Cfes Wti

Seventh Edition
The CFES
Weight Training
Instructor Course
Resource Manual
National Certification Program
CFES Advancing the Standard in Fitness Leadership Training Since 1980

Sample Pages; The CFES Weight Training Instructor Course and Certification Program 2012
TOC-1
The CFES Weight Training Instructor Course

7th Edition, Canadian Fitness Education Services Ltd. (CFES) September 2012
All rights reserved. No portion of this manual or course program materials may be reproduced or transmitted in any form
or by any means, electronic or mechanical (including photocopying), recording, or by any retrieval system without written
permission from Canadian Fitness Education Services Ltd.
The purpose of this manual and program is to educate. The enclosed materials have been well reviewed and every effort has
been made to make this program as accurate as possible. This program is not a substitute for professional, medical, athletic
or recreational counselling. Please consult the appropriate health and wellness professional for guidance. Thank you.
National Library of Canada ISBN Data:
The CFES Weight Training Instructor Course Recourse Manual

ISBN 0-9731320-4-3
Program and Manual Development:
Margaret Hewitt-Zaitlin, BPE/B.A.
Technical Editor, Lead Writer 7th Edition:
Lorri Taylor, BHSC., MHSc, F&HP (Dip), CSEP-CPT, CFES Educator
Technical Editorial Reviewers:

P. Douglas Lafreniere, B.P.E, M.Sc. Kin., CSEP-CEP, CPT-ME, OKA-CK

Samantha Reid, BSc. (Kinesiology), CFES Educator
Technical Writers and Content Contributors: Brenda Adams, B.Sc. (Kinesiology), CPCC, CFES Educator

Heather Bourchier, B.P.E., CFES Educator

Cindy Crapper, B.P.E.

Garry Knox, BsHPER, CSCS, Level 3 NCCP

P. Douglas Lafreniere, B.P.E, M.Sc. Kin., CSEP-CEP, CPT-ME, OKA-CK

Chloe Lanthier, B.P.E.

Gritt Orsten, SCHF, NSCA PT, Holistic Lifestyle Coach,

CHEK Practitioner, CFES Educator

Samantha Reid, BSc. (Kinesiology), CFES Educator

Paula Stockdale, B.P.E.

Lorri Taylor, BHSC., MHSc, F&HP (Dip), CSEP-CPT, CFES Educator

Margaret Hewitt-Zaitlin, B.P.E./B.A.

Illustrations:
Teresa Jones, Joelle Lino-Wiseman, Tina Ranger, Dale West, Lisa Wong
Photography:
Chloe Lanthier, BPE, Morrie Zaitlin, B.A., Samantha Reid, BSc.

(Kinesiology), Shenoa Runge, BSc (Kinesiology), ACSM CES.
Models:
Jill Bellm, France Burke, Doug Dickson, Dillon Gendall, Art Gibb, Brenna
Goertson, Sonja Gregor, Marnie Hall, Mike Harris, Sharry Hodgson, Mark
Hornby, Nicole Hunziker-Basler, Trudy Ingram, Shawna Leduc, Annette
Lewis, Pat Novak, Chris Reid, Shenoa Runge, Pierce Sharelove , Lori
Swenson, Joren Titus, Morgan Titus, Teralee Trommeshauser, Wanda Ward,
Dawn Weberg-Titus, Barbie Wheaton, Jessica Wiegers, Jennifer Wright
Graphic Design:
Promet Canada
Publisher:
Canadian Fitness Education Services Ltd.
CFES Programs:

The Fitness Knowledge Classroom Course

The Fitness Knowledge Home Study Course
The Weight Training Instructor Certification Course
The Group Fitness Instructor Certification Course
The Aquafit Instructor Certification Course
The Personal Trainer Certification Course
Introduction to Weight Training for Young Adults Course

WTI RM Cover 09/06/12 v7.01
Canadian Fitness Education Services Ltd

Box 138, Summerland, B.C., V0H 1Z0
Toll free: 1-877-494-5355 Fax: (250) 494-9355
Email: cfes@telus.net Website: www.canadianfitness.net
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The CFES
Weight Training
Instructor Course
Table of Contents
Chapter 1
An Introduction to Weight Training
and Weight Training Instruction
Chapter 2
Establishing Your Personal Professional Profile
Chapter 3
Teaching Adult Exercise Programs
Chapter 4
Program Planning and Design
Chapter 5
Program Instruction and Exercise Techniques
Chapter 6
Exercise Safety
Chapter 7
Providing Nutritional Information and Support
Chapter 8
Becoming a Certified Weight Training Instructor
Index
TOC-3
Table of Contents
Chapter 1
Todays Fitness Leader...................................................................... 1-2
Physiological and Psychological Effects of Weight Training.............. 1-3
Benefits of Weight Training................................................................ 1-3
Barriers to Physical Activity............................................................... 1-6
Terminolgy Review............................................................................ 1-6
Master Training Principles................................................................. 1-8
Specific Adaptation to Imposed Demand (S.A.I.D.)........................... 1-8
Specificity.......................................................................................... 1-8
Progressive Overload........................................................................ 1-8
Recuperation..................................................................................... 1-8
Threshold of Training......................................................................... 1-8
Target Training Zones........................................................................ 1-9
F.I.T.T. (Frequency, Intensity, Time, Type)......................................... 1-9
Training Variables.............................................................................. 1-9
Motor Unit Recruitment................................................................... 1-10
All or None Principle........................................................................ 1-10
Principle of Balanced Muscle Development.................................... 1-10
Response to Training...................................................................... 1-10
Training Adaptations........................................................................ 1-10
Fitness Equipment............................................................................1-11
Constant Resistance........................................................................1-11
Variable or Accommodating Resistance...........................................1-11
Free Weights................................................................................... 1-12
Machines......................................................................................... 1-13
Variable Resistance Equipment....................................................... 1-14
Electronic Equipment...................................................................... 1-14
Hydraulic Resistance Machines...................................................... 1-15
Hand and Ankle Weights................................................................. 1-15
Core Stability / Balance Training Equipment................................... 1-16
Resistance Bands / Rubberized Tubing ......................................... 1-17
Associations.................................................................................... 1-18
References...................................................................................... 1-19
Chapter 2
Establishing Your Personal Professional Profile
Effective Communication................................................................... 2-2
Communication Dos and Donts....................................................... 2-3
Effectively Providing + Receiving Feedback.................................... 2-4
Be an Educator.................................................................................. 2-5
Table 2.2: The Personal Positive Profile ........................................... 2-6
Your Professional Profile
As a Certified Weight Training Instructor........................................... 2-7
What is Your Personality and Behaviour Profile?.............................. 2-8
Table 2.4: Identifying your Personality Type..................................... 2-8
Setting Personal and Professional Goals.......................................... 2-9
Using the SMART Framework........................................................... 2-9
Personal/Professional Goals........................................................... 2-12
References...................................................................................... 2-13
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Chapter 3
Teaching Adult Exercise Programs
Focus on Adults................................................................................ 3-2
Age Group Characteristics................................................................ 3-2
Young Adults (ages 20 - 34).............................................................. 3-3
Mid Adults (ages 35 - 54).................................................................. 3-3
Mature Adults (ages 55 years +)....................................................... 3-3
The Adult Learner.............................................................................. 3-4
The Participant-Centred Approach to Teaching Fitness.................... 3-4
Exercise Adherence.......................................................................... 3-7
References........................................................................................ 3-8
Chapter 4
Components of a Workout................................................................. 4-2
The Warm Up.................................................................................... 4-3
Table 4.1 Scales for Determining
Rate of Perceived Exertion (RPE)..................................................... 4-4
The Exercise Session........................................................................ 4-5
Cool Down and Flexibility.................................................................. 4-6
Planning Safe, Effective Programs................................................... 4-7
Pre-screening (Further outlined below)............................................. 4-7
Program Planning and Implementation............................................. 4-8
Setting a Climate for Learning........................................................... 4-8
Assess the Clients Needs and Physical Capabilities........................ 4-9
Health Screening............................................................................... 4-9
Par-Q and You................................................................................. 4-10
Needs Assessment.......................................................................... 4-12
Informed Consent ........................................................................... 4-12
Establish Goals............................................................................... 4-13
Design the Program........................................................................ 4-13
Identify an Appropriate Training Zone for Each Component........... 4-15
Cardiorespiratory Exercise Programs............................................. 4-15
Calculating the Percentage of Heart Rate Max............................... 4-15
Table 4.2 Summary of Recommendations for Improving
Cardiorespiratory Fitness................................................................ 4-17
Resistance Training Exercise Programs ........................................ 4-17
Establishing Starting Weights.......................................................... 4-17
Trial and Error Method..................................................................... 4-17
Intensity/Repetition Chart (Poliquin, 1986)...................................... 4-18
How to Mathematically Determine the Estimated 1RM................... 4-18
Table 4.3 F.I.T.T. Recommendations for
Improving General Muscular Fitness of Adults................................ 4-19
Stretching Exercise Program .......................................................... 4-20
Table 4.4 F.I.T.T. Recommendations for
Designing Flexibility Programs for Adults........................................ 4-20
Step Three: Establish an appropriate Starting Zone and Exercise
Progression..................................................................................... 4-21
Common Client Profiles................................................................... 4-21
Exercise Progression...................................................................... 4-21
Sample Weight Training Progression Considerations..................... 4-22
Table 4.5 Repetition Maximum Continuum...................................... 4-23
Sample Cardiovascular Training Progression Considerations........ 4-23
Choose an Appropriate Training Format......................................... 4-23
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Whole Body Resistance Training Program...................................... 4-23

