ACSM’S CERTIFIED
NEWS
F I R S T
Q U A R T E R
2 0 1 6
•
V O L U M E
2 6 :
I S S U E
1
Committee on Certification
and Registry Boards (CCRB):
Certified Personal Trainer
Committee Update
Page 2
Muscle Fiber/Motor Unit
Recruitment
Page 3
Helping Clients Develop
a Wellness Vision
Page 4
Heart Rate Variability: from the
Clinic to the Field
Page 5
Revisiting Weight Loss Goals
and Expectations
Page 6
Page 7
Wavebreakmedia Ltd /Wavebreak Media/Thinkstock
Developing Physically Literate
Children
CCRB Column
ACSM’S CERTIFIED NEWS
First Quarter 2016 • Volume 26, Issue 1
In This Issue
Certified Personal Trainer Committee Update.............. Page 2
Muscle Fiber/Motor Unit Recruitment......................... Page 3
Helping Clients Develop a Wellness Vision................. Page 4
Heart Rate Variability: from the Clinic to the Field......... Page 5
Revisiting Weight Loss Goals and Expectations............ Page 6
Developing Physically Literate Children...................... Page 7
Co-Editors
Dierdra Bycura, Ed.D.
Yuri Feito, Ph.D., FACSM
Committee on Certification
and Registry Boards Chair
William Simpson, Ph.D., FACSM
CCRB Publications Subcommittee Chair
Gregory Dwyer, Ph.D., FACSM
ACSM National Center Certified News Staff
National Director of Certification
and Registry Programs
Richard Cotton
Assistant Director of Certification
Traci Sue Rush
Committee on
Certification and
Registry Boards (CCRB):
Certified Personal
Trainer Committee
Update
By Penny Steen, M.S., ACSM-CPT
Certification Manager
Kela Webster
Creative Services Manager
David Brewer
Editorial Services
Lori Tish
Barbara Bennett
Editorial Board
Chris Berger, Ph.D., CSCS
Clinton Brawner, Ph.D., FACSM
James Churilla, Ph.D., MPH, FACSM
Ted Dreisinger, Ph.D., FACSM
Avery Faigenbaum, Ed.D., FACSM
Riggs Klika, Ph.D., FACSM
Tom LaFontaine, Ed.D., FACSM
Thomas Mahady, M.S.
Maria Urso, Ph.D.
David Verrill, M.S.
Stella Volpe, Ph.D., FACSM
Jan Wallace, Ph.D.
For More Certification Resources Contact the
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1-800-486-5643
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A
s usual, we like to update our readership and highlight the different committees that make up the Committee on Certification and Registry Boards
(CCRB). In this issue, Penny Steen, chair of the Certified Personal Trainer
Committee, gives us an insight on what this committee has been working on over the
last year:
The ACSM Certified Personal Training Committee Update:
The ACSM Certified Personal Trainer (CPT) committee recruited one new member
in 2015 to result in a full committee of four plus one committee chair. The current
focus of the ACSM CPT committee is to review, revise, and/or redefine the existing
scope of practice for personal trainers with this credential. This includes an analysis of
job tasks, defining the role of ACSM CPTs.
The National Commission for Certifying Agencies (NCCA) calls for the CPT job task
analysis to be validated approximately every 5 years. The last job task analysis for the
ACSM CPT was completed in 2010. In a timely manner, the ACSM CPT committee
began in 2015 with the development of a pilot survey to explore the self-reported job
tasks of currently practicing personal trainers.
Following the development of the pilot survey, the CPT committee is now in the
process of recruiting a diverse group of individuals who possess the qualifications of
this credential to volunteer to participate in the scope of practice validation study. The
target completion date is April of 2016.
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©2016 American College of Sports Medicine.
ISSN # 1056-9677
2
ACSM’S CERTIFIED NEWS • FIRST QUARTER 2016 • VOLUME 26: ISSUE 1
Health & Fitness Column
Muscle Fiber/Motor Unit
Recruitment
By Wayne L. Westcott, Ph.D.
As a hypothetical example, let’s assume that a 100-pound
barbell curl requires activation of 60 type 1 motor units and 40
type 2 motor units within the biceps muscles. Let’s say that after
10 repetitions, 20 type 2 motor units fatigue, and it is no longer
possible to perform 100-pound barbell curls. One training
approach is to rest for about two minutes for lactate removal
and energy restoration, then perform another set of 100-pound
barbell curls. This is undoubtedly the most popular strength
training protocol, and enables completion of multiple exercise
sets with the same weight load.
W
e typically speak of muscle fibers as independent
components of skeletal muscle, and indeed they are.
