Program Design

Choosing Reps, Sets, Loads, Tempo

and Rest Periods
2nd Edition

by
Paul Chek

A C.H.E.K Institute Publication

San Diego, CA
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Program Design

1st edition © 1995-2010

2nd edition © 2011, Apriori Anatomikos, Inc.

Cover illustration and layout design: Joling Lee

Editor: Penthea Crozier
Proof readers: Clare Nelson and Ruth Pyszczynski
Illustrations: Charlie Aligaen

All rights reserved. All written and artistic content of this publication is
protected under international copyright law. Without limiting the rights
under copyright reserved above, no portion of this publication may be
used, reproduced, stored in or introduced into a retrieval system, or trans-
mitted in any form or by any means, electronic or mechanical, including
fax, photocopy, recording or otherwise by anyone but the purchaser for
his or her own personal use. This book may not be reproduced in any
form without the prior written permission of both the copyright owner,
Paul Chek, and the publisher, C.H.E.K Institute.

C.H.E.K Institute
San Diego, CA, USA

800.552.8789
info@chekinstitute.com
www.chekinstitute.com

Printed in the USA

Chek, Paul W.

Warning - Disclaimer
The workouts and other health-related activities described in this publica-
tion and program presented by the C.H.E.K Institute were developed by
the author to be used as an adjunct to improved strengthening, condition-
ing, health and fitness. These programs may not be appropriate for every-
one. All individuals, especially those who suffer from any disease or are
recovering from any injury, should consult their physician regarding the ad-
visability of undertaking any of the activities suggested in these programs.
The author has been painstaking in his research. However, he is neither
responsible nor liable for any harm or injury resulting from this program or
the use of the exercises or exercise devices described herein.
 Program Design

A WORD ABOUT COPYRIGHT

The information presented in this, or any C.H.E.K Institute publication, seminar, video, DVD or course is the
sole property of the author. Copying this material in any form whatsoever is strictly prohibited without written
consent from the copyright holder. If you wish to use any materials, such as lecture or workshop handouts, cor-
respondence course manuals, diagrams and text or concepts developed or taught by Paul Chek or his certified
instructors, please use the following guidelines to avoid legal action:

1. If you wish to make significant use of any copyrighted material, e.g. duplicate a page for a client or use an
illustration in a presentation, prior written permission must be sought from the author. Request for Pemis-
sion forms are available from the C.H.E.K Institute.

2. Whenever using information gained from any secondary source, always credit the referenced source com-
pletely and professionally. In the case of C.H.E.K Institute source, this means the author, C.H.E.K Institute
and the course material. Paraphrasing without proper referencing is considered plagiarism. Whether inten-
tional or not, this is theft of intellectual property and the plagiarist may be prosecuted under copyright law
(depending upon the form and amount of the plagiary). Any type of impersonation of another’s ideas is
entirely unethical and heavily frowned upon in professional circles.

3. Professional referencing usually takes one of two forms: either the original author is indicated by name in
the body of the text and a complete reference is included in the list of source material at the end or a num-
ber is inserted in the main text beside the borrowed material, with that number corresponding to the refer-
ence in the list of credits. There are many accepted methods of citing works. The following are standard; the
author’s name; title of book, article, course, video, DVD, etc. Title of journal or magazine (if applicable);
publisher or producer (if applicable), date of publication/communication (if oral); page number (if appli-
cable).

4. Any C.H.E.K Institute materials or concepts may not be sold, published or made part of any program for
which a fee is charged without the prior written permission of the author.

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PLEASE READ. Important Registration Information

This manual and exam are registered to the original purchaser of the course, under the number be-
low. This number matches the number on the exam answer sheet. This number can only be used
once. To complete the exam and to receive credit for the course, this registration number must
be entered online or the original answer sheet with this number must be sent in to the C.H.E.K
Institute. Only one certificate will be given for each registration number.

Please Note: If you are part of the course sharing program you will need your own manual
with registration number. THIS NUMBER CAN ONLY BE USED ONCE.

Registration Number:

PLEASE NOTE

*If you have taken this course as a live seminar and you wish to use it as
a prerequisite for the C.H.E.K Institute’s Advanced Training Programs,
then you will need to complete the exam. Please see page 96 for
information on submitting the exam.

*If you purchased this course through the C.H.E.K Institute e-Learning
Platform, you will need to log into your account and take the exam
online.

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 Program Design

Table of Contents

CORRESPONDENCE COURSE DIRECTIONS................................................................... 7

COURSE OBJECTIVES.......................................................................................................... 8

Terminology........................................................................................................................................10
Planes of Motion................................................................................................................................ 10
Movement Terminology...................................................................................................................... 10
Types of Strength................................................................................................................................ 12
Classification of Muscle Action........................................................................................................... 16
Training Terminology......................................................................................................................... 18
Athlete Classification.......................................................................................................................... 20
Energy Systems....................................................................................................................................22
Science of Reps: Facts About Rep Selection.........................................................................................26
Reps and Skill Training........................................................................................................................32
Practice Program................................................................................................................................. 32
Practice Program Answers................................................................................................................... 34
Science of Sets......................................................................................................................................36
Practice Program................................................................................................................................ 40
Practice Program Answers................................................................................................................... 42
Science of Loads..................................................................................................................................44
Benefits of Ecentric Training................................................................................................................48
Eccentric Loading................................................................................................................................50
Poliquin’s Suggested Progression for Eccentric Training......................................................................52
Science of Tempo.................................................................................................................................54
Periodization of Speed of Contraction.................................................................................................58
Practice Program................................................................................................................................ 60
Practice Program Answers.................................................................................................................. 62
Science of Rest Periods.........................................................................................................................64
Practice Program................................................................................................................................ 68
Practice Program Answers.................................................................................................................. 70
Periodization Concepts........................................................................................................................72
Linear Periodization............................................................................................................................ 72
Undulating Periodization.................................................................................................................... 74
Accumulation / Intensification Periodization ..................................................................................... 76
Tapering Concerns............................................................................................................................. 78

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Program Design Considerations..........................................................................................................80

Beginner Level Weight Training...........................................................................................................82
Strength Training Considerations for Women and Children................................................................86
Intermediate and Advanced Weight Training.......................................................................................90
Frequency of Training..........................................................................................................................90
Variety in Strength Training.................................................................................................................92

REFERENCES....................................................................................................................................94
HOW TO COMPLETE YOUR EXAM...............................................................................................96
CORRESPONENCE COURSE EXAM..............................................................................................98
ANSWER SHEET.............................................................................................................................119
GRADING REQUEST......................................................................................................................121
REQUEST FOR PAPER CERTIFICATE..........................................................................................123
COURSE CRITIQUE.......................................................................................................................125
REQUEST FOR TESTIMONIALS ..................................................................................................127
PAUL CHEK BIOGRAPHY.............................................................................................................129

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 Program Design

How to Complete this Course as CORRESPONDENCE COURSE ONLY

To maximize your learning potential, it is recommended that you complete the course in the following
manner:

1. Review the DVDs. The first time through, just watch, listen and absorb the information.

2. At this point, you should read the exam thoroughly. The purpose is not only to pass the exam, but also to
be proficient in applying the techniques. The exam questions will help direct your attention to important
concepts and information.

3. Read the manual.

4. The second time through the DVDs, follow along in the manual and take notes! It is recommended that
you stop the DVD – rewind and review – as often as necessary to clarify points that you may not under-
stand.

5. Perform all the assessments and exercises you are capable of performing with good form. Repeat this pro-
cess at least twice - not necessarily on the same day - and if possible, also practice them on a willing friend
or family member.

6. Now that you have viewed the instructional DVDs twice and have read the exam, it’s time to take the
exam. Instructions for completing the exam are found on pages 96-97. The purpose of this correspondence
course is not to trick you, but to make sure that you are proficient in the areas of knowledge presented.
The exam is designed to direct your attention to the areas of importance. The exam is designed to be taken
online; the exam in the back of this manual is for you to practice on and keep for reference.

7. If you cannot take the exam online for any reason, you may complete the exam in the manual and return
the exam answer sheet and grading request sheet via mail, email or fax to:

C.H.E.K Institute
Exam Grading
380 S. Melrose Dr, Ste 415
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USA

Fax: (+1) 760.477.2630

Email: educate@chekinstitute.com

Please note: there is an additional fee for submitting your test to be graded by hand. Please see page 121
for details.

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Course Objectives

1. Learn to effectively manipulate acute exercise variables to achieve the desired outcome!

2. Develop a working foundation so that you are capable of comprehending and applying the C.H.E.K Insti-
tute’s Advanced Program Design technology.

3. Complete the Program Design prerequisite for CHEK Exercise Coach Program!

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Terminology

PLANES OF MOTION

Sagittal Plane: A vertical plane through the longitudinal axis of the trunk dividing the body into two portions.
If it is through the anterior-posterior mid-axis and divides the body into right and left halves, it is called a me-
dian or mid sagittal plane.

Frontal Plane (Coronal Plane): A plane parallel with the long axis of the body and at right angles to the me-
dian sagittal plane.

Transverse Plane: Plane that divides the body into a top and bottom portion.

MOVEMENT TERMINOLOGY

1. Flexion: The act of bending or condition of being bent in contrast to extension.

2. Extension: The movement by which both ends of any part are pulled apart. A movement that brings the
members of limb into or toward a straight condition. Opposite of flexion.

3. Adduction: Movement of a limb or eye toward median plane of body or, in case of digits, toward axial line
of a limb.

4. Horizontal Adduction: Movement forward of the midfrontal plane, the action of which is in the horizon-
tal plane.

5. Abduction: The lateral movement of the limbs away from median plane of body, or the lateral bending of
the head or trunk.

6. Horizontal Abduction: Movement behind the midfrontal plane; the action of which is in the horizontal
plane.

7. Pronation: A triplanar motion at the subtalar joint consisting of abduction, dorsiflexion, and eversion;
Also, internal rotation of the forearm causing the radius to cross diagonally over the ulna and the palm to
face poteriorly.

8. Supination: A triplanar motion at the subtalar joint consisting of dorsiflexion, adduction and inversion,
looks like inversion; Also external rotation of the forearm (radioulnar joint) that causes the palm to face
anteriorly.

9. Circumduction: The active or passive circular motion of a joint. A combination of flexion, abduction,
extension and adduction movements that is usually performed by the hip, thumb, wrist, shoulder, metatar-
sophalangeal and metacarpophlangeal.
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Types of Strength

1. Concentric Strength/Contraction: The muscle develops tension and shortens, causing movement to oc-
cur25.

2. Eccentric Strength/Contraction: The muscle lengthens while producing tension, thus braking, slowing or
controlling the speed of movement25.

3. Isometric Strength/Contraction: The muscle develops tension without producing any external move-
ment25.

4. Dynamic Strength/Contraction: A more accurate description of the term “isotonic.” Dynamic contrac-
tions are those occurring in the presence of varying levels of muscle tension and joint speed. Dynamic
contraction is used interchangeably with the European term “auxotonic” 10 pg. 47.

5. Isotonic: Constant Tone, such as when slowly lowering a heavy load; isokinetic machines produce cont-
stant loading. It should be noted that isokinetic ot “isotonic” loads are rare in funtional environtments.

6. Limit Strength: The ability to exceed ordinary levels of absolute strength. A person under hypnosis or
perceived life-threatening stress may display this type of strength8.

