p. 393, PPt 41 Invite an ACSM-certified You might assign each Personal Trainer to discuss student a different exercise, 14.2: ACSM his or her methods of have all students write Recommendations for of the program design. Ask the instructions for the same Muscular Hypertrophy goals trainer to focus on the exercise, or allow students p. 393, PPt 42 targeted program design process to choose an exercise on 14.3: ACSM Primary or outlined in the text, their own. Recommendations for assistance specifically: Have students identify the Muscular Power exercise Training potential exercise at the top of the p. 394, PPt 43 Multijoint page. Ask them to create Initial assessments or 14.4: Traditional headings as follows, with Follow-up American-Style specific information or assessments exercises Periodization Schedule instructions for each: Individualization Bilateral p. 398, PPt 52 Body part targeted and Client feedback 14.5: An Example of a (e.g., lower back) unilateral Setting and Classic Linear Periodized What muscles are Order of exercises — evaluating goals Program Using 4-Week exercised (e.g., erector affects quality and focus Microcycles Maintenance of spinae) p. 398, PPt 54 training goals rationale What device or Unrealistic goals 14.6: An Example of a Refer to equipment will be used Nonlinear Periodized sequencing How to set up the Training Protocol rationale in equipment (seat text. p. 400, PPt 57 incline, seat height, etc. Resistance and repetitions How to perform the repetition maximums — exercise (RM) Variations (if Target or applicable) target Tips or technique notes range The purpose of the Percentage exercise of the Tell students their Number of days per week instructions should fit on of training (frequency) one page and should be 2–3 easy for an individual to ∙ for read and follow. Give extra wk−1
of the goals targeted Primary or assistance exercise Multijoint or exercises Bilateral and unilateral Order of exercises — affects quality and focus rationale Refer to sequencing rationale in text. Resistance and repetitions — repetition maximums (RM) Target or target range Percentage of the Number of days per week of training (frequency) 2–3 ∙ wk−1 for p. 393, PPt 41 14.2: ACSM Recommendations for Muscular Hypertrophy p. 393, PPt 42 14.3: ACSM Recommendations for Muscular Power p. 394, PPt 43 14.4: Traditional American-Style Periodization Schedule p. 398, PPt 52 14.5: An Example of a Classic Linear Periodized Program Using 4-Week Microcycles p. 398, PPt 54 14.6: An Example of a Nonlinear Periodized Training Protocol p. 400, PPt 57 Invite an ACSM-certified Personal Trainer to discuss his or her methods of program design. Ask the trainer to focus on the program design process outlined in the text, specifically: Training potential Initial assessments Follow-up assessments Individualization Client feedback Setting and evaluating goals Maintenance of training goals Unrealistic goals You might assign each student a different exercise, have all students write instructions for the same exercise, or allow students to choose an exercise on their own. Have students identify the exercise at the top of the page. Ask them to create headings as follows, with specific information or instructions for each: Body part targeted (e.g., lower back) What muscles are exercised (e.g., erector spinae) What device or equipment will be used How to set up the equipment (seat incline, seat height, etc. How to perform the exercise Variations (if applicable) Tips or technique notes The purpose of the exercise Tell students their instructions should fit on one page and should be easy for an individual to read and follow. Give extra