ISSA Personal Trainer Certification Workbook Ninth Edition PDF

Fitness: The Complete Guide
WORKBOOK AND STUDY GUIDE

STUDY GUIDE FOR ISSA’S CERTIFIED FITNESS TRAINER PROGRAM
issaonline.edu Frederick C. Hatfield, PhD

FITNESS: THE COMPLETE GUIDE Workbook and Study Guide (Edition 9)
Study guide for: International Sports Sciences Association’s Certified Fitness Trainer Course
10 9 8 7 6 5 4 3 2
Copyright © 2016 International Sports Sciences Association.
Published by the International Sports Sciences Association, Carpinteria, CA 93013.
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DISCLAIMER OF WARRANTY
This text is informational only. The data and information contained herein are based upon information from various
published and unpublished sources that represents training, health, and nutrition literature and practice summarized
by the author and publisher. The publisher of this text makes no warranties, expressed or implied, regarding the
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articles is not intended to replace the advice or attention of health care professionals. It is not intended to direct their
behavior or replace their independent professional judgment. If you have a problem or concern with your health, or
before you embark on any health, fitness, or sports training programs, seek clearance and guidance from a qualified
health care professional.
About This Study Guide | 3
ABOUT THE WORKBOOK AND STUDY GUIDE

This Workbook and Study Guide serves as a resource companion to Fitness: The Complete
Guide. The Workbook and Study Guide has been designed with one main purpose: to help
you better understand the content of the main text. This is accomplished by focusing on
important points and concepts, and having you write the answers directly in the guide. This
way of studying also provides an easy way to follow the flow of the course text. If you follow
along with the Workbook and Study Guide, you will have covered ALL of the main topics of
the course text.
Students employ different strategies to learn course materials and to prepare for the CFT
Certification Exam. The most commonly used strategy employs reading and underlining text
material; another includes outlining or writing key concepts. This workbook encourages each
of these methods.
Experience has shown that individuals who faithfully use the Workbook and Study Guide
achieve greater understanding of the course materials than those who do not use a workbook.
The ISSA recommends that you actively use the Workbook and Study Guide to prepare for the
CFT Certification Exam.
THE BEST WAY TO USE

THE WORKBOOK AND STUDY GUIDE
As you read the main CFT text, open the Workbook and Study Guide to the same section
in the CFT course text. For example, open the main CFT text to page 13. Then open the
Workbook and Study Guide to page 8. The first header on page 13 of the main CFT text reads
“Where Does Energy Come From?”. Now go to page 8 in the Workbook and Study Guide.
You will see a question that directly corresponds to the header. The second header on page
13 of the main CFT text reads “Homeostasis,” in bold print. Now go back to page 8 in the
Workbook and Study Guide and you will see that the second question directly correlates to
the second header. All of the questions in the Workbook are in chronological order. That is all
there is to it. This is a tried and true method for study and retention of information. Filling in
your responses reinforces what you have read. Use the Workbook and Study Guide to help you
prepare for the final CFT Examination.
International Sports Sciences Association

SECTION ONE
Anatomy and Physiology
Metabolism
Basic Anatomy and Physiology
Musculoskeletal Anatomy and Physiology
TOPICS COVERED IN THIS UNIT
Introduction
Homeostasis
Understanding Metabolism
Metabolic Set Point
Food and Metabolism
Environment and Metabolism
Exercise and Metabolic Responses
Energy Metabolism
ATP Production
Monitoring Metabolism
Conclusion
UNIT 1
METABOLISM
8 | Unit 1
Where does the energy come from that fuels our physical activity?
What is homeostasis?
Define “metabolism.”
List and define the two phases of metabolism.
What is BMR and how does it relate to our metabolic set point?
What is the relationship of a kilocalorie and a calorie?
FITNESS: THE COMPLETE GUIDE Workbook and Study Guide

Metabolism | 9
What is the thermic effect?
With the following chart, calculate the caloric expenditure of the sample client below:
Calculating Caloric Expenditure

MALE metric: DCE = ALF × ((13.75 × WKG) + (5 × HC) – (6.76 × age) + 66)
imperial: DCE = ALF × ((6.25 × WP) + (12.7 × HI) – (6.76 × age) + 66)
FEMALE metric: DCE = ALF × ((9.56 × WKG) + (1.85 × HC) – (4.68 × age) + 655)
imperial: DCE = ALF × ((4.35 × WP) + (4.7 × HI) – (4.68 × age) + 655)
WHERE
ALF = Activity level factor AND ALF HAS THE FOLLOWING VALUES:
DCE = Daily caloric expenditure Sedentary: ALF = 1.2
HC = Height in centimeters Lightly active: ALF = 1.375
HI = Height in inches Moderately active: ALF = 1.55
WKG = Weight in kilograms Very active: ALF = 1.725
WP = Weight in pounds Extremely active: ALF = 1.9
Sally is 38 years old and weighs 150 Ibs and is 5’5” in height.
She is primarily sedentary and has a body fat percentage of 35%

10 | Unit 1
List at least five metabolic adaptations to endurance exercises.
List the adaptations to anaerobic training.

Metabolism | 11
Define “ATP” and briefly discuss the three energy pathways to produce ATP.
Fill in the boxes below to complete the ATP/CP pathway.

12 | Unit 1
Fill in the graph below with the three pathways of muscular energetics.

Levels of Organization
in the Human Body
Cells
Tissues
Systems of the Body
Conclusion
UNIT 2
BASIC ANATOMY AND PHYSIOLOGY

14 | Unit 2
List the levels of organization in the human body.
List the cellular components that make up a cell.
List the four types of tissues in the body.
List the ten systems that make up the human body.

Basic Anatomy and Physiology | 15
Explain the respiratory system and its role in our bodies.
Describe the “training effect” and how it affects the lungs during exercise.
What is the average resting heart rate of a conditioned person vs. a deconditioned person?
Explain the circulatory system and its role in our bodies.
What are the components of blood?

16 | Unit 2
Label the heart diagrams below.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15

Find the Estimated Maximum Heart Rate of a 48 year old male using the calculation below.
220 – Age = Estimated Maximum Heart Rate
Explain the role of the heart in training.
•
What is Maximum oxygen uptake ( VO2 max) and how does it relate to exercise?
Explain the digestive system and its role in our bodies.

18 | Unit 2
Explain the nervous system and its two major parts.
Fill in the chart below.
THE NERVOUS SYSTEM

Explain the relationship between the endocrine system and the nervous system.
Explain the role of hormones in the body.
What is the role of growth hormone (HGH) in the body and how does it relate to exercise?

20 | Unit 2
Fill in the blanks.
If blood glucose levels are _______ _ ________,

_____________ is released.
Insulin signals _______ _____ ___________ to

_____________ ______________.
Insulin signals the____________ to

__________ ______________ (for storage).
End result:
____________ blood glucose to normal levels
Occurs ________ __________ _____ _________.
If blood glucose levels are _______ _______,

_________________ is released.
_________________ signals the liver to

___________________ ______________ and
_______________ _______________.
End result:
____________ blood glucose to normal levels
Occurs ____________ ___________.
PANCREAS
monitors blood glucose concentrations

Defining the Musculoskeletal System

Skeletal System
Bones
Joints
Connective Tissue
Muscular System
Types of Muscle Tissue
Reference Positions
Muscle Terminology
Structure and Function of Muscle
Neuromuscular Concepts
Adaptations to Training
Aerobic Adaptations
Anaerobic System Changes
Muscle Hypertrophy
Controversial Theories
Conclusion
UNIT 3
MUSCULOSKELETAL ANATOMY
AND PHYSIOLOGY
Paul O. Davis, PhD, FASCM with portions
by Frederick C. Hatfield, PhD
22 | Unit 3
Explain what the musculoskeletal system is.
List the four functions of the skeletal system in our body.
How many bones compose the following:

overall skeletal system:
axial skeleton:
appendicular skeleton:
Label the following skeletal chart.
Anterior Posterior

Musculoskeletal Anatomy and Physiology | 23
Describe the three layers that make up bone.
What are the five categories of bone?
List the six categories of joints.
Label the following joints.

24 | Unit 3
Define “tendon.”
Define “joint.”
Explain the role of the muscular system in our bodies.
List the three types of muscle in the body.

Label the following muscles.