7. Maximal Strength: The peak force or torque that the neuromuscular system is capable of producing in a
single maximal voluntary contraction, irrespective of the time element25.
a. Absolute Strength/Endurance: The maximum amount of force your muscles can produce irrespec-
tive of body weight and time of force development. Absolute strength is important for sports in which
extra body weight helps performance. Many of the field events in track and most positions in football
require high levels of absolute strength8, 25.
b. Relative Strength/Endurance: The most force your muscles can produce in relation to your body
weight8.

8. Optimal Strength: The amount of strength needed for maximum performance, in that additional strength
will not improve performance8.

9. Strength Endurance: The ability to produce muscular contractions over an extended period. For example,
a distance runner or rower would benefit most from this type of strength8.
a. Intensive Endurance: >50% Intensity. For example, a competitive wrestler would benefit from this
type of strength.
b. Extensive Endurance: <50% Intensity. A 2500 meter rower, cross country runner, park ranger, or
distance swimmer would benefit from this type of strength.

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10. Speed - Strength:

a. Starting Strength: The ability of a muscle to generate maximum force at the beginning of a move-
ment8.
b. Explosive Strength: The ability of the muscle to continue increasing the force developed from starting
strength8.
c. Reactive Strength: The ability of the muscle to switch from eccentric (negative) to concentric (positive)
work8.

Intra-muscular coordination: The capacity to recruit motor units within a muscle is referred to as intra-muscle
coordination.

• Beginner athletes can generally recruit about 60% of their available motor units
(poor intra-muscle coordination).
• Advanced athletes can recruit up to 85% of available motor units in a trained muscle.

Limit Strength

Competitive Maximum (Fmax or CFmax)

Training Maximum Strength Deficit

(1RM or TFmax)

Modified from: M.C. Siff, Y.V. Verkhoshansky. 1993. Supertraining: Special Strength
Training for Sporting Excellence. School of Mechanical Engineering, University of the
Witwatersrand, South Africa.
Figure 1. Maximal Strength Qualities

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Classification of Muscle Actions

1. Agonists: Muscles acting as prime movers.

2. Antagonists: Muscles acting in direct opposition to prime movers.

3. Stabilizers: Muscles stabilizing or supporting a body segment while other muscles carry out a movement10
pg. 45
. For example, during the first 30° of shoulder abduction, the trapezius muscles, rhomboids, and ser-
ratus anterior stabilize (fixate) the scapula, providing a working foundation from which the deltoids and
supraspinatus can initiate abduction.

4. Neutralizers: Muscles counteracting the unwanted actions of other muscles by tending to produce op-
posite movements 10 pg. 45. For example, the anterior and posterior heads of the deltoids contract to neutral-
ize each others actions of horizontal adduction/abduction and rotation during shoulder abduction in the
frontal plane.

Inter-muscular coordination: The ability for agonists, antagonists, stabilizers, and neutralizers to work togeth-
er in the execution of any given movement. With training, this “inter-muscle coordination” can be improved,
which aids in performance.

For example, when a novice boxer throws a punch, the speed of the punch is reduced by excessive activity in the
antagonists. (the body’s way of protecting joints from overload and injury). As the boxer becomes more skilled,
with improved inter-muscular coordination, the activation of antagonists is both diminished and delayed, re-
sulting in a faster, harder punch.

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Training Terminology

1. Station Training: Performing one single exercise, generally followed by a rest period and then repeated for
a predetermined number of sets.

2. Circuit (Series) Training: Performing a number of exercises in series, often with no rest or very short rest
periods between each station (exercise). An extended (specific!) rest period is commonly given after comple-
tion of a circuit.

3. Training Frequency: The number of training sessions per week.

4. Training Time: The amount of time devoted to training. It may be calculated by set, exercise, session, day,
week, month, or by any of the classic component measures of time in a periodization model.

5. Training Volume: Training volume may be measured by either total reps performed8, or total pounds/ki-
lograms lifted per unit of time, i.e. set, session, week, etc. It is important that total weight lifted be consid-
ered with total reps to appreciate the intensity/volume relationship.

6. Training Load: A measure of weight (pounds/kilograms) lifted per unit of time. Training load is an intri-
cate factor in determining the affect and effect of training volume.

7. Training Intensity: A measure of degree of one’s applied strength relative to their current level of maxi-
mum strength. Training intensity is probably the most important component of strength training4 pg. 98.

NOTE: The term “intensity” is frequently used erroneously in current exercise literature, especially
in lay publications. Comments such as “high intensity aerobics,” or “high intensity circuit training”
are misrepresentations of the term intensity. Poliquin7 states these workouts should be called “high
density workouts”

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Table 1. Maximal number of repetitions as a function of resistance (adopted from 4, pg. 66)

Resistance Level 100% 95% 90% 85% 80% 75%

Approx. Approx.
Repetition Maximum 1 1-3 5-6 7-8
10-12 2-16

Athlete Classification
100
Fibre
Training Age: The training age of an athlete is de-
reserve termined by the number of years
80
Proportion of muscle fibre (%)

consistently performing a strength

FT - fibre, Type II B
glycolytic training program with progressively
60
increasing loads; e.g., a 19-year-old
FT - fibres, Type II A
oxydative athlete who has been successfully
40
lifting weights for two years would
have a training age of 2, not 19.
ST - fibres
20 Type I Beginner : <1 year of consistent strength train-
ing experience.
Intermediate : 1-2 years of consistent strength
training experience.
20 40 60 80 100%
Resistance Advanced : > 2 years of consistent strength
training experience.
Figure 2. Proportion of muscle fiber demand as function
of resistance.

Referenced from: J. Hartmann, H. Tunnemann. 1995.

Fitness and Strength Training for All Sports (Theory - Meth-
ods - Programs) (Figure 6. pg. 27). Sports Books, To-
ronto, Canada.

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Energy Systems

When designing an exercise program, the energy system contribution to that athlete’s given sport should be
considered. For example, when designing a program for a 5,000 meter runner, much more emphasis would be
put on rep/set/rest period combinations stressing the lactic acid energy system than would be done for a 100
meter sprinter, who is predominantly utilizing the ATP/PC energy system.

375
(≈90)
Performance

Adenosine triphoshate
Creatine phosphate
kj/min (kcal/min)

210 Glycogen
(≈50) (anaerobic metabolism)

125
(≈30)
Glycogen
(aerobic metabolism)

0
0 10 60 2 10 30 120
sec min

Figure 3. Energy metabolism (kJ/m) of human muscle during exercise as a function of

time. (modified after Howard)

Referenced from: J. Hartmann, H. Tunnemann. 1995. Fitness and Strength Training for All
Sports (Theory - Methods - Programs) (Figure 6. pg. 27). Sports Books, Toronto, Canada.

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The respective energy system contributions for each sport are given in Table 2

Sport Short Term System Intermediate System Long Term System

Badminton 80 10 10
Baseball 80 20 0
Basketball 85 15 0
Cricket 80 20 0
Fencing 90 10 0
Field hockey 60 20 20
American football 90 10 0
Golf 95 5 0
Gymnastics 90 10 0
Ice hockey:
forwards, defense 80 20 0
goalie 95 5 0
Lacrosse:
goalie, defense, attack 80 20 0
midfielders, man-down 60 20 20
Rowing 20 30 50
Rugby 90 10 0
Skiing:
slalom, jumping,
80 20 0
downhill
cross-country 0 5 95
pleasure skiing 34 33 33
Soccer:
goalie, wings, strikers 80 20 0
half-backs or link players 60 20 20
Squash 50 30 20
Swimming and diving:
50m, diving 98 2 0
100m 80 15 5
200m 30 65 5
400m 20 40 40
1500m, 1 mile 10 20 70
Tennis 70 20 10
Track and Field:
100m, 200m 95 5 0
Field events 90 10 0
400m 80 15 5
800m 30 65 5
1500m, 1 mile 20 55 25
3000m 20 40 40
5000m 10 20 70
10 000m 5 15 80
Standard marathon 0 5 95
Volleyball 90 10 0
Weight lifting 95 5 0
Wrestling 90 10 0

Table 2. Contribution of short, intermediate and long term energy systems to common sports. This information is useful in de-
termining acute exercise variables for program design.
Referenced from: M.C. Siff, Y.V. Verkhoshansky. 1993. Supertraining: Special Strength Training for Sporting Excellence. School of
Mechanical Engineering, University of the Witwatersrand, South Africa.

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The Science of Reps

FACTS ABOUT REP SELECTION

1. Repetitions completed is the single most important acute exercise variable15.

2. Total Reps = Volume

• Volume is a major factor when balancing a program to prevent injury and has a direct effect on both
hypertrophy and strength development.
• When 2 athletes of comparable strength are on the same basic program the athlete who has greater
volume will always be stronger.

3. If you seek muscle mass, increased repetitions from the hypertrophy method (6-12 RM range) seem to
produce the best results.
• If maximal strength is also a concern you should restrict yourself to the 1-8 repetitions range1
(see Figure 4).

4. Because sets of 1-3 reps put great stress on the neuromuscular and endocrine systems, they are best used for
short periods (1-3 weeks) and only by highly qualified athletes.
• The endocrine system needs time to recuperate too, otherwise the athlete may experience adrenal
depletion2.
• Bones, joints, and other connective tissues are also heavily stressed with “high intensity training” and
may be injured with over exposure to intense loads (see Figure 5) for nervous system effect of high
intensity training).

5. The first year of training should be devoted to training with sets of 8 reps for adolescents and beginners2
(see respective sections). Fewer reps may be acceptable when using slow tempo training (slow concentric/
eccentric contraction cycles), although the intensity should stay below 80%.

6. FIBER COMPOSITION: Although not as accurate as a muscle biopsy, muscle fiber composition can be
estimated by performing a max reps test using 75% of 1 RM. To perform this test, use the following steps:
a. Find your max for any given exercise, for example your best bench press is 400 lbs.
b. Calculate what 75% of that max weight is; i.e. 400 lbs. x .75 = 300 lbs.
c. After an adequate rest, use the 75% max load (300 lbs. as above) and do as many reps as you can using
the same style (technique) as during the 1 RM test.
d. Take the number of reps performed (using Table 3) and find out what your approximate percent-
age slow twitch fiber composition is. If for example you do 8 reps you have approximately 30% slow
twitch.

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e. To train the slow twitch muscle fibers, take

Total Reps Approx. %
your % slow twitch and multiply it by what-
@75% 1RM Type 1 Fibers
ever the max is for the exercise you performed
the test on. 5 10%
6
For example:
7
1 RM bench press = 400 lbs. x 75% = 300 lbs. @ an
8 30%
8 rep test score = 30% slow twitch fiber composition.
9
400 x 0.30 = 120 lbs.
10
11
You now use 120 lbs as your bench press weight for
training the slow twitch fibers. 12 50%
13
7. Muscles with higher slow twitch fiber composi- 14
tion (e.g., soleus) respond best to fewer higher 15
repetition sets. Fast twitch dominant muscles (e.g., 16 70%
gastroc) respond best to multiple sets of less reps 17
and high intensity. 18
19
20 90%
Table 3. Approximate % slow twitch @ reps max with 75% 1
RM. With permission from J. Telle 9

1 100 8 MAX STRENGTH ZONE

2

4 90
8-12 Body Building Zone
6

10
12 75
12-20 Strength Endurance Zone
21 61

50% Intensive
50% Extensive
Figure 4.
Repetition/Intensity
Relationships with corresponding Strength Training Zones

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Figure 5. Training at a resis-

Over fatigue tance requiring maximal effort
Nueral fatigue results in very slow speeds
and produces neural fatigue.
Optimal fatigue level Excessive exposure to this type
Muscular fatigue of training is not optimal for
developing maximal strength
levels.

