Demo Lab – Lower Body Mechanics

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Lab Overview

Learning Objectives

  1. Learn more about FHP at Fanshawe
  2. Experience a teaching lab
  3. Identify key anatomical and exercise techniques for teaching squat mechanics

Lab Tasks

In this week’s lab, you will be required to:

  1. Label the origin, insertion and action of the quadriceps
  2. Learn how to assess lower body mechanics using a functional movement screen
  3. Identify various tools used for improving client’s squat mechanics

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PHRE 3042 – Group Exercise

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

Lab Schedule

Section Day | Time Instructor Techician
PHRE-3042-01-24W Friday | 11:00 AM Jasmine Gilroy Hannah English
PHRE-3042-02-24W Friday | 12:00 PM Jasmine Gilroy Hannah English
PHRE-3042-03-24W Friday | 1:00 PM Shannon Davidson Hannah English
PHRE-3042-04-24W Friday | 2:00 PM Shannon Davidson Jasmine Gilroy
PHRE-3042-05-24W Friday | 3:00 PM Shannon Davidson Jasmine Gilroy
PHRE-3042-06-24W Friday | 4:00 PM Shannon Davidson Jasmine Gilroy

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ANAT 1041 – Functional Anatomy

  • Overview
  • Infractions
  • Data Collection

Target Population:
Professor: Tim Rush

Lab Schedule

Section Day | Time Instructor Techician
ANAT-1041-01-23F Friday | 8:00 AM Tim Rush Sarah King
ANAT-1041-02-23F Friday | 9:00 AM Tim Rush Sarah King
ANAT-1041-03-23F Friday | 10:00 AM Tim Rush Sarah King
ANAT-1041-04-23F Friday | 11:00 AM Tim Rush Sarah King

FLDP 3018 – Field Placement

The field placement portion of FLDP 3018 focuses on:

  • Working with a community partner

Target Population: varies

  • Professor: Tim Rush
  • VerifY
  • Selection
  • Agreement
  • Reources
  • Feedback
Student:
Supervisor: Saret Wijaya
Feedback Period: (Submitted: March 20, 2023)

Professionalism

Adheres to Dress Code: Exemplary
Punctual, arrives on time, returns from breaks reliably: Exemplary
Maintains client confidentiality: Exemplary
Follows cell phone/computer use policy: Exemplary
Committed to the safety of self and others: Exemplary

Initiative

Actively seeks out new work: Exemplary
Actively participates without prompting: Exemplary
Positive/enthusiastic attitude: Exemplary
Makes good use of downtime: Exemplary

Communication

Clear and concise instructional skills with clients: Exemplary
Excellent written and verbal communication with clients: Exemplary
Excellent written and verbal communication with coworkers: Exemplary
Listens and responds to instruction from supervisor: Exemplary

Cooperation

Effective with coordination of tasks: Exemplary
Assists coworkers as an effective team member: Exemplary
Adjusts to a variety of work conditions/time shifts: Exemplary
Respectful and courteous of others: Exemplary

Problem Solving

Stays calm under pressure : Exemplary
Demonstrates creative and resourceful thinking: Exemplary
Recognizes and corrects mistakes without prompting: Exemplary
Displays adequate math and computer skills for the industry: Exemplary
Makes arguments founded on evidence based research: Exemplary

Goals

Goal 1:
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Comments

Saret has been an absolute joy to have around the gym. She has been great to have shadow and assistant coach classes. Saret is very intuitive and self motivated and has been a great addition to the team!


