MCI 4134A

MARINE CORPS INSTITUTE

SEMPER FIT ADVANCED

FITNESS COURSE

MARINE BARRACKS
WASHINGTON, DC
 UNITED STATES MARINE CORPS
MARINE CORPS INSTITUTE
912 CHARLES POOR STREET SE
WASHINGTON NAVY YARD DC 20391-5680
IN REPLY REFER TO:

1550
Ser 0321B
18 Dec 2013

From: Director
To: Marine Corps Institute Student

Subj: SEMPER FIT ADVANCED FITNESS COURSE (MCI 4134A)

1. Purpose. The subject course provides instruction on the advanced health and fitness
techniques.

2. Scope. This course teaches advanced fitness techniques, fitness physiology, and nutrition.

3. Applicability. This course is intended for instructional purposes only and is designed for all
Marines.

4. Recommendations. Comments and recommendations on the contents of the course are

invited and will aid in subsequent course revisions. Please complete the course evaluation
questionnaire at the end of the final examination. Return the questionnaire and the examination
booklet to your proctor.

M. S. REICHENBAUGH
By direction
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Table of Contents

Page

Contents ............................................................................................................................ i

Student Information .......................................................................................................... iii

Study Guide ...................................................................................................................... v

Study Unit 1 The Endocrine System .................................................................. 1-1

Lesson 1 Endocrine Anatomy ...................................................................... 1-3

Lesson 2 Hormones and Exercise ................................................................ 1-9

Study Unit 2 Health Promotion .......................................................................... 2-1

Lesson 1 Heart Disease ................................................................................ 2-3

Lesson 2 Cancer ........................................................................................... 2-15
Lesson 3 Weight Management……………………………………………. 2-25
Lesson 4 Stress, Depression, and Anxiety …………………………………. 2-35
Lesson 5 Special Fitness Programs ………………………………………… 2-43

Study Unit 3 Muscle Movements ....................................................................... 3-1

Lesson 1 Muscle Mechanics ........................................................................ 3-3

Lesson 2 Motor Control ............................................................................... 3-13

Study Unit 4 Advanced Nutrition....................................................................... 4-1

Lesson 1 Nutrients ........................................................................................ 4-3

Lesson 2 Exercise Performance ................................................................... 4-21

Study Unit 5 Training Adaptations…………………………………………… 5-1

Lesson 1 Physiological Adaptations………………………………………… 5-3

Lesson 2 Performance Level Concerns……………………………………… 5-15

Continued on next page

MCI Course 4134A i

Table of Contents, Continued

Study Unit 6 Advanced Exercise Physiology…………………………………… 6-1

Lesson 1 Energy Systems……………………………………………………. 6-3

Lesson 2 Oxygen Uptake…………………………………………………….. 6-17

Review Lesson Examination............................................................................................. R-1

MCI Course 4134A ii

Student Information

Number and MCI 4134A

Title SEMPER FIT ADVANCED FITNESS COURSE

Study Hours 5

Course Text
Material

Review Agency Morale, Welfare, Recreation, and Business Operations Division

MCB Quantico, VA 22134

Reserve 1
Retirement
Credits (RRC)

ACE This course is scheduled for review by the American Council on Education
during 2014.

Assistance For administrative assistance, have your training officer or NCO log on to the
MCI home page at www.mci.usmc.mil. Marines CONUS may call toll free
1-800-MCI-USMC. Marines worldwide may call commercial (202) 685-
7596 or DSN 325-7596.

MCI Course 4134A iii

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MCI Course 4134A iv

Study Guide

Congratulations Congratulations on your enrollment in a distance education course from the

Distance Learning and Technologies Department (DLTD) of the Marine
Corps Institute (MCI). Since 1920, the Marine Corps Institute has been
helping tens of thousands of hard-charging Marines like you improve their
technical job performance skills through distance learning. By enrolling in
this course, you have shown a desire to improve the skills you have and
master new skills to enhance your job performance. The distance learning
course you have chosen, MCI 4134A Semper Fit Advanced Fitness Course,
provides instruction to all Marines in advanced fitness technique, nutrition,
and physiology.

Your Personal • YOU ARE PROPERLY MOTIVATED. You have made a positive
Characteristics decision to get training on your own. Self-motivation is perhaps the most
important force in learning or achieving anything. Doing whatever is
necessary to learn is motivation. You have it!

• YOU SEEK TO IMPROVE YOURSELF. You are enrolled to improve

those skills you already possess, and to learn new skills. When you
improve yourself, you improve the Corps!

• YOU HAVE THE INITIATIVE TO ACT. By acting on your own, you

have shown you are a self-starter, willing to reach out for opportunities to
learn and grow.

• YOU ACCEPT CHALLENGES. You have self-confidence and believe

in your ability to acquire knowledge and skills. You have the self-
confidence to set goals and the ability to achieve them, enabling you to
meet every challenge.

• YOU ARE ABLE TO SET AND ACCOMPLISH PRACTICAL

GOALS. You are willing to commit time, effort, and the resources
necessary to set and accomplish your goals. These professional traits will
help you successfully complete this distance learning course.

Continued on next page

MCI Course 4134A v

Study Guide, Continued

Beginning Your Before you actually begin this course of study, read the student information
Course page. If you find or suspect any course materials missing, notify your
training officer or training NCO. If you have all the required materials, you
are ready to begin.

To begin your course of study, familiarize yourself with the structure of the
course text. One way to do this is to read the table of contents. Notice the
table of contents covers specific areas of study and the order in which they are
presented. You will find the text divided into several study units. Each study
unit is comprised of two or more lessons and lesson exercises.

Leafing Leaf through the text and look at the course. Read a few lesson exercise
Through the questions to get an idea of the type of material in the course. If the course has
Text additional study aids, such as a handbook or plotting board, familiarize
yourself with them.

The First Study Turn to the first page of Study Unit 1. On this page, you will find an
Unit introduction to the study unit and generally the first study unit lesson. Study
unit lessons contain learning objectives, lesson text, and exercises.

Reading the Learning objectives describe in concise terms what the successful learner,
Learning you, will be able to do as a result of mastering the content of the lesson text.
Objectives Read the objectives for each lesson and then read the lesson text. As you read
the lesson text, make notes on the points you feel are important.

Completing the To determine your mastery of the learning objectives and text, complete the
Exercises exercises developed for you. Exercises are located at the end of each lesson,
and at the end of each study unit. Without referring to the text, complete the
exercise questions and then check your responses against those provided.

Continued on next page

MCI Course 4134A vi

Study Guide, Continued

Continuing to Continue on to the next lesson, repeating the above process until you have
March completed all lessons in the study unit. Follow the same procedures for each
study unit in the course.

Preparing for To prepare for your final exam, you must review what you learned in the
the Final Exam course. The following suggestions will help make the review interesting and
challenging.

• CHALLENGE YOURSELF. Try to recall the entire learning sequence

without referring to the text. Can you do it? Now look back at the text to
see if you have left anything out. This review should be interesting.
Undoubtedly, you’ll find you were not able to recall everything. But with
a little effort, you’ll be able to recall a great deal of the information.

• USE UNUSED MINUTES. Use your spare moments to review. Read

your notes or a part of a study unit, rework exercise items, review again;
you can do many of these things during the unused minutes of every day.

• APPLY WHAT YOU HAVE LEARNED. It is always best to use the

skill or knowledge you’ve learned as soon as possible. If it isn’t possible
to actually use the skill or knowledge, at least try to imagine a situation in
which you would apply this learning. For example make up and solve
your own problems. Or, better still, make up and solve problems that use
most of the elements of a study unit.

• USE THE “SHAKEDOWN CRUISE” TECHNIQUE. Ask another

Marine to lend a hand by asking you questions about the course. Choose a
particular study unit and let your buddy “fire away.” This technique can
be interesting and challenging for both of you!

• MAKE REVIEWS FUN AND BENEFICIAL. Reviews are good habits

that enhance learning. They don’t have to be long and tedious. In fact,
some learners find short reviews conducted more often prove more
beneficial.

Continued on next page

MCI Course 4134A vii

Study Guide, Continued

Tackling the When you have completed your study of the course material and are confident
Final Exam with the results attained on your Review Lesson Examination, you are ready
to take the final examination. Your training NCO or officer will administer
the final examination either online at www.mci.usmc.mil,
http://www.mci.usmc.mil, or by using Form DP-37 (answer sheet) that is
provided in the sealed envelope marked "FINAL EXAM". If you use Form
DP-37 to take your final examination, your training NCO or officer will
return it to MCI for grading. Ensure you read all the directions carefully,
whether online or on Form DP-37, before taking your final examination.

Completing The sooner you complete your course, the sooner you can better yourself by
Your Course applying what you’ve learned! However, you do have 2 years from the date
of enrollment to complete this course.

Graduating! As a graduate of this distance education course and as a dedicated Marine,

your job performance skills will improve, benefiting you, your unit, and the
Marine Corps.

Semper Fidelis!

MCI Course 4134A viii

 STUDY UNIT 1
THE ENDOCRINE SYSTEM
Overview

Scope The endocrine system consists of structures called glands that produce
substances called hormones to regulate various bodily functions.

The actions and the mechanisms of various hormones are diverse. Hormones
can affect almost every physiological function in the body, including cellular
transport, enzyme synthesis, cell growth, protein synthesis, cell metabolism,
and reproductive function. The close association of hormones to the nervous
system also makes the neural-endocrine system potentially one of the most
important physiological systems, with regard to training adaptations.

Certain types of fitness training dictate different hormonal responses.

Understanding this natural hormonal activity that takes place in the body is
fundamental to the design of a successful physical fitness program and
physical performance.

In This Study The following lessons are in this study unit:

Unit

Lesson See Page

Endocrine Anatomy 1-3
Hormones and Exercise 1-9

MCI Course 4134A 1-1 Study Unit 1

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MCI Course 4134A 1-2 Study Unit 1

 LESSON 1
ENDOCRINE ANATOMY
Introduction

Scope Glands are located throughout the body and release dozens of hormones that
impact exercise and performance. This lesson will focus on the anatomy of
the glands and an overview of some of the hormones that they produce and
how they respond to exercise.

Learning Upon completion of this lesson, you should be able to

Objectives
• Identify the major glands of the endocrine system.

• Identify the definition of a hormone.

• Identify the characteristics of a hormone.

In This Lesson The following topics are in this lesson:

Topic See Page

Introduction 1-3
Endocrine System Glands 1-4
Hormones 1-5
Lesson 1 Exercise 1-6

MCI Course 4134A 1-3 Study Unit 1, Lesson 1

Endocrine System Glands

Major Glands Some of the major glands found in the body are shown below.

Pineal
Gland

Pituitary
Gland
Thyroid Gland

Thymus

Pancreas

Adrenal Glands

Ovaries
(women)
Testes
(men)

MCI Course 4134A 1-4 Study Unit 1, Lesson 1

Hormones

Definition Hormones are biologically active chemicals produced by the endocrine

glands. Hormones can impact health, nutrition, and physical performance.

Characteristics Hormones include the following characteristics:

• Affect a specific target organ or tissue

• Release via a chemical signal sent by the target organ or tissue
• Turn production on and off by signals from the body; a feedback system
• Affect the metabolism of target organs that affects the total body
metabolism, growth, and reproduction

Description The table below lists several of the glands of the body, hormones created by
that particular gland, and the action of that hormone:

Gland Hormone Hormone Action

Thyroid Thyroxine Increases rate of cell metabolism
Adrenal • Epinephrine • Increases skeletal blood flow
• Norepinephrine • Constricts arteries and veins
elevating blood flow
Ovaries Estrogen Promotes development and
characteristics of female sex organs
Testes Testosterone Promotes uptake and characteristics
of male sex organs
Pancreas Insulin Promotes the development of
glucose (sugars used for muscle
fuel)
Pituitary Growth Hormone Promotes development of all body
tissues up through maturation
Pineal Melatonin Communicates information about
environmental light to various parts
of the body
Thymus Thyroxin Influences metabolic rate, growth,
and development

MCI Course 4134A 1-5 Study Unit 1, Lesson 1

Lesson 1 Exercise

Directions Complete items 1 through 3 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 Using the diagram below, identify the major glands of the endocrine system.

a
h

d e

a. __________________ e. ___________________
b. __________________ f. ___________________
c. __________________ g. ___________________
d. __________________ h. ___________________

Continued on next page

MCI Course 4134A 1-6 Study Unit 1, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Item 2 Define a hormone.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Item 3 List the four characteristics of a hormone.

(1) __________________________________________________________

(2) __________________________________________________________

(3) __________________________________________________________

(4) __________________________________________________________

Continued on next page

MCI Course 4134A 1-7 Study Unit 1, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 (a) Pineal 1-4
(b) Thyroid
(c) Adrenal
(d) Ovaries (women)
(e) Testes (men)
(f) Pancreas
(g) Thymus
(h) Pituitary
2 Hormones are biologically 1-5
active chemicals produced by
the endocrine glands.
3 (1) Affects a specific target 1-5
organ or tissue
(2) Releases hormones via a
chemical signal sent by
the target organ or tissue.
(3) Production is turned on
and off by signals from
the body; a feedback
system
(4) Affect the metabolism of
target organs

MCI Course 4134A 1-8 Study Unit 1, Lesson 1 Exercise

 LESSON 2
HORMONES AND EXERCISE
Introduction

Scope Hormones are involved in many different roles in the human body. They
assist in muscle tissue growth and remodeling, and responding to stressful
stimuli.

The two major categories of hormones that will be covered are anabolic and
catabolic. This lesson will cover the following hormones: testosterone,
growth hormone, insulin, and cortisol. These hormones, their function, and
response to exercise are very important to comprehend when dealing with
exercise.

Learning Upon completion of this lesson, you should be able to

Objectives
• Identify which primary anabolic hormones are involved in muscle tissue
growth and remodeling.

• Identify the five main physiological functions of testosterone.

• Identify which type of resistance training program elicits the greatest

increase of growth hormone concentrations.

• Identify what releases insulin-like growth factors and their three main
physiological functions of insulin-like growth factors.

• Identify which hormone is released from the pancreas and regulates blood
glucose levels.

• Identify where cortisol is released from in the body and the three main
physiological functions.

• Identify the hormonal ratio that is used to monitor the overall anabolic and
catabolic status of the human body.

Continued on next page

MCI Course 4134A 1-9 Study Unit 1, Lesson 2

Introduction, Continued

In This Lesson The following topics are in this lesson:

Topic See Page

Introduction 1-9
Anabolic Hormones 1-11
Testosterone 1-12
Growth Hormone 1-13
Insulin-Like Growth Factor 1-14
Insulin 1-15
Catabolic Hormones 1-16
Cortisol 1-17
Lesson 2 Exercise 1-19

MCI Course 4134A 1-10 Study Unit 1, Lesson 2

Anabolic Hormones

Background To better understand how anabolic hormones assist the body, you must first
understand there are two different types:

• Primary
• Secondary

Primary The primary anabolic hormones involved in muscle tissue growth and
Hormones remodeling are

• Testosterone
• Growth hormone
• Insulin-like growth factors
• Insulin

Secondary Secondary hormones include thyroid hormones, which are vital to the
Hormones biochemical reactions in many of the metabolic mechanisms regulated by
other hormones. Without thyroid hormones, chemical reactions cannot occur
normally.

MCI Course 4134A 1-11 Study Unit 1, Lesson 2

Testosterone

Primary Testosterone is a male steroid released from the testes in the male.
Function Testosterone, due to its anabolic or growth properties, has been one of the
primary hormones used as a physiological marker to evaluate the anabolic
status of the body.

Physiological The main physiological functions of testosterone are

Functions
• Repair muscle tissue
• Promote growth hormone(s) release
• Develop strength and muscle size
• Influence the nervous system
• Stimulate muscle force production

Response to Testosterone increases with both anaerobic and aerobic training.

Exercise

Exercise Several exercise variables that can increase testosterone concentrations are
Variables
• Large-muscle group exercises such as deadlifts, power clean, and squats
• Heavy resistance when weight training with weight between 85 to 95
percent of one repetition maximum (1RM)
• Moderate to high volume of exercise achieved with multiple sets or
multiple exercises
• Short rest periods of less than 2 minutes

MCI Course 4134A 1-12 Study Unit 1, Lesson 2

Growth Hormone

Primary Growth hormone (GH) is released by the pituitary gland and promotes
Function development of all body tissues up through maturation. The GH molecules
have numerous physiological actions, to include the effects on the following:

• Lipid, carbohydrate, and protein metabolism

• Longitudinal bone growth
• Skeletal muscle protein turnover

Physiological The main physiological functions of growth hormone are

Functions
• Assists with the adaptation to fitness training programs
• Increases protein synthesis
• Increases fat breakdown
• Stimulates cartilage growth
• Increases retention of nitrogen, sodium, potassium, and phosphorus

Response to The GH increases with both anaerobic and aerobic training.

Exercise

Exercise Scientific data indicates that resistance training programs that are moderate in
Variables intensity, but high in total work or volume, using short rest intervals (e.g.,
bodybuilding or programs targeting local muscular endurance), may elicit the
greatest acute increase in GH concentrations due to high metabolic demands.

MCI Course 4134A 1-13 Study Unit 1, Lesson 2

Insulin-Like Growth Factor

Primary Insulin-like growth factors (IGFs) are a set of hormones released by the liver,
Function fat cells, and muscle. IGFs mediate many of the effects of GH. Other factors
such as an individual’s nutrition habits and insulin levels have been shown to
be important signal mechanisms for IGF release. IGFs are structurally related
to insulin.

Physiological The main physiological functions of IGF are increased

Functions
• Glucose uptake
• Amino acid uptake
• Protein synthesis

Response to IGF levels increase anywhere between 2 and 29 hours after exercise.
Exercise

MCI Course 4134A 1-14 Study Unit 1, Lesson 2

Insulin

Primary Insulin is a hormone that is normally produced by the pancreas; its function is
Function the regulation of blood sugar levels.

Physiological The main physiological functions of insulin are as follows:

Functions
• Regulates blood glucose
• Stimulates uptake; uses and stores glucose
• Facilitates entry of glucose into muscle and adipose tissue
• Stimulates the liver to store glucose in the form of glycogen
• Has a whole body fat sparing effect

Response to Insulin levels decrease with increasing exercise levels.

Exercise

MCI Course 4134A 1-15 Study Unit 1, Lesson 2

Catabolic Hormones

Introduction The most notable function of catabolic hormones or glucocorticoids is their

various roles in the body’s response to stressful stimuli such as injury,
surgery, and excessive physical activity. Catabolic, when relating to
hormones, means to metabolically break down tissue, which is generally a
negative condition. Overall, the importance of the catabolic hormones to
training adaptations is related to their catabolic effects on skeletal muscle.

Cortisol Cortisol is a catabolic hormone. Its function and relationship to testosterone

will be addressed on the following pages within this lesson.

MCI Course 4134A 1-16 Study Unit 1, Lesson 2

Cortisol

Primary Cortisol is the primary hormone classified as a glucocorticoid and is produced

Function by the adrenal cortex that is involved in the response to stress; it increases
blood pressure and blood sugar levels. Glucocorticoids are a group of
hormones that have a catabolic effect on the body. Cortisol has catabolic
functions that have greater effects in type II muscle fibers.

Physiological The main physiological functions of cortisol are as follows:

Functions
• Promotes fat breakdown
• Promotes protein breakdown
• Converts amino acids to glucose

Response to Cortisol levels increase in a response to excessive exercise. Chronic resistance

Exercise training does not appear to produce consistent patterns of cortisol secretion.

Exercise Rest period length is an important variable for eliciting a significant cortisol
Variables response. Researchers have reported conducting leg press exercises of 8 sets
of 10 repetitions with 1 minute rest periods between sets elicited a
significantly greater acute cortisol response than using the same protocol with
3 minute rest periods. Therefore, while chronic high levels of cortisol have
adverse effects; increases may be part of a larger remodeling process in
muscle tissue.

MCI Course 4134A 1-17 Study Unit 1, Lesson 2

Cortisol, continued

Testosterone: The use of the testosterone:cortisol (T:C) ratio in monitoring overall anabolic
Cortisol Ratio and catabolic status of the human body has been shown to reflect some
biological status with training. The T:C ratio has been suggested to be an
indicator of the anabolic/catabolic status during training. An increase in
testosterone, decrease in cortisol, or both would indicate tissue anabolism or
catabolism. Several studies have shown changes in the T:C ratio during
training have been positively related to performance.

MCI Course 4134A 1-18 Study Unit 1, Lesson 2

Lesson 2 Exercise

Directions Complete items 1 through 9 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 The primary anabolic hormones involved in muscle tissue growth and
remodeling are

(1) _________________________________________________________

(2) _________________________________________________________

(3) _________________________________________________________

(4) _________________________________________________________

Item 2 List the five main physiological functions of testosterone.

(1) _________________________________________________________

(2) _________________________________________________________

(3) _________________________________________________________

(4) _________________________________________________________

(5) _________________________________________________________

Item 3 What type of resistance training program elicits the greatest type of training
response in GH concentrations?

a. Power lifting
b. Body building
c. Olympic lifting
d. Circuit training

Continued on next page

MCI Course 4134A 1-19 Study Unit 1, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Item 4 Which organs release insulin-like growth factors?

a. Pancreas and liver

b. Thyroid, fat, and muscle
c. Pituitary, pancreas, and fat cells
d. Liver, fat cells, and muscle

Item 5 List the three main physiological functions of insulin-like growth factors
(IGF).

(1) _________________________________________________________

(2) _________________________________________________________

(3) _________________________________________________________

Item 6 What hormone is released from the pancreas and regulates blood glucose?

a. Insulin
b. Testosterone
c. Insulin-like growth factor
d. Growth hormone

Item 7 Cortisol is released from which organ in the body?

a. Adrenal cortex
b. Medulla
c. Liver
d. Pancreas

Item 8 List the three main physiological functions of cortisol.

(1) _________________________________________________________

(2) _________________________________________________________

(3) _________________________________________________________

Continued on next page

MCI Course 4134A 1-20 Study Unit 1, Lesson 2 Exercise
Lesson 2 Exercise, Continued

Item 9 What hormonal ratio is used to monitor the overall anabolic and catabolic
status of the human body?

a. Testosterone/insulin-like growth factor

b. Insulin/cortisol
c. Growth hormone/testosterone
d. Testosterone/cortisol

Continued on next page

MCI Course 4134A 1-21 Study Unit 1, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.
Item Number Answer Reference Page
1 (1) Testosterone 1-11
(2) Growth hormone
(3) Insulin
(4) Insulin-like growth
factors
2 (1) Muscle tissue repair 1-12
(2) Promotes growth
hormone(s) release
(3) Development of strength
and muscle size
(4) Positive influence on the
nervous system
(5) Stimulation of muscle
force production
3 b 1-13
4 d 1-14
5 (1) Increased glucose uptake 1-14
(2) Increased amino acid
uptake
(3) Increased protein
synthesis
6 a 1-15
7 a 1-17
8 (1) Promotes fat breakdown 1-17
(2) Promotes protein
breakdown
(3) Converts amino acids to
glucose
9 d 1-18

MCI Course 4134A 1-22 Study Unit 1, Lesson 2 Exercise

 STUDY UNIT 2
HEALTH PROMOTION
Overview

Introduction This study unit will identify lifestyle patterns and habits that can affect risk
factors associated with health-related diseases and problems. Cardiovascular
disease and cancer will be discussed, including ways to decrease your risk of
developing these diseases through weight management and other methods.
Additionally, stress, anxiety, and depression will be defined and the methods
for coping with these problems will be identified.