Simple Beginner Whole Body Program........................................ 4-23
Circuit Programs.............................................................................. 4-24
Split Routines.................................................................................. 4-25
Select and Order the Exercises....................................................... 4-25
Workout Formats - Consecutive Sets versus Alternating Sets........ 4-27
Work-out Card................................................................................. 4-27
Ordering Exercises for Specific Workout Formats........................... 4-27
Whole Body Program Upper/Lower Alternating Sets.................. 4-27
Alternating Sets Upper Body/Lower Body)................................. 4-27
Whole Body Program Push / Pull Alternating Sets....................... 4-27
Alternating Sets Push/Pull.......................................................... 4-27
Flexibility Exercises......................................................................... 4-28
Teaching the Warm-Up.................................................................... 4-28
Cardiovascular Training................................................................... 4-28
Resistance Training......................................................................... 4-29
Cool Down and Flexibility Exercises............................................... 4-29
Evaluate and Redesign the Program.............................................. 4-29
Instructors Checklist for Teaching Weight Training......................... 4-30
Table 4.6 Weight Training Percentage Tables................................. 4-31
CFES Weight Training Recording Form.......................................... 4-32
References...................................................................................... 4-34
Chapter 5
Program Instruction and Exercise Techniques
Program Instruction and Exercise Techniques.................................. 5-2
The Three Ds..................................................................................... 5-2
Instructional Considerations.............................................................. 5-3
Teaching the Program....................................................................... 5-5
The Orientation (Meet and Greet)..................................................... 5-5
Pre-Screening Prior to Teaching the ................................................. 5-7
Warm-up and Cardio Sessions.......................................................... 5-7
Teaching the Warm-up...................................................................... 5-7
Choosing the Equipment................................................................... 5-7
Providing Instruction for Operating Cardio Equipment...................... 5-8
Considerations for use of the Stationary Cycle:.............................. 5-10
Considerations for use of the Rowing Machine:...............................5-11
Teaching the Cardio ....................................................................... 5-12
Considerations for Teaching ........................................................... 5-12
Resistance Training Exercises........................................................ 5-12
Maintain a 5-point Body Contact Position ...................................... 5-14
Establishing a Strong Foundation................................................... 5-14
Mode of Exercise............................................................................. 5-14
Body Position.................................................................................. 5-15
Base of Support............................................................................... 5-15
Body Alignment / Posture................................................................ 5-15
Teaching Resistance Training Exercises......................................... 5-16
Follow the 3 Ds............................................................................. 5-16
Upper Body Resistance Training Exercises.................................... 5-18
Wide Grip Lat Pulldown................................................................... 5-18
Seated Cable Row (Close V Bar)................................................. 5-20
Bent Over One Arm Row................................................................. 5-22
Seated Dumbbell Reverse Fly......................................................... 5-24
Standing Biceps Curl (Barbell)........................................................ 5-26
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Bench Press (Barbell)..................................................................... 5-28

Supine Dumbbell Press................................................................... 5-30
Push Up (Body Weight)................................................................... 5-32
Chest Fly (Dumbbells)..................................................................... 5-34
Overhead Dumbbell Press.............................................................. 5-37
Lateral Raises (Dumbbells)............................................................. 5-39
Tricep Press Down (Straight Bar on Pulley).................................... 5-42
Lying Tricep Extension (Barball)...................................................... 5-44
Tricep Kickback............................................................................... 5-46
Exercise Modes for Targeting Specific Muscle(s)............................ 5-48
Body Weight.................................................................................... 5-48
Free Weight*.................................................................................... 5-48
Machines......................................................................................... 5-48
Multi-Joint Exercises vs Single Joint Exercises............................... 5-49
Lower Body..................................................................................... 5-50
Resistance Training Exercises........................................................ 5-50
Squat............................................................................................... 5-50
The Ball Squat................................................................................. 5-52
Leg Press........................................................................................ 5-54
Leg Extension.................................................................................. 5-56
Stationary Lunges........................................................................... 5-58
Step Ups.......................................................................................... 5-60
Hamstring Curl on an Exercise Ball................................................. 5-61
Hamstring Curl Machine.................................................................. 5-63
Low Pulley Gluteal Pull.................................................................... 5-65
Low Pulley Hip Adduction................................................................ 5-67
Low Pulley Hip Abduction................................................................ 5-69
Standing Heel Raise........................................................................ 5-71
Seated Heal Raise.......................................................................... 5-73
Seated Tibialis Pull.......................................................................... 5-75
Core Training Exercises.................................................................. 5-77
Isometric Core Training................................................................... 5-78
Isotonic Core Training .................................................................... 5-78
Teaching Core Training................................................................... 5-79
Core Training Exercises.................................................................. 5-80
Isometric Prone Back Extensions.................................................... 5-80
Moving the Upper Extremities......................................................... 5-80
Moving the Lower Extremities......................................................... 5-80
Moving the Upper and Lower Extremities Together......................... 5-81
Prone Plank on Elbows................................................................... 5-82
Side Plank....................................................................................... 5-83
The Traditional Crunch.................................................................... 5-84
The Oblique Crunch........................................................................ 5-84
Resistance Tubing Exercises.......................................................... 5-85
Upper Body Exercises with Resistance Tubing............................... 5-86
Seated Row with Tubing.................................................................. 5-86
Seated Reverse Fly with Tubing...................................................... 5-87
Biceps Curls with Tubing................................................................. 5-88
Standing Chest Press with Tubing.................................................. 5-89
Front Raise with Tubing................................................................... 5-90
Tricep Overhead Extension with Tubing.......................................... 5-91
Overhead Press with Tubing........................................................... 5-92
Lateral Raise with Tubing................................................................ 5-93
Lower Body Exercises with Resistance Tubing............................... 5-94
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Squat with Tubing............................................................................ 5-94

Stationary Lung with Tubing............................................................ 5-95
Prone Leg Curl with Tubing............................................................. 5-96
Considerations for Teaching............................................................ 5-97
Flexibility Exercises......................................................................... 5-97
Follow the 3 Ds:............................................................................ 5-98
Stretching Exercises...................................................................... 5-100
Neck Lateral Flexion Stretch (standing)........................................ 5-100
Sphinx (Prone Position)................................................................. 5-100
Cat Stretch (All 4s)........................................................................ 5-101
Childs Post Stretch (All 4s)........................................................... 5-101
Spinal Twist Stretch (supine) ........................................................ 5-102
Side Flexion Stretch (standing)..................................................... 5-103
Stretching Exercises for the Upper Body...................................... 5-104
Bilateral Arms Over Head (standing)............................................. 5-104
Bilateral Arms Behind the Back (standing).................................... 5-104
Reach Arms Across the Body (standing)....................................... 5-105
Upper Back Stretch (standing)...................................................... 5-106
Overhead Tricep Stretch (standing).............................................. 5-107
Pectoralis Wall Stretch (standing)................................................. 5-108
Stretching Exercises for the Lower Body...................................... 5-109
Outer Hip/Piriformis Stretch (supine)............................................. 5-109
Hip Abductor Stretch (seated)....................................................... 5-110
It Band/Piriformis Stretch (standing).............................................5-111
Inner Thigh Stretch (seated).......................................................... 5-112
Quadriceps Lunge Stretch (standing)............................................ 5-113
Iliopsoas (Hip Flexor) Stretch (standing)....................................... 5-114
Side Lunge (Inner Thigh) (standing).............................................. 5-115
Knees to Chest Stretch (supine)................................................... 5-116
Modified Hurdlers Stretch (seated)............................................... 5-117
Supine Hamstring Stretch (supine)............................................... 5-118
Gastrocnemius Stretch (standing)................................................. 5-119
Soleus Stretch (standing).............................................................. 5-120
References.................................................................................... 5-121
Chapter 6
Exercise Safety
Exercise Safety................................................................................. 6-2
Causes and Mechanisms of Exercise Injury..................................... 6-2
Overtraining....................................................................................... 6-2
High Expectations and Unrealistic Goals.......................................... 6-2
Training Tips...................................................................................... 6-3
Predisposing Factors......................................................................... 6-3
Poor Training Habits.......................................................................... 6-3
Poor Exercise Technique................................................................... 6-3
Breathing........................................................................................... 6-3
Postural Positioning........................................................................... 6-3
Speed of Motion................................................................................ 6-3
Range of Motion................................................................................ 6-4
High Risk Exercises.......................................................................... 6-4
Contraindicated Exercises................................................................. 6-5
Determining Exercise Safety............................................................. 6-6
High Risk Exercises and Alternatives................................................ 6-6
Guidelines for Joint Safety................................................................ 6-9
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Classification of Injuries................................................................... 6-10