Student:
Supervisor: Colette Black
Feedback Period: (Submitted: March 22, 2023)

Professionalism

Adheres to Dress Code: Exemplary
Punctual, arrives on time, returns from breaks reliably: Exemplary
Maintains client confidentiality: Exemplary
Follows cell phone/computer use policy: Exemplary
Committed to the safety of self and others: Exemplary

Initiative

Actively seeks out new work: Competent
Actively participates without prompting: Competent
Positive/enthusiastic attitude: Exemplary
Makes good use of downtime: Competent

Communication

Clear and concise instructional skills with clients: Competent
Excellent written and verbal communication with clients: Competent
Excellent written and verbal communication with coworkers: Exemplary
Listens and responds to instruction from supervisor: Exemplary

Cooperation

Effective with coordination of tasks: Exemplary
Assists coworkers as an effective team member: Exemplary
Adjusts to a variety of work conditions/time shifts: Competent
Respectful and courteous of others: Exemplary

Problem Solving

Stays calm under pressure : Competent
Demonstrates creative and resourceful thinking: Competent
Recognizes and corrects mistakes without prompting: Competent
Displays adequate math and computer skills for the industry: N/A
Makes arguments founded on evidence based research: Exemplary

Goals

Goal 1:
Rating:

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Goal 2:
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Comments

Colette is a pleasure to have at the studio! I hope we can continue to grow together as a part of Bofit in the future as I believe Colette will be a great asset wherever she is!


Student:
Supervisor: Alice Gleeson
Feedback Period: (Submitted: April 12, 2023)

Professionalism

Adheres to Dress Code: Exemplary
Punctual, arrives on time, returns from breaks reliably: Exemplary
Maintains client confidentiality: Exemplary
Follows cell phone/computer use policy: Exemplary
Committed to the safety of self and others: Exemplary

Initiative

Actively seeks out new work: Competent
Actively participates without prompting: Competent
Positive/enthusiastic attitude: Competent
Makes good use of downtime: Competent

Communication

Clear and concise instructional skills with clients: Competent
Excellent written and verbal communication with clients: Competent
Excellent written and verbal communication with coworkers: Competent
Listens and responds to instruction from supervisor: Exemplary

Cooperation

Effective with coordination of tasks: Competent
Assists coworkers as an effective team member: Competent
Adjusts to a variety of work conditions/time shifts: Competent
Respectful and courteous of others: Exemplary

Problem Solving

Stays calm under pressure : Exemplary
Demonstrates creative and resourceful thinking: Competent
Recognizes and corrects mistakes without prompting: Competent
Displays adequate math and computer skills for the industry: Competent
Makes arguments founded on evidence based research: Competent

Goals

Goal 1:
Rating:

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Goal 2:
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Comments

Great job Alice! It’s been a pleasure having you!


Student:
Supervisor: Lindsay Core
Feedback Period: (Submitted: April 16, 2023)

Professionalism

Adheres to Dress Code: Exemplary
Punctual, arrives on time, returns from breaks reliably: Exemplary
Maintains client confidentiality: Exemplary
Follows cell phone/computer use policy: Exemplary
Committed to the safety of self and others: Exemplary

Initiative

Actively seeks out new work: Exemplary
Actively participates without prompting: Exemplary
Positive/enthusiastic attitude: Exemplary
Makes good use of downtime: Exemplary

Communication

Clear and concise instructional skills with clients: Exemplary
Excellent written and verbal communication with clients: Exemplary
Excellent written and verbal communication with coworkers: Exemplary
Listens and responds to instruction from supervisor: Exemplary

Cooperation

Effective with coordination of tasks: Exemplary
Assists coworkers as an effective team member: Exemplary
Adjusts to a variety of work conditions/time shifts: Exemplary
Respectful and courteous of others: Exemplary

Problem Solving

Stays calm under pressure : Exemplary
Demonstrates creative and resourceful thinking: Exemplary
Recognizes and corrects mistakes without prompting: Exemplary
Displays adequate math and computer skills for the industry: Exemplary
Makes arguments founded on evidence based research: Exemplary

Goals

Goal 1:
Rating:

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Comments

“I would like to thank you for all you did at Fox! You were great with the residents and a great help with the organization as well. I wish you good luck in the future, thanks again for everything! 🙂 “


Student:
Supervisor:
Feedback Period: (Submitted: April 17, 2023)

Professionalism

Adheres to Dress Code: Exemplary
Punctual, arrives on time, returns from breaks reliably: Competent
Maintains client confidentiality: Exemplary
Follows cell phone/computer use policy: Exemplary
Committed to the safety of self and others: Exemplary

