Skeletal Anatomy 805P-MF805002 / Version 2 Effective Date Not Assigned SECTION I.

ADMINISTRATIVE DATA
All Courses Including This Lesson Course Number Version Course Title

None
Task Number Task Title

Task(s) Taught(*) or Supported

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Task Number Task Title

Reinforced Task(s)

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Knowledge Knowledge Id Title Taught Required

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Skill Skill Id Title Taught Required

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Administrative/ Academic Hours

The administrative/academic hours required to teach this lesson are as follows:

Academic Resident Hours / Methods

Yes 3 hrs 0 mins Conference/Discussion Yes 0 hrs 0 mins Test Review Yes 0 hrs 0 mins Test ________________________________________________________________________ Total Hours: 3 hrs 0 mins
Test Lesson Number Hours Lesson Number

None
Prerequisite Lesson(s) Lesson Number Lesson Title

None
Training Material Classification Foreign Disclosure Restrictions

Security Level: This course/lesson will present information that has a Security Classification of: U - Unclassified. FD1. The materials contained in this training event/course have been reviewed by the developers in coordination with the Physical Readiness Div, TSSD, DCG-IMT, Ft Jackson FD authority. This training event/course is releasable to students from all requesting foreign countries without restrictions.
Number Title Date Additional Information

References

FM 7-22

Army Physical Readiness Training

26 Oct 2012

Student Study Assignment

None

Instructor Requirements
- Be thoroughly familiar with this lesson and FM 7-22 prior to conducting training.

- Ensure all handouts, slides, and lesson for Visitors Book are prepared and on-hand.

- Ensure classroom is prepared and all required equipment and training aides are on-hand for training and in proper working order.

- Ensure Assistant Instructor (AI) is identified, briefed, and is aware of any requirements involving his/her interaction. The AI also needs to ensure he/she can teach the is lesson if the Primary Instructor (PI) is not present.

- Identify corrections, inconsistencies, or errors in training material. These need to be addressed with the PRD Training Specialist after the scheduled training.

- Complete an end-of-day AAR with students.

Additional Support Personnel Requirements

Name

Student Ratio

Qty

Man Hours

None
ID - Name Student Ratio Instructor Ratio

Equipment Required for Instruction

Spt

Qty

Exp

* 08-03 - Adult Human Male 1:40 Skeleton 5836-01-408-4665 0:0 PROJECTOR, VIDEO (INFOCUS LITEPRO 550) 6515-01-509-2908 - DEPLOY 0:0 PAC,AED 6545-00-116-1410 - FIRST AID 0:0 KIT,GENERAL PURPOSE 6665-01-103-8547 - WET 1:40 GLOBE TEMPERATURE KIT 6730-00-577-4813 - Screen, 0:0 Projection 7010-01-454-5951 - Computer 0:0 System, Digital, Desk Top 7520-00-T82-3256 - LASER, 0:0 POINTER (PEN SIZE) 7520-01-351-9148 - Pointer, 0:0 Instructional (Note: Asterisk before ID indicates a TADSS.)

No 1:40 1:40 1:40 0:0 1:40 1:40 1:40 1:40 No No No No No No No No 0 0 0 0 0 0 0 0 No No No No No No No No

Materials Required

Instructor Materials:

- This lesson and any SME notes

- Updated composite risk worksheet

Student Materials:

- Uniform as designated by instructors

- Pen/pencil

- Paper

Classroom, Training Area, and Range Requirements

ID - Name

Quantity

Student Ratio

Setup Mins

Cleanup Mins

17120-T-1680-50 Classroom, Traditional, 1680 Square Feet, 50 Students

1:40

Ammunition Requirements

DODIC - Name

Exp

Student Ratio

Instruct Ratio

Spt Qty

None

Instructional Guidance

NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material.
- Instructor must adhere to the guidelines established by this lesson, the Master Fitness Trainer Course (MFTC) Program of Instruction (POI); and unit/installation policies, Standard Operating Procedures (SOPs), and guidelines of the training unit.

- The following slides support this lesson, MF805002: Skeletal Anatomy:

Slide #1 Skeletal Anatomy

Slide #2 Terminal Learning Objective (TLO)

Slide #3 Enabling Learning Objective A

Slide #4 Human Skeleton

Slide #5 Skull

Slide #6 Spine

Slide #7 Cervical Spine

Slide #8 Cervical Vertebrae

Slide #9 Shoulder Girdle

Slide #10 Shoulder Joints

Slide #11 Trunk

Slide #12 Enabling Learning Objective B

Slide #13 Function of Bone

Slide #14 Enabling Learning Objective C

Slide #15 Types of Bone

Slide #16 Enabling Learning Objective D

Slide #17 Features of Bones

Slide #18 Enabling Learning Objective E

Slide #19 Physiology of Bone

Slide #20 Elbow

Slide #21 Hand

Slide #22 Check on Learning

Slide #23 Enabling Learning Objective F

Slide #24 Types of Joints

Slide #25 Hip

Slide #26 Pelvis

Slide #27 Enabling Learning Objective G

Slide #28 Bone Stress Injuries

Slide #29 What is Bone Stress Injury?

Slide #30 What Does the Soldier Feel?

Slide #31 What does the Soldier Look Like?

Slide #32 Where do BSI Occur in the Body?

