Académique Documents
Professionnel Documents
Culture Documents
The CFES
Weight Training
Instructor Course
Resource Manual
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Technical Writers and Content Contributors: Brenda Adams, B.Sc. (Kinesiology), CPCC, CFES Educator
Heather Bourchier, B.P.E., CFES Educator
Cindy Crapper, B.P.E.
Garry Knox, BsHPER, CSCS, Level 3 NCCP
P. Douglas Lafreniere, B.P.E, M.Sc. Kin., CSEP-CEP, CPT-ME, OKA-CK
Chloe Lanthier, B.P.E.
Gritt Orsten, SCHF, NSCA PT, Holistic Lifestyle Coach,
CHEK Practitioner, CFES Educator
Samantha Reid, BSc. (Kinesiology), CFES Educator
Paula Stockdale, B.P.E.
Lorri Taylor, BHSC., MHSc, F&HP (Dip), CSEP-CPT, CFES Educator
Margaret Hewitt-Zaitlin, B.P.E./B.A.
Illustrations:
Teresa Jones, Joelle Lino-Wiseman, Tina Ranger, Dale West, Lisa Wong
Photography:
Models:
Jill Bellm, France Burke, Doug Dickson, Dillon Gendall, Art Gibb, Brenna
Goertson, Sonja Gregor, Marnie Hall, Mike Harris, Sharry Hodgson, Mark
Hornby, Nicole Hunziker-Basler, Trudy Ingram, Shawna Leduc, Annette
Lewis, Pat Novak, Chris Reid, Shenoa Runge, Pierce Sharelove , Lori
Swenson, Joren Titus, Morgan Titus, Teralee Trommeshauser, Wanda Ward,
Dawn Weberg-Titus, Barbie Wheaton, Jessica Wiegers, Jennifer Wright
Graphic Design:
Promet Canada
Publisher:
CFES Programs:
WTI RM Cover 09/06/12 v7.01
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
The CFES
Weight Training
Instructor Course
Table of Contents
Chapter 1
An Introduction to Weight Training
and Weight Training Instruction
Chapter 2
Establishing Your Personal Professional Profile
Chapter 3
Teaching Adult Exercise Programs
Chapter 4
Program Planning and Design
Chapter 5
Program Instruction and Exercise Techniques
Chapter 6
Exercise Safety
Chapter 7
Providing Nutritional Information and Support
Chapter 8
Becoming a Certified Weight Training Instructor
Index
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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Table of Contents
Chapter 1
An Introduction to Weight Training
and Weight Training Instruction
Todays Fitness Leader...................................................................... 1-2
Physiological and Psychological Effects of Weight Training.............. 1-3
Benefits of Weight Training................................................................ 1-3
Barriers to Physical Activity............................................................... 1-6
Terminolgy Review............................................................................ 1-6
Master Training Principles................................................................. 1-8
Specific Adaptation to Imposed Demand (S.A.I.D.)........................... 1-8
Specificity.......................................................................................... 1-8
Progressive Overload........................................................................ 1-8
Recuperation..................................................................................... 1-8
Threshold of Training......................................................................... 1-8
Target Training Zones........................................................................ 1-9
F.I.T.T. (Frequency, Intensity, Time, Type)......................................... 1-9
Training Variables.............................................................................. 1-9
Motor Unit Recruitment................................................................... 1-10
All or None Principle........................................................................ 1-10
Principle of Balanced Muscle Development.................................... 1-10
Response to Training...................................................................... 1-10
Training Adaptations........................................................................ 1-10
Fitness Equipment............................................................................1-11
Constant Resistance........................................................................1-11
Variable or Accommodating Resistance...........................................1-11
Free Weights................................................................................... 1-12
Machines......................................................................................... 1-13
Variable Resistance Equipment....................................................... 1-14
Electronic Equipment...................................................................... 1-14
Hydraulic Resistance Machines...................................................... 1-15
Hand and Ankle Weights................................................................. 1-15
Core Stability / Balance Training Equipment................................... 1-16
Resistance Bands / Rubberized Tubing ......................................... 1-17
Associations.................................................................................... 1-18
References...................................................................................... 1-19
Chapter 2
Establishing Your Personal Professional Profile
Effective Communication................................................................... 2-2
Communication Dos and Donts....................................................... 2-3
Effectively Providing + Receiving Feedback.................................... 2-4
Be an Educator.................................................................................. 2-5
Table 2.2: The Personal Positive Profile ........................................... 2-6
Your Professional Profile
As a Certified Weight Training Instructor........................................... 2-7
What is Your Personality and Behaviour Profile?.............................. 2-8
Table 2.4: Identifying your Personality Type..................................... 2-8
Setting Personal and Professional Goals.......................................... 2-9
