Download Lesson Plans for Advanced Functional Trainer

Lesson Plans for Advanced Functional Trainer - Performance
Objectives
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Explain the FASTER Specific Training Thought Process
Develop an assessment specific to the movement requirement of the client
Design solutions to these movements
Explain the reason for base movements over exercise
Design exercises with variables that make the movements and energy systems
match the clients needs
Course Layout
Saturday
10-11 - Introduction to the FASTER thought process
11-12 - 5 joint motions and muscle reactions
12-1 - Lunch
1 - 2 - Building a Movement Assessment Theory
2 - 3 - Assessing the Hips and applying a solution
3 - 4 - Assessing the Foot and Ankle with a solution
4 - 4.15 - Break
4.15 - 5.15 - Assessing Thoracic Spine with a solution
5.15 - 6.00 - Review of the day and Q&A
Sunday
10 - 11 - Introduction to Programme Design
11 - 12 - Base Exercises - Locomotion
12 - 1 - Lunch
1 - 2 - Base Exercises - Vertical Movements
2 - 3 - Movement Options Theory with progressions and regressions
3 - 4 - Programme design - napkin program design
4 - 4.15 - Break
4.15 - 5.30 - Experiencing the workout
5.30 - 6.00 - Debrief
Lessons
Introduction to the FASTER thought process
Defining how conscious movement happens 1. Desire to move
2. Select appropriate skill
3. Concentrically contract a muscle / muscle group
4. Bones move
5. Joints feel
6. Proprioceptors feedback and the muscles react
Explain the SAID Principle
Use interaction to define the SAID principle parameters
Take a common ‘performance exercise’ and match it to the performance outcome
5 Joint motions and muscle re-actions
Speak about muscles lengthening before reacting (mention this would be different to a
concentric contraction)
Show the 5 ways of creating the same muscle lengthening at a joint
Get the group to try one plane each at the hips
Go joint by joint through the available motions - Midtarsal, Subtalar, Talocrural, Hip,
Thoracic and Shoulder.
Associate three plane motions and muscle lengthening, use Gluteus Maximus and Gluteus
Medius as comparisons of same motions, but plane differences.
Give the students Latissimus Dorsi and Pectoralis Major to try and hit using a shoulder
press.
Building a Movement Assessment - Theory
Talk about the lack of evidence in assessing symmetry for injury prevention
Discuss why we use symmetry to show preferred skills
Discuss the reason skill out of certain positions prevents injuries
Discuss the SAID principle for building an assessment
Discuss building a set of examples of an assessed joint being able to move in long range
and short range
Talk through walking gait at the Hips, Foot and Ankle and Thoracic
Assessing The Hips in Gait
Adduction in gait
Adduction in a lunge
Abduction in gait
Abduction in a lunge
Internal Rotation in gait
Internal Rotation in a lunge
External Rotation in a lunge
Flexion in gait
Flexion in a lunge
Extension in gait
Extension in a lunge
Assessing the Foot and Ankle
Foot and ankle loading in gait
Foot and ankle loading in a squat and reach
Foot and ankle unloading in gait
Foot and ankle unloading in a squat and reach
Assessing the Thoracic Spine
Lateral Flexion
Rotation
Type 1 both sides
Type 2 both sides
Review of the day
Re-cap the thought process
Re-cap assessments and solutions
Set up day 2
Introduction to Programme Design
The vague matrix - warm-up and cool-down
The napkin training card
Base Exercises
Vague Changes
Specific Changes
Work Loads
Training Systems
Training Tools
Base Exercises - Locomotion Practical
Crawl
Cruffle
Crump
Shuffle
Skip
Walk
Run
Jump
Hop
Base Exercises - Vertical
Press-up
Squat Thrust
Balance Reach
Squat
Lunge
Hop
Jump
Push
Pull
Lift
Movement Options
Start and Finish positions
Planes of motions
Horizontal targets
Height targets
Body parts as mover
Speed
Speed Changes
Exercise Combinations
Progressing and Regressing an exercise
Program Design - Theory
Ordering Base Exercises
The use of vague changes
Making Specific changes to compliment the SAID principle
Energy Systems and workload
-relationship to physical change
-relationship to exercise choice
-relationship to loading choice
Training Tools
- Gravity enhancing
- Momentum enhancing
- Ground Reaction enhancing
4 Systems of ordering an exercise
Building an example program as a group
Experiencing the Workout
Group Vague matrix for a warm-up
Send the client out with the example program cards
Ask the students to train in twos
Set the task of exploring vague changes in motion
Group Vague matrix for a cool-down
Debrief
Feedback on the workouts
Q&A about the day
Summary of the two days
Feedback on the workshop
Invite to the FASTER forums
Lesson Plans for Advanced Functional Trainer - Therapy
Objectives
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Explain the FASTER Specific Training Thought Process
Develop an understanding of injury mechanics
Develop movements in the lower body
Develop movements in the upper body
Design exercises with variables that make the movements avoid injury but hit energy
systems
Course Layout
Saturday
10-11 - Introduction to the FASTER thought process
11-12 – Mechanics of an Injury
12-1 - Lunch
1 - 2 – Building Movements at the Hips – plane by plane
2 - 3 – Building Movements at the Hips - Combinations
3 - 4 – Building Movements at the Ankle
4 - 4.15 - Break
4.15 - 5.15 – Building Movements at the Foot
5.15 - 6.00 - Review of the day and Q&A
Sunday
10 - 11 – Building Movements in the Spine – Plane by Plane
11 - 12 – Building Movements in the Spine – Type 1/2
12 - 1 - Lunch
1 - 2 – Building Movements at the Shoulder – Plane by Plane
2 - 3 – Building Movements at the Shoulder - Combinations
3 - 4 - Programme design - napkin program design
4 - 4.15 - Break
4.15 - 5.30 - Experiencing the workout
5.30 - 6.00 - Debrief
Lessons
Assess Coach Train
Learning hours - 7 hours
Day Plan
10 – 11 – The FASTER Principles - Lecture running through Assess Coach Train, Bones - Joints Muscles, 5 skills, theory on assessments.