Slide #33 "Low Risk" Bone Stress Injuries

Slide #34 "Low Risk" Bone Stress Injuries (continued)

Slide #35 "Low Risk" Bone Stress Injuries (continued)

Slide #36 "High Risk" Bone Stress Injuries

Slide #37 Shin (Tibia) Stress Reaction

Slide #38 "High Risk" Bone Stress Injuries

Slide #39 Hip Pain in Initial Military Training

Slide #40 Management of Bone Stress Injury

Slide #41 Pelvic Stress Injuries

Slide #42 Pelvic Stress Injuries (continued)

Slide #43 Soldier Non-Compliant with Activity Restrictions

Slide #44 Hip Pain in Initial Military Training

Slide #45 Femoral Neck Stress Fractures

Slide #46 Femoral Neck Stress Fractures (continued)

Slide #47 Surgical Management of FNSI

Slide #48 Knee

Slide #49 Knee Joint Anatomy

Slide #50 Patella Dislocation

Slide #51 Ankle

Slide #52 Foot

Slide #53 Foot (Metatarsal) Stress Fracture

Slide #54 The Leg and Foot

Slide #55 References

Slide #56 Summary

Proponent Lesson Plan Approvals

Name

Rank

Position

Date

None

NO DATA

SECTION II. INTRODUCTION Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy:
Motivator
NOTE: SHOW SLIDE #1: Skeletal Anatomy

Conference/Discussion Contracted Instructor (1:10/0), Instructor (1:40/0) 5 mins Large Group Instruction

Slide 1

The purpose of this period of instruction is to familiarize you with the structure and function of the skeletal system. Discussion will include the names, locations, features, types and functions of bones in optimal health and physical performance. You will also learn about the joints between bones, as well as bone stress injury, commonly known as stress fracture. This image shows the right ilium, part of the pelvis, along with lines and arrows representing the stress placed across bones when we use them. On x-rays these lines are sometimes visible and are known as trabeculae (tra-beck-you-lie). Say trabeculae! There will be lots of new medical terminology this week and throughout this course. Practice these words so that they stick and become familiar to you.

This lesson is testable and forms the foundation of your understanding of why we conduct Physical Readiness Training.

Terminal Learning Objective

NOTE. Inform the students of the following Terminal Learning Objective requirements.
At the completion of this lesson, you [the student] will:

Action: Conditions:

Identify with the structure and function and injury of the human skeleton. In a large group classroom, given instructor notes, this lesson, FM 7-22, Army Physical Readiness Training, and Master Fitness Trainer Course MFTC) Course Management Plan (CMP).

Standards:

Identify bone structure and function in relationship to physical performance of WTBDs IAW with instructor notes, this lesson and FM 7-22 Army Physical Readiness Training.

Safety Requirements
1. Safety is a major consideration when planning and evaluating PRT programs. Commanders should use the composite risk management process for all PRT activities to ensure they do not place their Soldiers at undue risk for injury or accident. The commander should address:

- Environmental conditions - Emergency procedures - Facilities - Differences in age - Gender - Level of conditioning of each Soldier in the unit

2. Safety Requirements in a Classroom Setting:

Safety is of the utmost importance in any training environment. During the training process, Commanders will utilize the 5-Step Composite Risk Management process to determine the safest and most complete method to train. Every precaution will be taken during the conduct of training.

Safety is everyones responsibility to recognize, mitigate, and report hazardous conditions.

3. In a training environment, lead Instructors must perform a risk assessment in accordance with FM 5-19, Composite Risk Management. Leaders will complete a DA Form 7566 COMPOSITE RISK MANAGEMENT WORKSHEET during the planning and completion of each task and sub-task by assessing mission, enemy, terrain and weather, troops and support available-time available and civil considerations, (METT-TC).

NOTE: During MOPP training, leaders must ensure personnel are monitored for potential environmental injury. Local policies and procedures must be followed during times of increased heat category or freeze warning in order to avoid injury. Consider the MOPP work/rest cycles and water replacement guidelines IAW FM 3-11.4, NBC Protection, FM 3-

11.5, CBRN Decontamination.

Risk Assessment Level

Low Conduct Classroom Instruction

Assessment: - Tripping over extension cords, electrocution, mishandle equipment. - Dehydration - Stress - Overheating - Fire

Controls: - Tape or cover cords on the floor, educate on operation of equipment, develop emergency evacuation procedures. - Drink water or comparable beverage during breaks - Relaxation and preparedness for class - Proper hydration, climate control - Emergency evacuation plan Contact to emergency services Use of sprinkler-fire ext

Leader Actions: - MFTIs will brief classroom safety at the beginning of every class. - MFTIs will encourage all MFTs to drink water. - MFTIs will brief the location of a water fountains and the latrine. - MFTIs will assign student reading the day prior. - MFTIs will brief the MFT break area. - MFTs will be in the prescribed uniform.
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- MFTs will drink water when needed. - MFTIs will brief the fire evacuation plan in the beginning of every class. - MFTIs will control MFTs in the event of a fire drill. - MFTs and cadre will form up at the designated formation area. - MFTIs will ensure the wet bulb is operational and checked every hour to keep up with the correct heat category for the event. - All hot weather injuries will be followed up with an LCIR to the Chain of Command. - MFTIs will ensure adequate time will be given to eat all meals and drink fluids. - MFTIs will adhere to work/rest cycles of continuous high heat categories for each training event.

Environmental Considerations

NOTE: Instructor should conduct a Risk Assessment to include Environmental Considerations IAW FM 3-34.5, Environmental Considerations {MCRP 4-11B}, and ensure students are briefed on hazards and control measures.

NOTE: Instructor should conduct a Risk Assessment to include Environmental Considerations IAW FM 3-34.5, Environmental Considerations {MCRP 4-11B}, and ensure students are briefed on hazards and control measures.

Evaluation
NOTE: Describe how the student will demonstrate accomplishment of the TLO throughout the course, during Practical Exercises (PEs), and on any performance assessment IAW the MFTC Individual Student Assessment Plan (ISAP).

Instructional Lead-in
NOTE: SHOW SLIDE #2: Terminal Lerning Objective (TLO)

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Slide 2

During this period of instruction we will discuss the structure and function of the human skeleton. As a Master Fitness Trainer, it is important for you to understand both the structure and function of the human bone.

NOTE: SHOW SLIDE #3: Enabling Learning Objective A (ELO A) (Inform the students of the Enabling Learning Objective A requirements)

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Slide 3

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SECTION III. PRESENTATION NOTE: A. Inform the students of the Enabling Learning Objective requirements. ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the Bones of the Upper Body In a large group classroom, given instructor notes, this lesson, FM 7-22, Army Physical Readiness Training, and Master Fitness Trainer Course MFTC) Course Management Plan (CMP). STANDARDS: Identify bone structure and function in relationship to physical performance of WTBDs IAW with instructor notes, this lesson and FM 7-22, Army Physical Readiness Training. ELO A - LSA 1. Learning Step / Activity ELO A - LSA 1. Bones of the Upper Body Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 0 hrs 20 mins Large Group Instruction Training Device / PowerPoint Presentation This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: Marked as (*) is derived from the parent learning object

Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy: Media Type: Security Classification:

NOTE: SHOW SLIDE 4: Human Skeleton

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Slide 4

a. The human skeleton has approximately 205 bones with many of them duplicated from one side to the other. This total number varies due to individual differences in accessory bones in various parts of the body. This image showing a front and rear view of the skeleton illustrates the locations and names of many of the bones you will need to be familiar with as an MFT. Read some examples, and practice pronunciation with the class.