Using the SMART Framework........................................................... 2-9
Personal/Professional Goals........................................................... 2-12
References...................................................................................... 2-13
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
Chapter 3
Teaching Adult Exercise Programs
Focus on Adults................................................................................ 3-2
Age Group Characteristics................................................................ 3-2
Young Adults (ages 20 - 34).............................................................. 3-3
Mid Adults (ages 35 - 54).................................................................. 3-3
Mature Adults (ages 55 years +)....................................................... 3-3
The Adult Learner.............................................................................. 3-4
The Participant-Centred Approach to Teaching Fitness.................... 3-4
Exercise Adherence.......................................................................... 3-7
References........................................................................................ 3-8
Chapter 4
Program Planning and Design
Components of a Workout................................................................. 4-2
The Warm Up.................................................................................... 4-3
Table 4.1 Scales for Determining
Rate of Perceived Exertion (RPE)..................................................... 4-4
The Exercise Session........................................................................ 4-5
Cool Down and Flexibility.................................................................. 4-6
Planning Safe, Effective Programs................................................... 4-7
Pre-screening (Further outlined below)............................................. 4-7
Program Planning and Implementation............................................. 4-8
Setting a Climate for Learning........................................................... 4-8
Assess the Clients Needs and Physical Capabilities........................ 4-9
Health Screening............................................................................... 4-9
Par-Q and You................................................................................. 4-10
Needs Assessment.......................................................................... 4-12
Informed Consent ........................................................................... 4-12
Establish Goals............................................................................... 4-13
Design the Program........................................................................ 4-13
Identify an Appropriate Training Zone for Each Component........... 4-15
Cardiorespiratory Exercise Programs............................................. 4-15
Calculating the Percentage of Heart Rate Max............................... 4-15
Table 4.2 Summary of Recommendations for Improving
Cardiorespiratory Fitness................................................................ 4-17
Resistance Training Exercise Programs ........................................ 4-17
Establishing Starting Weights.......................................................... 4-17
Trial and Error Method..................................................................... 4-17
Intensity/Repetition Chart (Poliquin, 1986)...................................... 4-18
How to Mathematically Determine the Estimated 1RM................... 4-18
Table 4.3 F.I.T.T. Recommendations for
Improving General Muscular Fitness of Adults................................ 4-19
Stretching Exercise Program .......................................................... 4-20
Table 4.4 F.I.T.T. Recommendations for
Designing Flexibility Programs for Adults........................................ 4-20
Step Three: Establish an appropriate Starting Zone and Exercise
Progression..................................................................................... 4-21
Common Client Profiles................................................................... 4-21
Exercise Progression...................................................................... 4-21
Sample Weight Training Progression Considerations..................... 4-22
Table 4.5 Repetition Maximum Continuum...................................... 4-23
Sample Cardiovascular Training Progression Considerations........ 4-23
Choose an Appropriate Training Format......................................... 4-23
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
The CFES
Weight Training
Instructor Course
Chapter 1
An Introduction to Weight Training
and Weight Training Instruction
In this chapter you will learn about:
Understand the Opportunities and Challenges Facing
Todays Fitness Leaders
Learn the Physiological and Psychological Effects of
Weight Training
Understand the Barriers to Physical Activity
Learn the Myths Associated with Resistance Training
and be Competent in Clarifying These Myths to the
Participant
Review Training Terminology and Master Training
Principles
Understand the Various Types of Equipment
Currently on the Market and Their Advantages and
Disadvantages
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
TOC-11
he evidence is clear; health and wellness are directly linked with living
a healthy lifestyle. By choosing to eat well, get adequate rest, reduce
stress, limit intake of alcohol and tobacco and maintain regular physical activity, we can reduce our risk of coronary heart disease, cancer and
many other forms of illness. Active living also helps increase our overall
energy, productivity and performance and manage body weight. In fact,
maintaining a healthy body weight has been identified as a key factor in
reducing the risk of certain diseases such as cardiovascular disease and
type-2 diabetes.
