Seventh Edition

The CFES

Weight Training Instructor Course Resource Manual

• National Certification Program

CFES — Advancing the Standard in Fitness Leadership Training Since 1980 Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

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The CFES Weight Training Instructor Course 7th Edition, Canadian Fitness Education Services Ltd. (CFES) September 2012© All rights reserved. No portion of this manual or course program materials may be reproduced or transmitted in any form or by any means, electronic or mechanical (including photocopying), recording, or by any retrieval system without written permission from Canadian Fitness Education Services Ltd. The purpose of this manual and program is to educate. The enclosed materials have been well reviewed and every effort has been made to make this program as accurate as possible. This program is not a substitute for professional, medical, athletic or recreational counselling. Please consult the appropriate health and wellness professional for guidance. Thank you. National Library of Canada ISBN Data:

The CFES Weight Training Instructor Course Recourse Manual ISBN 0-9731320-4-3

Program and Manual Development:

Margaret Hewitt-Zaitlin, BPE/B.A.

Technical Editor, Lead Writer 7th Edition:

Lorri Taylor, BHSC., MHSc, F&HP (Dip), CSEP-CPT, CFES Educator

Technical Editorial Reviewers:

P. Douglas Lafreniere, B.P.E, M.Sc. Kin., CSEP-CEP, CPT-ME, OKA-CK Samantha Reid, BSc. (Kinesiology), CFES Educator

Technical Writers and Content Contributors: Brenda Adams, B.Sc. (Kinesiology), CPCC, CFES Educator Heather Bourchier, B.P.E., CFES Educator Cindy Crapper, B.P.E. Garry Knox, BsHPER, CSCS, Level 3 NCCP P. Douglas Lafreniere, B.P.E, M.Sc. Kin., CSEP-CEP, CPT-ME, OKA-CK Chloe Lanthier, B.P.E. Gritt Orsten, SCHF, NSCA PT, Holistic Lifestyle Coach, CHEK Practitioner, CFES Educator Samantha Reid, BSc. (Kinesiology), CFES Educator Paula Stockdale, B.P.E. Lorri Taylor, BHSC., MHSc, F&HP (Dip), CSEP-CPT, CFES Educator Margaret Hewitt-Zaitlin, B.P.E./B.A. Illustrations: Teresa Jones, Joelle Lino-Wiseman, Tina Ranger, Dale West, Lisa Wong Photography:

Chloe Lanthier, BPE, Morrie Zaitlin, B.A., Samantha Reid, BSc. (Kinesiology), Shenoa Runge, BSc (Kinesiology), ACSM CES.

Models:

Jill Bellm, France Burke, Doug Dickson, Dillon Gendall, Art Gibb, Brenna Goertson, Sonja Gregor, Marnie Hall, Mike Harris, Sharry Hodgson, Mark Hornby, Nicole Hunziker-Basler, Trudy Ingram, Shawna Leduc, Annette Lewis, Pat Novak, Chris Reid, Shenoa Runge, Pierce Sharelove , Lori Swenson, Joren Titus, Morgan Titus, Teralee Trommeshauser, Wanda Ward, Dawn Weberg-Titus, Barbie Wheaton, Jessica Wiegers, Jennifer Wright

Graphic Design:

Promet Canada

Publisher:

Canadian Fitness Education Services Ltd.

CFES Programs:

The Fitness Knowledge Classroom Course The Fitness Knowledge Home Study Course The Weight Training Instructor Certification Course The Group Fitness Instructor Certification Course The Aquafit Instructor Certification Course The Personal Trainer Certification Course Introduction to Weight Training for Young Adults Course

WTI RM Cover 09/06/12 v7.01

Canadian Fitness Education Services Ltd Box 138, Summerland, B.C., V0H 1Z0 Toll free: 1-877-494-5355 • Fax: (250) 494-9355 Email: [email protected] • Website: www.canadianfitness.net

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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

The CFES Weight Training Instructor Course Table of Contents Chapter 1 An Introduction to Weight Training and Weight Training Instruction Chapter 2 Establishing Your Personal Professional Profile Chapter 3 Teaching Adult Exercise Programs Chapter 4 Program Planning and Design Chapter 5 Program Instruction and Exercise Techniques Chapter 6 Exercise Safety Chapter 7 Providing Nutritional Information and Support Chapter 8 Becoming a Certified Weight Training Instructor Index

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

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Table of Contents Chapter 1 An Introduction to Weight Training and Weight Training Instruction Today’s Fitness Leader...................................................................... 1-2 Physiological and Psychological Effects of Weight Training.............. 1-3 Benefits of Weight Training................................................................ 1-3 Barriers to Physical Activity............................................................... 1-6 Terminolgy Review............................................................................ 1-6 Master Training Principles................................................................. 1-8 Specific Adaptation to Imposed Demand (S.A.I.D.)........................... 1-8 Specificity.......................................................................................... 1-8 Progressive Overload........................................................................ 1-8 Recuperation..................................................................................... 1-8 Threshold of Training......................................................................... 1-8 Target Training Zones........................................................................ 1-9 F.I.T.T. (Frequency, Intensity, Time, Type)......................................... 1-9 Training Variables.............................................................................. 1-9 Motor Unit Recruitment................................................................... 1-10 All or None Principle........................................................................ 1-10 Principle of Balanced Muscle Development.................................... 1-10 Response to Training...................................................................... 1-10 Training Adaptations........................................................................ 1-10 Fitness Equipment............................................................................1-11 Constant Resistance........................................................................1-11 Variable or Accommodating Resistance...........................................1-11 Free Weights................................................................................... 1-12 Machines......................................................................................... 1-13 Variable Resistance Equipment....................................................... 1-14 Electronic Equipment...................................................................... 1-14 Hydraulic Resistance Machines...................................................... 1-15 Hand and Ankle Weights................................................................. 1-15 Core Stability / Balance Training Equipment................................... 1-16 Resistance Bands / Rubberized Tubing ......................................... 1-17 Associations.................................................................................... 1-18 References...................................................................................... 1-19 Chapter 2 Establishing Your Personal Professional Profile Effective Communication................................................................... 2-2 Communication Do’s and Don’ts....................................................... 2-3 Effectively Providing + Receiving Feedback.................................... 2-4 Be an Educator.................................................................................. 2-5 Table 2.2: The Personal Positive Profile ........................................... 2-6 Your Professional Profile As a Certified Weight Training Instructor........................................... 2-7 What is Your Personality and Behaviour Profile?.............................. 2-8 Table 2.4: Identifying your Personality Type..................................... 2-8 Setting Personal and Professional Goals.......................................... 2-9 Using the SMART Framework........................................................... 2-9 Personal/Professional Goals........................................................... 2-12 References...................................................................................... 2-13 TOC-4

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

Chapter 3 Teaching Adult Exercise Programs Focus on Adults
................................................................................ 3-2 Age Group Characteristics................................................................ 3-2 Young Adults (ages 20 - 34).............................................................. 3-3 Mid Adults (ages 35 - 54).................................................................. 3-3 Mature Adults (ages 55 years +)....................................................... 3-3 The Adult Learner.............................................................................. 3-4 The Participant-Centred Approach to Teaching Fitness.................... 3-4 Exercise Adherence.......................................................................... 3-7 References........................................................................................ 3-8 Chapter 4 Program Planning and Design Components of a Workout................................................................. 4-2 The Warm Up.................................................................................... 4-3 Table 4.1 Scales for Determining Rate of Perceived Exertion (RPE)..................................................... 4-4 The Exercise Session........................................................................ 4-5 Cool Down and Flexibility.................................................................. 4-6 Planning Safe, Effective Programs
................................................... 4-7 Pre-screening (Further outlined below)............................................. 4-7 Program Planning and Implementation............................................. 4-8 Setting a Climate for Learning........................................................... 4-8 Assess the Client’s Needs and Physical Capabilities........................ 4-9 Health Screening............................................................................... 4-9 Par-Q and You................................................................................. 4-10 Needs Assessment.......................................................................... 4-12 Informed Consent ........................................................................... 4-12 Establish Goals............................................................................... 4-13 Design the Program........................................................................ 4-13 Identify an Appropriate Training Zone for Each Component........... 4-15 Cardiorespiratory Exercise Programs............................................. 4-15 Calculating the Percentage of Heart Rate Max............................... 4-15 Table 4.2 Summary of Recommendations for Improving Cardiorespiratory Fitness................................................................ 4-17 Resistance Training Exercise Programs ........................................ 4-17 Establishing Starting Weights.......................................................... 4-17 Trial and Error Method..................................................................... 4-17 Intensity/Repetition Chart (Poliquin, 1986)...................................... 4-18 How to Mathematically Determine the Estimated 1RM................... 4-18 Table 4.3 F.I.T.T. Recommendations for Improving General Muscular Fitness of Adults................................ 4-19 Stretching Exercise Program .......................................................... 4-20 Table 4.4 F.I.T.T. Recommendations for Designing Flexibility Programs for Adults........................................ 4-20 Step Three: Establish an appropriate Starting Zone and Exercise Progression..................................................................................... 4-21 Common Client Profiles................................................................... 4-21 Exercise Progression...................................................................... 4-21 Sample Weight Training Progression Considerations..................... 4-22 Table 4.5 Repetition Maximum Continuum...................................... 4-23 Sample Cardiovascular Training Progression Considerations........ 4-23 Choose an Appropriate Training Format......................................... 4-23 Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

