Final Exam Preparation

Your final YFT certification exam includes a written component. Each week, we will provide you with
an assignment that allows you develop these components in manageable steps.

Answer the question below, then set the answer aside to submit with your final exam.

Compose your response to each of the following questions. Answers should be a minimum of 250
words each, include the concepts covered in the course text, and be written in your own words.

SECTION 2:

Week 1 OK

1. What can youth gain by developing metabolic fitness at a young age?

2. What physical changes occur during puberty and adolescence? How do these changes affect
physical performance in boys? How do these changes affect physical performance in girls?

Week 2 OK

1. Describe how children differ physiologically from adults with respect to the cardiovascular,
pulmonary, and muscular systems.
2. Describe the stretch shortening cycle and how it relates to exercise.

Week 3 OK

1. Perform body composition assessments on at least three adolescents. Record your results.
What method did you use? Do the adolescents fall in the normal, overweight, or obese
category? Why do you think the adolescent falls in this category?

Week 4 OK

1. How would you design an aerobic training program for an adolescent boy or girl?
2. When creating a training program for an adolescent, what is the most important training
principle? How would you make sure to address this principle when creating the program?

Week 5 OK

1. Name and describe the basic movement skills that children should learn.
2. How do movement exploration programs benefit infants and young children?
3. Describe exercises to develop speed and power in teenage power athletes.

Week 6 OK

1. What should be the focus of the elementary school physical education program?

Week 7 OK

1. How can you make children "winners" without burning them out or harming them
psychologically?
2. How can parents, coaches, and personal trainers make sports a good experience for kids?
SECTION 3:

Week 9

1. Long Essay. (500-word minimum, in your own words.)

Write a 500-word essay on the physiological differences between children and adults, and
how they affect exercise assessment and program design. Include concepts covered in the
course and compose your answer in your own words.

The most important and a fundamental statement to mention before starting to discuss the
physiological differences between children and adults is that “children are not miniature adults”.
Young children are not capable of learning motor skills or achieve physical fitness at the same pace
as adults, and they get tired more easily with intense exercise. On the other hand, during
adolescence a maximum exercise capacity may be achieved in comparison to that of any other time
in life. Therefore, it is imperative to make several distinctions when designing an exercise program for
children in a responsible and professional way.

To begin with, children’s bones can keep on maturing until they are 22 years old, so the type of
athletic injuries differ from the adults’, and consequently, high intensity training must be done with
much caution. They are not able to handle the same physical stress as adults or develop so much
muscle power, that’s why children must not begin working with weights so early and using their own
bodyweight should be enough to develop strength and an appropriate muscle size for their age, until
they are old enough to commit to training on a regular basis.

Regarding the cardiovascular and respiratory systems, children have lower blood pressure, a higher
heart rate and they breathe less air than adults, because even though their breathing frequency is
greater, their volume per breath is less. This can cause them to hyperventilate, so that’s why children
are better at performing low intensity -aerobic- exercises for longer periods than adults and are not
able to sustain the same level of effort required in intense -anaerobic- exercises as adults do.

Also, children’s temperature regulation systems are still immature, so they are not capable of
sweating the same way as adults do and they also get cold quicker, that’s why they are more
vulnerable to extreme weathers. Trainers must be especially cautious when working with kids in the
cold and be sure they are properly dressed for the weather because due to their large body surface in
relation to their muscle mass they could get severely cold without the trainer noticing it. Wearing a hat
is especially important because the head has a dense blood supply, therefore it is the first part of the
body where children lose heat in the cold. When training in hot weather, it is important to drink plenty
of fluids, wear light clothes, do not over train and take enough breaks in order to recover properly. It
is crucial for trainers to be aware of the signs of heat-related problems such as dizziness, headache,
pale skin and weakness, and get medical care if any of these appear. Acclimatization is also a very
important factor when exercising in hot or cold weather, and it is not enough to just get exposed to
such weather but to actually perform the specific activity you are trying to acclimatize for.

Remember that a child who exercises is on the right path to becoming a healthier adult. So, as a
Youth Personal Trainer, the best thing to do is to develop an attractive, effective and fun exercise
program and always be aware of fatigue, pain or temperature-related problems, and be sure the kid is
dressed according to the weather, drinks plenty of fluids before, during and after exercising, gets
enough rest and, most important of all, never over stresses, either physically, or mentally.
SECTION 4:

Week 8

By now, you have sufficient knowledge to begin your case studies.

To stay on track, complete this assignment over the next two or three weeks.

Case Studies:

 Choose three sample clients from the "Sample Clients" list below.
 Design a 10-week exercise/physical activity program for each of your three clients. (An
individual program for each client -- three total case study submissions.)
 Be very specific as you design the exercise/activity programs. List the type of exercise,
duration, sets, reps, rest intervals, and so on.