Acute Injuries................................................................................... 6-10
Chronic Injuries................................................................................6-11
Safety in the Weight Room.............................................................. 6-12
Facility Layout................................................................................. 6-12
Equipment Maintenance.................................................................. 6-12
Code of Conduct............................................................................. 6-12
Facility Member (Client) Responsibilities........................................ 6-12
Spotter-Lifter Responsibilities and General Guidelines................... 6-13
Safety Supervision.......................................................................... 6-13
Reducing the Risks of Injuries......................................................... 6-14
References...................................................................................... 6-15
Chapter 7
Providing Nutritional Information and Support
The Role of the Weight Training Instructor........................................ 7-2
CFES Scope of Practice: .................................................................. 7-2
Nutritional Information and Support................................................... 7-2
Table 7.1 Provincial Registering Bodies for
Accessing Qualified Nutrition Specialists.......................................... 7-3
Understanding Canadas Food Guide .............................................. 7-4
Table 7.2: Summary of Acceptable Macronutrient
Distribution Ranges (AMDR)............................................................. 7-4
Accessing Additional Tools for Nutritional Support............................ 7-5
Eating Well with Canadas Food Guide............................................. 7-6
Identifying and Accessing Local Nutrition
Specialists in Your Community.......................................................... 7-7
A Review of Nutrition Basics............................................................. 7-8
Table 7.3 Summary of Common Carbohydrate
Sources and Dietary Fibre............................................................... 7-10
Table 7.4 Summary of Types of Dietary Fats
and Common Food Sources............................................................7-11
Energy Balance and Body Weight Management............................. 7-13
Table 7.5 Summary of Weight Classifications
According to BMI Values................................................................. 7-14
Table 7.6 Summary of Risk of Disease
Relative to BMI and Waist Circumference....................................... 7-15
Energy Balance............................................................................... 7-15
Considerations for Achieving and Maintaining
a Healthy Body Weight.................................................................... 7-16
References...................................................................................... 7-17
Chapter 8
Liability Insurance and the Fitness Professional............................... 8-4
Procedures to Protect Against a Negligence Suit.............................. 8-4
Documentation.................................................................................. 8-5
Potential Negligence......................................................................... 8-5
Professional Ethics and Conduct Guidelines.................................... 8-6
Professional Certification and Continuing Education........................ 8-8
Index
Index .......................................................................................... Index-8
TOC-9
CFES WTI TOC 09/06/12
TOC-10
The CFES
Weight Training
Instructor Course
Chapter 1
In this chapter you will learn about:
Understand the Opportunities and Challenges Facing
Todays Fitness Leaders
Learn the Physiological and Psychological Effects of
Weight Training
Understand the Barriers to Physical Activity
Learn the Myths Associated with Resistance Training
and be Competent in Clarifying These Myths to the
Participant
Review Training Terminology and Master Training
Principles
Understand the Various Types of Equipment
Currently on the Market and Their Advantages and
Disadvantages
TOC-11
Todays Fitness Leader
he evidence is clear; health and wellness are directly linked with living
a healthy lifestyle. By choosing to eat well, get adequate rest, reduce
stress, limit intake of alcohol and tobacco and maintain regular physical activity, we can reduce our risk of coronary heart disease, cancer and
many other forms of illness. Active living also helps increase our overall
energy, productivity and performance and manage body weight. In fact,
maintaining a healthy body weight has been identified as a key factor in
reducing the risk of certain diseases such as cardiovascular disease and
type-2 diabetes.
As more and more people begin to realize and accept the importance
(and benefits) of an active lifestyle, the opportunities for todays fitness
leaders continue to grow, particularly in the area of weight training and
personalized fitness instruction. Many individuals are looking for one-onone training designed specifically to meet their needs, schedules and
fitness goals.
These are sample pages from

chapters of the CFES AFI manual
To meet this demand, facilities have transformed from male dominated

weight rooms into fully equipped fitness facilities with qualified staff providing a range of services to clients of all ages. Trends in physical activity
and fitness include programming for individuals and families, including
children.
The consumers expectations for quality service means that todays

fitness leader must be well-educated, experienced, professional, and
equipped with excellent communication and interpersonal skills. Of course,
these qualities take time to acquire, so new leaders must also accept
responsibility for ongoing education and professional development.
This course is designed to prepare the learner as a Weight Training Instructor. Building on the foundations of Fitness Knowledge which have
been previously covered, this course is designed to teach students how
to safely and effectively design basic resistance training programs for
apparently healthy individuals as part of a balanced fitness plan. Upon
successful completion of this course the student will be able to:
Understand the current fitness industry and the professional responsibilities of fitness instructors.
Understand and apply the different types of training methods using various exercise equipment in order to achieve specific benefits for clients.
Understand and apply fitness theory to individualized fitness and weight
training instruction.
Understand the physical and psychological effects and benefits of training.
Understand various training formats and when to use them.
Determine an individuals training goals and design an appropriate
training program (for healthy individuals).
Instruct exercise skills and provide feedback to a client using specified
criteria (the 3 Ds).
Understand and apply only safe and effective exercises.
Understand and apply the basics of nutrition.
Confidently provide weight room orientation sessions for newcomers.
Confidently design and teach safe, effective resistance training programs to a variety of clients as part of a balanced fitness plan through
practical application of resistance training concepts.
TOC-12
Master Training Principles
sound training program should be based on the following training

principles. These principles provide the framework for designing
fitness programs which are both safe and effective.
Specific Adaptation to Imposed Demand (S.A.I.D.)
The body will react and respond to the specific type of stress imposed on
it. Steady-state exercise will improve cardiorespiratory fitness, resistance
training will improve muscular strength and/or endurance, stretching will
improve flexibility, etc.
Specificity
It is important to make the training program specific to the goals of the

participant. For example, a client whose goals include improving upper
body strength would not focus the majority of their weight training efforts
on performing lower body exercises. One must therefore take into consideration:
the muscles involvedthe range of motion and movement patterns
the speed of movements
the energy system involved
the neuromuscular pathways (muscles and nerves required)
the structure of the participants overall training program
Progressive Overload
To improve physical function the body must be placed under an increased

workload until it adapts. With weight training, the workload can be increased with greater resistance, more reps and more sets. If the intensity
of the workload is gradually increased, consistently and with adequate rest,
the body adapts in a positive way. If the intensity is increased too abruptly
the body will react negatively and tissue damage or injury may occur (too
much too soon). Increases should be gradual, involving only one variable
at a time (intensity, duration, or load) (Heyward, 2010).

Recuperation
When exercising, the body experiences a catabolic (breakdown) effect.

When resting, the body experiences an anabolic (building) effect, such as
the repair and strengthening of the muscle fibers. For best results, therefore, a satisfactory amount of rest time is necessary. The more intense
the work-outs, the greater the amount of rest required. ACSM 2012 recommends the following guidelines for resting each component of fitness:
Component
Cardiorespiratory Endurance
Muscular Endurance
Muscular Strength
Flexibility

Hours of Rest
12 - 24 hrs
48 hrs (per muscle group)
48 hrs (per muscle group)
minimum of 2-3 days per week up
to 7 days per week (ACSM 2010)
Threshold of Training
This is the minimal amount of exercise or intensity of exercise required

to cause a training effect. This will vary between individuals and will constantly change depending on the individuals fitness level and nutritional
TOC-13
Free Weights
(Free Weights include: Olympic weights, variable or fixed dumbbells and

barbells, and body bars)
Barbell
solid steel bar four to six feet (1.2 to 1.8 metres) long
metal or vinyl-covered concrete plates
collars to secure plates to bar
plates can be welded or bolted to make them
permanently attached and range in five to 10
pound (2.5 - 5 kg.) increments.
Olympic barbell
solid steel bar seven feet long, 45 pounds (20
kg.), standardized for competitive weight lifting contests. These bars are strong enough to
be loaded with up to 700 pounds (315 kg.).
Snap collars to hold weight plates in place are
common. However, older versions of adjustable collars weighing five pounds each (2.5
kg.) may still be used in some facilities.

