American College of Sports Medicine CPT (Fifth Edition) Lesson Plans Chapter 14 — Resistance Training Programs Goals of the Lesson: Cognitive: Students will refine their knowledge of resistance training devices, equipment, and program design. Motor: Students will create an instructional how-to sheet for a resistance training exercise. Affective: Students will understand the importance of staying current for the benefit of their clients’ resistance training programs. Learning Objectives: The lesson plan for each objective starts on the page shown below. You Will Need: Gather the following materials and teaching aids for the following lessons: 14-1 Resources: Computer lab with Internet access or a supply of catalogs with resistance training equipment or
Bob Hoffman of York Barbell Club: weightlifting Joe & Ben Weider: promoted bodybuilding. O’Shea & Berger: research in 1960s & 1970s Exponential growth in research on resistance training Widening focus from improving athletic performance to improving health & fitness Training protocols guided by scientific fact General Resistance Training Principles (Fig. 14.1) Resistance exercise vs. resistance training Workout vs. program Specificity — only muscles trained will adapt SAID principle — adaptation specific to demands overload — increase in stimulus required Box 14.1: Likert-Type Chart to Determine Muscle Soreness p. 380, PPt 15 for the students to look at.) Students might use a search engine to search the phrase resistance training equipment or weight machines. They should find a variety of Web sites that sell resistance training equipment. Have students choose one item or piece of equipment from a supplier. The item can be one designed for use in a fitness center or for an individual in a home setting. Materials Distribute a form for students to fill in basic information about the equipment they find. Space should be provided under the following headings: Name of machine/item Type of device (variable-resistance, dynamic constant external resistance, static resistance, or other) Brief description of the device or equipment Intent of device or equipment (what muscle group or fitness to the field of resistance training. Have students search the Internet for stories on athletes and rhabdomyolysis. Have them write a brief description about what happened to the athlete and the overall outcome of the event.
decisions Unrealistic goals Pay attention to goal and time to achieve. and unrealistic Be careful with “high tech” and “big hype” marketing. Elite athletes, models — unrealistic Legend: SG, Study Guide; IM, Instructor’s Manual; PPt, PowerPoint; R, Resource materials noted in IM. Objective 14-2 Review how and why resistance training should be performed. Date: Lecture Outline Figures, Tables, and Resources and Outside Assignments Instructor’s Notes
Features In-Class Activities Evaluation Content Text page PPt slide Resistance Training Modalities Variable-resistance devices Three basic strength curves (Fig. 14.3) Ascending Descending Bell shaped Dynamic constant external resistance devices Isotonic — external resistance or weight does not change A lifting and lower phase occurs during each repetition Dynamic constant external resistance Figure 14.3: Three basic strength curves exist for every exercise, with hybrids of them for certain movements. p. 384, PPt 21 In-Class Activities Field trip: Take the class to a fitness center or health facility where a Personal Trainer or facility manager can give a tour of resistance training devices and equipment. Ask the Personal Trainer or manager to speak to the class on the concepts covered in this objective: Does the facility use both weight machines and free weights? Is there a preference for one or the other? How does the center analyze the best resistance training routines for new clients? What special prescriptions are available for individuals with injuries? Outside Assignments N/A
of the goals targeted Primary or assistance exercise Multijoint or exercises Bilateral and unilateral Order of exercises — affects quality and focus rationale Refer to sequencing rationale in text. Resistance and repetitions — repetition maximums (RM) Target or target range Percentage of the Number of days per week of training (frequency) 2–3 ∙ wk−1 for p. 393, PPt 41 14.2: ACSM Recommendations for Muscular Hypertrophy p. 393, PPt 42 14.3: ACSM Recommendations for Muscular Power p. 394, PPt 43 14.4: Traditional American-Style Periodization Schedule p. 398, PPt 52 14.5: An Example of a Classic Linear Periodized Program Using 4-Week Microcycles p. 398, PPt 54 14.6: An Example of a Nonlinear Periodized Training Protocol p. 400, PPt 57 Invite an ACSM-certified Personal Trainer to discuss his or her methods of program design. Ask the trainer to focus on the program design process outlined in the text, specifically: Training potential Initial assessments Follow-up assessments Individualization Client feedback Setting and evaluating goals Maintenance of training goals Unrealistic goals You might assign each student a different exercise, have all students write instructions for the same exercise, or allow students to choose an exercise on their own. Have students identify the exercise at the top of the page. Ask them to create headings as follows, with specific information or instructions for each: Body part targeted (e.g., lower back) What muscles are exercised (e.g., erector spinae) What device or equipment will be used How to set up the equipment (seat incline, seat height, etc. How to perform the exercise Variations (if applicable) Tips or technique notes The purpose of the exercise Tell students their instructions should fit on one page and should be easy for an individual to read and follow. Give extra
Progression from Beginner to Advanced Exercise techniques important for beginners A single set often enough for beginners — but may still find benefits to using multiple sets Multiple sets may lead to faster improvement in technique. As client progresses — multisets should be used. Client Interactions Client interactions should encourage and motivate (Fig. 14.4). Should convey specific benefits of resistance training Clients often skeptical of importance Trainer must be aware of fads facing fitness industry. of 59–79 Figures 14.4: Having education and being a credible source. p. 402 14.5: 15 Basic resistance exercises pp. 404–410, PPt 65–79 Resources Video 14.1: Body weight squat Video 14.2: Forward and backward lunges Video 14.3: Dumbbell bench press In-Class Activities The text section titled “Client Interactions” includes the following: “It is important for Personal Trainers to stay educated and ideally current with the scientific literature and know how to do research on topics of interest to their clients.” Begin this activity by writing that phrase on the board. Divide the class into five groups and assign one student from each group to take notes. Tell the class they are going to develop a list of ways the Personal Trainer can stay current in different areas of their professional lives. Have each group discuss one of the following topics, written on an index card and given to the student note-taker, and tell the group to be prepared to Outside Assignments Ask students to obtain an example (from a magazine, newspaper, or the Internet) of an advertisement for a diet, a diet supplement, or a piece of exercise equipment that makes potentially misleading claims. Tell them to summarize the claims and why this particular product raised a “red flag.” Be prepared to discuss with the class. Evaluation Create a test for this chapter using the test generator and administer it to the class.
proper lifting technique Spotting in resistance exercise Often requires physical contact Must explain spotting procedure to client Always ask before touching. Know proper spotting technique — refer to checklist outlined in text. Resistance Exercises — beyond the scope of chapter to go through each and every exercise — refer to comprehensive list of over 125 descriptions found in text. See Figure 14.5. present their ideas at the end of the discussion period: How to “stay current” in providing the client with encouragement and motivation after the program has been in place for some time How to “stay current” in conveying true caring to the client How to “stay current” with exercise fads so that questions can be answered about them How to “stay current” with new equipment or facility improvements How to “stay current” with scientific literature and research At the end of the designated time, bring the class back together and share the ideas each group has developed. Have one student from each group write the three best ideas the group generated on a whiteboard or presentation easel. Additional ideas may be generated by the rest of the class and added to the list.