Effects of exercise intensity and duration on the excess post-exercise oxygen consumption

Abstract

Recovery from a bout of exercise is associated with an elevation in metabolism referred to as the excess post-exercise oxygen consumption (EPOC). A number of investigators in the first half of the last century reported prolonged EPOC durations and that the EPOC was a major component of the thermic effect of activity. It was therefore thought that the EPOC was a major contributor to total daily energy expenditure and hence the maintenance of body mass. Investigations conducted over the last two or three decades have improved the experimental protocols used in the pioneering studies and therefore have more accurately characterized the EPOC. Evidence has accumulated to suggest an exponential relationship between exercise intensity and the magnitude of the EPOC for specific exercise durations. Furthermore, work at exercise intensities ≥50 – 60% [Vdot]O_2max stimulate a linear increase in EPOC as exercise duration increases. The existence of these relationships with resistance exercise at this stage remains unclear because of the limited number of studies and problems with quantification of work intensity for this type of exercise. Although the more recent studies do not support the extended EPOC durations reported by some of the pioneering investigators, it is now apparent that a prolonged EPOC (3 – 24 h) may result from an appropriate exercise stimulus (submaximal: ≥50 min at ≥70% [Vdot]O_2max; supramaximal: ≥6 min at ≥105% [Vdot]O_2max). However, even those studies incorporating exercise stimuli resulting in prolonged EPOC durations have identified that the EPOC comprises only 6 – 15% of the net total oxygen cost of the exercise. But this figure may need to be increased when studies utilizing intermittent work bouts are designed to allow the determination of rest interval EPOCs, which should logically contribute to the EPOC determined following the cessation of the last work bout. Notwithstanding the aforementioned, the earlier research optimism regarding an important role for the EPOC in weight loss is generally unfounded. This is further reinforced by acknowledging that the exercise stimuli required to promote a prolonged EPOC are unlikely to be tolerated by non-athletic individuals. The role of exercise in the maintenance of body mass is therefore predominantly mediated via the cumulative effect of the energy expenditure during the actual exercise.     

Adopted and permanently placed children in education: from rainbows to reality

Children who leave care into adoption and special guardianship are often considered by schools and local authorities to have found their “happy ending.” Yet there is growing evidence that the impact of prenatal and early trauma, abuse and neglect does not disappear upon placement in a permanent family. Rates of social, emotional and mental health difficulties remain high, and the group has pronounced educational needs. Whilst having high levels of involvement with education and health services, families report significant difficulties in mobilising understanding, support and provision. In the context of growing numbers of children in England finding permanence through adoption and special guardianship, and the Department for Education’s increasing focus on addressing the needs of this group, this paper highlights the key role of Educational Psychology Services in supporting adopted and other permanently placed children by providing training, consultation, assessment, intervention and research for children and their families, their schools, and the local authorities.     

Knowledge and Skills of the Lamaze Certified Childbirth Educator: Results of a Job Task Analysis

Content validity of certification examinations is demonstrated over time with comprehensive job analyses conducted and analyzed by experts, with data gathered from stakeholders. In November 2011, the Lamaze International Certification Council conducted a job analysis update of the 2002 job analysis survey. This article presents the background, methodology, and findings of the job analysis. Changes in the test blueprint based on these findings are presented.     

Reality Therapy: A Global Perspective

Based on universal principles, reality therapy is practiced and taught in many cultures and countries. The underlying theoretical basis, choice theory, states that all human beings are motivated by five current genetic instructions: survival or self-preservation, belonging, power or achievement, freedom or independence, fun or enjoyment. The effective reality therapist learns to adapt the methodology to individuals and groups from many cultures. The delivery system employs specific tools for helping clients identify and clarify their wants and desires, their hopes and their dreams. Clients are led to examine specific actions, cognition, and feelings which are seen in reality therapy as behaviors chosen to impact the external world of clients for the purpose of satisfying their needs. The cornerstone in the practice of reality therapy is the self-evaluation by clients. Counselors ask clients to examine the effectiveness of their choices especially as they impact their relationships with people important to them. Clients also examine the attainability of their wants, as well as their degree of commitment in attaining their wants. Included in the process is realistic planning for need satisfaction especially for enhancing the clients' interpersonal relationships. Multiethnic research has shown the multicultural efficacy of reality therapy.     

Intergenerational programs for young children: Organizational procedures

Bringing together groups of preschoolers with older people is a concept that is gaining in popularity. Commonly referred to asintergenerational, these experiences — when carefully planned — have been shown to provide children with positive experiences. More specifically, the National Council on Aging defines intergenerational programs as planned activities that increase cooperation and exchange between any two generations for their mutual benefit.I never seen my great grandpa — I seen some old people in Minnesota.Brandon, age fourAlfred James is Assistant Professor of Early Childhood Education, Department of Education, Washburn University, Topeka, KS. Kathy Leon is Director of Menninger Child Care Center, Menninger, Topeka, KS.