Reproduced with permis-

sion from Jerry Telle: Telle,
J. (1995). BEYOND 2001
0 fatigue THE NEXT REAL STEP. New
1 Rep 3 Reps 6-8 Reps Approaches to Scientific Train-
ing for the Advanced Body
Reps at Maximal Intensity
Builder. Edict, Denver CO.

REPS 1 2 3 4 5 6 7 8 9 10 13 15 17 19 21

%1RM 100% 60%

Neural Metabolic
Adaptation Adaptation
(NEUROMUSCULAR) (CELLULAR)
Figure 6. Repetition continuum versus training effect.
(Poliquin & King 1991). Reproduced with permission from Charles Poliquin 1995.

Figure 7. Repetition/intensity relationships for five exercises

This diagram indicates the variance in repetitions to the same loading intensity among
different muscle groups.

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Reps and Skill Training

New motor skills are best learned by sets of 12-30 reps in most cases

• Never induce motor fatigue

• Never use high intensity to teach a new motor skill
• Always monitor for mental fatigue!

Practice Program

1. Please write a program of three exercises for a male pairs figure skater that will improve relative strength; he
is fully functional; TA = 13

2. Please write a program of three exercises for a mother of three children who has poor core control during
stepping, bending and twisting, yet has a functional I.U.; there is motor activity; TA = 0

Pairs Figure Skater

Exercise Rest Intensity Reps Tempo Sets

Mother of Three Children

Exercise Rest Intensity Reps Tempo Sets

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Practice Program Answers

Pairs Figure Skater

Exercise Rest Intensity Reps Tempo Sets
S.A. Push Press -1 2-4 ea.
D.B. Power Clean -1 2-4 ea.
S.B. S.A. Squat Push Press -1 2-4 ea.

Mother of Three Children

Exercise Rest Intensity Reps Tempo Sets
S.A. Cable Push + String -2 16-20
Box Step-up + String -2 16-20
Jefferson Squat + String -2 16-20

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The Science of Sets

1. There is an inverse relationship between sets and

reps. As the number of reps increases, the number Inverse Relationship
of sets decreases and vice versa. Between Reps and Sets

2. In the first few weeks of training very little train-

Reps 1 3 5 7 9 11 13 15+
ing volume (1-2 sets) will bring about ample
amounts of performance improvement because
adaptations are neural. It normally takes 6-8 weeks
of training before three sets are needed for begin- Sets High Low
ners2. (5-12) (2-4)

3. Once initial strength fitness is achieved, a mul- Figure 8. Rep/Set Relationship.

tiple presentation of the stimulus (3-6 sets) with (Poliquin 1990) Reproduced by permission from Charles
specific rest periods between sets is superior to Poliquin 1995
a single presentation of the stimulus. One must
ensure that this increase is done progressively26.

4. Muscles which are not usually subjected to high levels of training, such as the adductors and neck muscula-
ture, react well to few (1-3) sets.

5. Smaller muscle groups, such as the triceps, recover more quickly than large muscle groups, such as the
quadriceps. The larger muscle groups need more extensive work loads to achieve optimal results2. As an
athlete improves their skill level and matures in training age, more sets will be needed to bring about super
compensation and performance improvement.

6. In order to maintain the quality of training stimulus, no more than 30-36 sets per workout should be per-
formed. Better results are achieved if the total amount of sets is kept under 20-25. It is also recommended
that workouts be kept between 30-45 minutes for optimal hormonal response26. There should be an inverse
relationship between total time spent training and participating in the primary sport and time spent in the
gym (total sets) (see Periodization Concepts).

7. The number of sets is the key loading norm in controlling over-training. If an athlete has not fully recov-
ered from a workout, cut back on the amount of sets, never on the intensity if maximal strength devel-
opment is the goal26.

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Relationship Between Reps and Sets for the Bench Press

20

16
REPS
12

0
0 2 4 6 8 10 12 14 16 18

Figure 9
Reference: R. Nicci, 1994, adapted from Kavarik, with permission from C. Poliquin.

8. Use a SET WINDOW (1-4) to prevent injury:

• The low number being least likely to induce excess trauma
• The high number representing optimal training volume for that given training program/phase/period.
- Example: 1-4 sets for a beginner allows safety and adaptation.
- Advanced applications vary.

9. High Intensity Training (H.I.T.) training most often works because it provides both active rest and peri-
odization of training volume when cycled with other training methods!

10. Multiple presentations of an exercise stimulus are necessary to prevent adaptation as an exerciser becomes
more conditioned

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Practice Program

1. Please add sets to your previous program based on new knowledge of sets!

Pairs Figure Skater

Exercise Rest Intensity Reps Tempo Sets

Mother of Three Children

Exercise Rest Intensity Reps Tempo Sets

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Practice Program Answers

Pairs Figure Skater

Exercise Rest Intensity Reps Tempo Sets
S.A. Push Press -1 2-4 ea. 6
D.B. Power Clean -1 2-4 ea. 6
S.B. S.A. Squat Push Press -1 6-8 ea. 2-4

Mother of Three Children

Exercise Rest Intensity Reps Tempo Sets
S.A. Cable Push + String -2 16-20 1-4
Box Step-up + String -2 16-20 1-4
Jefferson Squat + String -2 16-20 1-4

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The Science of Loads

Consider that load is directly related to the amount of tension placed on the working muscle, which is an es-
sential component in both hypertrophy and strength development and in determining neurological demand.

TYPES OF LOADING
Linear Progression: Linear progression is the application of progressively increasing intensity. This system is
not always optimal because as intensity escalates, volume must decrease, making it hard to maintain hypertro-
phy gains. There is also elevated risk of injury due to over training.

Wave Loading: Wave loading is accomplished by alternating sets of greater loads with sets of lesser loads to
stimulate the nervous system. When the neural drive is increased to drive the larger (high threshold) fibers nec-
essary to move maximal loads, a carry over effect results, making the next set with the previously challenging
load seem relatively light to the body.

This results in improved performance (as evidenced by an increase in reps with a load found heavy in the last
set prior to initiating the wave).

Figure 10
Loading pattern examples for the maximal weights methods. The loading pat-
terns are particularly effective to train the synchronization of motor units and
increasing the tolerance to elevated innervation frequencies

MODE A: Wave-like loading l MODE B: Wave-like loading ll

(90%, 95%, 100%) 2-3 (85-88%, 90-92%, 94-97%) 2-3
3 2 1 3 2 1

MODE C: Bulgarian method

85%, 90%, 95%, 100-103%, 90-92%, 100-103%, 90-92%, 102-105%, 85-88% 3
5 3 2 1 3 1 3 1 5

MODE D: Paler Method l MODE E: Paler Method ll

85% 3, 90% 3 90% 3, 95% 3
5 3 3 2

*Note that all percentages are only guiding values since the relationship between the
maximum and sub-maximum loads is influenced by training status, sex and muscle
group. Only individuals with two years experience should use these training intensi-
ties.

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Load Leaping: Load leaping3 is a term describing the

wave like management of overall volume and inten-
sity in an exercise program. This technique allows for
maintenance of hypertrophy and concomitant devel-
opment of neural drive, while reducing the risk of over
training associated with linear progression. Load leap-
ing is a management technique for achieving optimal
results with volume and intensity dosages (see Peri-
odization Concepts section).

Loading Techniques: There are numerous techniques

of loading. A few examples are:
• Ascending Pyramid
• Descending Pyramid Figure 11.
Load leaping allows maintenance of both hypertrophy and
• Double Pyramid neural drive.
Note the inverse relationship between volume and intensity.
• Single Set System
• Multiple Set System
• Super Set System
• Drop Set System
• Circuit Programs
• Push Pull System, etc.

These systems are all successful methods of creating an overload. For an expanded explanation of various types
of loading systems, I suggest reading the book titled: DESIGNING RESISTANCE TRAINING PROGRAMS
by William J. Kraemer and Steven J. Fleck, Human Kinetics, published 1987.

Loads of 1-5 RM (85-100%) are used to develop maximal strength by primarily training the nervous system.
The changes in the nervous system are:
• increased neural drive to muscle
• increased synchronization of motor units
• increased nerve impulse frequency
• increased activation of the contractile apparatus
• decreased inhibition by the protective mechanisms of the muscle (golgi tendon organ).

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Benefits of Eccentric Training

1. Highly applicable to sports training. Some reasons are:

• Improved ability to decelerate limbs and implements.

• Improved ability to control landings from jumps of all types.
• Important for injury prevention, especially overuse injuries.
• Best method for overcoming strength training plateaus.

2. Eccentric loading generates more mechanical loading per motor unit. This results in up to 1.3 times more
muscle tension than concentric training. The increased stimulus of eccentric training results in greater
biological adaptations.

3. May produce hypertrophy faster than concentric contractions.

4. There is better overflow from eccentric to concentric strength than concentric to eccentric.

5. Can be used periodically to improve or maintain the neuromuscular system’s ability to generate fast force
production.

NOTE: A protocol commonly used by the Norwegians is to bench press two times per week, one with
eccentric contractions only. For the first workout the athlete would perform 5 sets of 4-6 reps at 80-
85% or their current maximum in the normal fashion; for the second workout the athlete would use
120% with eccentric only contractions.

6. Eccentric strength training should only be used for six weeks at a time. Each six-week period should be
followed by a two-week break.

NOTE: Care must be taken when using prolonged eccentrics. Athletes training for improved relative
strength may experience hypertrophy (weight gain!)7.

7. Eccentric exercise is very beneficial in the rehabilitative setting. Eccentric weakness is often the etiology of
overuse injuries in sports.

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Eccentric Loading (1,2,22)

SPECIAL PRECAUTIONS:
1. Athletes should only begin eccentric strength training after 1-2 years of solid strength training. (There are
exceptions in rehabilitative situations)

2. As intensity increases, so does the need for skilled spotters.

3. Muscle soreness after eccentric training may be significant, and can last for several days. Supplementing
anti-oxidants and post-workout nutrition may be helpful to aid in rebuilding tissue after eccentric work-
outs.

4. Eccentric training should not be used too close to athletic competitions because there may be decreased
performance for 7-10 days.

5. Eccentric work is best done in sets of 1-6 repetitions since supra-maximal loads are used in this method.
One should favor 4-6 repetitions per set when introducing eccentric work. (See Poliquin’s eccentric train-
ing progressions below)

Figure 12. Relationship between intensity and repetitions performed by male and females during eccentric external
shoulder rotations.

Modified from: Rivard, J. 1994. Eccentric Muscle Work: Data Collection for Repetitions versus Resistance. Scientific
Physical Therapy 1994, Vol. 5 No. 6

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Poliquin’s Suggested Progression

for Eccentric Training:

LEVEL 1

For the athlete with less than the recommended 1-2 years of training experience. No training with eccentric
loads is needed, just the simple lowering of loads under control should suffice.

LEVEL 2

Use 70% 1 RM to achieve concentric failure, and then do 2-3 forced repetitions with the same load. Repeat
for 2-3 sets. As a variation you could perform only one forced rep, but try to stop the descending weights three
times for a count of 4 seconds.

LEVEL 3

Use 70% max and go to concentric muscle failure, then do 2-3 forced repetitions with 15% more weight. Re-
peat for 2-3 sets.

LEVEL 4

Use 80% of maximal load, go to concentric muscle failure, and then do 2-3 forced repetitions with 20% more
weight. Repeat 3-4 sets. As an alternative for levels 3 and 4, a training partner can manually apply resistance
(pushing the bar down) for the eccentric portion instead of adding weight. These additional negative repetitions
will exhaust eccentric strength levels after you achieve concentric muscular failure.

