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KIN 416Strength and Conditioning

Program Design

Lab Exercises & Assignments, Winter 2018

Dr. Gordon ChalmersDept. of HHD

Western Washington University 2018, Gordon Chalmers, Ph.D.

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KIN 416 Lab Exercises and Assignments 2018, Gordon Chalmers, Ph.D. Pg. 2 updated 3/1/18

Dept. of Health and Human Development

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Stretching Technique Laboratory Exercises

PurposeTo learn to select and perform correctly a sample of static, dynamic and PNF flexibility exercise techniques.

NOTE: For all the labs that involve movement, the goal of the lab is to allow students to experience and learn about the movements, and learn about the role of the movement in an exercise program. The goal is not to have students learn to perform the movements correctly. That would require much more time to practice under supervision in the lab, and a lab exam in which the performance of the movements are evaluated. Knowledge related to the movement practiced in the lab can be evaluated on the written class exams.

Equipment Required Exercise mats A flat surface at least 5 yards (4.6 m) long (for the dynamic stretching exercises)

Personnel Required Students divided into groups of two people per group

Reading Sources Required KIN 416 Lecture notes: Flexibility, Static and Dynamic Stretching and Warm-Up NSCA course textbook: Essentials of Personal Training. pp 277-285 KIN 416 web site articles: Bring these to the lab as reference sources

o ACSM Basic Stretch Programo Lower Extremity Stretching For Endurance Runnerso Dynamic Stretching Exercises (brianmac)o Dynamic stretching/flexibility and mobility (James Madison University)

CautionsDo all static and dynamic exercises gently with low intensity. You do not need to push yourself to your maximum ROM. The emphasis must be on correct form development within your safe ROM, not pushing yourself to a maximum ROM. Procedure – Static Stretching

1. Practice any 3 exercises contained in ACSM Basic Stretch Program2. Practice the exercise in figure 5 of Lower Extremity Stretching For Endurance Runners

Procedure – Dynamic Stretching1. Practice the following exercises contained in Dynamic Stretching Exercises (brianmac)

1. Arm swings, overhead/down and back, side/front crossover2. Hip circles3. Half squat

2. Practice the following exercises contained in Dynamic stretching/flexibility and mobility (James Madison University)

1. Walking high knees2. Walking lunge3. Side bend, over and back4. Power skip



Cautions for PNF stretchingYou never apply force to move a person into a greater range of motion. The person doing the stretching always uses their own voluntary muscle contraction to move their own joint to a greater range of motion. You (the person being stretched or the person helping) do not need to push (physically or mentally) the subject to a great ROM. The emphasis must be on correct form development within your safe ROM, not pushing to a maximum ROM. Procedure – PNF Stretching1) Do the target muscle contract procedure for Hamstrings

1. Subject (person being stretched, red shirt) uses their own voluntary hip flexor muscle contraction to move the leg as far as possible into hip flexion.

2. Trainer (blue shirt) holds the leg in that position and prepares to resist against hip extension.

3. Subject performs a moderate isometric contraction of the hamstring muscles by attempting a hip extension against the fixed resistance offered by the trainer for 6 secs

4. Subject relaxes the hamstring muscle5. Subject uses their own voluntary hip flexor muscle contraction to move the leg further

into hip flexion.6. Repeat steps 2, 3, 4, 5.7. Repeat steps 2, 3, 4, 5 again.

2) Do the PNF stretching procedure for another muscle group (e.g. anterior shoulder muscles, hip adductors, etc.) using the same procedures described above for the hamstrings.



Lab Report (one report for both students in a group) Date: ______________Names of both students: ____________________________________Lab group: A / B (circle one) Lab time:_______

The time each static stretch was typically held for was: __________Three static stretching exercises practicedFlexibility exercise performed Muscle group(s) affected1

1.

2.

3.

1 Report muscle groups affected by stretching by listing the movement the muscle group produces or the body region stretched, not by anatomical name of specific muscles involved. E.g., the stretch affected the hip flexors, or the stretch affected the anterior shoulder muscles. Alternately, use the name of group of muscles that the stretch affected, e.g., the triceps group, the hamstrings group.KIN 416 Lab Exercises and Assignments 2018, Gordon Chalmers, Ph.D. Pg. 8 updated 3/1/18


Three most interesting dynamic stretching exercises practicedFlexibility exercise performed Muscle group(s) affected1

1.

2.

3.

One PNF stretching exercise practiced, in addition to the hamstring exercise required (do not list the hamstrings group exercise)

Muscle group(s) affected2

.

2 Report muscle groups affected by stretching by listing the movement the muscle group produces or the body region stretched, not by anatomical name of specific muscles involved. E.g., the stretch affected the hip flexors, or the stretch affected the anterior shoulder muscles.


Posture Laboratory Exercises

PurposeTo learn proper posture, spinal motion and breathing exercise techniques.

Why learn about posture in a strength and conditioning class? Posture is the foundation of stretching, stance, movement and force production required in exercise.Examples of the importance of posture for athletes and for exercise:

The first thing Erik Helland, strength and conditioning coach for NBA Chicago Bulls, evaluates in an athlete is posture and spine motion (Source: Strength & Power Hour, 09-09-28).

“I let posture be my guide. If they can’t maintain posture, they can’t maintain load” Tom Myslinski, former Cleveland Browns strength and conditioning coach and currently (2010) The University of Memphis football team's strength coach. Myslinski played for nine seasons as an offensive lineman in the NFL. (Source: Strength & Power Hour, 06-20-10).

Eric Cressy Blog (http://www.ericcressey.com/2014/10), illustrating that even professional athletes commonly have posture deficits.

6 Reasons Anterior Core Stability Exercises Are EssentialThis time of year, I'm doing a lot of assessments on professional baseball players who are just wrapping up their seasons. One of the biggest issues that I note in just about every "new" athlete I see is a lack of anterior core control. In other words, these athletes sit in an exaggerated extension pattern that usually looks something like this:

And, when they take their arms overhead, they usually can't do so without the ribs "flaring" up like crazy.

Equipment Required Exercise mats Various resistance training implements Aerobic exercise equipment


Reading Sources Required KIN 416 Lecture notes: Flexibility, Static and Dynamic Stretching and Warm-Up NSCA course textbook: Essentials of Personal Training. p 273, paragraph from bottom

of column 1 to top of column 2. KIN 416 web site articles: Bring these to the lab as reference sources

o Watch Your Bodymechanics

CautionsWarm up prior to activity. Do all exercises gently with low intensity. You do not need to push yourself to your maximum when stretching or working against resistance loads. The emphasis must be on correct form development within KIN 416 Lab Exercises and Assignments 2018, Gordon Chalmers, Ph.D. Pg. 10 updated 3/1/18

http://www.ericcressey.com/2014/10

http://www.ericcressey.com/wp-content/uploads/2011/09/APT.jpg


your safe ROM and a load you can very easily lift. If you have any spine problems, or other concerns related to exercise activity, talk with Dr. Chalmers before you perform any of the student exercises.InstructionsDr. Chalmers will discuss with the class the background information in parts 1A, 2A, 3A, 4A, 5A.After each “A” section is discussed, students, in pairs, will have time to perform the lab exercises in the corresponding “B” sections (1B, 2B, 3B, 4B, 5B), and complete the report requirements for each of those “B” sections.