In This Study The following lessons are in this study unit:

Unit
Lesson See Page
Heart Disease 2-3
Cancer 2-15
Weight Management 2-25
Stress, Depression, and Anxiety 2-35
Special Fitness Programs 2-43

MCI Course 4134A 2-1 Study Unit 2

 (This page intentionally left blank.)

MCI Course 4134A 2-2 Study Unit 2

 LESSON 1
HEART DISEASE
Introduction

Scope This lesson is designed to describe heart disease and to explore how our
lifestyle patterns and habits affect the way we perform in everyday life. Risk
factors associated with health-related problems and discussions on health-
related lifestyle choices will be presented.

Learning Upon completion of this lesson, you should be able to

Objectives
• Identify the leading causes of death in the United States.

• Identify the definition of a heart attack.

• Identify the definition of atherosclerosis.

• Identify the description of systolic and diastolic blood pressure.

• Identify blood pressure readings for Stage I hypertension.

• Identify how tobacco use increases the risk of cardiovascular disease.

• Identify the description of the two types of diabetes mellitus.

Continued on next page

MCI Course 4134A 2-3 Study Unit 2, Lesson 1

Introduction, Continued

In This Lesson The following topics are in this lesson:

Topic See Page

Introduction 2-3
Cardiovascular Lifestyle Patterns 2-5
Coronary Heart Disease 2-6
Arteriosclerosis 2-7
Hypertension 2-8
Stroke 2-9
Tobacco Use 2-10
Diabetes 2-11
Lesson 1 Exercise 2-12

MCI Course 4134A 2-4 Study Unit 2, Lesson 1

Cardiovascular Lifestyle Patterns

Background Cardiovascular disease, the leading cause of death in both males and females
in the United States, can be attributed to lifestyle patterns. In a recent study,
60% of Army, Navy, Air Force, and Marine deaths were connected with some
type of cardiovascular problem, with 62% of the cardiovascular deaths
associated with coronary heart disease.

Definition/ Cardiovascular disease is any disease or condition that is related to the heart
Description or the circulatory system. The most common cardiovascular diseases include:

• Coronary heart disease; including myocardial infarction or “heart attack”

• Arrhythmias
• Arteriosclerosis and atherosclerosis
• Hypertension
• Congestive heart failure
• Stroke

Uncontrollable Some risk factors of developing cardiovascular disease that we are unable to
Risk Factors control are listed below:

• Gender
• Age
• Heredity/genetics
• Ethnicity

Controllable You do have lifestyle risk factors that you are able to change and control if
Risk Factors motivated to do so. Those risk factors that can be manipulated are

• Tobacco use
• Dietary choices
• Diabetes
• Blood pressure
• Activity level
• Body weight
• Psychosocial factors

MCI Course 4134A 2-5 Study Unit 2, Lesson 1

Coronary Heart Disease

Background Coronary heart disease (CHD) is the greatest killer of all the heart-related
diseases with about 150,000 Americans under the age of 65 dying annually.
The most common and deadly CHD is a myocardial infarction, commonly
referred to as a “heart attack.”

Heart Attack A heart attack occurs when heart tissue is damaged, or dies due to a partial or
complete blockage of one of the coronary arteries. The major blockages that
can occur in the artery are

• Spasms
• Blood clots (thrombosis)
• Floating or dislodged particles (emboli)
• Weakening or ballooning of the artery lining (aneurysm)
• Rupture or hole causing hemorrhaging

Warning Signs Warning signs of a heart attack are

• Prolonged heavy pressure or squeezing pain in center of chest

• Pain spreading to shoulder, neck, teeth, jaw, left arm, and to the fourth and
fifth fingers of the left hand
• Nausea
• Vomiting
• Sweating
• Shortness of breath

Reducing the You can reduce your risk of having a heart attack, even if you already have
Risk CHD or have had a previous heart attack. To reduce your risk, you need to

• Stop smoking.
• Lower high-blood pressure.
• Reduce high cholesterol.
• Aim for a healthy weight.
• Be physically active every day.

MCI Course 4134A 2-6 Study Unit 2, Lesson 1

Arteriosclerosis

Definition/ Arteriosclerosis is a disease of the arteries that results in a thickening,

Description hardening, and loss of elasticity of the walls of the artery. This change in the
artery results in changes in tissue and function of the heart.

Atherosclerosis Atherosclerosis is a specific form of arteriosclerosis that involves hardening

of the arteries by cholesterol, lipid, and calcium deposits on the walls of
arteries. The progression of this disease depends on blood plasma levels of
lipoproteins and the forces on the walls of the arteries associated with blood
pressure, most commonly hypertension.

Cholesterol According to the American Heart Association, atherosclerosis is attributed to

Levels an above normal level of cholesterol. Levels greater than 200 mg/dL are
considered borderline high and having a cholesterol level 240 mg/dL or
greater is high. Having an above normal level of cholesterol can cause
atherosclerosis.

Fasting Levels The following chart shows classification levels for fasting cholesterol levels.

Classification Cholesterol Level

Normal <200 mg/dL
Borderline high 200–239 mg/dL
High >240 mg/dL

Reducing the You can reduce your risk of arteriosclerosis by the following:
Risk
• Stop smoking.
• Lower blood pressure.
• Reduce high cholesterol.
• Aim for a healthy weight.
• Be physically active every day.
• Eat a well-balanced diet that limits fat intake.

MCI Course 4134A 2-7 Study Unit 2, Lesson 1

Hypertension

Background Hypertension is a common health problem, afflicting one in four americans

and, as a subgroup, one in three african americans.

Definition/ Hypertension is a condition in which the person has a higher than normal
Description blood pressure. Hypertension is having a blood pressure level of 140/90
millimeters of mercury (mmHg) or higher.

Classification of The following chart shows classification levels of blood pressure for adults:
Blood Pressure

Classification Systolic Blood Diastolic Blood

Pressure, mmHg Pressure, mmHg
Normal <120 <80
Pre-Hypertension 120–139 80–89
Stage I Hypertension 140–159 90–99
Stage II Hypertension ≥160 ≥100

Systolic Blood The top number of a blood pressure value is the systolic pressure. This is the
pressure or force exerted against the arterial walls immediately after the heart
has contracted.

Diastolic Blood The bottom number of a blood pressure value is the diastolic pressure. This
can be thought of as the “run off” force or the amount of pressure still
remaining against the arterial walls as the heart relaxes before the next
contraction.

Treatment High blood pressure can be controlled by lowering sodium intake, increasing
exercise, decreasing or maintaining a normal body weight, and taking anti-
hypertensive medications.

MCI Course 4134A 2-8 Study Unit 2, Lesson 1

Stroke

Definition/ A stroke occurs when the blood supply to the brain is interrupted. When the
Description blood supply is interrupted, it may cause death of the brain cells, which do not
have the capacity to heal or regenerate. Damage to the brain cells may result
in speech impairment, memory problems, loss of movement or motor control,
and in some instances death due to loss of lung or heart function.

Warning Signs Warning signs of a stroke include the following:

• Persistent weakness or numbness of the face, arm or leg, especially on one

side of the body
• Sudden change of vision in one or both eyes
• Confusion, trouble speaking or understanding
• Severe headaches of unknown cause
• Unexplained dizziness, loss of balance or coordination
• Loss of consciousness with any of the preceding signs and symptoms

Treatment It is important to seek treatment immediately when the onset of signs and
symptoms occur to decrease the extent of the damage and loss of function.

MCI Course 4134A 2-9 Study Unit 2, Lesson 1

Tobacco Use

Background In 2008, the DoD reported that 34% of military service members smoke and
14% use smokeless tobacco. The U.S. Marine Corps has the highest rate of
smoking at 37.4% and the use of smokeless tobacco at 22%, compared to the
rest of the services.

Risks Tobacco products are the leading risk factor for cardiovascular and cancer-
related illnesses. The risk of cardiovascular disease increases by 30% for
those exposed to environmental tobacco smoke at work or home.
Approximately one-half million people die annually due to smoking-related
illnesses. Thirty percent of all cancer-related deaths stem from smoking.

Effects Smoking and tobacco use are risk factors that can be controlled and
eliminated. Tobacco has several effects on the body, both short and long
term. Research suggests that smoking exerts a direct, biologically mediated,
negative effect on endurance capacity.

Treatment To overcome the habits associated with tobacco use, the first step is to seek
more education on smoking cessation. Starting an individual smoking
cessation program can provide the tools to overcome the habits of using
tobacco. Avoid situations where smoking or second hand smoke is used.

MCI Course 4134A 2-10 Study Unit 2, Lesson 1

Diabetes

Definition/ Diabetes mellitus is a chronic disorder of carbohydrate metabolism that is

Description marked by high levels of sugar in the blood and urine because of inadequate
production or use of insulin. Cardiovascular disease is the leading cause of
death, in which 75% of those affected have diabetes mellitus.

The two types of diabetes mellitus are

• Type I
• Type II

Type I Type I diabetes is insulin-dependent diabetes mellitus, commonly known as

juvenile-onset diabetes, typically appears in childhood or adolescence.
Individuals with type I diabetes depend on daily injections of insulin, as their
pancreas does not produce enough, if any, insulin.

Type II Type II is non-insulin-dependent diabetes mellitus, often found in the military

since it is not usually seen until after the age of 25 and in most instances
around the age of 40. Individuals with type II diabetes do manufacture
insulin, but their cells have decreased insulin sensitivity.

This type of diabetes can be controlled by exercise, diet modification, and

prescribed medications.

Treatment It is important for the diabetic individual to control their level of sugar in the
blood stream. Maintain a disciplined lifestyle management program that
monitors blood sugar levels as well as regular visits to a physician are also
important.

MCI Course 4134A 2-11 Study Unit 2, Lesson 1

Lesson 1 Exercise

Directions Complete items 1 through 7 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 In the United States, ________________ is the leading cause of death.

a. cardiovascular disease
b. cancer
c. diabetes mellitus
d. accidents

Item 2 A heart attack occurs when heart tissue is damaged or dies due to a partial or
complete __________ of one of the coronary arteries.

a. paralysis
b. shut-down
c. blockage
d. spasm

Item 3 The disease process that involves hardening of the arteries by cholesterol,
lipid, and calcium deposits on the walls of arteries is called

a. myocardial infarction.
b. atherosclerosis.
c. arteriosclerosis.
d. cerebral incident.

Item 4 What blood pressure value refers to the pressure or force exerted against the
arterial walls immediately after the heart has contracted?

a. Diastolic
b. Systolic
c. Normal
d. Total

Continued on next page

MCI Course 4134A 2-12 Study Unit 2, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Item 5 What blood pressure reading (in mmHg) would be considered Stage I
hypertension?

a. 120/80
b. 125/85
c. 140/90
d. 160/100

Item 6 The risk of cardiovascular disease increases by _____% for those exposed to
environmental tobacco smoke at work or home.

a. 30
b. 35
c. 40
d. 45

Item 7 Type II diabetes mellitus usually develops after the age of _____ and in most
instances around the age of 40.

a. 18
b. 21
c. 25
d. 30

MCI Course 4134A 2-13 Study Unit 2, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 a 2-5
2 c 2-6
3 b 2-7
4 b 2-8
5 c 2-8
6 a 2-10
7 c 2-11

MCI Course 4134A 2-14 Study Unit 2, Lesson 1 Exercise

 LESSON 2
CANCER
Introduction

Scope This lesson is designed to describe the common types of cancer and how you
can prevent from developing some types of cancer. Also included is
information on performing self-exams for breast and testicular cancer.

Learning Upon completion of this lesson, you should be able to

Objectives
• Identify the term cancer.

• Identify the warning signs of cancer.

• Identify the frequency of performing breast and testicular self-exams.

• Identify the methods to reduce the risk of skin cancer.

In This Lesson This lesson contains the following topics:

Topic See Page

Introduction 2-15
Measures of Cancer 2-16
Breast Cancer 2-17
Testicular Cancer 2-18
Skin Cancer 2-19
Lesson 2 Exercise 2-21

MCI Course 4134A 2-15 Study Unit 2, Lesson 2

Measures of Cancer

Definition Cancer is the uncontrolled growth and spread of abnormal cells, which if left
untreated can be fatal. Cancer is the second leading cause of death in the
United States.

Types The table below shows the main classifications of cancerous cells:

Classification Description
Carcinoma Originates in epithelial tissues that cover the
body surfaces, line the tubes and cavities of the
body, and form the secreting portions of glands.
The most common carcinomas are skin, breast,
uterus, prostrate, lungs, and gastrointestinal
tract cancers.
Sarcoma Malignant tumor that originates in connective
and fibrous tissues like muscle, bone, cartilage,
and the membranes covering muscles and fat
Lymphoma Enlargement of the lymph nodes that are part
of the body’s infection-fighting immune
system
Leukemia Disease of the blood or blood-forming organs

Warning Signs Warning signs that should lead a person to inquire further about their health
status include the following, also known by the acronym “CAUTION.”

• Change in bowel or bladder habits

• A sore that does not heal
• Unusual bleeding or discharge
• Thickening or lump in the breasts or elsewhere
• Indigestion or difficulty in swallowing
• Obvious change in a wart or mole
• Nagging cough or hoarseness

Screening Regular screening will increase the likelihood of catching any occurrence of
cancer at an early-localized stage, thus increasing the success and survival
rate from 82 to 95%.

MCI Course 4134A 2-16 Study Unit 2, Lesson 2

Breast Cancer

Risks One out of eight women will be affected by breast cancer in their life. A
female’s risk of developing breast cancer increases with age as follows:

• Birth to 39: 1 in 227

• Ages 40–59: 1 in 25
• Ages 60–79: 1 in 15
• Age >80: 1 in 8

Early Detection In many instances, the earliest detection of breast cancer is found upon
mammograms before the lumps are palpated. However, mammograms are
not foolproof, so it is important to perform monthly breast self-examinations.

Performing For females, the following procedure should be performed at least once a
Breast Self- month:
Exams

Step Action
1 Check your breasts visually in a mirror for change in size
or shape, puckering or dimpling of the skin, or change of
position of one of the nipples.
2 Raise your arms, and check to see if both breasts move in
symmetry.
3 Press each nipple and see if there is a discharge (there
will be a discharge if you are nursing an infant).
4 Lie down and place a pillow under your arm, with your
arm raised above your head.
5 With your middle three fingers of the opposite hand,
palpate the breast.
6 Divide the breast into quarters and palpate each quarter,
press firmly but gently, use small circular motions to feel
each area of the quadrants.
7 When complete, bring your arm to the side and palpate
your armpit for swelling.
8 Repeat the procedure for the other breast.

Note: If you feel a suspicious lump or thickening, consult a doctor.

MCI Course 4134A 2-17 Study Unit 2, Lesson 2

Testicular Cancer

Risks Testicular cancer is one of the most common types of solid tumor cancers that
occur in males between the ages of 17 and 34. It first appears as a painless
enlargement or thickening of testicular tissue. Since it is often painless, it is
very important that self-evaluations are performed regularly.

Performing For males, the following procedure should be performed at least once a
Testicular Self- month:
Exams

Step Action
1 Exam each testicle by placing the index and middle
fingers of both hands on the underside of the testicle and
the thumbs on top.
2 Gently roll the testicle between your thumb and fingers.

Note: If you feel a suspicious lump or thickening, consult a doctor.

MCI Course 4134A 2-18 Study Unit 2, Lesson 2

Skin Cancer

Background Skin cancer is the most common form of cancer in the United States today,
even though it is not the leading killer. Approximately 1 in 5 adults develop
some type of skin cancer over their lifetime, with rates 10 times higher in
caucasians than in african americans.

Primary Cause Skin cancer is primarily caused by sun exposure over time. As we expose our
skin to sunburns and tanning, the skin may begin to prematurely age and the
risk of developing a skin cancer increases. As the length of time you spend
out in the sun increases, a part of the skin’s immune system is reduced by
photo damage, thus sets the body up for cancer.

Appearance Skin cancers most commonly show up on the face, ears, neck, arms, hands,
and legs as warty bumps, colored spots, scaly patches, or moles that change
color or grow. Surgery may be necessary to remove them so they do not
spread to surrounding tissues.

Reducing the Several precautions to prevent skin cancer are listed below:
Risk
• Avoid the hottest part of the day, which is typically between 10 a.m. and 3
p.m., when the atmosphere filters out less ultraviolet energy.

• Be aware that high altitudes have a higher density of UV rays; snow

reflects 80 percent more UV rays, and water is not a barrier to the sun.

• Wear protective clothing (i.e., long sleeves and long pants).

• Wear a sunscreen with a sunscreen protection factor (SPF) of 15 or higher.

• When applying sunscreen, use at least one full ounce over the entire body,
applying 15–30 minutes before going out into the sun, and reapply it if you
have been in the water for longer than 80 minutes or have been perspiring
heavily.

• Moisturize the skin on a regular basis.

Continued on next page

MCI Course 4134A 2-19 Study Unit 2, Lesson 2

Skin Cancer, Continued

Sunburn If you develop sunburn, apply cool compresses gently, do not rub the areas,
Treatment and moisturize the skin with petroleum jelly or products containing aloe.
Watch for signs of nausea, vomiting, chills, malaise, weakness, and blistering.
These signs identify a more serious situation and a physician should be
consulted.

MCI Course 4134A 2-20 Study Unit 2, Lesson 2

Lesson 2 Exercise

Directions Complete items 1 through 5 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 What disease is characterized by uncontrolled growth and spread of abnormal

cells?

a. Mutant cells
b. Neoplasms
c. Carcinogens
d. Cancer

Item 2 Which is a warning sign for cancer?

a. Glowing skin
b. Indigestion
c. Sore throat
d. Frequent urination

Item 3 How often should females perform breast self-exams?

a. Once a week
b. Once a month
c. Once every 6 months
d. Once a year

Item 4 Males should perform testicular self-exams once

a. a week.
b. a month.
c. every 6 months.
d. a year.

Continued on next page

MCI Course 4134A 2-21 Study Unit 2, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Item 5 One of the methods used to reduce the risk of skin cancer is to wear a
sunscreen with a sunscreen protection factor of _____ or higher.

a. 5
b. 10
c. 15
d. 20

Continued on next page

MCI Course 4134A 2-22 Study Unit 2, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 d 2-16
2 b 2-16
3 b 2-17
4 b 2-18
5 c 2-19

MCI Course 4134A 2-23 Study Unit 2, Lesson 2 Exercise

 (This page intentionally left blank.)

MCI Course 4134A 2-24 Study Unit 2, Lesson 2 Exercise

 LESSON 3
WEIGHT MANAGEMENT
Introduction

Scope This lesson is designed to present information on weight management. The

topics of obesity, caloric balance, and eating disorders will be addressed.

Learning Upon completion of this lesson, you should be able to

Objectives
• Define obesity.

• Identify the weight management caloric balance equation.

• Identify the benefits of regular exercise.

• Identify the two types of eating disorders.

In This Lesson This lesson contains the following topics:

Topic See Page

Introduction 2-25
Obesity 2-26
Weight Loss 2-27
Weight Gain 2-29
Body Composition 2-30
Eating Disorders 2-31
Lesson 3 Exercise 2-32

MCI Course 4134A 2-25 Study Unit 2, Lesson 3

Obesity

Definition/ Obesity is maintaining an excess level of body fat that increases the risk of
Description disease. Obesity has increased in the United States. Studies report that 48.1
million adults are obese. Obesity is measured by using height and weight to
calculate the body mass index (BMI) and correlates with the amount of body
fat. A BMI of 30 is considered obese.

Importance The United States military is experiencing a trend toward increasing obesity
that mirrors the pattern among the general population. Obesity increases the
risk for a variety of diseases including CHD, hypertension, diabetes,
gallstones, sleep apnea, osteoarthritis, and several cancers.

MCI Course 4134A 2-26 Study Unit 2, Lesson 3

Weight Loss

Caloric Balance Weight management is a caloric balance equation of energy in (calories from
Equation food) equaling energy out (resting metabolism and physical activity). If a
person wants to maintain their weight, both sides of the equation must be
equal. To increase or decrease your weight, the energy intake will be
inversely proportional to the energy output.

Three Methods To lose weight, energy intake must be less than energy output. With this
equation, weight loss can occur one of three ways:

• Reduce caloric intake below the daily energy requirements.

• Maintain caloric intake and increase energy expenditure through more

physical activity.

• Combine both methods by decreasing daily caloric intake and increasing

daily energy expenditure.

Best Method The best method of weight reduction is the combined method of reducing
caloric intake and increasing energy expenditure. Increasing physical activity
has many health benefits one of which is maintaining muscle mass while
losing fat mass. The combination of aerobic activities and resistance training
that maintain fat-free mass are the best.

Examples Examples of ways to increase energy expenditure in your daily activities

include:

• Travel short distances (walk, jog, or bicycle) instead of driving.

• Perform activities before breakfast.
• Replace coffee breaks or happy hour with exercise breaks.
• Use stairs instead of the elevator.
• Perform manual labor instead of hiring someone else to do it.
• Have an active hobby (tennis) v. a sedentary one (TV).

Continued on next page

MCI Course 4134A 2-27 Study Unit 2, Lesson 3

Weight Loss, Continued

Modify Your Your eating habits have a profound impact on your health and well-being. It
Diet is important to select foods that provide adequate amounts of the nutrients and
energy you need to fuel your body, while decreasing the consumption of
foods that link to obesity and disease. Study Unit 4 of this course will
provide detailed information concerning proper eating habits.

Benefits of Exercise decreases the risk for cardiovascular and other diseases. The
Regular benefits of regular exercise include:
Exercise
• Increased HDL levels
• Decreased total cholesterol levels
• Decreased resting blood pressure
• Decreased total body fat/BMI

Frequency of “The Surgeon General's Vision of a Healthy and Fit Nation 2010”
Exercise recommends that a minimum of 30 minutes of physical activity of moderate
intensity should be performed most if not all days of the week. Greater
benefits can be obtained by engaging in physical activity of intensity that is
more vigorous or of longer duration. In addition to cardiovascular activity,
perform strength-developing exercises at least twice a week to improve
muscular skeletal health.

Cessation of Many of the benefits of exercise training diminish within 2 weeks if physical
Physical activity is substantially reduced. The effects will disappear within 2 to 8
Activity months if physical activity is not resumed.

MCI Course 4134A 2-28 Study Unit 2, Lesson 3

Weight Gain

Caloric Balance As stated earlier, the caloric balance equation can be used for maintaining,
Equation losing or gaining weight. For individuals that want to increase their weight,
they will need to ensure that energy intake exceeds that of energy output.