Include:

1. Discussion of any fitness tests or methods of evaluation used to assess client.

2. Rationale for your recommendations regarding specific conditions presented by your client.
(Be sure to reference course concepts when discussing rationale.)
3. A detailed 10-week training program including specific sets, repetitions, exercises.
Incorporate an integrated approach. (Use charts to illustrate the training program.)
4. Nutritional strategies with a rationale for your choices.

 A coach, parent, or athlete should be able to take your program and put it into practice without
having to contact you to clarify what you meant, or to explain some part of your program.
 Important: include an explanation for WHY you listed what you did. Reference the concepts
and theories covered in the course. Be sure to address why the program and exercises are
appropriate for the age, developmental level, and goals of the client. For example: if you are
developing a program for toddlers, explain how your program addresses immature
temperature regulation, development of muscle and motor skills, cultivating a love for fitness,
etc. Tying your program to course concepts is a critical component of your case study.

Sample Clients (choose 3)

1. Thirteen-year old boy who weighs 174 pounds at 5' 0" who loves to play baseball.
2. Twelve-year old female soccer player of normal height and weight.
3. Eleventh grade high school football player (running back) who feels he is underdeveloped
(142 pounds, 5' 8" with "skinny" legs).
4. Tenth grade male sprinter (specialist in 100-yard dash).
5. Sixth-grade, female figure skater.
6. Thirteen-year old male or female tennis player.
7. Fifteen-year old female wishing to train for shot put (track and field).
8. Movement program for pre-school child.
9. High school male or female cross-country runner.
10. Thirteen-year old male or female swimmer who wants to swim longer distance races.
11. Fitness games for 3rd graders.
12. Ten-year old male or female alpine ski racer.

Plus: I can suggest games promoting healthy eating habits and charts, batches or prizes for doing
more physical activities and less videogames…

Themed: animals, circus, dancing, sports, choose your favorite activities and customize your final
week, colors, outer space, beach

Active breaks during the day

Flash cards with activities

Lunges, jumping jacks, star jump, seasonal freeze dance fridays, cuerda floja,
squats, push-ups, stretches, toe touches, jog in place, sit-ups, balance on one foot,
hop on one foot, animal movement cards

Always add music

Morning meditation
Strike a pose
Mirrors in couples
Body bingo

Circuits
Fitness stations

We need to be aware of what these fundamental movement skills are so we can

provide activities to enhance all of these. The twelve fundamental movement
skillsare: balancing, running, jumping, catching, hopping, throwing, galloping,
skipping, leaping and kicking.
Include tips and guidelines
Dance
Yoga
Games
Gross motor
Fine motor
Balance
Multi-sensory activities
Functional
Circuits
Sports immersion: soccer, baseball, basket
Creative dance

Stretching exercises: p. 138-141

Basic movement skills: p. 144-149
Kettlebell exercises: p. 150-151
Weight training exercises: p. 157-162
Plyometrics: p. 164-173
Power and speed exercises: p. 180-194

1. Fitness games for 3rd graders

For this example, I will be creating a program of fitness games for 3rd graders to be practiced at
school. To do this, I will be having a meeting with the teachers and principal at school to get to know
them, the environment and their pupils, so I can get a better idea on how to develop and then explain
the program to them. As a plus, I will also be suggesting some activities for teachers to do with the
kids throughout the day. The main objective when creating this type of program for young children is
to help them improve their basic movement skills and to encourage a love for physical activity. This
will set the bases for a healthy lifestyle and an active adulthood. Given that I will we working with
groups, it is crucial to encourage effort and be sure to include every kid in the activities, whether they
are overweight, athletic, more or less mature or even have disabilities. There should be place for
everybody and each kid should only be compared to their own self and their progress measured
within their own standards.

In this particular case it is very important for me to always be available for teachers if they have any
questions or concerns, because they will be the ones putting the program in practice. I will be having
periodic meetings with them to answer any questions, receive feedback and make any needed
changes to the program. They must be very patient and aware that young children are not able to
achieve physical fitness at the same pace as adults, that every kid has their own times and processes
and that they can get tired more easily with intense exercise. They should also remember that
children have immature temperature regulation systems, so it is very important to check that they are
wearing appropriate clothing when exercising in extreme weathers, wear sunscreen and a hat, and
drink plenty of fluids, especially when the day is too hot. Also, be always aware of fatigue and signs
of heat-related problems, such as dizziness, headache or weakness.