As more and more people begin to realize and accept the importance
(and benefits) of an active lifestyle, the opportunities for todays fitness
leaders continue to grow, particularly in the area of weight training and
personalized fitness instruction. Many individuals are looking for one-onone training designed specifically to meet their needs, schedules and
fitness goals.
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
The body will react and respond to the specific type of stress imposed on
it. Steady-state exercise will improve cardiorespiratory fitness, resistance
training will improve muscular strength and/or endurance, stretching will
improve flexibility, etc.
Specificity
Progressive Overload
Hours of Rest
12 - 24 hrs
48 hrs (per muscle group)
48 hrs (per muscle group)
minimum of 2-3 days per week up
to 7 days per week (ACSM 2010)
Threshold of Training
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Free Weights
Dumbbells
hand held weight 10-16 inches (25- 40 cm) long
May be solid metal (non-adjustable), adjustable with removable ends
(screw on/off) or welded as with barbells
Older models may be adjustable with collars
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
References
American College of Sports Medicine, ASCMs Guidelines for Exercise
Testing and Prescription, Lippincott Williams and Wilkins, 2010
Arnheim, D.D., Prentice, W., Arnheims Principles of Athletic Training: A
Competency-Based Approach, McGraw-Hill Higher Education, 2010
Baechle, T.R., Earle, R.W., Essentials of Strength Training and
Conditioning, National Strength and Conditioning Association, 2008
Chandler, T.J. and Brown, L.E, Conditioning for strength and human
performance, Lippincott Williams & Wilkins, 2007
Corbin, C., Lindsey, R., Concepts of Physical Fitness with Laboratories,
Dubuque McGraw Hill Publishers, 2010
Fahey T, Insel P, Roth W, Wong I., Fit and Well, 2nd Canadian Edition
with Connect. McGraw-Hill, 2010
Heyward, V.H., Advanced Fitness Assessment and Exercise Prescription, 6th Ed., Human Kinetics, 2010
Kennedy-Armbruster, C. and Yoke, M. Methods of Group Exercise Instruction, 2nd Edition. Human Kinetics. 2009
McArdle, W., Katch, F., Katch, V,; Exercise Physiology: Energy, Nutrition
and Human Performance, Lippincott Williams & Wilkins; 6th edition, 2009
McGill, S. Ultimate Back Fitness & Performance, 4th Edition, Human
Kinetics, 2009.
Norkin, C.C., M.S. R.P.T., Levange, P.K., M.S. R.P.T.; Joint Structure and
Function, a Comprehensive Analysis, F. A. Davis Company; 4th edition
2011
Reid, S and Bouchier, H. CFES Personal Trainer Resource Manual,
Canadian Fitness Education Services, 2011.
Tortora, G.J.; Derrickson, B.H.; Principles of Anatomy and Physiology,
John Wiley & Sons, 2011.
Vander, S., Vander, L.; Human Physiology. The Mechanism of Body Function, McGraw-Hill Companies 2010
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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The CFES
Weight Training
Instructor Course
Chapter 2
Establishing Your Personal, Professional Profile
In this chapter you will learn about:
Effective Communication and Feedback
Your Personal Positive Profile
Your Personal and Professional Checklist
Identify Your Personality Type
Setting SMART Goals
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
Establishing Your
Personal Professional Profile
Effective Communication
Weight Training Instructors (WTIs) will communicate with clients either
verbally or non-verbally. Verbal communication would involve speaking
to the client to provide information and instructions and will be the dominant form of communication between the client and the WTI. The tone
of voice and words used are both key considerations for communicating
verbal information effectively. Non-verbal communication will involve
written instructions but will also include body language, appearance and
facial expressions (Finlay & Frank, 2007).