NOTE: SHOW SLIDE 5: The Skull

Slide 5

b. The skull is formed of several flat bones that fuse together after birth forming immovable joints. Using a model and students hands on their own heads, illustrate the locations of the frontal, occipital (with its external occipital protruberance), parietal, and temporal bones. The sphenoid bone forms the underside of the bony structure of the face. In the face, point to the maxilla and mandible the jaw bone.

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NOTE: SHOW SLIDE 6: The Spine

Slide 6

c. The spine is the name given to the 32 irregularly-shaped bones called vertebrae that stack from the pelvis to provide the axis for the trunk and foundation for the skull. Held together by complex layers of ligaments and kept upright and stable by four layers of muscles, the spine protects the spinal cord the nerve superhighway that carries messages from the brain to the limbs and organs.
d. The segments of the spine are from top to bottom the cervical spine (of seven vertebrae), thoracic spine (with twelve), and lumbar spine (with five). Describe the numbering system for each region from top to bottom (caudad to cephalad) 1 through 7 for cervical; 1 through 12 for thoracic; and 1 through 5 for lumbar.

e. Injuries from overuse wear and tear are common in the spine. Explain that the intervertebral discs that cushion one vertebra on the next are prone to wear and can bulge or herniate describe the difference between those.

f. Another stress injury in the lower lumbar spine is a spondylolisthesis. Have the students say and write this word down. Explain what this is and its potential serious impact on the spinal cord. Explain the grading of the spondy using the illustration on the right hand of the slide grades 1-4. A grade 4 would have to be managed surgically, whereas a grade I or 2 might be controlled through exercises to stabilize the

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spine such as those used in the Four for the Core Drill (4C).

g. At the base of the lumbar spine is the sacrum, which is one bone formed by five fused vertebrae, and below that the coccyx again five fused bones, often called the tailbone. You may have noticed on yourself how close to the surface the sacrum is. This is why it is hard on slightly built Soldiers to do repetitive sit-up exercises on hard surfaces such as concrete, blacktop or wood. They may be able to get through that one time, but repeating that effort the next day on the same bony prominence will be much harder to tolerate and injurious. This is why we use exercise mats for the Push-up and Sit-up Drill (PSD) and for the APFT events.

NOTE: PRT GOAL: Continuous, consistent effort over the session, the week, the month and so-on until the Soldier can build and optimize his or her athletic potential across a career-span physical training routine while avoiding injury.

NOTE: SHOW SLIDE 7: The Cervical Spine

Slide 7

h. This is the top region of the spinal column, and forms the bony foundation for the neck. It protects the cervical portion of the spinal cord which supplies the innervation for the upper extremities (arms). The top two cervical vertebrae are called the atlas (it holds up the skull) and the axis (it provides for much of the rotational movement of the
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skull). Fractures here, while survivable, often leave the victim paralyzed and requiring a ventilator to breath - quadriplegic.

NOTE: SHOW SLIDE 8: The Cervical Vertebrae

Slide 8

i. Orient students to the seven vertebrae of the cervical spine. Note the seven vertebrae and how each one has common features (spinous process, transverse process, central canal) but is different from the next. C7 has a large spinous process which can be easily felt at the base of the neck. Direct impact here can cause it to fracture causing a clay shovellers fracture.

NOTE: SHOW SLIDE 9: The Shoulder Girdle

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Slide 9

j. This is the name given to the group of bones and muscles that attach the arms to the body and allow it to move. Have the students stand and palpate along as you describe these bones. The bony foundation is formed of the two scapula (shoulder blade), the clavicle (collar bone), and the sternum. Palpable landmarks include the acromion and acromioclavicular (AC) joint; the spine of the scapula; and the clavicle and sternoclavicular joints. The humerus (arm bone) forms the glenohumeral (GH) joint with the glenoid portion of the scapula. Use a model to illustrate this.
k. Describe the difference between a shoulder dislocation and a shoulder separation. These involve two different joints the AC and the GH joints. The former separates and the latter dislocates. The word dislocation is reserved for a GH that comes apart and has to be re-set in place by a doctor. If it re-sets prior to the doctor doing it, usually in an emergency room, it is called a subluxation. All of these can lead to pain and damage to these joints. Ask the class for its experience with these injuries may lead to a discussion of labral tears, surgical repairs, and problems with movement, strength and doing push-ups, for example.

NOTE: SHOW SLIDE 10: The Shoulder Joints

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Slide 10

l. Here is a close-up image of the bony structure of the left shoulder. Go through the labeled bony features and discuss the ball and socket shape of the GH joint it is made deeper and more stable by the labrum (Latin for lip), which forms a soft tissue cartilage rim around the glenoid fossa. If there is a dislocation, this rim can tear a labral or Bankhart tear, and may need to be surgically repaired.
m. The coracoid is a palpable structure that provides the anchor for the coracobrachialis muscle. The other structure of note is the tendon of the long head of the biceps, sitting in the bicipital groove on the head of the humerus (use a model to illustrate). Like many long bones the humerus has a head, a neck, body, tubercles, epicondyles, and tuberosities. Most of these are external features on bones that allow more secure muscle attachments.

NOTE: SHOW SLIDE 11: The Trunk

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Slide 11

n. The bones of the trunk are the 24 ribs, the sternum and the 12 thoracic vertebrae. Many of the ribs (1st through 10th) attach to sternum via a cartilage bridge. The 11th and 12th ribs are floating ribs. The sternum has three parts: the xiphoid process at the base; the manubrium on the top; and the body in the middle. Each rib is a flat bone. Like other flat bones, their function is to protect something in this case the organs of the chest such as the heart and lungs, and to a lesser extent the liver, kidneys and gut.

