environmental factors
  5. sequence of tests: non- fatiguingagility maximum strength and