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Whole Body Resistance Training Program...................................... 4-23 Simple Beginner “Whole Body” Program........................................ 4-23 Circuit Programs.............................................................................. 4-24 Split Routines.................................................................................. 4-25 Select and Order the Exercises....................................................... 4-25 Workout Formats - Consecutive Sets versus Alternating Sets........ 4-27 Work-out Card................................................................................. 4-27 Ordering Exercises for Specific Workout Formats........................... 4-27 Whole Body Program — Upper/Lower Alternating Sets.................. 4-27 Alternating Sets — Upper Body/Lower Body)................................. 4-27 Whole Body Program – Push / Pull Alternating Sets....................... 4-27 Alternating Sets — Push/Pull.......................................................... 4-27 Flexibility Exercises......................................................................... 4-28 Teaching the Warm-Up.................................................................... 4-28 Cardiovascular Training................................................................... 4-28 Resistance Training......................................................................... 4-29 Cool Down and Flexibility Exercises............................................... 4-29 Evaluate and Redesign the Program.............................................. 4-29 Instructor’s Checklist for Teaching Weight Training......................... 4-30 Table 4.6 Weight Training Percentage Tables................................. 4-31 CFES Weight Training Recording Form.......................................... 4-32 References...................................................................................... 4-34 Chapter 5 Program Instruction and Exercise Techniques Program Instruction and Exercise Techniques.................................. 5-2 The Three Ds..................................................................................... 5-2 Instructional Considerations.............................................................. 5-3 Teaching the Program....................................................................... 5-5 The Orientation (Meet and Greet)..................................................... 5-5 Pre-Screening Prior to Teaching the ................................................. 5-7 Warm-up and Cardio Sessions.......................................................... 5-7 Teaching the Warm-up...................................................................... 5-7 Choosing the Equipment................................................................... 5-7 Providing Instruction for Operating Cardio Equipment...................... 5-8 Considerations for use of the Stationary Cycle:.............................. 5-10 Considerations for use of the Rowing Machine:...............................5-11 Teaching the Cardio ....................................................................... 5-12 Considerations for Teaching ........................................................... 5-12 Resistance Training Exercises........................................................ 5-12 Maintain a 5-point Body Contact Position ...................................... 5-14 Establishing a Strong Foundation................................................... 5-14 Mode of Exercise............................................................................. 5-14 Body Position.................................................................................. 5-15 Base of Support............................................................................... 5-15 Body Alignment / Posture................................................................ 5-15 Teaching Resistance Training Exercises......................................... 5-16 Follow the “3 Ds”............................................................................. 5-16 Upper Body Resistance Training Exercises.................................... 5-18 Wide Grip Lat Pulldown................................................................... 5-18 Seated Cable Row (Close “V” Bar)................................................. 5-20 Bent Over One Arm Row................................................................. 5-22 Seated Dumbbell Reverse Fly......................................................... 5-24 Standing Biceps Curl (Barbell)........................................................ 5-26 TOC-6

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

Bench Press (Barbell)..................................................................... 5-28 Supine Dumbbell Press................................................................... 5-30 Push Up (Body Weight)................................................................... 5-32 Chest Fly (Dumbbells)..................................................................... 5-34 Overhead Dumbbell Press.............................................................. 5-37 Lateral Raises (Dumbbells)............................................................. 5-39 Tricep Press Down (Straight Bar on Pulley).................................... 5-42 Lying Tricep Extension (Barball)...................................................... 5-44 Tricep Kickback............................................................................... 5-46 Exercise Modes for Targeting Specific Muscle(s)............................ 5-48 Body Weight.................................................................................... 5-48 Free Weight*.................................................................................... 5-48 Machines......................................................................................... 5-48 Multi-Joint Exercises vs Single Joint Exercises............................... 5-49 Lower Body..................................................................................... 5-50 Resistance Training Exercises........................................................ 5-50 Squat............................................................................................... 5-50 The Ball Squat................................................................................. 5-52 Leg Press........................................................................................ 5-54 Leg Extension.................................................................................. 5-56 Stationary Lunges........................................................................... 5-58 Step Ups.......................................................................................... 5-60 Hamstring Curl on an Exercise Ball................................................. 5-61 Hamstring Curl Machine.................................................................. 5-63 Low Pulley Gluteal Pull.................................................................... 5-65 Low Pulley Hip Adduction................................................................ 5-67 Low Pulley Hip Abduction................................................................ 5-69 Standing Heel Raise........................................................................ 5-71 Seated Heal Raise.......................................................................... 5-73 Seated Tibialis Pull.......................................................................... 5-75 Core Training Exercises.................................................................. 5-77 Isometric Core Training................................................................... 5-78 Isotonic Core Training .................................................................... 5-78 Teaching Core Training................................................................... 5-79 Core Training Exercises.................................................................. 5-80 Isometric Prone Back Extensions.................................................... 5-80 Moving the Upper Extremities......................................................... 5-80 Moving the Lower Extremities......................................................... 5-80 Moving the Upper and Lower Extremities Together......................... 5-81 Prone Plank on Elbows................................................................... 5-82 Side Plank....................................................................................... 5-83 The Traditional Crunch.................................................................... 5-84 The Oblique Crunch........................................................................ 5-84 Resistance Tubing Exercises.......................................................... 5-85 Upper Body Exercises with Resistance Tubing............................... 5-86 Seated Row with Tubing.................................................................. 5-86 Seated Reverse Fly with Tubing...................................................... 5-87 Biceps Curls with Tubing................................................................. 5-88 Standing Chest Press with Tubing.................................................. 5-89 Front Raise with Tubing................................................................... 5-90 Tricep Overhead Extension with Tubing.......................................... 5-91 Overhead Press with Tubing........................................................... 5-92 Lateral Raise with Tubing................................................................ 5-93 Lower Body Exercises with Resistance Tubing............................... 5-94 Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

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Squat with Tubing............................................................................ 5-94 Stationary Lung with Tubing............................................................ 5-95 Prone Leg Curl with Tubing............................................................. 5-96 Considerations for Teaching............................................................ 5-97 Flexibility Exercises......................................................................... 5-97 Follow the “3 Ds”:............................................................................ 5-98 Stretching Exercises...................................................................... 5-100 Neck Lateral Flexion Stretch (standing)........................................ 5-100 Sphinx (Prone Position)................................................................. 5-100 Cat Stretch (All 4s)........................................................................ 5-101 Child’s Post Stretch (All 4s)........................................................... 5-101 Spinal Twist Stretch (supine) ........................................................ 5-102 Side Flexion Stretch (standing)..................................................... 5-103 Stretching Exercises for the Upper Body...................................... 5-104 Bilateral Arms Over Head (standing)............................................. 5-104 Bilateral Arms Behind the Back (standing).................................... 5-104 Reach Arms Across the Body (standing)....................................... 5-105 Upper Back Stretch (standing)...................................................... 5-106 Overhead Tricep Stretch (standing).............................................. 5-107 Pectoralis Wall Stretch (standing)................................................. 5-108 Stretching Exercises for the Lower Body...................................... 5-109 Outer Hip/Piriformis Stretch (supine)............................................. 5-109 Hip Abductor Stretch (seated)....................................................... 5-110 ‘It’ Band/Piriformis Stretch (standing).............................................5-111 Inner Thigh Stretch (seated).......................................................... 5-112 Quadriceps Lunge Stretch (standing)............................................ 5-113 Iliopsoas (Hip Flexor) Stretch (standing)....................................... 5-114 Side Lunge (Inner Thigh) (standing).............................................. 5-115 Knees to Chest Stretch (supine)................................................... 5-116 Modified Hurdler’s Stretch (seated)............................................... 5-117 Supine Hamstring Stretch (supine)............................................... 5-118 Gastrocnemius Stretch (standing)................................................. 5-119 Soleus Stretch (standing).............................................................. 5-120 References.................................................................................... 5-121 Chapter 6 Exercise Safety Exercise Safety................................................................................. 6-2 Causes and Mechanisms of Exercise Injury..................................... 6-2 Overtraining....................................................................................... 6-2 High Expectations and Unrealistic Goals.......................................... 6-2 Training Tips...................................................................................... 6-3 Predisposing Factors......................................................................... 6-3 Poor Training Habits.......................................................................... 6-3 Poor Exercise Technique................................................................... 6-3 Breathing........................................................................................... 6-3 Postural Positioning........................................................................... 6-3 Speed of Motion................................................................................ 6-3 Range of Motion................................................................................ 6-4 High Risk Exercises.......................................................................... 6-4 Contraindicated Exercises................................................................. 6-5 Determining Exercise Safety............................................................. 6-6 High Risk Exercises and Alternatives................................................ 6-6 Guidelines for Joint Safety................................................................ 6-9 TOC-8

