Muscle Physiology 805P-MF805005 / Version 2 Effective Date Not Assigned SECTION I.

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

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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

None
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 2 hrs 0 mins Conference/Discussion Yes 0 hrs 0 mins Test Review Yes 0 hrs 0 mins Test ________________________________________________________________________ Total Hours: 2 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 5-19 FM 7-22

COMPOSITE RISK MANAGEMENT Army Physical Readiness Training

1

21 Aug 2006 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

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 1:40 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.)

1:40 1:40 0:0 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, MF805005: Muscle Physiology:

Slide #1 Muscle Physiology

Slide #2 Terminal Learning Objective (TLO)

Slide #3 Definition

Slide #4 Enabling Learning Objective A

Slide #5 Types of Muscle

Slide #6 Enabling Learning Objective B

Slide #7 Muscle Structure

Slide #8 Muscle Structure

Slide #9 Muscle Structure

Slide #10 Muscle Contraction

Slide #11 Enabling Learning Objective C

Slide #12 Fiber Types

Slide #13 Fiber Type Scenarios

Slide #14 Quote

Slide #15 Question

Slide #16 Question

Slide #17 Enabling Learning Objective D

Slide #18 Skill Improvement

Slide #19 Specificity of Training

Slide #20 Other Factors

Slide #21 Enabling Learning Objective E

Slide #22 Functions of Skeletal Muscle

Slide #23 Types of Muscle Contractions

Slide #24 Check on Learning

Slide #25 Summary

Slide #26 Questions??

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: Muscle Physiology (Title)

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

Slide 1

Physical fitness is gained through extended periods of movement. Movement requires muscles, energy and oxygen. The brain tells the muscles to contract, the nervous system conducts impulses down the spinal cord and contact motor nerves that stimulate muscles to contract. During this period of instruction we will discuss the structure and function of skeletal muscles and their role in producing movement and performance improvement.

The purpose of this period of instruction is to familiarize you with the structure and function of the muscular system. Discussion will include types of muscles and their function in optimal health and physical performance.

NOTE: SHOW SLIDE 2: Terminal Learning Objective (TLO) and state the objectives of the TLO.

Slide 2

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 muscle structure and function in relationship to physical readiness training (PRT) and the physical performance of Warrior Tasks and Battle drills (WTBDs). In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP).

Standards:

Identify muscle structure and function in relationship to physical performance of WTBDs IAW instructor notes and this lesson.

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 311.5, 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
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- 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. 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.

Individuals instructing this task must ensure they are familiar with FM 7-22, Appendix D, pages D-1 thru D-5, Environmental Considerations prior to training this task.

Evaluation
NOTE: Describe how the student will demonstrate accomplishment of the TLO throughout the course, during Practical Exercises (PEs), and on any performance assessment.

Instructional Lead-in
NOTE: SHOW SLIDE 3: Definition

Slide 3

Muscle physiology is defined as the study of muscle function. In order to benefit most from PRT, we must first understand how muscles positively adapt to exercise and apply this scientific knowledge to our planning considerations for scheduling and prescribing training. Soldiers need strength, stamina and stability from their muscles, tendons, ligaments and bones to successfully perform on the battle field.

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Soldiering requires optimal muscle function.

Moving quickly, jumping and landing under load are all demanding physical tasks that require musculoskeletal strength, endurance and mobility.

Regular execution of PRT exercises, drills and activities develops correct motor patterns and muscle memory as well as the strength endurance and mobility needed to meet the physical demands for success in the performance of Warrior Tasks and Battle Drills (WTBDs).

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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 three types of muscle and qualities of each. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify the three types of muscle and qualities of each IAW this lesson and instructor notes. ELO A - LSA 1. Learning Step / Activity ELO A - LSA 1. Three types of muscle and qualities of each Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 0 hrs 5 mins Large Group Instruction 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: Enabling Learning Objective (ELO) A: (Inform the students of the Enabling Learning Objective requirements)

Slide 4
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NOTE: SHOW SLIDE 5: Types of Muscle

Slide 5

a. There are three types of muscle: smooth, skeletal and cardiac.

