Effect of voluntary hyperventilation with supplemental CO<sub>2</sub> on pulmonary O<sub>2</sub> uptake and leg blood flow kinetics during moderate‐intensity exercise
Bibliographic record
Abstract
New findings What is the central question of this study? Voluntary hyperventilation that induces hypocapnic alkalosis (HYPO) is associated with slowed adaptation of O 2 uptake and leg blood flow during moderate exercise; however, it is unknown whether hypocapnia, alkalosis and/or the hyperventilation manoeuvre is related to these observations. What is the main finding and its importance? We included a condition with the same work of breathing as HYPO, but the fall in CO 2 was prevented by the addition of higher CO 2 to the inspirate (normocapnia). This condition demonstrated that hypocapnia/alkalosis was responsible for the slower leg blood flow response; however, the act of hyperventilation itself also had a role to play in the slower O 2 uptake kinetics. Pulmonary O 2 uptake ( ) and leg blood flow (LBF) kinetics were examined at the onset of moderate‐intensity exercise, during hyperventilation with and without associated hypocapnic alkalosis. Seven male subjects (25 ± 6 years old; mean ± SD) performed alternate‐leg knee‐extension exercise from baseline to moderate‐intensity exercise (80% of estimated lactate threshold) and completed four to six repetitions for each of the following three conditions: (i) control [CON; end‐tidal partial pressure of CO 2 ( ) ∼40 mmHg], i.e. normal breathing with normal inspired CO 2 (0.03%); (ii) hypocapnia (HYPO; ∼20 mmHg), i.e. sustained hyperventilation with normal inspired CO 2 (0.03%); and (iii) normocapnia (NORMO; ∼40 mmHg), i.e. sustained hyperventilation with elevated inspired CO 2 (∼5%). The was measured breath by breath using mass spectrometry and a volume turbine. Femoral artery mean blood velocity was measured by Doppler ultrasound, and LBF was calculated from femoral artery diameter and mean blood velocity. Phase 2 kinetics (τ ) was different ( P < 0.05) amongst all three conditions (CON, 19 ± 7 s; HYPO, 43 ± 17 s; and NORMO, 30 ± 8 s), while LBF kinetics (τLBF) was slower ( P < 0.05) in HYPO (31 ± 9 s) compared with both CON (19 ± 3 s) and NORMO (20 ± 6 s). Similar to previous findings, HYPO was associated with slower and LBF kinetics compared with CON. In the present study, preventing the fall in end‐tidal (NORMO) restored LBF kinetics, but not kinetics, which remained ‘slowed’ relative to CON. These data suggest that the hyperventilation manoeuvre itself (i.e. independent of induced hypocapnic alkalosis) may contribute to the slower kinetics observed during HYPO.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".