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Strength and Conditioning EXAM ISSA Questions with correct Answers Latest Updates 2024.pdf, Exams of Nursing

University of WalesNursing

Strength and Conditioning EXAM ISSA Questions with correct Answers Latest Updates 2024.pdf, Exams of Nursing Strength and Conditioning EXAM ISSA Questions with correct Answers Latest Updates 2024.pdf, Exams of Nursing

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

  1. sliding-filament theory: Actin filaments at each end of the sarcomere slide inward on myosin filaments, pulling the z-lines toward the center of the sarcomere and thus contracting the muscle fiber.
  2. motor unit: a motor neuron and the muscle fibers it innervates
  3. proprioceptors: specialized sensory receptors that provide the central nervous system w/ information needed to maintain muscle tone and perform complex coor- dinated movements.

bodily awareness of kinesthetics

  1. muscle fiber types and uses: type I = slow twitch type IIa = fast twitch; muscular endurance -> middle distance runner type IIb = fast twitch; explosive and powerful
  2. role of nutritionist: personalized nutritional counseling dietary analysis of food records

nutritional education referral and treatment of eating disorders

  1. micronutrient: nutrients required by the body that it cannot produce itself
  2. macronutrient: nutrients that are required in significant amounts in the diet. 3 classes: proteins carbohydrates lipids (fats)
  3. vitamin: organic substance that cannot be synthesized by the body
  4. mineral: the chemical elements required by living organisms other than the 4 elements carbon, hydrogen, nitrogen, and oxygen that are present in nearly all organic molecules
  5. Anabolic steroids (definition): the synthetic derivatives of the male sex hor- mone, testosterone
  6. supplements (definition): a product intended for ingestion that includes one of the following:
  1. krebs cycle (definition): takes place in mitochondria. A series of reactions that continue the oxidation of the substrate begun in glycosis. It's a way we can continue to produce energy.
  2. Minimal essential strain (MES): the threshold stimulus that initiates new bone formation approx. 1/10 of the force required to fracture bone
  3. Resting oxygen uptake (MET): estimated at 3.5 mL of oxygen/kg of BW/min. (mL * kg ^-1 * min. ^ -1)
  4. systolic blood pressure: the pressure exerted against the arterial walls as blood is forcefully ejected during ventricular contraction.
  5. diastolic blood pressure: the pressure exerted against the arterial walls when no blood is being forcefully ejected through the vessels
  6. five food groups: grains vegetables fruits

dairy protein

  1. axial skeleton: consists of the skull, vertebral column, ribs, and sternum
  2. appendicular skeleton: includes shoulder girdle, bones of arms, wrists, hands, pelvic girdle, and the bones of the legs, ankles, and feet
  3. skeletal musculature: a system of muscles that enables the skeleton to move
  4. agonist muscle: the muscle most involved in bringing about the movement. Also known as the prime mover
  5. antagonist muscle: a muscle that can slow down or stop the movement
  6. synergist muscle: the muscle that assist indirectly in a movement
  7. seasonal training frequency guidelines: off-season = 4-6 times preseason = 3-4 times in-season = 1-3 times postseason (active rest) = 0-3 times
  8. superset: involves 2 sequentially performed exercises that stress 2 opposing muscles or muscle areas
  1. Sagittal plane: divides the body into left and right sections
  2. frontal plane: divides the body into front and back sections
  3. transverse plane: divides the body into upper and lower sections
  4. phosphagen system: lasts 8-10 sec. for short-term, high-intensity activities active at start of all activities
  5. glycolysis: lasts 1.3 - 1.6 min. helps lactate to resynthesize ATP
  6. oxidative system: lasts an unlimited amount of time it's slow glycolysis through the Krebs cycle
  7. rep-max continuum: - use relatively heavy loads if the goal is strength/power
  • use moderate loads for hypertrophy
  • use light loads for muscular endurance
  • a certain RM emphasizes a certain outcome, but training benefits are blended at any given RM
  1. repetition max (RM): most weight lifted for a specific number of repetions
  2. one repetition max (1RM): greatest amount of weight that can be lifted with proper technique for only one repetiton
  3. resistance training program variables: needs analysis exercise selection training frequency exercise order training load and repetitions volume rest periods
  4. training frequency based on training status: it's appropriate for an athlete to perform only one or two sets as a beginner and to add sets as he or she becomes better trained
  5. core exercises: recruit one or more large muscle areas, involve 2 or more primary joints, and receive priority when one is selecting exercises because of their direct application to thee sport.
  1. physiological analysis: strength, power, hypertrophy, and muscular endurance priorities
  2. injury analysis: common sites for joint and muscle injury and causative factors
  3. intrafusal fiber: specialized muscle fibers located in the belly of a muscle
  4. extrafusal fiber: a regular muscle fiber
  5. all or none principle: all of the muscle fibers in the motor unit contract and develop force at the same time. No motor unit partially contracts.
  6. exergonic reaction: energy-releasing reactions that are generally catabolic
  7. endergonic reactions: require energy and include anabolic processes and the contraction of mucle
  8. metabolism: the total of all the catabloic or exergonic reactions in a biological system
  9. bioenergetics: the flow of energy in a biological system; the conversion of macronutrients into biologically usable forms of energy
  10. catabolism: the breakdown of large molecules into smaller molecules, associ-