26 | Unit 3
Complete the following chart.
Anatomical Directional Terminology

In front or in the front part
Anteroinferior
In front and to the side, especially the outside
In front and toward the inner side or midline
Anteroposterior
Caudal
Cephalic
Pertaining or relating to the opposite side
Beneath or below the surface; used to describe relative depth or location of muscles or tissue
Distal
Dorsal
Below in relation to another structure; caudal
On the same side
Lateral
Relating to the middle or center; nearer to the medial or midsagittal plane
Posterior
Behind and below; in back and below
Posterolateral
Behind and to the inner side
Posterosuperior Behind and at the upper part
The body lying face downward; stomach lying
Proximal
Superficial
Above in relation to another structure; higher, cephalic
Supine
Relating to the belly or abdomen
Volar

Label the following diagrams.
MUSCLES OF THE UPPER ARM

28 | Unit 3
MUSCLES OF THE FOREARM

MUSCLES OF THE SHOULDER AND DELTOID

30 | Unit 3
MUSCLES OF THE BACK

MUSCLES OF THE MIDSECTION

32 | Unit 3
MUSCLES OF THE CHEST

MUSCLES OF THE UPPER LEGS

34 | Unit 3
MUSCLES OF THE LOWER LEG

Define “origin.”
Define “insertion.”
Mark the insertion and origin of the rectus abdominis muscle. Indicate origin with an “O” and insertion with
an “I.” Indicate the intended action on the line provided below. (Hint: Refer to Unit 8 if you have trouble with
intended action.)
Intended action:

36 | Unit 3
Mark the insertion and origin of the triceps brachii muscle. Indicate origin with an “O” and insertion with an “I.”
Indicate the intended action on the line provided below. (Hint: Refer to Unit 8 if you have trouble with intended
action.)
Posterior Posterior
Intended action:
Mark the insertion and origin of the biceps brachii muscle. Indicate origin with an “O” and insertion with an “I.”
Indicate the intended action on the line provided below. (Hint: Refer to Unit 8 if you have trouble with intended
action.)
Anterior Anterior
Intended action:

Mark the insertion and origin of the pectoralis major muscle. Indicate origin with an “O” and insertion with
intended action.)
Intended action:
Mark the insertion and origin of the latissimus dorsi muscle. Indicate origin with an “O” and insertion with
intended action.)
Posterior Posterior
Anterior
Intended action:

38 | Unit 3
Mark the insertion and origin of the deltoid muscle. Indicate origin with an “O” and insertion with an
“I.” Indicate the intended action on the line provided below. (Hint: Refer to Unit 8 if you have trouble with
intended action.)
Intended action:
Mark the insertion and origin of the trapezius muscle. Indicate origin with an “O” and insertion with an
“I.” Indicate the intended action on the line provided below. (Hint: Refer to Unit 8 if you have trouble with
intended action.)
Intended action:

Mark the insertion and origin of the rotator cuff

muscles. Indicate origin with an “O” and insertion
with an “I.” Indicate the intended action on the line
provided below. (Hint: Refer to Unit 8 if you have
trouble with intended action.)
Posterior Posterior
Muscle: _________________________________ Muscle: _________________________________

Intended action: _________________________ Intended action: _________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
Posterior Anterior
Muscle: _________________________________ Muscle: _________________________________

________________________________________ ________________________________________
________________________________________ ________________________________________

40 | Unit 3
Mark the insertion and origin of the quadriceps muscles. Indicate origin with an “O” and insertion with an “I.” Indicate
the intended action on the line provided below. (Hint: Refer to Unit 8 if you have trouble with intended action.)
Anterior
Posterior
Posterior Posterior
A B C D
A Muscle: _________________________________ D Muscle: _________________________________

________________________________________ ________________________________________
________________________________________ ________________________________________
B Muscle: _________________________________ Anterior
Intended action: _________________________

________________________________________
________________________________________
C Muscle: _________________________________
Intended action: _________________________
________________________________________
________________________________________

Mark the insertion and origin of the hamstring muscles. Indicate origin with an “O” and insertion with an
“I.” Indicate the intended action on the lines provided below. (Hint: Refer to Unit 8 if you have trouble with
intended action.)
Posterior
Anterior
A B C
A Muscle: _________________________________ C Muscle: ____________________________

B Muscle: _________________________________
Intended action: Intended action: Intended action:
________________________________________ ___________________________________
________________________________________
________________________________________ ___________________________________
________________________________________
________________________________________ ___________________________________
________________________________________
Mark the insertion and origin of the calf muscles. Indicate origin with an “O” and insertion with an “I.” Indicate
the intended action on the line provided below. (Hint: Refer to Unit 8 if you have trouble with intended action.)
A Muscle: _________________________________ D Muscle: _________________________________

________________________________________ ________________________________________
________________________________________ ________________________________________
42 | Unit 3
Explain skeletal muscle contraction by completing the following illustration.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

What are the six major muscle fiber arrangements?
Identify the major muscle fiber arrangements below and give an example of each.
Arrangement: ___________________________ Arrangement: ___________________________

Example: _______________________________ Example: _______________________________

Example: _______________________________ Example: _______________________________

Example: _______________________________ Example: _______________________________

44 | Unit 3
List the four categories of muscle fiber types and their characteristics.
Explain muscle hypertrophy as it relates to the training effect.

SECTION TWO
Kinesiology and Biomechanics
Kinesiology of Exercise
Biomechanics of Exercise
Musculoskeletal Deviations
Muscle Mechanics
Kinesiology
Types of Muscle Contractions
Roles of Muscles
Types of Movements
UNIT 4
KINESIOLOGY OF EXERCISE
Frederick Hatfield, PhD, MSS & Michael Yessis, PhD
48 | Unit 4
Define “kinesiology.”
Explain the relationship between kinesiology and biomechanics.
List and explain the three types of muscular contractions.

Kinesiology of Exercise | 49
Define “prime mover.”
Define “assistant mover.”
Explain the relationship between agonist and antagonist.
Define the term “stabilizer muscles” and provide an example of how it is used in an exercise.
Explain synergy as it relates to muscles.
List and explain the four types of muscular movement.
Define the three imaginary planes of motion and provide an exercise that is done in each plane of movement.

50 | Unit 4
List and explain the six primary movements that occur in the human body.
PLANE OF MOTION ACTION DEFINITION
Movement away from the midline of the body
Movement toward the midline of the body
Moving to a superior position at the scapula

Frontal
Moving to an inferior position at the scapula
Inversion
Eversion
Flexion
Extension
Sagittal
Moving the top of the foot toward the shin at the ankle joint
Moving the top of the foot away from the shin at the ankle
Internal or external turning about the vertical axis of a bone
Pronation
Transverse Supination
From a 90˚ abduction arm position, the humerus is flexed toward the
midline of the body in the transverse plane
From a 90˚ adduction arm position, the humerus is extended away from
the midline of the body in the transverse plane
Combination of flexion, abduction, extension, and adduction in a
Multiplanar
sequence

Biomechanics and Personal Training

Key Concepts of Biomechanics
Stability
Force
Angle of Muscle Pull
Work
Power
Newton’s Laws of Motion
Levers
Wheel and Axle
Pulley Systems
Torque
Pushing
Pulling
Gravity
Kinesthesis
Vision
Conclusion
UNIT 5
BIOMECHANICS OF EXERCISE
52 | Unit 5
Define “biomechanics.”
What are the basic principles of stability?
What is the proper foot placement and weight distribution during the following exercises?
Back squat:
Bench press:
List and explain the four components of force.
Explain the angle of muscle pull.

Biomechanics of Exercise | 53
Explain Newton’s first law of motion.
What is the difference between resting and moving inertia?
Define the term “range of motion” and why it is important.
Explain Newton’s second law of motion in relation to mass and acceleration.
Define “work” and how it is used in an exercise.
Define “power” and how it is used in a weight training exercise.

54 | Unit 5
Explain Newton’s third law of motion.
Explain what a lever is as it relates to the body.
List and explain the three levers in the body and provide an example of each.
Name two muscular-structural arrangements in the body and provide examples of each in
relation to different joints.

Biomechanics of Exercise | 55
Explain torque as it relates to exercise.
Explain gravity as it relates to exercise.
How can you apply maximum resistance when using free weights?
Define “center of gravity” and explain how it relates to movement.

56 | Unit 5
Where should your line of gravity be when doing strength exercises?
Explain the relationship between kinesthesis and vision.

Understanding Good Posture

Benefits of Good Posture
Postural Self-check
Recognizing Postural Deviations
Role in Athletic Performance
Tonus
Spine
Feet
Pelvis
Conclusion
UNIT 6
MUSCULOSKELETAL DEVIATIONS
58 | Unit 6
Explain the benefits of good posture.
Explain how to do a self-check for postural deviations.
List and explain the three abnormal postural deviations.

Musculoskeletal Deviations | 59
Circle the appropriate postural deviation that correlates to the diagram below.
A. Scoliosis A. Scoliosis A. Scoliosis A. Scoliosis

B. Lordosis B. Lordosis B. Lordosis B. Lordosis
C. Proper posture C. Proper posture C. Proper posture C. Proper posture
D. Kyphosis D. Kyphosis D. Kyphosis D. Kyphosis
Discuss the role(s) of posture and postural deviations in athletic performance and specifically
why alignment deviations can hinder performance.

60 | Unit 6
Fill in the following chart.
MALALIGNMENT POSSIBLE TIGHT MUSCLES POSSIBLE WEAK MUSCLES

Lordosis
Flatback
Swayback
Kyphosis
Forward Head
Explain the key to having a well-aligned and balanced body.
Define “tonus.”

Musculoskeletal Deviations | 61
List the three main sections of the spine and provide the number of vertebrae for each.
What is the normal range of motion of flexion and extension of the spine?
Complete the following diagram.