Dumbbells
hand held weight 10-16 inches (25- 40 cm) long
May be solid metal (non-adjustable), adjustable with removable ends
(screw on/off) or welded as with barbells
Older models may be adjustable with collars
TOC-14
References
American College of Sports Medicine, ASCMs Guidelines for Exercise
Testing and Prescription, Lippincott Williams and Wilkins, 2010
Arnheim, D.D., Prentice, W., Arnheims Principles of Athletic Training: A
Competency-Based Approach, McGraw-Hill Higher Education, 2010
Baechle, T.R., Earle, R.W., Essentials of Strength Training and
Conditioning, National Strength and Conditioning Association, 2008
Chandler, T.J. and Brown, L.E, Conditioning for strength and human
performance, Lippincott Williams & Wilkins, 2007
Corbin, C., Lindsey, R., Concepts of Physical Fitness with Laboratories,
Dubuque McGraw Hill Publishers, 2010
Fahey T, Insel P, Roth W, Wong I., Fit and Well, 2nd Canadian Edition
with Connect. McGraw-Hill, 2010
Heyward, V.H., Advanced Fitness Assessment and Exercise Prescription, 6th Ed., Human Kinetics, 2010
Kennedy-Armbruster, C. and Yoke, M. Methods of Group Exercise Instruction, 2nd Edition. Human Kinetics. 2009
McArdle, W., Katch, F., Katch, V,; Exercise Physiology: Energy, Nutrition
and Human Performance, Lippincott Williams & Wilkins; 6th edition, 2009
McGill, S. Ultimate Back Fitness & Performance, 4th Edition, Human
Kinetics, 2009.
Norkin, C.C., M.S. R.P.T., Levange, P.K., M.S. R.P.T.; Joint Structure and
Function, a Comprehensive Analysis, F. A. Davis Company; 4th edition
2011
Reid, S and Bouchier, H. CFES Personal Trainer Resource Manual,
Canadian Fitness Education Services, 2011.
Tortora, G.J.; Derrickson, B.H.; Principles of Anatomy and Physiology,
John Wiley & Sons, 2011.
Vander, S., Vander, L.; Human Physiology. The Mechanism of Body Function, McGraw-Hill Companies 2010
TOC-15
The CFES
Weight Training
Instructor Course
Chapter 2
Establishing Your Personal, Professional Profile
Effective Communication and Feedback
Your Personal Positive Profile
Your Personal and Professional Checklist
Identify Your Personality Type
Setting SMART Goals
TOC-16
Establishing Your
Personal Professional Profile
ecoming a certified fitness leader brings with it the responsibility

to learn how to communicate effectively. In fact, effective communication is at the very heart of fitness leadership. The importance of a clients ability to clearly understand instructions related to
physically carrying out individualized fitness programs cannot be overstated. It can mean the difference between clients exercising safely or
being at risk of harm and directly impacts whether or not their efforts result in the health outcomes they strive for. As fitness leaders, we must
remember that we work with the whole person and as such, we must
be aware of the impact our words, actions and mannerisms have on the
attitudes, knowledge and skills our clients will learn from us. Our position is a powerful one. As fitness leaders, we are also instructors and
educators. We must do everything we can to ensure that the information
and instructions we give to our clients is, to the best of our knowledge,
credible, current and safe.
Effective Communication
Weight Training Instructors (WTIs) will communicate with clients either
verbally or non-verbally. Verbal communication would involve speaking
to the client to provide information and instructions and will be the dominant form of communication between the client and the WTI. The tone
of voice and words used are both key considerations for communicating
verbal information effectively. Non-verbal communication will involve
written instructions but will also include body language, appearance and
facial expressions (Finlay & Frank, 2007).
When speaking with clients, the WTI needs to be mindful of the tone of
voice used to deliver the message they are sending. For example, the
WTI may say the correct words to the client, Im X and I will be taking you through your facility orientation today. However, if the tone of
voice that accompanies this statement is more monotone and less than
enthusiastic, the words become less important. Clients will be more
influenced by the tone of voice than the words that are spoken (Finlay &
Frank, 2007). Building on this example, it is important to consider how
appearance, body language and facial expression would also influence
how the client receives this statement. A WTI who is dressed appropriately, portrays an open/confident persona (looks the client in the eye
and offers a firm handshake) and smiles would completely change how
the client hears the statement (Finlay & Frank, 2007).

The following chapter will assist you with an honest assessment of yourself, personally, and your role as fitness professional.
TOC-17
References
American College of Sports Medicine, ASCMs Guidelines for Exercise
Testing and Prescription, Lippincott Williams and Wilkins, 2010
Arnheim, D.D., Prentice, W., Arnheims Principles of Athletic Training: A
Competency-Based Approach, McGraw-Hill Higher Education, 2010
Baechle, T.R., Earle, R.W., Essentials of Strength Training and
Conditioning, National Strength and Conditioning Association, 2008
Chandler, T.J. and Brown, L.E, Conditioning for strength and human
performance, Lippincott Williams & Wilkins, 2007
Corbin, C., Lindsey, R., Concepts of Physical Fitness with Laboratories,
Dubuque McGraw Hill Publishers, 2010
Cox, D. (1983). Stress and Burnout. Simon Fraser University Lecture.
Burnaby, British Columbia.
Fahey T, Insel P, Roth W, Wong I., Fit and Well, 2nd Canadian Edition
with Connect. McGraw-Hill, 2010
Finlay, M. and Frank, C. Communication at Work. (4th Edition). Toronto, ON: Nelson, 2007.
Heyward, V.H., Advanced Fitness Assessment and Exercise Prescription, 6th Ed., Human Kinetics, 2010
Kapit, W., Elson, L.; The Anatomy Coloring Book, Addison and Wesley
Inc. New York. Permission Department, 2002. Illustrations adapted,
redrawn with permission
Kennedy-Armbruster, C. and Yoke, M. Methods of Group Exercise
Instruction, 2nd Edition. Human Kinetics. 2009
and Human Performance, Lippincott Williams & Wilkins; 6th edition,
2009
McLester, J and St. Pierre, P. Applied Biomechanics: Concepts and
Connections. Thomson and Wadsworth. 2008.
Norkin, C.C., M.S. R.P.T., Levange, P.K., M.S. R.P.T.; Joint Structure and
Function, a Comprehensive Analysis, F. A. Davis Company; 4th edition
2011
Reid, S and Bouchier, H. CFES Personal Trainer Resource Manual,
Canadian Fitness Education Services, 2011.
Thompson, C. and Floyd, R .T.; Manual of Structural Kinesiology, McGrawHill Humanities/Social Sciences/Languages; 2012
TOC-18
The CFES
Weight Training
Instructor Course
Chapter 3
Teaching Adult
Exercise Programs
Focus on Adults
Age Group Characteristics
The Adult Learner
The Participant Centred Approach
to Teaching Fitness
Exercise Adherence
TOC-19
The Adult Learner
lthough there are differences between the various ages and

stages of adulthood, there are also similarities and some general conditions necessary for successful adult learning.
Adult learning is enhanced when:
Learners perceive that what they learn is meaningful to them and
applies to everyday situations.
The learning climate is supportive and fosters self-esteem.
The learning design can adapt to the needs and interests of the
individual.
Learners take responsibility for their own learning.
Learners can work in group settings, sharing ideas, experiences
and resources with others.
The learners individuality and experience are prized and respected.
The learning activities appeal to different learning styles.
The learner participates in an ongoing evaluative and reflective
process of their progress.
The facilitator or instructor models behaviour relevant to the learner.

It is important to be sensitive to the fact that anyone venturing outside

of their normal environment will have feelings of fear, uncertainty and
self-consciousness. The leader is responsible for making the learner
feel safe, comfortable and involved in their learning.
The Participant-Centred Approach to

Teaching Fitness
An instructor who focuses on the needs and interests of the participant
is described
as being
participantcentred.
Griffin (2006)
refers to this
as the clientcentered approach. Aim
not to prejudge your
participants
either by
overestimating or underestimating
their capabilities. The following teaching tips will help you to focus the
learning environment on the needs of the participant.
The instructor who is responsible for setting a supportive,

safe and stimulating environment will:
Be available to answer questions and research information when
asked a question they may not know the answer to
TOC-20
The CFES
Weight Training
Instructor Course
Chapter 4
General Overview
Components of a Workout
Program Design and Delivery
Health Screening
Consultation and Clearance
Planning a Balanced Fitness Program
Program design, implementation and evaluation
Sample Programs
TOC-21

General Overview
he fitness industry is wrought with a variety of fitness leadership

designations and certifications dedicated to individual fitness program planning and design; each with their own scope of practice.
Some are geared to prescriptions for physical activity based on detailed physical assessments of clients (CFES Personal Trainer, CSEPCPT); others cater to individuals with chronic disease and other health
concerns (CSEP-CEP), to name but a few. The CFES Certified Weight
Training Instructor (WTI) designation falls into the broad category of
individualized fitness program planning and design, however the types
of programs the WTI will plan and design for clients and the circumstances in which these programs will be delivered and monitored differ
from that of certified personal trainers. For example, the WTI will most
likely be introduced to clients as part of a facility/membership orientation whereby the WTI will be responsible for an individuals first experience with a new facility, a new type of fitness program, or both.
The WTI is not a personal trainer however they are often the first step
in a clients movement toward acquiring a personal trainer and as such,
have a responsibility and an opportunity to help clients develop a strong
foundation for safe, effective, fun, satisfying experiences with physical
activity. The WTI may be asked to simply orient a new member to the
facility and the equipment available without providing any type of program. This would be requested by the client, although some memberships may include an initial consultation and generalized program. On
the other hand, the WTI may be asked to provide more detailed information and assistance with a basic full body program for clients who
would like to work out safely but who do not wish, at that time, to engage
the services of a personal trainer. Regardless of the individual circumstances, it is important that the WTI is able to provide excellent instruction for safe, effective basic fitness programs for their clients. In order to
accomplish this, the WTI must have knowledge and skills related to the
planning, design and implementation of such programs. The following
chapter provides the information necessary to accomplish this.
Components of a Workout
There are many workout design options available for the fitness leader
to choose from. Fitness trends often influence workout design which
can include anything from high intensity interval training to endurance
training. For the purposes of this course, program design will focus on
the foundation of health-related components of fitness as all programs
should be grounded in these. To be safe and effective, any well-rounded workout session will always include the following components:
1. Warm up
2. Exercise Session
- The focus may be cardio-respiratory endurance, resistance training, flexibility or a combination
- Workout sessions should be based on the principles of training, the
current fitness level of the participant and the participants fitness goals.