Initiative

Actively seeks out new work: Competent
Actively participates without prompting: Competent
Positive/enthusiastic attitude: Exemplary
Makes good use of downtime: Exemplary

Communication

Clear and concise instructional skills with clients: Exemplary
Excellent written and verbal communication with clients: Exemplary
Excellent written and verbal communication with coworkers: Competent
Listens and responds to instruction from supervisor: Competent

Cooperation

Effective with coordination of tasks: Competent
Assists coworkers as an effective team member: Exemplary
Adjusts to a variety of work conditions/time shifts: Competent
Respectful and courteous of others: Exemplary

Problem Solving

Stays calm under pressure : Exemplary
Demonstrates creative and resourceful thinking: Competent
Recognizes and corrects mistakes without prompting: Competent
Displays adequate math and computer skills for the industry: Exemplary
Makes arguments founded on evidence based research: N/A

Goals

Goal 1:
Rating:

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Comments

Conor is a very pleasant, kind individual with lots of potential. His ability to write appropriate personal training programs is proficient for the length of time he’s been in the industry. He was great at greeting clients and making them feel comfortable at the studio. Conor needs work learning to balance his diverse schedule and needs to be more comfortable asking questions when he’s unsure of something. He is a good communicator but the length of time he takes to respond needs to improve to stay competitive in this industry. His genuine cares about people and this will serve him well in the health and fitness industry.


Student:
Supervisor:
Feedback Period: (Submitted: April 18, 2023)

Professionalism

Adheres to Dress Code: Competent
Punctual, arrives on time, returns from breaks reliably: Competent
Maintains client confidentiality: Competent
Follows cell phone/computer use policy: Developing
Committed to the safety of self and others: Competent

Initiative

Actively seeks out new work: Competent
Actively participates without prompting: Developing
Positive/enthusiastic attitude: Competent
Makes good use of downtime: Competent

Communication

Clear and concise instructional skills with clients: Competent
Excellent written and verbal communication with clients: Competent
Excellent written and verbal communication with coworkers: N/A
Listens and responds to instruction from supervisor: Competent

Cooperation

Effective with coordination of tasks: Developing
Assists coworkers as an effective team member: N/A
Adjusts to a variety of work conditions/time shifts: Competent
Respectful and courteous of others: Exemplary

Problem Solving

Stays calm under pressure : Competent
Demonstrates creative and resourceful thinking: N/A
Recognizes and corrects mistakes without prompting: Competent
Displays adequate math and computer skills for the industry: N/A
Makes arguments founded on evidence based research: N/A

Goals

Goal 1:
Rating:

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Goal 2:
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Comments

Thank you for all your time here at CTC. I hope you have gained new and positive experience while you were with us. Good luck in the future.


Student:
Supervisor: Colton Churchill
Feedback Period: (Submitted: March 10, 2024)

Professionalism

Adheres to Dress Code: Exemplary
Punctual, arrives on time, returns from breaks reliably: Exemplary
Maintains client confidentiality: Exemplary
Follows cell phone/computer use policy: Exemplary
Committed to the safety of self and others: Exemplary

Initiative

Actively seeks out new work: Exemplary
Actively participates without prompting: Exemplary
Positive/enthusiastic attitude: Exemplary
Makes good use of downtime: Exemplary

Communication

Clear and concise instructional skills with clients: Exemplary
Excellent written and verbal communication with clients: Exemplary
Excellent written and verbal communication with coworkers: Exemplary
Listens and responds to instruction from supervisor: Exemplary

Cooperation

Effective with coordination of tasks: Exemplary
Assists coworkers as an effective team member: Exemplary
Adjusts to a variety of work conditions/time shifts: Exemplary
Respectful and courteous of others: Exemplary

Problem Solving

Stays calm under pressure : Exemplary
Demonstrates creative and resourceful thinking: Exemplary
Recognizes and corrects mistakes without prompting: Exemplary
Displays adequate math and computer skills for the industry: Exemplary
Makes arguments founded on evidence based research: Exemplary

Goals

Goal 1:
Rating:

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Goal 2:
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Comments

Colton is adapting quite well to different types of clientele that our gym services and is developing the needed skills to pursue a career in the fitness industry quickly. He is a very social, out going individual who makes everyone at CP Fitness feel at home and comfortable while they are training here. Brushing up on fundamentals here and there never hurt but everything else is going very well!