NOTE: SHOW SLIDE 12: Enabling Learning Objective B (ELO B) (Inform the students of the Enabling Learning Objective A requirements)

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Slide 12

Check on Learning:
Determine if the students have learned the material presented by soliciting student questions and explanations. Ask the students questions and correct misunderstandings.

Review Summary:
Conduct a review and solicit feedback from students on the administrative/support function offered in this Learning Step Activity.

CHECK ON LEARNING (ELO A):

QUESTION: What are the three segments of the spine?

ANSWER:

Cervical, Thoracic, and Lumbar

QUESTION: What is the condition in which a bone (vertebra) in the spine slips out of the proper position onto the bone below it?

ANSWER:

Spondylolisthesis

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REVIEW SUMMARY(ELO A):

Conduct a review and solicit feedback from students on the administrative/support functions offered in the various Learning Step Activities of this lesson.

B.

ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the function of bone. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify bone structure and function in relationship to physical performance of WTBDs IAW with instructor notes, this lesson and FM 7-22, Army Physical Readiness Training. ELO B - LSA 1. Learning Step / Activity ELO B - LSA 1. Function of Bone Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 0 hrs 5 mins Large Group Instruction Training Device / PowerPoint Presentation This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: Marked as (*) is derived from the parent learning object

Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy: Media Type: Security Classification:

NOTE: SHOW SLIDE 13: The Function of Bone

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Slide 13

a. The skeletal system forms the bodys foundation or chassis for the performance of physical activity. When aligned properly, the segments of the body provide a stable foundation for muscle attachments. Like the ribs specific protective function, the skeleton protects vital organs. The bones marrow also produces new red blood cells that transport oxygen to the muscles to fuel the production of energy. Cancer of the blood, leukemia, is often treated with bone marrow transplants.

b. In this slide image, the bones of the pelvis and thorax are removed revealing the organs beneath. Have the students attempt to name some of these internal organs such as the stomach, heart and lungs.

NOTE: SHOW SLIDE 14: Enabling Learning Objective C (ELO C) (Inform the students of the Enabling Learning Objective A requirements)

Slide 14

Check on Learning: Determine if the students have learned the material

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presented by soliciting student questions and explanations. Ask the students questions and correct misunderstandings. Review Summary:
Conduct a review and solicit feedback from students on the administrative/support function offered in this Learning Step Activity.

CHECK ON LEARNING (ELO B):

QUESTION: Name two of the functions of bone?

ANSWER:

The answer may be any two of the following:

a. Forms the body's foundation or chassis.

b. Provides a stable foundation for muscle attachements.

c. Protects vital organs.

d. The bone's marrow produces new red blood cells.

REVIEW SUMMARY(ELO B):

Conduct a review and solicit feedback from students on the administrative/support functions offered in the various Learning Step Activities of this lesson.

C.

ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the types of bones. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify bone structure and function in relationship to physical performance of WTBDs IAW with instructor notes, this lesson and FM 7-22, Army Physical Readiness Training. ELO C - LSA 1. Learning Step / Activity ELO C - LSA 1. Types of Bones Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy: Media Type: Security Classification: Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 0 hrs 5 mins Large Group Instruction Training Device / PowerPoint Presentation This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: Marked as (*) is derived from the parent learning object

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NOTE: SHOW SLIDE 15: Types of Bones

Slide 15

a. Those people involved in the study of bones (osteology) use two types of classifications: either axial or appendicular, referring to their location in the trunk or limbs; or by their shape:(1) LONG bones are found in the limbs and have a shaft and two ends a proximal and a distal. Proximal means close to the body, and distal (distance) means further away. Chose several bones and repeat these terms with the class joining in the humerus and femur for example.

(2) The SHORT bones are found in the wrist and foot. These are usually shaped similar to a cube (cuboidal) and are known as the carpals in the wrist and tarsals in the foot.

(3) The FLAT bones of the pelvis, skull, sternum and ribs form protective walls for organs cavities such as the cranial vault and thorax.

(4) The IRREGULAR bones of the body have various shapes with some of the features of the other shapes. They include the facial bones and vertebrae.

b. NOTE: Sesamoid and Accessory bones: sesamoid are usually small pea-sized bones or smaller embedded within tendons. One exception is the patella (knee cap) which is embedded in the quadriceps

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tendon. Accessory bones develop in utero and evolve into bones that have separated from the main bone, or have developed in soft tissues due to injury or repetitive stress.

NOTE: SHOW SLIDE 16: Enabling Learning Objective D (ELO D) (Inform the students of the Enabling Learning Objective D requirements)

Slide 16

Check on Learning:
Determine if the students have learned the material presented by soliciting student questions and explanations. Ask the students questions and correct misunderstandings.

Review Summary:
Conducta review and solicit feedback from students on the administrative/support function offered in this Learning Step Activity.

CHECK ON LEARNING (ELO C):

QUESTION: What are thw two types of bone?

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ANSWER:

Axial and Appendicular

QUESTION: What does the term "Distal" mean?

ANSWER:

Distance or further away (from the body)

QUESTION: What are examples of "Flat" bones?

ANSWER:

Pelvis, Sternum, Skull, Ribs

REVIEW SUMMARY(ELO C):

Conduct a review and solicit feedback from students on the administrative/support functions offered in the various Learning Step Activities of this lesson.

D.

ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the features of bone. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify bone structure and function in relationship to physical performance of WTBDs IAW with instructor notes, this lesson and FM 7-22, Army Physical Readiness Training. ELO D - LSA 1. Learning Step / Activity ELO D - LSA 1. Features of Bones Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy: Media Type: Security Classification: Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 0 hrs 5 mins Large Group Instruction Training Device / PowerPoint Presentation This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: Marked as (*) is derived from the parent learning object

NOTE: SHOW SLIDE 17: Features of Bones

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Slide 17

a. These are common features to all bones. The bullets on this slide are self explanatory. Emphasize that the elevations have already been discussed, and students should know that these include tubercles, trochanters, malleolus/malleoli, and spines. The spine of the scapula is one example. The malleoli are found in the ankle. There are trochanters on the femur where the greater trochanter can be felt on the outside of the hip region. This major bony prominence can become uncomfortable in PRT drills requiring Soldiers to sustain sidelying positions on hard surfaces.