(1A) Spine posture – background information1. A neutral spine position should be maintained during most stretching and lifting

exercises. When in a neutral position the spine is much stronger and better able to support a compressive load (25% - 45% stronger), and damaging shear forces are minimized (McGill pg 92).

EXAMPLES OF POOR AND DESIRED SPINAL POSTURE

CORRECT NEUTRAL SPINE (in person leaning forward)

TOP: Correct neutral spine, as torso bends forward (flexion at hip, not the spine)BOTTOM: Undesired lumbar spinal flexion, as torso bends forward



Golf technique

POOR SPINE POSTURE GOOD SPINE POSTURE

PT stance and bend technique

Source: No More Sit-ups and Cruncheshttp://www.mytpi.com/ Author: Anthony Renna

Standing posture: (McGill pg 87, 177-8)Good = Neutral spine (see figure above)Poor = slightly flexed spinal posture = chin poking forward, shoulders dropped and slouched, requires chronic low level low back extensor muscle contraction. To improve posture, extend at the hips also bring back head and shoulders, to bring spine into neutral position and shut off extensors (palpate the muscles to feel them relax during this exercise). Also watch for excessive lordorsis (sway back) with pelvis tipped forward in some people. Correct by tipping pelvis posteriorly.


http://www.mytpi.com/


Stretching posture: (McGill pg 207-210)Poor = flexed spineGood = neutral spine; maintain upright torso during hip & knee stretching, this produces more stretching effect (and mobility) in the target hip and leg, rather than having the spine flex to compensate for poor mobility in the hip and/or leg.

Left: Bad posture when stretching Right: Good posture when stretching. (From McGill fig 10.41 pg 209)

Posture when resistance training:

Left: Bad posture when performing rowing exercise with flexed spine. Right: Good posture when rowing, spine in neutral position. (From McGill fig 7.3 pg 143)

Undesired spinal flexion (left picture), correct spinal posture during rowing exercise (right 3 pictures)

(1B) Spine posture – student exercises1. Standing posture. Review the definition of “good” versus “poor” standing posture

above. With your partner observing and providing comments on your body position when standing naturally (good versus poor) feel how the good and the poor postures feel. Try the exercises described and illustrated in figures above under “Standing posture” to improve your standing posture. Learn how they feel so you can catch yourself during the day in the poor posture, and return yourself to the good posture.

2. Stretching posture.1. Practice the sitting poor and good hamstring stretch in figure above under

“Stretching posture”. Feel the difference in how the poor and good techniques feel in your low back and your leg.

2. QUESTION TO ANSWER ON LAB REPORT: In the article “Watch Your Bodymechanics” there is a “coaching point” (an expression to remind and cue



the client) that serves as a reminder for maintaining a neutral spine when stretching or resistance training. What is that expression?

(2A) Abdominal bracing and spine stability during exercise – background information (Source: McGill, Ultimate back fitness and performance, 3rd ed, pp 113-4, 117, 188)

All torso muscles working TOGETHER in a coordinated fashion are important to produce stabilizing stiffness of the spine. One or two particular muscles (e.g. transverse abdominis and multifidus) are not more important than others, and so all muscles must be trained, not just a select few.

Endurance and motor control are most important, strength is rarely needed. During most tasks of daily living, including standing with 30 kg in each hand, the contraction required of abdominal wall muscles required to produce stability is less than 5% of a MVC.

Abdominal bracing is activation of all three layers of the abdominal wall. A stabilizing exercise is any activity that develops motor patterns that ensure stability,

and do so without imposing excessive loading of the spine. No single motor pattern will ensure spine stability under all movement conditions, and

so a variety of exercises that vary challenge, load, speed etc. must be employed. Stiffness and stabilization of the spine does not mean no motion of the spine, it means

stability. You can have a stiff, stable torso, with the correct amount of stiffness for the load and the speed of movement.

(2B) Abdominal bracing and spine stability during exercise – student exercises

1) Learn to do an abdominal brace. See figures below.

Left: Slouch, flex spine, and feel paraspinal extensor contraction just above pelvis. Right: Move into neutral spine position and feel extensors shut off and relax. (From McGill fig 10.2 pg 178)



Slightly flex your torso, feel contraction in your low back extensors. Extend spine until neutral spine position is reached and extensors relax. Then contract the abdominal muscles and feel the activation of the extensor muscles. This is an abdominal brace.

Learning the abdominal brace. Left: Feel the extensors contract. Center: feel extensors relax when you move to a neutral spine position. Right: Contact the abdominal muscles and feel the extensors contract. This is the abdominal brace. (From McGill fig 10.13 pg 189)

2) Practice the conscious abdominal contraction that produces the bracing during a functional task. a) Do a standing unilateral straight arm forward dumbbell raise (using a light weight that

you can very easily lift). Concentrate on performing the abdominal brace the entire time the weight is in your hand (not just when you are lifting it).

b) Select any upper body resistance training exercise that requires standing or sitting (sitting without back support, the biceps curl is not allowed!!), and does not require flexion or extension of the spine. Perform the exercise using a light weight that you can very easily lift. Concentrate on performing the abdominal brace the entire time the weight is being supported by your body (not just when you are doing your reps).

(3A) Squating hip hinge – background information (Source: McGill, Ultimate back fitness and performance, 3rd ed, pp 180-2)

You must be able to separate hip flexion from lumbar flexion when making a squatting motion. Perform the squatting motion with the hips moving back on a 45 degree path of motion as the hip flexes, without having the spine move out of the neutral position.



(3B) Squating hip hinge – student exercises1) Kneeling exercise. See figures below. Kneel with knees at 90 degrees, maintain a neutral

back position. Move your buttocks back to your heels, then extend your hips to return to starting position, maintaining neutral back position. This 45 degree path of motion for the hips is the path your hips will take when doing a standing squat exercise.

Learning the “Hip Hinge” Left: Start and end position. Right: Mid-position of movement. (From McGill fig 10.7 pg 182)

2) Standing exercise. See figures below. Stand with a neutral back position. Place one hand on your abdomen and one on your lumbar back, so you can feel for any undesired flexion and extension movement of the spine. Squat by flexing your hips, not your spine. Move your buttocks back along a 45 degree path of motion, then extend your hips to return to starting position, maintaining neutral back position all the time, remember to perform your abdominal brace during the movement. If your hands detect torso flexion and extension, then try again without the torso movement. Note that if this is done correctly, the knees should not go excessively in front of the toes.

Learning the “Hip Hinge” Left: Start and end position. Right: Mid-position of movement. Feel the position of your trunk when in a neutral position (left), then squat by only flexing the hips, feeling your trunk to ensure that spine flexion does not occur. (From McGill fig 10.6 pg 181)



QUESTION TO ANSWER ON LAB REPORT: In the article “Watch Your Bodymechanics” there is a “coaching point” (an expression to remind and cue the client) that serves as a reminder for proper body positioning during a squatting movement. What is that expression?

3) Standing exercise with bilateral loading. Repeat the above exercise and desired motion, without your hands on your torso, with a light dumbbell in each hand, hanging by your sides.

4) Standing exercise with unilateral loading. Repeat the above exercise and desired motion, without your hands on your torso, with one light dumbbell in the right hand, hanging by your side. Repeat with weight in left hand.

End of section for part 1 (day 1) activities

(4A) Exercises for training the spine stabilizing muscles – background information (Source: McGill, Ultimate back fitness and performance, 3rd ed, pp 217-31)

Many of the traditional abdominal and back exercises are poorly designed, producing high spine compression loads, or activation of muscles other than the ones that you should be training.

Three exercises, when performed correctly, have been established to produce effective training of the spine stabilizers.

1. Dead Bug2. The curl-up3. The side bridge4. The birddog

(4B) Exercises for training the spine stabilizing muscles – student exercises

1) The Dead Bug.Source: http://www.stack.com/2014/12/04/dead-bug/

Every once in a while, an exercise catches us by surprise. We see an athlete perform it or a coach recommend it, and suddenly it seems to be everywhere. The latest example is the Dead Bug.

If you’re unfamiliar with it, you’re probably asking yourself, “What the heck is a Dead Bug?” Well, you’re not alone. Many many people have given us strange looks when we talk about this move.

The Dead Bug is an exercise designed to strengthen your core. It gets its funny name because when you perform it, you look like a dead bug lying on its back with its legs in the air. But despite its strange name, the exercise is neither complicated nor crazy. It is commonly used in Pilates workouts, and it has recently skyrocketed in popularity among strength coaches and personal trainers.

Why the sudden spike? The way we train the core has changed in recent years, largely due to the research of Dr. Stuart McGill. Rather than performing exercises like Crunches and Sit-Ups, which require you to flex your trunk, Dr. McGill and other elite experts (like Mike Boyle) advocate training the abdominals to resist extension to protect your lower back.



Planks and Ab Rollouts are basic anti-extension exercises, and they take up the majority of most modern core workouts. At first glance, the Dead Bug may not seem to fit in the category. But try it without bracing your abs and you’ll quickly feel your lower back rise up off the floor as your opposite leg and arm extend. To prevent your back from arching, you must tighten your abs, which makes the move an anti-extension exercise.

But there’s more to it. Often athletes cannot move their hips without engaging their lower back muscles, or they can't raise their arms overhead without arching their backs and sticking their ribs out. The Dead Bug fixes these issues by teaching you to isolate movement at the hips and shoulders without moving your spine. Improving this movement pattern is important, because it protects your spine from movements it was not designed to handle.

The Dead Bug is not the only core move you should do. But it’s a great exercise that you should consider adding to your core training routine. You’ll train the way your body was designed to function, and you'll ultimately become a better and more durable athlete.

Dead Bug How To Lie on your back with your arms extended in front of your shoulders. Bend your hips and knees to a 90-degree angle. Tighten your abs and keep the lumbar spine in slight lumbar lordosis. Take a deep breath in. As you exhale, slowly extend your left leg toward the floor and bring your right arm

overhead. Keep your abs tight and don't let your lower back arch. Slowly return your arm and leg to the starting position. Repeat with your opposite arm and leg. Continue alternating.

Sets/Reps: 3x10

Picture source: https://experiencelife.com/article/core-circuit-workout/KIN 416 Lab Exercises and Assignments 2018, Gordon Chalmers, Ph.D. Pg. 18 updated 3/1/18

https://experiencelife.com/article/core-circuit-workout/


2) The curl-up. See figures below. Note the following: Not really a “curl-up” as very little motion occurs when performed correctly Excellent training for the abdominal spring used in many athletic situations Twisting is not needed, better activation of the obliques is achieved with the side bridge PROCEDURES:

i) Lay supine with hands supporting lumbar regionii) Do not flatten the back against the floor (flattening takes the spine out of neutral

position)

iii) One leg is bent with knee at 90 degrees, the other leg is relaxed on the floor (this helps prevent the pelvis from rotating posteriorly and the lumbar spine from flattening)

iv) Leave the elbows on the floor while elevating the head and shoulders a very short distance off the floor.(1) Concentrate on only rotating the thoracic spine to activate the rectus

abdominis(2) Do not rise up too far. You do not need to lift the head and shoulders far off the

ground. Think of “show off the chest” as you lift your scapulas off the floor, KEEPING A NEUTRAL SPINE AND WITHOUT FLEXING THE SPINE (THINK “NO MORE CURL-UPS”). KEEP CONTACT WITH THE GROUND AT YOUR MIDBACK AND BUTTOCKS (LUMBAR BACK AND THORACIC/SCAPULAS ARE OFF THE FLOOR).

(3) Do not flex the cervical spine(4) Do not use elbows to support weight and lift the trunk off the floor(5) See “duration & reps” below at 4).

Learning the “Curl-up” Left: Start and end position. Right: Mid-position of movement. (From McGill fig 11.6 pg 220)

MORE DIFFICULT VARIATIONS (do not raise higher):i) Lift elbows off floor to shift more load to the rectusii) Pre-brace the abdominals (up 100% maximal activation), and do the curl-up against

the pre-brace, contract all the torso muscles against each other.



iii) Hands placed beside (never behind) head and no hand pressure is applied to head. Neutral lumbar position is maintained without hand support.

3) The side bridge. See figures below. Note the following: Support on elbow and foot (simpler elbow and knee support is a progression) Place top leg foot in front of bottom leg foot. Repeat on other side See “duration & reps” below at 4).

Side bridge. (From McGill fig 11.14 pg 226)

MORE DIFFICULT VARIATIONSi) Roll slightly anteriorly and back to start positionii) Roll from one elbow to the other side. Move pelvis and rib cage together, maintain

neutral spine, do not sag down.iii) Doing side bridge, with or without roll, with feet on a surface that is not solid.

4) The birddog. See figures below. Note the following: Support on two hands and knees Extend one leg

i) Maintain a braced, neutral spine, with the ribcage locked to the pelvisii) Keep the right & left sides of the pelvis level, do not rotate it up or down when the

leg is moved Repeat on other side

Bird dog. (From McGill fig 11.18 pg 229)



MORE DIFFICULT VARIATIONSi) Extend arm opposite to extended leg

Bird dog. (From McGill fig 11.18 pg 229) Do not allow your hips to move from the horizontal plane

ii) Sweep extended arm and leg in under body, do not support weight on them, then extend the arm and leg again

iii) Clench fist of extended arm and move arm laterally to point at side. Concentrate on extension of the arm.

iv) See “duration & reps” below at 4).5) Duration & Repetitions for above three exercises. NOTE: FOR THE KIN 416 LAB DO

ONLY A COUPLE OF REPS OF EACH EXERCISE TO LEARN THEM. INFORMATION HERE ON REP & SET PATTERNS ARE FOR YOU INFORMATION. YOU DO NOT DO THIS PYRAMID DESIGN IN THE LAB EXERCISES. 7-8 sec contraction, then relaxation Goal is to build up number of repetitions, not increase duration of a single contraction. Russian Reverse Pyramid design is used to train endurance, without excessive fatigue

E.g., if starting with 5 reps:Right side Left side5 reps 5 reps rest4 reps 4 reps rest3 reps 3 reps end

To increase demand, add more reps to each cell MORE DIFFICULT VARIATIONS

i) Increase duration of contractions

(5A) Training breathing during exercise – background information (Source: McGill, Ultimate back fitness and performance, 3rd ed, pp 146, 227, 236)

Your spine must be stabilized (torso stiffened), regardless of whether your are inhaling or exhaling

Hence, an person must train to be able to keep the spine stabilized by abdominal bracing, throughout the respiratory cycle



(5B) Training breathing during exercise – student exercises1) The side bridge during a high ventilation rate. Exercise on an aerobic machine

(treadmill, elliptical etc) to raise your ventilation rate to a moderate or high level. Immediately perform a side bridge with the elevated ventilation. Ensure you maintain proper side bridge technique and position, and a stable spine position.