Student:
Supervisor: Ayushi Jagat Shah
Feedback Period: (Submitted: April 5, 2024)

Professionalism

Adheres to Dress Code: Competent
Punctual, arrives on time, returns from breaks reliably: Exemplary
Maintains client confidentiality: Exemplary
Follows cell phone/computer use policy: Exemplary
Committed to the safety of self and others: Exemplary

Initiative

Actively seeks out new work: Exemplary
Actively participates without prompting: Exemplary
Positive/enthusiastic attitude: Exemplary
Makes good use of downtime: Exemplary

Communication

Clear and concise instructional skills with clients: Exemplary
Excellent written and verbal communication with clients: Exemplary
Excellent written and verbal communication with coworkers: Exemplary
Listens and responds to instruction from supervisor: Exemplary

Cooperation

Effective with coordination of tasks: Exemplary
Assists coworkers as an effective team member: Exemplary
Adjusts to a variety of work conditions/time shifts: Exemplary
Respectful and courteous of others: Exemplary

Problem Solving

Stays calm under pressure : Competent
Demonstrates creative and resourceful thinking: Exemplary
Recognizes and corrects mistakes without prompting: Exemplary
Displays adequate math and computer skills for the industry: Exemplary
Makes arguments founded on evidence based research: Exemplary

Goals

Goal 1:
Rating:

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Goal 2:
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Comments

Ayushi Has Been a great addition to the team, She was able to quickly catch on to the program, and provide a great falls prevention class to our senior clients, She is very nice, genuine and smart and really knows her stuff in terms of anatomy, biomechanics and just overall movement.


Student:
Supervisor: Lukas Camacho Ardila
Feedback Period: (Submitted: April 17, 2024)

Professionalism

Adheres to Dress Code: Competent
Punctual, arrives on time, returns from breaks reliably: Developing
Maintains client confidentiality: Developing
Follows cell phone/computer use policy: Developing
Committed to the safety of self and others: Developing

Initiative

Actively seeks out new work: Developing
Actively participates without prompting: Developing
Positive/enthusiastic attitude: Developing
Makes good use of downtime: Developing

Communication

Clear and concise instructional skills with clients: Developing
Excellent written and verbal communication with clients: Developing
Excellent written and verbal communication with coworkers: Developing
Listens and responds to instruction from supervisor: Competent

Cooperation

Effective with coordination of tasks: Developing
Assists coworkers as an effective team member: Developing
Adjusts to a variety of work conditions/time shifts: Developing
Respectful and courteous of others: Developing

Problem Solving

Stays calm under pressure : Developing
Demonstrates creative and resourceful thinking: Developing
Recognizes and corrects mistakes without prompting: Developing
Displays adequate math and computer skills for the industry: Developing
Makes arguments founded on evidence based research: Developing

Goals

Goal 1:
Rating:

  • Action Item 1 ():
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Goal 2:
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Goal 3:
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Comments

More communication with the team of when you can’t take a shift and be more active during the classes.


Student:
Supervisor:
Feedback Period: (Submitted: April 22, 2024)

Professionalism

Adheres to Dress Code: Exemplary
Punctual, arrives on time, returns from breaks reliably: Exemplary
Maintains client confidentiality: Exemplary
Follows cell phone/computer use policy: Exemplary
Committed to the safety of self and others: Exemplary

Initiative

Actively seeks out new work: Competent
Actively participates without prompting: Exemplary
Positive/enthusiastic attitude: Exemplary
Makes good use of downtime: Exemplary

Communication

Clear and concise instructional skills with clients: Competent
Excellent written and verbal communication with clients: Competent
Excellent written and verbal communication with coworkers: Competent
Listens and responds to instruction from supervisor: Exemplary