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

Classification of Injuries................................................................... 6-10 Acute Injuries................................................................................... 6-10 Chronic Injuries................................................................................6-11 Safety in the Weight Room.............................................................. 6-12 Facility Layout................................................................................. 6-12 Equipment Maintenance.................................................................. 6-12 Code of Conduct............................................................................. 6-12 Facility Member (Client) Responsibilities........................................ 6-12 Spotter-Lifter Responsibilities and General Guidelines................... 6-13 Safety Supervision.......................................................................... 6-13 Reducing the Risks of Injuries......................................................... 6-14 References...................................................................................... 6-15 Chapter 7 Providing Nutritional Information and Support The Role of the Weight Training Instructor........................................ 7-2 CFES Scope of Practice: .................................................................. 7-2 Nutritional Information and Support................................................... 7-2 Table 7.1 Provincial Registering Bodies for Accessing Qualified Nutrition Specialists.......................................... 7-3 Understanding Canada’s Food Guide .............................................. 7-4 Table 7.2: Summary of Acceptable Macronutrient Distribution Ranges (AMDR)............................................................. 7-4 Accessing Additional Tools for Nutritional Support............................ 7-5 Eating Well with Canada’s Food Guide............................................. 7-6 Identifying and Accessing Local Nutrition Specialists in Your Community.......................................................... 7-7 A Review of Nutrition Basics............................................................. 7-8 Table 7.3 Summary of Common Carbohydrate Sources and Dietary Fibre............................................................... 7-10 Table 7.4 Summary of Types of Dietary Fats and Common Food Sources............................................................7-11 Energy Balance and Body Weight Management............................. 7-13 Table 7.5 Summary of Weight Classifications According to BMI Values................................................................. 7-14 Table 7.6 Summary of Risk of Disease Relative to BMI and Waist Circumference....................................... 7-15 Energy Balance............................................................................... 7-15 Considerations for Achieving and Maintaining a Healthy Body Weight.................................................................... 7-16 References...................................................................................... 7-17 Chapter 8 Becoming a Certified Weight Training Instructor Liability Insurance and the Fitness Professional............................... 8-4 Procedures to Protect Against a Negligence Suit.............................. 8-4 Documentation.................................................................................. 8-5 Potential Negligence......................................................................... 8-5 Professional Ethics and Conduct Guidelines.................................... 8-6 Professional Certification and Continuing Education........................ 8-8 Index Index .......................................................................................... Index-8 Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

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CFES WTI TOC 09/06/12

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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

The CFES Weight Training Instructor Course Chapter 1 An Introduction to Weight Training and Weight Training Instruction In this chapter you will learn about: • Understand the Opportunities and Challenges Facing Today’s Fitness Leaders • Learn the Physiological and Psychological Effects of Weight Training • Understand the Barriers to Physical Activity • Learn the Myths Associated with Resistance Training and be Competent in Clarifying These Myths to the Participant • Review Training Terminology and Master Training Principles • Understand the Various Types of Equipment Currently on the Market and Their Advantages and Disadvantages

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

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Today’s Fitness Leader

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he evidence is clear; health and wellness are directly linked with living a healthy lifestyle. By choosing to eat well, get adequate rest, reduce stress, limit intake of alcohol and tobacco and maintain regular physical activity, we can reduce our risk of coronary heart disease, cancer and many other forms of illness. Active living also helps increase our overall energy, productivity and performance and manage body weight. In fact, maintaining a healthy body weight has been identified as a key factor in reducing the risk of certain diseases such as cardiovascular disease and type-2 diabetes. As more and more people begin to realize and accept the importance (and benefits) of an active lifestyle, the opportunities for today’s fitness leaders continue to grow, particularly in the area of weight training and personalized fitness instruction. Many individuals are looking for one-onone training designed specifically to meet their needs, schedules and fitness goals.

These are sample pages from chapters of the CFES AFI manual

To meet this demand, facilities have transformed from male dominated weight rooms into fully equipped fitness facilities with qualified staff providing a range of services to clients of all ages. Trends in physical activity and fitness include programming for individuals and families, including children.

The consumer’s expectations for “quality service” means that today’s fitness leader must be well-educated, experienced, professional, and equipped with excellent communication and interpersonal skills. Of course, these qualities take time to acquire, so new leaders must also accept responsibility for ongoing education and professional development. This course is designed to prepare the learner as a Weight Training Instructor. Building on the foundations of Fitness Knowledge which have been previously covered, this course is designed to teach students how to safely and effectively design basic resistance training programs for apparently healthy individuals as part of a balanced fitness plan. Upon successful completion of this course the student will be able to: • Understand the current fitness industry and the professional responsibilities of fitness instructors. • Understand and apply the different types of training methods using various exercise equipment in order to achieve specific benefits for clients. • Understand and apply fitness theory to individualized fitness and weight training instruction. • Understand the physical and psychological effects and benefits of training. • Understand various training formats and when to use them. • Determine an individual’s training goals and design an appropriate training program (for healthy individuals). • Instruct exercise skills and provide feedback to a client using specified criteria (the 3 Ds). • Understand and apply only safe and effective exercises. • Understand and apply the basics of nutrition. • Confidently provide weight room orientation sessions for newcomers. • Confidently design and teach safe, effective resistance training programs to a variety of clients as part of a balanced fitness plan through practical application of resistance training concepts. TOC-12

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

Master Training Principles

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sound training program should be based on the following training principles. These principles provide the framework for designing fitness programs which are both safe and effective.

Specific Adaptation to Imposed Demand (S.A.I.D.)

The body will react and respond to the specific type of stress imposed on it. Steady-state exercise will improve cardiorespiratory fitness, resistance training will improve muscular strength and/or endurance, stretching will improve flexibility, etc.

Specificity

It is important to make the training program specific to the goals of the participant. For example, a client whose goals include improving upper body strength would not focus the majority of their weight training efforts on performing lower body exercises. One must therefore take into consideration: • the muscles involvedthe range of motion and movement patterns • the speed of movements • the energy system involved • the neuromuscular pathways (muscles and nerves required) • the structure of the participant’s overall training program

Progressive Overload

To improve physical function the body must be placed under an increased workload until it adapts. With weight training, the workload can be increased with greater resistance, more reps and more sets. If the intensity of the workload is gradually increased, consistently and with adequate rest, the body adapts in a positive way. If the intensity is increased too abruptly the body will react negatively and tissue damage or injury may occur (too much too soon). Increases should be gradual, involving only one variable at a time (intensity, duration, or load) (Heyward, 2010).

These are sample pages from chapters of the CFES AFI manual Recuperation

When exercising, the body experiences a catabolic (breakdown) effect. When resting, the body experiences an anabolic (building) effect, such as the repair and strengthening of the muscle fibers. For best results, therefore, a satisfactory amount of rest time is necessary. The more intense the work-outs, the greater the amount of rest required. ACSM 2012 recommends the following guidelines for resting each component of fitness: Component Cardiorespiratory Endurance Muscular Endurance Muscular Strength Flexibility

Hours of Rest 12 - 24 hrs 48 hrs (per muscle group) 48 hrs (per muscle group) minimum of 2-3 days per week up to 7 days per week (ACSM 2010)

Threshold of Training

This is the minimal amount of exercise or intensity of exercise required to cause a training effect. This will vary between individuals and will constantly change depending on the individual’s fitness level and nutritional Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

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Free Weights

(Free Weights include: Olympic weights, variable or fixed dumbbells and barbells, and body bars) Barbell • solid steel bar four to six feet (1.2 to 1.8 metres) long • metal or vinyl-covered concrete plates • collars to secure plates to bar • plates can be welded or bolted to make them permanently attached and range in five to 10 pound (2.5 - 5 kg.) increments. Olympic barbell • solid steel bar seven feet long, 45 pounds (20 kg.), standardized for competitive weight lifting contests. These bars are strong enough to be loaded with up to 700 pounds (315 kg.). • Snap collars to hold weight plates in place are common. However, older versions of adjustable collars weighing five pounds each (2.5 kg.) may still be used in some facilities.

