Project-Based Learning for Aerobic Capacity and Key Components of Distance Running Performance

It can be difficult for some students to comprehend maximal aerobic capacity (VO₂max) and endurance performance. We present a project-based learning example used in our advanced human physiology course. This project is based largely on a seminal paper, but utilizes chapters from the course textbook, and additional peer-reviewed studies. After we cover background information on topics such as muscle physiology, metabolic pathways, expired air analysis, VO₂max, and lactate threshold, students join one of three groups to prepare and deliver presentations. Those topics and groups are based on 1) history of VO₂max, 2) rate limiters of VO₂max, and 3) additional determinants of endurance performance. The instructor covered topics from the textbook on sports physiology including oxygen uptake at the onset, during, and after exercise. The course instructor also provided a brief review of sport-specific VO₂max and lactate threshold testing in hockey players. Students in the class agreed to hold one class period in the laboratory for direct use of expired air analysis. The lab emphasized the relationship between intensity and carbohydrate vs. fat utilization. During the project presentations in the final week of class, group 1 summarized key points such as the use of a Douglas bag and the difference between VO₂max and VO₂peak, while group 2 summarized central (ex. cardiac output) vs. peripheral (ex. muscle mitochondria) limitations, and group 3 summarized other key factors for endurance performance such as lactate threshold and running economy. This project-based assignment was an excellent way for students to better comprehend VO₂max and endurance performance.