For example, exercise physiology textbooks describe
type 1 (slow-twitch) muscle fibers as having smaller size, lower
force production, slower contraction speed, and higher aerobic
capacity compared to type 2 (fast-twitch) fibers that are characterized by larger size, higher force production, faster contraction
speed, and higher anaerobic capacity.1 However, when we talk
about muscle fiber recruitment, we are actually referring to motor unit recruitment. The motor unit consists of the motor nerve
trunk and all of the muscle fibers innervated by its branches. All
of the muscle fibers in a given motor unit are of a specific type.
For example, an average type 1 motor unit may be comprised of
approximately 10 to 180 slow-twitch muscle fibers, all of which
contract simultaneously and maximally when activated.9 An average type 2 motor unit may be comprised of approximately 300
to 800 fast-twitch muscle fibers, all of which contract simultaneously and maximally when activated.9
Generally speaking, a lower resistance exercise, such as performing curls with 10-pound dumbbells, requires activation
of relatively few biceps muscle motor units, whereas a higher
resistance exercise, such as performing curls with 30-pound
dumbbells, requires activation of more biceps muscle motor
units. More specifically, the relatively low force requirements
of 10-pound dumbbell curls would be supplied by type 1
motor units, whereas the relatively high force requirements of
30-pound dumbbell curls would be supplied by both type 1 and
type 2 motor units.2 This is due to the fact that the lower force,
higher endurance type 1 motor units are recruited first, followed
by the higher force, lower endurance type 2 motor units, as necessary.2 Although motor units are recruited progressively from
type 1 to type 2, the lower endurance type 2 motor units fatigue
before the higher endurance type 1 motor units.
A less practiced alternative strength training protocol reduces
the resistance at the point of muscle fatigue and continues the
exercise set.7 Returning to our hypothetical example, when 20 of
the type 2 motor units fatigue it is no longer possible to perform
100-pound barbell curls. However, because there are still 60
non-fatigued type 1 motor units and 20 non-fatigued type 2
motor units, it should be possible to complete a few additional
curls with an 80-pound barbell. Therefore, if the weight load
is immediately reduced by 20 pounds, the exercise set may be
continued. Let’s say that after five additional repetitions another
20 type 2 motor units fatigue and it is no longer possible to
curl the 80-pound barbell. In this case, a second level of muscle
fatigue has been experienced during an extended set of exercise
with corresponding levels of resistance.
How does this type of strength training, typically referred to as
breakdown or drop sets, compare to more traditional multiple-set exercise protocols? Is it more effective to experience one
level of muscle fatigue in two separate exercise sets, or to experience two levels of muscle fatigue in an extended exercise set?
There is little comparative research on these two strength training methods, but the few studies that have been conducted with
drop sets have demonstrated positive effects.3,6,8 In their review
of relevant research, Willardson, Norton, and Wilson concluded
that, “…training to failure and beyond with partner-assisted
repetitions and descending sets might be most beneficial to
hypertrophy-oriented training programs because of greater acute
secretions of growth hormone.”8 Similarly, in another review on
this topic, Brad Schoenfeld concluded that, “Evidence suggests
a beneficial effect for selectively including forced reps, drop
sets, supersets, and heavy negatives in hypertrophy-oriented
resistance training routine.6
However, the reviewers also noted that performing this type of
training too frequently increases the risk for overreaching and
overtraining,6 as well as experiencing unfavorable changes in
resting testosterone and cortisol levels that may actually limit
muscle hypertrophy.8
ACSM’S CERTIFIED NEWS • FIRST QUARTER 2016 • VOLUME 26: ISSUE 1
Muscle Fiber (continued on page 8)
3
Coaching News Column
Helping Clients Develop
a Wellness Vision
By Michael Scholtz, M.A.,
Greg Hottinger, M.P.H., R.D.,
Margaret Moore/Coach Meg, M.B.A.
certain number of pounds as measured by the scale, rather than
focusing on the valuable things she will gain slowly and surely,
may be inadequate motivation to navigate many challenges and
setbacks. This combination of hard self-criticism and soft motivation leads to disenchantment on the road to losing weight and
keeping it off.
How then do we help our client develop a new mindset, one
that is motivated by important and valuable things rather than
relying too much on self-criticism, and focused on harvesting
what she is learning and improving bit by bit on the journey
rather than over relying on what the scale says?
A good first step is to help our client consider what matters
most about her health and well-being, rising above a number on
the scale and getting inspired about the life she values and wants
to live. Here are some coaching questions to elicit wiser, deeper,
and more lasting motivation:
• W hat is most valuable to you, that you would like to have
more of in your life?
• W hen you envision your life as you want it to be, how would
you describe what you see?