When speaking with clients, the WTI needs to be mindful of the tone of
voice used to deliver the message they are sending. For example, the
WTI may say the correct words to the client, Im X and I will be taking you through your facility orientation today. However, if the tone of
voice that accompanies this statement is more monotone and less than
enthusiastic, the words become less important. Clients will be more
influenced by the tone of voice than the words that are spoken (Finlay &
Frank, 2007). Building on this example, it is important to consider how
appearance, body language and facial expression would also influence
how the client receives this statement. A WTI who is dressed appropriately, portrays an open/confident persona (looks the client in the eye
and offers a firm handshake) and smiles would completely change how
the client hears the statement (Finlay & Frank, 2007).
The following chapter will assist you with an honest assessment of yourself, personally, and your role as fitness professional.
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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References
American College of Sports Medicine, ASCMs Guidelines for Exercise
Testing and Prescription, Lippincott Williams and Wilkins, 2010
Arnheim, D.D., Prentice, W., Arnheims Principles of Athletic Training: A
Competency-Based Approach, McGraw-Hill Higher Education, 2010
Baechle, T.R., Earle, R.W., Essentials of Strength Training and
Conditioning, National Strength and Conditioning Association, 2008
Chandler, T.J. and Brown, L.E, Conditioning for strength and human
performance, Lippincott Williams & Wilkins, 2007
Corbin, C., Lindsey, R., Concepts of Physical Fitness with Laboratories,
Dubuque McGraw Hill Publishers, 2010
Cox, D. (1983). Stress and Burnout. Simon Fraser University Lecture.
Burnaby, British Columbia.
Fahey T, Insel P, Roth W, Wong I., Fit and Well, 2nd Canadian Edition
with Connect. McGraw-Hill, 2010
Finlay, M. and Frank, C. Communication at Work. (4th Edition). Toronto, ON: Nelson, 2007.
Heyward, V.H., Advanced Fitness Assessment and Exercise Prescription, 6th Ed., Human Kinetics, 2010
Kapit, W., Elson, L.; The Anatomy Coloring Book, Addison and Wesley
Inc. New York. Permission Department, 2002. Illustrations adapted,
redrawn with permission
Kennedy-Armbruster, C. and Yoke, M. Methods of Group Exercise
Instruction, 2nd Edition. Human Kinetics. 2009
McArdle, W., Katch, F., Katch, V,; Exercise Physiology: Energy, Nutrition
and Human Performance, Lippincott Williams & Wilkins; 6th edition,
2009
McLester, J and St. Pierre, P. Applied Biomechanics: Concepts and
Connections. Thomson and Wadsworth. 2008.
Norkin, C.C., M.S. R.P.T., Levange, P.K., M.S. R.P.T.; Joint Structure and
Function, a Comprehensive Analysis, F. A. Davis Company; 4th edition
2011
Reid, S and Bouchier, H. CFES Personal Trainer Resource Manual,
Canadian Fitness Education Services, 2011.
Thompson, C. and Floyd, R .T.; Manual of Structural Kinesiology, McGrawHill Humanities/Social Sciences/Languages; 2012
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
The CFES
Weight Training
Instructor Course
Chapter 3
Teaching Adult
Exercise Programs
In this chapter you will learn about:
Focus on Adults
Age Group Characteristics
The Adult Learner
The Participant Centred Approach
to Teaching Fitness
Exercise Adherence
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
The CFES
Weight Training
Instructor Course
Chapter 4
Program Planning and Design
In this chapter you will learn about:
General Overview
Components of a Workout
Program Design and Delivery
Health Screening
Consultation and Clearance
Planning a Balanced Fitness Program
Program design, implementation and evaluation
Sample Programs
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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Components of a Workout
There are many workout design options available for the fitness leader
to choose from. Fitness trends often influence workout design which
can include anything from high intensity interval training to endurance
training. For the purposes of this course, program design will focus on
the foundation of health-related components of fitness as all programs
should be grounded in these. To be safe and effective, any well-rounded workout session will always include the following components:
1. Warm up
2. Exercise Session
- The focus may be cardio-respiratory endurance, resistance training, flexibility or a combination
- Workout sessions should be based on the principles of training, the
current fitness level of the participant and the participants fitness goals.
