American College of Sports Medicine CPT (Fifth...

American College of Sports Medicine CPT (Fifth Edition)

Lesson Plans

Chapter 14 — Resistance Training Programs

Goals of the Lesson:

Cognitive: Students will refine their knowledge of resistance training devices, equipment, and program design.Motor: Students will create an instructional how-to sheet for a resistance training exercise.Affective: Students will understand the importance of staying current for the benefit of their clients’ resistance training programs.

Learning Objectives:

The lesson plan for each objective starts on the page shown below.

14-1 Define resistance training principles. 314-2 Review how and why resistance training should be performed. 814-3 Design, evaluate, and implement resistance training programs. 1114-4 Evaluate clients’ resistance training needs and progress. 16

You Will Need:

Gather the following materials and teaching aids for the following lessons:14-1 Resources: Computer lab with Internet access or a supply of catalogs with resistance training equipment or

Copyright © 2018 American College of Sports Medicine

American College of Sports Medicine CPT (Fifth Edition)Chapter 14—Resistance Training Programs

weight machines; printer. Handout: Form with spaces for students to fill in during the activity.14-2 Field trip: Fitness center or health facility with a Personal Trainer or facility manager to provide a tour of

resistance training equipment.14-4 Index cards

Legend: SG, Study Guide; IM, Instructor’s Manual; PPt, PowerPoint; R, Resource materials noted in IM.



Objective 14-1

Define resistance training principles. Date:

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside AssignmentsEvaluation

Instructor’s Notes

Content Text page

PPt slide

❖ The History and Science Behind Resistance Training

♦ Thomas Delorme, MD: experimented with resistance training at end of WWII.

♦ Delorme & Watkins: 1st journal article on long-term resistance training

♦ Bob Hoffman of York Barbell Club: Olympic-style weightlifting

♦ Joe & Ben Weider: promoted bodybuilding.

♦ O’Shea & Berger: research in 1960s & 1970s

♦ Exponential growth in research on resistance training

♦ Widening focus from improving athletic performance to improving

375–383

1–18 Figures14.1: Exercise prescription in resistance training.p. 37714.2: Setting goals and evaluating progress.p. 382

Box14.1: Likert-Type Chart to Determine Muscle Sorenessp. 380, PPt 15

In-Class ActivitiesHave students go to the computer lab and research resistance training equipment available for sale. (Alternatively, provide catalogs from companies that sell resistance training equipment to fitness centers for the students to look at.)Students might use a search engine to search the phrase resistance training equipment or weight machines. They should find a variety of Web sites that sell resistance training equipment.Have students choose one item or piece of equipment from a supplier. The item can be one designed for use

Outside AssignmentsHave students select one of the historical figures behind the development of resistance training and research this person. Have them discover and take notes on what specific contributions each made to the field of resistance training.Have students search the Internet for stories on athletes and rhabdomyolysis. Have them write a brief description about what happened to the athlete and the overall outcome of the event.



health & fitness♦ Training protocols guided

by scientific fact❖ General Resistance Training

Principles (Fig. 14.1)♦ Resistance exercise vs.

resistance training♦ Workout vs. program

o Specificity — only muscles trained will adapt

o SAID principle — adaptation specific to demands

o Progressive overload — increase in stimulus required

o Variation — exercise stimulus must be changed

o Periodization — phasic manipulation of training variables

in a fitness center or for an individual in a home setting.MaterialsDistribute a form for students to fill in basic information about the equipment they find. Space should be provided under the following headings:♦ Name of machine/item♦ Type of device

(variable-resistance, dynamic constant external resistance, static resistance, or other)

♦ Brief description of the device or equipment

♦ Intent of device or equipment (what muscle group or fitness goal it is intended for)

♦ User reviews (if available)

♦ Analysis❖ Ask students to write a

paragraph describing their impression of the device or equipment item they have chosen. Does it seem that the device would do what it is advertised to do? Does it seem safe? Is



to optimize outcomes

o Prioritization — focus or prioritize training goals

❖ Program Design Process — key is identification of specific variables which must be controlled to predict outcome.

♦ Training potential — ultimately linked to genetic potential

♦ Initial assessmentso Needs

analysiso Intended

time frameo Targeted

areas or muscle groups

o Health issues

♦ Follow-up assessmentso Progressio

no Training

logs♦ Individualization♦ Client feedback

o Discuss, be alert, encourage

the equipment item designed for a fitness center or for home use?

