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RESISTANCE Training 146 Teacher In-Service

Lee E. Brown, EdD, CSCS*D. RESISTANCE Training 146 Teacher In-Service. Introduction to Strength Training. Understand physiological foundation Safety Technique Modes and actions of exercise Program design. Testing. 1RM Large muscle groups only Involves technique 5 or 10RM

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RESISTANCE Training 146 Teacher In-Service

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  1. Lee E. Brown, EdD, CSCS*D RESISTANCE Training 146Teacher In-Service

  2. Introduction to Strength Training • Understand physiological foundation • Safety • Technique • Modes and actions of exercise • Program design

  3. Testing • 1RM • Large muscle groups only • Involves technique • 5 or 10RM • Estimate 1RM • Less stressful • Correlation • Handgrip

  4. Exercise Selection • Modes • Isotonic • Isometric • Elastic • Actions • Concentric-shorten • Eccentric-lengthen • Isometric-no change

  5. Spotting • None with machines • None with overhead lifts • None with Olympic lifts • From behind on free weights • Safety first!

  6. Specificity • Individual exercises for goal • Work multi-joint • Know muscles • Know why?

  7. Periodization • Vary the program • Change exercises and volume • Change intensity • Undulate the program monthly

  8. Progressive Overload • Gentle increases • Specific adaptation to imposed demands • Overload for goal of training

  9. General to Specific • Start with large muscle groups • Start with multi-joint • End with single joints • Small muscles last

  10. Simple to Complex • Exercises (not daily routine) • Learn simple exercises first • Teach advanced after training age increases • Machines to free weights

  11. Exercise Selection • Core exercises first • Assistance exercises last

  12. Frequency • 2 to 3 times per week • Increase with training • Split routines • Vary body parts

  13. Intensity (Load) • 60%-85% • Begin low and increase • Choose relative to goals

  14. Repetitions • 2-15 reps • Load and reps are inversely related • Load increases-reps decrease • Decrease reps as program increases

  15. Volume • Sets x reps • Multiple vs. single sets • Begin with single and move to multiple • Anything works with beginners

  16. Super Sets • Agonist then antagonist • Saves rest time • Speeds workout • May decrease load • Push/pull

  17. Rest • Energy systems • 1:1 to 5:1 • Increase rest with load • Begin short and increase to long • Load will determine rest

  18. Velocity • Slow and controlled for strength • 2-4 seconds each action • Super slow does not work • Super fast is too much momentum • Explosive for Olympic only

  19. Breathing • In and out • In during eccentric • Out during concentric • Does not matter as long as breathing • Must do valsalva for 1RM

  20. Children and Adolescents • Lots of attention • 8-12 reps • 2-3 sets • Lots of rest • Major muscle groups

  21. Older Adults • Lots of teaching • 8-15 reps • 2-3 sets • Lots of rest • Major muscles • Functional

  22. Gender • Females are not just small males • No difference in program design • Females lack testosterone • Females lack hypertrophy • Lower relative resistance • Females 65% strength of males

  23. Age • Maturational age • Chronological age • Training age

  24. Form over Function • No bad exercises! • Only contraindicated exercises • Bad form on exercises

  25. Machines vs. Free Weights • Machines easy to start • Machines teach technique • Machines don’t use balance • Free weights use accessory muscles • Free weights are advanced • Should teach both to everyone

  26. DOMS • Delayed onset muscle soreness • Eccentric actions • Peaks at 48-72 hours • Will resolve after few training sessions

  27. Weight Room • Supervision • Safety • Teach why • Test

  28. 4 x 4 Matrix

  29. Syllabus • Download from my web page • Use as generic template • http://faculty.fullerton.edu/leebrown/

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