PHRE 3042 – Group Exercise

  • Overview
  • Lab Exam
  • Infractions

Target Population: 18-50 year old, apparently healthy adults
Professor: Sarah King

Lab Schedule

Section Day | Time Instructor Techician
PHRE-3042-01-22W Thursday | 8:00 AM Sarah King Haleigh Schwartz
PHRE-3042-02-22W Thursday | 9:00 AM Sarah King Haleigh Schwartz
PHRE-3042-03-22W Thursday | 10:00 AM Sarah King Haleigh Schwartz
PHRE-3042-04-22W Wednesday | 1:00 PM Sarah King Haleigh Schwartz
PHRE-3042-05-22W Wednesday | 2:00 PM Sarah King Haleigh Schwartz
PHRE-3042-06-22W Wednesday | 3:00 PM Sarah King Haleigh Schwartz

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PHRE 5003 – High Performance Training for Sport

  • Overview
  • HOF
  • Lab Data
  • Lab Exam

PHRE 3045 – Sports Injuries

Course OverviewLab DataPeer PracticeLab InfractionsLab Exam: Competencies & Feedback

The lab portion of PHRE 3045 focuses on:

  • Dealing with various athletic injuries
  • Taping

Target Population: 18 – 65 year old, clients who have been injured

  • Professor: Tim Rush
  • Lab Instructor: Tim Rush
  • Technician: Christian Caissie

My Performance Data

Learning how to evaluate the coaching style of others, as well as provide constructive criticism, is a vital component of improving as a fitness professional. As a result, you are being asked to serve as trainer, client and peer evaluator for various skills and competencies over your time in FHP.

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PHRE 3044 – Special Populations

Course OverviewPeer PracticeLab InfractionsLab Exam: Competencies & Feedback

The lab portion of PHRE 3044 focuses on:

  • This course focuses on adaptive exercise techniques for a variety of populations (i.e. pregnancy, older adults, disabilities, and chronic disease).
  • Students will learn how to modify exercises and/or equipment to effectively and safely accommodate these groups.

Target Population: Various

  • Professor: Tim Rush
  • Lab Instructor(s): Tim Rush, Sarah King
  • Lab Technicians: Jasmine Collins, Dan MacDougall

Learning how to evaluate the coaching style of others, as well as provide constructive criticism, is a vital component of improving as a fitness professional. As a result, you are being asked to serve as trainer, client and peer evaluator for various skills and competencies over your time in FHP.

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PHRE 3043 – Functional Movement and Conditioning

  • Overview
  • Lab Data
  • Infractions
  • Peer Practice
  • Competencies & Lab Exam
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Competency Teaching points Course Edit Delete
Squat
  1. Instruct client to stand with feet approximately shoulder width apart, toes pointed slightly out.
  2. Discuss the importance of maintaining as erect a torso as possible (neutral spine).
  3. Instruct client to keep knees aligned with toes (knees don't collapse in)
  4. Discuss target ROM (squat until knees are bent below 90 degrees)
  5. Cue client to keep weight back (e.g.: weight over ankles or more towards heels than toes)
Resistance Training
Lunge
  1. Mention the importance of maintaining as erect a torso as possible (neutral spine).
  2. Determine a stance length/width that should allow the client to be balanced.
  3. Discuss knee tracking
  4. Explain target range-of-motion (i.e. knees form a 90˚angle at the bottom of the movement.)
  5. Cue client to push off through the mid-foot of the lead leg
Resistance Training
Hinge
  1. Stand with feet ~hip width apart, with a slight knee bend.
  2. Have client retract shoulder blades, maintain as erect a torso as possible.
  3. Explain grip options for barbell deadlift & optimal path of bar
  4. Explain target range-of-motion (i.e. torso parallel to ground)
  5. Observe movement through the hips and not the knees.
Resistance Training
Pull
  1. Discuss impact of pronated vs. supinated grip
  2. Explain set-up (one leg kneeling on bench, other leg far enough behind to allow proper movement of DB)
  3. Mention the importance of maintaining as erect a torso as possible (neutral spine).
  4. Explain target ROM, arm to remain tight to body
  5. Initiate movement with elbow flexion, ensuring adequate shoulder retraction.
Resistance Training
Plank
  1. Mention the importance and demonstrate the concept of neutral spine
  2. From the prone position, have client brace against forearms, with elbows positioned under the shoulders, legs fully extended and the toes pointed down to the floor
  3. Explain and cue engaging the core
  4. Have client attempt to hold position for at least 30 seconds
Resistance Training
Push Up
  1. Review start position: prone (facing down), hands on the floor under shoulders, elbows pointed out at no more than 45°, legs fully extended.
  2. Discuss neutral spine/need to keep torso rigid throughout the movement
  3. Discuss target ROM (lower the body by allowing the elbows to flex until chest is hovering 1-2″ above the ground).
  4. Review common errors
    1. Leading with chin/bum in air
    2. Letting hips sag
Resistance Training

