2. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. An Introduction to Health and Physical Education Ted Temertzoglou Paul Challen ISBN 1-55077-132-9 Exercise Science Section 14: Personal Fitness and Training

3. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Personal Fitness Training  Stage 1: Counselling and Objectives  Stage 2: Fitness Assessment  Stage 3: Guidelines for Developing an Exercise Program

4. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Stage 1: Counselling and Objectives  Designing personalized exercise programs involves:  Pursuing clear fitness objectives  Helping the individual choose exercise elements that suit their goals  Important: Set objectives carefully and follow up afterward to verify the program is meeting the individual’s needs, and that the individual is comfortable and pleased with the results

5. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Level of Commitment  Early discussions should clarify what the individual hopes to gain or learn  Canadian Society for Exercise Physiology has developed a “Stages of Change” Questionnaire  Designed to establish the individual’s stage of motivational readiness for physical fitness training  Once you know the stage the individual is at you can choose strategies that are effective for that specific stage

6. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Setting Priorities and Measurable Objectives  The value of an exercise program will depend on the degree the individual is able to set priorities that will satisfy the needs/wants within the individual’s lifestyle limitations  Needs originate in human biology whereas wants are desires to meet these needs  Goals provide a visual picture of a future outcome  Goal setting is important  Can lead to more focused outcomes  Objectives are action-oriented and indicate how well and under what conditions the outcome should be performed

7. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Health and Lifestyle Appraisal  Major causes of disability and death are results of diseases of lifestyle  Health status and lifestyle should be assessed during the early phase of counselling BEFORE fitness assessments  Chronic illnesses result from:  Smoking  Drug use/abuse  Alcohol use/abuse  A health and lifestyle appraisal may be the first step to behavioural change

8. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Stage 2: Fitness Assessment  Involves gathering more detailed information through the assessment of physical fitness  Fitness assessments help to identify physical abilities/areas that need improvement  Exercise strategies are created based in large part on an interpretation of assessment results

9. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Why and What to Assess?  Baseline measures are useful in setting goals and can be used to monitor progress and adjust exercise programs  Before an exercise prescription can be developed you must assess baseline values for selected components of fitness:  Cardiovascular  Body composition  Muscular strength and endurance  Flexibility  Test selection should be based upon the objectives and components of concern to the client  Some individuals may seek performance-related or health-related fitness

10. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Performance-Related Fitness  Necessary for higher levels of sport performance or optimal work performance  Motor skills  Speed, agility, coordination  Cardiovascular endurance  Muscular power  Muscular strength and endurance  Body composition © iStockphoto.com/”nyul”

11. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Health-Related Fitness  Health-related fitness includes:  Body composition  Subcutaneous fat distribution  Muscular balance  Cardiovascular functions  Sub-maximal exercise capacity  Metabolic components  Blood lipids  Glucose tolerance

12. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Canada’s Standardized Test of Fitness  The Canadian Standardized Test of Fitness was originally developed in 1979 as a consistent approach to appraisal  The Canadian Physical Activity, Fitness and Lifestyle Appraisal (CPAFLA)  Clear health-related focus with scoring for each test time within one of five zones  Single 60–90 minute session

13. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Cardiovascular Assessment  Best indicator of overall health  Determined by the maximal amount of oxygen (VO 2 max) that the human body is able to utilize per minute of physical activity  Test examples:  The Modified Canadian Aerobic Fitness Test (mCAFT)  CPFLA protocol  1.5-Mile Run Test  Rockport 1 Mile Walking Test  Single Stage Treadmill Walking Test  Cycle Ergometer Test

14. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Body Composition Assessment  The term body composition refers to fat mass and lean body mass (non-fat)  Essential fat is needed for normal physiological functions  Storage fat is stored as adipose tissue, mostly beneath the skin, around major organs and the visceral areas  Test examples:  Hydrostatic or underwater weighing  Most effective  Bioelectrical impedance  Skinfold thickness  Girth measurements

15. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Muscular Strength Assessment  Muscular strength  The maximum tension or force a muscle can exert in a single contraction  Determined by the maximal amount of resistance an individual can lift in a single effort  Known as one repetition maximum or simply 1RM  CPAFLA’s Strength Appraisal:  Hand Grip Test

16. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Muscular Endurance Assessment  Muscular endurance  The ability of the muscle to perform repeated or sustained contractions over a period of time  Commonly assessed by the number of repetitions an individual can perform against a sub-maximal resistance, or by the length of time a contraction can be sustained  CPAFLA’s Healthy Musculoskeletal Fitness Test  Push-ups  Sit-ups  Back Extension

17. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Flexibility Assessment  Flexibility refers to the ability of a joint to move freely through its full range or motion (ROM)  Flexibility is specific to each joint  Difficult to have one general flexibility test  Test examples:  Trunk Forward Flexion Test  CPAFLA protocol  Gender and age influence joint flexibility  Most athletes forsake working on their flexibility

18. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Fitness Tests

19. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Fitness Tests

20. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Stage 3: Guidelines – Exercise Program  Involves the actual process in which appropriate exercises are selected  Based on two main criteria:  The physiological rationale  How that goal will work for the exerciser

21. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. General Program Design – Safety Issues  Preparation (Warm-Up) Segment  ROM movements to increase joint lubrication and body temperature  Aerobic Segment  Monitor heart rate  Talk Test  Resistance Segment  Warm-up  Adequate relief between sets  Follow weight-room safety rules  Cool-Down Segment  Target muscles used in the workout  Emphasis on static stretching

22. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Designing Aerobic Programs  Use of F.I.T.T. Principle to map out the variables of an individualized aerobic program  Proper warm-up required  5–10 minute jog  10–20 minutes total body stretching  Use of circuit training effective for development of the cardiorespiratory system  Interval training effective in working any energy system  Achieves greatest amount of work with the least fatigue  An Interval training program involves:  Determining the energy system  Selecting the type of exercise  Selecting work interval, number of repetitions and sets, work-relief ratio, and type of relief

23. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook. Designing Anaerobic Programs  Most anaerobic programs require an aerobic base  Anaerobic training is used most frequently for:  Recreational athletes  Intercollegiate athletes  Elite athletes  Professional athletes  Sport involved in uses the two anaerobic energy systems  Use of the F.I.T.T. Principle to map out the variables of an individualized aerobic program  Important to avoid overtraining  Cool-down period is very important following this type of fitness program

24. ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook.