Exercise Science Section 14 Personal Fitness and Training

Personal Fitness Training t Stage 1: Counselling and Objectives t Stage 2: Fitness Assessment

Stage 1: Counselling and Objectives t Designing personalized exercise programs involves: v Pursuing clear

Level of Commitment t Early discussions should clarify what the individual hopes to gain

Setting Priorities and Measurable Objectives t The value of an exercise program will depend

Health and Lifestyle Appraisal t Major causes of disability and death are results of

Stage 2: Fitness Assessment t Involves gathering more detailed information through the assessment of

Why and What to Assess? t Baseline measures are useful in setting goals and

Performance-Related Fitness t Necessary for higher levels of sport performance or optimal work performance

Health-Related Fitness t Health-related fitness includes: v Body composition 4 Subcutaneous fat distribution v

Canada’s Standardized Test of Fitness t The Canadian Standardized Test of Fitness was originally

Cardiovascular Assessment t Best indicator of overall health t Determined by the maximal amount

Body Composition Assessment t The term body composition refers to fat mass and lean

Muscular Strength Assessment t Muscular strength v The maximum tension or force a muscle

Muscular Endurance Assessment t Muscular endurance v The ability of the muscle to perform

Flexibility Assessment t Flexibility refers to the ability of a joint to move freely

Fitness Tests ©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is

Stage 3: Guidelines – Exercise Program t Involves the actual process in which appropriate

General Program Design – Safety Issues t Preparation (Warm-Up) Segment v ROM movements to

Designing Aerobic Programs t Use of F. I. T. T. Principle to map out

Designing Anaerobic Programs t Most anaerobic programs require an aerobic base t Anaerobic training

©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to

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Exercise Science Section 14: Personal Fitness and Training An Introduction to Health and Physical Education Ted Temertzoglou Paul Challen ISBN 1 -55077 -132 -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.

Personal Fitness Training t Stage 1: Counselling and Objectives t Stage 2: Fitness Assessment t Stage 3: Guidelines for Developing an Exercise Program ©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 t Designing personalized exercise programs involves: v Pursuing clear fitness objectives v Helping the individual choose exercise elements that suit their goals t 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 ©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 t Early discussions should clarify what the individual hopes to gain or learn t Canadian Society for Exercise Physiology has developed a “Stages of Change” Questionnaire v Designed to establish the individual’s stage of motivational readiness for physical fitness training v Once you know the stage the individual is at you can choose strategies that are effective for that specific stage ©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 t The value of an exercise program will depend on the degree the t t 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 v Can lead to more focused outcomes Objectives are action-oriented and indicate how well and under what conditions the outcome should be performed ©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 t Major causes of disability and death are results of diseases of lifestyle t Health status and lifestyle should be assessed during the early phase of counselling BEFORE fitness assessments t Chronic illnesses result from: v Smoking v Drug use/abuse v Alcohol use/abuse t A health and lifestyle appraisal may be the first step to behavioural change ©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 t Involves gathering more detailed information through the assessment of physical fitness t Fitness assessments help to identify physical abilities/areas that need improvement t Exercise strategies are created based in large part on an interpretation of assessment results ©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? t Baseline measures are useful in setting goals and can be used to monitor progress and adjust exercise programs t Before an exercise prescription can be developed you must assess baseline values for selected components of fitness: v Cardiovascular v Body composition v Muscular strength and endurance v Flexibility t Test selection should be based upon the objectives and components of concern to the client t Some individuals may seek performance-related or health-related fitness ©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 t Necessary for higher levels of sport performance or optimal work performance v Motor skills 4 Speed, agility, coordination v Cardiovascular endurance v Muscular power v Muscular strength and endurance v Body composition © i. Stockphoto. com/”nyul” ©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 t Health-related fitness includes: v Body composition 4 Subcutaneous fat distribution v Muscular balance v Cardiovascular functions 4 Sub-maximal exercise capacity v Metabolic components 4 Blood lipids 4 Glucose tolerance ©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 t The Canadian Standardized Test of Fitness was originally developed in 1979 as a consistent approach to appraisal t The Canadian Physical Activity, Fitness and Lifestyle Appraisal (CPAFLA) v Clear health-related focus with scoring for each test time within one of five zones v Single 60– 90 minute session ©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 t Best indicator of overall health t Determined by the maximal amount of oxygen (VO 2 max) that the human body is able to utilize per minute of physical activity t Test examples: v The Modified Canadian Aerobic Fitness Test (m. CAFT) 4 CPFLA protocol v 1. 5 -Mile Run Test v Rockport 1 Mile Walking Test v Single Stage Treadmill Walking Test v Cycle Ergometer Test ©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 t The term body composition refers to fat mass and lean body mass (non -fat) t Essential fat is needed for normal physiological functions t Storage fat is stored as adipose tissue, mostly beneath the skin, around major organs and the visceral areas t Test examples: v Hydrostatic or underwater weighing 4 Most effective v Bioelectrical impedance v Skinfold thickness v Girth measurements ©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 t Muscular strength v The maximum tension or force a muscle can exert in a single contraction v Determined by the maximal amount of resistance an individual can lift in a single effort 4 Known as one repetition maximum or simply 1 RM v CPAFLA’s Strength Appraisal: 4 Hand Grip Test ©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 t Muscular endurance v The ability of the muscle to perform repeated or sustained contractions over a period of time v 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 v CPAFLA’s Healthy Musculoskeletal Fitness Test 4 Push-ups 4 Sit-ups 4 Back Extension ©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 t Flexibility refers to the ability of a joint to move freely through its full t t range or motion (ROM) Flexibility is specific to each joint v Difficult to have one general flexibility test Test examples: v Trunk Forward Flexion Test 4 CPAFLA protocol Gender and age influence joint flexibility Most athletes forsake working on their flexibility ©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 ©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 t Involves the actual process in which appropriate exercises are selected t Based on two main criteria: v The physiological rationale v How that goal will work for the exerciser ©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 t Preparation (Warm-Up) Segment v ROM movements to increase joint lubrication and body temperature t Aerobic Segment v Monitor heart rate 4 Talk Test t Resistance Segment v Warm-up v Adequate relief between sets v Follow weight-room safety rules t Cool-Down Segment v Target muscles used in the workout v Emphasis on static stretching ©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 t Use of F. I. T. T. Principle to map out the variables of an individualized t t aerobic program Proper warm-up required v 5– 10 minute jog v 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 v Achieves greatest amount of work with the least fatigue An Interval training program involves: v Determining the energy system v Selecting the type of exercise v Selecting work interval, number of repetitions and sets, work-relief ratio, and type of relief ©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 t Most anaerobic programs require an aerobic base t Anaerobic training is used most frequently for: v Recreational athletes v Intercollegiate athletes v Elite athletes v Professional athletes t Sport involved in uses the two anaerobic energy systems t Use of the F. I. T. T. Principle to map out the variables of an individualized aerobic program t Important to avoid overtraining t Cool-down period is very important following this type of fitness program ©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.

©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.