2) Ventilation and spine stability while resistance training. The pushup during a high ventilation rate.Exercise on an aerobic machine (treadmill, elliptical etc) to raise your ventilation rate to a moderate or high level. Immediately perform a few pushups with the elevated ventilation. Ensure you maintain proper neutral spine position, and BREATH (likely faster breathing frequency than pushup frequency).

More difficult versions of exercises, if time permits. Front, back and side planks with:

o Feet elevated on solid surface.o Feet elevated on ball.o Feet elevated on TRX

Front plank with feet on ground and forearms on medicine ball, then “stir-the-pot” Side plank with single arm row on cable machine Front plank on one arm and single arm pull from straight overhead to full triceps

extension.



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Lab Report (one report for both students in a group) Date: ______________Names of both students: ____________________________________Lab group: A / B (circle one) Lab time:_______Note: if the two students in a group have differences in the responses to the questions, you can note both of the responses

(1B) Low back correct posture – student exercises1. Standing posture.

The standing posture you find yourself standing in naturally is? (circle one):

A: good posture

B: poor posture

2. Stretching posture.

For the sitting hamstring stretch:

Which technique produced the greatest anterior rotation of the pelvis? (circle one)

A: neutral posture

B: spine flexed

Which technique produced the greatest reach towards your toes, and so would give you the best score on a typical sit-and-reach flexibility test? (circle one)

A: neutral posture

B: spine flexed

In the article “Watch Your Bodymechanics” there is a “coaching point” (an expression to remind and cue the client) that serves as a reminder for maintaining a neutral spine when stretching or resistance training. What is that expression?



(2B) Abdominal bracing and spine stability during exercise – student exercises

1. Learn to do an abdominal brace.

Describe any challenges you had when learning to perform the abdominal brace.

2a. Practice the conscious abdominal contraction that produces the bracing during a functional task.

Describe any challenges you had when performing the abdominal brace during the straight arm forward dumbbell raise.

2b. Practice the conscious abdominal contraction that produces the bracing during a functional task. – student selected standing lift

The lift you selected to do was: __________________________

Describe any challenges you had when performing the abdominal brace during the lift.

(3B) Squating hip hinge – student exercises1. Kneeling exercise.

Describe any challenges or successes you had when learning to perform this kneeling hip hinge exercise.

2. Standing exercise

Describe any challenges or successes you had when learning to perform this standing hip hinge exercise.

In the article “Watch You Bodymechanics” there is a “coaching point” (an expression to remind and cue the client) that serves as a reminder for proper body positioning during a squatting movement. What is that expression?

3 & 4. Standing exercise with bilateral & unilateral

Describe any differences you observed when comparing performing the bilateral and the unilateral loads during this exercise.



loading

(4B) Exercises for training the spine stabilizing muscles – student exercises

1. The Dead Bug.

Describe the challenges you experienced when performing this exercise, or one of the more difficult variations.

2. The curl-up. Describe the challenges you experienced when performing this exercise, or one of the more difficult variations.

3. The side bridge

Describe the challenges you experienced when performing this exercise, or one of the more difficult variations.

4. The birddog What did you like and/or dislike about this exercise, and it’s more difficult variations, if you performed them.



(5B) Training breathing during exercise – student exercises1. The side bridge during a high ventilation rate.

Describe any challenges you had to be able to perform the bridge during the heavy breathing.

2. The pushup during a high ventilation rate

Describe any challenges you had to be able to perform the pushup during the heavy breathing.


Trunk & Pelvis “Core” Laboratory Exercises

PurposeTo learn to perform correctly a sample of exercises for the trunk and pelvis “core” musculature. Note that the exercises performed in the posture laboratory are also trunk and pelvis “core” exercises. The side bridge, birddog and versions of the curl-up are included in many sources discussing core exercises. This lab will teach you additional core exercises.

INTRODUCTORY BACKGROUND INFORMATIONThe following quotes are from: Advances in Functional Training: Training Techniques for Coaches, Personal Trainers and Athletes, by Michael Boyle, 2010 Pages 96-98."The new concept of the core is simple: Core is anti-rotation. Core is the prevention of motion. What's really new is when we now talk about core strength, we really mean core stability. We’re going to train rectus abdominis, internal oblique, external oblique to prevent motion of the lumbar spine…"."There is very little in either of my earlier books we still use for core training. Those books were loaded with crunch-type exercises just don't do anymore."Related to training for athletes that must rotate"[In the past] athletes competing in a sport that requires rotation, like baseball, hockey or golf, were urged to develop more rotation in the lumbar area. Like many performance coaches, I fell victim to this flawed concept.""In Diagnosis and Treatment of Movement Impairment Syndromes, Sharmann states, “during most daily activities, the primary role of the abdominal muscles is to provide isometric support and limit the degree of rotation of the truck… A large percentage of low back problems occur because the abdominal muscles are not maintaining tight control over the rotation between the pelvis and spine at the L5-S1 level.” Here is the key: The lumbar range of motion we were trying to create is potentially injurious. The ability to resist or prevent rotation is more important than the ability to create it. Client must be able to prevent rotation before we should allow them to produce it.""Rather than considering the abdominals as flexors and rotators of the trunk, for which they certainly have the capacity, their function might be better viewed as anti-rotators and anti-lateral flexors of the trunk.""The thoracic spine, not the lumbar spine should be the site of greatest amount of rotation of the trunk. When an individual practices rotational exercises, he or she should be instructed to think about the motion occurring in the area of the chest.""It's very important to notice the differences in rotational movements. For example, lateral medicine ball tosses against a wall involve hip internal and external rotation, not lumbar rotation. Stop and consider your rotational exercises, and make sure your choices involve rotation in the hip or thoracic joints, and not through the lumbar region.""It drives people crazy when I say this because these trunk rotation exercises are on every athletic performance DVD, but that's where we are now: we no longer seek to increase lumbar range of motion."



Equipment Required Exercise mats Light medicine balls Cable resistance machines Elastic resistance bands


Reading Sources Required KIN 416 web site articles: Bring these to the lab as reference sources. You are

responsible to read the text of these articles as part of your course readings.o Core Training for Improved Performanceo The Missing Link – Integrated Core Trainingo Core Training Progression for Athletes

CautionsWarm up prior to activity. Do all exercises gently with low intensity. You do not need to push yourself to your maximum when stretching or working against resistance loads. The emphasis must be on correct form development within your safe ROM and a load you can very easily lift. If you have any spine problems, or other concerns related to exercise activity, talk with Dr. Chalmers before you perform any of the student exercises.

General ProceduresIn all exercises concentrate on maintaining an abdominal brace, a neutral spine, and proper squat technique when squatting is involved.

Teaching and learning tips:a) Do the cable activities first with no cable and no weight to learn the correct

movement pattern. Then progress to a very light weight first to learn the proper movement.

b) Have your movement checked by instructor.c) Try the movement with a moderate weight, to challenge your control.