Here are some tips that I encourage teachers to put in practice every day at school:

- Start each day with a morning meditation: there are several resources of guided videos and
audios made especially for kids; choose the one that suits your class mood.
- Take 5 minutes active breaks 2 or 3 times a day. Some ideas for these breaks include:
practicing yoga poses, a few minutes of free dance to soft music to end the day or more
vigorous music to start the day with a burst of energy, deep breathing exercises, taking a
short walk before a test or presentation, stretching exercises, etc.
- Nobody should be left behind. Ever. There should always be room for everyone because
everybody has their own set of skills and abilities.
- Encourage students to visit and register on www.choosemyplate.gov, where they will find lots
of resources, games and printable stuff, and they can create a personalized MyPlate Plan, an
easy way to know how many calories they need and the daily recommended amounts for
each food group. Hang a MyPlate poster in the classroom to familiarize your students with
the plan an discuss regularly about healthy eating habits.

Experts suggest that a child must engage in 60 minutes of physical activity daily, so by including the
following 30-minute fitness games plus the 2 to 3 5-minute active breaks every day, the quota is
almost covered. Besides, teachers should encourage children to enroll in after-school sports and play
outdoors during recess. All these, with the appropriate guide at home, will definitely set the right
foundations to build healthy habits that are very likely to last throughout life.

2. Luke: thirteen-year old boy who weighs 174 pounds at 5' 0" who loves to play baseball

By meeting Luke and his parents, I will be able to know a bit more about his habits and lifestyle,
activity level, diet and hobbies. The first thing to register quantitatively is his weight and height, and at
174 pounds and 5’0”, his BMI is 34, so looking at the BMI-for-age chart we discover that he is very
overweight. Body circumferences will also be measured periodically, along with weight, to keep track
of the progress. At this point, it is critical to know his medical history and find out if his weight
problems rely in any medical conditions and assess them adequately with an specialist. Having taken
care of this aspect, I will help him by developing a nutrition an exercise plan to improve his overall
fitness and health, and by giving him and his family various tips on how to incorporate good habits to
their day to day. Knowing that most overweight children become that way from poor diet choices and
not being active enough, and that they are very likely to become overweight adults, this will be our
main objective for Luke: achieve overall fitness by losing weight and becoming a more active kid. I
will encourage him to have a training diary where he will keep track of workouts and food, it’s not only
necessary to write down what he eats, but also how he feels about food, so we can address those
feelings later, when measuring progress, to help him be consistent with the exercise and nutrition
program.

Here are the guidelines that will help Luke achieve his goals:
- Eat 5 times a day and include enough fruit, vegetables and whole grains.
- Drink plenty of water and avoid sugary drinks
- Choose healthy snacks: fruit, celery sticks with hummus, whole grain crackers with cheese, a
handful of nuts, Greek yogurt with berries.
- Register on www.choosemyplate.gov, where you will find lots of resources, games and
printable stuff, and create a personalized MyPlate Plan, an easy way to know how many
calories you need and the daily recommended amounts for each food group.
 - Limit videogames and TV time. A good idea is to get used to only do these sedentary
activities after doing some type of exercise like riding a bike, playing catch, running or playing
outside, etc.
- Be sure to do at least 60 minutes of physical activity daily. This should be easy if you make
clever choices like walking to school, taking the elevator instead of the stairs, enrolling in
after-school sports, playing outdoors more often, helping at home taking the trash, vacuuming
and taking care of the garden, taking long walks or just going to the mall with your friends.
- Upon waking up, open your curtains and face outside, do a simple stretch by reaching up with
your hands and then flex your knees a little and bend at the waist, trying to touch your toes;
each day you will get more flexible. This simple movement and the light entering your room
will help you start your day with a dash of energy.
- Be consistent with your exercise and nutrition program, and don’t forget to write everything
down in your diary.
- Have fun and enjoy the journey! If you are not liking what you are eating or the exercises
included in your program, reach for me; I will always be available for helping you make
healthy choices while feeling happy and full of energy. For example, if you are feeling like
playing videogames and haven’t gotten your dose of physical activity, why not choosing a
dancing videogame -like Just Dance- and play it for an hour? That’s a fun and healthy
choice!

I will be performing the President’s Challenge on Luke to get a better perspective of our starting point
before initiating the program, and after 10 weeks I will perform it again to keep track of his progress
and encourage him to keep going by showing him his improvement.

Without further ado, I present the 10-week program. Videos and graphic guides will be included to
show how each exercise must be done.

1. John: tenth grade male sprinter (specialist in 100-yard dash)

My first meeting with John and his parents will focus on getting to know him and discover his medical
history, his current level of physical activity, his lifestyle and main objectives. Using the forms
provided by ISSA I will first register his age, height, weight and body circumferences, and write down
his short-term and long-term goals. In this case my hypothetical client is a 15-year-old male whose
height is 1,70 m. and who weights 57 kg., meaning that his BMI is 19,7. So referring to the BMI-for-
age chart he is around the 50th percentile and therefore has a good height and weight for his age.

