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USP65X Planning suspension training sessions

Unit reference number: T/507/5622

Level: 2

Guided Learning (GL) hours: 10

Overview

This unit is about planning suspension training sessions. Learners will develop their knowledge of the origins and history of suspension training, the benefits of suspension training and how suspension training exercises can be integrated into other exercise sessions. Learners will also develop the knowledge to collect and analyse relevant information to plan a safe and effective suspension training session to meet the needs of apparently healthy adults.

Learning outcomes

On completion of this unit, learners will: LO1 Know how to collect and analyse relevant information to plan a safe and effective suspension training session

LO2 Be able to plan a safe and effective suspension training session

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Assessment requirements

Learners must complete the assessment requirements related to this unit.

Learners must produce a portfolio of evidence which contains assessed evidence covering all the assessment criteria in this unit.

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Unit content

LO1 Know how to collect and analyse relevant information to plan a safe and effective suspension training session

Recognise the information needed to plan a safe and effective suspension training session:

Client information

General – number attending, age range, gender mix, level of fitness, skill level and ability, e.g. experienced, inexperienced, mixed ability, participants with low fitness

Individual needs – personal goals, lifestyle factors, barriers to participation, medical history, physical activity history, physical activity preferences, disability or communication needs

Correct clothing and footwear, no chewing gum, no jewellery

Reasons for attending – to improve fitness, skill, health, confidence, reduce stress, socialise, have fun, try a different exercise approach

Experience – beginners or have used suspension training equipment previously

Factors affecting ability to exercise – injury, disease, illness, level of fitness, psychological reasons, low self-esteem, negative body image, suitability of clothing, lifestyle factors (e.g. time available, money, dependants, children, work patterns)

How to collect – pre-screening to identify readiness: verbal, visual, written, including PAR-Q, informed consent

How to analyse - Temporary deferral – injury, illness, contra-indications to exercise, unsuitable

clothing

- Referral or signpost to GP – cardiovascular disease (CVD) risk factors, a positive ‘yes’ response to Physical Activity Readiness Questionnaire (PAR-Q)

- Ready to participate – no identified illnesses or risk factors (apparently healthy)

Awareness of possible contra-indications to suspension training - Current or past injuries

- Joint problems (hips, knees, shoulders, wrists)

- Pregnancy

- Low bone density (osteoporosis)

- High blood pressure, heart conditions, other positive PAR-Q responses

Potential risks of suspension training - Causes – incorrect techniques, incorrect posture, lack of control, dropping

suspension, unsafe set up or anchoring of suspension device

- Potential injuries – muscle strain, joint damage, skin callous or tear, blisters (hands), bruises/cuts from falls

Environment - Environment needed – type of environment, e.g. indoors or outdoors, suitable

safe anchor points and floor space required for planned number of participants and activities taking place at the same time

- Checks – space, temperature, floor surface, ventilation, anchor points, suspension device

- How to collect – informal check or formal risk assessment report

- How to analyse – risk assessment – severity and likelihood rating

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Equipment information - Equipment needed – suspension training device, suitable anchor point or

frame and any other equipment if the session is a circuit style session, rather than a suspension only session, e.g. steps, medicine balls, mats

- Checks – wear and tear, safe use of manual handling techniques, cleanliness of equipment, storage of equipment, sufficient quantity of equipment

- How to collect – informal check or formal risk assessment report

- How to analyse – risk assessment – severity and likelihood rating

Component parts of suspension training devices - Anchor point(s) (wall mounted or frame/rig)

- Carabiners

- Suspension straps or ropes

- Adjustment and locking mechanisms (ratchet clips, buckles, cleats)

- Handles

- Attachments/accessories

Guidance for correct use of suspension training devices - Technically correct demonstrations

- Teaching points, observation of client, correction of poor technique

- Ensure adequate mobility prior to application of load

- How to manipulate resistance/load by changing body angle relative to gravity and lever length

- Adequate space to perform exercises

- Start with basic exercises (squat, chest press, row, biceps curl, triceps extension, full body extension)