NOTE: SHOW SLIDE 18: Enabling Learning Objective E (ELO E) (Inform the students of the Enabling Learning Objective E requirements)

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Slide 18

Check on Learning:
Determine if the students have learned the material presented by soliciting student questions and explanations. Ask the students questions and correct misunderstandings.

Review Summary:
Conduct a review and solicit feedback from students on the administrative/support function offered in this Learning Step Activity.

CHECK ON LEARNING (ELO D):

QUESTION: What is the feature the covers the ends of bones where they meet to form joints?

ANSWER:

Articular Cartilage

QUESTION: What is the feature of soft tissue that surrounds the outside of the bone and contains the nerve and blood vessels?

ANSWER:

Periosteum.

QUESTION: What is the feature that serves to reinforce attachment poiint for the

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attachment of muscles and ligaments?

ANSWER:

Elevations.

QUESTION: What is the feature of inner meshwork of spongy bone that forms in reaction to the external weight-bearing stresses placed on bone?

ANSWER:

Trabeculae.

REVIEW SUMMARY(ELO D):

Conduct a review and solicit feedback from students on the administrative/support functions offered in the various Learning Step Activities of this lesson.

E.

ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the physiology of bone. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify bone structure and function in relationship to physical performance of WTBDs IAW with instructor notes, this lesson and FM 7-22, Army Physical Readiness Training. ELO E - LSA 1. Learning Step / Activity ELO E - LSA 1. Physiology of Bone Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 0 hrs 10 mins Large Group Instruction Training Device / PowerPoint Presentation This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: Marked as (*) is derived from the parent learning object

Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy: Media Type: Security Classification:

NOTE: SHOW SLIDE 19: Physiology of Bone

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Slide 19

a. The bullets on this slide explain the basic physiology of bone as a living tissue. It is important to know that bone is continuously remodeling in order to react to stress placed on it. This process is protective and is referred to as Wolff's Law - bone reacts in direct proportion to the stress placed on it to prevent bone stress injury - and also crucial in the healing of fractured bone.

NOTE: SHOW SLIDE 20: The Elbow

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Slide 20

b. The elbow is a synovial joint in the arm involving three bones the humerus, ulna and radius. The ulna and radius are in the forearm orient the students to these bones by having them stand in the anatomical position and note what happens to the position of those bones when they supinate and pronate the forearms. The elbow has two main articulations: ulna with the humerus; radius with the humerus; and a smaller articulation between the radius and the ulna.

c. Point out the olecranon on the illustration and then on the students own bodies which major muscles attaches here? It is involved in all PRT pushing activities - the triceps.

NOTE: SHOW SLIDE 21: The Hand

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Slide 21

d. And on the end of the arms you have the hands! Can you guess how many bones are in the wrist and hand? 26. You will see a similar arrangement of bones in the foot, and some with the same names phalanges. Boxers fractures involve the metacarpals, especially the fourth and fifth. Where are the 1st through 3rd? Have students number these on their paper copies after one of them does that with the laser pointer. If time allows, label the carpals, particularly the scaphoid bone and show where it is located in the snuff box on the radial (thumb) side of the wrist. Blood flow to this bone can be compromised in scaphoid fractures, indicated by tenderness in the snuff box. Why is it called the snuff box.

NOTE: SHOW SLIDE 22: CHECK ON LEARNING

33

Slide 22

e. Use this photo of a physical therapist using his hands in the kneeling position to manipulate the spine of a (live) tiger. What bones are being manipulated in the tigers neck? Name the bones in the hand? Which position is the forearm and hand in neutral, supinated or pronated? Neutral. Which sesamoid bone is he kneeling on? Patella. How many bones in each mammals spines? If the tiger bit the therapists hand and broke it, what cells would be involved in the healing process? Depends on where it bites.

NOTE: SHOW SLIDE 23: Enabling Learning Objective F (ELO F) (Inform the students of the Enabling Learning Objective F requirements)

34

Slide 23

Check on Learning:
Determine if the students have learned the material presented by soliciting student questions and explanations. Ask the students questions and correct misunderstandings.

Review Summary:
Conduct a review and solicit feedback from students on the administrative/support function offered in this Learning Step Activity.

CHECK ON LEARNING (ELO E):

QUESTION: The process of "remodeling" and the forming of new bone along the inside edge of the bone's cortex is called _____________.

ANSWER:

Osteoblasts

QUESTION: What is Wolff's Law?

ANSWER:

Bone is continuously remodeling in order to react to stress placed on it.

REVIEW SUMMARY(ELO E):

Conduct a review and solicit feedback from students on the administrative/support functions

35

offered in the various Learning Step Activities of this lesson.

F.

ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the classes of joints In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify bone structure and function in relationship to physical performance of WTBDs IAW with instructor notes, this lesson and FM 7-22, Army Physical Readiness Training. ELO F - LSA 1. Learning Step / Activity ELO F - LSA 1. Identify the Classes of Joints. Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 0 hrs 15 mins Large Group Instruction Training Device / PowerPoint Presentation This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: Marked as (*) is derived from the parent learning object

Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy: Media Type: Security Classification:

NOTE: SHOW SLIDE 24: Types of Joints

Slide 24
36

a. There are three types of joints. The first two on this slide are less important to MFTs than the third one. Synovial joints are encapsulated fluid-filled joints that allow lots of motion at the point where bones meet. The synovial fluid provides the nutrients to the cartilage that it covers, and acts as a life-long lubricant for the joint. Roughness that develops with use in the cartilage can be felt in many joints as crepitus cracking and clicking as the roughened surfaces move across each other.

NOTE: SHOW SLIDE 25: The Hip

Slide 25

b. The hip joint is a synovial joint and the largest ball and socket joint in the body. We will be seeing a lot of this joint over the next few slides. The femur and ilium have important bony landmarks that you need to know. Use palpation, models and the slide picture to illustrate these iliac crest, Anterior Superior Iliac Spine, Posterior Superior Iliac Spine, inferior and superior pubic rami, acetabulum, femoral head and neck, and greater trochanter.