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Competency Teaching points (The value of each point can be found at the end of each line.)
FMS DS
  1. Have the client stand tall with feet shoulder-width apart and toes pointed forward | 1
  2. Have the client grasp the dowel in both hands and place it on top of head so shoulders and elbows are at 90 degrees | 1
  3. Have the client press the dowel so that it is directly above your head | 1
  4. Instruct the client to maintain an upright torso, keep heels and dowel in position, and descend into a squat as deeply as possible | 1
  5. Instruct the client to hold the bottom position for a count of one, and then return to the starting position | 1
  6. Make appropriate corrections to set-up between movement reps. Eventually may need to regress to elevating client’s heels | 1
  7. Watch the movement pattern 3 (or 6 with elevated heels) times from different angles | 1
  8. Screen for pain (score of zero) and provide an appropriate score for movement | 1
  9. Provide appropriate rationale for the score and submit at correct data sheet | 1
  10. Chose 2 appropriate exercises for movement pattern | 2
  11. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 2
  12. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  13. Explain expectations regarding load expectations, core engagement, and breathing for each exercise | 1
FMS HS
  1. Have client stand tall with feet together and toes touching the test kit, with hurdle step at height of client’s tibial tuberosity | 1
  2. Have the client grasp the dowel in both hands and place it on top of head so shoulders and elbows are at 90 degrees | 1
  3. Have the client to maintain hand position and lower dowel to the base of the neck and across the shoulders | 1
  4. Instruct the client to keep an upright torso, raise the right leg and step over the hurdle, making sure to raise the foot towards the shin and maintain foot alignment vertically with the ankle, knee and hip | 1
  5. Instruct the client to touch the floor with heel and return to the starting position while maintaining the same alignment | 1
  6. Make appropriate corrections to set-up between movement reps | 1
  7. Watch the movement pattern 6 times (3 each leg) from different angles | 1
  8. Screen for pain (score of zero) and provide an appropriate score for each leg | 1
  9. Provide appropriate rationale for the score and submit at correct data sheet | 1
  10. Chose 2 appropriate exercises for movement pattern | 2
  11. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 2
  12. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  13. Explain expectations regarding load expectations, core engagement, and breathing for each exercise | 1
FMS IL
  1. Have client step onto the center of the board with the right foot toe on the zero mark and left foot placed according to tibial measurement | 1
  2. Help client get both toes facing forward and balanced in position | 1
  3. After client’s feet are in place, assist them in holding dowel with contralateral elbow (to forward leg) high | 1
  4. Instruct the client to have the dowel along the spine so it touches the back of head, upper back and tailbone | 1
  5. Instruct client to maintain an upright posture so the dowel stays straight and in conact on head, back, and tailbone, descend into a lunge position so knee touches the centre of the board then return to starting position | 1
  6. Make appropriate corrections to set-up between movement reps | 1
  7. Watch the movement pattern 6 times (3 each leg) from different angles | 1
  8. Screen for pain (score of zero) and provide an appropriate score for each leg (scoring the front leg) | 1
  9. Provide appropriate rationale for the score and submit at correct data sheet | 1
  10. Chose 2 appropriate exercises for movement pattern | 2
  11. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 2
  12. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  13. Explain expectations regarding load expectations, core engagement, and breathing for each exercise | 1
FMS SM
  1. Measure the length of the client’s hand and have client stand tall with feet together, arms hanging comfortably in fits | 1
  2. Instruct client to (in one motion), reach the right first over the head and down back as far as possible while simultaneously reach left first up your back as far as possible | 1
  3. Instruct client not to creep hands closer after the initial placement | 1
  4. Measure the distance between fists, unless the distance is < 1 hand length, have the client complete the movement 6 times (3 each arm) | 1
  5. Make appropriate corrections to set-up between movement reps | 1
  6. Screen for pain (score of zero) and provide an appropriate score for each arm (scoring upper arm) | 1
  7. Have client complete clearing test (shoulder impingement) with both arms following movement| 1
  8. Screen for pain from clearing test (+ or -) | 1
  9. Provide appropriate rationale for the score and submit at correct data sheet | 1
  10. Chose 2 appropriate exercises for movement pattern | 2
  11. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 2
  12. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  13. Explain expectations regarding load expectations, core engagement, and breathing for each exercise | 1
FMS ASLR
  1. Have client lie flat with the back of knees against the board, feet together with toes pointing up | 1
  2. Have client place both arms next to body with the palms facing up | 1
  3. Hold dowel vertically half-way between client’s ASIS and crease in their knee (measure distance and find half-way) | 1
  4. Instruct client to keep knees extended and toes pointing up throughout movement pattern | 1
  5. Instruct client to raise the scoring leg as high as possible while keeping the opposite knee in contact with the FMS board | 1
  6. Make appropriate corrections to set-up between movement reps | 1
  7. Watch the movement pattern 6 times (3 each leg) | 1
  8. Provide an appropriate score for each leg | 1
  9. Provide appropriate rationale for the score and submit at correct data sheet| 1
  10. Chose 2 appropriate exercises for movement pattern | 2
  11. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 2
  12. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  13. Explain expectations regarding load expectations, core engagement, and breathing for each exercise | 1
FMS TSPU
  1. Have client lie face down with arms extended overhead at shoulder-width apart, legs together, toes pulled to ground | 1
