Class Notes for Fall Quarter 2009

Week 1 (Sept 21-25)

Week 1 notes Printer-friendly

Week 2 (Sept 28-Oct 2)

Week 3 (Oct 5-9)

Discussed the exercise guidelines for flexibility

Flexibility is one of the five (5) components of fitness...the others are cardiorespiratory endurance, muscular strength, muscular endurance, and body composition

Flexibility is needed for maintenance of functional interdependence and performing the activities for daily living (ADL), as well as for improving motor performance and reducing the risk of injury

Flexibility is defined as the range of motion (ROM) of a joint or series of joints

Flexibility can be further defined as the ability of a joint to move freely through the full normal ROM

There are many factors that affect flexibility...some cannot be changed and some can be changed

There are many risks and precautions of flexibility of which a trainer should be aware

Hypermobility is having a greater ROM at a joint than normal...this could increase the risk of injury during stretching exercises

Decreased strength refers to stretching prior to a strength training exercise that could result in a decrease in the force production

Ineffectiveness refers to the information that research has indicated over the past decade in that stretching prior to exercise may not reduce the risk of injury...it really depends on how well the warm-up is performed and what is accomplished in the warm-up, as well as what activity will be performed

Precautions that a trainer should be familiar with include arthritis, muscular imbalances, osteoporosis, and hip fractures/replacements

Link for Power Point presentation on Flexibility

Light activity followed by performing the Flexibility Lab and Back Fitness Lab activities for HPE 258 course

Performed static stretching, dynamic stretching, and strengthening exercises

The table below indicates the exercise guidelines for flexibility

The frequency refers to a more complete flexibility program, not the traditional stretching as part of a warm-up and/or cool-down, since with a complete flexibility program (yoga or 3-4 holding repetitions of each stretch that totals 30-60 minutes) will create a situation within the body to need a longer recovery time...think about the yoga activity and that many students were sore the day or two after that activity

The intensity level is important because if we stretch into too much pain, then the receptors will send information to the CNS that, in turn, will cause the CNS to contract the muscles in that area to prevent injury...likewise, if the stretch is not great enough, the muscle and connective tissue will not adapt to a greater ROM

A static stretch is a slow, constant speed with the end range held for 10-30 seconds

A static stretch does not activate the stretch-reflex if properly done...if the intensity is too great, the stretch-reflex will be activated

A passive-static stretch is one in which an outside force is used...such as the individual's opposite arm, or a partner-assisted stretch

An active-static stretch is one in which the individual uses the force of the antagonist (opposing muscle) to create the stretch instead of an outside force

A dynamic stretch is one that takes the joint through an ROM

A PNF stretch utilizes both a static and dynamic stretch...it may also use passive and active static stretches

There are three different types of PNF stretchs:  hold-relax, contract-relax (most common), and hold-relax with agonist contraction

Discussed the different types of flexibility assessment

Discussed the Modified Sit & Reach, Trunk Rotation, and Shoulder Elevation

Performed flexibility & posture assessment with guest instructor Bob Maves

The information for the Motor Learning segment of this course will come primarily from the ACSM's Resources for the Personal Trainer and Motor Learning and Performance textbooks.

Before being able to teach a motor skill, we need to understand what a motor skill is.  Today we defined and discussed motor skill and related it to Motor Learning and Motor Performance.

A motor skill is a skill for which the primary determinant of success is the quality of the movement that the performer produces.

We can discuss these skills as they relate to tasks or to the level of performance.