• How does your health and well-being contribute to what you
want most in your life vision?
T
moodboard/Thinkstock
his article continues a valuable series for our Coaching
News column, exploring interesting and challenging
client scenarios. We describe a few strategies from our
science-based coaching toolbox to help you help your clients
engage fully in a fit lifestyle that allows them to thrive, whatever
thriving means in their lives.
Client Scenario: How do I support a client whose goal is
weight loss, and who is frequently rattled by what she sees on
the weight scale? She is often overwhelmed by disappointment
when she weighs herself. Now she is frustrated, disempowered,
and stuck.
Though our client is distraught by her weight fluctuations and
lack of consistent progress, the coach approach can support her
in creating a wise, balanced, and healthier relationship to her
health and weight goals. She may be captive to unrealistic expectations of how fast weight “should” come off. Her demanding and self-critical mindset, forcing herself to adhere strictly
to a regimen, creates too much pressure and a high risk of
failure. At the same time, she isn’t drawing from deep, personal,
and purposeful motivators to help her be resilient and persist
in steady change over time. Relying on the payoff of losing a
4
A second step could be to help our client soften her focus on
the stick of self-criticism and high expectations to consider
meaningful gains beyond weight loss. Perhaps she can better
appreciate and unpack a range of positive changes. She may be
gaining more energy in the afternoon, walking upstairs more
easily, sleeping more soundly, enjoying cooking new recipes, and
savoring her food more. Unpacking these non-scale advances
in her life will energize her motivation and help her stay the
course. Some questions that can help her broaden her outlook
on her progress:
• W hat are you learning or becoming more aware of?
• W hat are all the ways that your life might get better/is getting
better along the way?
• How is this experience helping you become a better person,
even your best self?
Another strategy for addressing progress is for a coach to champion and not cheerlead. Cheerleading is support or encouragement that is general—it lacks specificity of the skill, effort,
or achievement involved. You might say “You’re doing great!
Coaching News (continued on page 8)
ACSM’S CERTIFIED NEWS • FIRST QUARTER 2016 • VOLUME 26: ISSUE 1
Clinical Highlight
Heart Rate Variability: from the
Clinic to the Field
By Brian Kliszczewicz, Ph.D.
Clinical relevance
Learning Objectives
Crdjan/iStock/Thinkstock
• To be able to give a general description of the autonomic
marker heart rate variability and its common units of measure.
• To be able to briefly describe the clinical origins and relevance
of heart rate variability.
• To be able to recognize general effects of activity on markers of
heart rate variability.
• To become aware of the alternative approaches to exercise
programming through heart rate variability.
Introduction
F
or years clinicians and health care providers have used
markers of cardiac autonomic function in order to better
their understanding of physiological response to disease,
interventions, and training adaptation (i.e., the gain of autonomic control, reactivity to stress and recovery, etc.). The least
invasive way to accomplish this is by examining the variation
within heart rate. Alterations in heart rate occur due to fluctuations within the autonomic nervous system (ANS). Healthy
hearts demonstrate regular variation in time between consecutive beat-to-beat intervals.12 This occurrence is referred to as
heart rate variability (HRV) and can be used as a noninvasive
measure of autonomic control of the heart.
HRV is acquired through traditional lead placement electrocardiogram (ECG) or through portable heart rate monitoring systems capable of measuring beat-to-beat intervals (i.e.,
Polar, Bio-harness, etc.). The quantification of HRV can be
accomplished using several different methods; however, for the
purposes of this article we will discuss the commonly used time
domain method of “Root Mean Square of Successive Differences” (RMSSD) and the frequency domain method of “High
Frequency” (HF) of a power spectrum density. These markers
are widely accepted as markers of parasympathetic activity (i.e.,
vagal tone) and commonly used in both clinical and applied
settings.8,11,13
It is well established that HRV can be used as a prognostic
marker for cardiovascular and metabolic related diseases.7 The
clinical relevance of HRV was first recognized in 1965 when
the relationship between alterations of beat-to-beat intervals
and the occurrence of fetal distress was made.10 However, it was
not until the 1980s that the clinical use of HRV was confirmed,
establishing itself as an independent predictor of mortality post