  2. Have client get their thumbs in line with forehead (men) or chin (women), extend their knees and lift elbows slightly off the ground | 1
  3. Instruct client to maintain a rigid torso, push body as one unit into a push-up position | 1
  4. Make appropriate corrections to set-up between movement reps. Eventually may need to move thumbs down to chin (men) or clavicle (women) | 1
  5. Watch the movement pattern 3 (or 6 if second option is needed) times from different angles | 1
  6. Provide an appropriate score for movement | 1
  7. Have client complete clearing test (spinal extension) following movement | 1
  8. Screen for pain from clearing test (+ or -) | 1
  9. Provide appropriate rationale for the score and submit at correct data sheet | 1
  10. Chose 2 appropriate exercises for movement pattern | 2
  11. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 2
  12. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  13. Explain expectations regarding load expectations, core engagement, and breathing for each exercise | 1
FMS RS
  1. Have client get into quadruped position, get their thumbs, knees and toes in contact the sides of the board, and have them pull their toes toward the floor | 1
  2. Instruct client to simultaneously lift right hand and right leg into a straight line | 1
  3. Instruct client to touch elbow and knee directly over board and re-extend into straight line (without rolling at shoulders or hips) | 1
  4. Make appropriate corrections to set-up between movement reps. Eventually may need to regress to bilateral movement | 1
  5. Watch the movement pattern 6 times (3 each side) or more with regression | 1
  6. Provide an appropriate score for each side (scoring side which the arm is moving) | 1
  7. Have client complete clearing test (spinal flexion) following movement | 1
  8. Screen for pain from clearing test (+ or -) | 1
  9. Provide appropriate rationale for the score and submit at correct data sheet | 1
  10. Chose 2 appropriate exercises for movement pattern | 2
  11. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 2
  12. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  13. Explain expectations regarding load expectations, core engagement, and breathing for each exercise | 1
3043 PLANK
  1. Explain general TRX rules: tight straps, equal resistance (no sawing), neutral posture, and no rubbing on arms | 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Explain and coach muscle engagement and posture in plank position on TRX | 1
  4. Adjust straps for plank (mid-calf) | 1
  5. Assist client in getting into plank position (handles to bottom of shoe and rotate) | 1
  6. Assist client in getting feet directly under anchor and gain control over TRX and have client start exercise lying in prone position | 1
  7. Find appropriate plank for client ability | 1
  8. Coach while client holds plank, make appropriate adjustments to form (i.e., breathing, posture, core engagement, shoulder retraction, neutral pelvis) | 1
  9. Hold for appropriate amount of time and discuss appropriate programming | 1
  10. Check for pain/discomfort in movement | 1
  11. Choose an appropriate variation PLANK exercise from class (progression, regression, alternative) | 1
  12. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  13. Coach client into position, making appropriate adjustments to intensity | 1
  14. Check for pain/discomfort in second movement | 1
  15. Coach while client completes exercise for an appropriate amount of time, make appropriate adustments to form (appropriate posture, core engagement, shoulder retraction, neutral pelvis, breathing) | 1
3043 PUSH
  1. Explain general TRX rules: tight straps, equal resistance (no sawing), neutral posture, and no rubbing on arms | 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Explain and coach muscle engagement and posture in chest press on TRX | 1
  4. Adjust straps for chest press (fully lengthened) | 1
  5. Assist client in getting into chest press position (facing away from anchor, maintain plank throughout) and have client start with arms extended | 1
  6. Assist getting control of TRX, find appropriate starting foot position given ability (off-set, together, apart), and find appropriate starting angle (resistance) given ability | 1
  7. Make appropriate adjustments to form and intensity (resistance/instability) while client exercises | 1
  8. Coach while client completes reps (i.e., breathing, posture, core engagement, shoulder retraction, neutral pelvis, no rubbing of straps) | 1
  9. Complete an appropriate number of reps and discuss appropriate programming | 1
  10. Check for pain/discomfort in movement | 1
  11. Choose an appropriate variation PUSH exercise from class (progression, regression, alternative) | 1
  12. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  13. Coach client into position, making appropriate adjustments to intensity | 1
  14. Check for pain/discomfort in second movement | 1
  15. Coach client for appropriate form, posture, core engagement, shoulder retraction, neutral pelvis, breathing while client completes 10 reps (note, intensity may need to be adjusted so client reaches rep count) | 1
3043 PULL
  1. Explain general TRX rules: tight straps, equal resistance (no sawing), neutral posture, and no rubbing on arms | 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Explain expectation for muscle engagement and posture in row on TRX | 1
  4. Adjust straps for row (fully shortened) | 1
  5. Assist client in getting into row position (facing anchor, maintain plank throughout) and have client start with elbows flexed, handles at chest | 1
  6. Assist getting control of TRX, find appropriate starting foot position given ability (off-set, together, apart), and find appropriate starting angle (resistance) given ability | 1
  7. Make appropriate adjustments to form and intensity (resistance/instability) while client exercises | 1
  8. Coach while client completes reps (i.e., breathing, posture, core engagement, shoulder retraction, neutral pelvis) | 1
  9. Complete an appropriate number of reps and discuss appropriate programming | 1
  10. Check for pain/discomfort in movement | 1
  11. Choose an appropriate variation PULL exercise from class (progression, regression, alternative) | 1
  12. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  13. Coach client into position, making appropriate adjustments to intensity | 1
  14. Check for pain/discomfort in second movement | 1