62 | Unit 6
Explain the problems associated with long-term sitting. What are several ways you can eliminate the effects of
sitting in the workplace?
Explain how the feet can impact posture.
Explain the impact of poor posture with the following pelvic tilts. How does each tilt affect the human body?
anterior tilt:
posterior tilt:
lateral tilt:

Introduction
Knee
Muscles of the Knee Joint
Ankle and Foot
Muscles of the Ankle Joint
Spine
Muscles of the Spine (Midsection)
Shoulder
Muscles of the Shoulder Joint
Shoulder Girdle
Elbow
Relationship Between the Shoulder
and the Elbow
Forearm
Radioulnar Joint
Wrist
Muscles of the Wrist Joint
Conclusion
UNIT 7
MUSCLE MECHANICS
64 | Unit 7
The knee joint is made up of which bones?
The knee joint is comprised of which muscles?
Name the major movements and secondary movements possible at the knee joint.
How do the quadriceps and hamstrings work together in a lunge exercise?
The ankle joint is made up of which bones?
The ankle joint is comprised of which muscles?
What movements happen at the ankle joint?
Which muscle plays a role in maintaining the arch of the foot?

Muscle Mechanics | 65
Briefly explain the role of the spine in the body.
Movements in the spine include:
What role does the rectus abdominis, transverse abdominis, and obliques play in stabilizing the spine?
What role does the pelvis play in relation to the “trunk” and lower extremities?
Explain the relationship between the abdominal muscles and hip flexors.
List the rotator cuff muscles.

66 | Unit 7
The shoulder girdle is made up of which bones?
The shoulder girdle is responsible for which movements of the scapula?
Which muscles serve as the primary movers of the arm at the shoulder joint?
Shoulder impingement may result from the squeezing of which tendon? Which exercise should be done with
caution as a result?
How do the shoulder girdle and shoulder joint work together throughout movement?
What muscles are involved in the military press exercise?

Muscle Mechanics | 67
The elbow joint is made up of which bones?
The elbow joint is comprised of which anterior and posterior muscles?
The radioulnar joint is made up of which bones?
The radioulnar joint is made up of which muscles?
Which movements occur at the radioulnar joint?
The wrist joint is made up of which bones?
What movements occur at the wrist joint?

68 | Unit 7
What common injury occurs at the elbow joint?
How is it caused?
What is a solution?
The wrist joint is comprised of which muscles?

SECTION THREE
Health and Physical Fitness
Strength
Cardiovascular Training
Flexibility Training
Body Composition
Strength
Defining Strength
Categories of Strength
Strength Curve
Conclusion
Weight Training
Considerations for Program Design
Four Technologies of Training
Equipment
Noteworthy Devices and Techniques
Comparing Machines and
Free Weights
The Lost Art of Dumbbell Training
Using Exercise Machines
Other Techniques and Equipment
Exercise Fundamentals
elected Strength Exercises for Major
S
Muscle Groups
Chest
Latissimus Dorsi
Deltoid
Triceps Brachii
Biceps Brachii
Trapezius
Abdominals
Rotator Cuff
Leg
Calf
UNIT 8
STRENGTH
72 | Unit 8
What is total fitness and describe each of the components.
Define “strength” and list its four main sources.
What is limit strength and what type of athlete needs to maximize their limit strength?
What are the three types of limit strength? Provide an example of each in a given exercise.

Strength | 73
What is the primary difference between absolute strength and limit strength?
What is speed strength and what are its two types? What are the differences between the two types and how are
they each used in an exercise?
Define anaerobic strength. Which pathway is utilized when exerting this type of strength?

74 | Unit 8
What is linear strength endurance?
What is nonlinear strength endurance?
What are several measures of your cardiovascular efficiency in regards to aerobic strength?
List the 7 factors of the strength curve.

Strength | 75
Name the Seven Granddaddy Laws and why they should be a part of a “periodized” training program.
Describe the general adaptation syndrome (GAS) principle and how it relates to periodized training.
What are several ways training can cause fatigue?

76 | Unit 8
What is constant resistance and what is an example of an exercise with this type of equipment?
What is variable resistance and what principle is mainly associated with it?
What is accommodating resistance and how does it differ from variable resistance?
What is static resistance and how can it be incorporated in an exercise?
How do bands and chains work and what are benefits of each in relation to exercise?

Strength | 77
What are the benefits of calisthenics? Provide at least three examples.
What is the primary advantage of dumbbell training in relation to synergistic and stabilizer muscle groups?
What are some advantages of training with kettle bells? What does proper swing phase of a
kettlebell consist of?
What are some advantages of dumbbell training? Name three dumbbell exercises that utilize at least
three exercise groups.
How does adjustability and balance play a positive and negative role in exercise machines?

78 | Unit 8
What type of exercises benefit from an unstable surface? What type of exercises do not benefit
from an unstable surface?
What type of training benefits from the use of medicine balls?
What are the three main grips and when would you want to use each for a given exercise?
What is the proper breathing pattern for new trainees vs. advanced trainees?

Strength | 79
How does exhalation play a role in lifting?
Describe the benefits of warming up before exercise and what is the appropriate length?
Which specific type of activities do not benefit from a warm up?
Describe the purpose of an appropriate cool down and what is the appropriate length?

80 | Unit 8
SELECTED CHEST EXERCISES

Use the images below to answer the following questions.
What exercise is shown in the images above?
What is the primary muscle involved in this exercise?
What is the point of insertion of the primary muscle involved in this exercise?
What is the point of origin of the primary muscle involved in this exercise?
What is the intended action of the primary muscle involved in this exercise?
Name an alternative exercise for the primary muscle involved in this exercise.
What is the proper grip for the exercise shown above?

Strength | 81
SELECTED LAT EXERCISES


82 | Unit 8
SELECTED DELTOID EXERCISES


Strength | 83
SELECTED TRICEPS EXERCISES


84 | Unit 8
SELECTED BICEPS EXERCISES


Strength | 85
SELECTED TRAPEZIUS EXERCISES


86 | Unit 8
SELECTED ABDOMINAL EXERCISES


Strength | 87
SELECTED ROTATOR CUFF EXERCISES


88 | Unit 8
SELECTED LEG EXERCISES

What is the primary muscle group involved in this exercise?
What is the intended action of the primary muscle group involved in this exercise?
Name an alternative exercise for the primary muscle group involved in this exercise.

Strength | 89
SELECTED LEG EXERCISES

What is the primary muscle group involved in this exercise?
What is the intended action of the primary muscle group involved in this exercise?
Name an alternative exercise for the primary muscle group involved in this exercise.

90 | Unit 8
SELECTED CALF EXERCISES


Cardiovascular Training Theory

Common Terms in
Common Myths of
Selecting Appropriate
Cardiovascular Exercise
Misconceptions of
Cardiovascular Exercise Selection
Finding a Better Way
A Few Words About Fat Loss
Conclusion
UNIT 9
CARDIOVASCULAR TRAINING
Special section by James A. Peterson, PhD, ISSA Director of Aerobic Sciences
92 | Unit 9
What are several benefits of cardiovascular endurance in a training program?
Explain the two tasks that form the functional basis of cardiovascular (aerobic) fitness.
Define the following terms:
aerobic fitness
aerobic exercise
aerobic training
oxygen debt
maximum oxygen consumption
aerobic power
aerobic maintenance
aerobic training threshold
anaerobic threshold
aerobic training zone
aerobic training effect
MET
watt

Cardiovascular Training | 93
Explain the guidelines to ensure safety when using an exercise bicycle.
Why is cycling considered an effective form of aerobic exercise?
What are the aerobic benefits of rowing? Which muscle groups are involved in this exercise?
Explain the guidelines to ensure safety when using an exercise rowing machine.

94 | Unit 9
Explain the guidelines to ensure safety when using an exercise stair-climbing machine.
Explain the guidelines to ensure safety when using a treadmill.
Explain what needs to be considered when purchasing a home treadmill.
Explain the importance of cross training.

Cardiovascular Training | 95
How does cross training prevent overuse injuries?
Describe barbell complexes and list several pointers you can use when teaching a client to
properly perform barbell complexes.
Describe variable manipulation. What are several methods to vary and increase intensity with
variable manipulation?
What is interval training and what are its effects on aerobic endurance?

96 | Unit 9
How many days a week should an intermediate and advanced trainee incorporate interval
training into their normal routine?
What is the purpose of kettle bell interval training? Provide how you would implement it into
a training routine.
What are key factors in a successful fat loss program?

Understanding Flexibility
Defining Flexibility
Anatomical and Physiological
Basis of Stretching
Assessing Range of Motion (ROM)
Constraining Factors
Inflexibility and Injury Potential
Specificity and Flexibility
Effects of Body Temperature
on Flexibility
Tension Magnitude During Stretching
Duration
Breathing and Relaxation
Stretching to Prevent Delayed-Onset
Muscle Soreness (DOMS)
Programming and
Periodization of Stretching
Ways to Increase Joint Flexibility
Flexibility Exercise Descriptions:
Static-Active Stretches
Weight Training and Flexibility
Dangerous Stretches
Passive and Active Flexibility
UNIT 10
FLEXIBILITY TRAINING
Special Section by Charles Staley, BS, MSS
98 | Unit 10
Define “flexibility.”
Explain the role of the sarcomere in flexibility.
List and explain the three inhibitory proprioceptors and their role in flexibility.
List four standardized tests to assess flexibility.
Explain the constraining factors that may limit flexibility.

Flexibility Training | 99
Explain the benefits of improving range of motion and surrounding musculature.

Provide an example at a specific joint.
What happens to your hip flexors when sitting for long periods of time? How does this affect your spine?
List and explain the three areas relative to the specificity of flexibility training.
How does body temperature play a role with affective stretching?