ated w/ the release of energy

  1. anabolism: the synthesis of larger molecules from smaller molecules; can be accomplished using the energy released from catabolic reactions
  2. state anxiety: the actual experience of apprehension and uncontrolled arousal
  3. trait anxiety: a personality characteristic which represents a latent disposition to perceive situations as threatening
  4. stress: any disruption from homeostasis or mental and physical calm; can be a negative (distress) or a positive (eustress) state.
  5. stressor: an environmental event that precipitates stress
  6. attention: the processing of both environmental and internal cues that come to awareness
  7. internal - external attention style: an introspective versus an externally orient- ed perspective. the person looks at themselves first and then look at everything else
  8. broad to narrow attention style: an integrative versus highly selective orienta- tion.
  1. catastrophe theory: when increases in physiological arousal occur in the pres- ence of cognitive anxiety, a sudden drop in performance occurs
  2. self efficacy: perceived self-confidence about a given task in a specific situation may be better at predicting task execution than either arousal or anxiety.
  3. process goals: oals over whose achievement the athlete has control
  4. outcome goals: goals over which the athlete has little control, such as winning
  5. short term goals: increase the likelihood of success because they are relatively close to the athlete's present ability level
  6. long term goals: provide relevance to short term goals
  7. 3 goals of sport psychology: Measuring psychological phenomena Investigating the relationships between mental and physical Applying knowledge to improve athletic performance
  8. how the mind effects performance: Direct physical links between the mind and body tangible physical processes occur in the brain and body as a result of the athlete's

thought processes. these changes influence neuromuscular activation, coordination, autonomicarousal, and metabolism, which can further cause changes in motor performance

  1. factors that make up the ideal performance state: absense of fear no thinking about or analysis of performance a narrow focus of attention on the activity itself a sense of effortlessness a sense of personal control a distortion of time and space
  2. positive reinforcement: the act of increasing the probability of occurance of a given behavior by following it w/ or presenting an object, action, or event such as praise, decals on the helmet, or prizes and awards
  3. levels of cue utiliztion: low - relevant and irrelevant cues can catch the athlete's attention. Athlete may not concentrate well at this level Moderate - athlete can be more focused due to exclusion of task irrelevant cues high- athlete may not notice task relevant cues
  1. pros of punishments by coaches: positive reinforcement aids focus on task relevant cues
  2. cons of punishments by coaches: increases the likelihood that the athlete will focus only on what he's doing wrong
  3. process of goal setting: long and short term goals are interdependent long term goals provide meaningfulness to short term goals the attainment of short term goals provides a hierarchical sense of mastery and success that builds self confidence
  4. 3 ways goal setting affects performance: 1) directs an athlete's attention by prioritizing efforts
  1. increase effort because of the contingency of success on goal attainment
  2. increase positive reinforcement through the feedback given to athletes
  1. pronated grip: palms are down and the knuckles are up
  2. supinated grip: palms are up and the knuckles are down
  3. neutral grip: the knuckles point laterally
  1. alternated grip: one hand in pronated grip and the other in supinated grip
  2. hook grip: similar to the pronated grip except that the thumb is positioned under the index and middle fingers
  3. open grip: when the thumb doesn't wrap around the bar
  4. 3 types of grip widths: common wide narrow
  5. reason for stable body position: enables the athlete to maintain proper body alignment during an exercise, which, in turn, places appropriate stress on the muscles and joints
  6. 5 points of body contact: head = placed firmly on bench/back pad shoulders/upper back = placed firmly and evenly on bench/back pad butt = placed evenly on bench/seat R. foot = flat on the floor L. foot = flat on the floor
  7. body position for standing exercises: feet should be positioned slightly wider
  1. pretest: a test administered before the beginning of training to determine the athlete's initial basic ability levels
  2. midtest: a test administered one or more times during the training period to assess progress and modify the program as needed to maximize benefit
  3. formative evaluation: periodic reevaluation based on midtests administered during the training, usually at regular intervals
  4. posttest: a test administered after the training period to determine the success of the training program in achieving the training objectives
  5. reliability: the degree to which a test or test item measures what it's supposed to measure this is the most important characteristic of testing
  6. construct validity: the ability of a test to represent the underlying construct
  7. face validity: the appearance to the athlete and other casual observers that the test measures what it's supposed to measure
  8. content validity: the assessment by experts that the testing covers all relevant

subtopics or component abilities in appropriate proportions

  1. criterion referenced validity: the extent to which test scores are assosciated w/ some other measure of the same ability
  2. evaluation of test quality: a measure of the degree of consistency or repeata- bility of a test
  3. 5 factors in test selection: metabolic energy system specificity biomechanical movement pattern specificity experience and training status age and sex environmental factors
  4. sequence of tests: non-fatiguing agility maximum strength and power sprints local muscular endurance fatiguing anaerobic capacity tests