Emergency procedures – know the organisational procedures that need to be followed, adhere to health and safety legislation, adhere to first aid procedures/legislation, know location of emergency exits and emergency telephones, know evacuation procedures, reporting procedures, risk assessment and reporting, accident report book

Analyse information to plan a safe and effective suspension training session:

Information to analyse (informal or formal) - Health and safety assessment of client(s)

- Health and safety assessment of suspension training devices, anchor points and any other equipment

- Health and safety assessment of environment

Example actions if high risks (likelihood and severity) are present - Referral of clients who have medical conditions or risk factors

- Use a different equipment type if suspension training devices or anchors are unsafe

- Cancel/rearrange session if environmental risks cannot be controlled, e.g. chemical spillage

Example adaptations to session structure and content in response to information analysed as low to moderate risk include

- In a cold environment – longer and more dynamic warm-up, in cold environment active recovery periods and a shorter cool down

- In a hot environment – lower intensity & duration main session, longer cool down and stretch

- Insufficient equipment for users – adapt session so that suspension training devices are shared and other exercises are integrated into the session

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- Large number of participants – source a larger room or modify session to ensure sufficient space for performing suspension exercises safely. In future, arrange for a booking system and arrange an additional session

- Beginner client in advanced session – simplify exercises for them, break down complex movements, modify exercise intensity, e.g. fewer repetitions, less resistance

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LO2 Be able to plan a safe and effective suspension training session

Plan a safe and effective suspension training session:

Origins and history of rope and suspension training - Use of ropes for climbing and athletic training originated over 2000 years ago

in Europe and is mentioned by Galen

- Between 1000 – 1600AD Squires used climbing rope training exercises to prepare for knighthood

- Many other examples of ropes being used to training and gymnastics exist and the gymnastic rings are another example of exercise training devised around suspended bodyweight

- The modern use of suspension training using devices with webbing straps to perform exercises is credited to Randy Hetrick, the founder of TRX Suspension Training. Prototypes were developed during his time in the Navy SEALs in the 1990’s, the first TRX devices came to market in 2001

- Other suspension training devices have been developed, some have two anchor points rather than a single anchor, some incorporate pulleys

Aims and objectives for suspension training sessions - Strength/hypertrophy/endurance and cardiovascular adaptations

- Upper body/lower body/whole body workouts

Type of session - Suspension training only

- Other sessions integrating suspensions Bodyweight exercises/classes

Traditional weight training

Studio resistance classes

Circuit classes

Sports specific training

General uses of suspension training - Train for power/strength/hypertrophy/endurance

- Core engagement

- Clinical rehabilitation

Benefits of suspension training - Versatile and easy to adapt exercises for all abilities

- Quick/effective whole body workout

- Different training effect to lifting weights

- Trains multiple muscles/muscle groups together

- Minimal/portable equipment for whole body workout

Role in functional training - Mimic everyday movements

- Compound in nature, use multiple joints and muscles/muscle groups

- Many exercises use all three anatomical planes (frontal, sagittal, transverse)

- Primarily closed chain exercises

- Instability requires stabilising muscles to act, as in real-life situations

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Physiological adaptations - Improved power/strength/hypertrophy/endurance

- Improved cardiovascular fitness

- Dynamic mobility and flexibility

- Core strength and stability (particularly posterior kinetic chain)

- Improved skill-related components of fitness Speed

Power

Agility

Balance

Co-ordination

Reaction time

Other health and wellbeing benefits - Reduce risk of chronic health conditions e.g. cardiovascular disease

- Assist weight management

- Improve body composition

- Improve muscle tone

- Opportunity for social interaction

- Assist stress management

- Improve sleep patterns

- Psychological wellbeing

Session structure and components - Warm up and stretch

- Main workout

- Cool down and stretch

- Session review

- Safe and effective exercises for components Appropriate to client needs and information gathered

Appropriate to environment checks, e.g. temperature, space

Warm up component - Mobility exercises – exercises for all joints, working through full range of

motion, mirror exercises in main session, with no resistance or lower resistance, i.e. using upright body positions