Procedure – Core ExercisesSingle Plane (mostly saggital plane)

Cable machinea) Core Training for Improved Performance

i) Pg 29: Practice the “Standing one arm row” exercise. Try the 1 version on one leg for increased challenge. Teaching and learning tips:

a) Stand far enough away from the machine so that you can get full extension of your arm.

b) Ensure that as you flex you also retract the scapula.



Not Cable machine- SOME STUDENTS START HEREb) Free weight exercises

i) The Missing Link – Integrated Core Training, Pg 16, fig. 3: Practice the “Unilateral alternating dumbbell lunge” exercise.

ii) Core Training for Improved Performance, Pg 28, fig 1A, 1B: Practice the “Single Leg Squat” exercise. Use a light weight, focus on abdominal bracing and proper squat technique, then try it with a slightly higher weight that challenges your stability.

RotationalCable machine

c) Core Training for Improved Performancei) Pg 28: Practice the “Chopping” exercise (start kneeling, then standing, then

standing on one leg). Try the 2 versions for increased challenge.ii) Pg 29: Practice the “Standing one arm row” exercise, 2nd variation with rotation.

d) Core Training Progression for Athletesi) Pg 16-17, fig 8-10: Practice the “V” exercise (rotation to right then rotation to left).

Balance“The muscles of the core play a decisive role in balance because of the location and function of the core muscles; therefore core training and balance training are synonymous” Vern Gambetta, Following the Functional Path, Momentum Media, NY, 2011, pg 273

1. Stand on one leg and shadow the one-handed short and fast hand movements of your partner.

2. Stand on two legs with both hands in a praying position, and resist as your partner pushes your hands with short and fast hand movements.

3. Stand on one leg and shadow the one-handed long (high to low and far from one side to the other side) and slow hand movements of your partner.

Note that in this lab we have not only learned advance trunk & pelvis core exercises, we have also been exposed to the following:a) The use of cable machines when training.b) Unilateral loading.c) Unilateral stanced) Training the dorsal trunk, a region that is often underdeveloped in both athletes,

recreational exercisers, and the general public. All these groups emphasize what they do in front of their body and so become front side dominate (even if their only activity is sitting at a desk or doing manual labor).

IF TIME, AND BASED ON STUDENT ABILITY, TRY FURTHER PROGRESSIONS to develop hip stabilization:

Lateral leg to leg plyometric jumps Lateral lunges, with dumbbells held at shoulder Single leg “hop scotch” patterns

4.






Lab Report (one report for both students in a group) Date: ______________Names of both students: ____________________________________Lab group: A / B (circle one) Lab time:_______Note: if the two students in a group have differences in the responses to the questions, you can note both of the responsesSingle plane exercisesExercise performed

What did you have to concentrate on to make the exercise as successful as possible?

Standing one arm row, & version on one leg

Unilateral alternating dumbbell lunge

Single Leg Squat

Rotational exercisesExercise performed


Chopping, & 2 versions for increased challenge

Standing one arm row, 2nd variation with rotation

“V” exercise



Balance exercisesExercise performed


Stand on one leg and shadow the one-handed short and fast hand movements of your partner

Stand on two legs and resist as your partner pushes your hands with short and fast hand movements

Stand on one leg and shadow the one-handed long and slow hand movements of your partner

.


Circuit Training Laboratory

PurposeTo practice the selection and organization of resistance training exercises into a single session whole body exercise routine for a client, within the format of a circuit training session. This lab will not address other program design characteristics such as training load assignment, frequency, etc.Equipment Required

Exercise mats Resistance training facility

Personnel Required Students divided into groups of two people per assignment group

Reading Sources Required KIN 416 Lecture notes: Resistance Training Program Design NSCA course textbook: Essentials of Personal Training. pp 361-396

CautionsWarm-up before you do any exercise. Do all exercises with low intensity. The goal in this lab is to practice designing an exercise session, not to get an actual work-out.Specific requirements for the exercise routine designed

1. It is a single session whole body work-out, for an intermediate exerciser, requiring at least two exercises per major movement trained (ie., push, pull, squat)

2. It is a strength workout. You are not to include power, plyometric or agility exercises. You are not to include warm-up or flexibility exercises, assume these will occur in the warm-up and cool-down that you are not designing as part of this assignment (see below).

3. Your client has 1 hour to be in the gym. She will spend 10 minutes warming up and 5 minutes cooling down. This leaves 45 minutes to go through her exercise routine three times. This means you are designing a 15 minute sequence of exercises (which your client will repeat the sequence three times in a session).

4. Pay attention to sequences of exercises1. Core before assistance (there are no power exercises allowed in this

workout you are designing)2. Vary muscle area in body (e.g., upper versus lower body) for sequential

exercises3. Vary nature of the movement (push/pull) of sequential exercises of the

same body part5. This is a circuit program, so there are minimal rest periods between exercises.6. You are to test your routine to ensure it is realistic for 15 minutes.7. You are required to ensure the listed exercises train all the following major body

movements and joints, as well as the trunk and pelvis core. Note that multi-joint exercises allow for great time efficiency in a work-out.

(1) Squating (flexion & extension)(a) Hip(b) Knee(c) Ankle

(2) Upper body pulling



(a) Shoulder(b) Elbow

(3) Upper body pushing(a) Shoulder(b) Elbow

(4) Trunk and pelvis “core”8. The two (or more) upper body pushing exercises must push at different angles9. The two (or more) upper body pulling exercises must pull at different angles10.The two (or more) squatting exercises must challenge the squatting motion in

different ways11.You must include at least one exercise that trains an assistance muscle. Your

assistance exercise should be meaningful for development (not just randomly picked, e.g., bicep curls because they are popular. For example, work a muscle group not trained well in the above exercises. Work a muscle group that needs “activation training”. Work a muscle group that is weak due to past injury or imbalance.

12.You must include at least one Trunk and pelvis “core” exercise13.The above totals to a minimum of 8 exercises. But you have 15 minutes per

circuit cycle. If you can fit in more exercises, do so (your client wants the best workout possible in the 3 x 15 minute circuits)

14.Specify if the exercise will be bilateral or unilateral. If bilateral, are the two limbs fixed together or independently moving.

15.Consider time efficiency in selecting exercises. Does your exercise train multiple points in the body, or a single joint and muscle group? Can your exercise challenge the trunk and pelvis core while it trains other regions as well?

16.You may use only exercises that can be done with the equipment available in the CV 181 fitness center.

17.You cannot do any exercises that involve sitting or lying except: a) for the trunk and pelvis core exercise(s) or some assistance exercises, or b) by approval from Dr. Chalmers written by him on your plan (Hint: why does Dr. Chalmers think most sitting and lying resistance exercises are a poor choice?)

18.You are to list the exercises in the table below in the sequence the client is to perform them, and identify the body part(s) trained by the exercise using the check boxes.

19.Ensure you include sufficient detail in exercise description for evaluator to clearly understand the exercise being performed (e.g, angle of movement; bilateral versus unilateral load; bilateral, asymmetric, or unilateral foot placement, etc.)

20.You do not need to fill in all the blank rows in the report table below, or you may include extra copies of the 2nd page of the report if you need additional rows.

21. You must include the grading sheet when you submit your assignment, including your names written on your grading sheet.