Guidelines To gain weight, energy intake must be greater than energy output. By
following these guidelines below, reaching a healthy weight may occur.

• Consistently eat at least three hearty meals a day. Ensure that each meal is
a priority within your workday and eat proteins and carbohydrates together.

• Eat larger portions. Ensure that these are from all the different food
groups.

• Eat an extra snack before bedtime. Also pay attention to the mid-morning
and mid-afternoon snacks as well.

• Drink milk and juice to replace some of your daily water intake.

• Perform strength training to build muscle. Muscle is more dense than fat.

• Select higher calorie foods when eating (e.g., cranberry juice instead of
apple juice).

MCI Course 4134A 2-29 Study Unit 2, Lesson 3

Body Composition

Maintain Weight should not increase with age. Once one reaches their adult stature,
Normal Body they should maintain their weight through their life. A person’s metabolism
Weight decreases approximately 9% per decade of life. Knowing that this occurs,
make modifications and adjustments in your diet and exercise to maintain
your weight. If modifications are not made in diet and exercise to
compensate for decreases in metabolism, muscle mass will decrease and body
fat will increase, resulting in weight gain.

Circumferences The Marine Corps assesses body composition based on circumference

measurements and height. Males have two circumference sites (abdomen and
neck) and females use three circumference sites (abdomen, hips, and neck).

Determining Body fat is determined for males by taking the abdominal measurement and
Body Fat for subtracting the neck measurement. The product of this computation is
Males aligned to the male’s height by using the charts in MCO P6100.12 to get the
body fat percentage.

Determining Body fat is determined for females by taking the sum of the abdominal and
Body Fat for hip measurements and then subtracting the neck measurement. The product
Females of these computations is then aligned to the female’s height by using the
charts in MCO P6100.12 to get the body fat percentage.

Body Fat This method has been selected for body fat testing because of the emphasis on
Testing abdominal circumference, the site of human body fat deposition which is
most strongly associated with health risks, and which corresponds to other
military goals including appropriate appearance and healthly exercise habits.

MCI Course 4134A 2-30 Study Unit 2, Lesson 3

Eating Disorders

Background Eating disorders are serious emotional and physical problems that can have
life-threatening consequences. Anorexia, bulimia, and binge eating disorders
include extreme emotions and extreme attitudes and behaviors surrounding
weight and food issues. These three eating disorders will affect exercise and
performance.

Anorexia Anorexia nervosa is characterized by self-starvation and excessive weight

Nervosa loss. Symptoms include intense fear of weight gain or being “fat,” feeling
“fat,” or overweight despite dramatic weight loss, extreme concern with body
weight and shape, refusal to eat enough to maintain a minimally normal body
weight.

Bulimia Bulimia nervosa is characterized by a secretive cycle of binge eating followed

Nervosa by purging. It includes eating large amounts of food in a short span of time
and then getting rid of the food through vomiting, laxative abuse, or over-
exercising.

Treatment Treatment programs for eating disorders should focus on the psychological
aspect of the disease. Depending on severity of the disorder, treatment may
be performed in an inpatient or outpatient setting. Therapies showing the best
results include a team approach with psychotherapeutic, medical, nutritional,
and family support.

MCI Course 4134A 2-31 Study Unit 2, Lesson 3

Lesson 3 Exercise

Directions Complete items 1 through 6 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 Obesity is maintaining a (an) __________ level of body fat that ___________
the risk of disease.

a. excess; decreases
b. normal; increases
c. normal; decreases
d. excess; increases

Item 2 The caloric balance equation for weight management is described as energy
(calories) in

a. subtracted by energy out.

b. equaling energy out.
c. added to exercise out.
d. multiplied by energy out.

Item 3 The best method of reducing weight is ___________ caloric intake and
___________ energy expenditure.

a. reducing; increasing
b. increasing; reducing
c. increasing; increasing
d. reducing; maintaining

Item 4 One of the benefits of regular exercise is increased

a. HDL levels.
b. cholesterol levels.
c. resting blood pressure.
d. total body fat.

Continued on next page

MCI Course 4134A 2-32 Study Unit 2, Lesson 3 Exercise

Lesson 3 Exercise, Continued

Item 5 An eating disorder that is characterized by an intense fear of gaining weight, a

preoccupation with dieting and thinness, and a refusal to eat is called

a. anorexia nervosa.
b. anorexia athletica.
c. bulimia nervosa.
d. compulsive eating disorder.

Item 6 An eating disorder that is characterized by binge eating followed by purging

and guilt is called

a. anorexia nervosa.
b. anorexia athletica.
c. bulimia nervosa.
d. compulsive eating disorder.

Continued on next page

MCI Course 4134A 2-33 Study Unit 2, Lesson 3 Exercise

Lesson 3 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 d 2-26
2 b 2-27
3 a 2-27
4 a 2-28
5 a 2-31
6 c 2-31

MCI Course 4134A 2-34 Study Unit 2, Lesson 3 Exercise

 LESSON 4
STRESS, DEPRESSION, AND ANXIETY
Introduction

Scope Stress, depression, and anxiety are three major health issues that affect a large
percentage of the population. Learning how to cope with these issues is
important for everyone to master.

Learning Upon completion of this lesson, you should be able to

Objectives
• Identify the stages of the general adaptation syndrome.

• Identify when stress occurs.

• Identify good coping mechanisms for stress.

• Identify two factors that can influence the stress process.

• Define the term depression.

• Define the term anxiety.

In This Lesson This lesson contains the following topics:

Topic See Page

Introduction 2-35
Stress Factors 2-36
Depression and Anxiety 2-38
Lesson 4 Exercise 2-40

MCI Course 4134A 2-35 Study Unit 2, Lesson 4

Stress Factors

General Excessive stress can affect your health over time. Response to stress, called
Adaptation the general adaptation syndrome or the “flight-or-fight” response, has three
Syndrome stages outlined in the table below.

Stage Description
1 Is the immediate reaction to stress. The body releases
Alarm cortisol and adrenaline into the bloodstream in
Reaction preparation for physical activity (fight or flight).
Cortisol, the primary stress hormone, releases glucose for
energy into the bloodstream and increases substances that
assist with tissue repair. Adrenaline increases heart rate,
blood pressure, and boosts energy supplies. This initial
response can also suppress the immune system which
makes one more susceptible to illness and disease.
2 The body is trying to adapt to the new stress placed upon
Resistance it. This adaptation may be positive or negative to the
body as it tries to develop a new level of homeostasis
(balance).
3 The body breaks down in any number of ways. When
Exhaustion the body cannot adapt anymore, you may get sick,
injured, or become fatigued. This type of exhaustion is
life threatening and can be both physiological and
psychological draining with changes in perception and
thought process.

Occurrence Stress occurs when there is an imbalance between demands placed on the
individual and his or her response capabilities, where failure to meet the
demands has consequences.

Continued on next page

MCI Course 4134A 2-36 Study Unit 2, Lesson 4

Stress Factors, Continued

Coping With Everyone experiences stress. Stressors can be positive or negative. What
Stress makes people different is how they respond to these stressors. Learning how
to cope with stress is very important. Developing good coping mechanisms
like exercising, meditation, visualization, and relaxation techniques is very
beneficial. Many times people fall into poor coping mechanisms like
smoking, drinking, or overeating, which have negative effects on the body.

Situational Listed below are two common factors that influence the stress process:
Factors
• Uncertainty—A high degree of uncertainty regarding the challenge or
outcome of the demand has been found to relate to an increased stress
response.

• Importance—Greater importance surrounding the situation or challenge has

been found to relate to increased stress.

Individual Listed below are two common individual factors that influence the stress
Factors process:

• History of stressors—Experience with a particular situation or challenge

may influence one’s perception of and reaction to a given situation.

• Self-esteem—Individuals with high self-esteem tend to have a lower stress

response than individuals with low self-esteem.

Managing Several intervention and prevention strategies can be implemented to help

Stress manage stress and potentially stressful situation. Because it is difficult to
change an individual’s unique predisposition, efforts will be placed on
managing situational factors and providing the Marine with skills to manage
perceptions and reactions to stress.

MCI Course 4134A 2-37 Study Unit 2, Lesson 4

Depression and Anxiety

Definitions Depression can be characterized by not showing interest in usually

pleasurable outlets, poor appetite, agitation, hopelessness, loss of energy, and
feelings of worthlessness with recurrent thoughts of death. It can also cause
physical symptoms.

Anxiety is an emotion characterized by feelings of tension, worried thoughts;

there may also have recurring intrusive thoughts or concerns and avoid
certain situations out of worry. Physical symptoms may include increased
blood pressure, sweating, trembling, dizziness, and rapid heartbeat.

Health Both depression and anxiety are linked to an increase in cardiovascular health
Problems risk. For example, people in one study that had low self-esteem, low-
motivation, and feelings of despair and hopelessness had a 70% greater risk
of heart attacks than those who did not. The study concluded that how
individuals cope with anxiety is more important than how much anxiety they
experience.

Physiological Research has also shown some physiological increases when coping with
Increases stress. They include the following:

• Cerebral blood flow

• Changes in brain neurotransmitters
• Increases in maximal oxygen consumption and capacity
• Reduction in muscle tension
• Psychological changes associated with exercise as a distraction from daily
hassles
• Enhanced feeling of control
• Increased feeling of competence and self-efficacy

Coping Coping with stress will be a challenge for most individuals. Realizing that we
Mechanisms must have mechanisms in place to help cope with our stressors is important.
Some good examples of coping mechanisms include meditation, yoga,
progressive relaxation, and exercise. Exercise has also been shown to affect
individual’s psychological well-being in a positive way.

Continued on next page

MCI Course 4134A 2-38 Study Unit 2, Lesson 4

Depression and Anxiety, Continued

Social Activity Studies have indicated that religious commitment has a positive impact on
health, which may be due to the strong community provided by church
membership. Family and friends also provide support and help to promote a
healthy lifestyle. So get involved with groups, activities, and projects to
maintain cohesiveness with a support structure. Maintain positive family ties
and relationships to foster health into old age.

MCI Course 4134A 2-39 Study Unit 2, Lesson 4

Lesson 4 Exercise

Directions Complete items 1 through 7 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 The stage of the general adaptation syndrome in which the physiological and
psychological energy used to fight the stressors have been drained is called
the ______________ phase.

a. alarm
b. resistance
c. endurance
d. exhaustion

Item 2 When does stress occur?

________________________________________________________

________________________________________________________

________________________________________________________

Item 3 Good coping mechanisms for dealing with stress include exercising,
meditation, visualization, and _______________ techniques.

Item 4 Which situational factors can influence the stress process?

a. History of stressors
b. Importance
c. Self-Esteem
d. Certainty

Continued on next page

MCI Course 4134A 2-40 Study Unit 2, Lesson 4 Exercise

Lesson 4 Exercise, Continued

Item 5 Which individual factor can influence the stress process?

a. Confidence
b. Importance
c. Self-esteem
d. Uncertainty

Item 6 Which statement best defines depression?

a. A vague feeling of apprehension, worry, uneasiness, or dread that is often

nonspecific
b. A state that can be characterized by not showing interest in usually
pleasurable outlets, poor appetite, agitation, hopelessness, loss of energy,
and feelings of worthlessness with recurrent thoughts of death
c. A stage where the body is trying to adapt to the stress placed on it
d. Anger or hostility directed at individuals or situations outside of one’s
control

Item 7 Which statement best defines anxiety?

a. Anxiety is an emotion characterized by feelings of tension, worried

thoughts; there may also have recurring intrusive thoughts or concerns
and avoid certain situations out of worry.
b. A state that can be characterized by not showing interest in usually
pleasurable outlets, poor appetite, agitation, hopelessness, loss of energy,
and feelings of worthlessness with recurrent thoughts of death.
c. A stage where the body is trying to adapt to the stress placed on it.
d. Anger or hostility directed at individuals or situations outside of ones
control.

Continued on next page

MCI Course 4134A 2-41 Study Unit 2, Lesson 4 Exercise

Lesson 4 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 d 2-36
2 When there is an 2-36
imbalance between
demands placed on the
individual and his or her
response capabilities,
where failure to meet the
demands has
consequences.
3 relaxation 2-37
4 b 2-37
5 c 2-37
6 b 2-38
7 a 2-38

MCI Course 4134A 2-42 Study Unit 2, Lesson 4 Exercise

 LESSON 5
SPECIAL FITNESS PROGRAMS
Introduction

Scope This lesson will discuss how fitness and exercise relate to aging, pregnancy,
and postpartum. You will have knowledge of the psychological changes and
problems that occur, as a person gets older, and some basic guidelines for
staying fit and healthy as you age. In addition, this lesson will also provide
women with the benefits, precautions, and guidelines to observe during
pregnancy and postpartum.

Learning Upon completion of this lesson, you should be able to

Objectives
• Define osteoporosis.

• Identify the age when strength will begin to dramatically decline.

• Identify the exercise guidelines for pregnant women.

• Identify the activities to avoid during pregnancy.

In This Lesson The following topics are in this lesson:

Topic See Page

Introduction 2-43
Exercise and Aging 2-44
Exercise and Pregnancy 2-47
Lesson 5 Exercise 2-52

MCI Course 4134A 2-43 Study Unit 2, Lesson 5

Exercise and Aging

Introduction As a person ages, several physiological changes occur. Becoming familiar

with these changes will help you select a safe and effective fitness program.

Marines 46 Since fitness levels decrease as one ages, the physical fitness test (PFT)
Years of Age or standards also decrease with age. This allows Marines the opportunity to
Older compete successfully as they age. In addition, those over the age of 46 must
self-validate a “Risk Factor Screening” as a precautionary measure, 30 to 60
days prior to each annual PFT. If the Marine answers “yes” to any question
in section A or B of the screening or exceeds the body composition standards,
they must have a follow-on medical screening and be medically cleared in
order to participate in fitness testing. Depending on the results of the follow-
on screening, medical restrictions may be put in place.

Bone Loss By the mid-thirties, mineral loss from bones becomes more prevalent than
mineral accumulation, resulting in weakening and loss of bone density. A
loss of 1% a year is noted in bone density after the age of 35, the loss
accelerates from 3 to 5% per year after the age of 55. This process
accelerates more in females than in males because males tend to a higher
baseline of bone density.

Osteoporosis A condition due to the loss of calcium which makes the bones weak and
porous thus contributing to bone loss that becomes severe enough to cause
fractures from the mildest of trauma, is defined as osteoporosis. One out of
four women over the age of 60 will develop this condition.

Adequate calcium in the diet and regular weight-bearing activities will aid in
building, maintaining, or slowing bone loss due to aging.

Muscular A person typically reaches maximal strength in their mid-twenties, and by the
Strength mid-forties, strength begins to make a dramatic decline. By the age of 60, a
man may lose 10 to 20% of his maximum strength and a woman may lose
even more. Muscle strength and functional capacity declines as age increases.
Ways to prevent or slow the loss in muscle strength is to follow an aerobic
exercise program that includes progressive resistance training.

MCI Course 4134A 2-44 Study Unit 2, Lesson 5

Exercise and Aging, Continued

Resting Heart Your resting heart rate stays about the same throughout your life, but as you
Rate get older, the heart pumps less blood with each beat. The decrease in
contraction strength of the heart is most prominent when exercising.

Cardiovascular The cardiovascular function in older adults is similar to younger adults in the
Function way the body responds to aerobic exercise programs. The extent of
improvement or maintenance of function is dependent upon the frequency,
duration, intensity, and progression of the exercise program.

Exercise Effects Evidence shows that much of the effects that were associated with aging are
actually a result of disuse (becoming more sedentary) and can be regained
through exercise. Exercise for the maturing population has the following
effects:

• Maintenance and slowing of physiological decay

• Prevention of injuries
• Therapeutic benefits if disease or injury is present
• Delay the decrease in fitness level that occurs as one ages
• Help to maintain strength with less atrophy and muscle loss through
strength training

Guidelines The following guidelines can increase the safety of exercise for the older
individual:

• An exercise program should include aerobic, muscle strengthening, and

flexibility exercise.

• The recommended dose of exercise should leave the individual pleasantly

tired on the following day.

• Ensure adequate rest and recovery days after vigorous training sessions.

Continued on next page

MCI Course 4134A 2-45 Study Unit 2, Lesson 5

Exercise and Aging, Continued

Guidelines, • Weight-supported activities such as swimming and aquatics are particularly

continued helpful for those with joint problems.

• Perform activities inside air-conditioned or heated facilities if it is

extremely hot or cold.

• Let a physician conduct a preliminary screening for those that intend to

embark on strenuous competitive training.

MCI Course 4134A 2-46 Study Unit 2, Lesson 5

Exercise and Pregnancy

Medical Exercise is an integral part of daily life for all Marines. However, precautions
Evaluation should be observed if you are pregnant. Thus, it is important to have a
medical evaluation and seek your physician’s advice before beginning or
continuing an exercise or fitness program. This is extremely important if you
are unsure of your health status.

It is also important to begin exercising at low intensities for aerobic activities

and work up to strength and endurance activities gradually.

Exercise Exercise has been shown to provide the following benefits to pregnant
Benefits During women:
Pregnancy
• Helps to maintain physical fitness
• Decreases the amount of excessive weight gain
• Decreases backache and varicose veins
• Improves sleep
• Increases self-esteem
• Helps to decrease the amount of constipation experienced
• Reduces leg cramping and edema
• Decreases the risk of intervention in labor
• Increases recovery and return to fitness levels postpartum
• Increases body awareness
• Strengthens abdominal muscles and enhances muscular balance
• Helps with relaxation

Exercise Research indicates that there is no significant change in fetal development,

Benefits to the birth weight, gestational age, or increase in complication in babies born to
Fetus exercising women compared to women who did not exercise during
pregnancy. In fact, a wellness intervention program with pregnant military
members found that exercising mothers had fewer complications and more
favorable pregnancy outcomes with fewer pre-term babies, and higher birth
weights compared to those that did not exercise.

Continued on next page

MCI Course 4134A 2-47 Study Unit 2, Lesson 5

Exercise and Pregnancy, Continued

Exercise The American College of Obstetricians and Gynecologists outlines the

Guidelines following guidelines below for exercise during pregnancy:

• Continue to exercise during pregnancy as long as you do not have any

additional risk factors for adverse outcomes. Regular aerobic exercise at
least three times a week is recommended.

• Avoid supine exercises (those while laying on your back) after the first
trimester, because the weight of the baby and uterus interferes with cardiac
output and circulation. Also, avoid periods of prolonged standing due to
circulatory impairment hypotension.

• Fluid intake during and after exercise should be adequate to prevent

dehydration.

• Clothing worn during exercise should allow for adequate ventilation and
cooling.

• It is recommended that your core temperature should not exceed 101ºF.

• Exercises that require balance or expose the woman and fetus to direct
contact, falls, or abdominal trauma should be eliminated.

• Eat a well-balanced diet, and increase your caloric intake by 300 kcal/day
when exercising to maintain energy and nutrient balance for the mother and
fetus.

• Avoid training at altitudes greater than 6000 feet and watch for signs of
altitude sickness. Stop exercising if any signs occur, descend from the
altitude, and seek medical attention immediately.

• Avoid scuba diving during pregnancy because it places the fetus at risk for
decompression sickness due to the inability of the fetal lungs to filter air
bubbles in the blood.

Continued on next page

MCI Course 4134A 2-48 Study Unit 2, Lesson 5

Exercise and Pregnancy, Continued

Safe Exercise During pregnancy, monitor the intensity of activity by maximum heart rate
Intensities and training zones. The following guidelines should be followed:

• Intensity levels of less than 90% of maximum heart rate are considered
safe.

• Most physicians recommend maintaining activity between 60 and 80% of

maximum heart rate.

• Those who have just begun exercising during pregnancy should start
between 60 and 70% of maximum heart rate, while those who have
exercised previously may go to a higher heart rate.

Weight Weight training is okay if you use a low-intensity, high-repetition (endurance)

Training and program. Avoid heavy lifting due to increased risk of ligament and disc
Pregnancy injuries that may occur because of hormones released to relax ligaments.

Weight If you are weight training,

Training
Precautions • Avoid positions that place excessive stress on the lower back (e.g., squats).
• Avoid holding your breath during lifting exercises. (This is good advice
even if you’re not pregnant.)

Continued on next page

MCI Course 4134A 2-49 Study Unit 2, Lesson 5

Exercise and Pregnancy, Continued

Medical Consult a medical officer before starting, changing, or increasing the level of
Consultation exercise while pregnant. This will ensure a healthy pregnancy for both
mother and fetus.

Signs to Stop If any of the following signs or symptoms occurs while you are pregnant and
Exercise exercising, you should stop the exercise immediately. If the signs and/or
symptoms persist after the exercise has stopped, consult your physician.

• Vaginal bleeding
• Shortness of breath
• Dizziness
• Headache
• Chest pain
• Back pain
• Hip or pelvic pain
• Difficulty walking
• Muscle weakness
• Calf pain or swelling
• Uterine contractions or preterm labor
• Decreased fetal movement
• Amniotic fluid leakage

Pregnancy Include a few exercises in your daily program during pregnancy, even if you
Exercises have not exercised before. The areas that should be targeted are the pelvic
floor muscles, lower back region, and legs, which will help to strengthen and
prepare the body for labor and delivery.

Kegel Exercises Kegel exercises are designed to strengthen the muscles that help to stop urine
flow and squeeze the vagina closed. Perform slow Kegels by holding the
contraction for 3 to 10 seconds per contraction and fast Kegels by holding
contractions for 1 second per contraction. The exercises should alternate
between slow and fast sets, while being performed at least 3 times a day for
about 300 contractions. You can also perform Kegel exercises while
urinating by stopping and starting urine flow.

Continued on next page

MCI Course 4134A 2-50 Study Unit 2, Lesson 5

Exercise and Pregnancy, Continued

Other Activities Activities that are tolerated well during pregnancy include

• Swimming and other aquatic exercise

• Stationary bicycling
• Low-impact aerobics and step-aerobics
• Prenatal yoga
• Walking
• Dance (ballroom, modern jazz, and some ballet)
• Cross-country skiing
• Tennis and other racquet sports (intensity may need to decrease as
pregnancy progresses)

To identify whether the activity you like to perform is safe, consult your
doctor.

Activities to The following activities should be avoided after the first trimester of the
Avoid After the pregnancy:
First Trimester
• Supine exercises (while laying on your back)
• Regular sit-ups or curl-ups
• Exercises that cause bouncing or jerking

Exercising Consult with your medical officer on when it is safest to resume regular
Post-Pregnancy exercise.

MCI Course 4134A 2-51 Study Unit 2, Lesson 5

Lesson 5 Exercise

Directions Complete items 1 through 4 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 Define osteoporosis.

_________________________________________________________

_________________________________________________________

_________________________________________________________

Item 2 At which age does strength begin to make a dramatic decline?