  15. Coach client for appropriate form, posture, core engagement, shoulder retraction, neutral pelvis, breathing while client completes 10 reps (note, intensity may need to be adjusted so client reaches rep count) | 1
3043 ROTATE
  1. Explain general TRX rules: tight straps, equal resistance (no sawing), neutral posture, and no rubbing on arms | 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Explain expectation for muscle engagement and posture in power pull on TRX | 1
  4. Adjust straps for power pull (mid-length, single strap design) | 1
  5. Assist client into power pull position (facing anchor, maintain plank throughout) and have client start with elbow on dominant arm flexed, fist at chest, other other arm extended up strap | 1
  6. Assist getting control of TRX, find appropriate starting foot position given ability (off-set, together, apart), and find appropriate starting angle (resistance) given ability | 1
  7. Make appropriate adjustments to form and intensity (resistance/instability) while client exercises | 1
  8. Coach while client completes reps (i.e., breathing, posture, drive movement from core [not arm-dominant], shoulder retraction, level pelvis, keep core and butt engaged so hip doesn’t drop) | 1
  9. Complete an appropriate number of reps and discuss appropriate programming | 1
  10. Check for pain/discomfort in movement | 1
  11. Choose an appropriate variation ROTATE exercise from class (progression, regression, alternative) | 1
  12. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  13. Coach client into position, making appropriate adjustments to intensity | 1
  14. Check for pain/discomfort in second movement | 1
  15. Coach client for appropriate posture, core engagement, shoulder retraction, level pelvis, breathing while client completes 10 reps (note, intensity may need to be adjusted so client reaches rep count) | 1
3043 LUNGE
  1. Explain general TRX rules: tight straps, equal resistance (no sawing), neutral posture, and no rubbing on arms | 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Explain expectation for muscle engagement and posture in lunge on TRX | 1
  4. Adjust straps for lunge (mid-calf length, single strap design) | 1
  5. Assist client in getting into lunge position (facing away from anchor, maintain toe in toe-hold) and have client start with one knee flexed in strap | 1
  6. Assist getting control of TRX, find appropriate starting position given ability (further from anchor is harder), determine whether assistance is needed (i.e., dowel) | 1
  7. Make appropriate adjustments to form and intensity while client exercises | 1
  8. Coach while client completes reps (i.e., breathing, tall torso, core engagement, knee not coming in, vertical shin, body not hinging) | 1
  9. Complete an appropriate number of reps and discuss appropriate programming | 1
  10. Check for pain/discomfort in movement | 1
  11. Choose an appropriate variation LUNGE exercise from class (progression, regression, alternative) | 1
  12. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  13. Coach client into position, making appropriate adjustments to intensity | 1
  14. Check for pain/discomfort in second movement | 1
  15. Coach client for appropriate posture, core engagement, knee not coming in, body not hinging, neutral pelvis, breathing while client completes 10 reps (note, intensity may need to be adjusted so client reaches rep count) | 1
3043 SQUAT
  1. Explain general TRX rules: tight straps, equal resistance (no sawing), neutral posture, and no rubbing on arms | 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Explain expectation for muscle engagement and posture in overhead squat on TRX | 1
  4. Adjust the straps for squatting (mid-length) | 1
  5. Assist client in getting into overhead squat position (facing anchor, arms in line with ears) and have client start standing, feet shoulder width apart, arms overhead | 1
  6. Assist getting control of TRX, find appropriate starting position to ensure tension on straps, engaging through shoulders and back body | 1
  7. Make appropriate adjustments to form and exercise intensity while client exercises (can regress to TRX squat) | 1
  8. Coach while client completes reps (i.e., breathing, tall torso, core engagement, knees not coming in, body not hinging) | 1
  9. Complete an appropriate number of reps and discuss appropriate programming | 1
  10. Check for pain/discomfort in movement | 1
  11. Choose an appropriate variation SQUAT exercise from class (progression, regression, alternative) | 1
  12. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  13. Coach client into position, making appropriate adjustments to intensity | 1
  14. Check for pain/discomfort in second movement | 1
  15. Coach client for appropriate posture, core engagement, knees not coming in, body not hinging, neutral pelvis, breathing while client completes 10 reps (note, intensity may need to be adjusted so client reaches rep count) | 1
3043 HINGE
  1. Explain general TRX rules: tight straps, equal resistance (no sawing), neutral posture, and no rubbing on arms | 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Explain expectation for muscle engagement and posture in TRX hinge | 1
  4. Adjust straps for hinge (mid-length) | 1
  5. Assist client in getting into hinge position (facing anchor, hips hinged) and have client start standing, feet shoulder width apart, arms straight under shoulders | 1
  6. Assist getting control of TRX, find appropriate starting position given ability (closer to anchor is easier), hinge at hips, arms straight down, knees slight bend | 1
  7. Make appropriate adjustments to form and exercise intensity (move closer/further) while client exercises | 1
  8. Coach while client completes reps (i.e., breathing, posture, core engagement (maintain plank), shoulder retraction) | 1
  9. Complete an appropriate number of reps and discuss appropriate programming | 1
  10. Check for pain/discomfort in movement | 1
  11. Choose an appropriate variation HINGE exercise from class (progression, regression, alternative) | 1
  12. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  13. Coach client into position, making appropriate adjustments to intensity | 1
  14. Check for pain/discomfort in second movement | 1
  15. Coach client for appropriate posture, core engagement, no exaggerated arch in lower back, shoulders retracted, breathing while client completes 10 reps (note, intensity may need to be adjusted so client reaches rep count) | 1