100 | Unit 10
For the following, provide the definition, appropriate length of time to perform each stretch and when each type
of stretch should be performed within a single training session:
static stretching:
dynamic stretching:
PNF stretching:
contract-relax:
contract antagonist-relax:
fascial stretching
foam rolling

Flexibility Training | 101
Define reciprocal innervation:
Which four factors should you consider when incorporating higher levels of range of motion
into your programming?
Provide the appropriate guidelines of foam rolling.
What is the appropriate direction to foam roll in terms of muscle origin and insertion?
How can weight training result in a loss of flexibility?

102 | Unit 10
Provide several examples of dangerous exercises that your clients should avoid.
Explain the difference between active and passive range of motion. What does each accomplish?

Understanding Body Composition

Body Types (Somatotype)
Body Mass Index (BMI)
Waist Circumference
Components of the Human Body
Applying Body Composition Statistics
to Fitness Goals
Body Composition and Obesity
Myths About Obesity
Possible Causes and Treatments
for Obesity
Dealing With Obese Clients
Conclusion
UNIT 11
BODY COMPOSITION
104 | Unit 11
List and explain the three somatotype classifications..
Define “BMI” and explain its relevance for assessing body composition.
Use the equation below to calculate BMI for a male client that is 5’11” and 237 lbs.
(Don’t forget to convert the clients’ height to inches before you begin your calculation.)
Weight (lbs)
x 703 = BMI
Height (in) x Height (in)
How would this client be categorized according to BMI standards?
Explain the relevance of waist circumference measurements for assessing body composition.
What are the “waist circumference” cutoffs for both men and women?

Body Composition | 105
Explain how body fat is stored in the body.
List and describe some of the methods to determine body composition.
Briefly explain how to use calipers.
List the eight most common anatomical sites used for skinfold measurements.

106 | Unit 11
Applying Body Composition: Use the following client profile for each equation as shown
on page 372 of your text book.
Client Profile:
Imagine a female client who weighs 150 Ibs and has a body fat percentage of 34%.
Her body fat percentage goal is 29%.
Calculate Current Body Fat in pounds:
Total Bodyweight x Body fat Percentage = number of pounds the client carries as fat
Calculate number of pounds due to LBM:

Total Bodyweight-pounds of fat = Lean Body Mass
Calculate Goal Weight:

LBM / (1.00 – the body fat percentage goal) = goal weight
How can the above calculations help you with client goal setting?

Body Composition | 107
Complete the following chart to determine body fat percentage.
Calculating Body Fat Using Skinfolds: Females
STEP ONE: Take skinfold measurements from the tricep, suprailiac, and thigh sites.
Add the measurements together to find the sum of skinfolds.
Sum of skinfolds for female clients: Fill in the blanks here:

Tricep measurement Tricep: Tricep: 23 mm
(posterior)
+ Suprailiac measurement Suprailiac:
+ Thigh measurement Thigh:
Suprailiac: 17 mm
= Sum of Skinfolds Sum of Skinfolds: =
STEP TWO: Take the sum of the skinfolds and the age of the individual and plug them into
the Jackson and Pollock equation (below). Thigh: 24 mm
*Math tip: Do all work in parenthesis first. Next, do all division and multiplication. Finally, calculate
all remaining addition and subtraction.*
Jackson and Pollock body density equation:

Gender: Female
1.0994921 –
Age: 35
(0.0009929 x sum of skinfolds) (A)
Weight: 150 lbs

RT
+
STA E (0.0000023 x [sum of skinfolds x sum of skinfolds]) (B)
R Tricep measurement: 23
HE
– (0.0001392 x age) (C)
Suprailiac measurement: 17
= body density (D) Thigh measurement: 22
Fill in the blanks here:
1.0994921 –
(A) 0.0009929 × sum of skinfolds
(B) 0.0000023 × (sum of skinfolds × sum of skinfolds) +
(C) 0.0001392 × age –
(D) 1.0994921 – A + B – C = body density = (body density)
STEP THREE: Once you determine the body density, plug it into the Brozek body fat equation (below).
Brozek body fat equation: ([4.570 ÷ body density] – 4.142) × 100 = body fat percentage (BF%)
Fill in the blanks here: ([4.570 ÷ ] – 4.142) x 100 = % body fat

108 | Unit 11
Complete the following chart to determine body fat percentage.
Calculating Body Fat Using Skinfolds: Males
STEP ONE: Take skinfold measurements from the chest, abdominal and thigh sites.
Add the measurements together to find the sum of skinfolds.
Sum of skinfolds for male clients: Fill in the blanks here:

Chest: 12 mm
Chest measurement Chest:
+ Abdominal measurement Abdominals:
+ Thigh measurement Thigh:
Abdominal:
26 mm
= Sum of Skinfolds Sum of Skinfolds: =
STEP TWO: Take the sum of the skinfolds and the age of the individual and plug them into
the Jackson and Pollock equation (below).
Thigh: 20 mm
*Math tip: Do all work in parenthesis first. Next, do all division and multiplication. Finally, calculate
all remaining addition and subtraction.*
Jackson and Pollock body density equation:
1.10938 –
(0.0008267 x sum of skinfolds) (A) Gender: Male
Age: 24

RT
+
STA E (0.0000016 x [sum of skinfolds x sum of skinfolds]) (B)
HE
R Weight: 180 lbs
– (0.0002574 x age) (C)
Chest measurement: 12
= body density (D) Abdominal measurement: 26
Thigh measurement: 20
Fill in the blanks here:
1.10938 –
(A) 0.0008267 × sum of skinfolds
(B) 0.0000016 × (sum of skinfolds × sum of skinfolds) +
(C) 0.0002574 × age –
(D) 1.10938 – A + B – C = body density = (body density)
STEP THREE: Once you determine the body density, plug it into the Brozek body fat equation (below).
Brozek body fat equation: ([4.570 ÷ body density] – 4.142) × 100 = body fat percentage (BF%)
Fill in the blanks here: ([4.570 ÷ ] – 4.142) x 100 = % body fat

SECTION FOUR
Program Development
Drawing-In Phase
Basic Assessment of Training Participants
Training Principles
Periodization
Determining Training Loads
Introduction
Stage 1: Establishing Yourself
As a Professional
Developing Client Rapport
Knowing Your Craft
Demonstrating Sincerity
Leading With Integrity
Showing Enthusiasm
Working With Sound Ethics
Stage 2: Data Collection
Stage 3: Guided Discovery
Stage 4: Feeling the Water
Before Jumping In
Stage 5: Establishing an
Integrated Fitness Lifestyle
Goals and Objectives
Goal Orientation
Client Motivation
UNIT 12
DRAWING-IN PHASE
112 | Unit 12
List the five stages of the drawing-in process.
Explain the six key areas you should consider while establishing yourself as a professional.
List the six conditions that must exist for a desire to be considered a goal.

Drawing-In Phase | 113
Define “motive” and explain how you can direct your clients’ motivations.
List the three domains of communication and briefly explain how each can foster more
clear communication between you and your clients.
Explain the power of kindness when working with your clients.

114 | Unit 12
CASE STUDY 101

In each of the following units, you will be slowly piecing together a hypothetical case study, applying what
you have learned from Unit 11 to Unit 20 and using the below sample client profile. You will see a practical
application throughout the following units labeled “CASE STUDY 101.” This exercise is primarily for your
own benefit and shows you exactly what you need to do from start to finish with a client. Have fun!
At the end of the workbook, you will see a section labeled “CASE STUDY 101” where you will provide each
of your responses asked in each of the following units to create a complete case study from start to finish.
Let’s get started….
Practical Application of Unit 12: Drawing-In Phase

Using the below profile, you are going to provide each of the steps necessary to create an appropriate
program. Remember, you can decide what your client’s goals are based on the following client profile and
show the first steps in getting started in your program. You will take into account what you just learned in
Unit 12 of your textbook for this initial part of your case study.
Read the client profile below and answer questions that follow:
SALLY
Client Profile:
Age: 38 Gender: Female Resting Heart Rate: 80 bpm
Height: 5’5” Weight: 150 Ibs Body fat percentage: 34%
Sally is a mother of three and works remotely for an online marketing company. She is primarily sedentary
and busy during the day with her three children. She enjoys occasional group exercise classes with friends,
yoga, and going to Zumba. Sally does have a flexible schedule as she does work remotely and is able to
dedicate 45 minutes to an hour each day, four days a week to exercise. Sally eats several meals throughout
the day and tends to eat her children’s leftovers.
She may be categorized as more of a beginner and sedentary, looking to lose 5% of her current body fat
percentage, and started by signing up for a 12-week program with you as her trainer!
Upon meeting with Sally for the first time, what initial steps do you need to cover?
What are her goals for her program?
Body Composition Calculations:
Refer back to Unit 11 and provide the following initial calculations for Sally.
BMI:
Current Body Fat in Pounds:
Lean Body Mass:
Client’s Goal Weight:
Refer to the back of your workbook starting on page 195 in the CASE STUDY 101 section to include your
responses under the section Unit 12.