- Pulse raising/muscle warming – intensity and impact appropriate to level of fitness and skill level, use of lower working resistance or no resistance to prepare

- Stretching – static or dynamic stretching, appropriate to client fitness and skill level

Main suspension session - Select suspension lifts/exercises relevant to the session objectives

- Whole body approach – exercises to target all muscle groups

- More technically demanding exercises before lower skill requirement exercises

- Variables to alter the challenge of the exercises/session (progressive overload)

Angle of body relative to gravity

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Lever length

Distance from anchor point

Speed of movement

Range of movement

Repetitions

Number of sets

Recovery time between sets and type of recovery, e.g. active or full rest

Base exercises - Squat

- Lunge

- Chest press

- Row

- Biceps curl

- Triceps extension

- Full body extension

Variations of exercises - Single leg squats

- Squat jumps

- Lunge variations e.g. lateral , transverse, scissor

- Chest press variations e.g. wide, narrow, incline, decline

- Chest flyes

- Row variations e.g. high row, single arm, single arm with body rotation

- Reverse flyes

- Lat. pull-up

- Mountain climbers/squat thrusts with feet suspended

- Hamstring curls/glute raises with feet suspended

Cool down component - Pulse lower/re-warm as appropriate to reduce intensity after main workout

- Static maintenance stretches for all muscles used in session plus static developmental stretches to improve flexibility where required

Progressive planning considerations – application of principles and variables of fitness

- Frequency of sessions

- Intensity (angle of body relative to gravity, lever length, distance from anchor point)

- Volume/time/duration (numbers of: repetitions, sets, exercises, rest duration)

- Type, i.e. component of fitness trained and specific types of exercise used

- Overload, specificity, progression, adaptation, adherence

Recording content of suspension training sessions - Health and safety checklists, screening forms

- Session plans – warm-up, main section, cool down, stretches

- Teaching points for all exercises – posture, joint alignment

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Assessment criteria

In order to pass this unit, learners must achieve all pass criteria. The pass criteria relate to the proficient demonstration of skills and knowledge.

Learning outcome

The learner must:

Assessment Criteria

The learner can:

LO1 Know how to collect and analyse relevant information to plan a safe and effective suspension training session

P1 Recognise the information needed to plan a safe and effective suspension training session

P2 Analyse information to plan a safe and effective suspension training session

LO2 Be able to plan a safe and effective suspension training session

P3 Plan a safe and effective suspension training session

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Assessment guidance

Assessors must use the amplified assessment guidance in this section to judge whether assessment criteria have been achieved.

P1 Recognise the information needed to plan a safe and effective suspension training session

Learner must demonstrate awareness of the information that must be collected in order to plan a safe and effective suspension training session. Learners must detail the information that needs to be collected from clients, e.g. health screening and exercise/activity experience of using suspension training devices. Learners must also detail the information that needs to be collected in relation to the environment, e.g. temperature, floor space, surface type, ventilation, and use of equipment, e.g. safe moving and handling, stacking and storage.

Learners must know how to collect and record this information to assist planning of a safe and effective suspension training session.

P2 Analyse information to plan a safe and effective suspension training session

Learners must demonstrate that they have analysed the information to plan a safe and effective suspension training session. The planned session must evidence how the information has been analysed and integrated. For example, if the clients have no previous experience of using suspension training devices, then appropriate time must be taken to induct them to specific exercises and the complexity of planned exercise and body positions must be appropriate to meet their specific needs. Another example would be if the environmental temperature is cold, the planned warm-up component may need to be longer and more dynamic and the cool down and stretch component may need to be shorter, but at the same time, still comprehensive to achieve the component aims.

Learners must record all information used to inform the planning of a safe and effective suspension training session.

P3 Plan a safe and effective suspension training session

Learners must plan a safe and effective suspension training session. Learners must detail the session structure, the warm-up component exercises (intensity, duration and type of exercise), the planned main session suspension exercises (number of exercises, types of exercise, exercise aims, order, repetitions, resistance, sets, rest, complexity) and cool down exercises (stretch positions and type of stretch). Modifications and progressions must be listed for all exercises and for any specific client needs. Learners must list the relevant teaching points for all exercises.