TOC-22
3. Flexibility (may also be referred to as the cool down phase of the

workout session).
1. The Warm Up
Always begin training sessions with a warm up. Movement patterns

and exercises included in the warm-up should be chosen based on
the muscles targeted in the resistance training session. The warm-up
should consist of no less than five minutes of sustained, large, locomotor movements involving major muscle groups (ACSM, 2010). Dynamic stretching, including the joints/joint actions to be used in the
resistance training session, should also be included in order to facilitate
the rehearsal effect. In total, the warm-up should take a minimum of
5-10 minutes to complete depending on the clients fitness level (ACSM,
2010). More fit individuals may find a shorter warm-up is sufficient (10
minutes) while a new exerciser may require a longer period of preparation (as long as 15 minutes).

Participants should warm up at intensity that progresses from easy to

moderate and is appropriate for the clients fitness level and goals. This
would be measured as 4 6 (4 = somewhat easy; 6 = somewhat hard)
on the OMNI scale (0-10). This scale is used to measure a persons
effort or Rate of Perceived Exertion (RPE) and has been proven
an effective and accurate way
to monitor intensity (Heyward,
2010).
One important aspect of the certified Weight Training Instructors
(WTI) interaction with their clients
is the provision of usable tools
(usage of the 0-10 RPE scale)
to support the clients efforts
when they are training on their
own. The best way to encourage compliance is to provide the
client with a clear understanding
of how to apply the scale to their
own efforts. For example, the
WTI would explain that 0 on the
scale would be equal to doing no exercise, a 10 on the scale would be
so hard that they would have to stop exercising and recover and a 5
would be where they would start to notice an increase in breathing and
maybe break a light sweat (warm-up). Without these important pieces a
client may not fully understand how to use the scale which could result
in a lack of compliance or an ineffective warm up.
It is important to mention that other RPE scales are available. For
example, for more individualized, prescriptive programs such as those
designed and implemented by a certified personal trainer, the 15 point
BORG scale (6-20) is often used (Heyward, 2010). Table 4.1 represents the 10 point OMNI RPE Scale and 15 point BORG RPE Scale.
TOC-23
Circuit Programs
Circuit programs are also ideal for clients who can train two or three
days a week. Circuits provide variety and may be designed as anaerobic or aerobic. For example:
Muscle conditioning only (anaerobic)
o Multi-joint exercises alternating between movements for the upper and lower body or push-pull exercises
Muscle conditioning alternating with cardio movements (may be
aerobic or anaerobic depending on the intensity of the session/
working heart rate)
o Multi-joint exercises alternating between movements for the
upper and lower body or push-pull exercises with cardio exercises
after each muscle conditioning exercise
Cardio conditioning only (aerobic)
o A series of cardio exercises in a sequence which alternates the
planes/direction of movement for the major muscles/joints involved
o May include timed cardiovascular intervals (usually 45-90 seconds in duration) with time provided for the client to move between
exercises (10-15 seconds).
o Typical cardio stations would include biking, stair climbing, stepping, elliptical training, skipping, rowing, or fitness to music.

Circuit training is ideal for clients who want to combine cardio exercise
with weight training. In circuit training the exercises are performed in
sequence, one after the other, with no rest between stations. Multijoint exercises are recommended, alternating between upper and lower
body in a repetition range of 12-15 RM. The continuous movement between stations, combined with the muscle work and cardio stations (in
some circuits) will result in an increase in heart rate. However, unless
the heart rate
is elevated
Simple Circuit Program
and sus4. Lunges
5. Overhead press tained for a
period of time
3. Lat pulldowns
6. Leg curls
within the target HR zone,
2. Squats
7. Seated row
the workout
would not be
1. Bench press
8. Calf raises
considered
a cardiovasStart
cular trainFinish
ing session.
Intensity is
the key to determining which component(s) of fitness is primarily being
targeted. Remember, resistance training is considered mostly anaerobic work. Cardio circuits are ideal for clients who do not want to spend
extended periods of time performing one exercise.
A note of caution: Because of the lack of rest between sets and the
nature of the muscle work (fewer reps with higher weight to fatigue)
circuit training has the potential to be very challenging. It is therefore
very important that instructors physically run through any circuits they are
designing to fully understand the level of fitness required to complete the
workout.
TOC-24
Chapter 5
The CFES
Weight Training
Instructor Course
Program Instruction and
Exercise Techniques
The 3 Ds
Instructional Considerations
Teaching the Program
o The Orientation
o Teaching the Warm-up / Cardio
Choosing Equipment
Providing Instructions for Using Equipment
o Teaching the Resistance Training Program
Considerations for Teaching
Resistance Training Exercises
Establishing a Strong Foundation
Teaching Resistance Training Exercises
Core Training Exercises
Using Resistance Tubing
o Teaching the Flexibility Program
Flexibility Exercises
Starting Postures for Static Stretches
Exercise Techniques
o Upper Body Resistance Training Exercise Techniques
o Lower Body Resistance Training Exercise Techniques
o Core / Abdominal Training Exercise Techniques
o Resistance Tubing Exercise Techniques
o Flexibility Exercise Techniques
TOC-25
Program Instruction and

Exercise Techniques
The Three Ds
he main goal of the CFES Weight Training Instructor is to empower clients with the knowledge necessary to take responsibility
for their own physical wellbeing and to educate them on how to
safely and effectively perform weight training exercises on their own.
Consistency with verbal instructions and cues by the instructor when
teaching all components of the workout will improve the clients ability to eventually retain and apply what they have learned with minimal
assistance. To achieve this, CFES instructors should always apply the
3-Ds when educating their clients.
The 3-Ds are: Describe Demonstrate Do
1. First, briefly describe the equipment, the exercise, and the primary
muscle group(s) that will be targeted; whether strengthening or
stretching. This should take the least amount of time of the 3-Ds.
Example: This is the leg press machine. You sit on this seat, with
your feet against the pad and extend your legs. This exercise will primarily focus on strengthening the front of the thighs (quadriceps) and
your seat (gluteus maximus). This is how you move the seat forward
and back and this is how you adjust the amount of weight. These pictures will help you remember how to use the machine if you forget and
I will make a note of the number of the machine (if applicable), your
seat adjustment and the amount of weight you will be lifting on your
workout card. Do you have any questions?

2. Next, physically demonstrate the exercise. Layer the information

you will provide to clients by re-enforcing what has already been
said and then adding new information.
Example: I will pull out the pin here and adjust the seat for my leg length
and then adjust the amount of weight I will be lifting. This is what a leg
press looks like. My seat is firmly on the seat cushion and my feet are hip
width apart on the pad. I am sitting tall with my back firmly against the
back of the seat and my abdominal muscles are contracted to support me.
I press into the pad with my feet and lengthen my legs slowly, with control.
Then, I return back to the start position. Do you have any questions?
3. Then, have the client do the exercise immediately following the
demonstration. This is when the instructor will provide the most
education to the client. Providing the majority of information at this
time will be most meaningful to the client as they will be physically
engaging in the actions they are learning. At this time, the instructor is able to break the exercise down into smaller parts, if necessary, giving more detail about which muscles are working, how to
properly perform the exercise (including body position, grip position, breathing, speed of movement, etc) and specific precautions
for avoiding injury. The instructor should provide corrective feedback as necessary. This means giving the client specific informa
TOC-26
tion on how to improve his/her technique (... now exhale as you extend
your legs out. Remember to fully extend the legs without locking the
knee) and information about what he/she is doing correct (... your
speed of movement is very good).
Once the instructor is satisfied with the clients body position, the movement can take place. The instructor should then monitor speed and control of movement, breath control and overall comfort with the exercise.
Clients should be provided with corrective tips with opportunities to try
the movement again with each teaching tip. At this time, the instructor
will be able to determine whether or not the choice of exercise is appropriate for the client. If a client is unable to achieve and/or maintain the
body position necessary to safely and effectively carry out the exercise,
then the mode of exercise should be changed (Griffin, 2006).
When observing how a client performs an exercise, use a sequential
approach to monitor body positioning, posture and stabilization. Observe the position of all joints in the body and proper alignment starting
with the feet and working to the head. Developing a consistent step-bystep process for evaluating every exercise will ensure time-efficient instructional sessions with clients. Safety also increases as this approach
will ensure that no details are overlooked (Griffin, 2006).