myocardial infarct.12 Since then, the loss of autonomic variability has been linked to several cardiovascular health implications
resulting in autonomic dysfunction.12 For example, reductions
in long-range HRV (24-hour recordings) in clinical patients
are associated with parasympathetic withdrawal, increased
sympathetic stimulus, and reduced peripheral function resulting
in chronotropic incompetence.14 Furthermore, alterations of
autonomic regulation that lead to abnormal heart rate dynamics
such as depressed HRV increase vulnerability to life-threatening
arrhythmias or even sudden cardiac death.12,14
Activity and HRV
A loss of variability is not always a clinical issue. During periods
of physical activity HRV is blunted as a result of alterations that
occur within the ANS. At the onset of exercise a withdrawal
of parasympathetic activity occurs, resulting in the acceleration
of heart rate up to 100 bpm.2 As exercise continues, muscle
afferents signal the cardiac command center (CCC) to increase
HR through increased vagal withdrawal and cardiac sympathetic stimulation.2 This shift from parasympathetic to sympathetic
dominance results in the depression of HRV and in most cases
becomes completely abolished during heavy physical activity.1
At the completion of exercise, cardiac activity progressively returns to a resting state, which is majorly contributed by
sympathetic withdrawal coupled with increased vagal outflow.5 Despite the return to resting HR, vagal activity remains
blunted. This can be observed through post-exercise HRV.5 The
continued vagal depression is a result of complex ANS function
and dynamics not yet fully understood.5
HRV and Training
Traditionally, structured exercise programs have been shown
to be beneficial in their application toward cardiovascular
improvements. Despite this, not all who participate experience similar results. Several factors influence responsiveness to
exercise training, such as age, gender, race, genetics, and current
fitness status.3,4 Because the majority of these factors cannot be
influenced through traditional training, a more individualized
approach to prescription should be taken. For instance, the
status of the ANS prior to exercise has been shown to play an
ACSM’S CERTIFIED NEWS • FIRST QUARTER 2016 • VOLUME 26: ISSUE 1
Heart Rate Variability (continued on page 9)
5
Health & Fitness Feature
Revisiting Weight Loss Goals and
Expectations
By Emily J. Sauers, Ph.D., CES
weight loss recommendations.8 In this publication, the authors
compared actual to predicted weight loss in seven previously
conducted experiments that included strict diet and exercise
compliance. The authors concluded that subjects lost 7.4 ±
12.6 lbs less than what the 3,500 kcal model predicted.8 Other
studies indicate that when participating in a short-term exercise
program (≤16-weeks) with the purpose of weight loss, individuals lost 85% of the expected weight (based upon the 3,500 kcal
rule). Individuals participating in longer term exercise programs
(≥26 weeks) lost only 30% of what was predicted.7
Objectives:
moodboard/Thinkstock
1. I dentify limitations in using the 3,500 kcal/lb model for
practical weight loss.
2. I dentify alternative methods for predicting weight loss.
3. D
evelop realistic weight loss goals based upon dynamic
weight loss models.
4. I dentify implications of revisiting weight loss guidelines.
I
t is well known that overweight and obesity rates remain
high in the United States. Recent reports state that 68.5%
of adults are overweight and 34.9% are obese (age-adjusted).6 When individuals were asked why they began participation
in an exercise program, weight loss and overall health were the
most common reasons cited.1 As health-related practitioners, it
is evident that our methods of addressing the obesity issue need
to continually be revised and considered. One method that may
need to be revisited is the 3,500 kcal/lb mathematical model
that is commonly used and recommended for predicting weight
loss and designing weight loss programs.
For decades, this model has been used to help individuals
meet their weight loss goals. This model is simple enough;
eliminate 3,500 kcal through diet and/or exercise and lose a
pound of body weight. Educational materials provided to the
public by the United States Department of Agriculture9 and
the U.S. Centers for Disease Control and Prevention2 provide
weight loss recommendations that follow the 3,500 kcal/lb rule.
Textbooks commonly used in exercise physiology4 and sports
nutrition10 courses provide these recommendations as well. A
concern with this model is that weight loss guidelines may be
oversimplified and expectations overestimated. As a result, an
individual’s expectations of weight loss may be inaccurate; thus,
weight loss goals may not be met, leading to frustration and
reduced compliance in weight loss programs.