Basic Assessment
What a GXT Involves
How Hard Should Your Clients Train?
UNIT 13
BASIC ASSESSMENT
OF TRAINING PARTICIPANTS
116 | Unit 13
Explain the importance of assessments for your clients.
What are the two types of GXT Tests?
What information does a GXT Test provide?
Who should have a stress test?
Explain how pulse and blood pressure relate.
Describe the eight steps to take blood pressure.
What is the difference between systolic and diastolic?

Basic Assessment of Training Participants | 117
List the norms for blood pressure levels.

Optimal:
Normal:
High normal:
Hypertension, stage 1:
What exercise intensity is recommended for your clients?
Determine THR given the following: 35 year-old at 70% exercise intensity. Show your calculations.
Use the Karvonen formula to calculate the target heart rates for:
(a) a 40-year-old woman whose resting heart rate is 75 beats/minute and exercise intensity is 70% and
(b) a 55-year-old man whose resting heart rate is 80 beats/minute and exercise intensity is 60%.
Karvonen Formula
a) b) 220
– Subtract age
Predicted, age-adjusted maximum
– Subtract resting heart rate
Heart rate reserve
x Multiply by exercise intensity of 70%
+ Add resting heart rate back in
= Target heart rate (beats/minute)

118 | Unit 13
Explain three ways that using the RPE for exercise intensity monitoring is beneficial.
Explain one of the two limiting factors of using the MET method for exercise intensity.
List four tests to assess cardiovascular endurance.
Explain the procedure to conduct a step test.

Basic Assessment of Training Participants | 119
A male client claims to be able to complete 225 pounds for 10 repetitions on the bench but actually completes
six repetitions. Given this information, what is his 1RM (1 repetition maximum)?
Describe two tests for flexibility.
Describe two tests for muscular endurance.

120 | Unit 13
CASE STUDY 101

Practical Application of Unit 13:
Now that you have provided your initial steps, present all necessary fitness assessments you will want to
do with the client profile below. Remember, a complete and sound program includes resistance training,
cardiovascular endurance, and flexibility. Therefore, you should provide a fitness assessment test for any
type of exercise you intend on doing with your client.
SALLY
Client Profile:
Fitness Assessments
Calculate your client’s exercise intensity at 60% and 80% by using the Karvonen method.
What fitness assessments do you plan on doing with Sally and WHY? Keep in mind what exercises you want
in Sally’s program and be sure to include a test for each type of exercise. For example, if I am including
upper body strength, I will test Sally’s 1 Rep Max for her Bench Press and so forth.
Refer to the back of your workbook starting on page 195 under CASE STUDY 101 to include your responses
under the section Unit 13.

Laws of Training Introduction

The Seven “Granddaddy” Laws
Methods
Popular Training Systems
The Weider System
Some Popular Sub-Principles
of Fitness Training
UNIT 14
TRAINING PRINCIPLES
122 | Unit 14
List and briefly explain the Seven “Granddaddy” Laws and provide an example of each.
How are these laws useful when developing a training program?

Training Principles | 123
How do eccentric contractions catalyze muscle growth?
Provide several methods that focus on eccentric based training.
Discuss THREE popular workout systems on the market today. What are the benefits and risks of each?
How does each adhere to the Seven “Granddaddy” Laws? List at least three of the principles to help
plan your training cycle.

124 | Unit 14
List at least three of the principles to help plan your training cycle and provide an example of each principle.
List at least three of the principles to help you perform each exercise and provide an example of each principle.

Training Principles | 125
Explain the FITT principle and its relevance to fitness training.
Explain the five Rs of the five Rs principle.

126 | Unit 14
Provide the definition of each of the following and provide the appropriate repetition range for
each of the following using Table 14.8 (p. 457) in your textbook:
strength/power:
muscle hypertrophy:
anaerobic strength endurance:
aerobic strength endurance:

Periodized Training
The Need for Periodization
The Relationship and Practical
Applications of Periodization
and the Laws of Training
Overtraining and Overreaching
Interrelated Stressors
Physiological Markers of Overtraining
Excessive Training
Muscle Soreness
Avoiding Overtraining
and Overreaching
An Integrated Approach
for Recuperation
Creating a Periodized Program
Conclusion
UNIT 15
PERIODIZATION
128 | Unit 15
Define “periodization” and explain the concept through an example.
Define the law of individual differences?
Explain how Hans Selye’s GAS principle relates to periodization.
What is the difference between overtraining and overreaching?
Explain excessive training and how it can be prevented.
Explain some of the physiological markers of sympathetic and parasympathetic overtraining.

Periodization | 129
How long does DOMS generally last?
Describe catabolism and anabolism’s role in overtraining.
What are the symptoms of overtraining?
Discuss the three phases of recuperation and the events that take place in each phase:

130 | Unit 15
What is the general order and progression of exercises within a training routine?
What is foundational training and at what stage is this used in a periodized training program?
What is functional training and at what point would this be used in a periodized training program?
Explain the three most commonly accepted causes of DOMS.
Explain how periodization can protect against overtraining.

Training Loads
Determining Repetitions,
Sets, and Frequency
ISSA’s Integrated Approach
to Sports Training
UNIT 16
DETERMINING TRAINING LOADS

132 | Unit 16
At what percentages of 1RM is the appropriate training zone to facilitate the training effect?
Explain the effects of training at 55% to 65% of 1RM versus 75% of 1RM, versus 85% + of 1RM and the
relevance of this with regard to determining proper training loads in relation to your clients’ goals.
Explain a simple way to assess if your client should increase his/her resistance training exercise intensity.
List and explain the eight technologies of the ISSA’s integrated training approach.

Determining Training Loads | 133
What is the general training repetition and set “scheme” for the following and why:
endurance training:
hypertrophy:
strength:
power:

134 | Unit 16
CASE STUDY 101

Practical Application of Unit 14 – 16:
Training Principles, Periodization, and Determining Training Loads
Now that you have gone through the initial assessments and methods of evaluation with your client, it is
time to design a periodized training program. Use what you have learned in Units 14-16 and refer to the
client profile below to address the following questions and to create an appropriate periodized program:
SALLY
Client Profile:
Program Development
When creating a training program for a Sally, please refer to the following check list:
• Describe which principles you will incorporate into your periodized program that you have learned in Units 14-
16 for Sally
• Provide different mesocycles over the total 12-week period of Sally’s program: such as Weeks 1-4 will be a
foundational period, Weeks 5-8 will be restructured to target her goals, Weeks 9-12 will be her last period of
improvement.
• Provide a repetition and set scheme specific to what your client is training for. For example, if my client is
looking for muscular hypertrophy, I will target the 3-6 set range and 6-12 rep range as shown in Table 16.2 (p.
481) of your textbook.
• Provide how you will be reassessing your client’s goals and how your program will be set up to improve and
change over time.
• Use the charts provided at the back of the workbook to show the improvement and change in each of your
mesocycles.
• Include an explanation for WHY you listed what you did. Reference the concepts and theories covered in
Units 14 - 16. Be sure to address why the program and exercises are appropriate for Sally and her initial and
ongoing goals.
Remember, this is hypothetical and you may incorporate whatever exercises you see fit for your client. You
may refer to Unit 8 as a starting point for different exercises. Be creative and have fun!
Refer to the back of your workbook starting on page 195 under CASE STUDY 101 to include your
responses under the section Unit 14 – 16.

SECTION FIVE
Nutrition
Authors
John Berardi, PhD
Brian St. Pierre, MS, RD
Ryan Andrews, MS, MA, RD
The Big Picture of Nutrition

Nutritional Physiology
Nutritional Science
Nutritional Coaching
Introduction
What is Good Nutrition?
Good Nutrition Properly Controls
Energy Balance
Good Nutrition Also Provides Nutrients
Good Nutrition Achieves Health, Body
Composition, and Performance Goals
Good Nutrition is Outcome-Based
Good Nutrition is Sustainable for
Both Us and the Planet
Good Nutrition is About Removing
Limiting Factors
What’s the Best Diet?
The Best Coaches Don’t Actually
Have a Single Nutrition Philosophy
But Wait! How Can All These Different
Diets Actually Work?
Choosing a Single Diet Camp Makes
No Sense
The Best Diet to Follow Actually is …
Food Is So Much More Than Just Fuel
The Food Story: What’s Yours?
Micronutrients: Vitamins and Minerals
Phyto- and Zoochemicals
The Good News is: Food is So Much
More Than Fuel. And You’re So Much
More Than a Ferrari.
Food is — in Part — Information.
Food is Smart and So is Your Body
The Planet, Farming, Food, and You
Environmental Repercussions of
Food Choices
Organic vs. Conventional
Food Labels
UNIT 17
THE BIG PICTURE OF NUTRITION

138 | Unit 17
What is the relationship of energy balance with total amount of calories consumed versus calories burned?
What is the difference between a positive energy balance and a negative energy balance?
What is nutrient density? And how can we tell which foods have lower or higher nutrient density?
Describe the relationship between good nutrition and health, body composition, and performance.
How does each play a crucial role?

The Big Picture of Nutrition | 139
How is good nutrition outcome-based? How is this used as a measure of progress?
Define limiting factors and provide five that you may come across with your future clients. How can identifying
limiting factors help you with your clients?
Is there only one ‘style’ to help your clients with nutrition? Discuss the factors that should be considered for
each client.

140 | Unit 17
What do different diets have in common?
What are the five elements of an effective diet and discuss the role of each.
Habit Based Coaching Vs. Diet Based Coaching: What are the differences? Is one better than the other? Why?