The information provided to clients should be based on their responses

to the exercises they are being asked to perform versus all of the
information the instructor feels they should be remembering from the
course(s) they took. New instructors often spend more time trying to remember all of the details associated with every exercise and imparting
that information to their clients. Unfortunately, this often results in very
long, verbal instructions and demonstrations by the instructor while the
client watches. This may leave a new exerciser feeling overwhelmed.
Instead, the instructor should be guided by how the client performs each
exercise and provide corrective feedback where indicated along with
positive re-enforcement for actions performed correctly.
Instructional Considerations
1. Know your role
CFES Certified Weight Training Instructors will often use similar programs for the new clients they introduce to resistance equipment and
training. That is not to say that a cookie-cutter approach to programming for new clients should be taken. However, the major muscle
groups in the body and the multi-joint actions and exercises used to
target these areas are fairly limited, especially for newer exercisers.
Instructors often underestimate the position of power that they hold. Clients, especially new exercisers, will absorb the information they receive
and view answers to their questions as gospel. It is therefore absolutely
imperative that, as fitness leaders, we do our utmost to get it right. There
may be questions you do not know the answer to. Thats all right. What
is not acceptable is providing answers you may not be totally confident in.
Let clients know you will get back to them with answers to their questions.
Instead of being viewed as someone who doesnt know, you will most
likely be respected for your honesty and you will both learn something new.
TOC-27
Upper Body Resistance Training Exercises

Anterior Superficial View
Posterior Superficial View
Neck Flexors
Neck Extensors
Upper Trapezius
Anterior Deltoid
Medial Deltoid
Pectoralis Major
Serratus Anterior
Biceps
Forearm Flexors
Tensor
Fasciae Latae
Rectus Femoris
Vastus Lateralis
Vastus Medialis
Posterior
Deltoids
Triceps
External Obliques Forearm

Rectus Abdominis Extensors
Latissimus Dorsi
Gluteus Medius
Gluteus Maximus
Adductors
Sartorius
Tibialis Anterior
Mid Trapezius
Lower Trapezius
Semitendinosus
Biceps Femoris
Gastrocnemius
Soleus
Ankle Dorsi Flexors
Wide Grip Lat Pulldown
Prime Mover: Latissimus Dorsi, Middle Trapezius, Rhomboids

Synergist: Biceps Brachii, Brachialis, Brachioradialis Posterior Deltoid,
Teres Major,
Stabilizers: Rotator Cuff, Core
Muscles
Starting Posture for the Body Position Shown:

Abdominals contracted for support, spine in a neutral position

Lengthen across the chest
Shoulder blades retracted and depressed, shoulders pulled back
Look straight ahead; chin drawn in slightly, remaining level with the
floor so that ears are over the shoulders (neck in line with the spine)
Top of the head lifted toward the ceiling


TOC-28
Chest Fly (Dumbbells)
Prime Mover: Pectoralis Major

Synergist: Anterior Deltoid
Stabilizers: Rotator Cuff, Core Muscles
Starting Posture for the Body Position Shown:

Lie supine on the bench in the 5-point body contact position

Feet are shoulder width apart placed firmly on the floor or on a raised
platform so that the knees are at least at the level of the hips or higher
Abdominals contracted for support, spine in a neutral position
Lengthen across the chest
Shoulder blades neutral and fixed, shoulders pulled back and down
away from the ears
Chin drawn in, neck in line with the spine


Starting Position for the Body Position Shown:

Take the dumbbells from a trainer, instructor or workout partner; position

them near the chest
Move the dumbbells into a neutral position (palms facing each other)
Move the dumbbells directly over the middle of the chest by extending the arms do not lock the elbows
The arms should be parallel to one another
The elbows should be slightly bent and pointed out to the sides (like
hugging a barrel)
Negative Release Phase: (inhale slowly)

Release phase should take two seconds

Keep the bent position of the elbow fixed throughout the movement
Lower the dumbbells in a wide arc until they are level with the chest
or just above the shoulders (as long as the scapula do not retract)
Move the dumbbells in a co-ordinated manner, at the same speed
Maintain the 5-point body contact position
Keep the spine neutral, abdominals contracted, hips in contact with
the bench, and the lower body quiet(uninvolved)
Keep the wrists neutral and the dumbbells in line with the elbows
and shoulders
TOC-29
Stationary Lung with Tubing
Prime Movers: Gluteus Maximus, Quadriceps, Hamstrings, Gastocnemius

Starting Posture:
Standing Posture Split lunge position
Starting Position:
Take an exaggerated step backward with one foot
Remain up on the ball of the back foot
Slightly bend the back knee
Stand on the tubing with the front foot
Hold the handles at shoulder level using a closed, neutral grip with
palms facing forward, elbows close to the body

Performing the Movement:

Slowly lower the back knee until it is approximately 3 5 cm from
the floor or the front knee and back knee are both at approximately
90 degrees
Distribute the weight evenly between the entire front foot and the
ball of the back foot
Slowly press through the floor with the front heel/mid-foot and
extend the front leg without locking the knee
Avoid overly emphasizing the use of the back leg when extending
to a standing position as this exercise should target the front leg
Instructor Cues:
Keep the knee caps in line with the second toe
Keep the knees over top of the ankle or shoelaces
The front shin is perpendicular to the floor
Keep the hips level and the upper body erect, directly over the hips
Keep the knees soft at the top of the movement
TOC-30
Side Flexion Stretch (standing)
Muscles Stretched: Latissimus Dorsi, External Obliques

Starting Posture:
Standing Stretch Posture
Stretching Position:

Extend the arm overhead, slightly forward of the skull - do not lock the elbow
Laterally flex from the waist moving
directly sideways
The hips should remain level. There
should be no lateral movement at the
hip
Place the opposite hand on the thigh or
hip to support the trunk
Keep the neck in a neutral position
Common stretching errors for this

stretch include:
These are sample pages

from chapters of the
CFES AFI manual

Shrugging the shoulder toward the ear

Placing both arms into the air and not
supporting the weight of the trunk
Extending, rotating, and/or flexing the
spine
Moving the neck out of neutral spine
Moving the lower body out of starting posture
Flexing the head forward and/or dropping the chin toward the chest
Hanging off the frame; failure of the hips to remain level
TOC-31
References
American College of Sports Medicine (ACSM) (2010). ACSMs
Guidelines for Testing and Exercise Prescription, Eighth Edition.
Lippincott Williams & Wilkins: Baltimore MD.
Baechle, T. & Earle, R. (2008). Essentials of Strength Training and
Conditioning, Third Edition. Human Kinetics: Windsor, ON.
Griffin, J. C. (2006). Client-Centered Exercise Prescription, Second
Edition. Human Kinetics: Windsor, ON.
Hesson, J. (2005). Weight Training for Life, Seventh Edition. Thomson
Wadsworth: Belmont, USA.
Heyward, V. (2010). Advanced Fitness and Exercise Prescription,
Sixth Edition. Human Kinetics: Windsor, ON.
Kapit, W., Elson, L.; The Anatomy Coloring Book, Addison and Wesley
Inc. New York. Permission Department, 2002. Illustrations adapted,
redrawn with permission
and Human Performance, Lippincott Williams & Wilkins; 6th edition,
2009
McGill, S. (2009) Ultimate Back Fitness & Performance, 4th Edition,
Human Kinetics.
McGill, S. (2007). Low Back Disorders: Evidence-Based Prevention
and Rehabilitation, Second Edition, Human Kinetics.
Tortora, G.J.; Derrickson, B.H.; Principles of Anatomy and Physiology,
John Wiley & Sons, 2011.
Vander, S., Vander, L.; Human Physiology. The Mechanism of Body
Function, McGraw-Hill Companies 2010
TOC-32
The CFES
Weight Training
Instructor Course
Chapter 6
Exercise Safety
Causes and Mechanisms of Injury
Contraindicated Exercises
Guidelines for Joint Safety
Classification and Treatment of Injuries
Safety in the Facility
TOC-33
Exercise Safety
revention of injuries and exercise safety is a top priority for trained

fitness professionals. Safety must be the main consideration for
fitness leaders whether supervising a facility or providing individualized
fitness programs.
In the facility, injuries are prevented by ensuring adequate supervision
and by maintaining a safe, clean, well-managed environment. In personalized fitness programs, safety is ensured by basing the programs
on sound training principles, consistent adherence to safety protocols
(health screening) and scope of practice, and always emphasizing
proper exercise technique and proper use of equipment.
Causes and Mechanisms of Exercise Injury
There are numerous reasons why injuries occur. These include: overuse, lack of progression (too much too soon), unrealistic goals or poor
training techniques, to name a few. It is imperative that fitness leaders/
instructors understand these causes when learning how to design and
deliver the safest possible programs.
Overtraining
Overtraining is a condition caused by insufficient rest and recovery

time, whether due to problems in the program design, or impatience
and compulsive training by the client or athlete. CFES certified instructors need to remember that the more intense the training, the more rest
that is required. It is during the rest periods that the training adaptations occur, so inadequate rest and recovery will not only hamper the
results, but will likely cause illness or injury over time (Williams, Anderson & Rawson, (2013).