Lab Report (one report for both students in a group) Date: ______________ Lab group: A / B (circle one)

Names of 2 group members: ________________________________ Lab time:_______Exercise (in the sequence they are to be performed) Movement(s) trained (place a check to identify movement trained)

Squat (flex & extend)

Upper body pulling

Upper body pushing

Core3 Assistance Trunk & Pelvis core

Hip

Knee

Ankle

Shoulder

Elbow

Angle

4

Shoulder

Elbow

Angle

5

3 “Core” using the NSCA definition of “Core” exercise, NOT Trunk & pelvis “core”4 List angle of pull, e.g., horizontal, vertical upwards, vertical downwards, 45 degrees between upwards & horizontal, 45 degrees between downwards & horizontal. List the angle even if the angle is obvious from the exercise description (e.g., the angle is obvious in a bench press, but list it anyways).5 List angle of push, e.g., horizontal, vertical upwards, vertical downwards, 45 degrees between upwards & horizontal, 45 degrees between downwards & horizontal



Exercise (in the sequence they are to be performed) Movement(s) trained (place a check to identify movement trained)Squat (flex & extend)

Upper body pulling

Upper body pushing

Core6 Assistance Trunk & Pelvis core

Hip

Knee

Ankle

Shoulder

Elbow

Angle

7

Shoulder

Elbow

Angle

8

6 “Core” using the NSCA definition of “Core” exercise, NOT Trunk & pelvis “core”7 List angle of pull, e.g., horizontal, vertical upwards, vertical downwards, 45 degrees between upwards & horizontal, 45 degrees between downwards & horizontal8 List angle of push, e.g., horizontal, vertical upwards, vertical downwards, 45 degrees between upwards & horizontal, 45 degrees between downwards & horizontal


Circuit Training LaboratoryGRADING SHEETNames of 2 group members: __________________________________Lab group: A / B (circle one)

Grading Key:2 + Very Good, includes all of the elements at the level discussed in the course materials1 = some elements missing, minor errors0 = completely absent, or very significant errors

Requirement Points Comments2 1 0

Core before assistance exercisesVary muscle area in body for sequential exercises, Vary nature of the movement (push/pull) of sequential exercises of the same body partSquat (flexion & extension) trained 2x, including, Hip__, Knee__, Ankle__Upper body pulling trained 2x, including, Shoulder__, Elbow__Upper body pushing trained 2x, including, Shoulder__, Elbow__Trunk and pelvis “core” trainedAssistance muscle(s) trained

Two points deducted for each of:____ Power, plyometric or agility exercises included____ Warm-up or flexibility exercises included____ Exercise routine does not appear to be approximately 15 minutes duration, including

minimal rest periods between exercises____ Exercises cannot be done with the equipment available in the CV 181 fitness center____ Table not filled in correctly____ Do not have two exercises per muscle group trained____ Did not include sufficient detail in exercise description for evaluator to clearly

understand the exercise being performed (e.g, angle of movement; bilateral versus unilateral load; bilateral, asymmetric, or unilateral foot placement, etc.)

____ Each use of exercises that involve sitting or lying (except for trunk and pelvis core exercises or some assistance exercises, or with written approval from Dr. Chalmers on the plan)

One point deducted for each of:____ The two (or more) upper body pushing exercises did not push at different angles____ The two (or more) upper body pulling exercises did not pull at different angles

Score: / 14 (adjusted to proportional score for points this laboratory exercise is worth in total points in class)





Resistance Training Load, Reps, & Sets Laboratory

PurposeTo practice the assignment of load, sets & reps for resistance training programs designed to develop muscular strength, endurance and hypertrophy.Equipment Required

Exercise mats Resistance training facility

Personnel Required Students divided into groups of two people per assignment group.

Reading Sources Required KIN 416 Lecture notes: Resistance Training Program Design. YOU MUST

BRING THESE LECTURE NOTES TO THE LAB. NSCA course textbook: Essentials of Personal Training. pp 361-396

CautionsWarm-up before you do any exercise. The goal in this lab is to practice designing an exercise session, not to get an actual work-out.Specific requirements for the exercise routine designed

I. You are developing an exercise program for yourself as an intermediate exerciser.

II. You will list the exact # times /week in the tables you fill in. You will do each exercise you list the # of times per week you list (i.e, no split routines across the week).

III. You are to use the RM method to determine the training load (Actual 1-RM measurement or submaximal predictions of 1-RM methods are not allowed)

IV. You are not to include warm-up or flexibility exercises, assume these will occur in the warm-up and cool-down that you are not including as part of this assignment.

V. You are required to develop a training program for:I. Strength for 1 core exercise and for 1 assistance exercise (See table

below, the core and assistance muscle groups must be different than those selected for hypertrophy and endurance parts of the assignment)

II. Hypertrophy for 1 core exercise and for 1 assistance exercise (See table below, the core and assistance muscle groups must be different than those selected for strength and endurance parts of the assignment). NOTE: As you know from lecture, the load sets and reps described in the textbook are not guaranteed to produce a hypertrophy response, or be the best or only way to produce a hypertrophy response. Nevertheless, a "hypertrophy" category of program design has been included in this lab because the load, reps and set prescription for producing "hypertrophy" that we find in our textbook happens to be very similar to the load, reps and sets used by many people in a general weight training program.

III. Endurance for 1 core exercise and for 1 assistance exercise (See table below, the core and assistance muscle groups must be different than those selected for strength and hypertrophy parts of the assignment)



VI. You may use only exercises that can be done with the equipment available in the CV 181 fitness center.

VII. You are NOT to include body weight exercises (we have another lab on that topic). All exercises must involve an external resistance that can be modified to determine the correct load for the goal and the individual.

VIII. You are to list the exercises in the table below, and fill in each column to define the program design. You must use a single value, not a range of values (e.g., don’t say “8-12 sets” say “10 sets”.

IX. The lab report must involve your real data. While in the lab you will determine your actual loads for the RM numbers needed for the lifts you select and the training goals listed. If the load does not appear realistic when the report is graded, you will lose points.

X. YOU MUST FILL IN COLUMNS A, D, E, & F IN EACH OF THE 3 TABLES IN THE LAB REPORT BEFORE YOU COME TO YOUR LAB SESSION, do this with your lab partner.

XI. You must include the grading sheet when you submit your assignment, including your name written on your grading sheet.

IT IS REQUIRED THAT YOU PERFORM 4-5 MINUTES OF GENERAL WARMUP BEFORE STARTING THE WEIGHTING DATA COLLECTION PORTION OF THIS LAB



Lab Report Date: _____________ Lab group: A / B (circle one) Lab time:_______Names: __________________________________

Strength programA

Exercise nameB

Load (lbs)C

Reps# (= RM goal)

DSets#

ERest interval between

sets# (min)

FFrequency#, @ (training

sessions per week)Core Exercise (NSCA definition)

Assistance Exercise (NSCA definition)

# A specific value must be given, not a range.@Assume you are doing only a strength program throughout the week.



Hypertrophy programA

Exercise nameB

Load (lbs)C

Reps# (= RM goal)

DSets#


sets# (min)

FFrequency# (training sessions per week)

Core Exercise (NSCA definition)


# A specific value must be given, not a range. @Assume you are doing only a hypertrophy program throughout the week.Endurance program

AExercise name

BLoad (lbs)

CReps# (= RM goal)

DSets#


sets# (min)

FFrequency#, @ (training

sessions per week)Core Exercise (NSCA definition)