As a sprinter specialist in 100-yard dash, John’s main objectives are to improve speed and power.
Even though it is important to develop general fitness, it is crucial to train for the specific skills that
sprinting requires, that is why the program will include 2 or 3 sessions of sprinting a week -depending
on whether it is off-season, pre-season or in-season. Besides, I will be including stretching, strength
exercises, interval training, lighter fun activities such as biking and jogging, and of course rest periods,
which are as important as training.

I will perform speed and power tests to know our starting point and repeat these tests periodically,
along with the body measurements, to keep track of John’s improvements. To measure power, I will
be doing the vertical jump test, which consists on flexing the knees and jumping as high as possible
and touching the wall with the fingers painted with chalk, to keep track of the height. The jump is
repeated 3 times and the higher mark is the one registered. This test will be repeated often to
measure John’s improvement. To measure speed, I’ve chosen John’s discipline: the 100-meter dash.
This way we can keep track of his time periodically. Both tests will be performed monthly.

I consider my presence as a trainer to be essential to guide my client along the way, correct postures
and exercises and to perform the aforementioned tests and measurements. Anyway, I will add a
graphic guide explaining how every movement should be performed. I will also encourage John to
keep track of his activity daily. A good and simple idea for an adolescent is to record audio notes after
every workout pointing out how he is feeling, if the exercises felt hard or easy, his level of energy, etc.

We must aim for metabolic fitness, that is the energy needed for a specific exercise. The
improvement of metabolic fitness for sprinting implies that the body must provide lots of energy in a
short period of time. The non-oxidative energy system is the one responsible for this type of
movements, because it delivers quick bursts of energy that make this intense but brief type of
exercise possible. The perfect kind of training for developing this ability is interval training, a practice
that consists of high intensity workouts alternated with short resting periods. Interval training is
excellent for improving speed and power, but it should not be practiced more than 3 times a week
because doing that can lead to injury and exhaustion in children.

As I mentioned before, I will also be adding stretching exercises, because they improve flexibility,
which can help prevent injuries and make movements smoother and easier. It has been found by
recent studies that it is better to stretch after exercising because doing otherwise increases the risk of
injury and decreases muscle strength, so that is what we will be doing in this program: stretching after
exercising, when the muscles are warmed-up.

It is important to develop core strength, and not to increase muscle size too much for this type of
sport, so we will be including strength exercises that involve the whole body and be sure to warm-up
before and keep a good posture at all times. If the kid will be doing the workout by himself, it is a
good idea to record it so I, the trainer, can check and correct every movement and be sure it is done
perfectly.

Plyometrics will also be included because they help improving muscle strength, power and speed, and
they train the nervous system to respond fast, a much-needed skill for sprinting. Other exercises will
also be added to help develop power and speed, such as power, agility and functional training, and of
course various sprinting movements.

Regarding nutrition, I do not recommend taking supplements, but having a balanced diet with plenty of
essential nutrients and water, avoiding processed and junk food as much as possible. Considering
that John will be involved in an exigent training program, his daily calorie intake should be around
3000 kcal, to be able to have enough energy to perform well, and he should drink about twelve
glasses of water daily, being sure to keep hydrated by drinking water before, after and during
workouts. I will be providing the MyPlate guide to serve as a template to assemble every meal in an
appropriate and balanced way. Using this guide, he will be able to consume the right amount of fruits,
vegetables, whole grains, meat (preferably seafood) and beans. Personally, I do not consider dairy to
be imperative, but MyPlate does, so the option to consume it will be given. Anyway, vegetable
“milks”, such as coconut, oat, almond, etc., are a good source of healthy fats and other nutrients, and
generally enriched with calcium.

As for the purpose of this test, I am presenting a 10-week program for the pre-season. Videos and
graphic guides will be included to show how each exercise must be done.

ANSWERS

Week 1

1. What can youth gain by developing metabolic fitness at a young age?

By developing metabolic fitness at a young age, children will improve health and fitness and cultivate
habits that will most probably remain throughout life. They will also be on the right track to preventing
metabolic problems that are now consider epidemic, such as obesity, insulin resistance and type 2
diabetes, and that are known to begin during childhood. It is well known nowadays that obese
children generally become obese adults, so it is vital that healthy habits begin as earlier in life as
possible.

Achieving a healthy lifestyle during childhood, in terms of proper nutrition and exercise -with an
appropriate amount of rest-, can help limit the production of fat cells, which is very important to
maintain an ideal weight because fat cells, responsible of body fat, only increase in number until early
adolescence, and thereafter they only increase in size.