Symptoms of Overtraining
Poor performance;
Increased resting heart rate and/or blood pressure;
Eating and sleeping problems;
General fatigue, and fatigue during work-outs;
Aching muscles;
Weight loss;
Psychological problems (difficulty concentrating, restlessness, irritability, anxiety, depression);
Susceptibility to illness, colds etc.

When overtraining is suspected, the immediate response should be
more rest, even several days of rest, to allow the body time to recover.
Adequate nutrition, hydration and extra sleep can contribute to recovery from overtraining (Williams et al., 2013).
High Expectations and Unrealistic Goals
People often place expectations on themselves that far exceed both

their physical and psychological capabilities. Striving to lose 20 pounds
by the end of the month, to double ones repetition maximum in two
weeks, or to run a marathon with two months of training are examples
of unreasonable expectations which can force individuals to seriously
overload their systems. Wanting immediate results is a common desire;
however, this can ultimately lead to injury. (Fahey, Insel & Roth, 2010).
TOC-34
Safety in the Weight Room
eight training instructors are often required to supervise a facility

as part of their employment responsibilities. Facility safety can fall
into several categories: facility layout; equipment maintenance; code of
conduct; and supervision.
Facility Layout
The equipment in the facility should be laid out logically to accommodate the flow of people, to maximize floor space and minimize hazards.
Weights and accessories should be put away immediately after use and
personal belongings should be kept in designated storage areas. Adequate ventilation and water fountains should be provided. Employees
and members should have easy access to adequate cleaning supplies
(spray bottles, cleaning cloths).
Equipment Maintenance
Equipment should be cleaned and disinfected daily. Machines should

be well-lubricated and regularly checked for lose bolts, frayed cables, and upholstery tears. Bolted dumbbells and barbells need to be
checked and tightened regularly. Cardio equipment should be checked
to ensure that the mechanisms are clean, well-lubricated, belts or
chains are replaced as needed and computer console problems identified (if computerized).

Non-mechanical equipment including resistance bands/tubing, stability

balls, BOSU TM, and body bars should be checked regularly for breaks,
cracks, exposed metal, or other signs of excessive wear and immediately repaired or replaced.
Code of Conduct
The expected code of conduct should be clearly posted and understood

by all facility users. These rules should be based on safe behaviour
and respectful consideration of all members sharing the facility.
Facility Member (Client) Responsibilities

All members/clients should dress properly including shoes, shorts or

sweat pants and a shirt as identified by the facility. If special footwear/
clothing is required by the client, then this should be communicated to
the facility supervisor or manager prior to working out in the facility;
Lifters should be familiar with the equipment they intend to use and
know how to adjust it correctly;
A spotter should be used for all free weight exercises when training
with heavy loads. Clients should be taught to acknowledge and respect their individual limits and never compromise proper form and
technique for repetitions;
All weights, either free or machine stacks, should be placed on the
ground with control (never dropped) to ensure that others remain
safe and equipment undamaged;
Lifters should pay special attention to how they load and grip barbells; making sure to distribute the weights evenly and secure them
with proper collars;
All members/clients should be encouraged to report any equipment
problems to the staff immediately.
TOC-35
References
Baechle, T. R. and Earle, R.W. (2008) Essentials of Strength Training and
Conditioning (Third Edition). Windsor, Ontario: Human Kinetics
Fahey, T.D., Insel, P.M., Roth, W.T. and Wong, I. (2010) Fit & Well: Core
Concepts and Labs in Physical Fitness and Wellness (Second Canadian
Edition). USA: McGraw-Hill Ryerson Ltd.
Hesson, J.L. (2005) Weight Training for Life (Seventh Edition). Belmont,
CA: Thomson Wadsworth
Lifesaving Society, Canadian First Aid Manual, November 2011 Edition,
Toronto, Ontario, Lifesaving Society
Ronai, P. (n.d.) Exercise and Shoulder Pain. ACSM Current Comment.
Retrieved June 12, 2012 from: http://www.acsm.org/docs/currentcomments/exandshoulderpaintemp.pdf
Williams, M.H, Anderson, D.E, and Rawson, E.S. (2013) Nutrition for
Health, Fitness & Sport (Tenth Edition). New York, New York: McGraw-Hill
TOC-36
The CFES
Weight Training
Instructor Course
Chapter 7
Providing Nutritional
Information and Support
The Role of the Weight Training Instructor
o CFES Scope of Practice
o Providing Nutritional Information and Support
Nutrition Basics: Review of Essential Nutrients
o Carbohydrates (CHO)
o Proteins
o Fats
o Vitamins
o Minerals
o Water
Energy Balance and Body Weight Management
o Determining Body Mass Index (BMI) and
Waist Circumference
o Understanding the factors associated with
achieving and maintain a healthy body weight
over the lifespan
TOC-37
The Role of the Weight Training Instructor

CFES Scope of Practice:
Nutritional Information and Support
utrition, wellness and health have become big business. It is easy

to see how the general public is easily overwhelmed with all of the
written information (self-help books, recipe books, how to books,
magazines, etc.) and countless web-sites and television programs prompting consumers to buy their magic products or try their no-fail programs.
Whether it is weight loss or longevity, companies selling health promote
their products by appealing to the consumers emotions. Everyone wants
to look better, feel better, and live longer. With limited regulation of the fitness and wellness industry in Canada, and abroad, these companies are
able to make claims which seem too good to be true, and most often are.
In addition to the questions clients will have regarding their fitness program, it is inevitable that CFES Weight Training Instructors (WTIs) will
be asked questions about nutrition and dieting. Debunking the myths
surrounding nutrition and health claims are among the many challenges
facing trained fitness/health professionals working in the industry today.

Consumers are often given the impression that the only outcome worth
measuring is the number on the weight scale. We all know that losing
body weight happens quite quickly when calories are restricted and
even more so when an increase in physical activity is added to the
mix. However, important pieces of this equation are often overlooked.
These include: maintaining a healthy body weight over the lifespan
once desired weight loss is achieved, and learning how to eat properly
versus dependence on meal replacements or mail-order meals.
The role of the CFES WTI is clear when it comes to nutritional support
and advice for clients. CFES WTIs are not nutritional specialists and as
such should not be designing nutritional plans for their clients. In Canada,
nutrition experts spend many years pursuing degrees and clinical experience before being formally recognized as Registered Dietitians. Registered Dietitians will have met all of the academic and clinical requirements
to be registered with the appropriate provincial body. With the exception
of British Columbia, all Canadian provinces will use the term Registered
Dietitians (RD) to identify individuals who have met these requirements.
The term Registered Dietitian is protected under Canadian law so that
only individuals who have successfully completed all of the necessary requirements are legally able to use this term to identify themselves professionally. The term Nutritionist is not legally protected which means that
persons identifying themselves as Nutritionists may not have the level of
formal training, knowledge and expertise that a RD would have (Thompson, Manore & Sheeshka, 2010). The province of British Columbia is currently the only province where Registered Nutritionists meet the standards
necessary to be formally recognized. Table 7.1 lists the formal registering
bodies for properly trained and registered nutrition specialists for each
Canadian province. The credentials of a qualified nutrition specialist in a
specific region of a province can be verified by contacting the appropriate
agency from the list provided in Table 7.1. Information on registered nutrition specialists in the Canadian Territories was not available.
TOC-38
Canadas Food Guide
Eating Well with Canadas Food Guide
Source: Health Canada, Eating Well with Canadas Food Guide, 2007. For more
information, interactive tools, or full copies of the new guide visit Canadas Food Guide online at: www.healthcanada.gc.ca/foodguide
TOC-39
Table 7.6 Summary of Risk of Disease Relative to BMI and

Waist Circumference
BMI Value
(kg/m2)
< 18.5
18.5 24.9
25.0 29.9
30.0 34.9
35.0 39.9
< 40.0
Obesity
Risk of Disease Relative to
Classification BMI and WC
Men: < 102 c
Women: <
----------Increased Risk
Obese: Class 1
High Risk
Obese: Class 2 Very High Risk
Obese: Class 3 Extremely High
Risk
> 102 cm
> 88 cm
----High Risk
Very High Risk
Very High Risk
Extremely High
Risk
Fahey et al, 2010 p. 175
Energy Balance
nergy balance can be positive, negative or equal. When the amount of

energy consumed in the diet (kcals) exceeds the amount of energy expended the result is a positive energy balance, or weight gain. Conversely,
if the amount of energy expended exceeds the amount of energy consumed, the result is a negative energy balance, or weight loss. Diets that
provide the amount of energy required to fuel daily activities and exercise
will result in maintenance of current body weight (Schiff & Durant, 2011).
Energy expenditure is the result of a combination of three main components:

1. Basal metabolism (energy required to maintain body functions at
rest),
2. Thermic Effect of Food (energy required to digest/process food)
and
3. Physical Activity (any physical activity beyond basal metabolism).
Basal metabolism accounts for approximately 60%-70% of total daily
energy expenditure and is referred to as the Basal Metabolic Rate (BMR).
The Thermic Effect of Food (TEF) contributes approximately 5%-10% to
total daily energy expenditure. Physical Activity (PA) contributes anywhere
from 20%-35% of total daily energy expenditure depending on the nature
of the activity. For example, house cleaning, watching television, walking
the dog, playing sports or working out at the gym are all considered PA that
contributes to total daily energy expenditure (Thompson et al, 2010).