NOTE: SHOW SLIDE 26: The Pelvis

37

Slide 26

c. The landmarks can be pointed to again on this slide which shows the gross structure of the pelvic girdle. Be careful to correctly point to the SI joints and pubic symphysis. The sacrum does not show well on this plain film, but models can be used to point this out. The SI and pubic symphysis joints are slightly moveable, but become more moveable during pregnancy when hormones are released (elastin and relaxin) to allow these joint and the pelvic outlet to expand in order to allow delivery of the babys head. The baby helps out by having unfused skull bones!

NOTE: SHOW SLIDE 27: Enabling Learning Objective G (ELO G) (Inform the students of the Enabling Learning Objective G requirements)

38

Slide 27

Check on Learning:
Determine if the students have learned the material presented by soliciting student questions and explanations. Ask the students questions and correct misunderstandings.

Review Summary:
Conduct a review and solicit feedback from students on the administrative/support function offered in this Learning Step Activity.

CHECK ON LEARNING (ELO F):

QUESTION: What are the three (3) types of joints? ANSWER: Immovable, Slightly Movable, Freely-Movable/Synovial

QUESTION: What provides the nutrients to the cartilage that it covers, and acts as a life-long lubricant for the joint? ANSWER: Synovial Fluid.

QUESTIONS: What are examples of Freely Movable joints? ANSWER:

39

Elbow, Knee, Fingers.

REVIEW SUMMARY(ELO F):

Conduct a review and solicit feedback from students on the administrative/support functions offered in the various Learning Step Activities of this lesson.

G.

ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the types and locations of bone stress injuries. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify bone structure and function in relationship to physical performance of WTBDs IAW with instructor notes, this lesson and FM 7-22, Army Physical Readiness Training. ELO G - LSA 1. Learning Step / Activity ELO G - LSA 1. Types and locations of bone stress injuries. Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy: Media Type: Security Classification: Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 1 hr 30 mins Large Group Instruction Training Device / PowerPoint Presentation This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: Marked as (*) is derived from the parent learning object

NOTE: SHOW SLIDE 28: Bone Stress Injuries

40

Slide 28

a. Taking a break from the anatomy slides, we will spend some time now discussing bone stress injuries. This x-ray shows the pelvis of a 21 yo female in Basic Training whose left femur fractured due to overuse NOT trauma. When someone is injured like this it is difficult for them to stay on Active Duty. The average cost of a Soldier who attrits, for whatever reason is $57,500. Approximately 6000 Soldiers attrited from FJ in 2008 (between arriving at the Reception Battalion and Graduating BCT). What is the dollar amount of that? About $345M. How many attrite due to medical/injury?

NOTE: SHOW SLIDE 29: What is a bone stress injury?

41

Slide 29

b. This slide stands on its own read the bullets to make sure the students know the definitions here. One example is a stress reaction of the shin bone (tibia) is often called shin splints.

NOTE: If there is time, discuss the grading of BSIs: grade I-V, with V being the worse a displaced fracture of the bone; IV is a complete fracture without displacement; III is a partial fracture and II and I are stress reactions.

NOTE: SHOW SLIDE 30: What Does the Soldier Feel?

42

Slide 30

c. This slide stands alone. Read the bullets emphasizing that these are the common symptoms and signs of BSI.

NOTE: SHOW SLIDE 31: What Does the Soldier Look Like?

43

Slide 31

d. The slide stand alone. Read the bullets, emphasizing that these are the signs that a medical provider might see. Vibration and percussion refers to the use of a medical tuning fork to diagnose whether or not a fracture is present. MFTs DO NOT DO THIS!!

NOTE: SHOW SLIDE 32: Where do BSI Occur in the Body?

Slide 32

e. FNSI means femoral neck stress injury remember the hip fracture from earlier and are often 5-8% of all BSI in Soldier trainee populations, across time and Armies. Therefore, they act as an index of other BSI if you have a lot of FNSI, you will have lots of other BSI. More on that in a moment and in Week Three of the Course as we build your injury knowledge base.

NOTE: SHOW SLIDE 33: Low Risk Bone Stress Injuries

44

Slide 33

f. This x-ray shows the heel bone calcaneus with a stress reaction. If we treat something conservatively, what does that mean? Answer: no surgery, adapted footwear, lots of rest, avoidance of pain, splinting, heat or ice, and therapeutic exercises often from a physical therapist, athletic trainer or other medical provider.

NOTE: SHOW SLIDE 34: Low Risk Bone Stress Injuries

45

Slide 34

g. This slide is to illustrate the case of US Olympic 400M runner Mateo Mitchell who had a stress fracture of his left fibula while running in the semi-final of the 400M relay in London. He was able to complete his leg of the relay in pain due to the fact that the fibula bears only 9% of the bodys weight. And hes tough!!

NOTE: SHOW SLIDE 35: Low Risk Bone Stress Injuries

46

Slide 35

h. Slide is self-explanatory. Note that there are none in the upper body.

NOTE: SHOW SLIDE 36: High Risk Bone Stress Injuries

Slide 36
47

i. This CT scan shows a tibial stress fracture completely fractured into several pieces. This Soldier would have been unable to bear weight on that limb and needed surgical fixation of the fracture high risk.

NOTE: SHOW SLIDE 37: Shin (Tibial) Stress Reaction

Slide 37

j. This slide shows that x-rays do not tell the whole story. Although this Soldier looks fine on the x-ray, the bone scan which detects increased metabolic activity in the bone (which cells?) shows that a reaction is developing the distal half of the tibia. The bone scan is said to be hot or positive for a bone stress reaction. This is why it takes a while to diagnose the injury, and so your Soldiers may be on crutches or in the clinic for several hours. And remember, these are avoidable. Think about the burden this places on the medical system, the unit and the Soldiers and Family members who are waiting to be seen in the Clinic and Hospitals around the Army. What is the MFTs role in this system? Mitigate injury.

NOTE: SHOW SLIDE 38: High Risk Bone Stress Injuries

48

Slide 38

k. What is the difference between this slide and the similar low risk slide? See if students spot the and/or related to the SPR and IPR. When you have BOTH at the same time, you are at high risk for complications and must be removed from training to allow healing. Similarly for the other high risk locations.