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
1. The Warm Up
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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Circuit Programs
Circuit programs are also ideal for clients who can train two or three
days a week. Circuits provide variety and may be designed as anaerobic or aerobic. For example:
Muscle conditioning only (anaerobic)
o Multi-joint exercises alternating between movements for the upper and lower body or push-pull exercises
Muscle conditioning alternating with cardio movements (may be
aerobic or anaerobic depending on the intensity of the session/
working heart rate)
o Multi-joint exercises alternating between movements for the
upper and lower body or push-pull exercises with cardio exercises
after each muscle conditioning exercise
Cardio conditioning only (aerobic)
o A series of cardio exercises in a sequence which alternates the
planes/direction of movement for the major muscles/joints involved
o May include timed cardiovascular intervals (usually 45-90 seconds in duration) with time provided for the client to move between
exercises (10-15 seconds).
o Typical cardio stations would include biking, stair climbing, stepping, elliptical training, skipping, rowing, or fitness to music.
Circuit training is ideal for clients who want to combine cardio exercise
with weight training. In circuit training the exercises are performed in
sequence, one after the other, with no rest between stations. Multijoint exercises are recommended, alternating between upper and lower
body in a repetition range of 12-15 RM. The continuous movement between stations, combined with the muscle work and cardio stations (in
some circuits) will result in an increase in heart rate. However, unless
the heart rate
is elevated
Simple Circuit Program
and sus4. Lunges
5. Overhead press tained for a
period of time
3. Lat pulldowns
6. Leg curls
within the target HR zone,
2. Squats
7. Seated row
the workout
would not be
1. Bench press
8. Calf raises
considered
a cardiovasStart
cular trainFinish
ing session.
Intensity is
the key to determining which component(s) of fitness is primarily being
targeted. Remember, resistance training is considered mostly anaerobic work. Cardio circuits are ideal for clients who do not want to spend
extended periods of time performing one exercise.
A note of caution: Because of the lack of rest between sets and the
nature of the muscle work (fewer reps with higher weight to fatigue)
circuit training has the potential to be very challenging. It is therefore
very important that instructors physically run through any circuits they are
designing to fully understand the level of fitness required to complete the
workout.
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
Chapter 5
The CFES
Weight Training
Instructor Course
Program Instruction and
Exercise Techniques
In this chapter you will learn about:
The 3 Ds
Instructional Considerations
Teaching the Program
o The Orientation
o Teaching the Warm-up / Cardio
Choosing Equipment
Providing Instructions for Using Equipment
o Teaching the Resistance Training Program
Considerations for Teaching
Resistance Training Exercises
Establishing a Strong Foundation
Teaching Resistance Training Exercises
Considerations for Teaching
Core Training Exercises
Using Resistance Tubing
o Teaching the Flexibility Program
Considerations for Teaching
Flexibility Exercises
Starting Postures for Static Stretches
Exercise Techniques
o Upper Body Resistance Training Exercise Techniques
o Lower Body Resistance Training Exercise Techniques
o Core / Abdominal Training Exercise Techniques
o Resistance Tubing Exercise Techniques
o Flexibility Exercise Techniques
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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he main goal of the CFES Weight Training Instructor is to empower clients with the knowledge necessary to take responsibility
for their own physical wellbeing and to educate them on how to
safely and effectively perform weight training exercises on their own.
Consistency with verbal instructions and cues by the instructor when
teaching all components of the workout will improve the clients ability to eventually retain and apply what they have learned with minimal
assistance. To achieve this, CFES instructors should always apply the
3-Ds when educating their clients.
1. First, briefly describe the equipment, the exercise, and the primary
muscle group(s) that will be targeted; whether strengthening or
stretching. This should take the least amount of time of the 3-Ds.