Tasks occur in 3 skill classifications: task organization, motor-cognitive elements, and environmental predictability

Task organization includes discrete, serial and continuous skills

Motor-cognitive elements are on a continuum from a true motor skill to a true cognitive skill

Environmental predictability is also on a continuum, but between an open and closed skill

Levels of performance ranges between higher-skilled and lower skilled proficiency of the skill(s) and includes 3 skill characteristics: maximum certainty of goal achievement, minimum energy expenditure, and minimum movement time

Maximum certainty of goal achievement creates a situation in which the goal is achieved most of the time...for example, throwing a bulls-eye once as opposed to many times

Minimum energy expenditure refers to the elimination of unwanted or unnecessary movement, which can be useful for both strength and endurance skills

Minimum movement time refers to the reduction time to achieve the goal or the increase of speed with which it is achieved

Motor Performance is an observable attempt to produce a voluntary action.  This is susceptible to fluctuations in temporary factors such as motivation, arousal, fatigue, and physical condition

Motor Learning refers to changes in internal processes that determine a person's capability for producing a task.  This improves with practice and inferred by observing a stable motor performance.  In short, it is a long-term adaptation of the central nervous system to the effects of practice.

There are several models of the stages of Motor Performance and Learning.

All of these models indicate the largest performance gains come during early practice trials, then the rate decreases (known as the Power Law of Learning by the ACSM)

Implicit learning refers to improvements that occur due to repeated performance attempts without the person's awareness of the components of the task that prompted the improvements

Explicit learning refers to improvements that occur due to the conscious processes during the repeated performance attempts

Problem-based Learning is an approach to learning that presumes that the key to understanding is the ability to ask the right questions...Who, What, and Where

Individual differences will create different and varied responses to these questions in this approach, so asking the right questions will help the motor learning process

There are many factors that contribute to differences in movement performance

Capabilities are characteristics that are subject to change as a result of practice

Abilities are stable, enduring traits that are genetically determined

The ability to perform a skill or movement is different that actually performing the skill or movement

Abilities can be considered to be the hardware, the equipment, or having the right cards

Skills can be considered to be the software, using the equipment, or playing the cards

An individual can have the inherent ability to perform a skill; however, being able to perform the skill is another thing...some individuals can get more out of their abilities than others by becoming better at the skill (practice)

The table below indicates some of the differences between abilities and skills

Abilities can be grouped into perceptual-motor abilities and physical proficiency abilities as outlined below

Talent identification is a way to identify an individual's underlying abilities and to predict future skills based on those abilities

Talent ID is difficult to do because it is based on information that is acquired during the early stages of motor learning

In the fitness industry, we should expect people to possess different patterns of abilities

A particular pattern of abilities will facilitate performance on some tasks more than others

Abilities patterns are only one factor contributing to overall performance

Performance success results from a combination of factors

Preliminary considerations for motor learning include familiarizing the learners and utilizing open communication, utilizing direct attention, managing arousal, and balancing practice and rest

Familiarizing the learner to the skill will help to the learner to understand how the skill is utilized

Open communication is important because it helps the learner feel comfortable in communicating questions to the teacher/coach

There are 2 dimensions of directing attention: External/internal and narrow/broad

In external attention, one attends to cues and information, whereas in internal attention, one attends to own thoughts

In narrow attention, there is a small amount of information, whereas in broad attention, there is a large number of cues at the same time

An example of this is when hitting a baseball, the player begins attention in a broad sense by focusing on a large area, but will narrow the attention to the baseball upon the release of the ball by the pitcher.  This helps in having less fatigue during this skill...if the attention were narrow (on the ball throughout the skill), there would be less chance to be able to keep the narrow attention throughout the duration of the skill

A consideration for directing attention is whether the skill is closed or open

Verbal cues are utilized often to direct attention...the use of a word or phrase to help the learner to make a change in the performance of the skill

Varied focus through the skill is another method to direct attention by having the learner focus on a specific part of a skill pattern

The ability to manage arousal is important when considering how to best deliver the teaching of a motor skill

To manage arousal, emphasizing the goal and understanding the relationship between arousal and performance (inverted U model for anxiety and performance) is important

The ability to balance practice and rest becomes very important in learning a motor skill...if there is not enough rest, the learner may be too fatigued to perform; similarly, if there is too much rest, there may not be any learning taking place

In blocked practice, there is more rest, whereas in massed practice there is less rest

Prior to teaching a skill, the teacher/trainer/coach needs to consider these aspects in order to provide the best possible environment in which the learning of the skill can be attained...the preparation for the learning usually takes up the most time in the early stages of learning

Once these considerations have been utilized and the planning is complete, the skill may be presented

Continued the discussion on Motor Learning

Skill presentation techniques include instructions, demonstrations, and guidance (direction)

Instructions are usually given verbally to instruct the learner what to do

Demonstrations are a visual method to provide the learner with a view of the skill...also referred as modeling or observational learning

Demonstrations should be done with the correct technique and can be achieved through many methods including teacher/trainer/coach demo, peer demo, videotape demo

Guidance refers to verbal, physical, and visual information that is used to direct the learner

Once the skill is presented to the learner, then the practicing of the skill begins

There are several methods to practice skills, especially when there are several skills in a movement (or skill pattern)

These methods may be characterized by being either physical or mental in nature

Some physical methods to practice include the following

Mental imagery is a way of utilizing thoughts to help with the neuromuscular connection and can be just as effective as physical practice; although since the muscles are not being utilized, the muscles are not getting practiced...only the neuromuscular connections are being emphasized

As with physical practice, the mental aspect of the skill should be practiced with perfect technique

The more senses that can be utilized in mental imagery, the more realistic the experience becomes and the more effective the connections between the nervous and muscular systems

Internal imagery is having the mental image as seen through the eyes of the learner

External imagery is having the mental image as seen through an outside source...like seeing the skill from a camera's point of view

Neither the physical nor the mental practice should be viewed as superior to the other...they should be utilized together to enhance the skill and, ultimately, the performance

Once the learner begins practicing the skill, feedback becomes important in order for the learner to make changes to the skill (pattern) to utilize better technique in accomplishing the performance of the skill (pattern)

Feedback can be either intrinsic or extrinsic, it has special properties, and should be informational (constructive) and  dependency-producing

Intrinsic feedback is feedback that can be considered exteroception (outside the body) or proprioception (within the body)

An example of exteroception would be in shooting a basketball the learner sees the ball miss the basket

In the same example, proprioception would be the learner noticing/feeling that the elbow was in the wrong location

Extrinsic feedback comes from an outside source and includes either the knowledge of results (success of actions) or knowledge of performance (kinematic information)

The knowledge of results should not be given as redundant feedback that the learner can get through exteroception...in the example above, if the teacher/trainer/coach tells the learner the shot was missed, it is redundant feedback, even though it is extrinsic knowledge of results

Sometimes the results are not readily known by the learner, so it may be important to let the learner know what the result was/is...for example, a golfer hits a ball, but does not see where it went

Usually, the most important feedback from an extrinsic perspective is the knowledge gained about the performance of the skill (pattern), which will help the learner make corrections to make the technique better

The properties of feedback include making it motivational and reinforcing the desired result/performance

It is important to create an environment that is desirable and enjoyable for the learner...usually easier with an individual or small group than with a larger group

Making the feedback motivational will help keep the interest level for the learner and keep the learner coming back for more!

The more learners in the environment, the more difficult it becomes to create individual feedback that is motivational to each learner

Giving too much feedback can make the feedback less effective...it should be given at the right time in the right amount, which can be difficult to conclude

Feedback should also reinforce the skill technique that is desired (increase the likelihood that the learner will repeat the response)...it can be either utilized positively or negatively

Positive reinforcement is an event that follows a learner's response and, due to its pleasant nature, increases the likelihood that the learner will repeat the response

Positive reinforcement produces consistent and beneficial changes in performance more so than with negative reinforcement or punishment

Negative reinforcement is an event that follows a learner's response and consists of the removal of an unpleasant stimulus, thereby increasing the likelihood that a person will repeat the same response

Punishment is an event that follows a learner's response and, due to its unpleasant nature, decreases the likelihood that the learner will repeat the response

Most feedback should be positive reinforcement; however, it is important to make this feedback specific to an individual and intermittent (occasional) to be most effective

The most effective feedback is informational, or constructive, being as descriptive or prescriptive as possible in order to assist with error-correction for the learner