NOTE: SHOW SLIDE 39: Hip Pain in Initial Military Training

49

Slide 39

l. Here is another illustration of the trabecular lines of force in the distal portion of the femur. Have someone name the parts you are looking at head, neck and body. The circular arrow illustrates the torque around the neck caused by opposing forces coming from above and below. Note that this is often vaguely painful with pain felt anywhere between the iliac crest and sacrum and the knee so-called referred pain.

NOTE: SHOW SLIDE 40: Management of Bone Stress Injury

50

Slide 40

m. This slide is self-explanatory and lists the treatment approaches to low and high-risk BSI. The Alter-G treadmill is a treadmill that allows unweighting of the limbs while still performing running activity. There are several of these at Fort Jackson and at other installations.

NOTE: SHOW SLIDE 41: Pelvic Stress Injuries

51

Slide 41

n. This slide stands alone. Read the bullets. (BCT refers to Basic Combat Training.)

NOTE: SHOW SLIDE 42: Pelvic Stress Injuries

Slide 42
52

o. This slide stands alone. Read the bullets.

NOTE: SHOW SLIDE 43: Soldier Non-Compliant

Slide 43

p. For whatever reason, this Soldier seen in the previous x-ray went on to fracture the superior pubic ramus as well. She was non-compliant with activity restrictions. MFTs understand profiles restrictions and assist in ensuring they are followed so that the impact of these injuries can be controlled in the low-risk category.

NOTE: SHOW SLIDE 44: Hip Pain in IMT

53

Slide 44

q. Again, this slide can be read as a stand alone, with emphasis on the role the MFT can play in controlling the causes of these injuries.

NOTE: SHOW SLIDE 45: Femoral Neck Stress Fracture

54

Slide 45

r. Review the anatomy of the fracture here. An MRI is a magnetic resonance image and shows more soft tissue detail than an x-ray or bone scan. This also shows edema (fluid) around the fracture inside the femoral neck. A very serious medical emergency that must be fixed surgically in a few hours to prevent loss/necrosis of the head of the femur and hip joint. And permanent disability.

NOTE: SHOW SLIDE 46: FNSF

Slide 46

s. This slide follows on from the previous one and stands alone. Compression causes a fracture on the bottom side of the neck, and tension on the top side. Displaced shows that the neck has slipped.

NOTE: SHOW SLIDE 47: Surgical Management of FNSF

55

Slide 47

t. Here is the surgical fix. Three screws that stay in place. The bullets are self-explanatory. This should cause some reaction from the students an emotional connection to the material to underline the importance of what they are being taught.

NOTE: SHOW SLIDE 48: Knee

56

Slide 48

u. Back again to the straight anatomy slide with an x-ray of the knee. What are the bones here? Femur, tibia and fibula. And the patella.

NOTE: SHOW SLIDE 49: Knee Joint Anatomy

57

Slide 49

v. The knee is a synovial joint with many of the common anatomical parts of most synovial joints ligaments connecting one bone to another, cartilage and meniscus, and bones. Review the ACL, PCL and collateral ligament locations. Ask who has heard of some of these almost weekly on the NFL or College sports networks. And maybe personally? Discussion will be dictated by time and expertise level of the Instructor.

NOTE: SHOW SLIDE 50: Patella Dislocation

Slide 50

CONDUCT A CHECK ON LEARNING. Use this slide to review the knee joint which bone has moved out of place? Patella. What bone does it rest on? Which tendon does it sit in? What are the ligaments of the knee? Which ones might be injured in this example? A: You cannot tell for sure, as you dont know the mechanism of injury! You could develop a scenario based on your knowledge for example the MCL may have been torn as the knee buckled medially, and the patella dislocated laterally.

NOTE: SHOW SLIDE 51: Ankle

58

Slide 51

w. Use models and students' own palpation of their ankle and feet to illustrate the bones in the next slides. In this slide the Achilles tendon is partially visualized inserting into the proximal calcaneus.

NOTE: SHOW SLIDE 52: Foot

59

Slide 52

x. The metatarsals, tarsals and sesamoids are best illustrated using a model. The sesamoids may be palpable on some students feet beneath their 1st metatarsal-phalangeal joint.

NOTE: SHOW SLIDE 53: Foot (Metatarsal) Stress Fracture

60

Slide 53

y. By now students should be familiar with these images to recognize a BSI. Pain is often felt on the top of the foot and may require casting or wear of an orthopedic walking boot.

NOTE: SHOW SLIDE 54: The Leg and Foot

Slide 54

CONDUCT A CHECK ON LEARNING. Use this slide to have students label the illustration on their own. Or choose individuals to point using the laser-pointer to the correct bone.

NOTE: SHOW SLIDE 55: References

61

Slide 55

z. Lots of research goes into this information, this Course, and PRT. Students should understand this depth of research from the outset.

Check on Learning:
Determine if the students have learned the material presented by soliciting student questions and explanations. Ask the students questions and correct misunderstandings.

Review Summary: Conduct a review and solicit feedback from students on the administrative/support function offered in this Learning Step Activity.
CHECK ON LEARNING (ELO G):
QUESTION: An actual break (fracture) in the hard part of the bone (cortex) that can become a complete fracture of the entire bone if not managed properly is know as a _________?

ANSWER: Stress Fracture.

QUESTION: An irritation of the soft tissue that covers the bone (periosteum) as well as microscopic fractures in the bone structure, causing pain and weakening of the bone in a

62

specific area is known as ____________.

ANSWER: Stress Reaction.

QUESTION: Where do most Bone Stress Injuries occur on the body?

ANSWER: The Shins. (48%).

REVIEW SUMMARY(ELO G):

Conduct a review and solicit feedback from students on the administrative/support functions offered in the various Learning Step Activities of this lesson.

63

SECTION IV. SUMMARY Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy:
Check on Learning
Determine if the students have learned the material presented by soliciting student questions and explanations. Ask the students questions and correct misunderstandings.

Conference/Discussion Contracted Instructor(1:10/0), Instructor(1:40/0) 5 mins Large Group Instruction

Review/ Summary
Conduct a review and solicit feedback from students on the administrative/support functions offered in the various Learning Step Activities of this lesson.