A publication by Thomas et al. has recently drawn attention
among health-related professionals reassessing what is known
about weight loss prediction equations and the future of
6
How is it possible, that a well-known, common rule of weight
loss is, at times, quite inaccurate at predicting weight loss? A
common misconception is that weight loss is simply the result
of an imbalance between energy in (Ein) and energy out (Eo)
(Eo>Ein). This line of thinking follows the first law of thermodynamics stating that energy is neither created nor destroyed
but transferred from one form to another. What practitioners
may not consider is that weight loss is a dynamic, not a static,
occurrence. In other words, weight loss does not occur in a linear fashion. The reason for this is that Eo is changing dynamically. The amount of energy expended through daily activities
and/or exercise will change as the individual loses weight.3 The
3,500 kcal model is a linear model; as individuals lose weight
and alter their body composition, resting metabolic rate (RMR)
changes; those with a higher body mass index (BMI) have a
higher RMR than those with a lower BMI.5 Without periodic
reassessment of RMR, the 3,500 kcal rule will overestimate
expected weight loss. This may cause frustration in individuals who wish to lose weight, as they will likely not meet their
short-term weight loss goals, which are important for long-term
success. Additionally, the 3,500 kcal model does not take into
account age or gender, which influence one’s RMR.5
To address these concerns, Thomas et al. developed a curvilinear, dynamic weight loss model based on the first law of thermodynamics. The authors created and validated downloadable
spreadsheets to aid practitioners in developing weight loss goals
and predicting weight loss over time. These spreadsheets allow
the user to input age, length of intervention, height, weight,
intervention type (maintain, lose or gain weight), and intended
caloric restriction. Once completed, the user is provided with
a graph displaying estimated weight loss using the 3,500 kcal
model and the dynamic model as a means of comparison. Users
also are provided with a day-by-day estimation of weight loss as
well as equations used in the calculations. Practitioners can use
a single-subject spreadsheet (download at http://www.pbrc.edu/
research-and-faculty/calculators/sswcp/) or a
multisubject spreadsheet (download at http://www.pbrc.edu/
research-and-faculty/calculators/mswcp/).
Weight Loss Goals (continued on page 10)
ACSM’S CERTIFIED NEWS • FIRST QUARTER 2016 • VOLUME 26: ISSUE 1
Wellness Highlight
Developing Physically
Literate Children
By Valerie Wherley, Ph.D., ACSM-CPT
classified as clinically obese in 2012.8 Obese children and adolescents are more likely to be obese as adults,3 placing themselves at increased risk for heart disease, certain cancers, and
diabetes.9 As practitioners, we know having children participate
in regular physical activity reduces the risk of developing obesity
and chronic disease, can help control weight, can improve
strength and endurance, and can increase self-esteem.
As physiologists, coaches, trainers, and educators, it would be
in our best interest to encourage a generation of children who
are: a) motivated to be physically active and b) eager to sustain
their physical activity levels into adulthood. The four domains
of physical literacy (when implemented and assessed properly)
have potential to guide a child toward a well-rounded view of
healthy living. Figure 1 depicts the four domains of physical
literacy:5
1) physical fitness
2) motor behavior (via motor skills)
3) physical activity behaviors
4) psycho-social/cognitive factors (via awareness, knowledge,
and understanding).
Learning Objectives
Digital Vision/Photodisc/Thinkstock
1. To provide a definition of physical literacy.
2. To describe a comprehensive physical literacy assessment
instrument.
3. To identify the four domains of physical literacy.
4. To explain the various test items used to assess each domain
of physical literacy.
W
ith child and adolescent obesity rates increasing,
coupled with decreasing participation in physical
activity as children age, a need for a comprehensive,
holistic physical education programming model is needed.2,8,10
Physical literacy is a multidimensional construct, combining
classic fitness measures with skill development, behavior awareness, and knowledge related to healthy lifestyles.5 This model
mirrors the Comprehensive School Physical Activity Program
(CSPAP) implemented by the U.S. Centers for Disease Control
and Prevention (CDC), encouraging school districts to offer
students at least 60 minutes of physical activity each day and
development of the knowledge, skills, and confidence to be
physically active for a lifetime.7 This article will define the four
domains of physical literacy, key components of addressing each
domain, and highlight the Canadian Assessment of Physical
Literacy.
According to the CDC, 18% of children aged 6 to 11 were
classified as clinically obese in 2012, an increase of +11% since
1980.10 Additionally, 21% of adolescents, aged 12 to 19, were
Physical Fitness
Physical fitness, or the state of being physically fit, can be
defined as, “the ability to perform moderate-to-vigorous levels
of physical activity without undue fatigue and the capability of
maintaining this capacity throughout life.”1 Fitness testing of
children in the U.S. began approximately 50 years ago5 and currently includes tests of cardiorespiratory fitness (via timed onemile run or PACER test), muscular strength and/or endurance
(via handgrip strength, partial curl-up, and/or push-up test), and
flexibility (via sit-and-reach test). Testing and requirements will
vary based on state guidelines.
Physically Literate (continued on page 11)
ACSM’S CERTIFIED NEWS • FIRST QUARTER 2016 • VOLUME 26: ISSUE 1
7
Muscle Fiber (continued from page 3)
An advantage of breakdown sets is time-efficiency, as there are
no rest periods between the successive repetitions with reduced
weight loads. However, to prevent undesirable physiological and
psychological consequences, it is not recommended to reduce
the resistance more than once during each exercise performance.