Cooperation

Effective with coordination of tasks: Exemplary
Assists coworkers as an effective team member: Exemplary
Adjusts to a variety of work conditions/time shifts: Exemplary
Respectful and courteous of others: Exemplary

Problem Solving

Stays calm under pressure : Competent
Demonstrates creative and resourceful thinking: Competent
Recognizes and corrects mistakes without prompting: Competent
Displays adequate math and computer skills for the industry: Competent
Makes arguments founded on evidence based research: Competent

Goals

Goal 1:
Rating:

  • Action Item 1 ():
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Goal 2:
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Goal 3:
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Comments

– Confidence (will come with more practice)
– More Practice (practice demonstrating and cueing at the same time)
– more consistent coaching corrections


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FLDP 3032 – Personal Training

  • Overview
  • My Clients
  • Evaluations
  • Resources
No Entries Found

PHRE 5003 – High Performance Training for Sport

  • Overview
  • HOF
  • Infractions
  • Lab Data
  • Lab Exam

Teaching Points

No completed lab exam rubrics currently available

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
  • Posture
  • Injury Prevention
  • Corrective Exercise
  • Sports Taping
  • Foam Rolling
  • Goniometry

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

  • Professor: Tim Rush
  • Lab Instructor: Tim Rush
  • Technician: Sarah King, Dave and Brayant

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.

> View Lab Rubric

Feedback I've Given
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Feedback I've Received

Competency Type of Practice Peer Reviewer Score View Feedback
Flexion Disk Bulge and Neutral Pelvis Full Rubric Aislyn 40/40 See details

My Lab Infractions
To date across all courses, you have a total of: 0 infractions

No lab infraction data on file!


Lab Exam Feedback
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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: Jas Gilroy

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

Feedback I've Given
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Feedback I've Received
No Entries Found

My Lab Infractions
To date across all courses, you have a total of: 0 infractions

No lab infraction data on file!


Lab Exam Feedback
No completed lab exam rubrics currently available

View Lab Competencies
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PHRE 3043 – Functional Movement and Conditioning

  • Overview
  • Lab Data
  • Infractions
  • Peer Practice
  • Lab Exams
Lab Exam Feedback