LEVEL 5

Use 110-120% of maximal load, do 4-6 reps for 4-6 sets, resting 4-5 minutes between sets. Take 8-10 seconds
for each lowering.

LEVEL 6

Use 125-140% of maximal load, do 2-3 reps for 5-6 sets, resting 4-5 minutes between sets. Take 4-6 seconds
for each lowering.

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The Science of Tempo

Tempo is recorded as a number sequence that corresponds to the concentric and eccentric actions of the
motion with the middle number commonly indicating a pause between muscle actions:
• Squat 311 = 3 eccentric – 1 pause – 1 concentric

1. There is a great deal of evidence that a high load is not the only pre-requisite for strength development: The
duration of the stimulus is also of importance1.
• Tempo is the factor that controls the duration of the stimulus.

2. Strength is increased more rapidly if training includes various tempos of execution than if exercises are
performed at one speed2.
• Slow speeds of movement (3-10 sec con/ecc) places increased time of tension on the muscular system.
This is due to reduced momentum and substantially favors development of muscle size (hypertrophy)
and strength.

3. When training at slow contraction speeds for maximal strength, no more than 60 seconds of work should
be done2 for the following reasons:
a. With sets lasting longer than 60 seconds the stress on the energy system becomes progressively more
aerobic, not favoring optimal strength development.
b. As a muscle fatigues, the capacity to develop muscle tension is lost and conditions for developing
strength are no longer optimal.

4. For the first year of training, Eastern Block sources recommend training at moderate and slow tempos2.

5. High intensity lifting with >80% 1 RM at a fast tempo is another way to achieve high levels of muscle ten-
sion. This recruits fast twitch muscle fibers2.

6. When lifting loads quickly, maximal tensile loading of the muscle is only present during the acceleration
phase of the lift unless the weight is lowered. When light loads are accelerated explosively, type II B muscle
fibers are often recruited. It is during this initial phase that start strength is valuable and trainable (see Fig.
13).

7. Explosive strength training, such as vertical jumps, results in a small insignificant increase in maximal
strength, but in a considerable shortening in the time of force production, therefore resulting in changes
in the velocity end of the force-velocity curve. High resistance training (> 70% 1 RM) primarily produces
changes in the force end of the force-velocity curve16.

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8. There is a positive correlation between strength and speed of movement at all loads16.

9. The closer a given load is moved to maximum velocity, the greater the intensity and the greater the training
effect on a neuromuscular basis16.
Eccentric Isometric Concentric
10. Training at 30-60% of 1 RM may Contraction Contraction Contraction
produce greater improvements in
force production at higher veloci-
ties.

Force Development
11. In an EMG study performed with
box lifts, it was noted that cutting
the lifting time from 1.5 seconds
to 0.75 seconds produced inertial
torque four times as large27. This
has specific relevance to calculation
Velocity of Contraction
of joint loads during high velocity
lifting and is an indicator of poten- Figure 13. Relationship between speed of movement and force
tial joint stress with excessive high development. (Poliquin 1989)
intensity lifting volume.

12. Stabilizer training (Type I dominant) requires submaximal loads (=/< 40% max) and slow tempos; > 100
sec TUT:
• Belt Squat @ 10 x 616 = 130 seconds time under tension

13. Dynamic Postural Loading

• Type II A < 100 seconds loading at 40 - 75% 1RM
- Moderate to slow speeds of movement
• Type II B < 12-15 (~10) seconds loading at 75 - 100% 1RM
- Slow Speed/High Intensity
- High Speed/Mod. Intensity
- High Speed/Low Intensity

14. When using high intensity training for maximal strength, an effort should be made to accelerate the load
as fast as possible, even if the weight moves slowly. This is beneficial for developing the various manifesta-
tions of power, i.e., acceleration, explosive, and starting strength. Such training will aid in:
a. Reducing time to maximal motor unit recruitment.
b. Improved synchronization of motor units.
c. Improved rate coding of motor units.
d. Developing movement qualities similar to those required of most sports.

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100%

80%
Force
Loss and 50%
11B 11A TYPE 1
Recovery

0%
0 30 60 90 120 180 240 300
Time in Seconds
Figure 14. Fatigue/Recovery Times of Muscle Fibers Under Optimal Tension.

Telle (9, pg.192) shows us that fatigue time of Type IIB fibers begins in 2-3 seconds and is complete between 12-15 seconds.
Recovery takes 3-5 minutes. Type IIA fibers begin fatiguing in 6 seconds and are totally fatigued in 30-120 seconds. Slow twitch
fibers (Type I) begin fatiguing in 6 seconds and are fully fatigued in 3-5 minutes. NOTE: When a fiber fatigues, it doesn’t stop
producing force, it just produces less force. Recovery is considered a return to approximately pre-exercise levels.

15. Rapid movements should be periodized with slower movements for developing maximal strength and/or
hypertrophy for the following three reasons16:
a. Rapidly accelerating a load increases the effective loading on a muscle, but only for the time-frame
of acceleration, thereafter the loading is reduced because of momentum.
b. Maximum tension is critical for strength increases.
c. The risk of trauma is greater with high velocity training (see No.11 above).

Peroidization of Speed of Contraction

1. Progress training from slower to faster movements.

2. Begin with a solid foundation of base conditioning prior to attempting high velocity training techniques.

3. For best results, alternate 2-3 week periods of slower training with higher velocity training7,24.

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Practice Program

1. Please add tempo to your practice program based on your new knowledge of tempo manipulation!

Pairs Figure Skater

Exercise Rest Intensity Reps Tempo Sets
S.A. Push Press
D.B. Power Clean
S.B. S.A. Squat Push Press

Mother of Three Children

Exercise Rest Intensity Reps Tempo Sets
S.A. Cable Push + String
Box Step-up + String
Jefferson Squat + String

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Practice Program Answers

Pairs Figure Skater

Exercise Rest Intensity Reps Tempo Sets
S.A. Push Press -1 2-4 ea. X01 6
D.B. Power Clean -1 2-4 ea. X 6
S.B. S.A. Squat Push Press -1 2-4 ea. 101 2-4

Mother of Three Children

Exercise Rest Intensity Reps Tempo Sets
S.A. Cable Push + String -2 16-20 202 1-4
Box Step-up + String -2 16-20 Mod 1-4
Jefferson Squat + String -2 12-20 303 1-4

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The Science of Rest Periods

1. In general, rest periods in strength training should be between 2-5 minutes, with an average of 3-5 min-
utes.

2. For the purposes of hypertrophy training11 and exercise programs directed at weight loss or body slim-
ming23, short rest periods of 30-60 seconds coupled with high volume training have been found to cause
elevated levels of growth hormone and testosterone.

Hormone Actions

Stimulates somatomedians, protein synthesis, growth, &

Testosterone
organic metabolism

Stimulates development & maintenance of male sex

Growth Hormone
characteristics, growth and increased protein anabolism
Table 4. Action of Testosterone or Growth Hormone

3. The higher the training intensity and the larger the man, the longer the rest interval should be2.

4. Inadequate rest periods result in the following:

a. Progressive activation of alternate energy systems, i.e. fast glycolytic (lactic acid system), followed by the
aerobic energy system

Hormone Actions
Inhibits or retards amino acid incorporation into proteins, maintains normal
Glucocorticoids
blood sugar level, conserves glucose, promotes storage of fat
Table 5. Actions of Glucorticoids

NOTE: Activation of the aerobic energy system encourages Glucocorticoid release (cortisol, cortisone,
etc.)7. These hormones are antagonistic to strength and hypertrophy development.

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b. Inability to maintain optimal levels of muscle tension

c. Altered recruitment of targeted muscle fibers:
1. When targeting type I, or II A fibers, inadequate rest will force recruitment of type II B and reserve
fibers in attempt to continue work demand.
2. When targeting II B fibers, inadequate rest will result in forced recruitment of II A, and eventually
type I fibers. This will significantly effect speed of movement, strength, and muscle tension.
d. Neural fatigue and associated regression of motor skills
e. Accumulation of metabolic waste
f. Psychological fatigue

5. Too much rest between sets may result in the following:

a. Loss of body temperature, causing need to warm up again
b. Loss of nervous system facilitation/stimulation, often resulting in decreased next set performance
c. Increased likelihood of injury after prolonged rest periods

6. Rest period length is vital during skill and/or explosive training. If rest periods are inadequate, fatigue ham-
pers motor learning. Because explosive training frequently has a strong motor learning component, and
high levels of IIB fiber recruitment, inadequate rest significantly retards performance.

7. Rest periods can be manipulated to keep an athlete in the lactic acid energy system for tolerance training.
Short rest periods coupled with high repetition/low resistance training activates the aerobic energy system.
Rest period manipulation may serve as an effective stimulus for program variarion.

8. Rest period manipulation:

• Ascending rest periods for beginners and high skill and or high intensity training
• Descending rest periods to induce metabolic shift

9. Strict management and recording of rest periods is essential for consistency of record keeping, and deter-
mining program outcomes. If the rest periods change, the program has changed.

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Practice Program

1. Please add rest periods to your practice program based on your new knowledge of rest period manipulation!

Pairs Figure Skater

Exercise Rest Intensity Reps Tempo Sets

Mother of Three Children

Exercise Rest Intensity Reps Tempo Sets

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Practice Program Answers

Pairs Figure Skater

Exercise Rest Intensity Reps Tempo Sets
S.A. Push Press 3:30 -1 2-4 ea. X01 6
D.B. Power Clean 3:30 -1 2-4 ea. X 6
S.B. S.A. Squat Push Press 2-3:30 -1 2-4 ea. 101 2-4

Mother of Three Children

Exercise Rest Intensity Reps Tempo Sets
S.A. Cable Push + String 1-2:00 -2 16-20 202 1-4
Box Step-up + String 1-2:00 -2 16-20 Mod 1-4
Jefferson Squat + String 1-2:00 -2 12-20 303 1-4

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Periodization Concepts

WHO STARTED PERIODIZATION?

The ancient Greeks used a crude form of periodization in training for the ancient Olympic games. The Olym-
pics were preceded by a nine month periodized training cycle. The last month was spent in specific competi-
tive preparation at the Olympic site. The Greeks used a 4 day training cycle, known as the tetrad, which was
characterized by different manipulations of volume and intensity such that there were “shock”, “base”, and
“unloading” days within the cycle29.

Key exercises are maintained and plyometrics are in

incorporated. Train the antagonists. Prepare the peak.
In
Season

Pre/In Sport specific training with 4-6 primary exercises.

Season Use moderate to fast tempo with increased intensity.

Off/Early Base/Hypertrophy training to include stabilizers.

Season Use multiple exercises for high volume/ slow tempo training.

Figure 15. Yearly Periodization of Strength Training.

As demonstrated in the corresponding sides of the pyramid, all aspects of training change as the season approaches.

LINEAR PERIODIZATION

• Not as effective as undulating periodization because there is no mechanism to support muscle mass (hyper-
trophy) as intensity escalates.

• THere may be increased chance of injury due to linear escalation of intensity (tissue stresses).

• Linear periodization is useful in the initial stages of rehabilitative exercise programs. This is due to the fact
that initially, high rep / low resistance loading schemes are used, and a linear progression from neural to
cellular adaptation is acceptable. At the point which loading intensity has reached 75-80% for 3-4 weeks,
undulation should be considered for best progress.

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EXAMPLE PROGRAM:

WEEKS 1-4 5-8 9-12

Sets x Reps 5 x 10 5x5 4 x 1-4
Intensity 60-75% 80-90% 90-100%

There are rehabilitation applications for linear progression.