Have students print the Web page showing the item, its description, and its price. If time allows, discuss their findings.



o Careful and proper progression

● Rhabdomyolysis● DOMS● Likert-type chart

(Box 14.1)♦ Setting and evaluating

goalso Plethora of

goalso Realistic

and obtainable goals

o Goal setting and time frame

o Common goals (Fig. 14.2)

♦ Maintenance of training goals

o Cappingo Clinical

decisions♦ Unrealistic goals

o Pay attention to performance goal and time to achieve.

o Open-ended and unrealistic



o Be careful with “high tech” and “big hype” marketing.

o Elite athletes, models — unrealistic




Objective 14-2

Review how and why resistance training should be performed. Date:

Lecture Outline





Content Text page

PPt slide

❖ Resistance Training Modalities♦ Variable-resistance

deviceso Three

basic strength curves (Fig. 14.3)

● Ascending● Descending● Bell shaped

♦ Dynamic constant external resistance devices

o Isotonic — external resistance or weight does not change

383–389

19–34

Figure14.3: Three basic strength curves exist for every exercise, with hybrids of them for certain movements.p. 384, PPt 21

In-Class ActivitiesField trip: Take the class to a fitness center or health facility where a Personal Trainer or facility manager can give a tour of resistance training devices and equipment.Ask the Personal Trainer or manager to speak to the class on the concepts covered in this objective:❖ Does the facility use

both weight machines and free weights? Is there a preference for one or the other?

❖ How does the center analyze the best

Outside AssignmentsN/A



o A lifting and lower phase occurs during each repetition

o Dynamic constant external resistance training (DCER)

● Dumbbells, barbells, kettle bells

● Weight machines● Medicine balls

o No pulley or lever

♦ Static resistance deviceso Push or

pull against immovable resistance

o Are rarely used

o Functional isometrics

♦ Other resistance deviceso Isokinetic

deviceso Friction,

compressed air, or pneumatics

resistance training routines for new clients?

❖ What special prescriptions are available for individuals with sports-related injuries?



o Popular in rehabilitation setting

❖ Machines Versus Free-Weight Exercises — refer to comparison of the two modalities outlined in text.

❖ The Needs Analysis — refer to five major questions asked in a needs analysis outlined in text.

♦ Resistance training goals♦ Biomechanical analysis to

determine which muscles need to be trained

♦ Trainer specificity♦ Determining the energy

sources used in the activity

♦ Selecting a resistance modality

♦ Injury prevention exercises




Objective 14-3

Design, evaluate, and implement resistance training programs. Date:

Lecture Outline





Content Text page

PPt slide

❖ Acute Program Variables♦ Choice of exercises

o Related to biomechanical characteristics of the goals targeted

o Primary or assistance exercise

o Multijoint or single-joint exercises

o Bilateral and unilateral

389–400

35–58 Tables14.1: ACSM Recommendations for Muscular Strengthp. 393, PPt 4114.2: ACSM Recommendations for Muscular Hypertrophyp. 393, PPt 4214.3: ACSM Recommendations for Muscular Powerp. 394, PPt 4314.4: Traditional American-Style Periodization Schedulep. 398, PPt 5214.5: An Example of a

Related ChaptersN/A

In-Class ActivitiesInvite an ACSM-certified Personal Trainer to discuss his or her methods of program design. Ask the trainer to focus on the program design process outlined in the text, specifically:

♦ Training potential♦ Initial assessments♦ Follow-up

assessments♦ Individualization♦ Client feedback♦ Setting and

Outside AssignmentsHave students write an instruction sheet for a resistance training exercise. You might assign each student a different exercise, have all students write instructions for the same exercise, or allow students to choose an exercise on their own.Have students identify the exercise at the top of the page. Ask them to create headings as follows, with specific information or instructions for each:♦ Body part targeted

(e.g., lower back)



♦ Order of exercises — affects quality and focus

o Sequencing rationale

o Refer to sequencing rationale in text.

♦ Resistance and repetitions — repetition maximums (RM)

o Target or target range

o Percentage of the 1-RM

♦ Number of days per week of training (frequency)

o 2–3 d ∙ wk−1 for health-related benefits

o 4–5 d ∙ wk−1 for intermediate strength gains

o 4–6 d ∙ wk−1 for advanced strength gains

♦ Number of sets for each exercise

o Regulate

Classic Linear Periodized Program Using 4-Week Microcyclesp. 398, PPt 5414.6: An Example of a Nonlinear Periodized Training Protocolp. 400, PPt 57

evaluating goals♦ Maintenance of

training goals♦ Unrealistic goals

♦ What muscles are exercised (e.g., erector spinae)

♦ What device or equipment will be used

♦ How to set up the equipment (seat incline, seat height, etc.