The natural consequence of being physically fit is an increased metabolism, which means greater
capacity to take energy from food and transform it into energy for the body to function properly -not
only while exercising but also long after, while at rest-, to exercise longer and more intensely and,
specifically in children, to fuel growth and tissue development. Metabolic fitness at a young age
boosts functional capacity and helps improving neural and muscular development, as well as building
denser and stronger bones. It also delivers more power and, consequently, a much bigger chance to
succeed in sports. Just take in consideration that the key to develop metabolic fitness is to get the
child to enjoy physical activity in order to make it part of their life and get the best out of it.

2. What physical changes occur during puberty and adolescence? How do these changes affect
physical performance in boys? How do these changes affect physical performance in girls?

Even though the changes that occur during puberty and adolescence may depend on the maturity,
diet, exercise and overall health of each individual, the developmental stages remain mostly the same
for everybody. Before puberty the increase in height and weight is gradual, which makes learning
gross motor skills easier. But with puberty comes the adolescent growth spurt, a stage during which
weight and height increase rapidly, making it difficult to attain stability and acquire basic sport skills.

Other changes that come with puberty are the full development of sex organs and, in girls, the arrival
of the first period -or menarche-, as well as the enlargement of the hips and the appearance of
breasts and pubic hair. In boys we can observe changes in their voice and the presence of pubic and
facial hair, as well as the development of larger muscles, greater height and broader shoulders than
girls. Also, lean body mass increases for both sexes, while body fat decreases in boys and increases
in girls, and blood pressure rises and reaches adult levels for both, following the growth spurt.

All these changes deeply affect physical performance, as when the mentioned growth spurt is
complete, boys’ endurance improves -thanks to increased muscle mass and enhanced oxygen
transport and metabolic capacity-, together with strength, speed, power and several motor skills, while
girls suffer an increase in body fat and a decrease in their aerobic capacity and strength, causing their
endurance and overall fitness to level off. Keep in mind that exercise can reduce the inevitable
increase in body fat and improve metabolic fitness, so attain healthy habits and keep them for life!

Week 2

1. Describe how children differ physiologically from adults with respect to the cardiovascular,
pulmonary, and muscular systems.

The pulmonary or respiratory system’s central organs are the lungs and its function is to provide the
body with oxygen taken from the air and eliminate the carbon dioxide that is produced in our cells
through a process called respiration. There are some differences between children and adults
regarding the pulmonary system. Children breathe less air than adults during exercise. That’s
because even though their breathing frequency is higher, their volume per breath is less, and it’s not
until 16 to 18 years old that they achieve adult levels for ventilation. Nevertheless, it’s possible for
children to achieve those levels before if they train for endurance. Lastly, as their lungs are not fully
developed, children have a lower lung diffusion capacity than adults.

The main organ of the cardiovascular system is the heart, which is responsible for pumping blood
through the veins and arteries into the lungs -where it receives oxygen- and then to all the tissues of
the body. About the cardiovascular system we can state that children have smaller stroke volume
than adults -meaning that they do not pump as much blood per heart beat as them- and higher resting
and maximum heart rates. Also, adults’ systolic blood pressure rises more than children’s during
maximal exercise.

Regarding the muscular system, children have less muscle mass than adults and, therefore, less
potential muscle power. Finally, due to their low testosterone levels, children are not able to
substantially increase their muscle size, which is why weight training is important during childhood,
because it improves the body’s ability to recruit motor units, which is a significant way to gain strength.
But this should not be done too early, only when the athlete is ready to commit and train on a regular
basis, otherwise the effort will be pointless.
 2. Describe the stretch shortening cycle and how it relates to exercise.

The stretch shortening cycle is a process in which the elastic structures of the muscle stretch and then
contract, generating more power and increasing muscle force during a movement. Energy is first
stored in these elastic structures as the muscle stretching occurs and then it is recovered or released
during the contraction, producing more force than if it was made independently. This practice gives a
“boost” to certain types of exercises. Imagine, for example, the way a pitcher moves his body before
throwing the ball: this movement stretches the upper body and specially the arm, storing energy and
then suddenly releasing it, generating more power and force when throwing the ball, and therefore a
more potent pitch. This is why it’s important to consider muscle elasticity when designing a training
program.

As it has been explained, the stretch shortening cycle is crucial for generating power, especially when
doing quick movements such as jumping, running, throwing or hitting a ball, so it enhances athletic
performance in most sports, whether they are explosive or endurance centered.

A great example of exercises that involve the stretch shortening cycle are plyometrics. Plyometric
exercises are intense, quick, explosive movements that start with the stretching of a muscle and are
followed by its immediate contraction. Some examples include rope skipping, bounce push-ups,
jumping squats and single leg hopping, to name a few. This kind of exercises are fun for kids and
also challenging at the same time; they are great for improving strength, speed and power, so they
should always be part of a well-designed physical education program.

Week 3

1. Perform body composition assessments on at least three adolescents. Record your results.
What method did you use? Do the adolescents fall in the normal, overweight, or obese
category? Why do you think the adolescent falls in this category?

I’ve performed body composition assessments on Zoe, 13; Avril, 15, and Lucas, 18. I wasn’t satisfied
with taking only quantitative measurements and then jump into conclusions with just that information,
so here is what I did: quantitatively, I used the Body Mass Index-for-age, but merely as a reference,
because I am aware that it is very generic and do not contemplate important factors such as body fat,
muscle mass, water weight, etc. Along with this index I also had interviews with the kids and their
parents to evaluate other aspects, such as lifestyle, eating habits, health and physical development or
maturational status.

Zoe
Age: 13
Height: 1,45 m
Weight: 51 kg

BMI = 51/(1,45)2
BMI = 24,3

According to the BMI-for-age, Zoe is above the 95th percentile, which means she is overweight and at
risk for cardiovascular disease. As I performed not only quantitative measurements but also an
interview with her and her parents, I was able to get an ampler view of the situation and deduct that
Zoe’s overweight is most certainly due to the lack of exercise and a poor diet consisting of not plenty
of vegetables and fruits and too many sweets, sodas and junk food.

Avril
Age: 15
Height: 1,68 m
Weight: 59 kg

BMI = 59/(1,68)2
BMI = 20,9
Having used the same methods described above, it’s accurate to say that Avril falls in the normal
body composition category, given that she is almost exactly at the 50th percentile. Thanks to the
interviews performed we can also assure that she has very healthy habits which include eating a
pretty balanced diet and playing soccer for her school team.

Lucas
Age: 18
Height: 1,78 m
Weight: 58 kg

BMI = 58/(1,78)2
BMI = 18,3

Lastly, I’ve recorded the results for Lucas and found out that he is below the 5th percentile. If we rely
completely on the BMI-for-age we may say that Lucas is underweight, but with the following interviews
we discover that he’s always had a skinny body type and a very good diet consisting of enough fruits,
vegetables, grains, meats and the occasional sweet treat. Besides, we also discovered that he has
recently been through a growth spurt, so t’s very likely that his weight will soon reach the normal
amount for his height without changing his diet.

Week 4

1. How would you design an aerobic training program for an adolescent boy or girl?

To design an aerobic training program for an adolescent boy or girl I will have to determine first,
besides the basic measurements and data -like age, sex and body composition-, how active is the kid,
their lifestyle, habits, and the primary objectives of such program. These objectives depend on
whether the adolescent needs to train for a specific sport on a competitive level, improve his
resistance, strength, speed or maybe just introduce them to physical activity as a way to manage their
weight or improve their health, so they can adopt a healthier lifestyle -and have fun doing it! It is also
very important to perform endurance fitness tests to know our starting point and be able to measure
progress accurately.

What has been stated before is related to the most important training principle: “Train the Way You
Want the Body to Change”, which will be explained in the next question and regards to the specificity
of the training program. There are other very important principles when designing a training program
that need to be addressed properly, such as taking care of the athlete’s diet, setting realistic goals,
being consistent and organized, defining the duration and frequency of each activity, knowing when to
slow down due to illness or fatigue, being gentle with the body by warming up, cooling down, focusing
on what is being done and improving fitness gradually. Finally, as a trainer or an athlete, one should
always remember to be curious, keep learning and enjoy what they are doing.

2. When creating a training program for an adolescent, what is the most important training
principle? How would you make sure to address this principle when creating the program?

The most important training principle when creating a training program for any person is “Train the
Way You Want the Body to Change”, which means that you need to train according with what you
want to excel.

To make sure the program I’m creating is coherent with this principle it’s important to consider that if
the interest is to improve health and fitness in general, then the program should include weight lifting
and aerobic exercises, so that the focus will be on improving flexibility, endurance, power and
strength. If the goal is to improve in cycling then the person should practice cycling, because the
body adapts in a very specific way to exercise. It’s a good idea to combine both general and skill-
specific exercises, because obtaining overall fitness will always be beneficial for our health and
performance.
To create an adequate exercise program the most important thing to do is to set the objectives first
and then develop a plan that addresses them. First of all, it’s important to get to know the adolescent
by having a meeting with them and their parents, not only to measure their body composition, but to
discover what sports they currently practice, their eating habits, fitness levels, lifestyle and, primarily,
what are their expectations from the program, what is exactly what they want to achieve. It’s essential
to remember that improving strength, endurance, flexibility and power should go hand-in-hand with
actually practicing the skill we are willing to improve.