(1) Smooth muscle is involuntary in its ability to stimulate itself to contract. Smooth muscle is found in the lining of the intestines and the vascular system. Smooth muscle works on its own, without conscious thought to create nerve stimulation. You dont have to think about digestion or blood flow to make it happen. Smooth muscle contracts, providing movement of food through the intestines and blood vessel expansion and constriction.

(2) Skeletal muscle is voluntary in that we can control the stimulation to contract. Skeletal muscles attach to bones and provide movement and stability. Most of our discussion about the muscular system in this course will pertain to training skeletal muscle for improved physical performance.

(3) Cardiac muscle is self-stimulating, in that it works without conscious thought. Cardiac muscle surrounds the heart, contracting with every beat. It has properties of skeletal muscle in that it will improve in size, thickness and strength with training. The stronger the heart muscle, the more blood containing oxygen and nutrients may be sent to the body for energy. We will discuss the structure and function of the heart

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during the period of instruction on the Oxygen Transport System (OTS).

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: Skeletal muscle is _______________ in its ability to stimulate itself to contract.

ANSWER:

Voluntary

QUESTION: Smooth muscle is _______________ in its ability to stimulate itself to contract.

ANSWER:

Involuntary

QUESTION: Where in the human body can smooth muscle be found?

ANSWER:

Lining of the intestines, in the vascular system

QUESTION: What are the three types of muscle?

ANSWER:

Smooth Muscle, Skeletal Muscle, Cardiac Muscle

REVIEW SUMMARY(ELO A):

Conduct a review and solicit feedback from students on the administrative/support function offered in this Enabling Learning Objective.

B.

ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify skeletal muscle structure and sarcomere function. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify skeletal muscle and sarcomere function during muscle contraction IAW this lesson and instructor notes. ELO B - LSA 1. Learning Step / Activity ELO B - LSA 1. Skeletal muscle structure and sarcomere function

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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 30 mins Large Group Instruction 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 6: Enabling Learning Objective (ELO) B: (Inform the students of the Enabling Learning Objective requirements)

Slide 6

NOTE: SHOW SLIDE 7: Muscle Structure

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Slide 7

a. Skeletal muscle consists of thousands of bundles of spaghetti-like fibers (muscle cells), much like looking at a cross-section of a telephone cable.

NOTE: SHOW SLIDE 8: Muscle Structure

16

Slide 8

b. Connective tissue covers the outside of the entire muscle (epimysium), bundles of muscle (perimysium) and myofibrils or fasciculi (endomysium) that bundle the individual fibers.

NOTE: SHOW SLIDE 9: Muscle Structure (Sarcomere)

Slide 9

c. All the structures and chemicals necessary for a muscle to contract are present in each sarcomere. d. Within the muscle fibers, the sarcomere is the smallest functional unit of muscle. All the structures and chemicals necessary for a muscle to contract are present in each sarcomere. Each sarcomere consists of the following myoflaments: (1) Actin: Backbone of the filament with binding sites for myosin. (2) Myosin: Two protein strands twisted together with a globular head for
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attachment to actin. (3) Troponin: Tube like protein that twists around actin working with calcium to maintain relaxation or initiate contraction.

NOTE: SHOW SLIDE 10: Muscle Contraction

Slide 10

e. Muscle fibers contract at the command of the motor nerve. The motor nerve and the muscle fibers it commands are called a motor unit. In skeletal muscle the brain sends a message that releases calcium to set up cross-bridge formation between actin and myosin. The chemical compound adenosine tri-phosphate (ATP), stored in the muscle provides the energy for the cross-bridges to move, contracting (pulling) the muscle from end to end toward the center. When there is no longer a need to contract or the muscle fatigues and can no longer maintain contraction, then, the muscle relaxes and returns to its original configuration.

NOTE: Demonstrate contraction sequence on dry erase board/butcher block using the rowing team analogy (rowing team in an inflatable rubber raft facing opposite directions).
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(1) Raft = muscle cell (2) Water = actin (3) Rower/Oar = myosin (4) Starting Gun = Nerve impulse Simultaneous pull causes raft to shorten, collapsing in the middle. When rowing stops, raft returns to original form.