______________________________________________________________

Item 3 Which of the following statements is a recommendation of the American

College of Obstetricians and Gynecologists about guidelines and exercise?

a. Women should not continue to exercise throughout the pregnancy.

b. Women should avoid supine exercises after the first trimester.
c. Women can train at any altitude.
d. Women can scuba dive during pregnancy without harm to fetus.

Item 4 Which exercise activity should be avoided after the first trimester of
pregnancy?

a. Sit-ups
b. Yoga
c. Running
d. Swimming

Continued on next page

MCI Course 4134A 2-52 Study Unit 2, Lesson 5 Exercise

Lesson 5 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 A condition where due to 2-44
the loss of calcium, makes
the bones become weak,
porous, and more prone to
fractures
2 Mid-40s 2-44
3 b 2-48
4 a 2-51

MCI Course 4134A 2-53 Study Unit 2, Lesson 5 Exercise

 (This page intentionally left blank.)

MCI Course 4134A 2-54 Study Unit 2, Lesson 5 Exercise

 STUDY UNIT 3
MUSCLE MOVEMENTS
Overview

Introduction Muscles and how the nervous system controls them are two of the key
elements underlying effective and efficient movements. Within muscles,
there is an intricate arrangement of “contractile proteins” that interact with
one another to produce the force necessary for movement.

Only with practice will you get the most from your ability. It is important to
remember that not all Marines have the same abilities. Some will be very
proficient at performing fine tasks that require dexterity. Others will be better
at performing tasks that require extreme endurance. This study unit will help
you gain knowledge on how the brain and body learns motor tasks and the
abilities associated with them.

Scope This study unit will provide you with a greater understanding of how muscle
contracts and functions. It will also look at the muscle from a microscopic
perspective and illustrate the mechanisms that underlie muscle contraction.

In addition, this study unit will cover the nervous system, how it controls
movement and allows movement to occur.

In This Study The following lessons are in this study unit:

Unit
Lesson See Page
Muscle Mechanics 3-3
Motor Control 3-13

MCI Course 4134A 3-1 Study Unit 3

 (This page intentionally left blank.)

MCI Course 4134A 3-2 Study Unit 3

 LESSON 1
MUSCLE MECHANICS
Introduction

Scope Muscle is the only structure in the body that can actually generate force.
When a muscle contracts, it pulls on the bones that it is attached to and
produces a movement that then causes the bones to rotate about a joint. This
lesson will look at how the muscle functions to produce force and movement.
With the muscle structure serving as a framework, the lesson then looks at
some of the properties of muscle and discusses why muscle functions the way
it does and how that is important.

Learning Upon completion of this lesson, you should be able to

Objectives
• Identify the dense connective tissue that surrounds the entire muscle.

• Define the term “concentric contraction.”

• Define the term “eccentric contraction.”

• Define the term “isometric contraction.”

• Define the term “force velocity relationship.”

• Identify the two primary types of sensory neurons in muscle.

• Identify the function of muscle spindles.

• Identify the function of Golgi tendon organs.

Continued on next page

MCI Course 4134A 3-3 Study Unit 3, Lesson 1

Introduction, Continued

In This Lesson The following topics are in this lesson:

Topic See Page

Introduction 3-3
Muscle Organization 3-5
Muscle Contractions 3-6
Force-Velocity Relationship 3-7
Sensory Neurons 3-8
Lesson 1 Exercise 3-10

MCI Course 4134A 3-4 Study Unit 3, Lesson 1

Muscle Organization

Background Muscles are made up of a number of different “parts.” First, the entire muscle
is surrounded by a dense connective tissue called the epimysium. This tissue
separates one muscle from another and allows them to contract with very little
friction.

Muscles that can be divided into several smaller components are called
muscle fascicles. A denser connective tissue sheath called the perimysium
surrounds each of these fascicles. Each one of these fascicles is made of
numerous muscle fibers surrounded by a third layer of connective tissue
called the endomysium. Muscle fiber is another name for the muscle cells.
There are typically thousands of muscle fibers in one muscle.

Diagram of The diagram below illustrates the structure of a muscle:

Muscle
Structure

MCI Course 4134A 3-5 Study Unit 3, Lesson 1

Muscle Contractions

Types A muscle can experience three different types of contractions. Each provides
a unique contraction to a muscle group. The three types of muscle
contractions are

• Concentric
• Eccentric
• Isometric

Concentric A concentric contraction occurs when tension generated by the muscle is

sufficient to overcome a resistance and moves (at a joint) a body segment of
one attachment towards the segment of its other attachment. An example of a
concentric contraction would be the upward or shortening phase of a bicep
curl.

Eccentric An eccentric contraction occurs when a muscle slowly lowers a resistance

(lengthening phase) as it returns from its shortened phase to normal resting
length. An example of an eccentric contraction would be the downward or
lengthening phase of a bicep curl.

Isometric An isometric contraction describes a static or held position in which tension is

developed in the muscle, but the muscle length and joint angle do not change.
An example of an isometric contraction would be a flexed arm hang on a pull-
up bar.

MCI Course 4134A 3-6 Study Unit 3, Lesson 1

Force-Velocity Relationship

Definition When a muscle contracts, there is an inverse relationship between the amount
of force a muscle can generate (or the load that can be lifted) and the speed at
which the muscle can contract. Each of the three muscular contractions can
be seen on the force-velocity relationship graph and are discussed in the table
below.

Diagram The diagram below illustrates the relationship between velocity on the
horizontal axis and the force a muscle can produce on the vertical axis:

Eccentric
Contraction

Isometric
Contraction

Concentric
Force

Contraction

0
Velocity

Practical When performing a bench press exercise, it is very easy to lift a lightweight in
Example which the weight can be lifted very rapidly. This is because the muscle only
has to generate a small amount of force to lift the weight. However, if a
Marine attempts a one repetition maximum on the bench press, the speed with
which they can lift the weight is very low. This is because the muscle is
required to generate a large amount of force, and according to the force-length
relationship, it is unable to contract rapidly.

MCI Course 4134A 3-7 Study Unit 3, Lesson 1

Sensory Neurons

Types The following are two primary types of sensory neurons in the muscle. These
neurons relay information to the central nervous system which is processed
and then sent to the brain for action.

• Muscle spindles
• Golgi tendon organs

Muscle Muscle spindles are sensory receptors found in the muscle belly itself. The
Spindles spindles run parallel to the actual muscle fibers and are able to sense changes
in length and force.

Muscle Spindle The diagram below shows the muscle spindle, muscle fiber, sensory neuron,
Diagram and motor neuron relationship:

Continued on next page

MCI Course 4134A 3-8 Study Unit 3, Lesson 1

Sensory Neurons, Continued

Function of Muscle spindles respond to rapid stretches by sending messages to the spinal
Muscle cord via a sensory neuron. The spinal cord then tells the muscle to contract.
Spindles This mechanism is designed to prevent the muscle from being injured by
rapid overstretching.

Golgi Tendon Golgi tendon organs (GTOs) are sensory structures found in tendon fibers
Organs near the junction of muscle and tendon. These sensory nerves respond to
large forces in a muscle.

Function of GTOs protect the muscle and prevent them from experiencing more force
GTOs than they can handle. When GTOs feel a large force applied to the muscle,
they send a signal to the spinal cord, which then causes the muscle to shut
down. By inhibiting the muscle contraction, the nervous system tries to avoid
a muscle tear or other damage to the muscle itself.

MCI Course 4134A 3-9 Study Unit 3, Lesson 1

Lesson 1 Exercise

Directions Complete items 1 through 8 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 What type of connective tissue surrounds the entire muscle?

a. Endomysium
b. Muscle fascicles
c. Epimysium
d. Perimysium

Item 2 The upward or shortening phase of a muscle contraction describes which

muscle contraction?

a. Eccentric
b. Concentric
c. Isometric
d. Isokinetic

Item 3 The downward or lengthening phase of a muscle contraction describes which

muscle contraction?

a. Eccentric
b. Concentric
c. Isometric
d. Isokinetic

Item 4 The static or held muscle position in which muscle length and joint angle
does not change describes which muscle contraction?

a. Eccentric
b. Concentric
c. Isometric
d. Isokinetic

Continued on next page

MCI Course 4134A 3-10 Study Unit 3, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Item 5 When a muscle contracts, there is a(n) __________ relationship between the
amount of force a muscle can generate and the speed at which the muscle can
contract.

a. direct
b. equal
c. partnered
d. inverse

Item 6 The two types of sensory neurons in the muscle are golgi tendon organs and
muscle

a. tendons.
b. ligaments.
c. spindles.
d. arteries.

Item 7 The sensory neuron that prevents rapid overstretching is the

a. Golgi tendon organs

b. muscle tendons
c. Golgi ligament organs
d. muscle spindles

Item 8 What sensory neuron is designed to protect the muscle and prevent it from
experiencing more force than it can handle?

a. Golgi tendon organs

b. Muscle spindles
c. Muscle tendons
d. Golgi ligament organs

Continued on next page

MCI Course 4134A 3-11 Study Unit 3, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 c 3-5
2 b 3-6
3 a 3-6
4 c 3-6
5 d 3-7
6 c 3-8
7 d 3-9
8 a 3-9

MCI Course 4134A 3-12 Study Unit 3, Lesson 1 Exercise

 LESSON 2
MOTOR CONTROL
Introduction

Scope Motor control is the term given to the field of study that looks at how the
brain controls muscle contractions and how movement tasks are learned.
These learned behaviors will be discussed and information will be presented
on how muscle activation patterns change as a new skill is learned.

Learning Upon completion of this lesson, you should be able to

Objectives
• Define motor learning.

• Identify the traits of motor learning.

• Define ability.

• Define skill.

• Identify the muscles that are known as prime movers.

• Identify the action of antagonist muscles.

• Identify the action of assistor muscles.

• Identify the action of stabilizer muscles.

• Identify why co-activation is important when learning a skill.

Continued on next page

MCI Course 4134A 3-13 Study Unit 3, Lesson 2

Introduction, Continued

In This Lesson This lesson contains the following topics:

Topic See Page

Introduction 3-13
Motor Learning 3-15
Ability and Skill 3-16
Muscle Activation Patterns 3-18
Lesson 2 Exercise 3-20

MCI Course 4134A 3-14 Study Unit 3, Lesson 2

Motor Learning

Definition Motor learning is the process or processes involved in making permanent

changes to an individual’s performance of a physical task.

Traits There are several distinct traits of motor learning and identifying when motor
learning has occurred. These traits include the following:

• The improved performance is a result of practice, not because of other

factors that could also influence performance, like growth and strength
gains.

• The changes are relatively permanent. In some instances, it is possible to

get better at a task one day and then have lost everything the next time the
task is performed. Learning involves a permanent change.

• The products of learning are visible to an outside observer, but the

learning is not. The learning of a skill actually occurs within the body, in
the nervous system and muscles. These changes are not evident to
someone looking at a Marine who is learning a new skill, but the outcome
of learning, i.e., the performance of a new skill, is evident to an outside
observer.

Performance As stated, performance of a skill usually improves with practice. The degree
Curves to which performance improves typically follows a predictable pattern as
shown below:

• Performance gains are the greatest when first learning the skill. As one
becomes more familiar performing a task, the rate of improvement slows
down as one fine-tunes the movement.

• There is no set time frame expressed for improvement to occur. This is

because the time it takes to improve a skill is determined by how complex
the skill is (an easier skill will be learned more rapidly) and whether the
skill is related to the individual’s ability. A Marine will improve more
rapidly if the skill is related to an ability they possess.

MCI Course 4134A 3-15 Study Unit 3, Lesson 2

Ability and Skill

Definition of Ability is a genetically determined, relatively unchangeable trait that typically

Ability underlies motor or cognitive activities. It is generally thought that abilities
cannot be modified or changed by practice.

Examples Some examples of abilities include

• Coordination: The ability to control multiple limb segments to produce

smooth and efficient movements.

• Visual acuity: The ability to see objects clearly and to differentiate them
from the surroundings.

• Dexterity: The ability to perform fine, well-controlled movements.

• Spatial orientation: The ability to determine spatial relationships between

objects.

Definition of A skill is a proficiency at a specific task. Skills can be modified and

Skill improved with practice.

Continued on next page

MCI Course 4134A 3-16 Study Unit 3, Lesson 2

Ability and Skill, Continued

Relationships The number of abilities a person could possess has been estimated to be about
30. This means that all of the vast number of skills can be related back to a
relatively small number of abilities. The table below presents some abilities
individuals may possess and skills that are associated with those abilities.

Ability Related Skills

Reaction time Responding rapidly to a specific stimulus, like
exploding out of the blocks at the start of a race.
Response orientation Choosing rapidly between alternative movements.
Making a decision based on a stimulus.
Speed of movement Being able to move the body rapidly.
Finger dexterity Manipulating small objects.
Manual dexterity Manipulating larger objects that involve the use of
much of the body.
Response integration Many sources of sensory information must be
interpreted accurately and used to plan a motor
response.
Dynamic strength Having strength during a movement.
Coordination Being able to move multiple limbs or body parts in
an efficient and effective manner.
Explosive power Being able to exert a large amount of force rapidly.
Stamina Being able to endure a long physical event.
Spatial orientation Being able to tell the positioning of objects and
their positional relation to other objects.
Proprioception Knowing where the body is in space and sensing
small changes in movement.

Implications An individual’s abilities have implications as to the skills they will be able to
develop, and the tasks that they can become proficient. A Marine with a high
level of manual dexterity, with practice, will be able to break down a rifle,
clean it, and reassemble it much faster than another who does not possess that
ability. At the same time, the other individual may have the ability of
steadiness and be able to hit a target consistently 1000 meters away.

MCI Course 4134A 3-17 Study Unit 3, Lesson 2

Muscle Activation Patterns

Background Muscles are activated based on the how they support the joint that they
surround. All muscle activations are based off four major muscle
movements. The four major muscle joint movers are

• Agonist
• Antagonist
• Assistor
• Stabilizer

Agonist Agonist muscle is also known as the “prime mover”, or contracting muscle
that is responsible for movement you see.

Antagonist Antagonist muscles work in opposition to the prime mover and reflexively
elongates to allow the agonist to contract and move the joint.

Assistor Assistor muscles assist in performing a movement but are not considered a
prime mover. They are sometimes called a secondary mover.

Stabilizer Stabilizer muscles maintain a static or isometric contraction to anchor or

support the movement of the primary mover.

Co-Activation When learning a certain skill, it is common for both the agonist and
antagonist muscles to be active at the same time or co-contract. This happens
to improve the “stability” of the joint since the individual does not really
know what to expect when performing the skill for the first time. This type of
co-activation makes the movement slow and inefficient since energy is being
spent to activate both muscle groups. This co-activation is necessary as it
essentially prepares the muscles for anything that might happen to disrupt the
movement.

Continued on next page

MCI Course 4134A 3-18 Study Unit 3, Lesson 2

Muscle Activation Patterns, Continued

Example The first time you perform a biceps curl, both the muscles of the biceps and
the triceps will be activated, either in an active or supporting role. This
makes it more difficult to move the arm but also protects the joint from any
“unknown factors” that may take you by surprise; if the weight was a lot
lighter than expected, this co-activation will slow the movement down and
keep you from hitting yourself in the mouth with the weight.

MCI Course 4134A 3-19 Study Unit 3, Lesson 2

Lesson 2 Exercise

Directions Complete items 1 through 9 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 What is the process or processes that involve making permanent changes to
an individual’s performance of a physical task?

a. Skill
b. Performance trait
c. Motor learning
d. Ability

Item 2 Improved performance is the result of

a. skills.
b. practice.
c. abilities.
a. endurance.

Item 3 It is thought that ability is relatively

a. unmanageable.
b. impervious.
c. unchangeable.
d. impromptu.

Item 4 Skills are usually associated with

a. learning.
b. ability.
c. dexterity.
d. proficiency.

Continued on next page

MCI Course 4134A 3-20 Study Unit 3, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Item 5 Prime mover muscles are also known as ____________ muscles.

a. agonist
b. antagonist
c. stabilizer
d. supporting

Item 6 What type of muscles work in opposition to the prime mover and reflexively
elongates to allow the agonist to contract and move the joint?

a. Assistor
b. Agonist
c. Antagonist
a. Stabilizer

Item 7 What type of muscle assists in performing a movement and is called a

secondary mover?

a. Stabilizer
b. Assistor
c. Agonist
d. Antagonist

Item 8 What type of muscle maintains a static or isometric contraction to anchor or

support the movement of the primary mover?

a. Stabilizer
b. Assistor
c. Agonist
d. Antagonist

Continued on next page

MCI Course 4134A 3-21 Study Unit 3, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Item 9 What does the co-activation of a muscle joint improve when learning a certain
skill?

a. Strength
b. Stability
c. Symmetry
d. Efficiency

Continued on next page

MCI Course 4134A 3-22 Study Unit 3, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 c 3-15
2 b 3-15
3 c 3-16
4 b 3-17
5 a 3-18
6 c 3-18
7 b 3-18
8 a 3-18
9 b 3-18

MCI Course 4134A 3-23 Study Unit 3, Lesson 2 Exercise

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MCI Course 4134A 3-24 Study Unit 3, Lesson 2 Exercise

 STUDY UNIT 4
ADVANCED NUTRITION
Overview

Introduction Proper nutrition is part of the foundation for proper physical performance.
Without the proper nutrients to burn for energy or to assist in breaking down
energy, the human body will not run at optimum efficiency. If the body is not
running at optimum efficiency, then the body is not training at optimum
efficiency.

Scope This study unit will provide you with advanced education on how nutrition
can enhance your fitness performance. In addition, it will also cover many
different areas of exercise performance that can ensure a higher level of
fitness.

In This Study The following lessons are in this study unit:

Unit
Lesson See Page
Nutrients 4-3
Exercise Performance 4-21

MCI Course 4134A 4-1 Study Unit 4

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MCI Course 4134A 4-2 Study Unit 4

 LESSON 1
NUTRIENTS
Introduction

Scope Energy in the human body comes from the foods we consume. This lesson
will provide you with an overview of the different energy systems and the
macronutrients, carbohydrates, fats, and proteins used to power the body.
Also included will be guidelines to maximize the physical performance of the
Marine.

Learning Upon completion of this lesson, you should be able to

Objectives
• Identify the six types of essential nutrients.

• Identify the nutrient that serves as the body’s major source of energy.

• Identify which type of carbohydrate provides a quick source of energy.

• Identify the two primary functions of proteins.

• Identify the five primary functions of fats.

• Identify the types of cholesterol.

• Identify the normal range of triglycerides in the body.

• Identify the desirable range of total cholesterol in the body.

• Identify the new food guidance system that provides nutritional

information.

• Identify the five major food groups.

Continued on next page

MCI Course 4134A 4-3 Study Unit 4, Lesson 1

Introduction, Continued

In This Lesson The following topics are in this lesson:

Topic See Page

Introduction 4-3
Essential Nutrients 4-5
Carbohydrates 4-6
Protein 4-8
Fats 4-9
Cholesterol 4-11
MyPlate 4-13
Lesson 1 Exercise 4-16

MCI Course 4134A 4-4 Study Unit 4, Lesson 1

Essential Nutrients

Types There are six types of nutrients that the body needs in order to function
properly. These nutrients are also important to exercise performance, as they
serve as energy sources along with other functions. The six types of nutrients
are

• Carbohydrates
• Proteins
• Fats
• Fluids
• Vitamins
• Minerals

Recommended Not getting enough of some nutrients can lead to health problems, as can
Dietary getting too much of other nutrients. The recommended dietary allowances
Allowances (RDA) and dietary reference intakes (DRI) give recommended amounts of 23
vitamins and minerals. By eating well-balanced meals, you are able to get
these RDAs without the aid of dietary supplements.

American The American Heart Association recommends that daily caloric intake
Heart consists of the following:
Association
Guidelines • At least 55 to 60% carbohydrates with no more than 15% from simple
sugars

• About 10 to 12% from protein

• Less than 30% from fat with less than 10% from saturated fat

MCI Course 4134A 4-5 Study Unit 4, Lesson 1

Carbohydrates

Background Carbohydrates provide much of the energy needed for physical activity and
organ function. They vary from simple sugars, such as table sugar (sucrose),
and the sugar in milk (lactose), and fruit (fructose), to complex carbohydrates
found in grains, vegetables, and legumes. Fiber is a primarily indigestible
type of carbohydrate found in fresh fruits, vegetables, and grains.

Functions Four primary functions of carbohydrates are as follows:

• Serve as the body’s major source of energy

• Serve as a metabolic primer for the burning of fat
• Provides fuel for the central nervous system
• Only nutrient that fuels the brain

Simple Sugars These provide a quick source of energy that is not long lasting. They are
categorized as monosaccharides and disccharides. Monosaccharides glucose,
fructose, and galactose are single units of sugar. Maltose, sucrose, and
lactose are the disaccharides, made up of pairs of sugar units bound together.

Complex These are also known as starches. They are composed of long strands of
glucose units, called polysaccharides. Complex carbohydrates provide a
longer-lasting form of energy.

Fiber There are two categories of fiber: soluble and insoluble. Each plays an
important and distinctive role in maintaining a healthy body. All fiber rich
foods contain a mixture of both types of fiber. Good examples of soluble
fiber are those that dissolve in water such as fruits, vegetables, oat bran,
barley, and legumes. Insoluble fiber is found mostly in cereal grains, seeds,
and the edible skins of fruits.

Continued on next page

MCI Course 4134A 4-6 Study Unit 4, Lesson 1

Carbohydrates, Continued

Before Exercise Increased glycogen (carbohydrate) stores prior to exercise are important,
especially for exercise sessions lasting more than 1 hour. To assist in
maximizing carbohydrate levels, consume carbohydrates 10–15 minutes prior
to exercise, as long as they are in small amounts. Large amounts of
carbohydrate consumption can be detrimental, as insulin (a hormone that
regulates blood glucose levels) may be secreted, which will lower blood
glucose.

During Carbohydrates in a liquid form are probably best to consume during exercise,
Exercise as they are absorbed by the body at a faster rate than solid carbohydrates.
Sports drinks that contain 5–8% carbohydrates are best and will be absorbed
fastest by the body. Most sports drinks have the appropriate percentage of
carbohydrates, while soft drinks (approximately 11% carbohydrate) and
juices (approximately 13% carbohydrate) have more than the optimal amount
of carbohydrates, which should be diluted before being consumed.

After Exercise Muscles require more carbohydrates than normal after exercise. Replacement
of muscle glycogen occurs fastest when consumption occurs during this time.
Immediate replenishment of the body’s carbohydrates is very important in
recovering, as well as in preparing the body for another exercise session.
Therefore, consumption of a carbohydrate/protein snack after every exercise
session is ideal.

To achieve the best recovery results after intensive exercise, it has been
determined that a carbohydrate to protein ratio of 4:1 is best. While
consumption of only carbohydrates during this time period will also lead to
increased glycogen storage, the carbohydrate/protein mix leads to the greatest
storage, probably due to the additive affects of carbohydrate and protein on
insulin.

Consumption of just protein following an exercise bout results in much lower

rates of muscle glycogen synthesis than consumption of carbohydrate and
protein or carbohydrate.