Dependency-producing feedback refers to the learner depending on utilizing feedback to become better at the skill...however, it is best to get the learner to approach this from a more internal than external dependency...in essence, a learner who can utilize information from an intrinsic nature as opposed to an extrinsic nature, will be better prepared to make necessary changes in the skill (pattern)

POP acronym refers to Praise, Observations (criticism), and Polish

Link for the Power Point presentation for Motor Learning

Guest instructor Vonie Kalich discussed Pilates to the class

Vonie teaches classes at Clark College in aerobic dance, Pilates, and cardio kickboxing.  She has been teaching group exercise for over 18 years and Pilates the last 6 years.  She is a certified Pilates instructor through the Stott's method.  She currently teaches at Pilates studios in Portland and Vancouver.  She is also a current student at Portland State University.  She enjoys horseback riding in her free time.

Vonie discussed the background, history, certification, and instruction of the special topic of Pilates

Below is a few notes on what was discussed

Joseph Pilates was born in 1880 in Germany

He had many ailments in his youth; however, he spent a lot of time outside watching animals stretch and move

His father was a gymnast and Joseph was a boxer and performer in the circus (which is where many of his apparatuses came from)

In 1912, while he was boxing in England, his training methods helped many people get through the influenza epidemic

After World War I, he perfected his regime

While on a ship to America, he met his wife, Clara; they settled in New York City

He opened a studio in NYC and his first clients were dancers...as his training methods became popular, most dancers went through his training, then the movie stars became interested and trained

His methods of training did not hit mainstream until just a few years ago when it hit the health clubs

Joseph Pilates lived into his 80's, maintaining good health & fitness and teaching his methods

Romana Kowalovski inherited his business and was his top trainer

Pilates is a mind-body form of exercise

There are two different methods of Pilates: traditional (uses turn out and imprint- flat back, abdominals in) and contemporary

The contemporary method was created by Moris Stott, due to her spinal injury and work with a physical therapist to sustain her Pilates training

She was based out of Canada, where Vonie's instructors learned the method and became trainers of trainers

The training to become a Pilates intructor requires three basic elements: 1) basic anatomy knowledge, 2) basic mat training, and 3) advanced specialties including apparatus and rehab

The first part of the training is Intensive Mat training which requires 40 hours of basic instruction, 30 hours of practice, 30 hours of review and 30 hours of observation and costs around $1,000 for training and books

The second part of the training is Reformer training on this apparatus and costs about $1,200

The third part of the training is for Intermediate and Advanced specialties

There is a lot of time, energy, and money spent to learn the basic principles of Pilates, as well as to practice and learn to properly teach the skills

The cost to take a Pilates mat class is $17 per class or $10 each class for a package of 10

The cost for a personal Pilates class can be as high as $60 or $44 for a package of 20

The information for this type of resistance training is taken primarily from the following source, as well as the ACSM and NSCA textbooks you have from other courses

Page, P. & Ellenbecker, T (Eds.) (2003) The Scientific and Clinical Application of Elastic Resistance.  Human Kinetics, Publishers.  ISBN: 0-7360-3688-1.

Elastic band training utilizes the concept of increasing force with elongation of an elastic source (band or tubing)

There is a 5-part process to follow for each exercise performed utilizing this type of resistance training

The starting length of the band/tubing is important because the stretch of the band/tubing should not exceed 250-300%

The end lever is the distance from the axis of rotation to the point where the band/tubing is being held (the mobile end of the band/tubing)

The physiological end lever may not be at the end of the exercise...for example, when performing flexion of the shoulder joint (bringing straight arm up in front of body), understand the physiological end lever is the hand above the head, whereas the exercise may have you stop at 90 degrees or to shoulder level

There are several precautions for using elastic bands

Listed below are the advantages and disadvantages for this type of resistance training

Advantages

Disadvantages

Links for more information: Thera-band

This class was spent performing exercises for various joints in the body using elastic bands (dynabands) for resistance

Wednesday's class will continue with performing the exercises similar to the HPE 258 lab

There will be a teaching assignment for elastic band resistance training on Friday, October 30