These are sample pages from chapters of the CFES AFI manual

Dumbbells • hand held weight 10-16 inches (25- 40 cm) long • May be solid metal (non-adjustable), adjustable with removable ends (screw on/off) or welded as with barbells • Older models may be adjustable with collars

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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

References American College of Sports Medicine, ASCM’s Guidelines for Exercise Testing and Prescription, Lippincott Williams and Wilkins, 2010 Arnheim, D.D., Prentice, W., Arnheim’s Principles of Athletic Training: A Competency-Based Approach, McGraw-Hill Higher Education, 2010 Baechle, T.R., Earle, R.W., Essentials of Strength Training and Conditioning, National Strength and Conditioning Association, 2008 Chandler, T.J. and Brown, L.E, Conditioning for strength and human performance, Lippincott Williams & Wilkins, 2007 Corbin, C., Lindsey, R., Concepts of Physical Fitness with Laboratories, Dubuque McGraw Hill Publishers, 2010 Fahey T, Insel P, Roth W, Wong I., Fit and Well, 2nd Canadian Edition with Connect. McGraw-Hill, 2010 Heyward, V.H., Advanced Fitness Assessment and Exercise Prescription, 6th Ed., Human Kinetics, 2010 Kennedy-Armbruster, C. and Yoke, M. Methods of Group Exercise Instruction, 2nd Edition. Human Kinetics. 2009 McArdle, W., Katch, F., Katch, V,; Exercise Physiology: Energy, Nutrition and Human Performance, Lippincott Williams & Wilkins; 6th edition, 2009 McGill, S. Ultimate Back Fitness & Performance, 4th Edition, Human Kinetics, 2009. Norkin, C.C., M.S. R.P.T., Levange, P.K., M.S. R.P.T.; Joint Structure and Function, a Comprehensive Analysis, F. A. Davis Company; 4th edition 2011 Reid, S and Bouchier, H. CFES Personal Trainer Resource Manual, Canadian Fitness Education Services, 2011. Tortora, G.J.; Derrickson, B.H.; Principles of Anatomy and Physiology, John Wiley & Sons, 2011. Vander, S., Vander, L.; Human Physiology. The Mechanism of Body Function, McGraw-Hill Companies 2010

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The CFES Weight Training Instructor Course Chapter 2 Establishing Your Personal, Professional Profile In this chapter you will learn about: • Effective Communication and Feedback • Your Personal Positive Profile • Your Personal and Professional Checklist • Identify Your Personality Type • Setting SMART Goals

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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

Establishing Your Personal Professional Profile


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ecoming a certified fitness leader brings with it the responsibility to learn how to communicate effectively. In fact, effective communication is at the very heart of fitness leadership. The importance of a clients’ ability to clearly understand instructions related to physically carrying out individualized fitness programs cannot be overstated. It can mean the difference between clients exercising safely or being at risk of harm and directly impacts whether or not their efforts result in the health outcomes they strive for. As fitness leaders, we must remember that we work with the ‘whole person’ and as such, we must be aware of the impact our words, actions and mannerisms have on the attitudes, knowledge and skills our clients will learn from us. Our position is a powerful one. As fitness leaders, we are also instructors and educators. We must do everything we can to ensure that the information and instructions we give to our clients is, to the best of our knowledge, credible, current and safe.

Effective Communication Weight Training Instructors (WTIs) will communicate with clients either verbally or non-verbally. Verbal communication would involve speaking to the client to provide information and instructions and will be the dominant form of communication between the client and the WTI. The tone of voice and words used are both key considerations for communicating verbal information effectively. Non-verbal communication will involve written instructions but will also include body language, appearance and facial expressions (Finlay & Frank, 2007). When speaking with clients, the WTI needs to be mindful of the tone of voice used to deliver the message they are sending. For example, the WTI may say the correct words to the client, “I’m ‘X’ and I will be taking you through your facility orientation today.” However, if the tone of voice that accompanies this statement is more monotone and less than enthusiastic, the words become less important. Clients will be more influenced by the tone of voice than the words that are spoken (Finlay & Frank, 2007). Building on this example, it is important to consider how appearance, body language and facial expression would also influence how the client receives this statement. A WTI who is dressed appropriately, portrays an open/confident persona (looks the client in the eye and offers a firm handshake) and smiles would completely change how the client ‘hears’ the statement (Finlay & Frank, 2007).

These are sample pages from chapters of the CFES AFI manual

The following chapter will assist you with an honest assessment of yourself, personally, and your role as fitness professional.

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References American College of Sports Medicine, ASCM’s Guidelines for Exercise Testing and Prescription, Lippincott Williams and Wilkins, 2010 Arnheim, D.D., Prentice, W., Arnheim’s Principles of Athletic Training: A Competency-Based Approach, McGraw-Hill Higher Education, 2010 Baechle, T.R., Earle, R.W., Essentials of Strength Training and Conditioning, National Strength and Conditioning Association, 2008 Chandler, T.J. and Brown, L.E, Conditioning for strength and human performance, Lippincott Williams & Wilkins, 2007 Corbin, C., Lindsey, R., Concepts of Physical Fitness with Laboratories, Dubuque McGraw Hill Publishers, 2010 Cox, D. (1983). Stress and Burnout. Simon Fraser University Lecture. Burnaby, British Columbia. Fahey T, Insel P, Roth W, Wong I., Fit and Well, 2nd Canadian Edition with Connect. McGraw-Hill, 2010 Finlay, M. and Frank, C. Communication at Work. (4th Edition). Toronto, ON: Nelson, 2007. Heyward, V.H., Advanced Fitness Assessment and Exercise Prescription, 6th Ed., Human Kinetics, 2010 Kapit, W., Elson, L.; The Anatomy Coloring Book, Addison and Wesley Inc. New York. Permission Department, 2002. Illustrations adapted, redrawn with permission Kennedy-Armbruster, C. and Yoke, M. Methods of Group Exercise Instruction, 2nd Edition. Human Kinetics. 2009 McArdle, W., Katch, F., Katch, V,; Exercise Physiology: Energy, Nutrition and Human Performance, Lippincott Williams & Wilkins; 6th edition, 2009 McLester, J and St. Pierre, P. Applied Biomechanics: Concepts and Connections. Thomson and Wadsworth. 2008. Norkin, C.C., M.S. R.P.T., Levange, P.K., M.S. R.P.T.; Joint Structure and Function, a Comprehensive Analysis, F. A. Davis Company; 4th edition 2011 Reid, S and Bouchier, H. CFES Personal Trainer Resource Manual, Canadian Fitness Education Services, 2011. Thompson, C. and Floyd, R .T.; Manual of Structural Kinesiology, McGrawHill Humanities/Social Sciences/Languages; 2012 TOC-18

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The CFES Weight Training Instructor Course Chapter 3 Teaching Adult Exercise Programs In this chapter you will learn about: • Focus on Adults • Age Group Characteristics • The Adult Learner • The Participant Centred Approach to Teaching Fitness • Exercise Adherence

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The Adult Learner

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lthough there are differences between the various ages and stages of adulthood, there are also similarities and some general conditions necessary for successful adult learning. Adult learning is enhanced when: • Learners perceive that what they learn is meaningful to them and applies to everyday situations. • The learning climate is supportive and fosters self-esteem. • The learning design can adapt to the needs and interests of the individual. • Learners take responsibility for their own learning. • Learners can work in group settings, sharing ideas, experiences and resources with others. • The learner’s individuality and experience are prized and respected. • The learning activities appeal to different learning styles. • The learner participates in an ongoing evaluative and reflective process of their progress. • The facilitator or instructor models behaviour relevant to the learner.

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It is important to be sensitive to the fact that anyone venturing outside of their normal environment will have feelings of fear, uncertainty and self-consciousness. The leader is responsible for making the learner feel safe, comfortable and involved in their learning.

The Participant-Centred Approach to Teaching Fitness An instructor who focuses on the needs and interests of the participant is described as being participantcentred. Griffin (2006) refers to this as the ‘clientcentered’ approach. Aim not to prejudge your participants either by overestimating or underestimating their capabilities. The following teaching tips will help you to focus the learning environment on the needs of the participant.