Learners must ensure the session plan corresponds to information gathered from clients, e.g. level of fitness and skill level, experience of using suspensions, as well information about the environment.

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Resources

The special resources required for this unit are access to a real or realistic working environment which supports the provision of suspension training. Best practice should be encouraged by giving learners the opportunity to access current research and guidelines that inform exercise science (e.g. NICE, ACSM, BASES, BHFNC, Department of Health). Recommended text books:

ACSM (2014). ACSM’s Guidelines for Exercise Testing and Prescription. 9th ed. American

College of Sports Medicine. Wolters Kluwer/Lippincott Williams & Wilkins. Philadelphia. USA

Bean, A (2001) The Complete Guide to Strength Training. UK: A & C Black

Bompa, T & Carrera, M (2005) Periodization Training For Sports. Science-Based strength and conditioning plans for 20 sports. USA: Human Kinetics

Chou, L., Leung, K. (2014) Suspension Training: Bodyweight Workout Programs for Total-

Body Conditioning. Ulysses Press. Berkeley, USA

Chu, D Dr (1998) 2nd edition. Jumping into Plyometrics. USA: Human Kinetics

Fleck, S & Kraemer, W (1987). Designing Resistance Training Programmes. Illinois. USA:

Human Kinetics

Norris, C (2007) The Complete Guide to Stretching. 2nd Edition. Bloomsbury Publishing.

London. UK

Siff, Mel C (2003) 6th Edition. Supertraining. USA: Supertraining Institute Siff, Mel C (2003) 6th Edition. Facts and Fallacies of Fitness. USA: Mel Siff NB: This list is not exhaustive. There are many other valuable text books.

Delivery guidance

Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience. Learners may benefit from:

Meaningful employer engagement so they relate what is being learned to the real world of work in relation to planning suspension training sessions

Work experience within a sports or leisure facility, so they can practise to hone their skills in a real environment, with the opportunity to assist experienced suspension training instructors

Using interactive information and technology, systems and hardware so they can learn about concepts and theories; research current trends and different approaches to suspension training, including different ideas for exercises and approaches

Participation in suspension training sessions, so they are able to recognise an appropriate session structure and different approaches to suspension training and instructor qualities and skills

Opportunities to discuss with peers how different suspension training approaches can improve specific components of health related and skill related fitness and improve health and wellbeing

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Links with other units

This unit is closely linked with the following units:

USP51M Anatomy and physiology for exercise and health

Learners will be required to apply their knowledge of anatomy and physiology when planning a suspension training session in a real or realistic working environment. The content of the anatomy and physiology unit should be delivered before the unit: planning suspension training sessions.

USP52M Health, safety and welfare in a fitness environment

Learners will be required to apply their knowledge of health and safety when planning suspension sessions in a real or realistic working environment. The health and safety unit should be delivered before the unit: planning suspension training sessions.

USP53M Principles of exercise, fitness and health

Learners will be required to apply their knowledge of the principles of exercise, fitness and health when planning suspension training sessions in a real or realistic working environment. The content of the principles unit should be delivered before the unit: planning suspension training sessions.

USP54M Planning gym-based exercise

Learners will be required to use the knowledge gained from the planning gym-based exercise unit when planning suspension sessions in a real or realistic working environment. The content of the planning gym-based exercise unit should be delivered before the unit: planning suspension training sessions.

USP55M Instructing gym-based exercise

Learners will be required to use the knowledge gained from the instructing gym-based exercise unit when planning suspension training sessions in a real or realistic working environment. The content of the instructing gym-based exercise unit should be delivered before the unit: planning suspension training sessions.

USP66X Instructing suspension training sessions

Learners will be required to use the knowledge gained from the planning suspension training session’s unit when instructing suspension training sessions in a real or realistic working environment. The content of the planning a suspension training session unit can be integrated with the delivery of the unit: instructing suspension training sessions.