Project-based learning for aerobic capacity and key components of distance running performance

Area of Science:

• Human Physiology
• Sports Physiology
• Exercise Science

Background:

• Maximal aerobic capacity (VO2max) and endurance performance can be challenging concepts for students.
• Traditional teaching methods may not fully engage students in complex physiological topics.
• A need exists for innovative pedagogical approaches in advanced human physiology courses.

Purpose of the Study:

• To implement and evaluate a project-based learning (PBL) strategy in an advanced human physiology course.
• To improve student comprehension of VO2max and endurance performance through active learning.
• To explore the integration of foundational physiology with current research for enhanced understanding.

Main Methods:

• A PBL approach was designed around a seminal paper, textbook chapters, and peer-reviewed studies.
• Students were divided into three groups focusing on the history of VO2max, its rate limiters, and other endurance determinants.
• Direct expired air analysis in a laboratory setting was conducted to explore substrate utilization during exercise.

Main Results:

• Group presentations effectively summarized key concepts like VO2max vs. VO2peak, central vs. peripheral limitations, and factors influencing endurance.
• The laboratory session highlighted the relationship between exercise intensity and carbohydrate versus fat utilization.
• Students demonstrated a better grasp of complex physiological concepts through collaborative learning and presentation.

Conclusions:

• Project-based learning significantly enhances student comprehension of VO2max and endurance performance.
• Integrating diverse scientific literature and practical lab work deepens physiological understanding.
• This pedagogical model offers an effective strategy for teaching advanced human physiology concepts.