♦ How to perform the exercise

♦ Variations (if applicable)

♦ Tips or technique notes♦ The purpose of the

exerciseTell students their instructions should fit on one page and should be easy for an individual to read and follow. Give extra credit if they can include a photograph or picture of themselves or a friend correctly performing the exercise using the device or equipment.Showcase the best instruction sheets on a classroom bulletin board or hallway display area.



the volume or exercise equation (sets × reps × resistance) calculation.

o Single- and multiset programs can be effective during short-term training periods.

o Exercise volume is vital concept in training progression — especially after achieving basic level of fitness.

♦ Duration of rest period between sets and exercises

o Play key role in dictating metabolic stress of



workouto Influences

metabolic, hormonal, and cardiovascular responses

o Refer to length of rest periods defined in text

❖ Variation of Acute Program Variables

♦ Muscle actionso Concentrico Isometrico Eccentric

♦ True repetition and range of movement

o Dynamico Range of

motion needs to be carefully monitored.

❖ Periodization of Exercise♦ Traditional linear

periodization program (Table 14.4)

o Hypertrophy

o Strength/power



o Peakingo Recovery

♦ Phases of periodizationo Micro-

meso-, and macrocycle refer to different phases of periodization

♦ Linear periodizationo Classic

periodization methods use progressive increase in intensity (Table 14.5)

♦ Reverse linear programs♦ Nonlinear periodized

programs (Table 14.6)o Maintain

variation in training stimulus

o Allows variation within each week

♦ Unplanned/flexible nonlinear periodized programs



Legend: SG, Study Guide; IM, Instructor’s Manual; PPt, PowerPoint; R, Resource materials noted in IM



Objective 14-4

Evaluate clients’ resistance training needs and progress. Date: Lecture Outline





Content Text page

PPt slide

❖ Progression from Beginner to Advanced

♦ Exercise techniques important for beginners

♦ A single set often enough for beginners — but may still find benefits to using multiple sets

♦ Multiple sets may lead to faster improvement in technique.

♦ As client progresses — multisets should be used.

❖ Client Interactions♦ Client interactions should

encourage and motivate (Fig. 14.4).

o Should convey specific benefits of resistance

401–410

59–79 Figures14.4: Having education and being a credible source.p. 402

14.5: 15 Basic resistance exercisespp. 404–410, PPt 65–79

ResourcesVideo 14.1: Body weight squatVideo 14.2: Forward and backward lungesVideo 14.3: Dumbbell bench press

In-Class ActivitiesThe text section titled “Client Interactions” includes the following: “It is important for Personal Trainers to stay educated and ideally current with the scientific literature and know how to do research on topics of interest to their clients.” Begin this activity by writing that phrase on the board.Divide the class into five

Outside AssignmentsAsk students to obtain an example (from a magazine, newspaper, or the Internet) of an advertisement for a diet, a diet supplement, or a piece of exercise equipment that makes potentially misleading claims. Tell them to summarize the claims and why this particular product raised a “red flag.” Be prepared to discuss with the class.

EvaluationCreate a test for this chapter using the test generator and administer it to the class.



trainingo Clients

often skeptical of importance

o Trainer must be aware of fads facing fitness industry.

o Demonstration of proper lifting technique

o Spotting in resistance exercise

● Often requires physical contact

● Must explain spotting procedure to client

● Always ask before touching.

o Know proper spotting technique — refer to checklist outlined in text.

❖ Resistance Exercises — beyond

groups and assign one student from each group to take notes. Tell the class they are going to develop a list of ways the Personal Trainer can stay current in different areas of their professional lives.Have each group discuss one of the following topics, written on an index card and given to the student note-taker, and tell the group to be prepared to present their ideas at the end of the discussion period:

♦ How to “stay current” in providing the client with encouragement and motivation after the program has been in place for some time

♦ How to “stay current” in conveying true caring to the client

♦ How to “stay current” with exercise fads so that questions can be answered about them

♦ How to “stay current” with new equipment or facility improvements

♦ How to “stay current” with scientific



the scope of chapter to go through each and every exercise — refer to comprehensive list of over 125 descriptions found in text. See Figure 14.5.

literature and researchAt the end of the designated time, bring the class back together and share the ideas each group has developed. Have one student from each group write the three best ideas the group generated on a whiteboard or presentation easel. Additional ideas may be generated by the rest of the class and added to the list.

MaterialsIndex cards

Legend: SG, Study Guide; IM\, Instructor’s Manual; PPt, PowerPoint; R, Resource materials noted in IM.


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