Example: This is the leg press machine. You sit on this seat, with
your feet against the pad and extend your legs. This exercise will primarily focus on strengthening the front of the thighs (quadriceps) and
your seat (gluteus maximus). This is how you move the seat forward
and back and this is how you adjust the amount of weight. These pictures will help you remember how to use the machine if you forget and
I will make a note of the number of the machine (if applicable), your
seat adjustment and the amount of weight you will be lifting on your
workout card. Do you have any questions?
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
tion on how to improve his/her technique (... now exhale as you extend
your legs out. Remember to fully extend the legs without locking the
knee) and information about what he/she is doing correct (... your
speed of movement is very good).
Once the instructor is satisfied with the clients body position, the movement can take place. The instructor should then monitor speed and control of movement, breath control and overall comfort with the exercise.
Clients should be provided with corrective tips with opportunities to try
the movement again with each teaching tip. At this time, the instructor
will be able to determine whether or not the choice of exercise is appropriate for the client. If a client is unable to achieve and/or maintain the
body position necessary to safely and effectively carry out the exercise,
then the mode of exercise should be changed (Griffin, 2006).
When observing how a client performs an exercise, use a sequential
approach to monitor body positioning, posture and stabilization. Observe the position of all joints in the body and proper alignment starting
with the feet and working to the head. Developing a consistent step-bystep process for evaluating every exercise will ensure time-efficient instructional sessions with clients. Safety also increases as this approach
will ensure that no details are overlooked (Griffin, 2006).
Instructional Considerations
1. Know your role
CFES Certified Weight Training Instructors will often use similar programs for the new clients they introduce to resistance equipment and
training. That is not to say that a cookie-cutter approach to programming for new clients should be taken. However, the major muscle
groups in the body and the multi-joint actions and exercises used to
target these areas are fairly limited, especially for newer exercisers.
Instructors often underestimate the position of power that they hold. Clients, especially new exercisers, will absorb the information they receive
and view answers to their questions as gospel. It is therefore absolutely
imperative that, as fitness leaders, we do our utmost to get it right. There
may be questions you do not know the answer to. Thats all right. What
is not acceptable is providing answers you may not be totally confident in.
Let clients know you will get back to them with answers to their questions.
Instead of being viewed as someone who doesnt know, you will most
likely be respected for your honesty and you will both learn something new.
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
TOC-27
Neck Flexors
Neck Extensors
Upper Trapezius
Anterior Deltoid
Medial Deltoid
Pectoralis Major
Serratus Anterior
Biceps
Forearm Flexors
Tensor
Fasciae Latae
Rectus Femoris
Vastus Lateralis
Vastus Medialis
Posterior
Deltoids
Triceps
Latissimus Dorsi
Gluteus Medius
Gluteus Maximus
Adductors
Sartorius
Tibialis Anterior
Mid Trapezius
Lower Trapezius
Semitendinosus
Biceps Femoris
Gastrocnemius
Soleus
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Starting Position:
Take an exaggerated step backward with one foot
Remain up on the ball of the back foot
Slightly bend the back knee
Stand on the tubing with the front foot
Hold the handles at shoulder level using a closed, neutral grip with
palms facing forward, elbows close to the body
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
Stretching Position:
Extend the arm overhead, slightly forward of the skull - do not lock the elbow
Laterally flex from the waist moving
directly sideways
The hips should remain level. There
should be no lateral movement at the
hip
Place the opposite hand on the thigh or
hip to support the trunk
Keep the neck in a neutral position
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
TOC-31
References
American College of Sports Medicine (ACSM) (2010). ACSMs
Guidelines for Testing and Exercise Prescription, Eighth Edition.
Lippincott Williams & Wilkins: Baltimore MD.
Baechle, T. & Earle, R. (2008). Essentials of Strength Training and
Conditioning, Third Edition. Human Kinetics: Windsor, ON.
Griffin, J. C. (2006). Client-Centered Exercise Prescription, Second
Edition. Human Kinetics: Windsor, ON.