PHRE 1045 – Resistance Training

  • Lab Exams
  • Overview
  • Competencies
  • Peer Practice
  • Infractions
No completed lab exam rubrics currently available

PHRE 3055 – Cardiovascular Training

Course OverviewLab DataPeer PracticeLab InfractionsLab Exam: Competencies & FeedbackResources
This course focuses on learning various health and fitness assessments.

Target Population: 18 – 65 year old, healthy adults

  • Class Professor: Lyndsay Fitzgeorge
  • Lab Professor: Sarah King
  • Lab Technicians: Jasmine Collins & Dan MacDougall

Practical Assessment Schedule

WeekSkills Assessed
Week 4HR & BP Demonstration
Week 5Practical Assessment #1: Movement Screening
Week 13 – 14Practical Assessment #2: Aerobic Fitness Assessment


My Lab Data

Learning how to evaluate the coaching style of others, as well as provide constructive criticism, is a vital component of improving as a fitness professional. As a result, you are being asked to serve as trainer, client and peer evaluator for various skills and competencies over your time in FHP.

> View Lab Rubric

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View Lab Competencies
[su_table responsive="yes"]
Competency Teaching points (The value of each point can be found at the end of each line.)
Single Stage Treadmill Walking Assessment (Ebbeling)
  1. Chose appropriate fitness assessment for client | 1
  2. Gather all necessary data to predict VO2max (for equation of chosen assessment) and use data collection sheet properly | 1
  3. Calculate85%, 50%, 70% of HRmax | 1
  4. Explain intensity of warm-up and workload | 1
  5. Have an effective conversation to determine a suitable starting speed for client's warm-up and workload | 1
  6. Ensure client is wearing a HR monitor, explain when and how HR will be collected | 1
  7. Orient client to the equipment, ensure comfort with equipment (how to stop, proper set- up) | 1
  8. Explain the RPE scale and collect RPE data when appropriate throughout assessment | 1
  9. Prior to starting test, ensure client understands protocol and remind them to let you know if they feel pain or want to stop at any time | 1
  10. Change intensity when appropriate (for and in warm-up) | 1
  11. Change intensity when appropriate (for and in workload) | 1
  12. Stop test when appropriate (i.e., sign of intolerance or able to get accurate aerobic fitness data from test) | 1
  13. Provide appropriate recovery for client, taking HR when necessary | 1
  14. Monitor client throughout assessment, provide appropriate encouragement, ensure client comfort | 1
  15. Gather enough information to draft starting CV training program for client | 1
YMCA Cycle Test
  1. Chose appropriate fitness assessment for client | 1
  2. Gather all necessary data to predict VO2max (for equation of chosen assessment) and use data collection sheet properly | 1
  3. Calculate 85% of HRmax | 1
  4. Explain progressively challenging 3 minute stages | 1
  5. Ensure client is wearing a HR monitor, explain when and how HR will be collected | 1
  6. Orient client to the equipment, ensure comfort with equipment (how to stop, proper set- up) and instruct client to maintain cadence of 50 RPM | 1
  7. Explain the RPE scale and collect RPE data when appropriate throughout assessment | 1
  8. Prior to starting test, ensure client understands protocol and remind them to let you know if they feel pain or want to stop at any time | 1
  9. Start assessment at appropriate intensity | 1
  10. Increase intensity within 15s of appropriate minute for each stage (i.e., SS after 3 minutes or after 4th minute and maintain test time) | 1
  11. Use correct intensity for each stage | 1
  12. Stop test when appropriate (i.e., sign of intolerance or able to get accurate aerobic fitness data from test), did not lose time in the test (i.e., client was not on bike for longer than necessary) | 1
  13. Provide appropriate recovery for client, taking HR when necessary | 1
  14. Monitor client throughout assessment, actively help them maintain cadence, provide appropriate encouragement, ensure client comfort | 1
  15. Gather enough information to draft starting CV training program for client | 1
WFI treadmill protocol (submaximal)