For example, dropping the resistance one time (e.g., from 100
pounds to 80 pounds) may be preferable for most practical
purposes to dropping the resistance a second time (e.g., from 80
pounds to 60 pounds).
An advantage of multiple-set training is a greater exercise
volume, facilitated by rest/recovery periods between successive
exercise sets. However, research indicates that performing more
than three4 or four sets5 of an exercise may not elicit additional
strength-building benefits.
Although there are exceptions, most exercise physiologists
agree that strength may best be developed by fatiguing the
target muscles within the time-frame of the anaerobic energy
system. For most practical purposes, this corresponds to 5 to 15
consecutive repetitions performed within approximately 30 to
90 seconds. This being the case, multiple sets of 10 repetitions
each with the 10-repetition maximum weight load, or a breakdown set of 10 repetitions with the 10-repetition maximum
weight load followed immediately by 3 to 5 repetitions with
about 20 percent less resistance, should both provide sufficient
motor-unit fatigue to stimulate relatively high rates of strength
development.
About the Author
Wayne L. Westcott, Ph.D., is professor of Exercise
Science at Quincy College, in Quincy, MA. He is an
active member of the New England Chapter of the
American College of Sports Medicine.
References
1. C
handler T, Brown L. Conditioning for Strength and Human Performance.
2nd ed. Philadelphia, PA: Lippincott, Williams & Wilkins; 2013. p. 52.
2. C
oburn J, Malek M. NSCA’s Essentials of Personal Training. 2nd ed.
Champaign, IL: Human Kinetics; 2012. p. 13.
3. E
ichmann B, Giebing J. Effect of ten weeks of either multiple-set training
or single-set training on strength and muscle mass. Brit. J. Sport. Med.
2013;47(10):e3. Doi: 10.1136/bjsports-2013-092558.63.
4. K
rieger JW. Single versus multiple sets or resistance exercise: A meta-regression. J. Strength Cond. Res. 2009;23(6):1890-1901.
5. R
hea MR, Alva BA, Burkett LN, Ball SD. A meta-analysis to determine the dose response for strength development. Med. Sci. Sports Exerc.
2003;35(3):456-464.
6. S
choenfeld B. The use of specialized training techniques to maximize
muscle hypertrophy. Strength Cond. J. 2011;33(4):60-65.
7. W
estcott W, D’Arpino T. High-Intensity Strength Training. Champaign,
IL: Human Kinetics; 2003. pp. 17-24.
8. Willardson J, Norton L, Wilson G. Training to failure and beyond in
mainstream resistance exercise programs. Strength Cond. J. 2010;32(3):2129.
9. Wilmore J, Costill D. Physiology of Sport and Exercise. Champaign, Il:
Human Kinetics; 1994. p. 36.
Coaching News (continued from page 4)
I’m proud of you!” Without specifying what was done well, the
compliment may seem unauthentic and judgmental, and our
client may be left thinking that the coach is, truthfully, not impressed by her progress. Championing shines a light on specific
examples of how our client deployed her strengths and talents to
make small positive changes in mindset and behavior. Championing helps our client better appreciate how she is improving
herself and her life. Championing statements include:
• It sounds like you’ve made a lot of progress in trying out new
healthy recipes, and you have been keeping good track of new
recipes that you’re interested in trying in the weeks ahead.
• I appreciate that you are focusing on establishing good habits:
evident in that you got up early 3 times last week and did 30
minutes of cardio.
• Even though you didn’t meet your healthy eating goal on
Saturday evening, you followed your breakfast and lunch plan
earlier that day, and you got right back to your healthy eating
goals on Sunday.
Our client begins to appreciate that the journey of losing weight
is better described as a journey of getting better, learning, and
appreciating how wonderful it is to be alive, to move, eat well,
and live life to its fullest.
8
About the Authors
Michael Scholtz, M.A., is co-owner of NOVO
Wellness. In addition to his private personal training
and wellness coaching practice, he is a member of the
teaching faculty of Wellcoaches, Inc. Michael spent 10
years at the Duke Diet & Fitness Center, was the lead
fitness expert for The Biggest Loser Club from 20052012, and has contributed to numerous other websites,
including Men’s Health Personal Trainer, The Abs
Diet Online, and The Best Life. He is co-author
of Coach Yourself Thin (Rodale Press, 2011). He is a certified professional
wellcoach, an ACE certified personal trainer, and an NSCA strength and
conditioning specialist. Greg Hottinger, M.P.H., R.D., is co-owner of NOVO
Wellness. He is a member of the teaching faculty of
Wellcoaches, Inc. Greg worked at the Duke Diet
& Fitness Center, was the lead nutrition expert
for The Biggest Loser Club from 2005-2012, and has
contributed to numerous other websites, including the
Flat Belly Diet and Diabetes DTour. He is co-author
of Coach Yourself Thin (Rodale Press, 2011). He is a
certified professional wellcoach and a member of the
Academy of Nutrition and Dietetics. Margaret Moore (Coach Meg), M.B.A., is the founder
and CEO of Wellcoaches Corporation; she is co-director of the Institute of Coaching at McLean Hospital,
an affiliate of Harvard Medical School and co-directs
the annual Coaching in Leadership and Healthcare
Conference offered by Harvard Medical School. She
is a faculty member of Harvard University Extension
School, teaching coaching psychology. She is also
the author of the Harvard Health Book published by
Harlequin: Organize Your Mind, Organize Your Life.