No completed lab exam rubrics currently available
View Lab Competencies

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

View Lab Exams

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. Have the client press the dowel so that it is directly above your head | 1
  3. Instruct the client to maintain an upright torso, keep heels and dowel in position, and descend into a squat as deeply as possible. Instruct the client to hold the bottom position for a count of one, and then return to the starting position | 1
  4. Make appropriate corrections to set-up between movement reps. Eventually may need to regress to elevating client’s heels | 1
  5. Provide appropriate rationale for the score and submit at correct data sheet (Screen for pain (score of zero))| 1
  6. Corrective exercise 1 appropriate for movement pattern | 1
  7. Corrective exercise 2 appropriate for movement pattern | 1
  8. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 1
  9. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  10. 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. Have the client to maintain hand position and lower dowel to the base of the neck and across the shoulders | 1
  3. 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. Instruct the client to touch the floor with heel and return to the starting position while maintaining the same alignment | 1
  4. Make appropriate corrections to set-up between movement reps | 1
  5. Provide appropriate rationale for the score and submit at correct data sheet (Screen for pain (score of zero))| 1
  6. Corrective exercise 1 appropriate for movement pattern | 1
  7. Corrective exercise 2 appropriate for movement pattern | 1
  8. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 1
  9. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  10. 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.Help client get both toes facing forward and balanced in position | 1
  2. After client’s feet are in place, assist them in holding dowel with contralateral elbow (to forward leg) high.Instruct the client to have the dowel along the spine so it touches the back of head, upper back and tailbone | 1
  3. 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
  4. Make appropriate corrections to set-up between movement reps | 1
  5. Provide appropriate rationale for the score and submit at correct data sheet (Screen for pain (score of zero))| 1
  6. Corrective exercise 1 appropriate for movement pattern | 1
  7. Corrective exercise 2 appropriate for movement pattern | 1
  8. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 1
  9. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  10. 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. Instruct client not to creep hands closer after the initial placement. Measure the distance between fists | 1
  3. Make appropriate corrections to set-up between movement reps | 1
  4. Have client complete clearing test (shoulder impingement) with both arms following movement. Screen for pain from clearing test (+ or -)| 1
  5. Provide appropriate rationale for the score and submit at correct data sheet (Screen for pain (score of zero))| 1
  6. Corrective exercise 1 appropriate for movement pattern | 1
  7. Corrective exercise 2 appropriate for movement pattern | 1
  8. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 1
  9. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  10. 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. Have client place both arms next to body with the palms facing up| 1
  2. Hold dowel vertically half-way between client’s ASIS and crease in their knee (measure distance and find half-way) | 1
  3. Instruct client to keep knees extended and toes pointing up throughout movement pattern. Instruct client to raise the scoring leg as high as possible while keeping the opposite knee in contact with the FMS board | 1
  4. Make appropriate corrections to set-up between movement reps | 1
  5. Provide appropriate rationale for the score and submit at correct data sheet (Screen for pain (score of zero))| 1
  6. Corrective exercise 1 appropriate for movement pattern | 1
  7. Corrective exercise 2 appropriate for movement pattern | 1
  8. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 1
  9. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  10. Explain expectations regarding load expectations, core engagement, and breathing for each exercise | 1
FMS TSPU
  1. Have client get their thumbs in line with forehead (men) or chin (women), shoulder-width apart, legs together, toes pulled to ground, extend their knees and lift elbows slightly off the ground | 1
  2. Instruct client to maintain a rigid torso, push body as one unit into a push-up position | 1
  3. Make appropriate corrections to set-up between movement reps. Eventually may need to move thumbs down to chin (men) or clavicle (women) | 1
  4. Have client complete clearing test (spinal extension) following movement and screen for pain from clearing test (+ or -)| 1
  5. ProvideProvide appropriate rationale for the score and submit at correct data sheet (Screen for pain (score of zero))| 1
  6. Corrective exercise 1 appropriate for movement pattern | 1
  7. Corrective exercise 2 appropriate for movement pattern | 1
  8. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 1
  9. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  10. 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.Instruct client to touch elbow and knee directly over board and re-extend into straight line (without rolling at shoulders or hips) | 1
  3. Make appropriate corrections to set-up between movement reps. Eventually may need to regress to bilateral movement | 1
  4. Have client complete clearing test (spinal flexion) following movement and screen for pain (+ or -)| 1
  5. Provide appropriate rationale for the score and submit at correct data sheet (Screen for pain (score of zero))| 1
  6. Corrective exercise 1 appropriate for movement pattern | 1
  7. Corrective exercise 2 appropriate for movement pattern | 1
  8. Describe each exercise (i.e., set-up, posture, movement pattern) (a demonstration is not needed, but could help here) | 1
  9. Have the client try each exercise (reps to ensure understanding and correct errors) | 1
  10. 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 (expectations for muscle engagement), and no rubbing on arms| 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Adjust straps for plank (mid-calf) | 1
  4. Assist client in getting into plank position (handles to bottom of shoe and rotate). Assist client in getting feet directly under anchor and gain control over TRX and have client start exercise lying in prone position | 1