  1. Chose appropriate fitness assessment for client | 1
  2. Gather all necessary data to predict VO2max (for equation of chosen assessment) and use data collection sheet properly | 1
  3. Calculate85% of HRmax | 1
  4. Explain progressively challenging exercise | 1
  5. Ensure client is wearing a HR monitor, explain when and how HR will be collected | 1
  6. Orient client to the equipment, ensure comfort with equipment (how to stop, proper set- up) | 1
  7. Explain the RPE scale and collect RPE data when appropriate throughout assessment | 1
  8. Prior to starting test, ensure client understands protocol and remind them to let you know if they feel pain or want to stop at any time | 1
  9. Increase intensity when appropriate | 1
  10. Use correct intensity for each stage | 1
  11. Give the 15s monitoring period when necessary | 1
  12. Stop test when appropriate (i.e., sign of intolerance or able to get accurate aerobic fitness data from test), recorded the correct time THR and TT | 1
  13. Provide appropriate recovery for client, taking HR when necessary | 1
  14. Monitor client throughout assessment, provide appropriate encouragement, ensure client comfort | 1
  15. Gather enough information to draft starting CV training program for client | 1
Single Stage Treadmill Jogging Assessment (George)
  1. Chose appropriate fitness assessment for client | 1
  2. Gather all necessary data to predict VO2max (for equation of chosen assessment) and use data collection sheet properly | 1
  3. Calculate85%,50%,70% of HRmax | 1
  4. Explain intensity of warm-up and workload | 1
  5. Have an effective conversation to determine a suitable starting speed for client's warm-up and workload | 1
  6. Ensure client is wearing a HR monitor, explain when and how HR will be collected | 1
  7. Orient client to the equipment, ensure comfort with equipment (how to stop, proper set- up) | 1
  8. Explain the RPE scale and collect RPE data when appropriate throughout assessment | 1
  9. Prior to starting test, ensure client understands protocol and remind them to let you know if they feel pain or want to stop at any time | 1
  10. Change intensity when appropriate (for and in warm-up) | 1
  11. Change intensity when appropriate (for and in workload) | 1
  12. Stop test when appropriate (i.e., sign of intolerance or able to get accurate aerobic fitness data from test | 1
  13. Provide appropriate recovery for client, taking HR when necessary | 1
  14. Monitor client throughout assessment, provide appropriate encouragement, ensure client comfort | 1
  15. Gather enough information to draft starting CV training program for client | 1
[/su_table]
mCAFT Stepping Audio - Females

mCAFT Stepping Audio – Females

Stage 1

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Females-stage-1-66-bpm.mp3

Stage 2

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Females-stage-2-84-bpm.mp3

Stage 3

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Females-stage-3-102-bpm.mp3

Stage 4

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Females-stage-4-114-bpm.mp3

Stage 5

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Females-stage-5-120-bpm.mp3

Stage 6

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Females-stage-6-132-bpm.mp3

Stage 7

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Females-stage-7-144-bpm.mp3

Stage 8

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Females-stage-8-118-bpm.mp3

mCAFT Stepping Audio - Males

Males

Stage 1

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Males-stage-1-66-bpm.mp3

Stage 2

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Males-stage-2-84-bpm.mp3

Stage 3

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Males-stage-2-84-bpm.mp3

Stage 4

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Males-stage-4-114-bpm.mp3

Stage 5

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Males-stage-5-132-bpm.mp3

Stage 6

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Males-stage-6-144-bpm.mp3

Stage 7

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Males-stage-7-118-bpm.mp3

Stage 8

https://staging2.fitnessandhealthpromotion.ca/wp-content/uploads/2016/06/Males-stage-8-132-bpm.mp3