The instructor who is responsible for setting a supportive, safe and stimulating environment will: • Be available to answer questions and research information when asked a question they may not know the answer to

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The CFES Weight Training Instructor Course Chapter 4 Program Planning and Design In this chapter you will learn about: • General Overview • Components of a Workout • Program Design and Delivery • Health Screening • Consultation and Clearance • Planning a Balanced Fitness Program • Program design, implementation and evaluation • Sample Programs

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Program Planning and Design – General Overview

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he fitness industry is wrought with a variety of fitness leadership designations and certifications dedicated to individual fitness program planning and design; each with their own scope of practice. Some are geared to prescriptions for physical activity based on detailed physical assessments of clients (CFES Personal Trainer, CSEPCPT); others cater to individuals with chronic disease and other health concerns (CSEP-CEP), to name but a few. The CFES Certified Weight Training Instructor (WTI) designation falls into the broad category of individualized fitness program planning and design, however the types of programs the WTI will plan and design for clients and the circumstances in which these programs will be delivered and monitored differ from that of certified personal trainers. For example, the WTI will most likely be introduced to clients as part of a facility/membership orientation whereby the WTI will be responsible for an individual’s first experience with a new facility, a new type of fitness program, or both. The WTI is not a personal trainer however they are often the first step in a client’s movement toward acquiring a personal trainer and as such, have a responsibility and an opportunity to help clients develop a strong foundation for safe, effective, fun, satisfying experiences with physical activity. The WTI may be asked to simply orient a new member to the facility and the equipment available without providing any type of program. This would be requested by the client, although some memberships may include an initial consultation and generalized program. On the other hand, the WTI may be asked to provide more detailed information and assistance with a basic full body program for clients who would like to work out safely but who do not wish, at that time, to engage the services of a personal trainer. Regardless of the individual circumstances, it is important that the WTI is able to provide excellent instruction for safe, effective basic fitness programs for their clients. In order to accomplish this, the WTI must have knowledge and skills related to the planning, design and implementation of such programs. The following chapter provides the information necessary to accomplish this.

Components of a Workout There are many ‘workout’ design options available for the fitness leader to choose from. Fitness trends often influence workout design which can include anything from high intensity interval training to endurance training. For the purposes of this course, program design will focus on the foundation of health-related components of fitness as all programs should be grounded in these. To be safe and effective, any well-rounded workout session will always include the following components: 1. Warm up 2. Exercise Session - The focus may be cardio-respiratory endurance, resistance training, flexibility or a combination - Workout sessions should be based on the principles of training, the current fitness level of the participant and the participant’s fitness goals.

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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

3. Flexibility (may also be referred to as the cool down phase of the workout session).

1. The Warm Up

Always begin training sessions with a warm up. Movement patterns and exercises included in the warm-up should be chosen based on the muscles targeted in the resistance training session. The warm-up should consist of no less than five minutes of sustained, large, locomotor movements involving major muscle groups (ACSM, 2010). Dynamic stretching, including the joints/joint actions to be used in the resistance training session, should also be included in order to facilitate the ‘rehearsal effect’. In total, the warm-up should take a minimum of 5-10 minutes to complete depending on the client’s fitness level (ACSM, 2010). More fit individuals may find a shorter warm-up is sufficient (10 minutes) while a new exerciser may require a longer period of preparation (as long as 15 minutes).

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Participants should warm up at intensity that progresses from easy to moderate and is appropriate for the client’s fitness level and goals. This would be measured as 4 – 6 (4 = somewhat easy; 6 = somewhat hard) on the OMNI scale (0-10). This scale is used to measure a person’s effort or Rate of Perceived Exertion (RPE) and has been proven an effective and accurate way to monitor intensity (Heyward, 2010). One important aspect of the certified Weight Training Instructor’s (WTI) interaction with their clients is the provision of usable tools (usage of the 0-10 RPE scale) to support the client’s efforts when they are training on their own. The best way to encourage compliance is to provide the client with a clear understanding of how to apply the scale to their own efforts. For example, the WTI would explain that ‘0’ on the scale would be equal to doing no exercise, a ‘10’ on the scale would be so hard that they would have to stop exercising and recover and a ‘5’ would be where they would start to notice an increase in breathing and maybe break a light sweat (warm-up). Without these important pieces a client may not fully understand how to use the scale which could result in a lack of compliance or an ineffective warm up. It is important to mention that other RPE scales are available. For example, for more individualized, prescriptive programs such as those designed and implemented by a certified personal trainer, the 15 point BORG scale (6-20) is often used (Heyward, 2010). Table 4.1 represents the 10 point OMNI RPE Scale and 15 point BORG RPE Scale.

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Circuit Programs

Circuit programs are also ideal for clients who can train two or three days a week. Circuits provide variety and may be designed as anaerobic or aerobic. For example: • Muscle conditioning only (anaerobic) o Multi-joint exercises alternating between movements for the upper and lower body or push-pull exercises • Muscle conditioning alternating with cardio movements (may be aerobic or anaerobic depending on the intensity of the session/ working heart rate) o Multi-joint exercises alternating between movements for the upper and lower body or push-pull exercises with cardio exercises after each muscle conditioning exercise • Cardio conditioning only (aerobic) o A series of cardio exercises in a sequence which alternates the planes/direction of movement for the major muscles/joints involved o May include timed cardiovascular intervals (usually 45-90 seconds in duration) with time provided for the client to move between exercises (10-15 seconds). o Typical cardio stations would include biking, stair climbing, stepping, elliptical training, skipping, rowing, or fitness to music.

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Circuit training is ideal for clients who want to combine cardio exercise with weight training. In circuit training the exercises are performed in sequence, one after the other, with no rest between stations. Multijoint exercises are recommended, alternating between upper and lower body in a repetition range of 12-15 RM. The continuous movement between stations, combined with the muscle work and cardio stations (in some circuits) will result in an increase in heart rate. However, unless the heart rate is elevated Simple Circuit Program and sus4. Lunges 5. Overhead press tained for a period of time 3. Lat pulldowns 6. Leg curls within the target HR zone, 2. Squats 7. Seated row the workout would not be 1. Bench press 8. Calf raises considered a cardiovasStart cular trainFinish ing session. Intensity is the key to determining which component(s) of fitness is primarily being targeted. Remember, resistance training is considered mostly ‘anaerobic’ work. Cardio circuits are ideal for clients who do not want to spend extended periods of time performing one exercise. A note of caution: Because of the lack of rest between sets and the nature of the muscle work (fewer reps with higher weight to fatigue) circuit training has the potential to be very challenging. It is therefore very important that instructors physically run through any circuits they are designing to fully understand the level of fitness required to complete the workout. TOC-24

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

Chapter 5 The CFES Weight Training Instructor Course Program Instruction and Exercise Techniques In this chapter you will learn about: • The 3 D’s • Instructional Considerations • Teaching the Program o The Orientation o Teaching the Warm-up / Cardio  Choosing Equipment  Providing Instructions for Using Equipment o Teaching the Resistance Training Program  Considerations for Teaching Resistance Training Exercises  Establishing a Strong Foundation  Teaching Resistance Training Exercises  Considerations for Teaching Core Training Exercises  Using Resistance Tubing o Teaching the Flexibility Program  Considerations for Teaching Flexibility Exercises  Starting Postures for Static Stretches • Exercise Techniques o Upper Body Resistance Training Exercise Techniques o Lower Body Resistance Training Exercise Techniques o Core / Abdominal Training Exercise Techniques o Resistance Tubing Exercise Techniques o Flexibility Exercise Techniques

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Program Instruction and Exercise Techniques The Three Ds

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he main goal of the CFES Weight Training Instructor is to empower clients with the knowledge necessary to take responsibility for their own physical wellbeing and to educate them on how to safely and effectively perform weight training exercises on their own. Consistency with verbal instructions and cues by the instructor when teaching all components of the workout will improve the client’s ability to eventually retain and apply what they have learned with minimal assistance. To achieve this, CFES instructors should always apply the “3-Ds” when educating their clients.

The 3-Ds are: Describe — Demonstrate — Do

1. First, briefly describe the equipment, the exercise, and the primary muscle group(s) that will be targeted; whether strengthening or stretching. This should take the least amount of time of the 3-Ds. Example: “This is the leg press machine. You sit on this seat, with your feet against the pad and extend your legs. This exercise will primarily focus on strengthening the front of the thighs (quadriceps) and your seat (gluteus maximus). This is how you move the seat forward and back and this is how you adjust the amount of weight. These pictures will help you remember how to use the machine if you forget and I will make a note of the number of the machine (if applicable), your seat adjustment and the amount of weight you will be lifting on your workout card. Do you have any questions?”

