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REC3015 Flexibility Training

Advanced · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students explore and demonstrate various forms of flexibility training in relation to development of training programs.
Prerequisite
REC2040: Foundations for Training 2
Parameters
Access to a fitness facility and to instruction from an individual who is highly knowledgeable in the area and/or trained in kinesiology, physical education and/or human movement.
Supporting courses
HCS1050: Musculoskeletal System REC2030: Anatomy of Joints

Outcomes The student will:

  • 1 explain flexibility training

    • 1.1 explain the physiology of flexibility training for:

      • 1.1.1 range of motion (ROM); e.g., optimal and normal

      • 1.1.2 upper and lower crossed syndrome

      • 1.1.3 connective tissue; e.g., myofascia

    • 1.2 explain the methods of flexibility training, including:

      • 1.2.1 static stretching

      • 1.2.2 dynamic stretching

      • 1.2.3 proprioceptive neuromuscular facilitation (PNF) stretching

      • 1.2.4 self-myofascial release exercises

      • 1.2.5 specialized equipment; e.g., foam rollers, bands and balls

    • 1.3 explain the benefits of flexibility training, including:

      • 1.3.1 increased range of motion (ROM)

      • 1.3.2 development of body awareness

      • 1.3.3 improved performance

      • 1.3.4 injury prevention; e.g., flexibility reserve

      • 1.3.5 improved body alignment and posture

      • 1.3.6 enhanced warm-up and cool-down in an exercise session

      • 1.3.7 rehabilitation

      • 1.3.8 enhanced recovery through stress or tension reduction

    • 1.4 explain factors that affect flexibility, such as:

      • 1.4.1 elasticity of muscle fibres and muscle fascia

      • 1.4.2 bone and joint structure

      • 1.4.3 joint stability

      • 1.4.4 injury

      • 1.4.5 scar tissue

      • 1.4.6 overuse due to activities of a sport or an occupation

  • 2 measure the flexibility level of various areas of focus

    • 2.1 measure the flexibility level in a multitude of joints, such as the:

      • 2.1.1 shoulders

      • 2.1.2 hips

      • 2.1.3 spine

      • 2.1.4 wrists

      • 2.1.5 ankles

      • 2.1.6 elbows

    • 2.2 measure the flexibility level of muscle groups, such as the:

      • 2.2.1 pectoral muscles

      • 2.2.2 quadriceps

      • 2.2.3 gluteal muscles

      • 2.2.4 hamstring muscles

      • 2.2.5 lower leg muscles (e.g., gastrocnemius and soleus)

    • 2.3 measure flexibility and record results at various times, including:

      • 2.3.1 prior to beginning a workout plan (i.e., establish a baseline)

      • 2.3.2 before a dynamic warm-up

      • 2.3.3 after a dynamic warm-up

      • 2.3.4 after a static stretching

      • 2.3.5 during post-training

  • 3 demonstrate a variety of ways to improve flexibility

    • 3.1 demonstrate dynamic stretches appropriate in a variety of warm-up activities

    • 3.2 demonstrate static stretches appropriate for the:

      • 3.2.1 warm-up

      • 3.2.2 cool-down

      • 3.2.3 complete workout

    • 3.3 demonstrate safe proprioceptive neuromuscular facilitation (PNF) stretches using a variety of appropriate techniques, such as:

      • 3.3.1 hold-relax

      • 3.3.2 contract-relax

      • 3.3.3 contract-relax antagonist contract (CRAC)

      • 3.3.4 rhythmic initiation

      • 3.3.5 rhythmic stabilization

      • 3.3.6 slow reversal

    • 3.4 demonstrate the use of a variety of tools to improve flexibility; e.g., foam rollers, bands and balls

  • 4 implement a flexibility training session that meets the needs of a chosen audience

    • 4.1 design a flexibility session utilizing dynamic and static stretching for the various aspects of a workout, including the:

      • 4.1.1 warm-up

      • 4.1.2 cool-down

      • 4.1.3 entire session

    • 4.2 facilitate a flexibility training session

    • 4.3 assess a flexibility training session using determined criteria and strategies, including:

      • 4.3.1 completing a head-to-toe routine

      • 4.3.2 ensuring muscle groups and joints are utilized

      • 4.3.3 considering the overall order and timing of activities

  • 5 demonstrate basic competencies

    • 5.1 demonstrate fundamental skills to:

      • 5.1.1 communicate

      • 5.1.2 manage information

      • 5.1.3 use numbers

      • 5.1.4 think and solve problems

    • 5.2 demonstrate personal management skills to:

      • 5.2.1 demonstrate positive attitudes and behaviours

      • 5.2.2 be responsible

      • 5.2.3 be adaptable

      • 5.2.4 learn continuously

      • 5.2.5 work safely

    • 5.3 demonstrate teamwork skills to:

      • 5.3.1 work with others

      • 5.3.2 participate in projects and tasks

  • 6 create a transitional strategy to accommodate personal changes and build personal values

    • 6.1 identify short-term and long-term goals

    • 6.2 identify steps to achieve goals

Program of Studies 2014. Source document, © Alberta Education.