Ateneo - UPO

The course explores the physiological basis and related applications in human nutrition across the following topics:
Physiology of aging
Fetal and pregnancy physiology
Hormonal regulation of growth
Chronobiology and sleep physiology
Thermoregulation
Sports and exercise physiology
Physiology of taste and smell
Each topic will be integrated with the analysis of scientific literature and considerations on gender-sensitive perspectives.

McArdle, Fisiologia Applicata allo Sport, CEA

Stanfield, Fisiologia, EdiSES
Pape, Fisiologia, EdiSES

The course aims to provide students with a deep understanding of complex physiological mechanisms across various life stages (from fetal development to aging) and integrated body systems (chronobiology, sleep, thermoregulation, sports physiology, and chemical senses). A central objective is to explore the strong interconnections between these physiological contexts and human nutrition.

Through the analysis of scientific literature and active classroom discussion, the course seeks to foster critical thinking and independent judgment. Furthermore, it aims to enhance students' communication skills, encouraging them to present complex topics using both rigorous specialized language and accessible popularizing formats, with attention to gender-sensitive perspectives where applicable.

Knowledge of the basics of cell and systemic physiology

Teaching activities will be conducted entirely in person, combining both lecture-based (transmissive) and interactive learning modalities (such as group discussions, case studies, and critical literature review) to encourage active student participation.

Learning will be monitored through questions put to students during the lessons

Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti, consulting the University webpage:
https://www.uniupo.it/en/services/services-students-physical-or-learning-disabilities
Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

The exam consists solely of a written test that evaluates the student's ability to apply the knowledge acquired during the course and features open-ended questions. The difficulty level of the questions corresponds to the course syllabus and the reference texts specified on DIR. Each question is assigned up to 8 points.
The written exam is considered passed if the overall mark is at least 18/30. During the exam, consulting notes, books, or any other materials is strictly prohibited.
To achieve a passing grade, students must demonstrate a basic understanding of the concepts and topics covered in the course. To achieve a high grade, students must demonstrate independent judgment and critical thinking regarding the subject matter, presenting their conclusions in a clear and logical manner.
Grading is expressed on a 30-point scale (minimum passing mark: 18). Specifically:
30 - 30 cum Laude (Excellent): Demonstrates an impeccable and in-depth knowledge of biological mechanisms. Answers are thorough and rigorous, showcasing strong critical thinking, high autonomy of judgment, and excellent interdisciplinary connections. The writing is fluid, well-argued, and relies on flawless specialized terminology.
27 - 29 (Very Good): Demonstrates thorough knowledge and a solid capacity for analyzing and synthesizing biological processes. The written response is clear, logically structured, and supported by appropriate scientific terminology throughout.
24 - 26 (Good): Demonstrates a good grasp of core concepts, despite minor isolated gaps in details or complex connections. The response is correct, well-organized, and uses mostly appropriate scientific language.
21 - 23 (Satisfactory / Fair): Demonstrates a predominantly descriptive or rote knowledge of concepts. Limited ability to apply concepts to case studies or critically address written prompts. The language is simple, yet free of major conceptual errors.
19 - 20 (Pass / Marginal): Demonstrates minimal and fragmented knowledge of course content, struggling to comprehend biological implications. The written text is poorly developed and shows uncertain or limited use of scientific terminology.
18 (Sufficient / Minimum Pass): Demonstrates only a basic and essential knowledge of the syllabus core concepts. Responses are minimally developed, critical thinking is limited, and there are noticeable difficulties in connecting biological processes alongside terminological inaccuracies.

The course addresses the physiological basis and related nutritional applications/correlations of the following topics:
Physiology of aging: senescence mechanisms, functional decline, and requirements in the elderly.
Fetal and pregnancy physiology: maternal-fetal adaptations, development, and gestational nutrition.
Hormonal regulation of growth: endocrine growth axes and interaction with nutritional status.
Chronobiology and Sleep physiology: circadian rhythms, sleep neurobiology, and chrono-nutrition.
Thermoregulation: body temperature control, metabolic responses, and fluid balance.
Sports physiology: exercise adaptations, bioenergetics, and performance nutrition.
Physiology of taste and smell: receptor mechanisms and flavor perception.

In-depth topics based on scientific literature will be presented to enable students to develop critical thinking and the ability to apply concepts covered during lectures. Students will be encouraged to present selected topics using both technical/specialized and accessible/popularizing language. Furthermore, whenever appropriate opportunities arise during lectures, attention will be focused on gender-sensitive issues.

By the end of the course, students will be able to:
1. Knowledge and understanding
Describe in detail the fundamental physiological mechanisms related to the topics covered in class.
Understand and explain the correlations and applications of these physiological mechanisms in the field of human nutrition.
Recognize gender-related physiological differences across the various life stages and contexts analyzed.
2. Applying knowledge and understanding
Apply acquired physiological knowledge to interpret and assess specific nutritional requirements in different physiological contexts.
Integrate theoretical concepts with emerging data from scientific literature to address and analyze concrete issues related to integrated physiology and nutrition.
3. Making judgements
Critically evaluate scientific literature in the field, identifying evidence, limitations, and future perspectives of various studies.
Formulate independent and well-founded judgments regarding the interactions between physiological states, gender differences, and nutritional requirements.
4. Communication skills
Present the physiological concepts covered in class during the written exam and classroom activities in a clear, coherent, and structured manner.
Adapt the communication style, demonstrating the ability to use both rigorous specialized scientific language and accessible, popularizing language.
5. Learning skills
Independently search and consult up-to-date scientific literature to further explore physiological topics.
Develop a critical study method that enables continuous self-directed updating of skills in the field of physiological sciences.