These are sample pages from chapters of the CFES AFI manual

2. Next, physically demonstrate the exercise. Layer the information you will provide to clients by re-enforcing what has already been said and then adding new information. Example: “I will pull out the pin here and adjust the seat for my leg length and then adjust the amount of weight I will be lifting. This is what a leg press looks like. My seat is firmly on the seat cushion and my feet are hip width apart on the pad. I am sitting tall with my back firmly against the back of the seat and my abdominal muscles are contracted to support me. I press into the pad with my feet and lengthen my legs slowly, with control. Then, I return back to the start position. Do you have any questions?” 3. Then, have the client do the exercise immediately following the demonstration. This is when the instructor will provide the most education to the client. Providing the majority of information at this time will be most meaningful to the client as they will be physically engaging in the actions they are learning. At this time, the instructor is able to break the exercise down into smaller parts, if necessary, giving more detail about which muscles are working, how to properly perform the exercise (including body position, grip position, breathing, speed of movement, etc) and specific precautions for avoiding injury. The instructor should provide “corrective feedback” as necessary. This means giving the client specific informa TOC-26

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

tion on how to improve his/her technique (“... now exhale as you extend your legs out. Remember to fully extend the legs without locking the knee”) and information about what he/she is doing correct (“... your speed of movement is very good”). Once the instructor is satisfied with the client’s body position, the movement can take place. The instructor should then monitor speed and control of movement, breath control and overall comfort with the exercise. Clients should be provided with corrective tips with opportunities to try the movement again with each teaching tip. At this time, the instructor will be able to determine whether or not the choice of exercise is appropriate for the client. If a client is unable to achieve and/or maintain the body position necessary to safely and effectively carry out the exercise, then the mode of exercise should be changed (Griffin, 2006). When observing how a client performs an exercise, use a sequential approach to monitor body positioning, posture and stabilization. Observe the position of all joints in the body and proper alignment starting with the feet and working to the head. Developing a consistent step-bystep process for evaluating every exercise will ensure time-efficient instructional sessions with clients. Safety also increases as this approach will ensure that no details are overlooked (Griffin, 2006).

These are sample pages from chapters of the CFES AFI manual

The information provided to clients should be based on their responses to the exercises they are being asked to perform versus all of the information the instructor feels they should be remembering from the course(s) they took. New instructors often spend more time trying to remember all of the details associated with every exercise and imparting that information to their clients. Unfortunately, this often results in very long, verbal instructions and demonstrations by the instructor while the client ‘watches’. This may leave a new exerciser feeling overwhelmed. Instead, the instructor should be guided by how the client performs each exercise and provide corrective feedback where indicated along with positive re-enforcement for actions performed correctly.

Instructional Considerations 1. Know your role

CFES Certified Weight Training Instructors will often use similar programs for the new clients they introduce to resistance equipment and training. That is not to say that a ‘cookie-cutter’ approach to programming for new clients should be taken. However, the major muscle groups in the body and the multi-joint actions and exercises used to target these areas are fairly limited, especially for newer exercisers. Instructors often underestimate the position of power that they hold. Clients, especially new exercisers, will absorb the information they receive and view answers to their questions as gospel. It is therefore absolutely imperative that, as fitness leaders, we do our utmost to ‘get it right’. There may be questions you do not know the answer to. That’s all right. What is not acceptable is providing answers you may not be totally confident in. Let clients know you will get back to them with answers to their questions. Instead of being viewed as someone who ‘doesn’t know’, you will most likely be respected for your honesty and you will both learn something new. Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

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Upper Body Resistance Training Exercises Anterior Superficial View

Posterior Superficial View

Neck Flexors

Neck Extensors Upper Trapezius

Anterior Deltoid Medial Deltoid Pectoralis Major Serratus Anterior

Biceps

Forearm Flexors Tensor Fasciae Latae Rectus Femoris Vastus Lateralis Vastus Medialis

Posterior Deltoids Triceps

External Obliques Forearm Rectus Abdominis Extensors

Latissimus Dorsi

Gluteus Medius Gluteus Maximus

Adductors Sartorius

Tibialis Anterior

Mid Trapezius Lower Trapezius

Semitendinosus Biceps Femoris

Gastrocnemius Soleus

Ankle Dorsi Flexors

Wide Grip Lat Pulldown

Prime Mover: Latissimus Dorsi, Middle Trapezius, Rhomboids Synergist: Biceps Brachii, Brachialis, Brachioradialis Posterior Deltoid, Teres Major, Stabilizers: Rotator Cuff, Core Muscles

Starting Posture for the Body Position Shown: • • • •

Abdominals contracted for support, spine in a neutral position Lengthen across the chest Shoulder blades retracted and depressed, shoulders pulled back Look straight ahead; chin drawn in slightly, remaining level with the floor so that ears are over the shoulders (neck in line with the spine) Top of the head lifted toward the ceiling

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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

Chest Fly (Dumbbells)

Prime Mover: Pectoralis Major Synergist: Anterior Deltoid Stabilizers: Rotator Cuff, Core Muscles

Starting Posture for the Body Position Shown: • • • • •

Lie supine on the bench in the 5-point body contact position Feet are shoulder width apart placed firmly on the floor or on a raised platform so that the knees are at least at the level of the hips or higher Abdominals contracted for support, spine in a neutral position Lengthen across the chest Shoulder blades neutral and fixed, shoulders pulled back and down away from the ears Chin drawn in, neck in line with the spine

These are sample pages from chapters of the CFES AFI manual •

Starting Position for the Body Position Shown: •

• • • •

Take the dumbbells from a trainer, instructor or workout partner; position them near the chest Move the dumbbells into a neutral position (palms facing each other) Move the dumbbells directly over the middle of the chest by extending the arms do not lock the elbows The arms should be parallel to one another The elbows should be slightly bent and pointed out to the sides (like hugging a barrel)

Negative “Release” Phase: (inhale slowly) • • • • • • •

Release phase should take two seconds Keep the bent position of the elbow fixed throughout the movement Lower the dumbbells in a wide arc until they are level with the chest or just above the shoulders (as long as the scapula do not retract) Move the dumbbells in a co-ordinated manner, at the same speed Maintain the 5-point body contact position Keep the spine neutral, abdominals contracted, hips in contact with the bench, and the lower body ‘quiet’(uninvolved) Keep the wrists neutral and the dumbbells in line with the elbows and shoulders

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Stationary Lung with Tubing

Prime Movers: Gluteus Maximus, Quadriceps, Hamstrings, Gastocnemius Starting Posture: • Standing Posture – Split lunge position

Starting Position: • Take an exaggerated step backward with one foot • Remain up on the ball of the back foot • Slightly bend the back knee • Stand on the tubing with the front foot • Hold the handles at shoulder level using a closed, neutral grip with palms facing forward, elbows close to the body

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Performing the Movement: • Slowly lower the back knee until it is approximately 3 – 5 cm from the floor or the front knee and back knee are both at approximately 90 degrees • Distribute the weight evenly between the entire front foot and the ball of the back foot • Slowly ‘press through the floor’ with the front heel/mid-foot and extend the front leg without locking the knee • Avoid overly emphasizing the use of the back leg when extending to a standing position as this exercise should target the front leg Instructor Cues: • Keep the knee caps in line with the second toe • Keep the knees over top of the ankle or shoelaces • The front shin is perpendicular to the floor • Keep the hips level and the upper body erect, directly over the hips • Keep the knees soft at the top of the movement

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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

Side Flexion Stretch (standing)

Muscles Stretched: Latissimus Dorsi, External Obliques Starting Posture: • Standing Stretch Posture

Stretching Position: • • • • •

Extend the arm overhead, slightly forward of the skull - do not lock the elbow Laterally flex from the waist moving directly sideways The hips should remain level. There should be no lateral movement at the hip Place the opposite hand on the thigh or hip to support the trunk Keep the neck in a neutral position

Common stretching errors for this stretch include:

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Shrugging the shoulder toward the ear Placing both arms into the air and not supporting the weight of the trunk Extending, rotating, and/or flexing the spine Moving the neck out of neutral spine Moving the lower body out of starting posture Flexing the head forward and/or dropping the chin toward the chest Hanging off the frame; failure of the hips to remain level