Hesson, J. (2005). Weight Training for Life, Seventh Edition. Thomson
Wadsworth: Belmont, USA.
Heyward, V. (2010). Advanced Fitness and Exercise Prescription,
Sixth Edition. Human Kinetics: Windsor, ON.
Kapit, W., Elson, L.; The Anatomy Coloring Book, Addison and Wesley
Inc. New York. Permission Department, 2002. Illustrations adapted,
redrawn with permission
McArdle, W., Katch, F., Katch, V,; Exercise Physiology: Energy, Nutrition
and Human Performance, Lippincott Williams & Wilkins; 6th edition,
2009
McGill, S. (2009) Ultimate Back Fitness & Performance, 4th Edition,
Human Kinetics.
McGill, S. (2007). Low Back Disorders: Evidence-Based Prevention
and Rehabilitation, Second Edition, Human Kinetics.
Tortora, G.J.; Derrickson, B.H.; Principles of Anatomy and Physiology,
John Wiley & Sons, 2011.
Vander, S., Vander, L.; Human Physiology. The Mechanism of Body
Function, McGraw-Hill Companies 2010
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
The CFES
Weight Training
Instructor Course
Chapter 6
Exercise Safety
In this chapter you will learn about:
Causes and Mechanisms of Injury
Contraindicated Exercises
Guidelines for Joint Safety
Classification and Treatment of Injuries
Safety in the Facility
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
TOC-33
Exercise Safety
There are numerous reasons why injuries occur. These include: overuse, lack of progression (too much too soon), unrealistic goals or poor
training techniques, to name a few. It is imperative that fitness leaders/
instructors understand these causes when learning how to design and
deliver the safest possible programs.
Overtraining
Symptoms of Overtraining
Poor performance;
Increased resting heart rate and/or blood pressure;
Eating and sleeping problems;
General fatigue, and fatigue during work-outs;
Aching muscles;
Weight loss;
Psychological problems (difficulty concentrating, restlessness, irritability, anxiety, depression);
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
Facility Layout
The equipment in the facility should be laid out logically to accommodate the flow of people, to maximize floor space and minimize hazards.
Weights and accessories should be put away immediately after use and
personal belongings should be kept in designated storage areas. Adequate ventilation and water fountains should be provided. Employees
and members should have easy access to adequate cleaning supplies
(spray bottles, cleaning cloths).
Equipment Maintenance
Code of Conduct
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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References
Baechle, T. R. and Earle, R.W. (2008) Essentials of Strength Training and
Conditioning (Third Edition). Windsor, Ontario: Human Kinetics
Fahey, T.D., Insel, P.M., Roth, W.T. and Wong, I. (2010) Fit & Well: Core
Concepts and Labs in Physical Fitness and Wellness (Second Canadian
Edition). USA: McGraw-Hill Ryerson Ltd.
Hesson, J.L. (2005) Weight Training for Life (Seventh Edition). Belmont,
CA: Thomson Wadsworth
Lifesaving Society, Canadian First Aid Manual, November 2011 Edition,
Toronto, Ontario, Lifesaving Society
Ronai, P. (n.d.) Exercise and Shoulder Pain. ACSM Current Comment.
Retrieved June 12, 2012 from: http://www.acsm.org/docs/currentcomments/exandshoulderpaintemp.pdf
Williams, M.H, Anderson, D.E, and Rawson, E.S. (2013) Nutrition for
Health, Fitness & Sport (Tenth Edition). New York, New York: McGraw-Hill
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
The CFES
Weight Training
Instructor Course
Chapter 7
Providing Nutritional
Information and Support
In this chapter you will learn about:
The Role of the Weight Training Instructor
o CFES Scope of Practice
o Providing Nutritional Information and Support
Nutrition Basics: Review of Essential Nutrients
o Carbohydrates (CHO)
o Proteins
o Fats
o Vitamins
o Minerals
o Water
Energy Balance and Body Weight Management
o Determining Body Mass Index (BMI) and
Waist Circumference
o Understanding the factors associated with
achieving and maintain a healthy body weight
over the lifespan
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Consumers are often given the impression that the only outcome worth
measuring is the number on the weight scale. We all know that losing
body weight happens quite quickly when calories are restricted and
even more so when an increase in physical activity is added to the
mix. However, important pieces of this equation are often overlooked.