11 – 12 – Assessing and Coaching - Lectures on how to build an assessment with coaching - Some
practical elements - body weight small space
12 – 12.40 – Break
12.40 – 1.40 – Assessing and Fatigue - Building a way of finding out how your client moves under
fatigue and if you can see it. Showing how you take this to its end point. Practical
1.40 – 2.40 – 5 Skills Matching and observing - Practicing the 5 skills with a relationship to the
movement goals of the group - Practical
2.40 – 3.40 – Training the human - The importance of motivation, challenges and communication theory and practical
3.40 – 4.00 – Break
4.00 – 5.30 – Designing Programs and Practice - How to use the Napkin Training card, theory and
practice.
5.30 – 6.00 – Summary
Learning Outcomes
By the end of this course
The student will be able to describe the scientific reasoning behind the FASTER thought process
The student will be able to describe the 5 skills of motion
The student will be able to plan a way to help improve these skills with coaching
The student will be able to plan a way of creating sequence changes to improve these skills
The student will be able to select suitable equipment to assisted with assessment and delivery of
training to help the client improve their skills
The student will be able to evaluate a clients fitness needs
The student will be able to plan a fitness session using the FASTER Napkin Card
The student will be able to communicate why they selected exercises and the relevant equipment.
Summary of lessons with lesson plans in depth
The FASTER Principles - 1 hour
10 minutes - Introduction to FASTER
Started in 2006
First course AFT
Built on the collective knowledge of gurus
Evolved into a science driven company
Intel not Apple in approach to developing students
20 minutes - Science and its importance
Science verses because it Works - the difference between a perceived result and the
reality of how much can be explained away with other possibilities.
Ethics - Science verses no Science
How to research - finding information on topics
How to define research using CAARP
Defining your own CAARP
Some examples of beliefs and results commonly owned by the industry but proven wrong
by good science
10 minutes - The FASTER process
SAID Principle - how imitating movements and environments is all we know
Coaching and the power of the mind, motivation and movement skills
Sequencing, how we break down a movement by bone, joint and muscle reaction
Structure - a discussion on long term planning and the science behind changing muscles
20 minutes
Practical demonstration of coaching and sequencing in combination using the squat
Assessing and Coaching - 1 hour
10 minutes
Explaining the out of 10 theory
20 minutes
Coaching of the squat demonstration
10 minutes
Reviewing the sequencing of the squat (major requirements)
20 minutes
Applying techniques to change squat sequencing
Assessing and Fatigue 1 hour
10 minutes
Explaining the theory behind great performance, when risks to injury and reduction in
performance occur. Demonstration of using video analysis as point back to great
performance
20 minutes
Practical demonstration to the group of the process of coaching, sequencing challenging
for fatigue then repeating the cycle using a volunteer.
30 minutes
Practical Practice of these skills
5 skills matching and observing 1 hour
Practical demonstration of the skills of movement, with group participation and coaching
3 skills to assessed - Vertical Displacement Down, Rapid Change in Direction and
Locomotion.
2 skills to be applied - Training In’tension Torso still, Training In’tension Limb Still
Training the Human 1 hour
Injury and Pain - the subtle difference - 20 minutes
Performance and movement - 20 minutes
Long and short term planning - the coach and the scientist - 20 minutes
Designing a Program 1 hour
Introducing the Napkin Training Card - Description of the history and headings 10 minutes
Building a program card as a group - 30 minutes
Trying some of the exercises - 20 minutes Practical
Whole course Q&A - 10 minutes
Rule the Kettlebell
Learning hours - 7 hours
Day Plan
10 – 11 – The FASTER Principles - Lecture running through Assess Coach Train, Bones - Joints Muscles, 5 skills, theory on assessments.
11 – 12 – Stopping
12 – 12.40 – Break
12.40 – 1.40 – Turning
1.40 – 2.40 – Accelerating
2.40 – 3.40 – Combination Drills
3.40 – 4.00 – Break
4.00 – 5.30 – Designing Programs and Practice - How to use the Napkin Training card, theory and
practice.
5.30 – 6.00 – Summary
Training In’tension
Learning hours - 7 hours
Day Plan
10 – 11 – The FASTER Principles - Lecture running through Assess Coach Train, Bones - Joints Muscles, 5 skills, theory on assessments.
11 – 12 – Stopping
12 – 12.40 – Break
12.40 – 1.40 – Turning
1.40 – 2.40 – Accelerating
2.40 – 3.40 – Combination Drills
3.40 – 4.00 – Break
4.00 – 5.30 – Designing Programs and Practice - How to use the Napkin Training card, theory and
practice.
5.30 – 6.00 – Summary