The Big Picture of Nutrition | 141
What are several lifestyle differences to take into consideration when working with clients?
Why are vitamins and minerals important within our daily diet?
What are phytochemicals and zoochemicals? What are the benefits of each in our daily diet?

142 | Unit 17
Why is the view of “food as fuel” detrimental? Is it beneficial to count calories? Why or why not?
What is organic farming? Provide a few of the best practices for personal and environmental health.
What can we tell about food labels? Provide examples of meaningless and meaningful labels.

Introduction
Cell Structure and Function
Body Organization
Body Function
Digestion
What’s in Our food?
How Digestion Works
Absorption
How Do We Absorb Our Food?
What Happens After Absorption?
Energy Production or Transfer
What is ATP?
How ATP Makes “Energy”
Pathways for Getting
Energy from Carbohydrates
Pathways for Getting Energy from Fat
Pathways for Getting Energy
from Protein
Calories and Energy Balance
Calories and Food
The Imprecision of Calorie Counting
The Body’s Need for Energy
Calculating Total Daily Energy
Expenditure (TDEE)
Consequences of Energy Imbalances
Vitamins, Minerals, and
Energy Balance
UNIT 18
NUTRITIONAL PHYSIOLOGY
144 | Unit 18
What is the relationship between cells and metabolism? How do healthy cells positively affect us?
Provide an explanation for the following and how the body is organized:
organism:
organ systems:
organs:
tissues:
cells:
organelles:
chemicals:

Nutritional Physiology | 145
Describe the following functions of the body and what each of them specifically does:
enzymes:
co-enzymes:
protein receptors and cell signaling pathways:
transport proteins:
Define “soluble units” and what is the simplest form of each of the following macronutrients:
protein:
carbohydrates:
fat:

146 | Unit 18
How does digestion work and what is the process of digestion starting with the brain?
List the organs of the digestive tract (see Figure 18.2 (p. 524) in the textbook) and explain the function of each.
How is food absorbed in relation to the following major mechanisms:
simple diffusion:
facilitated diffusion:
active transport:

What is the role of the liver in absorption? What are its four main functions?
Describe the term “energy transfer” and the process that takes place.
What is ATP? What is the role of triglycerides and glycogen in generating ATP?

148 | Unit 18
Describe each of the following systems, what type of exercise each system is primarily used for, and how long each
system lasts:
ATP-PCr system:
glycolytic pathway:
oxidative phosphorylative pathway:
What are two primary reasons carbohydrates are important in energy transfer?
What are the four key roles of fatty acids and triglycerides?

Describe the role amino acids play within the body and why they are important.
1 Large Calorie (kcal) is equal to ____ calories (cals).
How would you use Large calories (kcals) in relation to food?
Why is calorie counting not a precise science? What are factors that contribute to the
variations of calorie counting?

150 | Unit 18
Define the following:
basal metabolic rate:
resting metabolic rate:
thermic effect of feeding:
exercise activity:
non-exercise activity thermogenesis:
What is total daily energy expenditure (TDEE)? What calculation represents TDEE?
What is energy balance and what other factors come into play besides food and exercise?
Hint: You may refer to Figure 4.2 in your text book.
How can we maintain a stable energy balance?

Introduction
Macronutrients
Carbohydrates
Fats
Protein
Macronutrient Summary
Micronutrients
About Vitamins
About Minerals
Vitamin and Mineral Overview
Phytonutrients
Zoonutrients
Water and Fluid Balance
Fluid Balance
Body Water Imbalances
Hydration Strategies
Special Needs
Plan-Based Diet
Gluten-Free Diet
Pregnancy
Menopause
Supplements
Protein Powder
Fish or Algae Oil
Vitamin D
Greens
Multivitamin/Multimineral
Other
UNIT 19
NUTRITIONAL SCIENCE
152 | Unit 19
Define Carbohydrates and their chemical structure.
What are the three simple structures of carbohydrates called?
Provide examples of carbohydrates that are broken up into simple sugars into your blood stream.
What is the relationship of glucose uptake and insulin?
What is the difference between minimally processed carbohydrates and overprocessed/refined carbohydrates?
How does each affect your body?

Nutritional Science | 153
Define soluble and insoluble fiber? What role do they play in the digestive tract?
What is the recommended intake of fiber for both men and women?
What are the variables of finding the proper carbohydrate intake for each client?
What is the role of carbohydrates in the diet?
Define fat and its chemical structure.
Define and provide examples of saturated and unsaturated fats:
saturated fat:
unsaturated fat:

154 | Unit 19
What are fatty acids?
What are triglycerides and how are they broken down?
What are the six major roles of fat in the body?
When saturated fat is high in the diet, what other two dietary conditions lead to health problems?

What are omega 3 fats and what are the three most important ones? How can they improve health?
What type of fats should be avoided? Provide an example of what foods you would find these fats in.
What is the role of fat in the diet?
Define protein and provide and its chemical structure.
What are amino acids and what is their role in the body?

156 | Unit 19
Define branched-chain amino acids (BCAAs).
List and identify the following amino acids and if they are required by diet or for other reasons:
8 essential amino acids:
4 additional amino acids:
8 conditionally essential amino acids:

What is the standard amount of protein intake needed for a sedentary individual and when participating in high
intensity training?
Why is protein (amino acids) a necessary part of the diet?
Define “vitamin” and classify the water soluble and fat soluble vitamins.
Define “mineral.”
What is the role of water in the human body?
What percentage of our bodies is made up of water?
What is the appropriate amount of fluid intake daily?
Describe the dangerous affects of dehydration and hyponatremia.

158 | Unit 19
What are three simple steps to help prevent dehydration?
With regards to plant-based diets, what are at least three vitamins and minerals that should
be supplemented to their diet and why?
What vitamins and minerals need to be supplemented to a client who is on a gluten free diet?
What is the recommended amount of protein supplements per day?

Introduction
What are the Client’s Goals?
Your Goals or Theirs?
Finding a Client’s Motivation
Outcome vs. Behavior Goals
What are They Currently Doing?
Using Food Records
Calorie Math
Identifying Limiting Factors
Overly Processed Foods
Not Eating Enough Protein
Not Eating Enough Vegetables
How Someone Eats
Eating in the Absence of Hunger
Not Eating When Hungry
M
issing Meals
Sugar Sweetened Beverages
Lack of Sleep and Recovery
Not Eating Satisfying Meals
Using Food to Manage Feelings
All-or-None Thinking
Environment and Willpower
Not Doing the Work
No Basic Food Preparation Skills
Going on Diets
Weekends
Lack of Incoming Nutrients
Restore Nutrient Deficiencies
Hand-Size Portion Guidelines
Meeting Clients Where They are Presently
The Confidence Method
Making Adjustments
Providing Support
Consider The Big Picture
Celebrate Success
Lessons About Nutrition and Lifestyle
Practice
Stress Management
Rituals
Implementation Intention
Pre-commit
Advanced Techniques
Body Type Eating
Meal Frequency
Carb and Calorie Cycling
Workout Nutrition
Putting It All Together
Ambivalence
Try This
UNIT 20
NUTRITIONAL COACHING
160 | Unit 20
What is the first step you should take when configuring a nutrition plan for your client?
What two questionnaires can you use when discovering your clients goals?
Why is it important to discover your client’s motivation?
What are four classic models that will you establish your client’s written goals?
What is the difference between outcome goals and behavioral goals? Provide an example of each.
How can you have your client track their progress after discovering their behavioral and outcome goals?

Nutritional Coaching | 161
Why shouldn’t you only use “calorie math” as a primary method of measuring your client’s progress?
What other methods can you use when reviewing your clients food journals?
Name at least three common limiting factors for clients and discuss their importance.
What are some of the most common nutritional deficiencies seen with new clients?
What are four reasons hand portioning is better than calorie counting?
List the appropriate methods of measuring food below:
Palm determines your __________
Fist determines your ____________
Cupped hand determines your __________
Thumb determines your ____________
What are the normal hand portions for both men and women? Refer to the chart on page 598 and 599
Men: Women:

162 | Unit 20
Why is it important to meet clients where they are currently at in their nutrition plan?
Describe the confidence method.
How can you use “progress markers” throughout your client’s nutritional plan?
List several strategies you may use if progress stalls with your client.
How can you provide support with your client and help them adjust to “new normals?”
What are two methods you may use when helping your client break old habits or rituals?

Nutritional Coaching | 163
Describe an Ectomorph and provide the specific portions of a typical meal.
Describe a mesomorph and provide the specific portions of a typical meal.
Describe an endomorph and provide the specific portions of a typical meal.
What does a carbohydrate and calorie cycling approach look like on non-weightlifting days
and on weight lifting days?
What should clients aim to do, both before and after a workout session?
What is the “thought experiment?” And how can you incorporate it as a trainer with your clients?