• It is during this stage of strengthening that gains are predominately neural and patients are commonly
weak, or far below their genetic potential.
- ~30% strength gain in first 4 weeks due to neural adaptation (D. Sale)

UNDULATING PERIODIZATION

• The concept of alternating periods of high volume (hypertrophy) training with periods of high intensity
(neural) training.
• Undulation in training reduces or eliminates the psychological and physiological causes of progress stagna-
tion caused by an overemphasized specialization on volume or intensity 7.
• Figures 16 an 17 represent use of undulation periodization for developing both absolute and relative
strength.

Weekly Volume of Training Weekly Volume of Training

Ratio 2:1 Ratio 3:1

80% 100%
70% 80% 100% 50%

15%-20%

Week 1 Week 2 Week 3 Week 1 Week 2 Week 3 Week 4

Figure 16. Loading distribution based on a three-week Figure 17. Loading distribution based on a four-week
cycle. Each block of the histogram represents a weekly cycle. Each block of the histogram represents a weekly
volume of training in the form of percentage. Refer- volume of training in the form of percentage.
ence: Poliquin, 1989 Reference: Poliquin, 1989

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A TEN-WEEK PROGRAM FOR A BREASTROKER TO DEVELOP THE STRENGTH AND POWER

OF THE ARM EXTENSORS IN THE GENERAL PREPARATORY PHASE.
Every phase has a duration of two weeks, depending on calendar of competition.

Phase Exercise Sets/Reps Speed of Contraction Tempo

Incline presses 3/15-10 Moderate Stop & Go

G.C.S
Flat dumbbell presses 3/15-20 Moderate Stop & Go
Bench press to neck 3/10-12 Moderate
Acc 1 3s up/3s down
Bench press 3/10-12 Moderate
Decline press to neck 4/4-6 Super slow 5s up/5s down
Int 1
Rope press downs 3/4-6 Super slow 10s up/4s down
Bench press to neck 3/8-10 Moderate 2s up/4s down
Acc 2
Lying triceps extensions 3/8-10 Moderate 2s up/4s down

Int 2 Dips 5/ 3-5 Super slow 4s up/6s down

LEGEND
G.C.S. - General Conditioning Phase, Acc - Accumulation Phase, Int - Intensification Phase
Table 6. Ref: C Poliquin 1989

ACCUMULATION / INTENSIFICATION PERIODIZATION

• By definition, “accumulation” indicates increases in volume, while “intensification” indicates increases in

intensity.
• The terms undulating periodization and accumulation/intensification are often used interchangeably29. This
may lead to confusion, as accumulation indicates “increasing amount”, but does not necessarily indicate
changes in intensity, as seen in the undulation style of periodization.
NOTE: Compare Figues 16 and 17 of above with accumulation/intensification program below.
• Many sports don’t lend themselves to periodization.
E.g. A skier’s program is very weather dependent. If the weather is conductive to skiing they ski, and if it is poor
they are in the gym7. In football, a freshman may be on a schedule for optimal performance in training camp,
while a senior is preparing to peak at a bowl game 24.
• What is the competitive schedule for your sport?
• What will be the duration and timing of the various training phases?

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STRATEGIC OVERLOADING

The Overloading Microcycle

Modified from: V.M. Zatsiorsky. 1995. Science and
Practice of Strength Training. Human Kinetics.

TAPERING CONCERNS 7

1. Males should taper earlier than females:

i.e. Swimming short distances: Males 10 days vs. Females 7 days

2. Tapering/muscle mass considerations: The greater the muscle mass of the athlete the longer the tapering
period, e.g., 95 kg rower tapers for ten days vs. 60 kg rower tapers for 7 days

3. Energy system requirements: The longer the event the longer you need to taper.

The periodization principles used for athletes can be used for rehabilitative strength training.

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Program Design Considerations

GUIDELINES FOR DEVELOPING AN EFFECTIVE TRAINING PROGRAM

1. Set realistic, attainable goals for every training session and make every effort to attain them. Keep long-
range goals in sight at all times24.

2. Schedule training sessions and record necessary acute variables such as load, tempo, rest periods, reps and
sets completed, and any musculoskeletal aches and pains that may be hindering training.

3. Take note of performance fluctuations with different programs as well as fatigue levels.

4. Increase training according to logical loading principles (super-compensation).

5. Always build off of a foundation of basic/general training.

6. Always schedule training over an entire year, being careful not to discontinue training, which may lead to
stagnation and loss of performance. Avoid training breaks that may hinder long-term development.

7. Avoid injury by using appropriate warm-up and cool down techniques.

8. Administer tests for improvement or enter competitions regularly enough to determine the success of your
current program. Beginners benefit highly from competitive experience and should not be afraid to com-
pete regularly 24.

9. Use appropriate re-entry program after injury or illness.

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Beginner Level Weight Training

TRAINING GUIDELINES

1. It is wise to use low percentages of maximum to introduce athletes to strength training (60-80%; 8-20
Repetitions)1. Research shows that the effectiveness of strength training in beginners depends only to a
minor degree on the magnitude of resistance, providing the resistance exceeds 45-50%4. As the fitness level
of the exerciser improves, resistance will have to progress for continued strength gains24, even in beginners.

2. Beginners can make significant gains in strength with 15-20 rep loads since they are at the bottom of their
strength potential1.

3. Gains in strength with 15-25 RM loads are due to enhance motor performance. Exercising with these sub-
maximal loads promotes great opportunity for technique control1.

4. Generally, breaks between sets range between 30-180 seconds depending on program design. During the
first 4-6 wks. of training, beginners need not be worked to exhaustion to achieve strength gains as most
progress is neural.

5. Strength training exercises requiring high levels of coordination (power cleans, power snatches, clean and
jerk) are seldom performed for more than 6 repetitions per set1.
• Careful selection must be administered when teaching complex exercises to beginners, if at all. When
performed, using PVC pipes as bars and aluminum Olympic style bars make excellent tools for training
beginners. Coaching for technique perfection is of paramount importance.

6. Teenagers (and beginners) should perform no more than 30-36 sets per workout, e.g. three exercises @ 12
sets each or 12 exercises @ 3 sets each2.

7. Athletes with less than 1-2 yrs of successful weight training should not be exposed to <5 RM loads.

8. Beginners must partake in foundation weight training. To partake in too rapid a training load increase, a
one sided development of maximal strength, power, or muscular endurance (such as seen with some sport
specific training programs) may be dangerous for beginners.
• High resistance, high velocity, and complicated movements may be beyond the performance capacity
and adaptability of an unprepared body, and may, under adverse conditions, cause physical injury. The
body’s supporting and holding structure is particularly at risk4.
• Beginners should spend the first 6-9 months developing the body’s basic support systems while getting
accustomed to different types of weight lifting and training techniques and resistances. For that matter,
programs with multiple exercises, using fewer sets are desirable24.

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9. Select exercises that target the body’s major muscle groups, remembering that where weight loss is a con-
cern, your best results come from exercises targeting large muscle groups, coupled with short rest peri-
ods23,24.

10. Choose weights allowing full range of motion training.

11. When designing exercise programs for beginners, optimal results come from using 4-7 exercises per work-
out for station training and 6-18 exercises for circuit training.

12. During the first two weeks, two training sessions are sufficient. In the following weeks, better results may
be obtained from 3-4 training sessions per week.

13. Because connective tissues heal approximately seven times slower than muscle tissue, exercise loads should
be progressed slowly.

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Strength Training Considerations

for Women and Children

WOMEN

1. The NSCA recommends that female athletes be exposed to resistance training methods in junior high and
high school5. It is logical that early participation in resistance training would prepare the female athletes for
more advanced training methods in college.
• Because free weight training activates the stabilizer muscles and requires higher levels of neuromuscu-
lar control, female athletes can achieve the benefits of resistance training (improved posture, improved
joint stability, and improved connective tissue strength) that foster optimal development through ado-
lescence.

2. Due to hormonal fluctuation, the coach/trainer should be aware that females will often test better on
strength tests two to three days after the onset of menstruation5.

3. Women need longer development times before exposure to extremely heavy weights, due to a lower thresh-
old capacity in their connective and supportive tissues4. This may be related to higher levels of relaxin and
fluctuation of hormonal states in a woman’s body.

4. Empirical evidence suggests that female athletes loose their strength faster than their male counterparts.
Because of this finding it is suggested that females continue to train through the competitive season using
80-90% loading 5.

5. More multi-joint exercises need to be introduced to the female athlete earlier in her exposure to weight
training.
• Too many women are first introduced to machine training as the “safest” way for females to train5.

NOTE: Machine training does little to develop the postural and stabilizer muscles, which is essential
training for the modern adolescent female. In fact, coach Goss24 referenced Fitness Risk Management for
stating that 19 out of 20 injuries in health clubs happen on machines, not free weights!

6. Females should be encouraged to strengthen their upper body, with particular attention to the triceps, low
back5, abdominal, and elbow flexor musculature.
• Poliquin states that because women have a much higher incidence of joint laxity (elbow hyper exten-
sion), strengthening their elbow flexors aids in stabilizing the joint7.

7. Because of body weight increases during menstruation, volume and intensity of plyometeric exercises
should be monitored carefully during this time period5.

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8. The female body is biologically more adept to training for endurance events due to muscle composition
favoring a dominance of slow twitch muscle fibers4.
NB: This topic is covered extensively in Equal, But Not the Same by the C.H.E.K Institute © 1998.

CHILDREN / ADOLESCENTS

1. The optimal time to begin resistance training is 11-13 yrs. for girls and 13-15 for boys 4, although the use
of high resistances should be avoided until well into adolescence; even then it needs to be monitored very
carefully.

2. Children, adolescents, and adults beginning resistance training of any type should always begin with body
weight exercises 6.

3. Children should be heavily encouraged to participate in activities which develop the neuromuscular system,
as this training becomes the foundation upon which both posture and sports performance are built upon in
adolescence and adulthood. Examples of such exercises include:
a. Training on unstable objects such as large balls, teeter totters, swing sets, balance beams, and trampo-
lines.
b. Climbing ropes, monkey bars, and trees.
c. Riding bicycles, roller skating, skate boarding, and horse back riding.

NOTE: Goss24 quotes Russian coaches who state that children are capable of greater capacity for speed
development and train ability of the nervous system in the adolescence period.

4. Training for children and adolescents should offer variety to retain their attention. Flexibility should be
emphasized4.

5. Particular attention should be given to development of abdominal, spinal, and scapulo-thoracic muscles. It
is these muscles that are essential to postural development, which has correlation with balance and agility
development.

6. Avoid over use of sport specific exercise prescription with children and adolescents due to increased likeli-
hood of sport specific muscle imbalances.

7. Eccentric exercises should assume low priority in children’s exercise programs 4.

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Intermediate and Advanced

Weight Training

For more qualified athletes (intermediate and advanced) fewer exercises are needed, although more sets are
needed. Soviet weight lifting expert, Arkady Voroboyev, recommends 2-7 exercises with 4-6 being the average.
The current trend is to have more frequent workouts of shorter duration2.

This allows:
• More sets per exercise.
• Improved inter-muscular coordination via increased volume per exercise.
• Splitting workouts into body parts for optimal concentration of work load.
• Splitting workouts into multi- joint and single joint exercises.

NB: This topic is covered extensively in Advanced Program Design by the C.H.E.K Institute © 1998.

Frequency of Training

1. In the early stages of training, 2 sessions per week are adequate to stimulate strength gains, e.g., Monday
and Thursday2.

2. The frequency of training is a function of:

a. Training age
b. Sex: Women need more training to accomplish strength levels attained by men with less volume at the
same intensity.
c. Nature of muscle trained:
Larger muscles need less training sessions while smaller muscles can handle more training sessions per
week.

3. Empirical evidence suggests that larger men recover slower and thus should be exposed to less frequent
training sessions than smaller men7.

Strength Coach Charles Poliquin states that the law of least effort should be followed:
• Only increase sets and frequency when gains are no longer appreciable, and do it very gradually.

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NOTES

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Variety in Strength Training

1. When training elite athletes, the coach must consider that strength training programs loose their efficiency
after only two weeks. With intermediate athletes you may have up to three weeks, depending upon their
neuro-developmental background. Beginners need their programs modified approximately every four weeks
to prevent both nervous system adaptation and injury.

2. LONG TERM VARIATION3:

In regard to long-term variation, Poliquin quotes Tschiene for recommending the following progression of
variations of strength training for the sport disciplines:
Step 1) Training of maximal strength, speed strength, and strength endurance. Emphasis is put on gen-
eral development, the so-called strength training base.
Step 2) Training of maximal strength of the specific muscles involved in the sport without too much
concern over the specificity of the movement direction and speed.
Step 3) Training of strength specific to the sport.
Step 4) Plyometric training.

3. SHORT TERM VARIATION:

Short term variation refers to the manipulation of acute exercise variables, including the exercise selection.

4. VARIATION OF MAGNITUDE OF TRAINING:

In order to obtain optimal progress, phases of high volume (low intensity), high intensity (low volume),
and unloading phases must be alternated3.

5. VARIATION OF CONTRACTION TYPES:

Soviet National Weight Lifting Coach, A.K. Worobjow, (1984)3 recommends the following proportion
between the different types of contractions for optimal strength development:
• 70% concentric, 20% eccentric, 10% isometric.
• When training elite athletes, up to 50% eccentric loads may be used in training24.

6. Because different parts of a muscle often have different task specific recruitment patterns, a variety of
exercises should be used to strengthen any given muscle, e.g., the abdominal musculature are segmentally
innervated and have multiple functions which could never adequately be strengthened with only one or
two exercises.

7. The biceps femoris has a short and long head, as well as having dual innervation. To effectively strengthen
this muscle, resisted movements of hip extension, and knee flexion must be incorporated into a strengthen-
ing program.
NB: This topic is covered extensively in Advanced Program Design by the C.H.E.K Institute © 1998.

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NOTES

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References

1. Poliquin, C. Theory and Methodology of Strength Training (Part 1) Sports Coach, July – September,
1989.
2. Poliquin, C. Sensible Strength Training from the Start: Loading norms for adolescents’ strength training
programs. Coaching Review Mar/Apr 1986: 28-30.
3. Poliquin, C. Variety in Your Strength Training Program. Sports Science Periodical on Research and Tech-
nology in Sport (Gloucester, Ontario, Canada) August, 1988.
4. Hartmann, J. & Tunnemann, H. Fitness and Strength Training for All Sports (Theory - Methods - Pro-
grams). Sports Books, Toronto, Canada. 1995.
5. NSCA. Position Paper: Strength Training for Female Athletes. National Strength and Conditioning As-
sociation, Colorado Springs, CO. 1990.
6. Vermeil, A. Personal Communication. 1995. Head Strength Coach - Chicago Bulls
7. Poliquin, C. Personal Communication. 1995. International strength coach.
8. Goss, K. Designing Strength Training Programs, Second edition. Unpublished course manual. 1994.
9. Telle, J. BEYOND 2001 The Next Real Step: New Approaches to Scientific Training for the Advanced
Body Builder. Edict, Denver, CO. 1994: 216-217.
10. Siff, M.C. & Verkhoshansky, Y. V. Supertraining: Special Strength Training for Sporting Excellence.
School of Mechanical Engineering, University of the Witwatersrand, South Africa. 1993.
11. Hedrick, A. H. Training for Hypertrophy. Strength and Conditioning (NSCA JOURNAL) Vol. 17. No. 3
June, 1995: 22-29.
12. Baechle, T.R. (Ed.) Essentials of Strength Training and Conditioning. NSCA, Human Kinetics, Cham-
paign, IL. 1994.
13. Poliquin, C. Strength Training for Elite Athletes. American Swimming Coaches Association, World Clinic
Year Book. Ft. Lauderdale, FL. 1987.
14. Schmidtbleicher, D. Muscular Mechanics and Neuromuscular Control. In: International Series on Sport
Sciences, Vol. 18, Swimming Sciences V. Human Kinetics Champaign, IL. 1994: 131-146.
15. Poliquin, C. Development of Speed, Strength, and Power. Audio cassette recordings. NSCA National
Conference, San Diego, CA. 1989.
16. Poliquin, C. Loading Parameters / Speed of Contraction. Sports Specific, 1991 Vol. 3, No. 2: 8-12.
17. Zatsiorsky, V.M. Science and Practice of Strength Training. Human Kinetics, Champaign, IL. 1995.
18. Svendsen, B. Medical Exercise Therapy for Thoracic, Lumbar, and Lower Extremity Patients. Course
manual. Haslett, MI. 1990.
19. Travell, J.G. & Simons, D.G. Myofaxcial Pain and Dysfunction: The Trigger Point Manual. Williams and
Wilkins. 1983.
20. Travell J. & Bigelow, N.H. Role of Somatic Trigger Areas in the Patterns of Hysteria. Psychosomatic
Medicine, 1947: 9.6, 353-363.
21. McEvoy, K., Rawson, B. & Ridley, P. The Role of Functional Strength Training in the Rehabilitation
Process of Athletes. Sport Health, Vol.11 No.1. 1991.

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 Program Design

22. Poliquin, C. The Science of Eccentric Training. Muscle Media 2000.

23. Snyder, G. & Dayton L. Freestyle Training. Snyder Productions Orlando, FL. 1995. To order: 1-800-843-
2022
24. Goss, K. Personal communication, July 1995: Strength coach and author.
25. Poliquin, C. Classification of Strength Qualities. National Strength and Conditioning Association Journal
Vol.11, No.6. Dec 1989/Jan 1990: 48-50.
26. Poliquin, C. Theory and Methodology of Strength Training: How many repetitions should be done?
Sports Coach October/December 1989: 22-25.
27. Holmes J.A., Damaser M.S. & Lehaman S.L. (1992) Erector Spinae Activation and Movement Dynamics
About the Lumbar Spine in Lordotic and Kyphotic Squat Lifting. Spine, Vol. 17, 1992: 327-334.
28. Fleck S.J. & Kraemer W.J. Designing Resistance Training Programs. Human Kinetics, Champaign, IL.
1987: 167-168.
29. Baker D. Periodization of Strength Training for Sports: A Review. 1994.
Strength and Conditioning Coach, Vol. 1, No. 3. Official Magazine of the Australian Strength and Con-
ditioning Association. 1994.

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How to Complete Your Exam

If you purchased this exam through the C.H.E.K Instiute e-Learning Platform, you will need to
log into your account and take the exam online.

When you have grasped the concepts and techniques presented in this course, you are ready to take the exam.

Taking Your Exam Online

This exam is designed to be taken online. This is also the quickest way of completing your exam and receiving
your certificate of completion immediately.
To take your exam:
1. Go to www.chektesting.com & follow the instructions to access the exam.
2. Full instructions to complete your exam can be found with the exam.
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4. Choose one correct letter (A/B/C/D) for the multiple choice answers or the correct option (A/B) for
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General Instructions
• Only one person may take this exam, receive a certificate of completion and receive continuing education
credits for this exam. Please contact the C.H.E.K Institute or your local distributor if you would like more
information on our Course Share program, where two or more people can share one set of course DVDs.
• This is an open book exam.
• There is only one correct answer for each question. Select the best possible answer. Choose the correct letter
(A/B/C/D) for your answers to the multiple choice questions or the correct option for True/False questions
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• You must apply what you have learned from the concepts and techniques presented in this course in order
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Pass Mark
The pass mark is 80%. Each question is worth 1 point. You will need to score at least 80 points of the possible
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Retake Information
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* If you do not pass the exam, you may retake it twice more online for no additional fee. If you fail to pass on
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If You Do Not Have Access to the Internet

1. Complete the answer sheet on page 119-120 in the manual.

2. Circle the correct letter (A/B/C/D) for your answers to the multiple choice questions or the correct option
(A or B) for True/False questions.

3. Keep a copy of your exam for your records, as your exam will not be returned to you.

4. Complete the Grading Request sheet on page 121 of the manual. There is a $30 grading fee, which in-
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Course Critique
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Please take a few moments to fill in the course evaluation when you take the test online, or complete the cri-
tique on page 125 and send it in to the C.H.E.K Institute with your test.

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Program Design
Correspondence Course Test
(Revised 2010)

1. Examples of acute exercise variables are __________.

A. Flexibility, stability, strength and power

B. Volume, intensity, density and time under tension
C. Training age, max HR, lactic threshold and VO2 max
D. Reps, sets, loads, tempo and rest periods

2. The squat exercise requires joint motion predominately in which plane?

A. Sagittal
B. Frontal
C. Transverse
D. All of the above

3. Which plane divides the body into a top and bottom portion?

A. Sagittal
B. Transverse
C. Frontal
D. None of the above

4. Moving toward the fetal position is an example of __________.

A. Abduction
B. Horizontal abduction
C. Pronation
D. Supination

5. A sprinter coming out of the blocks is an example of __________.

A. Pronation
B. Supination
C. Circumduction
D. Adduction

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 Program Design

6. Dynamic Strength/Contraction is a more accurate description of the term __________.

A. Kinesthetic
B. Isotonic
C. Eccentric
D. Isometric

7. Relative strength is especially important for __________.

A. Football
B. Wrestling
C. Rugby
D. Golf

8. When a muscle shortens under load this is a __________ contraction.

A. Isometric
B. Eccentric
C. Concentric
D. Quadraplex

9. When muscle contractions are performed at varying joint speeds, this is termed a __________ con-
traction.

A. Isometric
B. Eccentric
C. Limit
D. Dynamic

10. Competitive maximum strength produces greater measurable strength than limit strength.

A. True
B. False

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11. Optimal strength may be defined as the amount of strength __________.

A. Needed to perform a one rep max with prolonged exposure to strength training
B. Comparable to an elite 100 meter sprinter
C. Needed to perform any given sport at a high level
D. Needed for maximum performance, in that additional strength will not improve performance

12. Improving the ability for muscles to work together in complex movements such as a lat pull-down
exercise would be considered improvement in __________.

A. Intramuscular Coordination
B. Lumbo Pelvic Coordination
C. Hand-Eye Coordination
D. Intermuscular Coordination

13. Intramuscular coordination may best be defined as __________.

A. Improved ability to recruit motor units within the working muscles of any complex exercise
B. Improved ability for muscles to perform force during an exercise
C. Increased ability to recruit a greater percentage of available motor units in any given muscle
D. The ability for a muscle to improve a synchronous stimulation

14. When a client begins a training program, the initial increase in recruitment of motor units
__________.

A. Starts out slowly and continues slowly as training continues

B. Starts out slowly and then increases as training continues
C. Starts out quickly and continues quickly as training continues
D. Starts out quickly and continues more slowly as training continues

15. During lateral flexion of the trunk in the frontal plane, the ipsilateral internal and external obliques
act as prime movers as well as functioning together as __________ to counteract each other.

A. Agonists
B. Antagonists
C. Stabilizers
D. Neutralizers

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16. During a biceps curl, the tricep muscle is acting as the __________.

A. Agonist
B. Antagonist
C. Stabilizer
D. Neutralizer

17. Performing a series of sets with scheduled rest periods on one machine or with one exercise would
best be described as __________.

A. Circuit Training
B. Super Setting
C. Station Training
D. Compartmentalized Training

18. When calculating training volume, it is essential that total repetitions performed be correlated with
total pounds lifted to determine the true magnitude and/or intensity training volume.

A. True
B. False

19. The term “Intense Workout” is appropriately used to describe an aerobic exercise program which has
been shown to cause heavy sweating and exhaustion in the class participants.

A. True
B. False

20. When lifting weights, which repetition range best describes intense weight training?

A. 12 – 20 reps
B. 15 – 18 reps
C. 6 - 10 reps
D. 2 - 4 reps

21. It is commonly understood that performing exercises with intensities greater than 80% 1RM recruit
__________.

A. Fast twitch type fibers type 2B

B. Fast twitch type fibers type 2A
C. Type 1 muscle fibers
D. All of the above

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22. The “effect” of a training load is __________.

A. Measureable
B. Subjective
C. Determined by the trainer’s observation
D. None of the above

23. The “affect” of a training load is __________.

A. Measureable
B. Quantifiable
C. Determined by the trainer’s observation
D. None of the above

24. A individual is considered an advanced weight lifter when presenting with greater than two years
experience of consistent strength training.

A. True
B. False

25. It is important to use a health appraisal questionnaire __________.

A. To determine the total physiological load on a client

B. To determine potential road blocks for a client
C. To use as a quantitative measure of a client’s health status
D. All of the above

26. After an injury or illness it is best to __________.

A. Continue exactly where you left off before the injury or illness
B. Have a warm-up phase to ease back into the training program
C. Start at the beginning so that the injury does not occur again
D. None of the above

27. The aerobic fast Glycolytic (lactic acid) and anaerobic energy systems are activated independently of
each other.

A. True
B. False

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28. Most sports predominately use __________.

A. The long term or aerobic energy system

B. Intermediate or lactic acid energy system
C. Short term energy system
D. All of the above

29. Turning a screw driver is an example of __________.

A. Pronation
B. Supination
C. Adduction
D. Circumduction

30. The single most important exercise variable is __________.

A. Tempo
B. Load
C. Sets
D. Reps

31. When training for the development of maximum strength, you should restrict yourself to repetition
ranges of between __________ and __________.

A. 12 - 20
B. 8 - 10
C. 1-8
D. 15 - 30

32. Which repetition loading scheme puts the greatest tension on connective tissue and joints?

A. 15 - 30
B. 8 - 12
C. 6-8
D. 1-4

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33. The first year of training adolescent and beginners should be devoted to repetition scheme of
__________.

A. No more than 8 RM
B. No more than 6 RM
C. Greater than 12 RM
D. No more than 4 RM

34. At which repetition loading zone are contributions approximately equal between neural and
muscu-lar?

A. 1-3
B. 3-5
C 6-8
D. 8 - 12

35. To determine approximate percentage of slow twitch muscle fiber (in the intermediate/advanced
lifter) for any given exercise, you should perform a 1 rep maximum test followed by an appropriate
rest and then 1 set to fatigue with what percentage of your 1 RM?

A. 65
B. 75
C. 85
D. 95

36. To determine the appropriate weight with which to train slow twitch muscle fibers you would multi-
ply __________ by your 1 RM result for the test exercise?

A. Your determined repetition maximum with .75 of your 1 RM

B. The amount of repetitions performed on your third set for any given exercise
C. 50 % of your 1 RM
D. Your determined % of your slow twitch muscle fibers

37. Repetition intensity relationships are the same for most exercises.

A. True
B. False

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38. With a rep range of 8-12 per set, you will be working in the __________.

A. Max Strength Zone

B. Strength Endurance Zone
C. Body Building Zone
D. Power Zone

39. Repairing the nervous system __________.

A. Takes about the same amount of time as repairing muscles

B. Takes 5-6 times as long as repairing muscles
C. Takes less time as repairing muscles
D. None of the above

40. Once you have reached optimal strength there is no reason to increase strength any further.

A. True
B. False

41. What best describes the relationships between reps and sets?

A. Linear
B. Correlative
C. Inverse
D. Transverse

42. In the first 6 weeks of a training program for beginner athletes, how many sets is generally enough
to bring about positive adaptations in strength?

A. 3 - 4
B. 2 - 3
C. 1 - 2
D. 6

43. In order to progress to higher levels of strength, which of the following approaches is best?

A. A progressive increase in the number of sets with specific rest periods

B. Always perform 4 -- 6 sets with 30 second rest periods
C. Do whatever technique seems to be working that day
D. Use the 1 set to maximum approach and progressively increase the weight

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44. Which of the following muscles generally react to fewer sets, with respect to volume intensity rela-
tionships, than the remainder of the body’s prime movers?

A. The quadriceps
B. Hamstrings
C. Gluteus maximus
D. Hip adductors

45. Which of the following muscle groups will most likely recover from exercise quicker than the quad-
riceps?

A. Triceps
B. Deltoids
C. Biceps
D. All of the above

46. The total maximum recommended number of sets per workout is __________.

A. 15 - 20
B. 20 - 25
C. 30 - 36
D. 36 - 40

47. It is suggested that for optimal results the number of sets per workout be kept between __________.

A. 20 - 25
B. 30 - 36
C. 15 - 20
D. 40 - 50

48. An athlete presents himself in a fatigue state prior to beginning your workout. Which is the most
effective method for training that individual without overloading the athlete and creating an over-
training response, yet maintaining current strength levels?

A. Reducing the amount of weight lifted per set

B. Taking 3 days off
C. Using cold dips prior to training
D. Reducing the amount of total sets per exercise without reducing intensity

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49. Connective tissues take __________ to heal as muscles.

A. The same amount of time

B. Less time
C. 2-3 times as long
D. 4-5 times as long

50. __________ is the best time to work out because cortisol levels are the highest.

A. In the evening
B. Afternoon
C. In the morning
D. After a meal

51. If the intensity in a given set varies with the following scenario 75% times three sets, 95% times two
sets, 75% times two sets 95% times one set, which form of loading would this best represent?

A. Linear
B. Pyramid
C. Inverted pyramid
D. Wave

52. Which type of relationship should always exist between volume and intensity when developing an
exercise program?

A. Linear
B. Eccentric
C. Symbiotic
D Inverse

53. The following physiological adaptations best describe the body’s response to exercise in which load-
ing parameter (increased neurodrive to muscle, increased synchronization of motor units, increased
activation of the contractile apparatus, decreased inhibition by protective mechanism of the muscles
(Golgi tendon organ)?

A. 12 – 20 RM
B. 1 – 5 RM
C. 15 – 30 RM
D. None of the above

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54. Specific eccentric loading should only be used by athletes who have performed at least __________
years of strength training?

A. 1/2
B. 1-2
C. 3–4
D. 4-5

55. The intensity repetition relationship is the same between males and females for both concentric and
eccentric loading.

A. True
B. False

56. A decrease in performance after eccentric training may last for _______ days?

A. 1-3
B. 2-6
C. 7 - 10
D. 12 - 20

57. Which form of loading generates the most mechanical loading per motor unit?

A. Concentric
B. Isometric
C. Eccentric
D. Dynamic

58. With an eccentric training program, there will often be greater increases in concentric strength than
when training concentrically and measuring eccentric strength.

A. True
B. False

59. When utilizing eccentric training programs, they should last no longer than __________ weeks
without a break?

A. 2
B. 3
C. 4
D. 6

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 Program Design

60. Which of the following factors influence strength development?

A. Tempo
B. Intensity
C. Volume
D. All of the above

61. No more than 60 seconds of work per set should be performed when developing maximum strength
for which of the following reasons?

A. With sets lasting longer than sixty seconds, the stress on the energy systems becomes progressively
more aerobic.
B. As a muscle fatigues, the capacity to develop muscle tension is lost.
C. Extended total work times of greater than 60 seconds per set may cause the release of gluco corti-
coids which are antagonistic to the development of strength.
D. All of the above

62. The connective tissues in joints will be less stressed with __________.

A. Moderate tempo training

B. Slow tempo training
C. Fast tempo training
D. Explosive tempo training

63. Which tempo of training will best activate type 2B muscle fibers when combined with resistances of
30-60% 1 RM for periods of up to twelve seconds total work time?

A. Slow
B. Fast
C. Moderate
D. Combined tempos

64. Performing 6 reps at maximum velocity during which of the following exercises will produce the
fastest tempos (velocity) of training?

A. Un-weighted vertical jumping

B. Power cleans at 30% 1 RM
C. Squat jumping at 50% 1 RM
D. Squat push press with 60 lbs

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65. There is a positive correlation between strength and speed of movement at all loads.

A. True
B. False

66. For the greatest training effect on the neuromuscular system, which tempo produces optimal results?

A. Slow
B. Moderate
C. Fast
D. Combination tempo training

67. Fast tempo training results in which of the following adaptations?

A. Reduced time to maximal motor unit recruitment

B. Improved synchronization of motor units
C. Developing motor unit recruitment at velocities similar to those required in most sports
D. All of the above

68. Rest periods of what length have been found to stimulate a release of growth hormone and testoster-
one?

A. 3 – 4 minutes
B. 2 – 3 minutes
C. 1 – 2 minutes
D. 30 – 60 seconds

69. When performing multiple sets of squats at 5 RM intensity, a man at which body weight will require
a greater rest period?

A. 250 lbs
B. 175 pounds
C. 200 pounds
D. 150 pounds

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 Program Design

70. When designing an exercise program for specific conditioning in a competitive rower, performing
sets of 20 repetitions at 60% of 1 RM coupled with __________ of rest would be most likely to force
the athlete into the fast glycolytic, lactic acid energy system?

A. 3 minutes
B. 2 minutes
C. 5 minutes
D. 30 seconds

71. Inadequate rest periods between sets over the duration of multiple sets may force the athlete into
the aerobic energy system as a recovery mechanism. This is contraindicated when trying to develop
maximal strength for which of the following reasons?

A. Because the aerobic energy system is best used for distance sports such as 10K running and long
distance cycling
B. Because activation of the aerobic energy system encourages glucocorticoid release, the effects of
which are antagonistic to developing maximal strength
C. Because aerobic system activation is often coupled with extreme hungerresponses
D. None of the above

72. Which of the following muscle fiber types has the quickest recovery times when optimally fatigued?

A. Type 2B
B. Type 2A
C. Type 1
D. Type 2C

73. When attempting to isolate type 2B muscle fibers with explosive training, rest periods of what dura-
tion are necessary for regeneration/recuperation from the associated neuro fatigue?

A. 1 – 2 minutes
B. 2 – 3 minutes
C 3 – 5 minutes
D. 30 – 60 seconds

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74. If an athlete performs biceps curls in a drop set format with 15 second rest periods for the duration
of 6 sets, with the final set being performed at momentary 1 RM, which muscle fibers are most likely
to be fatigued?

A. Type 2B
B. Type 2A
C. Type 1
D. All of the above

75. Loss of body temperature and lack of next set performance often result from __________.

A. Too short of a rest period

B. Drinking too much during the rest periods
C. Too long of a rest period
D. Not taking a rest period

76. Management and recording of rest periods is essential for which of the following reasons?

A. Record keeping
B. Determining program outcomes
C. Consistency of physiological responses
D. All of the above

77. During which part of the season would base/hypertrophy training be optimally performed?

A. In Season
B. Pre-Season
C. Pre-Season/In Season
D. Off Season/Pre Season

78. During the In Season which of the following principles should be followed for the best outcomes
when designing an exercise program?