MCI Course 4134A 4-7 Study Unit 4, Lesson 1

Protein

Background Next to water, proteins are the most abundant substances in most cells.
Proteins are needed for synthesis of enzymes, certain hormones, new tissue,
some blood components, and for maintenance and repair of tissue.

Functions The two primary functions of protein are

• Essential for building and repairing muscles, red blood cells, hair, and
other tissues
• Synthesizing hormones

Amino Acids These acids make up the structure of proteins, much like saccharides make up
the structure of carbohydrates. There are 20 known amino acids, of which
nine are essential; meaning the body is unable to produce those on its own
and they must be provided as part of the diet. Inadequate intake of any of the
essential amino acids result in hair loss, impaired growth in infants and
children, and other clinical symptoms.

Good Sources Protein is found most abundantly in animal sources: meat, poultry, fish, eggs,
milk, and cheese. Animal products provide all the essential amino acids and
are called complete proteins. Plant sources of protein, legumes, seeds, nuts,
and grains are incomplete proteins, meaning they are missing one or more
essential amino acids or contain all of the essential amino acids in less than
adequate quantities.

Good to Proteins are considered by many athletes to be the key to athletic success. It
Remember is hard to find power athletes who do not take some form of protein
supplements. The fact is that most athletes consume too much protein and in
doing so are reducing their athletic potential. It has also been demonstrated
that endurance athletes actually have a higher requirement (per pound of body
weight) than power athletes.

MCI Course 4134A 4-8 Study Unit 4, Lesson 1

Fats

Background Fats are the major stored form of energy in the body. Despite having a bad
reputation, fats have many essential functions in maintaining health and are
required in many bodily functions.

Functions The following are five primary functions of fat:

• Transports fat-soluble vitamins

• Forms the major materials of cell membranes
• Provides protective covering for internal organs
• Provides emergency energy during times of lowered food intake
• Insulates the body against cold temperatures

Triglycerides Most natural fats are made of about 95% triglycerides. Triglycerides earned
their name because they are composed of three long chains. These chains are
called fatty acids and are categorized as saturated, polysaturated, and
monosaturated.

Saturated Fatty These are found in high concentrations of animal products, some vegetable
Acids oils, beef, pork, whole and 2% fat dairy products, butter, poultry skin, palm
oil, and coconut oil. The more saturated a fat is, the more solid it is at room
temperature. Overconsumption has shown to contribute to elevated blood
cholesterol levels.

Polysaturated These make up most vegetable and fish oils and are found in many types of
Fatty Acids nuts and seeds. Margarine, mayonnaise, soy products, and most salad
dressings are high in this type of fat. This fat is always liquid at room
temperature. Consumption of this type of fat can lower blood cholesterol
levels; however, they can also lower “good” cholesterol level. Omega-3 fatty
acids, a type of polysaturated fatty acid, help to lower blood triglyceride
levels.

Continued on next page

MCI Course 4134A 4-9 Study Unit 4, Lesson 1

Fats, Continued

Monosaturated These are thought to be the heart healthiest types of fat. They decrease “bad”
Fatty Acids cholesterol without lowering “good” cholesterol, as some polysaturated fats
do. Foods high in monosaturated fatty acids are olive oil, canola oil, peanut
oil, peanuts, pecans, almonds, olives, and avocados. This type of fat is
always liquid at room temperature.

MCI Course 4134A 4-10 Study Unit 4, Lesson 1

Cholesterol

Background Everyone over the age of 20 should get their cholesterol levels measured at
least once in every 5 years. Your medical primary care provider can schedule
this testing, which will consist of a blood test. The results will identify the
amounts of low-density lipoprotein cholesterol (LDL), high-density
lipoprotein (HDL) cholesterol, and triglycerides.

LDL This type of cholesterol can build up on the walls of your arteries and increase
your chances of getting heart disease. LDL cholesterol is referred to as “bad”
cholesterol. The lower your LDL number, the better it is for your health. The
table below outlines LDL cholesterol levels.

LDL Cholesterol Category

<100 Optimal
100–129 Near optimal/above optimal
130–159 Borderline high
160–189 High
≥190 Very high

HDL This type of cholesterol, also known as the “good” cholesterol, and protects
you against heart disease by taking the “bad” cholesterol out of your blood
and keeping if from building up in your arteries. The higher the HDL level,
the better it is for your health. The table below outlines HDL cholesterol
levels.

HDL Cholesterol Category

60 and above Optimal; helps to lower risk of heart
disease
Less than 40 in men and 50 in Low, considered a risk factor for
women heart disease

Continued on next page

MCI Course 4134A 4-11 Study Unit 4, Lesson 1

Cholesterol, Continued

Triglycerides These are the chemical form that most fat exists in food and in the body. A
high triglyceride level has been linked to the occurrence of coronary artery
disease in some people. The table below outlines triglyceride levels.

Triglycerides Category
<150 Normal
150–199 Borderline high
200–499 High
≥500 Very high

Total Levels Your total blood cholesterol is a measure of LDL, HDL, and other lipid
components. Doctors recommend total cholesterol levels below 200. The
table below outlines overall cholesterol levels.

Total Cholesterol Category

<200 Desirable
200–239 Borderline high
≥240 High

MCI Course 4134A 4-12 Study Unit 4, Lesson 1

MyPlate

Background The “Dietary Guidelines for Americans” was updated in 2010 by the
Department of Agriculture and the Department of Health and Human
Services. The recommendations in MyPlate are for the general public and are
designed to help consumers make better food choices to eat more healthfully.

Information on MyPlate can be found at www.ChoseMyPlate.gov. The

website includes much of the information formerly found on MyPyramid.gov.

Anatomy The “ChooseMyPlate.gov” logo illustrates the five food groups in a place
setting and is a reminder to include items in each of these groups with each
meal.

Continued on next page

MCI Course 4134A 4-13 Study Unit 4, Lesson 1

MyPlate, Continued

ChooseMyPlate The website provides practical information and selected messages to help
.gov focus on key behaviors that can assist you in building a healthier diet. Other
links on the website include Weight Management and Calories, Physical
Activity, Sample Menus and Food Group Based Recipes, 10 Nutrition Tips,
and Healthy Eating on a Budget.

Plan The SuperTracker helps you with a personalized nutrition and physical
activity plan. You can keep track of your foods and physical activity and also
get tips on how to make healthier choices.

Food Groups MyPlate provides information on the five food groups that make up a healthy
diet: fruits, vegetables, grains, protein foods, and dairy. Selecting any of the
food groups will provide you with information on how much is needed every
day, what a serving is, and health benefits.

Continued on next page

MCI Course 4134A 4-14 Study Unit 4, Lesson 1

 MyPlate, Continued

Sample Menu Below is an example of a sample menu for a 2000 calorie food pattern found
on the website.

Meal Day 1 Day 2 Day 3

Breakfast Creamy oatmeal, cooked in Breakfast burrito: 1 flour Cold cereal:
milk): tortilla (8” diameter), 1 1 cup ready-to-eat
½ cup uncooked oatmeal scrambled egg, 1 cup black oat cereal
1 cup fat-free milk beans 1 medium banana
2 tablespoons raisins 2 tablespoon salsa ½ cup fat-free milk
2 t-spoon brown sugar ½ large grapefruit 1 slice whole wheat
toast & 1 t-spoon tub
beverage, 1 cup orange juice beverage: 1 cup water, coffee, margarine
or tea
beverage: 1 cup
prune juice

Lunch Taco salad: Roast beef sandwich: Tuna salad

2 ounces tortilla chips 1 small whole grain hoagie sandwich:
2 ounces ground turkey, bun 2 slices rye bread
cooked in 2 t-spoon 2 oz. lean roast beef 2 ounces tuna
corn/canola oil 1 slice part-skim mozzarella 1 Tbsp mayonnaise
¼ cup kidney beans cheese 1 Tbsp chopped
½ ounce low-fat cheddar 2 slices tomato celery
cheese ¼ cup mushrooms cooked in ½ cup shredded
½ cup chopped lettuce 1 t-spoon corn/canola oil lettuce
½ cup avocado with 1 t-spoon 1 tsp mustard 1 medium peach
lime juice Baked potato wedges: Beverage: 1 cup fat-
2 tablespoon salsa 1 cup potato wedges cooked free milk
in 1 t-spoon corn/canola oil
beverage: 1 cup water, coffee, 1 tablespoon ketchup
or tea
beverage: 1 cup fat-free milk

MCI Course 4134A 4-15 Study Unit 4, Lesson 1

Lesson 1 Exercise

Directions Complete items 1 through 10 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 The six essential nutrients include carbohydrates, protein, fats, fluids,
vitamins, and

a. amino acids.
b. sports drinks.
c. minerals.
d. fiber.

Item 2 Which nutrient serves as the body’s major source of energy?

a. Vitamins
b. Fats
c. Protein
d. Carbohydrates

Item 3 Which type of carbohydrate provides a quick source of energy?

a. Simple sugar
b. Fiber
c. Fruit
d. Whole grains

Item 4 One of the primary functions of protein is that it is essential for building and
repairing

a. cartilage.
b. bones.
c. fingernails.
d. muscles.

Continued on next page

MCI Course 4134A 4-16 Study Unit 4, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Item 5 Which essential nutrient is responsible for insulating the body against cold
temperatures?

a. Carbohydrates
b. Proteins
c. Fats
d. Fluids

Item 6 Which type of cholesterol is considered “good” for your body?

a. LDL
b. HDL
c. Saturated
d. Non-Saturated

Item 7 Which is the normal range for triglycerides in the body?

a. 500 or higher
b. 200–499
c. 150–199
d. Less than 150

Item 8 What is the desirable range for total cholesterol?

a. Less than 200

b. 200–239
c. 240–499
d. 500 or higher

Continued on next page

MCI Course 4134A 4-17 Study Unit 4, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Item 9 The new food guidance system that provides nutritional information is known
as

a. MySteak
b. MyStake
c. MyPlate
d. MyPlace

Item 10 The five major food groups are

a. fruits, vegetables, grains, prepared foods, and dairy

b. fruits, vegetables, grains, protein foods, and dairy
c. fruits, vegetables, grains, nuts, and dairy
d. fruits, vegetables, grains, meat, and dairy

MCI Course 4134A 4-18 Study Unit 4, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 c 4-5
2 d 4-6
3 a 4-6
4 d 4-8
5 c 4-9
6 b 4-11
7 d 4-12
8 a 4-12
9 c 4-13
10 b 4-14

MCI Course 4134A 4-19 Study Unit 4, Lesson 1 Exercise

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MCI Course 4134A 4-20 Study Unit 4, Lesson 1 Exercise

 LESSON 2
EXERCISE PERFORMANCE
Introduction

Scope This lesson will discuss how the different energy systems enhance
performance. In addition, the use of proper hydration, vitamins, and minerals
will be discussed to better your overall performance.

Learning Upon completion of this lesson, you should be able to

Objectives
• Identify the two types of anaerobic energy systems.

• Identify the basic energy source used in muscle contractions.

• Identify the two primary choices of energy in the aerobic system.

• Identify the percentage of ATP used in muscle contractions.

• Identify the recommended amount of fluid to be consumed two hours prior

to exercise.

• Identify how sports drinks help enhance exercise performance.

• Identify the purpose of vitamins.

• Identify the two categories of vitamins.

• Identify the purpose of minerals.

• Identify the two categories of minerals.

Continued on next page

MCI Course 4134A 4-21 Study Unit 4, Lesson 2

Introduction, Continued

In This Lesson The following topics are in this lesson:

Topic See Page

Introduction 4-21
Anaerobic Energy Systems 4-23
Aerobic Energy System 4-25
Fluid Intake 4-26
Sports Drinks 4-28
Vitamins 4-30
Minerals 4-33
Lesson 2 Exercise 4-36

MCI Course 4134A 4-22 Study Unit 4, Lesson 2

Anaerobic Energy Systems

Types There are two types of anaerobic energy systems in the body. It is important
to identify that both systems are capable of producing adenosine triphosphate
(ATP) energy at a high rate. They are used when the rate of energy
production demanded of the exercise exceeds that of the aerobic system
alone. The main limitation of these systems is the relatively small amount of
ATP that can be made before fatigue ensues. By being anaerobic, they
operate in the absence of oxygen. The two types systems are

• Phosphagen
• Lactic acid

Phosphagen This system supplies energy very rapidly. It relies entirely on a chemical
System source of fuel and because of this its total capacity for producing energy is
severely limited. It is the primary source for very high-intensity exercise.

Lactic Acid This system also provides a rapid source of energy. Its fuel source is glucose,
System the usable form of carbohydrate in the body. Because the supply of glucose
exceeds that of muscle phosphagen, the lactic acid system produces more
ATP than the phosphagen system. But still, its capacity is limited because of
the production of its end product, lactic acid, which is not tolerated well by
the body.

Glycolysis Foods we eat can be separated into three categories: carbohydrates, fats, and
proteins. Carbohydrates are the only form of food that can be used as fuel in
the lactic acid system. Glucose, which is a simple six-carbon sugar, is the
only form of carbohydrate used by the body. This fuel can come from either
blood glucose or from stored glycogen within the muscles and liver. A
glucose molecule can be broken down without oxygen present (anaerobic)
and produces two ATP molecules. While this production of ATP from a
single glucose is not a lot, the ATP does allow us to continue exercise for up
to 3-5 minutes. However, because no oxygen is available during this ATP
production, the end product of the reaction is lactic acid. Lactic acid causes
fatigue, thus the body cannot continue in an anaerobic state forever.

Continued on next page

MCI Course 4134A 4-23 Study Unit 4, Lesson 2

Anaerobic Energy Systems, Continued

ATP For a muscle contraction to occur, there has to be a sufficient source of

available energy. The basic energy source for muscle function is called ATP.
These high-energy phosphates are available within our muscles, but they are
depleted quickly during maximum effort exercise. Once depleted, the ATP
stores must be replenished for muscle contraction to continue.

ATP Storage Muscles typically have about 2 to 3 seconds of ATP stored in them.
Therefore, if you only wanted to perform a maximal activity that lasted 2 to 3
seconds, like a maximal dead lift, then stored ATP would be the only fuel that
you would need. However, since most of us perform activity for more than 2
to 3 seconds, we need another source of ATP for activity to continue.

Creatine Creatine phosphate (CP) is similar to ATP. Because of this similarity, CP and
Phosphate ATP are referred collectively as “phosphagens.” CP is stored in the muscle
and can donate its phosphate to produce ATP. This happens very quickly and
allows energy to continue to be produced. However, we only have enough
CP to produce energy for about 10 seconds. After 10 seconds, all this energy
would be expended and the body would have to make energy using other
methods.

MCI Course 4134A 4-24 Study Unit 4, Lesson 2

Aerobic Energy System

Background This system is a complex collection of several different components. Because

of its ability to use carbohydrates, fats, and protein sources of fuel, and
because it produces only carbon dioxide and water as end products, the
system has a virtually unlimited capacity for making ATP. This system
supplies all the energy for low-to moderate-intensity exercise.

Primary The two primary choices of energy in an aerobic state are

Energy Choices
• Carbohydrates
• Fats

For most people, fats are much more plentiful than carbohydrates. However,
fats require much more oxygen than carbohydrates to be broken down.
Therefore, when oxygen is limited, as it is when we exercise at almost any
intensity, carbohydrates become the preferred source of energy.

As we go from one energy source to another (ATP > CP > anaerobic

glycolysis > aerobic glycolysis), the time required to produce the energy
increases, thus the intensity of the activity must decrease for sufficient energy
to be produced. Carbohydrate stores are very limited, so proper nutrition
before, during, and after physical activity is important for the exercise to
continue at the desired intensity.

Capacity The only practical limit to the capacity of the aerobic system comes when
analyzing prolonged, continuous aerobic exercise. The capacity of this
system grows tremendously if stored fat is included as a potential source of
energy.

Power The power of the aerobic system depends on the maximal rate at which the
body can transport and consume oxygen. The maximal rate of oxygen
uptake, also called VO2 max, is determined by a graded exercise test to
exhaustion.

This system, because of its limited power, provides energy primarily for low-
to moderate-intensity exercise. It is not until the intensity reaches a
moderately high level, roughly 75–85% of maximum heart rate, that the limit
of the aerobic system is reached and other energy systems are recruited to
provide additional energy.

MCI Course 4134A 4-25 Study Unit 4, Lesson 2

Fluid Intake

Body When ATP is used for energy, only about 40% of its energy is used in muscle
Temperature contraction, the other 60% is released as heat. Therefore, when we exercise
body temperature increases. To combat the increase in body temperature, the
body shifts blood flow, sending more to the skin and starts the sweating
mechanism so that heat can be lost. With higher intensity exercises, most of
the heat is lost through evaporation of sweat, but note that heat is lost from
the body only when sweat evaporates, removing sweat with a towel or shirt
may feel good, but does not reduce body heat.

Fluid Loss One of the best indicators of fluid loss is a change in body weight. Any
Indicators change in body weight that occurs from before to after an exercise bout is
purely from fluid loss and must be replaced. For every pound of weight lost,
at least 16 oz. of fluids must be consumed. When you are replenishing fluids,
alcoholic and caffeinated fluids should be avoided, as both act as diuretics
and increase the loss of fluids. Fluid intake during the day is important in
preparation of physical activity, and one should consume 8 to 12 cups of fluid
in a day to maintain normal hydration levels, outside of those consumed
during exercise.

Throughout the As sweating occurs, fluid is lost and dehydration can occur; therefore, proper
Day hydration is important both throughout the day and during exercise bouts.

Both body temperature and heart rate will be increased during exercise when
fluids are not consumed making the exercise harder to perform. Thus, with
dehydration, performance decrements can and often do occur.

Dehydration Along with carbohydrates, fats, and protein, fluids are one of the major
and essential nutrients that we have to consume. When we are sedentary, thirst
Rehydration balances the need for fluids; however, during exercise, thirst always lags
behind fluids need. Generally, by the time you are thirsty, you are 1%
dehydrated; therefore, during exercise, one has to consume fluids even if not
thirsty to maintain proper hydration levels.

Continued on next page

MCI Course 4134A 4-26 Study Unit 4, Lesson 2

Fluid Intake, Continued

Sports Drinks As fluids are not stored in the body, any loss of fluid during exercise must be
replenished or proper physiological functioning will suffer. Exercise lasting
less than 60 minutes and performed in a cold and dry environment usually
results in just water loss. Thus, plain water would be okay as a fluid to be
consumed.

However, since electrolytes (sodium, potassium, chloride, and magnesium)

and carbohydrates in a fluid often enhance its palatability and therefore its
consumption, electrolyte/carbohydrate drinks are very appropriate to consume
during these activities.

Good to For activities performed in a hot or humid environment and those lasting 60
Remember minutes or longer, fluid and electrolyte loss can both be significant. Thus,
during these exercise bouts, fluids that provide both electrolytes and
carbohydrates should be consumed, as the effects of the fluid and
carbohydrate are independent but additive and important for exercise
performance. The general recommendation is to consume 16 oz. of fluids 2
hours prior to an exercise bout, 4 to 8 oz. every 15 to 20 minutes of exercise,
and 8 to 16 oz. immediately after the exercise bout.

MCI Course 4134A 4-27 Study Unit 4, Lesson 2

Sports Drinks

Background Drinking adequate fluids is essential for top exercise performance. Fluids
transport nutrients to and from the working muscles, dissipate heat and
eliminate waste products. This is a neglected aspect of many Marine’s diet
and can consequently hurt their exercise potential.

Increasing The consumption of sports drinks that contain carbohydrates and electrolytes
Performance has been proven to enhance exercise performance, as they help during high-
intensity activities that consist of intermittent sprinting, running, and jogging.

Functions Sports drinks that contain carbohydrates and electrolytes enhance water
absorption, as well as continue to replenish carbohydrates, which has the most
limited storage of any nutrient in the body.

Brand Not all sports drinks are created equal. It is important to research which drink
Comparisons will provide the best energy in relationship to the exercise or sport being
conducted. In a recent study, head-to-head comparisons of Gatorade®,
Powerade®, and AllSport® were made. It was found that Gatorade stimulates
fluid absorption faster than either Powerade or AllSport.

This difference is attributed to both the type of carbohydrate and the

concentration of carbohydrate in the beverages. Gatorade has a 6%
carbohydrate concentration level and contains an equal mixture of sucrose
and glucose. Powerade and AllSport have higher carbohydrate-
concentrations and include a large quantity of fructose.

Continued on next page

MCI Course 4134A 4-28 Study Unit 4, Lesson 2

Sports Drinks, Continued

Sports Drink The table below compares popular sports drinks (per-serving).
Comparison

Gatorade® Cytomax® 10-K® Quickkick® AllSport® Powerade®

Carbs, g 14 13 15 16 19 19
Calories 50 66 60 67 70 70
Sodium, mg 110 53 55 100 55 55
Potassium, 30 100 20 23 55 30
mg
Carbonated No No No No Yes No

For Sports Use Since sports drinks are not created equal, different types are designed to use at
different times either prior, during, or after an exercise session. The chart
below provides information on when you should consume certain drinks.

Exercise
Sports Drink Before During After
Sports Drink 5- 16 ounces,2 hours 4–8 oz., every 16 ounces, per pound lost
7% Carbohydrate before exercise 15–20 minutes
High 16 ounces, 2–5 Usually not Within 1–2 hours (300 cal.)
Carbohydrate hours before advised
Drink >13% exercise
Sports Shake 16 ounces, 2–5 Usually not Within 1–2 hours (300 cal.)
>65% hours before advised
Carbohydrate exercise

MCI Course 4134A 4-29 Study Unit 4, Lesson 2

Vitamins

Background Vitamins are non-caloric, organic compounds needed in small quantities to

assist in such functions as muscle growth, maintenance, and repair.

Vitamins are big business among athletes and Americans in general. In a

recent study, 40 to 60% of all Americans consume some sort of vitamin
supplement. The reasons for taking these supplements vary, but one major
reason is to compensate for poor eating. What is important to remember is
that by eating a well-balanced diet, any individual can consume more than
enough vitamins.

Impact on Very few vitamins have a direct impact on exercise performance; however, all
Exercise vitamins are required for normal physiological functioning. Therefore, all
vitamins impact exercise performance indirectly.

Obtaining For the most part, the body does not produce vitamins. Therefore, they must
be consumed in our diet. Being physically active does not increase the need
for vitamins. It is usually incorrect eating habits that leave an individual
vitamin deficient. Similarly, enhanced intake of vitamins will not improve
exercise performance.

Categories Vitamins are typically organized into two categories: water soluble and fat
soluble. Both have various functions in the body based off their category.

Water Soluble This category of vitamin requires a water-based environment to function.

There are nine water-soluble vitamins that the body requires. What is
important to remember is that this category of vitamins cannot be stored in
the body and therefore should be consumed every day.

