Section 1 - Introducing "The Athlete Inside"
Section 2 - Athletic Training & Conditioning Class:
The First Week
Section 3 - Need to Know! Fitness Terms & Exercise
Principles
Section 4 - Athletic Training Workout Design
Section 5 - Sports Lectures & Workouts
Section 6 - Another Game/Student Projects
Section 7 - More Sports!
Section 8 - It's All in Your Mind (at least 75%)
Section 9 - Personal Trainers & Group Instructors: How to
Use this Information
Correspondence Course Assignments
Online Course Descriptions
"How to Order."
What's in a Sport? A Game!
Teaching Anatomy & Movement Basics
Fitness Assessments & Goal Setting
I teach "Athletic Training and Conditioning" for a full college semester, meeting twice a week for two hours each class session. I spend the first hour teaching basic exercise principles, leading specific sport or activity skills and drills, and evaluating student projects. The second hour is individual student workouts using the equipment at the health club where the class meets. During this hour the students do their own personal sport specific workouts while I monitor, give individual help and suggestions, and check their training logs. We end class with everybody stretching together.
I always spend a large amount of time at the beginning of the semester teaching them how to figure out how to use exercise machines. It takes time to read any instructions for use, learn which body parts will be moving, and find the ways to adjust the machine for personal fit. The students soon learn that they can understand how most machines work by remembering basic facts about movement and taking the time to try using the machine.
I use the "tell-show-do" method of teaching when I instruct exercise equipment usage. First, I explain which muscles are used in an exercise, the direction they will be moving, and how to do the exercise. Next, I demonstrate the exercise while expanding on the verbal explanation. Finally, the students do the exercise under my supervision so I can give any needed correction. I am very particular about the students' form and only let them graduate to free weights when they demonstrate consistent proper technique on the machines. So the learning of specific exercises takes place over several weeks as they develop their workout programs. The first few workout sessions are primarily for them to practice using the equipment.
During the first class session, we spend some time discussing what the students' favorite activities are and brainstorming for other sports that can be used for research. I like to get them thinking very broadly and creatively when it comes to naming an activity as a sport. Who knows, maybe one of my students will invent the next new team sport or adventure activity! I use simple movement activities based on games most people played as children to break the ice at the first class session and teach the students the very basic exercise principles.
One of my favorite adapted games is a combination of "Duck, Duck, Goose" and "The Catchy Name Game." The students set up aerobic steps in a circle, allowing plenty of room behind the circle. The step heights should be low, since many of these students have never exercised on an aerobic step. After a simple warm-up that includes walking around the circle, weaving through the steps in a serpentine pattern, changing directions by heading through the center of the circle, and walking in the opposite direction, we play the game.
I lead the group in the simple basic step; up-up-down-down. I encourage them to change lead feet whenever they need. Even though I use some music to motivate, at a speed of 124 beats per minute (bpm), rhythm is not a concern during this activity. I just want the students to keep moving.
I begin "Duck, Duck, Goose" by being "it" first. As I walk behind and past each student, I look for the one I will tap on the shoulder (usually a student who has played this game before and will help demonstrate). The chosen participant must attempt to catch me and tap my shoulder before I circle around to that person's step. The best rule for the chase is fast walking or skipping, as it is safer than running. If I get to the step first, the other person is "it." If I am caught and tapped, I am '"it" again. All students continue to do the basic step until they are tapped and have to race around the circle. They resume stepping when they are back at a step. The game continues until everyone has had a chance to play.
The second part of this game is "The Catchy Name Game." I teach the students to do alternating knee lifts on the step. When they are comfortable with this movement I introduce one ball, usually a wallyball or other medium size ball that will bounce. The students must bounce the ball to each other and catch it while stepping. The other rule is they must call out the name of the person they are aiming the ball at. This is a good way to get everyone familiar with each other.
These two simple games give the students an aerobic workout, some basic movement skills, and some fun. Any activity can be approached as a recreational activity or sport; it's all in the attitude.
Before I can teach students to develop their own activity specific programs they need knowledge about basic anatomy, movement principles, and exercise technique. I used to do a lot of lecturing in the first weeks of "Athletic Training and Conditioning", but later decided I wanted a way to teach my students about anatomy, movement and fitness principles quickly. One class group did a special project, designing activities or games to explain and teach muscle anatomy, their movements, and exercises for them. The criteria for the games were FUN and COMPLETE information, and a time limit of no longer than 2 hours to play. Here is a game we invented.
I have large pictures of the individual items from each of the following topics.
The complete list is found at the Appendix.
I have each topic printed on a different color of paper; four total colors.
Small groups of students must find the four color matches for their muscles. (Example: Quadriceps, Extension, Seated Leg Extension Exercise, Quadriceps Stretch) When they think it is complete, they read the muscle name, the movement, the exercises. If any of the pictures are incorrect, the group must find the correct matches. When all groups have the correct matches, the muscles and movement are reviewed and the exercises are explained, demonstrated, and practiced by all of the students. This provides the opportunity for an initial discussion of technique, stabilization, movement speed, weight, repetitions, sets, etc. Remind the students that the example exercises are only a few of the many exercises they can learn and use.
During this discussion, I also include information and demonstrations about standard multiple joint exercises such as squats, lunges, push-ups and pull-ups.