PHRE 1041 – Principles of Fitness

Course OverviewLab DataPeer PracticeLab InfractionsLab Exam: Competencies & Feedback

The lab portion of PHRE 1041 focuses on:

  • Basic exercise screening
  • Methods of quantifying exercise intensity
  • Body weight training for fundamental movement patterns: pushing, pulling, squatting, lunging, hinging, gait and core training (stabilization, rotation, flexion, extension)

Target Population: 18 – 65 year old, healthy adults

  • Professor: Graeme Thomas
  • Lab Instructor(s): Sarah King
  • Lab Technicians: 
My Lab Data
You have not started a data collection sheet just yet.

Learning how to evaluate the coaching style of others, as well as provide constructive criticism, is a vital component of improving as a fitness professional. As a result, you are being asked to serve as trainer, client and peer evaluator for various skills and competencies over your time in FHP.

> View Lab Rubric

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View Lab Competencies
[su_table responsive="yes"]
Competency Teaching points (The value of each point can be found at the end of each line.)
Goblet Squat + Bird Dog
  1. Instruct client to stand with feet approximately shoulder width apart, toes pointed slightly out. | 1
  2. Discuss the importance of maintaining as erect a torso as possible (neutral spine) throughout the movement. | 1
  3. Instruct client to keep knees aligned with toes (knees don't collapse in) | 1
  4. Discuss target ROM (squat until knees are bent below 90 degrees) | 1
  5. Cue client to keep weight back (e.g.: weight over ankles or more towards heels than toes) | 1
  6. Client completes at least 10 reps. | 1
  7. Screen pain/discomfort during squat. | 1
  8. Offer client the option to use a mat | 1
  9. Explain and cue engaging the core, keeping pelvis stable | 1
  10. Instruct and verify client can fully extend a single leg (while maintaining neutral spine) | 1
  11. Instruct and verify client can fully extend a single arm (while maintaining neutral spine) | 1
  12. Instruct and verify client can fully extend the opposing arm-leg, hold for ~2 seconds | 1
  13. Perform 6-8 reps per side | 1
  14. Screen pain/discomfort during bird-dog | 1
  15. Explain a stretch appropriate for a novice client that targets the muscles trained in the squat. | 1
Split Squat + Push-Up
  1. Determine a stance length/width that should allow the client to be balanced. | 1
  2. Mention the importance of maintaining as erect a torso as possible (neutral spine) throughout the movement. | 1
  3. Explain target range-of-motion (i.e. knees form a 90˚angle at the bottom of the movement.) | 1
  4. Cue client to push off through the heel of the lead leg | 1
  5. Complete 8-10 reps per leg | 1
  6. Screen pain/discomfort during split squat | 1
  7. Offer client the option to use a mat | 1
  8. Have client assume a prone position (lying face down) on the floor with the legs fully extended and the toes pointed down to the floor. | 1
  9. Cue your client to keep the core engaged (torso should remain in a straight line; neutral spine) | 1
  10. Have client place their hands on the floor, palms down, ~ 1 to 3 inches wider than shoulder-width apart with the elbows pointed outward. | 1
  11. Explain the impact of moving hands closer in/further away from shoulder-width | 1
  12. Have client push (i.e. fully extend the elbows), then lower the body by allowing the elbows to flex to a 90° angle (or a position where the chest is hovering 1-2″ above the ground) | 1
  13. Complete at least 10 reps | 1
  14. Screen pain/discomfort during push-up | 1
  15. Explain a stretch appropriate for a novice client that targets the muscles trained in the split squat. | 1
Hip Bridging + Plank
  1. Offer client option to use a mat | 1
  2. Have client lie on their back, feet planted on the floor. Arms at sides for balance | 1
  3. Explain that movement involves client thrusting hips forward to full extension by pushing off heels and contracting glutes | 1
  4. Watch client demonstrate movement, helping client achieve full extension, if necessary | 1
  5. Complete at least 10 reps | 1
  6. Screen pain/discomfort during bridge | 1
  7. Demonstrate/teach progression to 1-leg bridge | 1
  8. Again, offer client the option to use a mat | 1
  9. Mention the importance of maintaining as erect a torso as possible (neutral spine) throughout the movement | 1
  10. In a prone position, have client brace against forearms, with elbows positioned under the shoulders, legs fully extended and the toes pointed down to the floor | 1
  11. Explain and cue engaging the core | 1
  12. Instruct the client to raise body upward until body is help in a straight line | 1