These include: maintaining a healthy body weight over the lifespan
once desired weight loss is achieved, and learning how to eat properly
versus dependence on meal replacements or mail-order meals.
The role of the CFES WTI is clear when it comes to nutritional support
and advice for clients. CFES WTIs are not nutritional specialists and as
such should not be designing nutritional plans for their clients. In Canada,
nutrition experts spend many years pursuing degrees and clinical experience before being formally recognized as Registered Dietitians. Registered Dietitians will have met all of the academic and clinical requirements
to be registered with the appropriate provincial body. With the exception
of British Columbia, all Canadian provinces will use the term Registered
Dietitians (RD) to identify individuals who have met these requirements.
The term Registered Dietitian is protected under Canadian law so that
only individuals who have successfully completed all of the necessary requirements are legally able to use this term to identify themselves professionally. The term Nutritionist is not legally protected which means that
persons identifying themselves as Nutritionists may not have the level of
formal training, knowledge and expertise that a RD would have (Thompson, Manore & Sheeshka, 2010). The province of British Columbia is currently the only province where Registered Nutritionists meet the standards
necessary to be formally recognized. Table 7.1 lists the formal registering
bodies for properly trained and registered nutrition specialists for each
Canadian province. The credentials of a qualified nutrition specialist in a
specific region of a province can be verified by contacting the appropriate
agency from the list provided in Table 7.1. Information on registered nutrition specialists in the Canadian Territories was not available.
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
Source: Health Canada, Eating Well with Canadas Food Guide, 2007. For more
information, interactive tools, or full copies of the new guide visit Canadas Food Guide online at: www.healthcanada.gc.ca/foodguide
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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Obesity
Risk of Disease Relative to
Classification BMI and WC
Men: < 102 c
Women: <
----------Increased Risk
Obese: Class 1
High Risk
Obese: Class 2 Very High Risk
Obese: Class 3 Extremely High
Risk
> 102 cm
> 88 cm
----High Risk
Very High Risk
Very High Risk
Extremely High
Risk
Energy Balance
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
The CFES
Weight Training
Instructor Course
Chapter 8
Becoming a Certified Weight
Training Instructor
In this chapter you will learn about:
Becoming a Certified Weight Training Instructor
The CFES Weight Training Instructor Scope of Practice
The Weight Training Instructor Professional Ethics
and Conduct Guidelines
Professional Certification
Insurance
o Who needs liability insurance?
o Procedures to Protect Against a Negligence Suit
Professional Certification
Liability Insurance
Documentation
Potential Negligence
Professional Certification and Continuing Education
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Becoming a Certified
Weight Training Instructor
You will play an important role in your clients lives by giving them the
gift of physical activity and personal wellness. Your positive attitude,
professionalism and education can make a real difference in peoples
lives. Your journey toward changing lives has begun.
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
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References
1. Canadian Society of Exercise Physiology (CSEP) Forms are
available to download on their Website:http://www.csep.caor call
Tel.:613-234-3755.
2. Canada Safety CouncilCanadian Fitness Safety
Standards;website:http://archive.safety-council.org/info/sport/
standards.html
3. IDEA,Codes of Ethics; Ethical Practice Guidelines: Personal
Trainaers; IDEA Fitness Journal, Volume 9, Number 6 June 2012.
4. National Fitness Leadership Advisory Committee(NFLAC) , Legal
Liability Considerations for the Fitness Leader;Report of the
National Fitness Leadership Advisory Committee(NFLAC), Ottawa,
1990.
5. CFES Group Exercise Instructor Student Resource Manual 6th
Edition.,Liability Insurance: Who needs liability insurance?,
Canadian Fitness Education Services Ltd., 2012.
For further safety information for the fitness professionalvisit: Canada
Safety CouncilCanadian Fitness Safety Standards;Website:http://
archive.safety-council.org/info/sport/standards.html
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Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012