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References American College of Sports Medicine (ACSM) (2010). ACSM’s Guidelines for Testing and Exercise Prescription, Eighth Edition. Lippincott Williams & Wilkins: Baltimore MD. Baechle, T. & Earle, R. (2008). Essentials of Strength Training and Conditioning, Third Edition. Human Kinetics: Windsor, ON. Griffin, J. C. (2006). Client-Centered Exercise Prescription, Second Edition. Human Kinetics: Windsor, ON. Hesson, J. (2005). Weight Training for Life, Seventh Edition. Thomson Wadsworth: Belmont, USA. Heyward, V. (2010). Advanced Fitness and Exercise Prescription, Sixth Edition. Human Kinetics: Windsor, ON. Kapit, W., Elson, L.; The Anatomy Coloring Book, Addison and Wesley Inc. New York. Permission Department, 2002. Illustrations adapted, redrawn with permission McArdle, W., Katch, F., Katch, V,; Exercise Physiology: Energy, Nutrition and Human Performance, Lippincott Williams & Wilkins; 6th edition, 2009 McGill, S. (2009) Ultimate Back Fitness & Performance, 4th Edition, Human Kinetics. McGill, S. (2007). Low Back Disorders: Evidence-Based Prevention and Rehabilitation, Second Edition, Human Kinetics. Tortora, G.J.; Derrickson, B.H.; Principles of Anatomy and Physiology, John Wiley & Sons, 2011. Vander, S., Vander, L.; Human Physiology. The Mechanism of Body Function, McGraw-Hill Companies 2010

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The CFES Weight Training Instructor Course Chapter 6 Exercise Safety In this chapter you will learn about: • Causes and Mechanisms of Injury • Contraindicated Exercises • Guidelines for Joint Safety • Classification and Treatment of Injuries • Safety in the Facility

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Exercise Safety

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revention of injuries and exercise safety is a top priority for trained fitness professionals. Safety must be the main consideration for fitness leaders whether supervising a facility or providing individualized fitness programs. In the facility, injuries are prevented by ensuring adequate supervision and by maintaining a safe, clean, well-managed environment. In personalized fitness programs, safety is ensured by basing the programs on sound training principles, consistent adherence to safety protocols (health screening) and scope of practice, and always emphasizing proper exercise technique and proper use of equipment.

Causes and Mechanisms of Exercise Injury

There are numerous reasons why injuries occur. These include: overuse, lack of progression (too much too soon), unrealistic goals or poor training techniques, to name a few. It is imperative that fitness leaders/ instructors understand these causes when learning how to design and deliver the safest possible programs.

Overtraining

Overtraining is a condition caused by insufficient rest and recovery time, whether due to problems in the program design, or impatience and compulsive training by the client or athlete. CFES certified instructors need to remember that the more intense the training, the more rest that is required. It is during the rest periods that the training adaptations occur, so inadequate rest and recovery will not only hamper the results, but will likely cause illness or injury over time (Williams, Anderson & Rawson, (2013).

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Symptoms of Overtraining • Poor performance; • Increased resting heart rate and/or blood pressure; • Eating and sleeping problems; • General fatigue, and fatigue during work-outs; • Aching muscles; • Weight loss; • Psychological problems (difficulty concentrating, restlessness, irritability, anxiety, depression);

• Susceptibility to illness, colds etc. When overtraining is suspected, the immediate response should be more rest, even several days of rest, to allow the body time to recover. Adequate nutrition, hydration and extra sleep can contribute to recovery from overtraining (Williams et al., 2013).

High Expectations and Unrealistic Goals

People often place expectations on themselves that far exceed both their physical and psychological capabilities. Striving to lose 20 pounds by the end of the month, to double ones’ repetition maximum in two weeks, or to run a marathon with two months of training are examples of unreasonable expectations which can force individuals to seriously overload their systems. Wanting immediate results is a common desire; however, this can ultimately lead to injury. (Fahey, Insel & Roth, 2010). TOC-34

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Safety in the Weight Room

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eight training instructors are often required to supervise a facility as part of their employment responsibilities. Facility safety can fall into several categories: facility layout; equipment maintenance; code of conduct; and supervision.

Facility Layout

The equipment in the facility should be laid out logically to accommodate the flow of people, to maximize floor space and minimize hazards. Weights and accessories should be put away immediately after use and personal belongings should be kept in designated storage areas. Adequate ventilation and water fountains should be provided. Employees and members should have easy access to adequate cleaning supplies (spray bottles, cleaning cloths).

Equipment Maintenance

Equipment should be cleaned and disinfected daily. Machines should be well-lubricated and regularly checked for lose bolts, frayed cables, and upholstery tears. Bolted dumbbells and barbells need to be checked and tightened regularly. Cardio equipment should be checked to ensure that the mechanisms are clean, well-lubricated, belts or chains are replaced as needed and computer console problems identified (if computerized).

These are sample pages from chapters of the CFES AFI manual

Non-mechanical equipment including resistance bands/tubing, stability balls, BOSU TM, and body bars should be checked regularly for breaks, cracks, exposed metal, or other signs of excessive wear and immediately repaired or replaced.

Code of Conduct

The expected code of conduct should be clearly posted and understood by all facility users. These rules should be based on safe behaviour and respectful consideration of all members sharing the facility.

Facility Member (Client) Responsibilities •

• •

• • •

All members/clients should dress properly including shoes, shorts or sweat pants and a shirt as identified by the facility. If special footwear/ clothing is required by the client, then this should be communicated to the facility supervisor or manager prior to working out in the facility; Lifters should be familiar with the equipment they intend to use and know how to adjust it correctly; A spotter should be used for all free weight exercises when training with heavy loads. Clients should be taught to acknowledge and respect their individual limits and never compromise proper form and technique for repetitions; All weights, either free or machine stacks, should be placed on the ground with control (never dropped) to ensure that others remain safe and equipment undamaged; Lifters should pay special attention to how they load and grip barbells; making sure to distribute the weights evenly and secure them with proper collars; All members/clients should be encouraged to report any equipment problems to the staff immediately.

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References Baechle, T. R. and Earle, R.W. (2008) Essentials of Strength Training and Conditioning (Third Edition). Windsor, Ontario: Human Kinetics Fahey, T.D., Insel, P.M., Roth, W.T. and Wong, I. (2010) Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness (Second Canadian Edition). USA: McGraw-Hill Ryerson Ltd. Hesson, J.L. (2005) Weight Training for Life (Seventh Edition). Belmont, CA: Thomson Wadsworth Lifesaving Society, Canadian First Aid Manual, November 2011 Edition, Toronto, Ontario, Lifesaving Society Ronai, P. (n.d.) Exercise and Shoulder Pain. ACSM Current Comment. Retrieved June 12, 2012 from: http://www.acsm.org/docs/currentcomments/exandshoulderpaintemp.pdf Williams, M.H, Anderson, D.E, and Rawson, E.S. (2013) Nutrition for Health, Fitness & Sport (Tenth Edition). New York, New York: McGraw-Hill

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The CFES Weight Training Instructor Course Chapter 7 Providing Nutritional Information and Support In this chapter you will learn about: The Role of the Weight Training Instructor o CFES Scope of Practice o Providing Nutritional Information and Support Nutrition Basics: Review of Essential Nutrients o Carbohydrates (CHO) o Proteins o Fats o Vitamins o Minerals o Water Energy Balance and Body Weight Management o Determining Body Mass Index (BMI) and Waist Circumference o Understanding the factors associated with achieving and maintain a healthy body weight over the lifespan

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The Role of the Weight Training Instructor CFES Scope of Practice: Nutritional Information and Support

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utrition, wellness and health have become big business. It is easy to see how the general public is easily overwhelmed with all of the written information (self-help books, recipe books, ‘how to’ books, magazines, etc.) and countless web-sites and television programs prompting consumers to buy their ‘magic’ products or try their no-fail programs. Whether it is weight loss or longevity, companies selling ‘health’ promote their products by appealing to the consumers’ emotions. Everyone wants to look better, feel better, and live longer. With limited regulation of the fitness and wellness industry in Canada, and abroad, these companies are able to make claims which seem too good to be true, and most often are. In addition to the questions clients will have regarding their fitness program, it is inevitable that CFES Weight Training Instructors (WTIs) will be asked questions about nutrition and dieting. Debunking the myths surrounding nutrition and health claims are among the many challenges facing trained fitness/health professionals working in the industry today.

