A comparison of two methods for the calculation of accumulated oxygen deficit

Abstract

The aim of this study was to compare accumulated oxygen deficit data derived using two different exercise protocols with the aim of producing a less time-consuming test specifically for use with athletes. Six road and four track male endurance cyclists performed two series of cycle ergometer tests. The first series involved five 10 min sub-maximal cycle exercise bouts, a VO_2peak test and a 115% VO_2peak test. Data from these tests were used to estimate the accumulated oxygen deficit according to the calculations of Medbø et al. (1988). In the second series of tests, participants performed a 15 min incremental cycle ergometer test followed, 2 min later, by a 2 min variable resistance test in which they completed as much work as possible while pedalling at a constant rate. Analysis revealed that the accumulated oxygen deficit calculated from the first series of tests was higher (P<0.02) than that calculated from the second series: 52.3±11.7 and 43.9±6.4 ml·kg^?1, respectively (mean±s). Other significant differences between the two protocols were observed for VO_2peak, total work and maximal heart rate; all were higher during the modified protocol (P<0.01 and P<0.02, respectively). Oxygen kinetics were also significantly faster during the modified 2 min maximal test. We conclude that the difference in accumulated oxygen deficit between protocols was probably due to a reduced oxygen uptake, possibly caused by a slower oxygen on-response during the 115% VO_2peak test in the first series, and VO₂—power output regression differences caused by an elevated VO ₂ during the early stages of the second series.     

Temporal Aspects of the VO2 Response at the Power Output Associated with VO2peak in Well Trained Cyclists—Implications for Interval Training Prescription

Abstract

The power output achieved at peak oxygen consumption (VO ₂Peak) and the time this power can be maintained (i. e., Tmax) have been used in prescribing high-intensity interval training. In this context, the present study examined temporal aspects of the VO₂ response to exercise at the cycling power that output well trained cyclists achieve their VO ₂peak (i. e., Pmax). Following a progressive exercise test to determine VO ₂peak, 43 well trained male cyclists (M age = 25 years, SD = 6; M mass = 75 kg, SD = 7; M VO₂ peak = 64.8 ml-kg¹ min^?1, SD = 5.2) performed two Tmax tests 1 week apart. Values expressed for each participant are means and standard deviations of these two tests. Participants achieved a mean VO ₂peak during the Tmax test after 176 s (SD = 40; M = 74% of Tmax, SD = 12) and maintained it for 66 s (SD = 39; M = 26% of Tmax, SD = 12). Additionally, they obtained mean 95% of VO ₂peak after 147 s (SD = 31; M = 62% of Tmax, SD = 8) and maintained it for 95 s (SD = 38; M = 38 % of Tmax, SD = 8). These results suggest that 60–70 % of Tmax is an appropriate exercise duration for a population of well trained cyclists to attain VO ₂peak during exercise at Pmax. However, due to intraparticipant variability in the temporal aspects of the VO₂ response to exercise at Pmax, future research is needed to examine whether individual high-intensity interval training programs for well trained endurance athletes might best be prescribed according to an athlete's individual VO₂ response to exercise at Pmax.     

School-based assessment of practical competence in science: Some issues from English experience

Teacher-conducted assessments of practical skills are a compulsory component of GCSE examinations in science in England and Wales. The paper presents some of the findings of a research project that investigated this aspect of a science teacher's work. The project was concerned principally with the ways in which science teachers interpreted and operationalised the policy decision of central government and examination boards that teachers assume responsibility for the internal assessment of the practical competence of pupils aged 14–16 preparing for GCSE examinations in science. Specializations: the social history and politics of school science education     

Plain language summaries: Enabling increased diversity,equity, inclusion and accessibility in scholarly publishing

• Plain language summaries (PLS) are accessible, short, peer-reviewed summaries of scholarly journal articles written in non-technical language.
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• Here, we outline the evidence base for the value and impact of PLS and how they can enable diversity, equity, inclusion and accessibility in scholarly publishing.
• PLS can diversify readership and authorship, address information inequity, include typically under-represented stakeholders and provide an accessible route into scholarly literature.