ACSM’S CERTIFIED NEWS • FIRST QUARTER 2016 • VOLUME 26: ISSUE 1
Heart Rate Variability (continued from page 5)
important role in performance. Higher levels of vagal outflow
measured prior to exercise sessions relate to larger increases in
peak oxygen consumption9 and strength training performance.6
As a result, a growing interest in HRV guided exercise programming has emerged.
The rationale behind HRV guided training is based on individual recovery status and its use in optimizing the prescription of
exercise. More specifically, training while fully recovered (i.e.,
recovered vagal tone) results in a greater training response.11
Importantly, there are instances following exercise in which
recovery status surpasses homeostasis, and is characterized by
increases in exercise capacity. This is referred to as “supercompensation” and is considered to be an optimal time for performance training.13 Conversely, when individual recovery status
is not complete (i.e., periods of depressed vagal tone) negative
training connotations are likely to occur such as an increased
perceived effort,11 hampered training response,13 and decreased
performance.6 The application of HRV guided training is still a
developing area of study and information in regard to resistance
based programming is limited. However, this approach to programming shows promise in maximizing training adaptations
and limiting overreaching.
Current Tools
Traditionally, HRV has been and still is quantified through
ECG data collected through electrocardiograph systems, which
then are placed into HRV software (i.e., Kubios). The use of
electrodes and stationary equipment is not ideal for analyzing
everyday resting HRV; the cost of this equipment is even more
of a hindrance. Fortunately there are several commercially available tools to use for the relatively easy quantification of HRV.
Examples of validated systems are Polar Team2 systems and
Zypher Bioharness systems. Most of these systems come with
their own software and express HRV in the time domain RMSSD; however, files can be converted and analyzed separately by a
widely accepted HRV analysis program Kubios HRV 2.2
Summary
Though the origins of HRV were developed in clinical settings,
current applications have branched out into the world of applied
sciences and athletics. The use of HRV as a tool to guide
exercise training has shown potential in regard to cardiovascular
training. To date, information regarding the application of HRV
on high intensity interval training and resistance training is
limited, which creates the opportunity for future research.
About the Author
Brian Kliszczewicz, Ph.D., is an assistant professor in
the department of Exercise Science and Sport Management at Kennesaw State University. His current
line of research involves the examination of physiological stress markers following high-intensity exercise
or following moderate to long-term high-intensity
programming. Primary markers examined are oxidative
stress and heart rate variability.
References
References available at certification.acsm.org/cn-q1-2016
Weight Loss Goals (continued from page 6)
To compare the 3,500 kcal (linear) and dynamic models, consider the following example:
A 55-year-old female who is 67" tall currently weighs 175 lbs.
(BMI = 27.4kg/m2). This female wishes to lose 20 lbs. (BMI =
24.3 kg/m2) at a rate of 1 lb/wk. Per the traditional 3,500 kcal
rule, this female would expect to meet her goals in 20 weeks.
However, per the dynamic model, this female can expect to
meet her weight loss goals in 55.6 weeks. Per this example, the
amount of time needed to meet her expected weight loss goals is
2.8 times as long as would be expected if the 3,500 kcal model
was used to devise weight loss goals.
The implications for revisiting weight loss expectations and
goal-setting strategies may be profound. While unrealistic
weight loss expectations are not to blame for our growing
obesity epidemic, surely many individuals have abandoned their
weight loss journeys due to frustration and perceived failure.
Employing the accessible, no-cost, and user-friendly worksheets
provided by Thomas et al. when working with overweight/obese
individuals may be a step in the right direction. Providing realistic, attainable short-and long-term goals is essential for weight
loss success and program adherence.
About the Author
Emily Sauers, Ph.D., CES-ACSM, is an assistant
professor in the department of Exercise Science at
East Stroudsburg University in East Stroudsburg,
PA. Emily serves on the Research Committee for
Mid-Atlantic ACSM and is a committee member on
the SHI-Women’s Health Committee for ACSM.