  5. Find appropriate plank for client ability. Coach while client holds plank, make appropriate adjustments to form (i.e., breathing, posture, core engagement, shoulder retraction, neutral pelvis) | 1
  6. Hold for appropriate amount of time and discuss appropriate programming | 1
  7. Choose an appropriate variation PLANK exercise from class (progression, regression, alternative) | 1
  8. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  9. Coach client into position, making appropriate adjustments to intensity | 1
  10. 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 (expectations for muscle engagement), and no rubbing on arms| 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Adjust straps for chest press (fully lengthened) | 1
  4. Assist client in getting into chest press position (facing away from anchor, maintain plank throughout) and have client start with arms extended. 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
  5. Make appropriate adjustments to form and intensity (resistance/instability) while client exercises. Coach while client completes reps (i.e., breathing, posture, core engagement, shoulder retraction, neutral pelvis, no rubbing of straps) | 1
  6. Complete an appropriate number of reps and discuss appropriate programming | 1
  7. Choose an appropriate variation PUSH exercise from class (progression, regression, alternative) | 1
  8. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  9. Coach client into position, making appropriate adjustments to intensity | 1
  10. 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 (expectations for muscle engagement), and no rubbing on arms| 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Adjust straps for row (fully shortened) | 1
  4. Assist client in getting into row position (facing anchor, maintain plank throughout) and have client start with elbows flexed, handles at chest. 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
  5. Make appropriate adjustments to form and intensity (resistance/instability) while client exercises. Coach while client completes reps (i.e., breathing, posture, core engagement, shoulder retraction, neutral pelvis) | 1
  6. Complete an appropriate number of reps and discuss appropriate programming | 1
  7. Choose an appropriate variation PULL exercise from class (progression, regression, alternative) | 1
  8. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  9. Coach client into position, making appropriate adjustments to intensity | 1
  10. 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 (expectations for muscle engagement), and no rubbing on arms| 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Adjust straps for power pull (mid-length, single strap design) | 1
  4. 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 arm extended up strap. 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
  5. Make appropriate adjustments to form and intensity (resistance/instability) while client exercises. 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
  6. Complete an appropriate number of reps and discuss appropriate programming | 1
  7. Choose an appropriate variation ROTATE exercise from class (progression, regression, alternative) | 1
  8. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  9. Coach client into position, making appropriate adjustments to intensity | 1
  10. 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 (expectations for muscle engagement) and no rubbing on arms| 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Adjust straps for lunge (mid-calf length, single strap design) | 1
  4. 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. 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
  5. Make appropriate adjustments to form and intensity while client exercises. Coach while client completes reps (i.e., breathing, tall torso, core engagement, knee not coming in, vertical shin, body not hinging) | 1
  6. Complete an appropriate number of reps and discuss appropriate programming | 1
  7. Choose an appropriate variation LUNGE exercise from class (progression, regression, alternative) | 1
  8. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  9. Coach client into position, making appropriate adjustments to intensity | 1
  10. 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 (expectations for muscle engagement), and no rubbing on arms| 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Adjust the straps for squatting (mid-length) | 1
  4. 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. Assist getting control of TRX, find appropriate starting position to ensure tension on straps, engaging through shoulders and back body | 1
  5. Make appropriate adjustments to form and exercise intensity while client exercises (can regress to TRX squat). Coach while client completes reps (i.e., breathing, tall torso, core engagement, knees not coming in, body not hinging) | 1
  6. Complete an appropriate number of reps and discuss appropriate programming | 1
  7. Choose an appropriate variation SQUAT exercise from class (progression, regression, alternative) | 1
  8. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  9. Coach client into position, making appropriate adjustments to intensity | 1
  10. 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. 1. Explain general TRX rules: tight straps, equal resistance (no sawing), neutral posture (expectations for muscle engagement), and no rubbing on arms| 1
  2. Coach concepts of increasing/decreasing resistance and increasing/decreasing instability | 1
  3. Adjust straps for hinge (mid-length) | 1
  4. Assist client in getting into hinge position (facing anchor, hips hinged) and have client start standing, feet shoulder width apart, arms straight under shoulders. 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
  5. Make appropriate adjustments to form and exercise intensity (move closer/further) while client exercises. Coach while client completes reps (i.e., breathing, posture, core engagement (maintain plank), shoulder retraction) | 1
  6. Complete an appropriate number of reps and discuss appropriate programming | 1
  7. Choose an appropriate variation HINGE exercise from class (progression, regression, alternative) | 1
  8. Explain steps to complete exercise (a demonstration may be helpful here but not necessary) | 1
  9. Coach client into position, making appropriate adjustments to intensity | 1
  10. 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