  13. Have client attempt to hold position for at least 30 seconds | 1
  14. Screening of pain/discomfort during plank | 1
  15. Explain a stretch appropriate for a novice client that targets the muscles used in the hip bridge | 1
Inverted Row + McGill Crunch
  1. Position a bar in a rack to a height that will allow client to extend arms without lying on the floor | 1
  2. Using a slightly wider than shoulder width grip (hands pronated), have client hang underneath the bar | 1
  3. Client’s body should be straight (neutral spine) with heels on the ground with their arms fully extended | 1
  4. Instruct the client to initiate movement by flexing the elbow, pulling their chest towards the bar. Pause then return to starting position | 1
  5. Complete at least 10 reps | 1
  6. Screening pain/discomfort during row | 1
  7. Offer your client a mat | 1
  8. Have client lie on their back on the floor with one leg extended straight and flat on the floor, the knee of the opposite leg should be bent and the foot flat | 1
  9. Explain to client the desired range-of-motion and target muscle activation | 1
  10. Have client place their hands hands palms down on the floor underneath the natural arch in their lower back | 1
  11. Have client slowly raise their head and shoulders off the floor without bending the lower back or spine | 1
  12. Hold this position for 7 to 10 seconds, then lower torso back to mat | 1
  13. Complete 3-5 repetitions | 1
  14. Screening pain/discomfort during crunch | 1
  15. Explain a stretch appropriate for a novice client that targets the muscles used in the row | 1
Walking Lunge
  1. Screen unloaded split squat mechanics on flat surface | 1
  2. Review stance and establish comfortable width | 1
  3. Discuss knee tracking and optimal range-of-motion | 1
  4. Discuss neutral spine and need for core stability | 1
  5. Establish non-dominant leg, cue client to start with that side | 1
  6. Stay in client line-of-sight while they move | 1
  7. Have client demonstrate unloaded walking lunge at least 8 reps (both legs) | 1
  8. Screen pain/discomfort | 1
  9. Establish effective working load, have client pick up the weight, get into position | 1
  10. Have client complete additional 8 reps (both legs) | 2
  11. Re-screen pain/discomfort | 1
  12. Include teaching point | 1
  13. Include teaching point | 1
  14. Include teaching point | 1
Seated Dumbbell Shoulder Press
  1. Set bench to proper position | 1
  2. Discuss neutral spine and proper posture | 1
  3. Explain how to get weights into start position | 1
  4. Discuss impact of grip (pronated vs. neutral) | 1
  5. Discuss optimal range-of-motion/not banging weights | 1
  6. Review safe spotting | 1
  7. Establish a warm-up load, have client complete at least 8 reps | 1
  8. Screen pain/discomfort | 1
  9. Establish effective working load, assist client getting weights into position | 1
  10. Have client complete additional 8-12 reps | 1
  11. Demonstrate proper spotting technique | 1
  12. Re-screen pain/discomfort | 1
  13. Include teaching point | 1
  14. Include teaching point | 1
  15. Include teaching point | 1
Seated Row
  1. Discuss neutral spine/proper posture | 1
  2. Review various grips (pronated vs. neutral vs. supinated) | 1
  3. Discuss impact of legs in retrieving/returning the handle | 1
  4. Discuss optimal range-of-motion | 1
  5. Discuss limiting momentum | 1
  6. Choose appropriate handle/grip | 1
  7. Establish a warm-up load, have client complete at least 8 reps | 1
  8. Ensure client is activating rhomboids/posterior deltoids and not just using biceps | 1
  9. Screen pain/discomfort | 1
  10. Establish effective working load, ensure client safely gets handle into position | 1
  11. Have client complete additional 8-12 reps | 1
  12. Re-screen pain/discomfort | 1
  13. Include teaching point | 1
  14. Include teaching point | 1
  15. Include teaching point | 1
Lat Pulldown
  1. Install bar safely | 1
  2. Ensure knee pad installed at correct height | 1
  3. Review proper posture/torso alignment | 1
  4. Discuss various grips (pronated vs. neutral vs. supinated) | 1
  5. Discuss limiting momentum | 1
  6. Review optimal range-of-motion | 1
  7. Establish a warm-up load, have client complete at least 8 reps | 1
  8. Ensure client is activating lats and not just using biceps | 1
  9. Screen pain/discomfort | 1
  10. Establish effective working load, have client complete additional 8-12 reps | 1
  11. Re-screen pain/discomfort | 1
  12. Remove bar safely | 1
  13. Include teaching point | 1
  14. Include teaching point | 1
  15. Include teaching point | 1
Lab 7 Practice Video
  1. Check this box | 5
  2. Do not check this box | 5
  3. Also check this box | 5
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