Continued on next page

MCI Course 4134A 4-30 Study Unit 4, Lesson 2

Vitamins, Continued

Water-Soluble The table below provides detailed information about function and possible
Types sources of obtaining these vitamins:

Vitamin Function Sources

B1 Energy metabolism, nerve Pork products, enriched
(Thiamin) system function, appetite grains, whole grains,
legumes, and nuts
B2 Energy metabolism, vision Dairy products, meats, green
(Riboflavin) (especially in bright light), leafy vegetables, and
health of skin enriched and whole grain
products
B3 Energy metabolism, nerve Dairy products, meats,
(Niacin) system function, digestive enriched and whole grain
system, and health of skin products, meat, poultry, and
fish
B5 Energy metabolism In most foods
(Pantothenic acid)
B6 Protein manufacture, fat Meats, fish, poultry, green
(Pyridoxine, Pyridoxal, metabolism, and manufacture of leafy vegetables, and whole
Pyridoxamine) niacin from tryptophan grain products
B12 Manufacture of new tissue and Meat, fish, poultry, eggs,
(Cobalamin) red blood cells; nerve cell dairy and soy products
maintenance
C Formation of the connective Fresh fruits and vegetables
(Ascorbic acid) tissue “collagen”, improved (especially citrus fruits,
resistance to infection, improved strawberries, and green
absorption of vegetable-based peppers)
iron, and power antioxidant
H Energy metabolism and In most foods
(Biotin) glycogen synthesis

M Manufacture of new tissue and Green leafy vegetables,

(Folic Acid, Folate) red blood cells/maintains healthy legumes (dried bean/peas),
gastrointestinal tract and seeds

Fat Soluble This category of vitamin requires a fat-based environment to function. There
are four fat-soluble vitamins that the body requires. This category is
important in that these vitamins can be effectively stored in the body for later
use. For this reason, they do not have to be consumed as frequent as water-
soluble vitamins.

Continued on next page

MCI Course 4134A 4-31 Study Unit 4, Lesson 2

Vitamins, Continued

Fat-Soluble The table below provides detailed information about function and possible
Types sources of obtaining these vitamins:

Vitamin Function Sources

A Eyesight, health of skin and Milk, fortified cheese,
(Retinol, betacarotene) soft-tissue membranes, bone cream and butter, and eggs.
development, reproduction, and Betacarotene: dark green
immune system (betacarotene leafy vegetables and orange
is a powerful antioxidant) and yellow pigmented fruits
and vegetables
D Absorption of calcium and All dairy products, dark
(Cholecalciferol) phosphorus; mineralization for green leafy vegetables, eggs,
strong bones and canned fish
E Antioxidant protects cells from Oils of vegetable origin,
(Tocopherol) oxidative damage; protects green vegetables, nuts,
vitamin A from oxidative seeds, and whole grain
damage foods
K Controls blood clotting Bacteria resident in the gut;
(Phylloquinone) small amounts in green
vegetables and milk

Antioxidants Antioxidants counteract the oxidation of cells and remove the destructive
function of free radicals. The antioxidants are named as they counteract free
radicals caused by excessive sunlight, exhaust fumes, certain drugs, cigarette
smoke, and possibly exercise.

Vitamin Recent research has shown that excess consumption of both fat-soluble and
Toxicity water-soluble vitamins can be detrimental and even toxic. Since fat-soluble
vitamins are stored in the body, the toxicity of these vitamins can build up
over time. Excess intake of the water-soluble vitamins is now being
examined, as many people purposely consume large quantities of possibly
toxic vitamins with the intent of optimizing good health and exercise
performance.

MCI Course 4134A 4-32 Study Unit 4, Lesson 2

Minerals

Background Minerals are inorganic compounds that work with vitamins in various bodily
processes, such as regulating activity of many enzymes and maintaining acid-
base balance and are structural constituents of body tissues.

The two categories of minerals are macrominerals and microminerals. There

are seven major types of macrominerals and nine types of microminerals.
The body best absorbs them through food sources rather than in pill form.

Macrominerals Total mineral content of the body is approximately four percent of body
weight. Macrominerals are those minerals that are present in the body in
relatively large amounts. These minerals are required at a level of 100mg/day
or more; body content of the mineral is greater than five grams.

Macromineral The table below provides detailed information about function and possible
Types sources of obtaining macrominerals:

Mineral Function Sources

Calcium Skeletal structure, muscle Dairy products, tofu, dark
contraction and relaxation, green leafy vegetables,
blood pressure, nerve function, legumes, canned fish (with
and immune system edible bones)
Chloride Digestive enzymes Table salt, processed and
(hydrochloric acid in stomach) preserved foods, fast foods
Magnesium Bone strength, protein Nuts, legumes, whole
synthesis, muscle contraction, grains, dark leafy
and nerve impulse vegetables, seafood, cocoa
transmission; 2nd most
prevalent intercellular
electrolyte
Phosphorus Cell walls as “phospholipids,” Present in all foods of
high-energy bonds of energy animal origin; legumes
metabolic processes, maintains
body pH (acidity-alkalinity)
Potassium Protein synthesis, water Meats, poultry, dairy
balance, pH balance, nerve products, fruits, vegetables,
impulse transmission, and grains, and legumes;
muscle contraction; most bananas and oranges are
prevalent intercellular good non-meat sources
electrolyte

Continued on next page

MCI Course 4134A 4-33 Study Unit 4, Lesson 2

Minerals, Continued

Macromineral
Types,
continued

Mineral Function Sources

Sodium Major extracellular (blood) Salt, most fast foods, in
electrolyte, involved in fluid mainly preserved foods
balance, pH balance, and nerve
impulse transmission
Sulfur Some amino acids, biotin, Most foods that contain
thiamin, and insulin; involved protein
in the shape of some proteins
(sulfur bonding structures);
detoxifies certain substances

Microminerals These minerals are present in the body in extremely small amounts and play
important roles in human nutrition. They are needed in amounts less than
100mg/day and have body contents less than five grams.

Continued on next page

MCI Course 4134A 4-34 Study Unit 4, Lesson 2

Minerals, Continued

Micromineral The table below provides detailed information about function and possible
Types sources of obtaining these microminerals:

Micromineral Function Sources

Chrominum Also called glucose tolerance Whole-grain foods and meats;
factor because of its involvement supplemental form as chromium
in controlling blood glucose picolinate, chromium chloride,
(insulin works effectively) high chromium yeast
Copper Transfers iron from storage to its Meat, drinking water
functional form (hemoglobin);
part of several enzymes
Fluoride Helps develop strong bones and Fluoridated water, fluoridated
teeth; decay-resistant enamel for dentifrices (if swallowed),
teeth seafood
Iodine Component of thyroid hormone Iodized salt, seafood; iodine
(thyroxine), a major controlling content in foods varies
hormone of energy metabolism
Iron In hemoglobin, oxygen and Red meats, dark poultry, fish,
carbon dioxide transfer in the eggs, legumes, and dried fruits;
blood; makes oxygen available to absorption of plant-based iron is
muscles for aerobic activity enhanced with vitamin C
Manganese Bone and cartilage growth and Whole grain wheat, nuts, seeds,
maintenance, carbohydrate legumes (including soy products),
metabolism, antioxidant activity, and fruits; tea and coffee
fat metabolism, production of
glucose from protein
Molybdenum Involved in the enzyme that Varies widely in foods,
oxidizes xanthine to uric acid; depending on the soil where
important for nitrogen-fixing foods are grown; concentrations
bacteria, basis of our protein highest in legumes, whole grain
foods cereals, liver
Selenium Cellular antioxidant works as part Based on selenium content of soil
of a compound called and water where food was grown;
“glutathione peroxidase”; aids highly variable; can be obtained
antioxidant functions of vitamins from supplements
E and C
Zinc Enzymes involved in energy Most high protein foods: red
metabolism; taste, wound healing, meat, fish, poultry; smaller
immune function concentrations in grains and
vegetables

MCI Course 4134A 4-35 Study Unit 4, Lesson 2

Lesson 2 Exercise

Directions Complete items 1 through 10 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 The two types of anaerobic energy systems are the phosphagen system and
the __________ system.

a. aerobic
b. lactic acid
c. ATP
d. Glycolysis

Item 2 Which is the basic energy source for muscle contractions?

a. Carbohydrate
b. Amino acid
c. Creatine phosphate
d. ATP

Item 3 Which nutrient is one of the two primary choices of energy in the aerobic
system?

a. Water
b. Protein
c. Fats
d. Vitamins

Item 4 What percentage of ATP is used for muscle contraction?

a. 30
b. 40
c. 50
d. 60

Continued on next page

MCI Course 4134A 4-36 Study Unit 4, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Item 5 How many ounces of fluid should be consumed two hours prior to exercise?

a. 12
b. 14
c. 16
d. 24

Item 6 Sports drinks containing carbohydrates and ____________ have been proven
to enhance exercise performance.

a. protein
b. fats
c. minerals
d. electrolytes

Item 7 Which essential nutrient assists in the functions of muscle growth,

maintenance, and repair?

a. Vitamins
b. Minerals
c. Fluids
d. Protein

Item 8 Which is a category of vitamins?

a. Slow working
b. Water soluble
c. Sugar soluble
d. Fast working

Continued on next page

MCI Course 4134A 4-37 Study Unit 4, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Item 9 Which essential nutrient works with vitamins in assisting various bodily
processes?

a. Fat
b. Protein
c. Carbohydrates
d. Minerals

Item 10 Which is a category of mineral?

a. Macromineral
b. Tracemineral
c. Calicum
d. Zinc

Continued on next page

MCI Course 4134A 4-38 Study Unit 4, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 b 4-23
2 d 4-24
3 c 4-25
4 b 4-26
5 c 4-27
6 d 4-28
7 a 4-30
8 b 4-30
9 d 4-33
10 a 4-33

MCI Course 4134A 4-39 Study Unit 4, Lesson 2 Exercise

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MCI Course 4134A 4-40 Study Unit 4, Lesson 2 Exercise

 STUDY UNIT 5
TRAINING ADAPTATIONS
Overview

Introduction There are two main types of training: resistance/weight training and
endurance/cardiorespiratory training. These training adaptations are
important to understand when exercising. Proper planning and execution of
an exercise schedule will decrease the risk of injury or burn-out.

Scope This study unit will provide information on the various training adaptations
that can enhance your workout potential. Aging and overreaching will also
be covered which are very important when developing any workout plans.

In This Study The following lessons are in this study unit:

Unit
Lesson See Page
Physiological Adaptations 5-3
Performance Level Concerns 5-15

MCI Course 4134A 5-1 Study Unit 5

 (This page intentionally left blank.)

MCI Course 4134A 5-2 Study Unit 5

 LESSON 1
PHYSIOLOGICAL ADAPTATIONS
Introduction

Scope If you follow a well-designed, periodized training program, what

physiological effects and adaptations can you expect? The answer depends
on the type of training that you do. This lesson will describe the types of
training and how they will keep you injury free.

Learning Upon completion of this lesson, you should be able to

Objectives
• Identify the benefits of resistance training.

• Identify the definition of hypertrophy.

• Identify the definition of muscular strength.

• Identify the definition of muscular power.

• Identify the definition of muscular endurance.

• Identify the benefits of endurance training.

• Identify the definition of cardiac output.

• Identify the key points of gender differences in exercise.

• Identify the key points of the effects of aging and exercise.

In This Lesson The following topics are in this lesson:

Topic See Page

Introduction 5-3
Resistance Training 5-4
Endurance Training 5-7
Gender Differences 5-9
Effects of Aging 5-11
Lesson 1 Exercise 5-12

MCI Course 4134A 5-3 Study Unit 5, Lesson 1

Resistance Training

Benefits There are many different types of resistance or strength training programs.
One example is using heavy weight and low repetitions (reps) v. moderate
weight and high reps. There are many physiological benefits associated with
resistance training. The benefits include the following:

• Increase in the size of skeletal muscle (hypertrophy)

• Increase in the number of active muscle motor units
• Enhanced muscular strength
• Enhanced muscular power
• Enhanced muscular endurance
• Increase in bone strength
• Increase in tendon and ligament strength

Hypertrophy An increase in the actual size of the skeletal muscle fiber is also known as
hypertrophy. Most research studies have shown that regular resistance
training in combination with an adequate diet will produce skeletal muscle
hypertrophy. The degree of skeletal muscle hypertrophy will vary depending
on the specific resistance training program (weight, reps, number of training
sessions per week, etc.).

Atrophy While hypertrophy is an increase in muscle, atrophy is a decrease in muscle.

Atrophy is defined as a loss of mass and strength which can occur after
prolonged immobility, such as extended bed rest or having a body part placed
in a cast. In most cases, atrophy can be reversed with exercise.

Motor Units Regular resistance training also increases the number of active muscle motor
units. In relation to resistance training, after several weeks of working out,
the skeletal muscle has produced more active motor units. Groups of motor
units work together to coordinate the contractions of a single muscle. So, the
more motor units that you can develop, the more success you will encounter
with your resistance program.

Continued on next page

MCI Course 4134A 5-4 Study Unit 5, Lesson 1

Resistance Training, Continued

Muscular Muscular strength is defined as the maximum force that is generated by a

Strength muscle or muscle group. Muscular strength is usually measured using a one-
repetition maximum lift (1-RM), or the maximum amount of weight that an
individual can lift just once. A Marine who can bench press 300 lbs. for a 1-
RM has twice the muscular strength as a Marine who can bench press 150 lbs.
for a 1-RM.

Muscular Muscular power is the explosive aspect of strength and is the product of
Power muscular strength and the speed of a specific movement. For example, if Sgts
Kruger and Fuller can both bench-press 350 lbs. in a 1-RM but Sgt Kruger
completes the lift in 1.0 second, whereas Sgt Fuller can complete the lift in
0.5 seconds, then Sergeant Kruger has the same muscular strength as Sgt
Fuller, but Sgt Fuller has twice the muscular power because he can lift the
same weight in half the time.

Muscular Muscular endurance refers to the capacity to sustain repeated muscular

Endurance actions, such as when performing sit-ups or push-ups. It also refers to the
ability to sustain fixed or static muscular actions for an extended period, such
as the flex-arm hang. Muscular endurance is usually measured by counting
the number of repetitions you can perform at a fixed percentage of your 1-
RM. For example, if you bench press 200 lbs. in a 1-RM, your muscular
endurance can be measured by counting how many repetitions you complete
at 75 percent of your 1-RM (150 lbs).

Bone Density Bone density can also be enhanced through regular resistance training. The
mechanical loading of the bone causes new bone formation on the outer edge
to provide more strength and stability (by increased bone density) during
weight training exercises. This is a particularly beneficial adaptation for
women because they are at a greater risk of bone decay (osteoporosis) than
men.

Continued on next page

MCI Course 4134A 5-5 Study Unit 5, Lesson 1

Resistance Training, Continued

Tendon and Tendon and ligament strength are also significantly increased due to weight
Ligament training. The mechanical forces created during training causes the tissues to
Strength adapt by getting stronger, allowing greater increases in loads lifted and
prevention of injury.

If this did not happen, the muscles would become too strong for the tendons
and ligaments. The result would be that the fascia could tear due to the loads
increasing. The three main sites where adaptation occurs are

• At the tendon and ligament junctions with bone surface

• Within the body of the tendon and ligaments
• Within the skeletal muscle of the fascia

MCI Course 4134A 5-6 Study Unit 5, Lesson 1

Endurance Training

Physiological Several physiological adaptations occur as a result of regular endurance

Adaptations training. Regular endurance equates to 30–45 minutes per training session,
three to five training sessions per week for at least 8 weeks.

Benefits The benefits of endurance training include

• Decrease in resting and exercising heart rate

• Increase in total blood volume
• Increase in cardiac output
• Decrease in blood pressure (if moderate or high blood pressure exists)
• Increase in exercise respiratory capacity
• Increase in maximal oxygen uptake (VO2max)
• Improvement in endurance performance
• Improvement in heat tolerance
• Decrease in total body weight
• Decrease in body fat

Effects on Many of the beneficial effects of endurance training take place in the heart.
Heart Through regular endurance training, the heart becomes stronger through
progressive overload. Because the heart is stronger, it does not have to work
as hard; therefore, your heart rate at rest and during exercise will be lower
than it was prior to beginning of an endurance training program.

Effects on The amount of plasma and total hemoglobin within the blood increases with
Blood endurance training. This increase in total blood volume, along with a stronger
heart, means that more oxygen rich blood is pumped throughout the body
with each heartbeat resulting in improved performance.

Cardiac Output Cardiac output is defined as the amount of blood that your heart pumps
through your body in a single minute. Endurance training improves cardiac
output thereby increasing in the amount of oxygen rich blood pumped
throughout the body which improves performance.

Continued on next page

MCI Course 4134A 5-7 Study Unit 5, Lesson 1

Endurance Training, Continued

Effects on the Endurance training also improves the capacity of the lungs during exercise
Lungs and increases VO2max, which means you can use greater amounts of the
oxygen in your blood, thus improving performance. Your ability to work and
exercise in heat and humidity is significantly improved as a result of
endurance training. This is a particularly beneficial effect for Marines
because most present-day operations are conducted in hot climates.

MCI Course 4134A 5-8 Study Unit 5, Lesson 1

Gender Differences

Key Points Men and women differ in their capacity to train and how their bodies adapt to
resistance and endurance training. This is important to remember when
developing any exercise plan that will include both sexes. The following key
points are listed to help understand the differences:

• Until puberty, females and males do not differ significantly on most

measurements of body size and composition.

• At puberty, due to the influence of the hormones, estrogen and

testosterone, body composition begins to change. Estrogen causes fat
deposition in females, particularly in the hips and thighs, and an increased
rate of bone growth. The higher levels of testosterone seen in males leads
to a greater muscle mass in men than women.

• Skeletal muscles of men typically differ from those of women in that they
have greater mass and muscle cross-sectional area. Therefore, muscles
from men are capable of producing greater absolute muscular strength and
power. However, when one takes into account differences in the amount
of muscle mass between men and women, women are just as strong as
men. This is particularly true for lower body muscular strength and
power.

• Women can gain considerable muscular strength and power through

resistance training, and it is usually not accompanied by large increases in
muscle mass. Women experience the same relative improvement in
muscular strength and power as men.

• Women have smaller hearts and lower total blood volume than men
because of their smaller body size. However, for the same rate of work,
trained women have a cardiac output that is similar to that of trained men,
which is due to a higher exercise heart rate in women than men.

• Women generally have a lower VO2max than men. This may be due to
higher body fat and lower hemoglobin levels in women than men.
Hemoglobin is the molecule contained in red blood cells that carries
oxygen from the lungs to the muscles where it is used to produce energy.
However, women can experience the same relative increase in VO2max as
men with endurance training.

Continued on next page

MCI Course 4134A 5-9 Study Unit 5, Lesson 1

Gender Differences, Continued

Key Points, • Women generally have a lower sweat rate than men. This appears to be
continued due to the fact that women produce less sweat in their individual sweat
glands. However, this reduced sweat rate does not appear to negatively
affect a women’s ability to tolerate heat.

• There appears to be no general pattern concerning the ability of women to

achieve their best performances during any specific phase of their
menstrual cycle. Good (and bad) performances may occur during any
phase of the menstrual cycle.

MCI Course 4134A 5-10 Study Unit 5, Lesson 1

Effects of Aging

Key Points As you get older, you lose some of your ability to train. This aging effect
begins during your 20s. The following are the key points regarding the
effects of aging on training capacity:

• Peak performance in both strength and endurance events decreases by

about 1 or 2% per year, starting between ages 20 and 35.

• Muscular strength and power decrease with age due to a substantial loss in
muscle mass and a decrease in physical activity. The loss in muscle mass
is due to a decline in the total number of muscle fibers and muscle fiber
cross-sectional area. However, the age-related reduction in muscle fiber
cross-sectional area can be slowed with regular resistance training.

• VO2max decreases by about 10% per decade with aging, starting in the late
teens for women and in the mid-20s for men. However, the decline in
VO2max is not strictly due to the aging process and can be slowed by
continued training. For many endurance athletes that maintain a high-
intensity training program and continue high-level competition, VO2max
declines very little, if at all, over a period of 10–15 years.

• Much of the decline in endurance performance is due to decreases in heart

function and circulation of the blood.

• Aging reduces your ability to adapt to exercise in a hot and humid

environment. This is because sweating capacity decreases with age.

• The amount of body fat you carry increases with age because of increased
dietary intake, decreased physical activity, and a reduced ability to burn
fat. However, regular training can help prevent significant increases in
body fat.

MCI Course 4134A 5-11 Study Unit 5, Lesson 1

Lesson 1 Exercise

Directions Complete items 1 through 9 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 Which is a benefit of resistance training?

a. Decrease in size of skeletal muscle.

b. Decrease in number of muscle motor units.
c. Increase in cardiac output.
d. Enhanced muscular endurance.

Item 2 An increase in the actual size of skeletal muscle fiber defines

a. atrophy.
b. hypertrophy.
c. motor unit.
d. bone density.

Item 3 Muscular ____________ is defined as the maximum force that is generated

by a muscle or muscle group.

a. strength
b. power
c. endurance
d. density

Item 4 Muscular ____________ is defined as the explosive aspect of strength and is

the product of muscular strength and the speed of a specific movement.

a. strength
b. power
c. endurance
d. density

Continued on next page

MCI Course 4134A 5-12 Study Unit 5, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Item 5 Muscular ____________ is defined as the capacity to sustain repeated

muscular actions.

a. strength
b. power
c. endurance
d. density

Item 6 Which is a benefit of endurance training?

a. Decrease in cardiac output

b. Increase in total blood volume
c. Increase in resting heart rate
d. Increase in body fat

Item 7 The amount of blood your heart pumps through your body in a single minute
describes which term?

a. Resting heart rate

b. Cardiac input
c. Cardiac output
d. Maximum heart rate

Item 8 Which is a key point of a gender difference in exercise?

a. Women generally have a lower VO2max than men.

b. Women are smaller then men until puberty.
c. Men have smaller hearts and lower total blood volume.
d. Men have a lower sweat rate than women.

Item 9 Which is a key point of the effects of aging and exercise?

a. Aging reduces your ability to adapt to exercise in hot environments.

b. VO2max decreases by about 30% per decade.
c. Muscular strength and power increases with age.
d. Body fat decreases with age.

Continued on next page

MCI Course 4134A 5-13 Study Unit 5, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 d 5-4
2 b 5-4
3 a 5-5
4 b 5-5
5 c 5-5
6 b 5-7
7 c 5-7
8 a 5-9
9 a 5-11

MCI Course 4134A 5-14 Study Unit 5, Lesson 1 Exercise

 LESSON 2
PERFORMANCE LEVEL CONCERNS
Introduction

Scope It is not uncommon for Marines or athletes to experience overtraining at some

point in their careers. Even recreational exercisers or weekend warriors can
overtrain in preparation for recreational competition. It is also very easy to
become detrained when not specifically participating in an exercise program,
even if you are doing physical type activities during the day. Performing
even one workout a week could fight off detraining and maintain performance
levels.

Learning Upon completion of this lesson, you should be able to

Objectives
• Identify the definition of overreaching.

• Identify the three characteristics of a successful overreaching program.

• Identify the biggest difference between overreaching and overtraining.