  • Overview
  • Journal
  • Fitness Classes
  • Infractions
  • Lab Exams

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

Feedback I've Given
No Entries Found
Feedback I've Received

Competency Type of Practice Peer Reviewer Score View Feedback
Barbell Back Squat Entire Technical Mercedes 18/20 See details
Ethan 0/ See details

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: Sarah King
  • Lab Professor: Sarah King
  • Lab Technicians: Jasmine Collins

Practical Assessment Schedule

Week Skills Assessed
Week
Week
Week


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

Feedback I've Given
No Entries Found
Feedback I've Received
No Entries Found

My Lab Infractions
To date across all courses, you have a total of: 0 infractions

No lab infraction data on file!

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 and gather necessary data to predict VO2max from assessment| 1
  2. Explain intensity of warm-up and workload and complete necessary calculations (50%, 70%, 85%)| 1
  3. Have an effective conversation to determine a suitable starting speed for client's warm-up and workload | 1
  4. Orient client to the equipment, ensure comfort with equipment (including HR monitor and RPE scale)| 1
  5. Explain the RPE scale and collect RPE data when appropriate throughout assessment | 1
  6. 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
  7. Change intensity when appropriate (for and in warm-up) | 1
  8. Change intensity when appropriate (for and in workload)| 1
  9. Stop test when appropriate (i.e., sign of intolerance or able to get accurate aerobic fitness data from test) and provide adequate recovery | 1
  10. Gather enough information to draft starting CV training program for client | 1
YMCA Cycle Test
  1. Chose appropriate fitness assessment for client and gather necessary data to predict VO2max from assessment| 1
  2. Explain intensity of warm-up and workload and complete necessary calculations (85% HRmax) | 1
  3. Ensure client is wearing a HR monitor, explain when and how HR will be collected | 1
  4. 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
  5. 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
  6. Explain the RPE scale and collect RPE data when appropriate throughout assessment | 1
  7. Use correct intensity for each stage| 1
  8. Increase intensity within 15s of appropriate minute for each stage (i.e., SS after 3 minutes or after 4 minutes and maintain test time)| 1
  9. 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
  10. Gather enough information to draft starting CV training program for client | 1
WFI treadmill protocol (submaximal)
  1. Chose appropriate fitness assessment for client and gather necessary data to predict VO2max from assessment | 1
  2. Complete necessary calculations (THR 85%)| 1
  3. Explain progressively challenging exercise (3 minute warm-up & progressively challenging 1 minute stages). | 1
  4. Orient client to the equipment, ensure comfort with equipment (including HR monitor and RPE scale) | 1
  5. Explain the RPE scale and collect RPE data when appropriate throughout assessment| 1
  6. 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
  7. Use correct intensity for each stage | 1
  8. Give the 15s monitoring period when necessary. Recorded correct THR and TT| 1
  9. Stop test when appropriate (i.e., sign of intolerance or able to get accurate aerobic fitness data from test) and provide adequate recovery| 1
  10. 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 and gather necessary data to predict VO2max from assessment | 1
  2. Explain intensity of warm-up and workload and complete necessary calculations (50%, 70%, 85%) | 1
  3. Have an effective conversation to determine a suitable starting speed for client's warm-up and workload | 1
  4. Orient client to the equipment, ensure comfort with equipment (including HR monitor and RPE scale) | 1
  5. Explain the RPE scale and collect RPE data when appropriate throughout assessment | 1
  6. 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
  7. Change intensity when appropriate (for and in warm-up) | 1
  8. Change intensity when appropriate (for and in workload) | 1
  9. Stop test when appropriate (i.e., sign of intolerance or able to get accurate aerobic fitness data from test) and provide adequate recovery | 1
  10. Gather enough information to draft starting CV training program for client | 1
[/su_table]
Lab Exam Feedback

No completed lab exam rubrics currently available

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

Feedback I've Given
No Entries Found
Feedback I've Received
No Entries Found
My Lab Infractions
To date across all courses, you have a total of: 0 infractions
No lab infraction data on file!
Lab Exam Feedback
No completed lab exam rubrics currently available
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
[/su_table]