The Muscle Matching Mania list is found at the Appendix
Want to order Muscle Matching Mania? Here’s How!
At the beginning and end of the semester the "Athletic Training and Conditioning" students participate in a battery of fitness assessments. I usually schedule these at the beginning of the second week and then on the last day of class as a final. Besides basic assessments of their fitness levels, I include some sport specific tests for agility, balance, and speed, since the students will be concentrating on sport skills during the semester.
I will briefly explain the assessments I use, but don't feel obligated to copy these exactly. I feel that assessments are initially a baseline for evaluating later improvement. I seldom tell students where their assessments are on the "rating" charts. I want them to focus on improvement from their baselines in the areas needed for their sports. Assessment methods are numerous and instructors use the methods they like best. I encourage you to use the assessments you feel comfortable administering, even "inventing" any that reflect a skill you want a baseline measurement on. It is important to use the same battery of tests on the students at the beginning and end of the semester to monitor true progress.
1. Health Screening
I discuss the importance of each question as it affects a fitness program and when a
physician's referral is necessary.
Feel free to copy and print this health history.
Name:
Address:
Telephone:
Age:
Sex:
Emergency Contact:
Phone:
Date:
Do you now, or have you had in the past:
_____ 1. History of heart problems, chest pain, or stroke.
_____ 2. Increased blood pressure.
_____ 3. Any chronic illness or condition. _______________
_____ 4. Difficulty with physical exercise.
_____ 5. Advice from physician not to exercise.
_____ 6. Recent surgery (past 12 months). ________________
_____ 7. Pregnancy (now or within last 3 months)
_____ 8. History of breathing or lung problems.
_____ 9. Muscle, joint, or back disorder, or any previous injury still affecting you.
_____ 10. Diabetes or thyroid condition.
_____ 11. Cigarette smoking habit.
_____ 12. Obesity (more than 20% over ideal weight).
_____ 13. Increased blood cholesterol.
_____ 14. History of heart problems in immediate family.
_____ 15. Hernia, or any condition that may be aggravated by lifting weights.
List any medications or drugs you take __________________________________________
Additional comments:
2. Three Minute Step Test
This assessment measures how fast the student's heart recovers from aerobic exercise. The
lower the recovery pulse count, the more fit the individual is. Using a pre-mixed
audiotape or a metronome set to 96 bpm, the students step on and off a step for 3 minutes.
Then each student counts his or her pulse for 1 minute. A step test chart is used to
determine the fitness level of the student, if desired. The step height standard is 13
inches, however, the height can be modified for the individual fitness level. It is
important to use the same step height for the next assessment to determine the true amount
of progress.
3. Push-up Test
This assessment measures upper body muscular endurance. The student does as many push-ups
in good form as is possible and the number is scored. The exact push-up position is
military position (on the toes) for males and on the knees for females.
4. Curl-up Test
This assessment measures abdominal endurance. The student does as many curl-ups as
possible in a predetermined amount of time (usually 1 minute). The curl-ups are performed
with good form and the number is counted and scored. The exact amount of time and the form
of the curl-up can be determined by the instructor.
5. Flexibility Test
The instructor can use the standard "Sit and Reach" test found in many manuals,
as well as other flexibility assessments, or the individual flexibility levels can be
evaluated by observing the performance of several stretches and writing short descriptive
notes.
6. Body Composition
I use girth measurements and skinfold calipers. Girth measurements are easy to do however
the instructor should establish standard methods of finding the location of each
measurement. I measure the chest, waist, hips, center of thigh, and center of upper arm. I
use skinfold calipers to estimate body fat percentage.
7. Lateral Touch
This is a speed test. I mark off several distances of 4 feet with masking tape. The
students start at one side. For 30 seconds they must move laterally, step touching between
the two tape marks as fast as possible. The total number of touches is recorded.
8. Shuttle Run
This assessment is for speed and agility. I place two light weights or other small objects
at one end of the room. The students must start at the other end of the room. On my
signal, they run, pick up one weight, run back to the start and drop it off, then run to
pick up the other weight and return to the start. The time for this run is measured with a
stop watch and recorded.
9. Vertical Jump
This assessment measures explosive power. A measuring tape is attached on the wall with
"0" at the floor. The student squats and then jumps as high as possible. The
rest of the class is sitting on the floor evaluating how high the jump is, watching the
jumper's feet. The height of the jump at foot level is recorded.
I have the students record their own scores for the assessment in a notebook to save until the final testing. I also have them fill out a Fitness Assessment History. This form helps the students set their goals. Students set semester goals based on the fitness assessment and their sport interests. I discuss how to use the assessment information and students' goals to design an exercise program.
For more information on learning to administer Fitness Assessments, check out the course from National Association for Fitness Certification.
Section 1 - Introducing "The Athlete Inside"
Section 2 - Athletic Training & Conditioning Class: The
First Week
Section 3 - Need to Know! Fitness Terms & Exercise
Principles
Section 4 - Athletic Training Workout Design
Section 5 - Sports Lectures & Workouts
Section 6 - Another Game/Student Projects
Section 7 - More Sports!
Section 8 - It's All in Your Mind (at least 75%)
Section 9 - Personal Trainers & Group Instructors: How to
Use this Information
Correspondence Course Assignments
Online Course Descriptions
"How to Order."