• Identify the three characteristics that show overtraining has occurred.

• Identify the symptoms of overtraining.

• Identify the five physiological models associated with overtraining.

• Identify the three strategies that help prevent overtraining.

In This Lesson The following topics are in this lesson:

Topic See Page

Introduction 5-15
Overreaching 5-16
Overtraining 5-17
Overtraining Prevention 5-21
Lesson 2 Exercise 5-23

MCI Course 4134A 5-15 Study Unit 5, Lesson 2

Overreaching

Background Adhering to a scheduled exercise plan can be difficult. When training, there
is a tendency to try to tackle too much too fast. This can be
counterproductive and cause injuries.

To maintain a balance between too little and too much exercise, you first must
understand the difference between overreaching and overtraining.
Overreaching is necessary for an athlete to improve performance and
overtraining results in a decrease in performance. The challenge is knowing
how to overreach without overtraining.

Definition Overreaching is a term to describe a short-term overload training that

produces more extreme levels of fatigue resulting in a temporary decrease in
performance. However, paired with an appropriate amount of recovery time,
that may involve several days to several weeks, results in improved
performance.

Characteristics The following are the characteristics of a successful overreaching program:

• Time to recovery is short term (days)

• Overloads experienced are reversible with recovery
• Positive training adaptations from overreaching are necessary to improve
performance

Example A series of several high-intensity workouts may result in overreaching. For

example, a 4 week macrocycle comprised of 3 progressively harder weeks
followed by 1 week of recovery is classified as overreaching. In other words,
the initial 3 weeks of hard training provide a progressive overload and
produce abnormal fatigue, but the 4th week provides time for the athlete to
recover and regenerate.

This allows positive physiological adaptations to take place and performance

to improve without the recovery week; however, the athlete may become
overtrained.

MCI Course 4134A 5-16 Study Unit 5, Lesson 2

Overtraining

Background Overtraining and overreaching are sometimes confused since they are similar
in nature. The biggest difference is that overreaching is positive for the body
and allows for a fast recovery and overtraining is negative for the body and
will require a longer length of time to recover.

Definition Overtraining results when there is an excessive amount of volume and/or

intensity of training that leads to a decrease in performance. This decrease in
performance is due to fatigue when the proper amount of recovery time is not
incorporated within the training schedule. Recovery from overtraining can
take several weeks to several months.

Characteristics The following are the characteristics that overtraining has occurred:

• Time to recovery is long term (weeks, months).

• Normal recovery will not reverse signs of overtraining.
• Chronic negative training adaptations will occur.

Diagram The following diagram illustrates how an overtraining workout (WO) has a
negative effect on the body:

Continued on next page

MCI Course 4134A 5-17 Study Unit 5, Lesson 2

Overtraining, Continued

Symptoms There are many symptoms of overtraining. The table below outlines some of
the major ones that could occur.
Type Symptoms
Performance • Consistent decrease in performance compared with:
• Earlier in the year
• At the same point in the year
• Prolonged recovery after workouts and physical training
• Reduced toleration of training load; inability to complete
workouts
• Decreased muscular strength
• Loss of coordination
• Deterioration of technical skills
Physiological • Increased heart rate at rest, during submaximal exercise and
during recovery
• Increased O2 consumption during exercise
• Reduced maximal exercise capacity
• Decrease in “normal/healthy” total body weight and body
fat
• Poor sleep and chronic fatigue
• Loss of appetite and gastrointestinal disturbances
• Chronic muscle soreness
• Increased muscle and joint injury
Immunological • Increased susceptibility to colds, flu, allergies
• Swelling of the lymph glands
• Bacterial infection
• Minor cuts heal slowly
• Abnormal white blood cell profile on blood test
Biochemical • Reduced muscle glycogen level
• Elevated serum cortisol
• Decreased serum ferritin (iron deficiency)
• Mineral depletion
• Menstrual dysfunction:
• Oligomenorrhea: irregular menstrual period
• Amenorrhea: lack of menstrual period
• Decreased bone mineral density
Psychological • General apathy and lethargy
• Lack of concentration
• Mood changes
• Decreased self-esteem

Continued on next page

MCI Course 4134A 5-18 Study Unit 5, Lesson 2

Overtraining, Continued

Physiological There are several physiological models associated with overtraining. The
Models physiological models include

• Glycogen depletion
• Immunosuppression
• Autonomic nervous system (ANS) imbalance
• Sympathetic nervous system (SNS)
• Central fatigue

Glycogen The glycogen depletion model of overtraining says that extensive training
Depletion combined with inadequate carbohydrate replacement following workouts and
competition leads to low muscle glycogen stores. In turn, low muscle
glycogen stores produce chronic muscular fatigue, which eventually results in
overtraining.

Immuno- The immunosuppression model of overtraining states that extensive training

suppression and psychological stress produce chronically elevated levels of the stress
hormone, cortisol. Research has shown that abnormally elevated cortisol can
impair the immune system’s normal function. This can lead to illnesses such
as upper respiratory tract infection.

ANS Imbalance The ANS imbalance model of overtraining suggests that extensive training
and psychological stress lead to impaired function of the hypothalamus. The
hypothalamus is located in the brain and controls the ANS, which is
comprised of the sympathetic (SNS) and parasympathetic (PNS) nervous
systems. According to this model, impairment of the SNS is typically seen in
team sports and sprint/power athletes, whereas impairment of the PNS is
more common among endurance athletes.

In addition, sympathetic overtraining is considered to be “early” overtraining,

while parasympathetic overtraining is viewed as “advanced” overtraining.

Continued on next page

MCI Course 4134A 5-19 Study Unit 5, Lesson 2

Overtraining, Continued

SNS The SNS is often referred to as the “fight-or-flight” system. Its activity is
evident during times of excitement, danger, or emergency. Characteristics of
an activated SNS include a rapidly beating heart; rapid, deep breathing; cold,
sweaty skin; and dilated eye pupils.

PNS The PNS is sometimes called the “resting and digesting” system. It is most
active in non-stressful situations. When the PNS is activated, blood pressure,
heart rate and respiratory rate are regulated at low normal levels.

Central Fatigue The central fatigue model of overtraining states that extensive training
combined with inadequate carbohydrate replacement results in low muscle
glycogen stores. As a result of low muscle glycogen, there is a greater
reliance on branched-chain amino acids (BCAA) for energy during endurance
exercise.

This increased utilization of BCAA will ultimately result in an excess

production of serotonin. Serotonin is a chemical neurotransmitter that when
produced in excess causes lethargy, sleepiness, and mood depression. It is
believed that increased levels of serotonin in the brain lead to chronic central
fatigue and overtraining.

MCI Course 4134A 5-20 Study Unit 5, Lesson 2

Overtraining Prevention

Background As previously mentioned, it is a challenge for Marines to know when they

have crossed the boundary between overreaching and overtraining. The
following guidelines are offered as a strategy to prevent overtraining.

Scientifically The best way to prevent overtraining is to use a scientifically based training
Based Training plan that includes periods of progressive overload in combination with
Program adequate recovery and regeneration. This type of training program will result
in optimal performance at the “peak” for performing the PFT, CFT, or any
exercise goals you may have. The training program should be organized and
periodized to ensure a logical and systematic progression in the training load
based on the principles of frequency of training, the intensity of the training,
the duration of the training, and the mode of the training activities associated
with the training program.

Monitoring of Systematic and detailed monitoring of the Marine’s response to training is

the Training critical to the prevention of overtraining. This can be done via open
Response communication between the Marine and the unit PT leader responsible for
his/her training or by keeping a detailed training diary. The training diary
should include several of the following physical and psychological responses
to training: heart rate, weight, length of sleep, quality of sleep, appetite,
competitive willingness, and muscle soreness.

These training responses should be tracked on a daily basis. It is important to

look for any patterns that might suggest the Marine is moving from the
overreaching stage to the overtraining stage.

Continued on next page

MCI Course 4134A 5-21 Study Unit 5, Lesson 2

Overtraining Prevention, Continued

Nutritional Carbohydrate supplementation is very important for long-term training

Intervention progression. Muscle and liver glycogen stores are challenged during daily
workouts. Inattention to glycogen replacement could result in overtraining, as
suggested in the carbohydrate depletion and central fatigue models of
overtraining.

In addition, research has shown that commercial carbohydrate drinks

(Gatorade and Powerade) help reduce abnormally high levels of the stress
hormone cortisol, which can impair normal function of the immune system
(see Immunosuppression model of overtraining). Marines can use an
effective supplementation regime by utilizing sound nutritional guidelines to
help recover from training.

MCI Course 4134A 5-22 Study Unit 5, Lesson 2

Lesson 2 Exercise

Directions Complete items 1 through 7 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 The restoration of performance capacity which may take several days to
several weeks best defines

a. periodization.
b. overtraining.
c. overreaching.
d. central fatigue.

Item 2 Two characteristics of a successful overreaching program include the

following: overloads experienced are reversible with recovery and positive
training adaptations that improve performance. The third characteristic is that
time to recovery is

a. short term (days).

b. short term (months).
c. long term (days).
d. long term (months).

Item 3 Overreaching is ____________ for the body and allows for a fast recovery
while overtraining is ____________ for the body and requires a longer length
of time to recover.

a. positive; positive
b. negative; negative
c. negative; positive
d. positive; negative

Continued on next page

MCI Course 4134A 5-23 Study Unit 5, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Item 4 The three characteristics that identify overtraining has occurred are normal
recovery will not reverse signs of overtraining, chronic negative training
adaptations will occur, and time to recovery is

a. short-term (hours).
b. short-term (weeks).
c. long-term (days).
d. long-term (months).

Item 5 One biochemical symptom related to performance overtraining is

a. loss of coordination.
b. poor sleep.
c. mood changes.
d. swelling of lymph glands.

Item 6 One of the five physiological models associated with overtraining includes

a. central fatigue.
b. a scientific training program.
c. nutritional intervention.
d. glycogen increase.

Item 7 Use a _____________ as a strategy to prevent overtraining.

a. 12-minute workout
b. work until I’m fatigued approach
c. high intensity weight lifting program
d. carbohydrate supplementation

Continued on next page

MCI Course 4134A 5-24 Study Unit 5, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 c 5-16
2 a 5-16
3 d 5-17
4 d 5-17
5 b 5-18
6 a 5-19
7 d 5-22

MCI Course 4134A 5-25 Study Unit 5, Lesson 2 Exercise

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MCI Course 4134A 5-26 Study Unit 5, Lesson 2 Exercise

 STUDY UNIT 6
ADVANCED EXERCISE PHYSIOLOGY
Overview

Introduction This study unit is designed to provide more information on a few topics that
will enhance your understanding on how the body works during exercise. It
is important to understand the physiology of the body to best optimize your
exercise performance.

Scope This study unit introduces new terminology concerning exercise physiology,
an in-depth discussion on the energy systems, adaptations to training,
recovery from exercise, training response to exercise, and delivery of oxygen
to working muscles. It will add to the learning experiences found in the
Semper Fitness Basic Fitness Course.

In This Study The following lessons are in this study unit:

Unit
Lesson See Page
Energy Systems 6-3
Oxygen Uptake 6-17

MCI Course 4134A 6-1 Study Unit 6

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MCI Course 4134A 6-2 Study Unit 6

 LESSON 1
ENERGY SYSTEMS
Introduction

Scope This lesson will expand the discussion on each of the energy systems to help
you understand the interactions of those systems. You should first be familiar
with the three energy systems used in exercise and the importance of
adenosine triphosphate as the chief energy source for muscle contraction.

Learning Upon completion of this lesson, you should be able to

Objectives
• Identify the energy system that is used to provide energy for up to 10
seconds.

• Identify the activities that use the creatine phosphate system.

• Identify the adaptations that occur in the creatine phosphate system.

• Identify the energy system that is used to provide energy for between 30
and 90 seconds.

• Identity the definition of lactate threshold.

• Identify the activities that used the anaerobic gylcolysis system.

• Identify the adaptations that occur in the anaerobic glycolysis system.

• Identify the energy system used for activity lasting longer than 1 to 3
minutes.

• Identity the activities that use aerobic pathways.

• Identify the adaptations that occur in the aerobic pathway system.

Continued on next page

MCI Course 4134A 6-3 Study Unit 6, Lesson 1

Introduction, Continued

In This Lesson The following topics are in this lesson:

Topic See Page

Introduction 6-3
Creatine Phosphate Pathway 6-5
Anaerobic Glycolysis 6-7
Aerobic Pathways 6-10
Lesson 1 Exercise 6-12

MCI Course 4134A 6-4 Study Unit 6, Lesson 1

Creatine Phosphate Pathway

Background The creatine phosphate (CP) pathway is the first system to provide energy
during intense exercise and can provide energy to working muscles for up to
10 seconds. It also provides energy in the first stages of aerobic exercise to
allow the heart and lungs to get oxygen to the muscles.

Chemical A molecule of adenosine triphosphate (ATP) combines with water in the cell
Process and is split by an enzyme to produce energy for muscle contraction. In
addition, a molecule of adenosine diphosphate (ADP) and a phosphate are
formed. For the contraction to continue or another one to take place, energy
must be used to put the ATP back together again. The energy to put the ATP
back together again comes from a CP.

Releasing Different enzymes split the CP molecule into creatine and a phosphate,
Energy releasing energy. This energy can help put phosphate and ADP back together
again to reform ATP. It takes around 2 minutes of rest for the body to
recharge the CP system.

Activities The Marine will use this system in such activities as throwing a hand grenade,
putting on a 70-pound pack, climbing over an obstacle, or sprinting a short
distance. Other activities that primarily use this system are

• Weight training
• Baseball
• Football
• Jumping
• Hitting
• Throwing

Continued on next page

MCI Course 4134A 6-5 Study Unit 6, Lesson 1

Creatine Phosphate Pathway, Continued

Adaptations Training specifically in this energy system will cause the following
adaptations to occur:

• Increase in muscle strength and muscle fiber size.

• Increased storage of creatine phosphate and ATP.
• Increase in the activity of enzymes that break down CP and ATP.
• Possible increase in bone density.
• Decrease in body fat.

MCI Course 4134A 6-6 Study Unit 6, Lesson 1

Anaerobic Glycolysis

Background The CP system only lasts up to 10 seconds in intense exercise, and then
anaerobic glycolysis predominates to provide energy. In study unit 4, you
were introduced to the anaerobic energy system, which broke down stored
glycogen in the muscle without oxygen (anaerobic glycolysis). The end
product of that system was lactic acid and the formation of two molecules of
ATP.

Purpose Anaerobic glycolysis is the primary energy system for intense exercise lasting
between 30 and 90 seconds. In aerobic exercise, it helps supply the energy to
bridge the gap between the start of exercise and reaching an aerobic steady
state.

Lactic Acid The lactic acid formed during anaerobic glycolysis can be used as fuel by
different organs in the body, including the heart and the liver, or buffered in
the blood and exhaled as carbon dioxide. If the lactic acid builds up too
much, the muscles’ ability to contract will diminish.

Example You have probably observed the run portion of a physical fitness test (PFT).
At the start, many Marines starting out almost in a sprint, only to be huffing
and on the side of the road after a minute or two. This is lactic acid at work.
Those that sprinted at the start formed lactic acid from the sprint only to burn
out.

By starting out at a slightly slower pace at the start, lactic acid will not form
in large amounts, which will allow enough time for the aerobic systems to
come into play. So by the end of the run, the Marine would have enough
energy (less the lactic acid buildup) left to accelerate or sprint to the finish
and obtain the best possible time. The sprint at the end will allow the body’s
energy systems to shift back to anaerobic glycolysis and the CP system to
provide the energy for the final sprint.

Continued on next page

MCI Course 4134A 6-7 Study Unit 6, Lesson 1

Anaerobic Glycolysis, Continued

Lactic Acid The increased lactic acid from exercise is fully metabolized within an hour
Removal after exercise. By performing light aerobic exercise after a heavy anaerobic
workout, the removal of lactic acid is sped up.

Lactic Acid Lactic acid causes an immediate burning sensation in the muscles being
Sensations worked. It is not the cause of long-term soreness that might be experienced
from new or heavy exercise that occurs the day after exercise.

Lactate The buildup of lactic acid in the blood is often measured in a laboratory
Threshold setting. By slowly increasing the intensity of exercise while exercising
aerobically and measuring how much lactic acid is in the blood, researchers
can see the point where lactic acid “takes off,” indicating that the exerciser
has exceeded their aerobic capacity. This intensity level is often referred to as
the anaerobic threshold or lactate threshold.

Elite athletes train right at or below this level to allow adaptations to occur.
Over time, the exerciser will be able to do more work without having as much
lactic acid building up in the blood.

Activities Marines use this system when climbing long cargo nets, holding an M16A4
rifle in a steady position for an extended period of time, low crawling under
barbed wire, or pushing a stuck HMMWV out of a mud pit. Other activities
that primarily use this system include the following:

• Repetitive activities like push-ups, crunches, pull-ups, higher repetition

(10+ reps) weight training
• Sports like basketball
• Intermediate sprinting events

Continued on next page

MCI Course 4134A 6-8 Study Unit 6, Lesson 1

Anaerobic Glycolysis, Continued

Adaptations Training within the anaerobic glycolysis pathway will produce the following
adaptations:

• Increase in muscle endurance.

• Increase in muscle size.
• Ability to tolerate increased levels of lactic acid.
• Increase in the activity of enzymes that break down glycogen.

MCI Course 4134A 6-9 Study Unit 6, Lesson 1

Aerobic Pathways

Background As you learned in the previous topics, it takes time for the muscles to receive
oxygen and begin working more efficiently. The CP system and anaerobic
glycolysis help fill the time before the aerobic pathways begin to produce
energy.

Perhaps you have noticed when starting aerobic exercise like jogging,
swimming, or biking that your breathing is ragged and things are generally
uncomfortable at first. Eventually, if you do not push your limits, your
breathing and heart rate becomes more regular and you go into “cruise
control,” where you feel you can exercise forever. This point is known as the
steady state.

Steady State Depending on your fitness level, it will take between 1 and 3 minutes to reach
that steady state within the aerobic pathway. The steady state is fueled by a
variety of aerobic energy systems, depending on how long the person is
exercising and the intensity of exercise.

Primary Fuel As stated in study unit four, glycogen is the primary fuel for more intense
aerobic exercise like running. Fats are used more proportionately during light
exercise like easy walking or in exercise that lasts more than an hour. For
jogging or brisk walking, an equal mix of fats and carbohydrates are used.
Proteins are used in prolonged exercise and when not enough glycogen is
available.

Mitochondria Most of the energy that is produced in the aerobic pathways comes from the
“generator” of the cell: the mitochondria. Oxygen must be present for the
fuel to enter the mitochondria. In a specific area of the mitochondria is a
chain of minerals and enzymes called the electron transport system. In a
series of chemical reactions, ATPs are produced at a very high rate.

Besides energy, the end product of the breakdown of carbohydrates, fats, and
proteins in the mitochondria is water and carbon dioxide. The carbon dioxide
goes into the blood and is eventually exhaled when we breathe.

Continued on next page

MCI Course 4134A 6-10 Study Unit 6, Lesson 1

Aerobic Pathways, Continued

Lactic Acid Lactic acid production is minimal during aerobic exercise. Any lactic acid
that may be produced is cleared out of the cell into the blood. If the exerciser
exceeds the lactate threshold, more lactic acid will be produced, less will be
cleared, and exercise will come to a quick halt.

Activities Marines use this system during long marches or any activity that is of a long
duration. Other activities of aerobic activity include the following:

• Distance running
• Swimming
• Biking
• Walking
• Rollerblading
• Aerobic dance
• Rowing
• Stair climbing

Adaptations Training within this system will cause the following specific adaptations to
occur:

• Increase in the size and number of mitochondria.

• Increase in resting amounts of ATP.
• Increase in the activity of enzymes that break down food into energy.
• Increase in glycogen and fat storage in the muscle.
• Decrease in body fat.

MCI Course 4134A 6-11 Study Unit 6, Lesson 1

Lesson 1 Exercise

Directions Complete items 1 through 10 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 The energy system used to provide energy for up to 10 seconds is

a. anaerobic gylcolysis.
b. the creatine phosphate pathway.
c. the lactate pathway.
d. the aerobic pathway.

Item 2 Which is an activity that uses the creatine phosphate pathway?

a. Basketball
b. Baseball
c. Walking
a. Biking

Item 3 Which is a training adaptation to the creatine phosphate pathway?

a. Decreased muscle strength

b. Increased muscle strength
c. Increased muscle size
d. Increase in body fat

Item 4 Which energy system is used to provide energy between 30 and 90 seconds?

a. Muscular pathway
b. Aerobic pathway
c. Anaerobic glycolysis
d. Creatine Phosphate pathway

Continued on next page

MCI Course 4134A 6-12 Study Unit 6, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Item 5 Anaerobic or lactate threshold is an intensity level that indicates that an

exerciser has _____________ their aerobic capacity.

a. exceeded
b. decreased
c. plateaued
d. diminished

Item 6 Which is an activity that uses anaerobic glycolysis?

a. Walking
b. Baseball
c. Basketball
d. Biking

Item 7 Which is a training adaptation to anaerobic glycolysis?

a. Decreased muscle strength

b. Increased muscle strength
c. Increased muscle size
d. Increase in body fat

Item 8 Which energy system is used to provide energy for activities longer than one
to three minutes?

a. Muscular pathway
b. Aerobic pathway
c. Anaerobic glycolysis
d. Creatine phosphate pathway

Continued on next page

MCI Course 4134A 6-13 Study Unit 6, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Item 9 Which is an activity that uses the aerobic pathway?

a. Basketball
b. Baseball
c. Jumping
d. Biking

Item 10 Which is a training adaptation to the aerobic pathway?

a. Decreased muscle strength

b. Increased muscle strength
c. Increased muscle size
d. Decrease in body fat

Continued on next page

MCI Course 4134A 6-14 Study Unit 6, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 b 6-5
2 b 6-5
3 b 6-6
4 c 6-7
5 a 6-8
6 c 6-8
7 c 6-9
8 b 6-10
9 d 6-11
10 d 6-11

MCI Course 4134A 6-15 Study Unit 6, Lesson 1 Exercise

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MCI Course 4134A 6-16 Study Unit 6, Lesson 1 Exercise

 LESSON 2
OXYGEN UPTAKE
Introduction

Scope Oxygen is very important in our overall exercise performance. The better we
are in getting oxygen to our muscles, the better our overall exercise
performance will be. This lesson goes in depth as to how oxygen is delivered
to contracting muscles and the adaptations that occur from training your
cardiopulmonary system.

Learning Upon completion of this lesson, you should be able to

Objectives
• Identify the benefits that the cardiopulmonary system provides.

• Identify the definition of stroke volume.

• Identify the definition of vital capacity.

• Identify the definition of cardiopulmonary endurance.

• Identify the three components of oxygen uptake in the cardiovascular

system.

• Identify the adaptations that occur with aerobic training due to increase
cardiopulmonary endurance.