NOTE: SHOW SLIDE 56: Summary

Slide 56

a. During this class we have discussed and checked your learning on the human skeleton. You are now familiar with and can discuss and refer correctly to the bones, and joints in the
64

body. You are able to describe bone features, physiology, function, classes, and bone stress injury.

65

SECTION V. STUDENT EVALUATION

Testing Requirements
NOTE: Describe how the student will demonstrate accomplishment of the TLO throughout the course, during Practical Exercises (PEs), and on any performance assessment IAW the MFTC Individual Student Assessment Plan (ISAP).

Feedback Requirements
Following the Master Fitness Trainer Course, a Student End-of-Course Critique will be issued, taken, and collected. These critiques are required to be reviewed by the Chief, Physical Readiness Division (PRD).

66

Appendix A - Viewgraph Masters Skeletal Anatomy 805P-MF805002 / Version 2 Sequence 0 Media Name MF805002: Skeletal Anatomy Slides Media Type PPTX

A-1

Appendix B - Test(s) and Test Solution(s)

B-1

Appendix C - Practical Exercises and Solutions PRACTICAL EXERCISE(S)/SOLUTION(S) FOR LESSON 805P-MF805002 Version 2

C-1

Appendix D - Student Handouts Skeletal Anatomy 805P-MF805002 / Version 2 Sequence 0 MF805002: CRM Media Name Media Type DOCX

D-1

Appendix E - TRAINER'S LESSON OUTLINE

Skeletal Anatomy 805P-MF805002 / Version 2 DRAFT

1. The importance of this lesson: (Why)

Familiarize with the structure and function of the human skeletal system in order to form the foundation of understanding Physical Readiness Training.

2. What we want our Soldiers to Achieve: (Outcomes/Standard)

Understand the human skeletal system and how it relates to Physical Readiness Training (PRT) IAW instructor notes, this lesson, FM 7-22 and Army Physical Readiness Training.

Outcomes Possess a knowledge of Basic Anatomy, Physiology, and Exercise Science

Possess a knowledge of the Armys Physical Readiness Training System - History of Army fitness - Differences between PRT and other programs Possess knowledge of Human Performance Optimization/Injury Prevention (HPOIP) - Understand HPOIP at the macro and micro levels Possess a knowledge of Army doctrine relating to and impacting PRT

Skills (Be): Teach (correct, mentor)

Communicate (coordinate, collaborate)

Move (athleticism)

Lead (direct, inspire, exemplify)

Liaise (advise)

E-1

 Assess (comply)

Abilities (DO):

PRT Leader

Special Staff Advisor on Physical Readiness Training

Special Conditioning Program Advisor

Train other leaders

Liaison to other SMEs (medical personnel) and other MFTs

Design, lead, execute, and evaluate PRT Programs

3. Tasks to be taught

Task Number

Task Title

Task Type

None

Additional Non-Standard Tasks

None 4. References:

Reference Number

Reference Title

Date

FM 7-22

Army Physical Readiness Training

26 Oct 2012

Additional Non-Standard References

None 5. Resources

TIME: Time of Instruction (Time not specified)

E-2

LAND: Classroom, Training Area, and Range Requirements

Id Name

17120-T-1680-50

Classroom, Traditional, 1680 Square Feet, 50 Students

AMMO: Ammunition Requirements

DODIC Name

None

MISC: Materiel Items and TADSS Requirements

Id Name

* 08-03 5836-01-408-4665 6515-01-509-2908 6545-00-116-1410 6665-01-103-8547 6730-00-577-4813 7010-01-454-5951 7520-00-T82-3256 7520-01-351-9148 (Note: Asterisk before ID indicates a TADSS.)

Adult Human Male Skeleton PROJECTOR, VIDEO (INFOCUS LITEPRO 550) DEPLOY PAC,AED FIRST AID KIT,GENERAL PURPOSE WET GLOBE TEMPERATURE KIT Screen, Projection Computer System, Digital, Desk Top LASER, POINTER (PEN SIZE) Pointer, Instructional

Additional Non-Standard Resources

None 6. A possible technique to achieve the outcome: Outcome (Measures of Effectiveness) Knowledge (Know): Possess a knowledge of Basic Anatomy, Physiology, and Exercise Science (MF805002 thru MF805014)

Possess a knowledge of the Armys Physical Readiness Training System (MF805018, MF805019; MF805024 thru MF805026; MF805029)

- History of Army fitness

E-3

- Differences between PRT and other programs

Possess knowledge of Human Performance Optimization/Injury Prevention (HPOIP) (MF805020 thru MF805022)

- Understand HPOIP at the macro and micro levels

Possess a knowledge of Army doctrine relating to and impacting PRT (MF805015 thru MF805017)

Skills (Be):

Teach (correct, mentor) (MF805062 and MF805065)

Communicate (coordinate, collaborate) (MF805062 and MF805065)

Move (athleticism) (MF805031 thru MF805058)

Lead (direct, inspire, exemplify) (MF805062 and MF805065)

Liaise (advise) (MF805062 and MF805065)

Assess (comply) (MF805057, MF805058, MF805061, MF805063)

Abilities (DO):

PRT Leader (MF805031 thru MF805062)

Special Staff Advisor on Physical Readiness Training (MF805002 thru MF805065)

Special Conditioning Program Advisor (MF805019 thru MF805022)

Train other leaders (MF805062)

Liaison to other SMEs (medical personnel) and other MFTs (MF805065)

E-4

 Design, lead, execute and evaluate PRT Programs (MF805018, MF805019; MF805024 thru MF805026; MF805029)

7. Conduct AAR with Soldier and Cadre.

a. Conduct end of training day AAR. (1) Begin the AAR. Review training events of the day. (2) Discuss strengths and weaknesses of each event or critical activity. (3) Decide what to do differently next time; how to improve. (4) Summarize key training points and events of the AAR. (5) Allow students two ask questions and/or address any of the cadre members. (6) Quickly review the next days training and inform students of any schedule updates or changes.

NOTE: Before presenting this lesson, Instructors must be thoroughly prepared by studying the appropriate lesson plan and identified reference material.

E-5