Maximal lactate steady state in trained adolescent runners

The aims of this study were: (1) to identify the exercise intensity that corresponds to the maximal lactate steady state in adolescent endurance-trained runners; (2) to identify any differences between the sexes; and (3) to compare the maximal lactate steady state with commonly cited fixed blood lactate reference parameters. Sixteen boys and nine girls volunteered to participate in the study. They were first tested using a stepwise incremental treadmill protocol to establish the blood lactate profile and peak oxygen uptake (VO2). Running speeds corresponding to fixed whole blood lactate concentrations of 2.0, 2.5 and 4.0 mmol x l(-1) were calculated using linear interpolation. The maximal lactate steady state was determined from four separate 20-min constant-speed treadmill runs. The maximal lactate steady state was defined as the fastest running speed, to the nearest 0.5 km x h(-1), where the change in blood lactate concentration between 10 and 20 min was < 0.5 mmol x l(-1). Although the boys had to run faster than the girls to elicit the maximal lactate steady state (15.7 vs 14.3 km x h(-1), P < 0.01), once the data were expressed relative to percent peak VO2 (85 and 85%, respectively) and percent peak heart rate (92 and 94%, respectively), there were no differences between the sexes (P > 0.05). The running speed and percent peak VO2 at the maximal lactate steady state were not different to those corresponding to the fixed blood lactate concentrations of 2.0 and 2.5 mmol x l(-1) (P > 0.05), but were both lower than those at the 4.0 mmol x l(-1) concentration (P < 0.05). In conclusion, the maximal lactate steady state corresponded to a similar relative exercise intensity as that reported in adult athletes. The running speed, percent peak VO2 and percent peak heart rate at the maximal lactate steady state are approximated by the fixed blood lactate concentration of 2.5 mmol x l(-1) measured during an incremental treadmill test in boys and girls.     

A design for the implementation of cooperative education in the liberal arts: Cooperative studies at the university of Lethbridge,Alberta, Canada

Cooperative education in the liberal arts has a history, is triving in the present, and can look to a promising future. However, in order to move beyond the traditional concepts and classical models, postsecondary liberal arts institutions not only will have to look to present models and experimental formats, but also will have to assess their own idiosyncratic variables and develop appropriate personalized frames of reference. The methods developed at the University of Lethbridge reflect the committment to the criterion of academic quality, high faculty input and participation, on-site supervision, and an optimal range of vocational experiences recognized through the awarding of significant amounts of degree credit. In conjunction with these qualities is the university-wide committment to a small and personalized approach based upon student-developed learning objectives.All three authors are involved in the Cooperative Studies Program at the University of Lethbridge.