References
References available at certification.acsm.org/cn-q1-2016
Your Resource for Online
Continuing Education!
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osted by the world’s elite, research based
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Featured Articles
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eart Rate Variability: from the Clinic to the Field
Brian Kliszczewicz, Ph.D.
• R evisiting Weight Loss Goals and Expectations
Emily J. Sauers, Ph.D., CES
•D
eveloping Physically Literate Children
Valerie Wherley, Ph.D., ACSM-CPT
10
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ACSM’S CERTIFIED NEWS • FIRST QUARTER 2016 • VOLUME 26: ISSUE 1
Physically Literate (continued from page 7)
Motor Behavior
This domain includes the many aspects affiliated with fundamental movement skills (FMS). Typically developed in
childhood, FMS are the foundation upon which sport-specific
skills are built.6 These include the dynamic skills of locomotion
(jumping, leaping, hopping, running, galloping, sliding), manipulative or object control skills (throwing, catching, kicking,
dribbling, striking, rolling), and skills of stability (balance and
twisting).
Physical Activity Behaviors
Physical activity is defined as, “a bodily movement produced by
skeletal muscles that results in energy expenditure above resting
(basal) level.”1 The U.S. Department of Health and Human
Services currently recommends 60 minutes or more of physical
activity every day for children ages 6 to 17 years.11 The 2008
U.S. Physical Activity Guidelines Advisory Committee Report
summarized their findings by concluding, “….physical activity
provides important health benefits for children and adolescents.
The health benefits include increased physical fitness, reduced
body fatness, favorable cardiovascular and metabolic disease
risk profiles, enhanced bone health, and reduced symptoms of
depression and anxiety.”11
3. K
nowledge and understanding (questionnaires): PA comprehension, PA guidelines, minutes of screen time, cardiorespiratory fitness definition, muscular strength/endurance
definition, meaning of healthy, safety-gear use, improve sport
skill, get in better shape, preferred activity
4. M
otivation and confidence (questionnaire): activity level
compared to peers, skill level compared to peers, benefits/barriers ratio, “What’s Most Like Me” (CSAPPA) scores
A child’s composite CAPL score is assigned to one of four
categories (Figure 2): Beginning, Progressing, Achieving, and
Excelling. Feedback and recommendations are given to the
child, parents/caretakers, and test administrators (e.g., physical
educators, coaches, teachers, and physiologists) based on these
scores.
Figure 2: Classifications of Physical Literacy Messaging
(reproduced with permission from the CAPL Manual for Test Administration).
Psycho-social/Cognitive Factors
In her 2001 paper, Dr. Whitehead emphasized the cognitive
domain as having equal importance in the development of the
“physically literate” person.12 The physically literate person will
be able to:
a. r ecall past experiences
b. m
ake connections between past and current environmental
exposures
c. r espond successfully to novel situations
d. a ppreciate their potential for movement
e. d
evelop motivation for continued physical activity
participation.
Physical Literacy-In Practice
The Canadian Assessment of Physical Literacy (CAPL) is an
assessment tool of physical literacy in Canadian children, ages 8
to 12.4 The Healthy Active Living and Obesity Research Group
(HALO) has been developing the CAPL since 2008. The
CAPL determines a child’s physical literacy score based on the
compilation of four sub-scores:
Conclusion
Health and fitness for children should be viewed as a multifaceted paradigm, with dimensions reaching beyond those that
can be tested in a 60-second measure of endurance. Coaches,
trainers, physical educators, and physiologists are encouraged
to spend an equal proportion of time with their young clients
working on fundamental motor skills, reflecting/assessing
on daily/weekly physical activity behaviors, and integrating
the “why” into every practice, class, and training session. The
ultimate goal will be to encourage individuals who have, “…
the motivation, confidence, physical competence, knowledge
and understanding to value and take responsibility for maintaining purposeful physical pursuits/activities throughout the
lifecourse.”13
About the Author
Valerie Wherley, Ph.D., ACSM-CPT, is a clinical
assistant professor in the Department of Physical
Therapy and Human Movement Science at Sacred
Heart University in Fairfield, CT. Her teaching and
service learning work is focused on pediatric exercise.
1. P
hysical competence: PACER shuttle run, obstacle course,
grip strength, plank, BMI %, waist circumference, sit-andreach
2. D
aily behavior: average daily step count, self-reported sedentary time, self-reported number of days/week child engages
in MVPA
References
References available at certification.acsm.org/cn-q1-2016
ACSM’S CERTIFIED NEWS • FIRST QUARTER 2016 • VOLUME 26: ISSUE 1
11
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