Contents The following topics are in this lesson:

Topic See Page

Introduction 6-17
Cardiopulmonary System 6-18
Cardiopulmonary Endurance 6-20
Lesson 2 Exercise 6-22

MCI Course 4134A 6-17 Study Unit 6, Lesson 2

Cardiopulmonary System

Background Of all systems required to maintain life, the pulmonary system is one of the
most crucial systems. We can survive for weeks without food and days
without water but live only a few minutes without oxygen.

Demands of The cardiopulmonary system provides several different benefits to the body
Exercise during exercise. These benefits include the following:

• Increased heart rate

• Increased stroke volume
• Increased cardiac output
• Increased extraction of oxygen
• Vital capacity
• Increase in respiratory rate

Increased Given an average resting heart rate is about 70 beats per minute (bpm), the
Heart Rate heart can comfortably perform at least twice its resting values as long as we
assume an average fitness level and have no cardiopulmonary disease.
Aerobic exercise is generally performed between 55 and 90% of maximal
values. For example, an average adult at 20 years of age can comfortably
train between 120 and 170 bpm.

Increased Stroke volume is defined as the amount of blood pumped by the heart per
Stroke Volume beat. It can increase as much as 50–60% above resting values to meet the
physiological demands of exercise. The increases in stroke volume are a
result of fitness adaptations and are less significant in the untrained exerciser.
What this means to you is that increased stroke volume is a training effect of
aerobic exercise and allows the fit individual to pump more blood per beat,
resulting in a lower heart rate.

Increased Cardiac output is defined as the amount of blood pumped by the heart per
Cardiac Output minute and is a product of heart rate times stroke volume. An average adult’s
heart pumps roughly five liters of blood per minute at a state of rest. The
cardiac output, as a result of adaptation to an exercise stimulus, can increase
to almost eight times its resting values.

Continued on next page

MCI Course 4134A 6-18 Study Unit 6, Lesson 2

Cardiopulmonary System, Continued

Increased The circulatory system has the ability to regulate the direction of blood flow.
Extraction of During exercise, blood flow is diverted to active muscles in order to provide
Oxygen enough oxygen. Not only is the body capable of directing this blood flow, but
its ability to extract oxygen from the blood increases with exercise. Oxygen
extraction at the capillary level increases from an average of 25% at rest to as
much as 85% during exercise.

Vital Capacity Vital capacity is defined as the greatest volume of air a person can exhale
after one maximum inhalation. Vital capacity can only be increased by the
development of respiratory musculature and is incidental to regular physical
training.

Increase in The rate of breathing plays a crucial role in the delivery of oxygen during
Respiratory exercise. At rest, an adult averages 12 breaths per minute, compared to an
Rate exercise ventilatory rate of 35 - 40 breaths per minute.

MCI Course 4134A 6-19 Study Unit 6, Lesson 2

Cardiopulmonary Endurance

Definition Cardiopulmonary endurance is the ability of the cardiovascular and

respiratory systems to deliver oxygen to working muscles. It consists of both
aerobic and anaerobic energy systems. Once you understand the benefits of
the cardiopulmonary system, you must also understand that building a good
cardiopulmonary endurance base is also essential in achieving a higher level
of fitness.

Oxygen Uptake Oxygen uptake (VO2max) is a measure of the maximum capacity for oxygen
consumption by the body during maximum exertion. It is also known as
aerobic power or maximal oxygen intake/consumption. VO2max is commonly
used as an indicator of aerobic or cardiovascular fitness. Aerobic fitness
relates to how well your cardiovascular system works to transport and use
oxygen in your body. The better your aerobic fitness, the higher your VO2max.

Role of the The heart works together with the lungs to get oxygenated blood to the
Lungs muscles and get rid of carbon dioxide formed from the aerobic breakdown of
carbohydrates, fats, and proteins.

Components of The three components of oxygen uptake using lung measurements are
Oxygen Uptake
• Tidal volume
• Frequency of breathing
• Percentage of oxygen extracted

Tidal Volume Tidal volume is the amount of air breathed in or out during normal
respiration. It differs from vital capacity in that tidal volume relates to normal
breathing and vital capacity relates to maximum exhalation after maximum
inhalation.

Minute Minute ventilation is the amount of air that is brought into the lungs in a
Ventilation minute. It is one of the key limiting factors in aerobic exercise.

Continued on next page

MCI Course 4134A 6-20 Study Unit 6, Lesson 2

Cardiopulmonary Endurance, Continued

Adaptations With aerobic training to increase cardiopulmonary endurance, many

adaptations may occur. These include

• Increased tidal volume

• Increased minute ventilation
• Increased maximal oxygen uptake
• Increased stroke volume, cardiac output, and a VO2 difference.
• Increased maximal VO2
• Increasde plasma volume. (Plasma is the fluid part of blood and helps to
increase stroke volume. It is also vitally important in the ability of the
body to cool itself in hot environments.)
• Decreased risk of heart disease and high blood pressure.
• Decreased resting heart rate. (Because of the increased stroke volume, the
heart does not have to work as hard.)

MCI Course 4134A 6-21 Study Unit 6, Lesson 2

Lesson 2 Exercise

Directions Complete items 1 through 6 by performing the action required. Check your
answers against those listed at the end of this lesson.

Item 1 Which is a benefit of the cardiopulmonary system during exercise?

a. Decreased heart rate

b. Increased sweating
c. Increased heart rate
d. Decreased stroke volume

Item 2 Stroke volume is defined as the amount of blood pumped by the heart per

a. second.
b. beat.
c. minute.
d. hour.

Item 3 Vital capacity is defined as the greatest volume of air voluntarily moved in
___________ breath(s).

a. one
b. two
c. three
d. four

Continued on next page

MCI Course 4134A 6-22 Study Unit 6, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Item 4 Cardiopulmonary ____________ is the ability of the cardiovascular and

respiratory systems to deliver oxygen to working muscles.

a. strength
b. endurance
c. uptake
d. volume

Item 5 Which is a component of oxygen uptake using lung measurements?

a. Total oxygen extracted

b. Cardiac output
c. Frequency of breathing
d. Heart rate average

Item 6 Which is an adaptation that occurs with aerobic training due to increased
cardiopulmonary endurance?

a. Decrease tidal volume

b. Increase risk of heart disease
c. Increase resting heart rate
d. Increase maximal VO2

Continued on next page

MCI Course 4134A 6-23 Study Unit 6, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Answers The table below lists the answers to the exercise items. If you have questions
about these items, refer to the reference page.

Item Number Answer Reference Page

1 c 6-18
2 b 6-18
3 a 6-19
4 b 6-20
5 c 6-20
6 d 6-21

MCI Course 4134A 6-24 Study Unit 6, Lesson 2 Exercise

 REVIEW LESSON EXAMINATION
Review Lesson

Introduction The purpose of the review lesson examination is to prepare you for your final
examination. We recommend that you try to complete your review lesson
examination without referring to the text, but for those items (questions) you
are unsure of, review the relevant content. When you finish your review
lesson and are satisfied with your responses, check your responses against the
answers provided at the end of this review lesson examination

Directions Select the ONE answer that BEST completes the statement or that answers
the item. For multiple choice items, circle your response.

Item 1 The pineal and pituitary glands are in the _________________ system.

a. endocrine
b. exocrine
c. urinary
d. lymphatic

Item 2 Hormones are

a. components of DNA.
b. mainly immunosuppressors.
c. found only in the pituitary gland.
d. biologically active chemicals.

Continued on next page

MCI Course 4134A R-1 Review Lesson Examination

Review Lesson, Continued

Item 3 Which of the following is a characteristic of a hormone?

a. Targets specific organs or tissues

b. Releases via a neural signal
c. Circumvents a feedback system
d. Has no effect on metabolism

Item 4 The following primary anabolic hormone is involved in muscle tissue growth
and remodeling.

a. Glucocorticoids
b. Thyroid hormones
c. Insulin-like growth factors
d. Glucose

Item 5 Which of the following is a physiological function of testosterone?

a. Affects a specific target organ or tissue

b. Releases via a chemical signal sent by the target organ or tissue
c. Turns production on and off by signals from the body; a feedback system
d. Influences the nervous system

Item 6 Which type of resistance training program elicits the greatest increase of
growth hormone concentrations?

a. Long duration
b. Reduced volume
c. Moderate in intensity
d. Strictly cardio

Continued on next page

MCI Course 4134A R-2 Review Lesson Examination

Review Lesson, Continued

Item 7 Among the main physiological functions of IGF are increased _________
uptake.

a. fructose
b. lactose
c. sucrose
d. glucose

Item 8 The hormone released by the pancreas that regulates blood glucose levels is

a. insulin.
b. testosterone.
c. insulin-like growth factor.
d. cortisol.

Item 9 The three main physiological functions of cortisol include

a. fat breakdown.
b. regulating blood sugar.
c. stimulating liver to store glucose.
d. protein synthesis.

Item 10 The hormonal ratio used to monitor overall anabolic and catabolic status of
the body is the _____________________ ratio.

a. testosterone-to-cortisol
b. growth hormone-to-cortisol
c. insulin-to-insulin-like growth factor
d. insulin-like growth factor-to-cortisol

Item 11 Which of the following is a form of cardiovascular disease?

a. Hypotension
b. Hypertension
c. Thrombosis
d. Shortness of breath

Continued on next page

MCI Course 4134A R-3 Review Lesson Examination

Review Lesson, Continued

Item 12 Heart tissue damaged due to partial or complete blockage of one or more
coronary arteries is known as a(n)

a. arrhythmia.
b. stroke.
c. heart attack.
d. atherosclerosis.

Item 13 The hardening of the arteries by cholesterol, lipids, and calcium deposits on
the walls of the arteries is known as

a. congestive heart failure.

b. arrhythmia.
c. arteriosclerosis.
d. atherosclerosis.

Item 14 The ____________ pressure or force remaining against the arterial walls as
the heart relaxes before the next contraction.

a. systolic
b. diastolic
c. anabolic
d. catatonic

Item 15 Repeated blood pressure readings of 140-145/95-99 is a sign of

a. Stage I hypertension.
b. Stage II hypertension.
c. pre-hypertension.
d. good health.

Continued on next page

MCI Course 4134A R-4 Review Lesson Examination

Review Lesson, Continued

Item 16 Type I diabetes is often called

a. decreased insulin-sensitivity diabetes.

b. the “military” diabetes.
c. non-insulin dependent.
d. juvenile-onset diabetes.

Item 17 What disease is characterized by uncontrolled growth and spread of abnormal

cells?

a. Mutant cells
b. Neoplasms
c. Carcinogens
d. Cancer

Item 18 Which of the following is a warning sign of cancer?

a. Unusual bleeding discharge

b. Any wart or mole
c. Cough or sore throat
d. Chest pains

Item 19 How often should females perform breast self-exams?

a. Once a week
b. Once every 6 months
c. Once a month
d. Once a year

Item 20 One of the methods used to reduce the risk of skin cancer is to wear a
sunscreen with a sun protection factor of ___ or higher.

a. 20
b. 15
c. 5
d. 10

Continued on next page

MCI Course 4134A R-5 Review Lesson Examination

Review Lesson, Continued

Item 21 Obesity is defined as an excess level of __________ that increases the risk of
disease.

a. body fat
b. blood sugar
c. leukocytes
d. insulin

Item 22 To increase or decrease your weight, the energy intake will be

______________ to the energy output.

a. inversely proportional
b. directly proportional
c. equal
d. secondary

Item 23 One of the benefits of regular exercise is increased

a. HDL levels.
b. cholesterol levels.
c. resting blood pressure.
d. total body fat.

Item 24 One of the two types of eating disorders is

a. chewbacca.
b. septicemia.
c. bulimia.
d. hemotomia.

Continued on next page

MCI Course 4134A R-6 Review Lesson Examination

Review Lesson, Continued

Item 25 The stage of the general adaptation syndrome in which physiological and
psychological energy used to fight the stressors have been drained is called
the ___________ stage.

a. alarm
b. resistance
c. endurance
d. exhaustion

Item 26 Stress occurs when

a. you don’t get your way.

b. the body breaks down in any number of ways.
c. contrary demands are placed on you.
d. adrenaline increases the heart rate.

Item 27 Good coping mechanisms for dealing with stress include exercising,
meditation, visualization, and _______________ techniques.

a. eternal recurrence
b. stress management
c. relaxation
d. uncertainty

Item 28 Importance and __________________ are the two situational factors that
influence the stress process.

a. psyche
b. muscle tension
c. self-esteem
d. uncertainty

Continued on next page

MCI Course 4134A R-7 Review Lesson Examination

Review Lesson, Continued

Item 29 Hopelessness and ________________ are characteristic of what we call

depression.

a. feelings of worthlessness
b. reduced cerebral blood
c. trembling
d. dizziness

Item 30 Characteristics of anxiety include recurring intrusive thoughts and desire to

a. maximize oxygen consumption.

b. avoid religious commitment.
c. avoid certain situations.
d. enhance control.

Item 31 Muscular strength begins to decline dramatically during what age period?

a. Mid-30s
b. Mid-40s
c. Mid-50s
d. Mid-60s

Item 32 After the first trimester, pregnant women should avoid ______________
exercises.

a. aerobic
b. bouncing or jerking
c. anaerobic
d. competitive

Item 33 Muscle is surrounded by a dense connective tissue called the

a. endomysium.
b. epimysium.
c. perimysium.
d. fascicles.

Continued on next page

MCI Course 4134A R-8 Review Lesson Examination

Review Lesson, Continued

Item 34 An example of the ______________ contraction is the downward or

lengthening phase of a bicep curl.

a. isometric
b. eccentric
c. concentric
d. egocentric

Item 35 A static or held muscle position, in which tension is developed in the muscle
but the muscle length and joint angle do not change, is called a(n)
____________ contraction.

a. concentric
b. isometric
c. ecocentric
d. myocentric

Item 36 The inverse relationship between the amount of force a muscle can generate
and the speed at which a muscle can contract is called the _____________
relationship.

a. force majure
b. mass-velocity
c. force-velocity
d. mass-energy

Item 37 The two primary types of sensory neurons in muscle are ____________ and

a. turntable spindles; Golgi tendon organs.

b. muscle spindles; Corgi tendon organs.
c. spinal muscles; Golgi tendon organs.
d. muscle spindles; Golgi tendon organs.

Continued on next page

MCI Course 4134A R-9 Review Lesson Examination

Review Lesson, Continued

Item 38 The function of muscle spindles is to prevent the muscle from being injured
by

a. repeated overstretching.
b. rapid overstretching.
c. sudden stretching.
d. cold-start training.

Item 39 What is the process or processes that involve making permanent changes to
an individual’s performance of a physical task?

a. Skill
b. Performance trait
c. Ability
d. Motor learning

Item 40 What is the trait that typically underlies motor or cognitive activities?

a. Ability
b. Skill
c. Performance
d. Dexterity

Item 41 Prime mover muscles are also known as _______________ muscles.

a. antagonist
b. stabilizer
c. agonist
d. supporting

Continued on next page

MCI Course 4134A R-10 Review Lesson Examination

Review Lesson, Continued

Item 42 What type of muscle maintains a static or isometric contraction to anchor or

support the movement of the primary mover?

a. Assistor
b. Stabilizer
c. Agonist
d. Antagonist

Item 43 The six types of essential nutrients include

a. vitamins B and E.
b. fluids and vitamins.
c. carbohydrates and rehydrates.
d. thiamin and niacin.

Item 44 The only nutrient that fuels the brain is

a. protein.
b. carbohydrate.
c. vitamin B.
d. omega-3.

Item 45 The _____________ is the type of carbohydrate that can provide quick but
short-lasting energy.

a. triglyceride
b. simple sugar
c. complex sugar
d. amino acid

Item 46 Among the primary functions of fats is

a. protective covering for internal organs.

b. muscle repair.
c. protecting against heart disease.
d. decreasing bad cholesterol.

MCI Course 4134A R-11 Review Lesson Examination

Review Lesson, Continued

Item 47 Which type of cholesterol is considered “good” for your body?

a. HDL
b. LDL
c. Saturated
d. Non-saturated

Item 48 What is the desirable range for total cholesterol?

a. 500 or higher
b. 240 to 499
c. 200 to 239
d. Less than 200

Item 49 The two types of anaerobic energy systems are the phosphagen system and
the __________ system.

a. aerobic
b. ATP
c. lactic acid
d. glycolysis

Item 50 Which is the basic energy source for muscle contraction?

a. Creatine phosphate
b. Amino acid
c. Adenosine triphosphate
d. Carbohydrate

Item 51 How many ounces of fluid should be consumed two hours prior to exercise?

a. 24
b. 12
c. 26
d. 16

Continued on next page

MCI Course 4134A R-12 Review Lesson Examination

Review Lesson, Continued

Item 52 Which is a category of vitamin?

a. Slow working
b. Water soluble
c. Sugar soluble
d. Fast working

Item 53 Which is a category of mineral?

a. Calcium
b. Zinc
c. Macromineral
d. Trace mineral

Item 54 Which is a benefit of resistance training?

a. Decrease in size of skeletal muscle

b. Decrease in number of muscle motor units
c. Increase in cardiac output
d. Enhanced muscular endurance

Item 55 Muscular ____________ is defined as the explosive aspect of strength and is

the product of muscular strength and the speed of a specific movement.

a. power
b. endurance
c. density
d. strength

Item 56 Which is a key effect of aging and exercise?

a. Aging reduces your ability to adapt to exercise in hot environments.

b. VO2max decreases by about 30% per decade.
c. Muscular strength and power increases with age.
d. Body fat decreases with age.

Continued on next page

MCI Course 4134A R-13 Review Lesson Examination

Review Lesson, Continued

Item 57 Two characteristics of a successful overreaching program include the

following: overloads experienced are reversible with recovery and positive
training adaptations that improve performance. The third characteristic is that
time to recovery is

a. short term (months).

b. short term (days).
c. long term (days).
d. long term (months).

Item 58 Overreaching is ____________ for the body and allows for a fast recovery
while overtraining is ____________ for the body and requires a longer length
of time to recover.

a. positive; negative
b. negative; positive
c. negative; negative
d. positive; positive

Item 59 One physiological symptom related to performance overtraining is

a. swelling of the lymph glands.

b. mood changes.
c. loss of coordination.
d. poor sleep.

Item 60 A training plan that includes periods of progressive overload in combination

with adequate recovery and regeneration is known as a
_____________________ program.

a. training response
b. nutritional intervention
c. immunosuppression
d. scientifically based training

Continued on next page

MCI Course 4134A R-14 Review Lesson Examination

Review Lesson, Continued

Item 61 Which is an activity that uses the creatine phosphate pathway?

a. Baseball
b. Basketball
c. Walking
d. Biking

Item 62 Which is a training adaptation to the creatine phosphate pathway?

a. Increased muscle strength

b. Increased muscle size
c. Increase in body fat
d. Decreased muscle strength

Item 63 The level at which you can exceed _______________ is often referred to as
the lactate threshold.

a. adaptations
b. steady state
c. aerobic capacity
d. anaerobic glycolysis

Item 64 Activities that use the anaerobic glycolysis system include

a. sprinting and running the obstacle course.

b. putting on a 70-lb pack and crunches.
c. basketball and sprinting.
d. throwing grenades and football.

Item 65 Increased tolerance of higher levels of lactic acid is indicative of the

a. adenosine triphosphate pathway.

b. creatine phosphate pathway.
c. aerobic pathway.
d. anaerobic glycolysis system.

Continued on next page

MCI Course 4134A R-15 Review Lesson Examination

Review Lesson, Continued

Item 66 Which energy system is used to provide energy for activities longer than 1 to
3 minutes?

a. Muscular pathway
b. Aerobic pathway
c. Anaerobic glycolysis
d. Creatine phosphate pathway

Item 67 Which is an activity that uses the aerobic pathway?

a. Jumping
b. Baseball
c. Biking
d. Basketball

Item 68 Which is a training adaptation to the aerobic pathway?

a. Increased muscle strength

b. Decreased muscle strength
c. Decreased body fat
d. Increased muscle size

Item 69 Which is a benefit of the cardiopulmonary system during exercise?

a. Decreased heart rate

b. Increased sweating
c. Increased heart rate
d. Decreased stroke volume

Item 70 Stroke volume is defined as the amount of blood pumped by the heart per

a. second.
b. beat.
c. minute.
d. hour.

Continued on next page

MCI Course 4134A R-16 Review Lesson Examination

Review Lesson, Continued

Item 71 Vital capacity is defined as the greatest volume of air voluntarily moved in
_____________ breath(s).

a. four
b. three
c. two
d. one

Item 72 Cardiopulmonary ____________ is the ability of the cardiorespiratory system

to deliver oxygen to working muscles.

a. volume
b. uptake
c. strength
d. endurance

Item 73 Which is a component of oxygen uptake using lung measurements?

a. Total oxygen extracted

b. Cardiac output
c. Heart rate average
d. Frequency of breathing

Item 74 Which is an adaptation that occurs with aerobic training due to increased
cardiopulmonary endurance?

a. Decrease tidal volume

b. Increase risk of heart disease
c. Increase resting heart rate
d. Increase maximal VO2

MCI Course 4134A R-17 Review Lesson Examination

Review Lesson, Continued

Answers The table below lists the answers to the review lesson examination items. If
you have questions about these items, refer to the reference page.

Item Number Answer Reference Page

1 a 1-4
2 d 1-5
3 a 1-5
4 c 1-11
5 d 1-12
6 c 1-13
7 d 1-14
8 a 1-15
9 a 1-17
10 a 1-18
11 b 2-5
12 c 2-6
13 d 2-7
14 b 2-8
15 a 2-8
16 d 2-11
17 d 2-16
18 a 2-16
19 c 2-17
20 b 2-19
21 a 2-26
22 a 2-27
23 a 2-28
24 c 2-31
25 d 2-36
26 c 2-36
27 c 2-37
28 d 2-37
29 a 2-38

Continued on next page

MCI Course 4134A R-18 Review Lesson Examination

Review Lesson, Continued

Item Number Answer Reference Page

30 c 2-38
31 b 2-44
32 b 2-51
33 b 3-5
34 b 3-6
35 b 3-6
36 c 3-7
37 d 3-8
38 b 3-9
39 d 3-15
40 a 3-16
41 c 3-18
42 b 3-18
43 b 4-5
44 b 4-6
45 b 4-6
46 a 4-9
47 a 4-11
48 d 4-12
49 c 4-23
50 c 4-24
51 d 4-27
52 b 4-30
53 c 4-34
54 d 5-4
55 a 5-6
56 a 5-11
57 b 5-16
58 a 5-17
59 d 5-18
60 d 5-21
61 a 6-5
62 a 6-6
63 c 6-8
64 c 6-8
65 d 6-9
66 b 6-10

Continued on next page

MCI Course 4134A R-19 Review Lesson Examination

Review Lesson, Continued

Item Number Answer Reference Page

67 c 6-11
68 c 6-11
69 c 6-18
70 b 6-18
71 d 6-19
72 d 6-20
73 d 6-20
74 d 6-21

MCI Course 4134A R-20 Review Lesson Examination