Once the training program is created, is crucial to be consistent with it, follow closely its execution and
continuedly change or adapt it in order to achieve the desired results.

Week 5

1. Name and describe the basic movement skills that children should learn.

It is important for children to learn whole body movement skills before attempting to try more
advanced exercises, because the form is much more important than the repetitions: it’s better to do
one repetition with perfect form than ten repetitions in an incorrect way. They should remember to
maintain a neutral spine, do not overuse the quads and to hinge at the hips and not at the back,
activating the hamstrings and gluteus. The following exercises are designed to learn all of these basic
guidelines.

Chair squats: sit up straight on a chair with your feet more than shoulder width apart and your arms to
the sides. Stand up slowly and consciously, using your hips and not forcing the back, while keeping
your neck in a neutral position. Sit down maintaining a neutral spine and balancing your weight on the
center of your feet until you reach the chair.

One-leg step-ups: stand in front of a bench and place your foot in the center of it, with the knee bent
at 90o. Step up using your hip extensors until the leg is straight, then return to the initial position
keeping a neutral spine and the hips stable.

Unweighted squats: stand straight with your feet a little bit more than shoulder width apart, shoulders
back, neutral spine and hands on the hips. Your weight should be put in the center of the feet. Bend
your knees and hips to a squatting position, using mainly the hip flexors and maintaining a neutral
spine; return to a standing position using the hip extensors.

Single-leg lunge squat with rear foot support: stand 1 m. in front of a bench with your back facing the
bench. Putting the weight on one leg, put the instep of the opposite foot on the bench and squat until
the thigh is parallel to the ground and then return to the starting position. These should be done with
your head in neutral spine, arms to the side, shoulders back and using the hip flexors on the way
down and the hip extensors on the way up.

2. How do movement exploration programs benefit infants and young children?

Movement exploration programs are wonderful for infants and young children because they let them
explore, have fun and learn to love physical activity. Given that they are semi-structured -meaning
that some activities are guided and others are not-, kids have freedom to explore but with some sort of
guidance, so they can also learn basic movement skills, very much needed to practice more
structured sports later in life. These programs build a perfect base for developing a healthy lifestyle
and creating habits that will most probably last for a lifetime. Besides, while exploring different
activities as climbing, jumping, running, crawling, lifting, throwing, catching, etc., the kids and parents
can discover new skills, likes and abilities and, on the other hand, they can also uncover weaknesses,
dislikes or maybe even sensory issues, which are crucial to detect and manage at the earliest age
possible.

Getting the kids involved in this type of guided play let them discover the joy of being physically active
and move them away from unhealthy habits and sedentary activities like watching TV or playing
videogames for hours every day. This is a very important step towards becoming happy and healthy
young athletes, whether in a recreational or a competitive way.
Last but not least, these programs even benefit children on a social level, because here they can get
to know other kids their age, they learn to follow directions, take turns, respect their peers, develop
empathy and eventually handle fear or frustration, everything within a safe environment.

3. Describe exercises to develop speed and power in teenage power athletes.

The more basic exercises that help to develop speed, power and strength are plyometrics. Plyometric
exercises rely on the stretch-shortening cycle, which involves an active stretch of a muscle followed
by its immediate contraction. Some examples of plyometrics are rope skipping, squat jumps, bounce
push-ups and medicine ball exercises. In all of these exercises the arms or legs absorb the shock of
the movement and then contract immediately.

The following exercises complement plyometrics in the developing of speed and power:

Sprinting: just as in most power sports, peak power in sprinting only lasts for a few seconds but
require a lot of power. Sprinting enhances the capacity to go from static to full speed in the shortest
time possible. Some sprinting exercises include sprint starts for swimming and running (training for
the explosive motion of starting a race), short sprints (running fast for short distances), sprinting
downhill, sprinting with a harness or speed parachute (to create resistance and develop more power),
climbing stairs, striding, jumping through low hurdles during the sprint and “high-knees, fast-arms”
(simulating sprinting but staying in place).

Power training: this type of exercise is excellent for improving power, given that the specific skill is
also addressed. It involves training at maximum intensity and it includes peak power training, which
consists on combining resistance and speed to gain more power and speed. This can be done on a
stationary bicycle, adjusting its resistance while pedaling as fast as possible, or weightlifting as rapidly
as possible using a proper amount of weight. Another example of power training is the bench throw,
which consists on lifting the weight, letting it go and catching it again, all in a fluent motion.

Agility training: it is the capacity to change directions rapidly and can be trained and improved by
running through an agility ladder or using dots and drills to mark the spot to where the kid should run
or hop as indicated by the coach.

Functional training: the limits for designing functional training programs rely only on the creativity of
the trainer, since they can be done with machines, dumbbells, resistance bands or even common
objects such as stones and balls. Some examples are stone training (using stones as if they were
free weights, to complement squats, hopping, jumping or other kinds of exercises), carrying heavy
objects, sledgehammer training (hitting it against a log, for example) or exercising with functional
training machines.

Weight lifting: it consists on very dynamic lifting that helps generate power and strength on the lower
and upper body larger muscles. The power developed by these exercises is not skill-specific, but it is
beneficial for improving performance in most power sports. Weight lifting includes the clean and jerk
and the snatch, while modified Olympic lifts comprise the power clean, power snatch and jerk. All of
these exercises have been designed to increase strength and power.

Week 6

1. What should be the focus of the elementary school physical education program?

An elementary school physical education program should focus primarily on encouraging love for
physical activity, teaching basic motor skills and building the foundations for a healthy and active life.
Young children are naturally active, so one of the purposes of the program should be guiding this
quality towards the developing of good habits regarding physical activity. By creating a well-rounded
program that is also inclusive and can be adapted for kids with different abilities, children will feel
secure and confident to participate in class and nobody will be left behind, because everyone will be
able to perform the diverse activities, especially if they are evaluated within their own capacities and
not compared to the rest of the class. There is a well-known saying -presumably stated by Einstein-
that resumes this precisely: "Everybody is a genius. But if you judge a fish by its ability to climb a tree,
it will live its whole life believing that it is stupid."

Another important goal of this program should be the mastering of basic motor skills such as running,
climbing, jumping, kicking, throwing and catching. It’s important to keep the students interested and
motivated by including a variety of fun games, exercises and activities, so they can explore and test
their different abilities.

At a young age it’s not essential to encourage competition as it is to set the bases for performing
correctly and with good form any kind of sports or physical activity, regardless of whether they are
done in a competitive or a recreational way. And what is vital is to always keep the students
motivated and be sure they enjoy what they are doing.

Week 7

1. How can you make children "winners" without burning them out or harming them
psychologically?

Considering that competition is an inevitable part of participating in sports, it is crucial for trainers and
parents to be aware of the child’s attitude towards winning and losing. It’s their job to teach them that
winning or losing does not define you, as long as you always give your 100 percent. Winning might
feel amazing, but perspective should never be lost; besides, losing is just a step forward to learning
and improving yourself. That is the starting point to begin thinking as a winner.

The personal trainer’s job is not only to prepare the kid physically, but also psychologically. Training
hard and being consistent should go hand in hand with being confident and believing in yourself.
Mental and physical abilities always go together when trying to become the best athlete. When
working with young kids the trainer must instill confidence, believe in their pupils and make them
believe that they can achieve whatever they propose, because with experience comes self-
confidence: believe in them and with time and effort they will begin to believe in themselves. And is
by believing and getting to know themselves that children can be aware of their abilities and start to
define what is the goal they want to accomplish: their vision. One step at a time and with the guide of
parents and trainers at first, the child will define their objectives, until these objectives come merely
from within their inner selves.

Finally, with self-confidence becoming stronger and the right objectives being set, it’s time to get
things going, and this is when the trainer should guide the kids through the process of developing the
strategies -physical and psychological-, teaching the right techniques and developing the best training
program to achieve their goals.

2. How can parents, coaches, and personal trainers make sports a good experience for kids?

Parents, coaches and personal trainers should provide emotional support to kids when they are
getting involved in physical activity and sports. It’s their job to create a friendly environment where
kids feel safe, happy and enjoy what they are doing.

The first step is to choose the right sport for the kid, taking in consideration their abilities and skills, but
first of all, their desires. Maybe a less-skilled child will not succeed as a competitive football or
basketball player, but they should always be encouraged to try, because one of the most important
rights of young athletes is the opportunity to participate, regardless of their skills. Just being able to
participate brings tremendous benefits -both psychological and physical- to children. The feeling of
belonging is a very important issue in every kid’s life.
Once the sport -or sports- has been chosen, the trainer and parents must work hand-in-hand with the
kid and be there for support, either if they are practicing to compete or for pure fun. It’s important for
kids to try different sports to discover by themselves what they really like, and not being pushed by
adults to practice what they want or consider the child will be good at.

It is not a good idea to introduce the “competition” element at a very young age, because it can affect
emotional health. Instead, the learning of basic skills and the love for physical activity should be the
main concerns for parents and coaches of younger children. Nevertheless, when the kid is mature
enough, competition can be beneficial as long as the program is structured in a way that allows
everybody to participate, the maturity level and development of the child is considered, not too much
pressure is put into winning and, what is most important, the trainers in charge are professionals with
knowledge of psychology, children development and teaching, and they create and conduct a healthy
environment where values and humanity are put in first place and kids learn to have a healthy attitude
towards winning or losing.