These are sample pages from chapters of the CFES AFI manual

Consumers are often given the impression that the only outcome worth measuring is the number on the weight scale. We all know that losing body weight happens quite quickly when calories are restricted and even more so when an increase in physical activity is added to the mix. However, important pieces of this equation are often overlooked. These include: maintaining a healthy body weight over the lifespan once desired weight loss is achieved, and learning how to eat properly versus dependence on meal replacements or mail-order meals. The role of the CFES WTI is clear when it comes to nutritional support and advice for clients. CFES WTIs are not nutritional specialists and as such should not be designing nutritional plans for their clients. In Canada, nutrition experts spend many years pursuing degrees and clinical experience before being formally recognized as Registered Dietitians. Registered Dietitians will have met all of the academic and clinical requirements to be registered with the appropriate provincial body. With the exception of British Columbia, all Canadian provinces will use the term ‘Registered Dietitians (RD)’ to identify individuals who have met these requirements. The term Registered Dietitian is protected under Canadian law so that only individuals who have successfully completed all of the necessary requirements are legally able to use this term to identify themselves professionally. The term ‘Nutritionist’ is not legally protected which means that persons identifying themselves as ‘Nutritionists’ may not have the level of formal training, knowledge and expertise that a RD would have (Thompson, Manore & Sheeshka, 2010). The province of British Columbia is currently the only province where Registered Nutritionists meet the standards necessary to be formally recognized. Table 7.1 lists the formal registering bodies for properly trained and registered nutrition specialists for each Canadian province. The credentials of a qualified nutrition specialist in a specific region of a province can be verified by contacting the appropriate agency from the list provided in Table 7.1. Information on registered nutrition specialists in the Canadian Territories was not available.

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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

Canada’s Food Guide

Eating Well with Canada’s Food Guide

Source: Health Canada, Eating Well with Canada’s Food Guide, 2007. For more information, interactive tools, or full copies of the new guide visit Canada’s Food Guide online at: www.healthcanada.gc.ca/foodguide Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

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Table 7.6 Summary of Risk of Disease Relative to BMI and Waist Circumference BMI Value (kg/m2) < 18.5 18.5 – 24.9 25.0 – 29.9 30.0 – 34.9 35.0 – 39.9 < 40.0

Obesity Risk of Disease Relative to Classification BMI and WC Men: < 102 c Women: < ----------Increased Risk Obese: Class 1 High Risk Obese: Class 2 Very High Risk Obese: Class 3 Extremely High Risk

> 102 cm > 88 cm ----High Risk Very High Risk Very High Risk Extremely High Risk

Fahey et al, 2010 p. 175

Energy Balance

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nergy balance can be positive, negative or equal. When the amount of energy consumed in the diet (kcals) exceeds the amount of energy expended the result is a positive energy balance, or weight gain. Conversely, if the amount of energy expended exceeds the amount of energy consumed, the result is a negative energy balance, or weight loss. Diets that provide the amount of energy required to fuel daily activities and exercise will result in maintenance of current body weight (Schiff & Durant, 2011).

Energy expenditure is the result of a combination of three main components: 1. Basal metabolism (energy required to maintain body functions at rest), 2. Thermic Effect of Food (energy required to digest/process food) and 3. Physical Activity (any physical activity beyond basal metabolism). Basal metabolism accounts for approximately 60%-70% of total daily energy expenditure and is referred to as the Basal Metabolic Rate (BMR). The Thermic Effect of Food (TEF) contributes approximately 5%-10% to total daily energy expenditure. Physical Activity (PA) contributes anywhere from 20%-35% of total daily energy expenditure depending on the nature of the activity. For example, house cleaning, watching television, walking the dog, playing sports or working out at the gym are all considered PA that contributes to total daily energy expenditure (Thompson et al, 2010).

These are sample pages from chapters of the CFES AFI manual

The estimated number of kcals required for basal metabolism for men and women can be determined by multiplying 24 hours by body weight (kg) by the factor, 0.9 for women and 1.0 for men. For example, Jenny’s estimated energy requirements for basal metabolism would be: • 24 (hours per day) X 75kg (body weight) X 0.9 kcal/kg (factor for women) = 1620 kcal/day Therefore, Jenny would need to consume at least 1620 kcals/day for basal metabolism. TOC-40

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

The CFES Weight Training Instructor Course Chapter 8 Becoming a Certified Weight Training Instructor In this chapter you will learn about: • Becoming a Certified Weight Training Instructor • The CFES Weight Training Instructor Scope of Practice • The Weight Training Instructor Professional Ethics and Conduct Guidelines • Professional Certification • Insurance o Who needs liability insurance? o Procedures to Protect Against a Negligence Suit • Professional Certification • Liability Insurance • Documentation • Potential Negligence • Professional Certification and Continuing Education

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

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Becoming a Certified Weight Training Instructor

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hank you for enrolling in the Canadian Fitness Education Services (CFES) Weight Training Instructor course as your preferred method for becoming a weight trainings instructor. Becoming a Certified Weight Training Instructor is a challenging and rewarding career path. Once certified, you will be responsible for providing safe and effective programs for your clients.

These are sample pages from chapters of the CFES AFI manual

You will play an important role in your clients’ lives by giving them the gift of physical activity and personal wellness. Your positive attitude, professionalism and education can make a real difference in people’s lives. Your journey toward changing lives has begun.

The CFES Weight Training Instructor Scope of Practice The CFES Weight Training Instructor certification is meant to provide leaders with the competencies necessary design and implement safe, effective, and appropriate fitness programs.  These fitness programs will be based on the CFES Performance Standards of a CFES Weight Training Instructor. The CFES Weight Training Instructor will: ❑ Provide appropriate Weight Training programs to apparently healthy adults.  Apparently healthy adults are (a) those individuals with a clear PAR-Q or (b) those individuals who have been cleared by a qualified health professional (e.g. medical doctor) for unrestricted physical activity using PAR Med-X, PARmed-X for Pregnancy screening tools; ❑ Provide Weight Training programs for participants who have been appropriately screened using the PAR-Q (apparently healthy adults).  The PAR-Q must be administered each time someone registers for a new semester or program at the front desk or with the instructor; ❑   Fitness programs can be provided for participants that answer ‘Yes’ on the PAR-Q, as long as they have been medically cleared by a health care professional to participate in ‘unrestricted physical activity’;  ❑ Provide on-going screening and monitoring of the participants for the duration of the program and provide modifications to accommodate all levels of ability. ❑ Design, modify, and provide instructions for a a safe, effective, and appropriate program that includes — a warm-up, work-out (cardio, strength, endurance) and cool down (flexibility) components for each program; ❑ Provide appropriate exercises based on the needs and physical abilities of the participants; ❑ Incorporate use of appropriate equipment based on the participant’s needs, physical abilities and personal fitness goals; TOC-42

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

❑ Answer general healthy eating inquiries based on the Canada’s Food Guide to Healthy Eating and Canada’s Physical Activity Guide to Healthy Active Living.  Provide clients with information  and support regarding credible online support tools (Dieticians of Canada).  Client requests for advanced nutritional information are to be referred to a Registered Dietician; ❑ The Weight Training Instructor will NOT provide individualized eating plans or recommendations for supplementation to clients.  Clients who indicate interest in these areas will be referred to a Registered Dietician; ❑ Follow the CFES Professional Ethics and Conduct Guidelines, Scope of Practice, liability education and protection and signed Professional Code of Honour at all times; ❑ The Weight Training Instructor will provide safe programs (as outlined by CFES protocols) using appropriate exercises and providing modifications based on the needs and physical abilities of participants; ❑ The Weight Training Instructor specializes in the delivery of programs. The Weight Training Instructor specializes in providing instructions for using various resistance training equipment and the delivery of basic personal fitness programs.  Participants who request, or graduate to more advanced individualized training are to be referred to qualified and certified Personal Trainers.

These are sample pages from chapters of the CFES AFI manual

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©

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References 1. Canadian Society of Exercise Physiology (CSEP) Forms are available to download on their Website: http://www.csep.ca or call Tel.: 613-234-3755. 2. Canada Safety Council Canadian Fitness Safety Standards; website: http://archive.safety-council.org/info/sport/ standards.html 3. IDEA, Codes of Ethics; Ethical Practice Guidelines: Personal Trainaers; IDEA Fitness Journal, Volume 9, Number 6 June 2012. 4. National Fitness Leadership Advisory Committee (NFLAC) , “Legal Liability Considerations for the Fitness Leader”; Report of the National Fitness Leadership Advisory Committee (NFLAC), Ottawa, 1990. 5. CFES Group Exercise Instructor Student Resource Manual 6th Edition., “Liability Insurance: Who needs liability insurance?”, Canadian Fitness Education Services Ltd., 2012.  For further safety information for the fitness professional visit: Canada Safety Council Canadian Fitness Safety Standards; Website: http:// archive.safety-council.org/info/sport/standards.html

These are sample pages from chapters of the CFES AFI manual

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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012 ©