164 | Unit 20
CASE STUDY 101

Practical Application of Unit 17 – 20: The Big Picture of Nutrition,
Nutritional Physiology, Nutritional Science, Nutritional Coaching
Now that you have provided your clients initial goals, assessments, and 12-week program, you will provide
a nutritional strategy on how they should reach their goals. Consider the steps you take upon meeting with
your client for the first time and what they need to intake nutritionally for your training program. This is the
last step in creating a program! Review the below client profile and answer the questions that follow.
SALLY
Client Profile:
Nutritional Coaching:
You may refer to the summary of Unit 20 as a guide on what to include in your nutritional plan for your
client. Remember, this is hypothetical; therefore, you can create your clients nutrition plan specific to your
training program. Discuss each of the following points:
• Provide a specific and detailed nutritional plan with an explanation as to how you will assist Sally in meeting
energy needs throughout the training program and achieving her intended goal(s).
• Discuss your client’s nutritional goals.
• What is your client currently doing?
• Food Journal: 3 day dietary record.
• Work with your client to recognize possible limiting factors.
• Work together with your client to restore nutrient deficiencies.
• Once whole foods and essential nutrients are established, focus on appropriate portion guidelines.
• Is your client confident they can follow the solutions? Meet with them to discuss.
• Follow up regularly and reassess with your client. Refer to table 20.1 (p. 603) as a reference.
• Provide support; use strategies when checking in with your client throughout your program.
Refer to the back of your workbook starting on page 195 under CASE STUDY 101 to include your
responses under the section Unit 17 – 20.

SECTION SIX
Fitness for All
Topics in Fitness for Special Populations
Exercise and Older Adults

Exercise and Adaptive Fitness
Exercise and Our Youth
Exercise and Hypertension
Exercise and Diabetes
Exercise and Arthritis
Exercise and Coronary Heart Disease
Exercise and Pregnancy
Exercise and Asthma
Sports Medicine in the Trenches
Basic First Aid
Exercise and Older Adults

Being Sedentary Can Be
Hazardous to Your Health
Age Is No Excuse for Infirmity
Training Considerations
Contraindications
UNIT 21
EXERCISE AND OLDER ADULTS

Special Section by Karl Knopf, EdD
168 | Unit 21
What percentage of major diseases could be prevented through appropriate lifestyle changes?
Explain the significance of Dr. DeVries’ study on the relevance of exercise to older adults.
Explain the link between regular exercise and independence for older adults.
What are the absolute contraindications to training older adults?
What are the relative contraindications to training older adults?
Explain the guidelines to training older adults.
List and explain the three categories for training older adults.

Exercise and Adaptive Fitness

Benefits of Increased Physical Activity
Key Points
Changing Attitudes
Toward Disabled Persons
Taking the “Dis” Out of Disability
Role of Exercise for the Disabled
UNIT 22
EXERCISE AND ADAPTIVE FITNESS

Special Section by Karl Knopf, EdD
170 | Unit 22
Define “adaptive physical fitness” and explain the focus of this approach.
List the benefits of increased physical activity for the physically limited.
List the components of physical and motor fitness.
Explain the differences between the terms handicap, disability, and impairment.
Explain the role of exercise for the disabled.

Exercise and Our Youth

Training Considerations
Contraindications
Recommendations
UNIT 23
EXERCISE AND OUR YOUTH

Portions of this section have been adapted from ISSA’s Youth Fitness Trainer course by Thomas D. Fahey, EdD
172 | Unit 23
Explain some of the reasons why children should not be trained like adults.
What are the contraindications for those 5 – 12 years of age?
What are the contraindications for those 12 – 17 years of age?
Explain the guidelines to training youth clients.
Provide the training considerations and recommendations for the following categories of youth.
Category 1 (Ages 5 – 12)
Category 2 (Ages 12 – 17)

Exercise and Hypertension

Why You Should Be Concerned
about Hypertension
How You Can Prevent Hypertension
How to Design an Exercise Program
for a Hypertensive Individual
Dealing with the Reality
of Hypertension
UNIT 24
EXERCISE AND HYPERTENSION

174 | Unit 24
Explain the relationship between hypertension and coronary heart disease.
List and explain the six steps that can be effective in both preventing and treating high blood pressure.
Explain the key factors that should be considered when designing an exercise program for hypertensive clients.

Exercise and Diabetes

Exercise Can Help
Choosing the Right Kind of Exercise
Moderation is the Key
UNIT 25
EXERCISE AND DIABETES

176 | Unit 25
Explain the role of insulin and diabetes.
Explain the difference between Type I and Type II diabetes.
How many Americans die from diabetes annually?
Explain how exercise can help prevent and manage diabetes.
List and explain the guidelines, which have been identified to minimize potential exercise hazards
and maximize exercise benefits for diabetics.

Exercise and Arthritis

Keep Those Joints Moving
Impact on Your Health
Protect Yourself
UNIT 26
EXERCISE AND ARTHRITIS

178 | Unit 26
Define “arthritis” and explain its physical and economic impact in the United States.
List the six basic guidelines that the Arthritis Foundation recommends to safely and effectively assist your
arthritic clients.
Explain the three basic types of exercise that should be included in arthritis sufferers’ workout program.

Exercise and Coronary Heart Disease

Coronary Artery Disease Risk Factors
UNIT 27
EXERCISE AND
CORONARY HEART DISEASE
180 | Unit 27
How many Americans die from heart disease and stroke annually?
Explain coronary heart disease.
List the six positive risk factors for coronary heart disease.
What are the predominant lifestyle factors that contribute to heart diseases?
List the beneficial training effects of exercise for hypertensive clients.

Exercise and Pregnancy

Contraindications for Exercise
During Pregnancy
The Aerobic Exercise
Prescription for Pregnancy
Precautionary Measures for
Exercising While Pregnant
UNIT 28
EXERCISE AND PREGNANCY

182 | Unit 28
Explain how exercise can benefit pregnant women.
List the conditions that would be absolute contraindications to exercise for pregnant women.
List the conditions that would be relative contraindications to exercise for pregnant women.
List and explain the precautionary measures that should be taken to minimize potential exercise hazards and
maximize exercise benefits for pregnant women.

Exercise and Asthma

What Occurs During an Asthma Attack
Managing Asthma
Enjoying an Asthma-Free Workout
Breathing Easier
UNIT 29
EXERCISE AND ASTHMA

184 | Unit 29
Define “asthma” and identify how many Americans are afflicted with some form of asthma.
Explain what happens during an asthma attack.
Other than drugs, list some specific steps to help alleviate asthma.
List and explain the guidelines which have been identified to minimize potential exercise hazards
and maximize exercise benefits for asthmatic clients.

n Introduction to
A
Sports Medicine
General Principles of Injury Prevention
Therapeutic Modalities Used In
Sports Medicine
Common Orthopedic Problems
Low Back Pain
Shoulder Pain
Elbow Pain
Knee Pain
Symptoms and Treatment of Minor
Athletic Injuries and Illnesses
Weakness, Fatigue, and Exhaustion
Dizziness, Vertigo, or a Sudden Loss
of Consciousness
Fever With or Without Chills
Cough or Shortness of Breath
Generalized Joint and Bone Pain
Abdominal Pain
Bleeding
Hip Pain
Leg Pain
Ankle Pain
Foot Pain
Shin Splints
UNIT 30
SPORTS MEDICINE IN THE TRENCHES

Special Section by Sal Arria, D.C., Co-Founder ISSA & Charles Staley,
SpecialB.S.,
Section
MSSby Sal Arria, DC, Co-Founder of ISSA & Charles Staley, BS, MSS
186 | Unit 30
Define the term “sports medicine.”
List the intrinsic factors that lead to sports injuries.
List the extrinsic factors that lead to sports injuries.
List the nine therapeutic modalities used in sports medicine.
List and briefly explain the five steps to a better back.

Sports Medicine in the Trenches | 187
Explain how chiropractic care can be beneficial to your clients.
List the situations that might prompt a call to a physician with regard to fatigue and exhaustion.
List the situations that might prompt a call to a physician with regard to dizziness, vertigo, or a
sudden loss of consciousness.
List the situations that might prompt a call to a physician with regard to fever.

188 | Unit 30
List the situations that might prompt a call to a physician with regard to a cough or shortness of breath.
List the situations that might prompt a call to a physician with regard to generalized joint and bone pain.
List the situations that might prompt a call to a physician with regard to abdominal pain.

Sports Medicine in the Trenches | 189
List the situations that might prompt a call to a physician with regard to bleeding or abnormal breathing.
List the situations that might prompt a call to a physician with regard to hip pain.
List the situations that might prompt a call to a physician with regard to leg pain.

190 | Unit 30
List the situations that might prompt a call to a physician with regard to ankle pain.
List the situations that might prompt a call to a physician with regard to foot pain.
List the three common foot types.

Basic First Aid

Emergency: Order of Priority
Airway Obstruction
Bleeding
Nose Injuries
Fractures, Sprains, Strains,
and Dislocations
Diabetic Emergencies
Stroke
Seizure
First Aid Kit Checklist
UNIT 31
BASIC FIRST AID

Special Section by Darin Rell, BS, CFT, AHA BLS Instructor Special Section by Darin Rell, BS, CFT, AHA, BLS Instructor
192 | Unit 31
What does the acronym “CPR” represent?
Explain the importance of CPR training as a health and fitness educator.
Explain the ABCs of the primary survey.
Explain the Good Samaritan Law.
Explain the steps involved in the Heimlich Maneuver.
Explain how to control bleeding.

Basic First Aid | 193
List the signs and symptoms of possible internal bleeding.
Explain the RICE principle.
List the signs and symptoms of possible stroke.