The estimated number of kcals required for basal metabolism for

men and women can be determined by multiplying 24 hours by body
weight (kg) by the factor, 0.9 for women and 1.0 for men. For example,
Jennys estimated energy requirements for basal metabolism would be:
24 (hours per day) X 75kg (body weight) X 0.9 kcal/kg (factor for
women) = 1620 kcal/day
Therefore, Jenny would need to consume at least 1620 kcals/day for
basal metabolism.
TOC-40
The CFES
Weight Training
Instructor Course
Chapter 8
Becoming a Certified Weight
Training Instructor
The CFES Weight Training Instructor Scope of Practice
The Weight Training Instructor Professional Ethics
and Conduct Guidelines
Professional Certification
Insurance
o Who needs liability insurance?
o Procedures to Protect Against a Negligence Suit
Professional Certification
Liability Insurance
Documentation
Potential Negligence
Professional Certification and Continuing Education
TOC-41
Becoming a Certified
Weight Training Instructor
hank you for enrolling in the Canadian Fitness Education Services

(CFES) Weight Training Instructor course as your preferred method
for becoming a weight trainings instructor.
Becoming a Certified Weight Training Instructor is a challenging and rewarding career path. Once certified, you will be responsible for providing safe and effective programs for your clients.

You will play an important role in your clients lives by giving them the
gift of physical activity and personal wellness. Your positive attitude,
professionalism and education can make a real difference in peoples
lives. Your journey toward changing lives has begun.
The CFES Weight Training Instructor

Scope of Practice
The CFES Weight Training Instructor certification is meant to provide
leaders with the competencies necessary design and implement safe,
effective, and appropriate fitness programs. These fitness programs
will be based on the CFES Performance Standards of a CFES Weight
Training Instructor.
The CFES Weight Training Instructor will:
Provide appropriate Weight Training programs to apparently healthy
adults. Apparently healthy adults are (a) those individuals with a
clear PAR-Q or (b) those individuals who have been cleared by a
qualified health professional (e.g. medical doctor) for unrestricted
physical activity using PAR Med-X, PARmed-X for Pregnancy
screening tools;
Provide Weight Training programs for participants who have been
appropriately screened using the PAR-Q (apparently healthy
adults). The PAR-Q must be administered each time someone
registers for a new semester or program at the front desk or with
the instructor;
Fitness programs can be provided for participants that answer Yes on
the PAR-Q, as long as they have been medically cleared by a health
care professional to participatein unrestricted physical activity;
Provide on-going screening and monitoring of the participants for
the duration of the program and provide modifications to accommodate all levels of ability.
Design, modify, and provide instructions for a a safe, effective, and
appropriate program that includes a warm-up, work-out (cardio,
strength, endurance) and cool down (flexibility) components for
each program;
Provide appropriate exercises based on the needs and physical
abilities of the participants;
Incorporate use of appropriate equipment based on the participants needs, physical abilities and personal fitness goals;
TOC-42
Answer general healthy eating inquiries based on the Canadas

Food Guide to Healthy Eating and Canadas Physical Activity Guide
to Healthy Active
Living. Provide
clients with
informationand
support regarding credible
online support
tools (Dieticians
of Canada).Client requests
for advanced
nutritional information are to
be referred to a
Registered Dietician;
The Weight Training Instructor
will NOT provide
individualized
eating plans or
recommendations
for supplementation to clients.Clients who
indicate interest
in these areas will
be referred to a
Registered Dietician;
Follow the CFES Professional Ethics and Conduct Guidelines,
Scope of Practice, liability education and protection and signed Professional Code of Honour at all times;
The Weight Training Instructor will provide safe programs (as outlined by CFES protocols) usingappropriate exercises and providing
modifications based on the needs and physical abilities of participants;
The Weight Training Instructor specializes in the delivery of programs. The Weight Training Instructor specializes in providing
instructions for using various resistance training equipment and
the delivery of basic personal fitness programs. Participants who
request, or graduate to more advanced individualized training are to
be referred to qualified and certified Personal Trainers.

TOC-43
References
1. Canadian Society of Exercise Physiology (CSEP) Forms are
available to download on their Website:http://www.csep.caor call
Tel.:613-234-3755.
2. Canada Safety CouncilCanadian Fitness Safety
Standards;website:http://archive.safety-council.org/info/sport/
standards.html
3. IDEA,Codes of Ethics; Ethical Practice Guidelines: Personal
Trainaers; IDEA Fitness Journal, Volume 9, Number 6 June 2012.
4. National Fitness Leadership Advisory Committee(NFLAC) , Legal
Liability Considerations for the Fitness Leader;Report of the
National Fitness Leadership Advisory Committee(NFLAC), Ottawa,
1990.
5. CFES Group Exercise Instructor Student Resource Manual 6th
Edition.,Liability Insurance: Who needs liability insurance?,
Canadian Fitness Education Services Ltd., 2012.
For further safety information for the fitness professionalvisit: Canada
Safety CouncilCanadian Fitness Safety Standards;Website:http://
archive.safety-council.org/info/sport/standards.html

TOC-44

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Seventh Edition

National Certification Program

CFES Advancing the Standard in Fitness Leadership Training Since 1980

The CFES Weight Training Instructor Course

The CFES Weight Training Instructor Course Recourse Manual

Program and Manual Development:

Margaret Hewitt-Zaitlin, BPE/B.A.

Technical Editor, Lead Writer 7th Edition:

Lorri Taylor, BHSC., MHSc, F&HP (Dip), CSEP-CPT, CFES Educator

Technical Editorial Reviewers:

P. Douglas Lafreniere, B.P.E, M.Sc. Kin., CSEP-CEP, CPT-ME, OKA-CK

Chloe Lanthier, BPE, Morrie Zaitlin, B.A., Samantha Reid, BSc.

Canadian Fitness Education Services Ltd.

The Fitness Knowledge Classroom Course

Canadian Fitness Education Services Ltd

Whole Body Resistance Training Program...................................... 4-23

Bench Press (Barbell)..................................................................... 5-28

Squat with Tubing............................................................................ 5-94

Classification of Injuries................................................................... 6-10

CFES WTI TOC 09/06/12

Todays Fitness Leader

These are sample pages from

To meet this demand, facilities have transformed from male dominated

The consumers expectations for quality service means that todays

Master Training Principles

sound training program should be based on the following training

Specific Adaptation to Imposed Demand (S.A.I.D.)

It is important to make the training program specific to the goals of the

To improve physical function the body must be placed under an increased

These are sample pages from

When exercising, the body experiences a catabolic (breakdown) effect.

This is the minimal amount of exercise or intensity of exercise required

(Free Weights include: Olympic weights, variable or fixed dumbbells and

These are sample pages from

ecoming a certified fitness leader brings with it the responsibility

These are sample pages from

The Adult Learner

lthough there are differences between the various ages and

These are sample pages from

It is important to be sensitive to the fact that anyone venturing outside

The Participant-Centred Approach to

The instructor who is responsible for setting a supportive,

Program Planning and Design

he fitness industry is wrought with a variety of fitness leadership

These are sample pages from

3. Flexibility (may also be referred to as the cool down phase of the

Always begin training sessions with a warm up. Movement patterns

These are sample pages from

Participants should warm up at intensity that progresses from easy to

These are sample pages from

Program Instruction and

The 3-Ds are: Describe Demonstrate Do

These are sample pages from

2. Next, physically demonstrate the exercise. Layer the information

These are sample pages from

The information provided to clients should be based on their responses

Upper Body Resistance Training Exercises

Posterior Superficial View

External Obliques Forearm

Ankle Dorsi Flexors

Wide Grip Lat Pulldown

Prime Mover: Latissimus Dorsi, Middle Trapezius, Rhomboids

Starting Posture for the Body Position Shown: