ࡱ> .0- bjbjWW "==  " B:.u`|˶  0" :    KIN 162 - Advanced Fitness Assessment and Exercise Prescription Lesson Plan for Days 21 and 22 1. Students should know and understand the basic physiology and physiological mechanisms underlying plyometric training, basic guidelines for setting up a plyometric program, and plyometric terminology summarized in the CR on pp. 190, 191, and 194. 2. Students know and understand the pre-training program design considerations and basic program design considerations summarized in the CR on pp. 191-193. 3. Students should know and understand the which exercises would be considered low, medium, high and shock level stress on the plyometric stress continuum and which exercises would be most appropriate for a beginner, intermediate, and advanced individual (CR p. 195). 4. Students should know and understand the fundamental concepts of plyometric training presented in the NSCA Plyometric Techniques Video. 5. Students should know and understand the fundamental concepts of functional training that are covered in the video entitled Functional Training: Breaking the Bonds of Traditionalism by Juan Carlos Santana, M.Ed., C.S.C.S. This video examines the revolutionary concept of functional training as it takes you through numerous modalities used to improve functional performance. The video explains a 3 Tier Integration Model which illustrates how to incorporate this new approach of conditioning into more traditional strength and fitness programs. The comprehensive video demonstrates over 70 exercises using 15 different pieces of equipment. The information covered in this video can be very useful for all personal trainers, coaches, athletic trainers, and other individuals involved in the design and implementation of exercise programs. More information related to the topics covered in this video can be obtained by contacting Juan Carlos Santana at Optimum Performance Systems, 438 NW 13th Street, Boca Raton, Florida 33432; telephone number (561) 393-3881. ce] ^   f  (D#~ hw8htUhw8hT~H*heQ hw8hT~hT~hw8hT~OJQJhT~OJQJhT~CJOJQJBcd] 1$gdtU  0^`0 H0^`0 H 0^`0 / =!"#$&%666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH <`< NormalCJ_HmH sH tH DA D Default Paragraph FontViV 0 Table Normal :V 44 la (k ( 0No List dR@d Body Text Indent 2 H0^`0OJQJPK![Content_Types].xmlj0 u$Nwc$ans@8JbVKS(.Y$8MVgLYS]"(U֎_o[gv; f>KH|;\XV!]օ Oȥsh]Hg3߶PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!\theme/theme/theme1.xmlYOoE#F{o'NDuر i-q;N3' G$$DAč*iEP~wq4;{o?g^;N:$BR64Mvsi-@R4Œ mUb V*XX! cyg$w.Q "@oWL8*Bycjđ0蠦r,[LC9VbX*x_yuoBL͐u_. DKfN1엓:+ۥ~`jn[Zp֖zg,tV@bW/Oټl6Ws[R?S֒7 _כ[֪7 _w]ŌShN'^Bxk_[dC]zOլ\K=.:@MgdCf/o\ycB95B24S CEL|gO'sקo>W=n#p̰ZN|ӪV:8z1f؃k;ڇcp7#z8]Y / \{t\}}spķ=ʠoRVL3N(B<|ݥuK>P.EMLhɦM .co;əmr"*0#̡=6Kր0i1;$P0!YݩjbiXJB5IgAФ޲a6{P g֢)҉-Ìq8RmcWyXg/u]6Q_Ê5H Z2PU]Ǽ"GGFbCSOD%,p 6ޚwq̲R_gJS֣9)嗛(:/ak;6j11太x~<:ɮ>O&kNa4dht\?J&l O٠NRpwhpse)tp)af] 27n}mk]\S,+a2g^Az )˙>E G鿰L7)'PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 /_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!\theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK]   8@0(  B S  ?LVv#& hh^h`o(.tU@`@UnknownGTimes New Roman5Symbol3 Arial5 Geneva3MTimes Ah G G&EA$r4K#Q?'w80HUPcisar  Oh+'0l   ( 4 @LT\d'HUP Normal.dotmcisar3Microsoft Macintosh Word@40@|B@&fǶ@s˶EA ՜.+,0 hp  '91  Title  !"#$&'()*+,/Root Entry FF~|˶11Table.WordDocument"SummaryInformation(DocumentSummaryInformation8%CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8