194 | Unit 31
List the signs and symptoms of a possible seizure.
List the necessary supplies for a first aid kit.

Case Study 101
196 | Case Study 101
CASE STUDY 101

In each of the following units, you will be slowly piecing together a hypothetical case study, applying what
you have learned from Unit 11 to Unit 20 and using the below sample client profile. You will see a practical
application throughout the following units labeled “CASE STUDY 101.” This exercise is primarily for your
own benefit and shows you exactly what you need to do from start to finish with a client. Have fun!
At the end of the workbook, you will see a section labeled “CASE STUDY 101” where you will provide each
of your responses asked in each of the following units to create a complete case study from start to finish.
Let’s get started….
Practical Application of Unit 12: Drawing-In Phase

Using the below profile, you are going to provide each of the steps necessary to create an appropriate
program. Remember, you can decide what your client’s goals are based on the following client profile and
show the first steps in getting started in your program. You will take into account what you just learned in
Unit 12 of your textbook for this initial part of your case study.
Read the client profile below and answer questions that follow:
SALLY
Client Profile:
Upon meeting with Sally for the first time, what initial steps do you need to cover?
What are her goals for her program?
Body Composition Calculations:
Refer back to Unit 11 and provide the following initial calculations for Sally.
BMI:
Current Body Fat in Pounds:
Lean Body Mass:
Client’s Goal Weight:

Case Study 101 | 197
Unit 12: Drawing-In Phase

Enter your response below.

CASE STUDY 101

Practical Application of Unit 13:
Now that you have provided your initial steps, present all necessary fitness assessments you will want to
do with the client profile below. Remember, a complete and sound program includes resistance training,
cardiovascular endurance, and flexibility. Therefore, you should provide a fitness assessment test for any
type of exercise you intend on doing with your client.
SALLY
Client Profile:
Fitness Assessments
Calculate your client’s exercise intensity at 60% and 80% by using the Karvonen method.
What fitness assessments do you plan on doing with Sally and WHY? Keep in mind what exercises you want
in Sally’s program and be sure to include a test for each type of exercise. For example, if I am including
upper body strength, I will test Sally’s 1 Rep Max for her Bench Press and so forth.

Unit 13: Basic Assessment of Training Participants


CASE STUDY 101

Practical Application of Unit 14 – 16:
Now that you have gone through the initial assessments and methods of evaluation with your client, it is
time to design a periodized training program. Use what you have learned in Units 14-16 and refer to the
client profile below to address the following questions and to create an appropriate periodized program:
SALLY
Client Profile:
Program Development
When creating a training program for a Sally, please refer to the following check list:
• Describe which principles you will incorporate into your periodized program that you have learned in Units 14-
16 for Sally
• Provide different mesocycles over the total 12-week period of Sally’s program: such as Weeks 1-4 will be a
foundational period, Weeks 5-8 will be restructured to target her goals, Weeks 9-12 will be her last period of
improvement.
• Provide a repetition and set scheme specific to what your client is training for. For example, if my client is
looking for muscular hypertrophy, I will target the 3-6 set range and 6-12 rep range as shown in Table 16.2 (p.
481) of your textbook.
• Provide how you will be reassessing your client’s goals and how your program will be set up to improve and
change over time.
• Use the charts provided at the back of the workbook to show the improvement and change in each of your
mesocycles.
• Include an explanation for WHY you listed what you did. Reference the concepts and theories covered in
Units 14 - 16. Be sure to address why the program and exercises are appropriate for Sally and her initial and
ongoing goals.
Remember, this is hypothetical and you may incorporate whatever exercises you see fit for your client. You
may refer to Unit 8 as a starting point for different exercises. Be creative and have fun!

Unit 14 – 16:

Charts for your 12-Week Periodized Training Program:

You will use the following charts to create a program for your client. Keep in mind you may split up your program
how you see fit, such as: Weeks 1-4, 5-8 and 9-12. You will input the exercises of your choice for your client, reps,
sets and rest periods under the warm up, resistance exercise, cool down and cardiovascular endurance sections.
You may use as many of the following charts as you want for your program.
Get started and have fun!
Mesocycle Frequency: Duration for each:
Weeks: Example: Resistance will be Example: Warm up will be 10 min. Resistance

Example: Weeks 1-4 done 3 x a week on Mon, will be 45 min. Cool down will be 10 min.
Wed, and Friday
Sally’s goals in this cycle: Resistance Routine:
Cardiovascular Routine:
Warm-up: Reps Sets Rest (seconds)
Resistance Training Exercises: Reps Sets Rest (seconds)
Cool Down
Cardiovascular Endurance Exercise: Reps Sets Rest (seconds)

Weeks:
Cool Down

Weeks:
Cool Down

Weeks:
Cool Down

CASE STUDY 101

Practical Application of Unit 17 – 20: The Big Picture of Nutrition,
Nutritional Physiology, Nutritional Science, Nutritional Coaching
Now that you have provided your clients initial goals, assessments, and 12-week program, you will provide
a nutritional strategy on how they should reach their goals. Consider the steps you take upon meeting with
your client for the first time and what they need to intake nutritionally for your training program. This is the
last step in creating a program! Review the below client profile and answer the questions that follow.
SALLY
Client Profile:
Nutritional Coaching:
You may refer to the summary of Unit 20 as a guide on what to include in your nutritional plan for your
client. Remember, this is hypothetical; therefore, you can create your clients nutrition plan specific to your
training program. Discuss each of the following points:
• Provide a specific and detailed nutritional plan with an explanation as to how you will assist Sally in meeting
energy needs throughout the training program and achieving her intended goal(s).
• Discuss your client’s nutritional goals.
• What is your client currently doing?
• Food Journal: 3 day dietary record.
• Work with your client to recognize possible limiting factors.
• Work together with your client to restore nutrient deficiencies.
• Once whole foods and essential nutrients are established, focus on appropriate portion guidelines.
• Is your client confident they can follow the solutions? Meet with them to discuss.
• Follow up regularly and reassess with your client. Refer to table 20.1 (p. 603) as a reference.
• Provide support; use strategies when checking in with your client throughout your program.

Unit 17 – 20: The Big Picture of Nutrition, Nutritional Physiology,

Nutritional Science, Nutritional Coaching

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Fitness: The Complete Guide

WORKBOOK AND STUDY GUIDE

issaonline.edu Frederick C. Hatfield, PhD

ABOUT THE WORKBOOK AND STUDY GUIDE

THE BEST WAY TO USE

International Sports Sciences Association

List and define the two phases of metabolism.

What is the relationship of a kilocalorie and a calorie?

FITNESS: THE COMPLETE GUIDE Workbook and Study Guide

What is the thermic effect?

Calculating Caloric Expenditure

International Sports Sciences Association

List at least five metabolic adaptations to endurance exercises.

List the adaptations to anaerobic training.

FITNESS: THE COMPLETE GUIDE Workbook and Study Guide

Fill in the boxes below to complete the ATP/CP pathway.

International Sports Sciences Association

FITNESS: THE COMPLETE GUIDE Workbook and Study Guide

BASIC ANATOMY AND PHYSIOLOGY

List the levels of organization in the human body.

List the cellular components that make up a cell.

List the four types of tissues in the body.

List the ten systems that make up the human body.

FITNESS: THE COMPLETE GUIDE Workbook and Study Guide

Explain the respiratory system and its role in our bodies.

Explain the circulatory system and its role in our bodies.

What are the components of blood?

International Sports Sciences Association

Label the heart diagrams below.

FITNESS: THE COMPLETE GUIDE Workbook and Study Guide

Explain the role of the heart in training.

Explain the digestive system and its role in our bodies.

International Sports Sciences Association

Explain the nervous system and its two major parts.

Fill in the chart below.

THE NERVOUS SYSTEM

FITNESS: THE COMPLETE GUIDE Workbook and Study Guide

Explain the role of hormones in the body.

International Sports Sciences Association

Fill in the blanks.

If blood glucose levels are _______ _ ________,

Insulin signals _______ _____ ___________ to

Insulin signals the____________ to

Occurs ________ __________ _____ _________.

If blood glucose levels are _______ _______,

_________________ signals the liver to

Occurs ____________ ___________.

FITNESS: THE COMPLETE GUIDE Workbook and Study Guide

Defining the Musculoskeletal System

Explain what the musculoskeletal system is.

List the four functions of the skeletal system in our body.

How many bones compose the following:

Label the following skeletal chart.

FITNESS: THE COMPLETE GUIDE Workbook and Study Guide

Describe the three layers that make up bone.

What are the five categories of bone?

List the six categories of joints.

Label the following joints.

International Sports Sciences Association

Explain the role of the muscular system in our bodies.

List the three types of muscle in the body.

FITNESS: THE COMPLETE GUIDE Workbook and Study Guide

Label the following muscles.

Insulin signals _____ _ _________ to

Occurs _ _______.

If blood glucose levels are _ _,

Occurs __ _.

Muscle: _ Muscle: _

Muscle: _ Muscle: _

A Muscle: _ D Muscle: _

A Muscle: _____ C Muscle:

A Muscle: _ D Muscle: _

Arrangement: _ Arrangement: _

Arrangement: _ Arrangement: _

Arrangement: _ Arrangement: _