# A specific value must be given, not a range. @Assume you are doing only an endurance program throughout the week.


Resistance Training Load, Reps, & Sets LaboratoryGRADING SHEET. Names: _________________________________ Lab group: A / B (circle one)Grading Key:1 = Very Good, includes all of the elements at the level discussed in the course materials

0 = completely absent, or very error(s)Requirement Points Comments

Strength program 1 0

Core exercise: it is coreCore exercise: repsCore exercise: setsCore exercise: rest intervalCore exercise: frequencyAssistance exercise: it is assistanceAssistance exercise: repsAssistance exercise: setsAssistance exercise: rest intervalAssistance exercise: frequencyHypertrophy program 1 0

Core exercise: it is coreCore exercise: repsCore exercise: setsCore exercise: rest intervalCore exercise: frequencyAssistance exercise: it is assistanceAssistance exercise: repsAssistance exercise: setsAssistance exercise: rest intervalAssistance exercise: frequencyEndurance program 1 0

Core exercise: it is coreCore exercise: repsCore exercise: setsCore exercise: rest intervalCore exercise: frequencyAssistance exercise: it is assistanceAssistance exercise: repsAssistance exercise: setsAssistance exercise: rest intervalAssistance exercise: frequency

Three points deducted for each occurrence of:____ Not realistic loads reported for exercise____ Exercises can not be done with the equipment available at CV 181 fitness center____ Table not filled in correctly____ Other errors (variable point deduction). Errors listed above or here.Score: / 30 (adjusted to proportional score for points this laboratory exercise is worth in total

points in class)





Plyometric Exercises Laboratory

PurposeTo learn a selection of introductory plyometric exercises.Equipment Required

Exercise mats Light balls (e.g. soccer or volleyballs), light medicine balls


Reading Sources Required Bring these to the lab as a reference source. You are responsible to read the text of these articles as part of your course readings.

KIN 416 web site article:o Landing Mechanicso Plyometric Fundamentals

CautionsWarm up prior to activity. Do all exercises gently with low to moderate intensity. You do not need to push yourself to your maximum when working. The emphasis must be on correct form development within your safe ROM and a load you can very easily lift. If you have any spine problems, or other concerns related to exercise activity, talk with Dr. Chalmers before you perform any of the student exercises.

General Procedures In all exercises concentrate on maintaining an abdominal brace, a neutral spine,

and proper squat technique when squatting is involved. Perform 1 rep of an exercise, rest, then a second rep, rest, then a third rep.

Plyometric exercises are very intense, so for an introductory laboratory exercise lesson, do not do sequential reps without a rest.

Procedures – Plyometric Exercisesa) Practice landing mechanics. Clients should not be jumping, if they can not

land properly. Practice your proper squat mechanics by doing squatting motions at various different speeds as part of your warm-up and review the article Landing Mechanics, figure 1 (Quad dominated squat) & figure 4 (inward/medial knee movement when squatting). If you exhibit either, or both, of these movement patterns then do not proceed with the leg based lab exercises in part b. More work is needed with the exercises in the Posture lab. Proper squatting technique (figure 2, Gluteal dominated) must be demonstrated in a squat, and must be continued during the jumping activities below.

b) Perform the following basic plyometric jumps in place, and jumps. For the ones listed in bold, they are described in the article Plyometric Fundamentals. The ones listed in bold must be reported on in your lab report. For the other jumps listed, your TAs will describe the jump, you can try the jump if time and skill permits, but you do not need to report on this jump in the lab report. Try each jump 3 times. If you successfully complete a jump 3x (including proper landing



mechanics, remember that mechanics will degrade as fatigue occurs), then try the next jump listed. Remember to allow ample rest between the single jumps. PERFORM THE EXERCISES IN THE SEQUENCE LISTED IN THIS LAB

i) Step off a box or bench and land in a squat positionii) Squat jump, pg 10iii) Counter movement jump, pg 10iv) Tuck jump, pg 10v) Split jump without cycle, pg 10vi) Standing broad jump, pg 11vii) Split jump with a leg cycle (switch front and back leg between take-off and

landing)viii) Bilateral squat jump up, and land on one leg.ix) Three standing broad jumps in a row, emphasizing height and minimal

contact time.

c) Use a plyometric ball, very light medicine ball, or a soccer or volleyball for the following exercises. Read the description of the following basic upper body plyometric exercises, and try each 3 times. Remember to allow ample rest between the single efforts. Only the first exercise, the chest pass, is included in your lab report.i) Chest pass, pg 451 NSCA text

ii) Chest catch and throw.iii) Side catch and throw (catcher body at 45O to throw direction)



Lab Report (one report for both students in a group) Date: ___________Names of both students: ________________________________Lab group: A / B (circle one) Lab time:_______Note: if the two students in a group have differences in the responses to the questions, you can note both of the responses

Practice landing mechanicsSquat Characteristics

Draw a picture: Write a description:

Quad dominated

Gluteal dominated

Inward/medial knee movement

Identify the figure(s) above that illustrate your squat mechanics.NOTE: IF YOU IDENTIFY YOUR CHARACTERUISTICS TO BE EITHER “Quad dominated” OR “Inward/medial knee movement”. THEN DO NOT PROCEED WITH THE LOWER BODY PLYOMETRIC PORTION OF THIS LAB, AND TALK TO YOUR INSTRUCTOR FOR ALTERNATIVE ACTIVITIES.



a) Basic plyometric jumps in place, and jumpsExercise performed


Squat jump

Counter movement jump

Tuck jump

Split jump without cycle

Standing broad jump

b) Basic upper body plyometric exerciseExercise performed


Chest pass


Body Weight Exercises LaboratoryPurposeTo learn a variety of resistance strength and power exercises that can be performed with no loading equipment needed. Note that many of the Trunk& Pelvis “Core” exercises that were practiced in the previous lab could be included in the list below of resistance exercises that do not require external loads.Equipment Required

Exercise mats Low and high chin-up bar


Reading Sources Required Bring this to the lab as a reference source. You are responsible to read the text of this article as part of your course readings.

KIN 416 web site article:o ACSM Basic Bodyweight Strength Exercises

CautionsWarm up prior to activity. Do all exercises gently with low to moderate intensity. You do not need to push yourself to your maximum when working. The emphasis must be on correct form development within your safe ROM and a load you can very easily lift. If you have any spine problems, or other concerns related to exercise activity, talk with Dr. Chalmers before you perform any of the student exercises.

General ProceduresIn all exercises concentrate on maintaining an abdominal brace, a neutral spine, and proper squat technique when squatting is involved.

Procedure – Body Weight Exercises – perform 3 reps of each. Proceed to more difficult forms of an exercise with increased load only if you easily complete 3 reps of the form of the exercise attempted and after allowing a few minutes of rest.

a) Push-up, Steps of increasing load. Follow related instructions in ACSM Basic Bodyweight Strength Exercise Program sheet.i) Pushup against a wallii) 45 degree push-up against a solid object, such as a kitchen counter *iii) knee push-up *#

iv) traditional push-up *#

v) push-up with feet on approximately 12 inch box *vi) push-up with feet on approximately 24 inch box *vii) push-up with feet on a medium or large ball *viii) one arm push-up against a door frame (or vertical post of a weight

machine) *ix) one arm push-up with knees on the ground *#

x) one arm push-up with feet on the ground *#


Body Weight Exercises Laboratory

xi) two arm plyometric push-up with knees on the ground #

xii) one arm plyometric push-up with knees on the ground #

xiii) two arm plyometric push-up with feet on the ground #

xiv) one arm plyometric push-up with feet on the ground #

* Ensure that you do the exercise with a full range of motion, full flexion to full extension.# Ensure that you do the exercise without dropping your weight onto the ground between repetitions. Only your nose or forehead should gently touch the ground at the bottom of the movement (no touch in plyometric push-ups), keep your thighs and torso off the ground.

b) Chin-up, 2 steps of increasing load. Follow related instructions in ACSM Basic Bodyweight Strength Exercise Program sheet.i) Supine chin-up (reverse to a push-up) using a barbell placed across a pair of

support bars (a similar set-up can be constructed in a home using a wooden dowel and two chairs)

ii) Traditional chin-upc) Squat, Steps of increasing load.

i) 2 legged body weight squat, with hand support of partial loadii) 2 legged body weight squat, with no hand support of loadiii) Stationary lunge. Follow related instructions in ACSM Basic Bodyweight

Strength Exercise Program sheet.iv) 1 legged body weight squat, with hand support of partial load, repeat on other

legv) 1 legged body weight squat, with 2 finger touch for balance, repeat on other

legvi) 1 legged body weight plyometric squats, with 2 finger touch for balance,

repeat on other legd) Squat, part II: Steps of increasing load..

i) Bilateral heel raises on a stair step or a block of wood.ii) Unilateral heel raises on a stair step or a block of wood.

e) TRX, Steps of increasing load. i) Bilateral pushii) Unilateral pushiii) Bilateral pulliv) Unilateral pull



Lab Report (one report for both students in a group) Date: ___________Names of both students: ________________________________Lab group: A / B (circle one) Lab time:_______

Exercise performed Push-up

Check off9 the exercise version(s) that you were able to complete 3 reps of.i) Pushup against a wallii) 45 degree push-up against a solid object, such as a kitchen counteriii) knee push-upiv) traditional push-upv) push-up with feet on approximately 12 inch boxvi) push-up with feet on approximately 24 inch boxvii) push-up with feet on a medium or large ballviii) one arm push-up against a door frame (or vertical post of a weight machine)ix) one arm push-up with knees on the groundx) one arm push-up with feet on the groundxi) two arm plyometric push-up with knees on the groundxii) one arm plyometric push-up with knees on the groundxiii) two arm plyometric push-up with feet on the groundxiv) one arm plyometric push-up with feet on the ground

What major and minor muscle groups were loaded and trained in this exercise? 10

Exercise performed Chin-up

Check off1 the exercise version(s) that you were able to complete 3 reps of.

i) Supine chin-up (reverse to a push-up) using a barbell placed across a pair of support bars (a similar set-up can be constructed in a home using a wooden dowel and two chairs)

ii) Traditional chin-up

What major and minor muscle groups were loaded and trained in this exercise?

Exercise performed Squat

Check off11 the exercise version(s) that you were able to complete 3 reps of.

9 If the two students in a group have differences in the responses to the questions, you can note both of the responses.10 Report muscle groups trained by listing the movement the muscle group produces or the body region trained, not by anatomical name of specific muscles involved. E.g., the exercise trained the hip flexors, or the exercise utilized the anterior shoulder muscles.11 If the two students in a group have differences in the responses to the questions, you can note both of the responses.



i) 2 legged body weight squat, with hand support of partial loadii) 2 legged body weight squat, with no hand support of loadiii) Stationary lunge. Follow related instructions in ACSM Basic Bodyweight Strength Exercise

Program sheet.iv) 1 legged body weight squat, with hand support of partial load, repeat on other legv) 1 legged body weight squat, with 2 finger touch for balance, repeat on other legvi) 1 legged body weight plyometric squats, with 2 finger touch for balance, repeat on other leg

Squat, part II:i) Bilateral heel raises on a stair step or a block of wood.ii) Unilateral heel raises on a stair step or a block of wood.

What major and minor muscle groups were loaded and trained in this exercise? 12

If a person did a workout with the 3 forms or exercise practiced above (push, pull, and squat), what major muscle groups or movements, that are used during movements that occur during normal daily activities would have been omitted from this exercise regime?

Exercise performed TRX

How did the TRX exercises differ (with respect to demand on your neuromuscular system) from the similar non-TRX exercises?

12 Report muscle groups trained by listing the movement the muscle group produces or the body region trained, not by anatomical name of specific muscles involved. E.g., the exercise trained the hip flexors, or the exercise utilized the anterior shoulder muscles.


Aerobic Exercise Intensity Assignment

PurposeTo learn how to determine the correct intensity for aerobic exercise.

Equipment RequiredAerobic exercise equipment or space

Personnel RequiredStudents do this report individually, and hand in their own report.

Reading Sources Required KIN 416 lecture notes on : Aerobic Training Program Design NSCA text: Chapter 16 pp 399 – 420

CautionsWarm up prior to physical activity.

Assignment procedures follow on next page worksheet

NOTES: You will be assigned data for a fictitious client to use in

questions 5 & 6. All answers are to be given to the nearest whole

number. But watch out for rounding errors. Use proper calculation methods (i.e., for multistep calculations, keep excessive significant figures at all steps, then round only the final answer).



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Assignment Report Date: ______________Name: _________________________For all calculations:

Round heart rate beats/min to the nearest whole number. Use the standard formula, not the one for very low capacity or obese clients.

1) Calculate your aerobic training zone using the “percentage of APMRH” method.

My Age:____My Target HR upper limit: ____ (beats/min) ( / 2 points)My Target HR lower limit: ____ (beats/min) ( / 2 points)

2) Calculate your aerobic training zone using the Karvonen Formula.

My Age:____My RHR: ____ (Measure RHR in bed after waking up in the morning, or after laying

quietly for 15 minutes)My Target HR upper limit: ____ (beats/min) ( / 2 points)My Target HR lower limit: ____ (beats/min) ( / 2 points)

3) Measure your heart rate when exercising at the appropriate aerobic exercise intensity, based on the “Talk Test”.

My HR when at the exercise intensity determined by the Talk Test: ____ (beats/min)

This HR was / was not (circle one) within the aerobic training zone determined by the percentage of APMRH method.

This HR was / was not (circle one) within the aerobic training zone determined by the Karvonen Formula.

( / 1 point)

4) Measure your heart rate when exercising at the appropriate aerobic exercise intensity, based on the “Perceived Exertion” procedure.

My HR when at the exercise intensity determined by the Perceived Exertion” procedure: ____ (beats/min)

This HR was / was not (circle one) within the aerobic training zone determined by the percentage of APMRH method.

This HR was / was not (circle one) within the aerobic training zone determined by the Karvonen Formula.

( / 1 point)



5) Calculate the aerobic training zone for an assigned fictitious client using the “percentage of APMRH” method.

My assigned client #: ____Her age: ____Her RHR: ____ (beats/min)

Her Target HR upper limit: ____ (beats/min) ( / 2 points)Her Target HR lower limit: ____ (beats/min) ( / 2 points)

6) Calculate the aerobic training zone for an assigned fictitious client using the Karvonen Formula.

Her Target HR upper limit: ____ (beats/min) ( / 2 points)Her Target HR lower limit: ____ (beats/min) ( / 2 points)

Total points: / 18 (adjusted to proportional score for points this laboratory exercise is worth in total points in class)


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