A. Keep exercises limited to 4 - 6 key exercises

B. Incorporate lower volumes of strength training as sports participation increases and include sports
specific plyometrics
C. Training of antagonists
D. All of the above

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 Program Design

79. For obtaining hypertrophy, linear periodization is not as effective as undulation periodization be-
cause as intensity increases, volume of work decreases.

A. True
B. False

80. Periodization training programs do not tend to work well with athletes such as tennis players who
travel constantly and play year round.

A. True
B. False

81. Linear Periodization often works well in which setting?

A. Training sports teams

B. Training middle aged housewives
C. Training body builders
D. The rehabilitative setting

82. Which of the following factors would indicate the need for a longer tapering period?

A. When training an athlete with increased muscle mass

B. Increased distance in sport
C. Increased duration of event
D All of the above

83. The base conditioning phase is the most important phase because ___________.

A. It corrects posture
B. It corrects length-tension relationships
C. It strengthens the stabilizers
D. All of the above

84. Environmental demand is the key factor in choosing intensive or extensive endurance___________.

A. True
B. False

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85. Speed strength __________.

A. Consists of explosive strength and strength endurance

B. Consists of starting strength, explosive strength and reactive strength
C. Consists of optimal strength, limit strength and relative strength
D. All of the above

86. Total training time per workout is an important factor in determining __________.

A. Sets
B. Loads
C. Periodization
D. Tempo

87. Aerobic workouts called “high intensity aerobics” would be more accurately defined as __________.

A. High density aerobics

B. High volume aerobics
C. High load aerobics
D. High frequency aerobics

88. During skill and explosive training, if rest periods are inadequate __________.

A. Fatigue will hamper strength development

B. Fatigue will improve motor learning
C. Fatigue will hamper motor learning
D. Fatigue will improve coordination

89. Intensification can be defined as a __________.

A. Increase in intensity
B. Increase in accumulation
C. Increase in volume
D. All of the Above

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 Program Design

90. The optimal time to begin resistance training is __________ for girls and __________ for boys,
although the use of high resistances should be avoided until well into adolescence; even then it needs
to be monitored very carefully.

A. 11-13 years old, 11-13 years old

B. 13-15 years old, 11-13 years old
C 11-13 years old, 13-15 years old
D. 13-15 years old, 13-15 years old

91. A rest period of 3:30 was used during the S.A. Push Press in the pairs figure skater program to allow
for proper recovery of __________ muscle fibers.

A. Type 1
B. Type 2B
C. Type 3
D. Type 1A

92. In the pairs figure skating program, intensity is written as -1 which indicates __________.

A. Use a weight that allows you to meet the rep range with 1 good rep left
B. Use a weight that is 90% 1RM
C. Use a weight that allows the intensity to be lower than normal
D. Use a weight that is 10% 1RM

93. The “X” in the Tempo column of the pairs figure skater means __________.

A. Perform the exercise at your own pace

B. Perform the exercise slowly
C. Use a moderate tempo
D. Perform the exercise explosively

94. If we increase the rep range in the practice program for the pairs figure skater to 8-12 reps per exer-
cise, based on what was presented in this program we’d also expect __________.

A. Rest periods to increase

B. Sets to decrease
C. Tempo to increase
D. Volume to decrease

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95. In the practice program for the pairs figure skater, the exercises chosen are __________.

A. Appropriate for his sport

B. Appropriate for his training age
C. Appropriate for his skill level
D. All of the Above

96. In the practice program for the mother of three, a string is used with each exercise to __________.

A. Train proper recruitment of core stabilizers

B. Prevent a inverted breathing pattern
C. Stabilize the trunk
D. Remind the client she has kids

97. Based on the acute exercise variables in the practice program for the mother of three, you can con-
clude this program is designed __________.

A. To promote flexibility
B. To increase speed
C. To build strength and stability
D. All of the Above

98. The Jefferson squat is a good exercise for the mother of three because __________.

A. The exercise has high carry-over to her daily activities

B. She does not need to perform a normal squat at home
C. The exercise does not cause great fatigue
D. All of the Above

99. In the practice program for the mother of three, sets are listed as 1-4. This is an example of a
__________.

A. Super set
B. Circuit
C. Drop set
D. Set window

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 Program Design

100. In the practice program for the mother of three, the tempos indicate that she will be working
__________.

A. At her own pace

B. At slow to moderate speeds
C. At moderate to fast speeds
D. Explosively

Congratulations!
You have completed this course.

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 Program Design

Registration Number: _____________ (Please write your registration # from page 4)

Answer Sheet for Program Design Exam

This exam is designed to be taken online. If you are unable to take exam online, you will need to submit:
1. Answer Sheet - page 119 2. Grading Request - page 121

Directions: Circle the correct letter (A/B/C/D etc) for your answers to the multiple choice questions. There is
only one correct answer for each question. You must apply what you have learned from the concepts and phi-
losophies presented in this course in order to answer some of the questions.
Name: Date:
(as you would like it to appear on your certificate)

Billing Address: Apt./Ste.

City: State: Zip Code:

Country: E-mail:

Phone: Fax:
Providing this information constitutes your permission for C.H.E.K Institute and authorized distributors to contact you regarding
related information via mail, e-mail, fax and phone. Please check this box if you do not wish to be contacted about future educational
opportunities.

1. A B C D 9. A B C D 17. A B C D 25. A B C D

2. A B C D 10. A B 18. A B 26. A B C D

3. A B C D 11. A B C D 19. A B 27. A B

4. A B C D 12. A B C D 20. A B C D 28. A B C D

5. A B C D 13. A B C D 21. A B C D 29. A B C D

6. A B C D 14. A B C D 22. A B C D 30. A B C D

7. A B C D 15. A B C D 23. A B C D 31. A B C D

8. A B C D 16. A B C D 24. A B 32. A B C D

Mail, email or fax your completed Exam Answer Sheet, and payment to:

C.H.E.K Institute Email: educate@chekinstitute.com

380 S. Melrose Dr, Ste 415 Fax: 760.477.2630
Vista, CA 92081

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33. A B C D 50. A B C D 67. A B C D 84. A B

34. A B C D 51. A B C D 68. A B C D 85. A B C D

35. A B C D 52. A B C D 69. A B C D 86. A B C D

36. A B C D 53. A B C D 70. A B C D 87. A B C D

37. A B 54. A B C D 71. A B C D 88. A B C D

38. A B C D 55. A B 72. A B C D 89. A B C D

39. A B C D 56. A B C D 73. A B C D 90. A B C D

40. A B 57. A B C D 74. A B C D 91. A B C D

41. A B C D 58. A B 75. A B C D 92. A B C D

42. A B C D 59. A B C D 76. A B C D 93. A B C D

43. A B C D 60. A B C D 77. A B C D 94. A B C D

44. A B C D 61. A B C D 78. A B C D 95. A B C D

45. A B C D 62. A B C D 79. A B 96. A B C D

46. A B C D 63. A B C D 80. A B 97. A B C D

47. A B C D 64. A B C D 81. A B C D 98. A B C D

48. A B C D 65. A B 82. A B C D 99. A B C D

49. A B C D 66. A B C D 83. A B C D 100. A B C D

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 Program Design

Grading Request for Program Design

Directions for taking this exam are on pages 96-97. You can use the answer sheet to practice on before taking
the exam online. If you need to send this Exam Answer Sheet into the C.H.E.K Institute to be graded, there is
a US$30 fee. The normal turn around time for exams mailed or faxed to the C.H.E.K Institute is 2-3 weeks.

£ Yes, please grade my exam for a US$30 fee with 2-3 weeks turn around time.
£ Yes, please grade my exam for a US$50 fee with 2 business days turn around time.
Please send my certificate of completion by: £ mail to the address below £ fax to the fax number below
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Mail, email or fax your completed Grading Request Form, and payment to:

C.H.E.K Institute
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Email: educate@chekinstitute.com
Fax: 760.477.2630

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 Program Design

Request for Paper Certificate

£ Please send me a paper certificate for a US$10 fee.

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Mail, email or fax your completed Request for Paper Certificate, and payment to:

C.H.E.K Institute
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Course Critique

Name: Date:

Occupation:

Where did you purchase this course?

(Please rate on scale of 1 to 5; 1 being the lowest and 5 being the highest – circle one)

Quality of materials presented 1 2 3 4 5

Information was academically accurate and educationally sound 1 2 3 4 5

Requirements for course completion were explained well 1 2 3 4 5

The post-completion test was a valuable tool for measuring the amount of
1 2 3 4 5
knowledge gained

The level of difficulty was appropriate for my profession 1 2 3 4 5

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Do you know anyone who would be interested in receiving information on C.H.E.K Institute? If you do, please
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Request for Testimonials

We are always appreciative of testimonials from C.H.E.K students that we can use to show prospective students
how the programs can benefit them. Please take a moment to help us to help you! You can also submit a tes-
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you” gifts for any testimonials that we use in our marketing. Thanks for taking the time to write something – the
more great quotes that we have to let the world know about the program, the more successful we shall be!

Here are a few ideas to get you going:

• How has this C.H.E.K Institute correspondence course helped you in your profession?
• What specific skills or knowledge have you learned that have been particularly beneficial?
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 Program Design

Paul Chek HHP is a prominent expert in the field of holistic health and corrective
and high-performance exercise. For over twenty-six years, Paul’s unique, holistic
approach to clinical assessment, intervention, treatment rehabilitation and education
has changed the lives of countless individuals worldwide. By treating the body as a
whole system and finding the root cause of a problem, Paul has successfully coached
clients toward complete resolution of their health and performance challenges,
where traditional approaches have consistently failed.

Paul is the founder of the C.H.E.K (Corrective Holistic Exercise Kinesiology)

Institute and the PPS Success Mastery Program based in San Diego, California.
He developed the C.H.E.K Advanced Training Programs in 1995, which currently have over 6000 C.H.E.K
Institute Trained Professionals worldwide.

For over twenty-six years, Paul’s unique, holistic approach to clinical intervention, treatment and education
has changed the lives of countless individuals worldwide. As a walking, talking definition of success, Paul
is above all an educator: teaching and applying his methods to benefit others. His programs are not only
cutting-edge, students leave his courses and trainings with practical information that can be applied to achieve
successful results right away.

Paul is a sought after presenter and has consulted for

organizations such as the Chicago Bulls, Australia’s Testimonials From Peers
Canberra Raiders, New Zealand’s Canterbury
Crusader’s and the US Air Force Academy. Paul was “Paul Chek’s courses will give you a greater
the keynote speaker for the NZ Musculoskeletal understanding and appreciation of the role
Conference in 1998 and was rated number one that core strength and stability play in the
speaker by participants at the 1998 IHRSA development of an athlete”
conference. -Al Vermeil, Strength Coach,
Chicago Bulls
From 1992 to present, Paul has produced over
50 videos and advanced level home study courses “Paul’s workshops and videos are easily
designed for the fitness and clinical professional, such understood and provide excellent tips on
as his Scientific Core Conditioning and Scientific proper biomechanics. These programs are
Back Training series. He is a regular contributor to a must for anyone in the rehabilitative or
several publications and websites. His book, The Golf exercise fields."
Biomechanics Manual and course are PGA approved, -Darryl Curl, D.D.S., D.C.
and has been adopted for use by professional golf
schools, as well as featured on the Golf Channel in “Paul’s approach reflects a unique synthesis
2000. of scientific principles and clinical
experience that the practitioner can
Certifications: Holistic Health Practitioner immediately apply.”
(California), Certified Neuromuscular Therapist, -Jay Smith, MD
Clinical Exercise Specialist (ACE), Massage Therapist
(CAMTC)

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