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 B):

QUESTION: Skeletal muscle is held together by connective tissue. ______________ surrounds each muscle fiber (cell).

ANSWER:

Endomysium

QUESTION: What is the smallest functional unit of muscle?

ANSWER:

Sarcomere

QUESTION: Each sarcomere consist of what myoflaments?

ANSWER:

Actin, Myosin, Troponin

REVIEW SUMMARY(ELO B):

Conduct a review and solicit feedback from students on the administrative/support function offered in this Enabling Learning Objective.

C.

ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the types of muscle fibers. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS:
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Identify the types of muscle fibers and characteristics of each in relationship to physical performance. ELO C - LSA 1. Learning Step / Activity ELO C - LSA 1. Types of muscle fibers 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 30 mins Large Group Instruction 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 11: Enabling Learning Objective (ELO) C: (Inform the students of the Enabling Learning Objective requirements)

Slide 11

NOTE: SHOW SLIDE 12: Fiber Types

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Slide 12

a. Muscle is composed of two fiber types. All the fibers in a motor unit are the same type, either fast twitch or slow twitch. Slow twitch fibers contract somewhat slower but are slow to fatigue. They have a rich capillary supply (where blood containing oxygen and nutrients are exchanged for carbon dioxide and water) and well supplied with internal chemistry required for long-duration endurance activities. Fast twitch fibers (classified as either 2a or 2b) are fast contracting and fast to fatigue. They are larger, have fewer capillaries and seem best suited for short, intense effort. When the nervous system commands a motor unit to contract, all fibers respond together. In fact, the way the nervous system uses muscle fibers (for short, intense effort or long-duration effort) seems to indicate their characteristics.

NOTE: Refer to characteristics of each fiber type on Slide 12 Fiber types.

(1) Type 1: Slow Twitch (Slow Oxidative/SO)

(A) Small neuron size, Slow conduction velocity, slow contractile speed and Low motor unit force

(B) High oxidative capacity, High fatigue resistance, contributes to aerobic performance

(C) Athletes genetically gifted with a high percentage of this fiber type have the potential to be great performers in aerobic events (10k to marathon, distance- swimming, cycling, skiing)

(2) Type 2a: Fast Twitch a (Fast Oxidative Glycolytic/FOG)

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(A) Large neuron size, fast conduction velocity, fast contractile speed and high motor unit force

(B) Moderately high oxidative capacity, High Glycolyic capacity, Moderate fatigue resistance, contributes to aerobic performance at high intensity and moderate/intermittent durations

(C) Athletes genetically gifted with a high percentage of this fiber type have the potential to be great performers in speed events off longer duration (800m through 5k, soccer, hockey)

(3) Type 2b: Fast Twitch b (Fast Glycolytic/FG)

(A) Large neuron size, fast conduction velocity, fast contractile speed and high motor unit force

(B) Low oxidative capacity, High Glycolyic capacity, Low fatigue resistance, contributes to anaerobic performance at high intensity and short duration

(C) Athletes genetically gifted with a high percentage of this fiber type have the potential to be great performers in speed and power events (sprinting, weight lifting, jumping, gymnastics)

NOTE: SHOW SLIDE 13: Fiber Type Scenarios (Discuss each one with the class, asking students to comment on what muscle fiber types are predominant in each one of the scenarios.)

Slide 13

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b. PVT Swift is lean and performs well in all endurance and mobility activities. She was never an athlete in high school, but enjoyed running. When asked about her BCT experience, she said, BCT was the first physical challenge of my life; but I was successful, especially on the APFT. Id never timed my running before but I was able to run the two miles in 12:50.

SOLUTION: PVT Swift is most likely endowed with predominantly slow twitch muscle fibers.

c. SGT Big, nicknamed The Fireplug, is 25 years old, 57 tall, 185 lbs. with circumference measurements of 18 for his neck and 32 for his waist. He always scores 100 points on the push-up and sit-up events on the APFT. He doesnt regularly lift weights, but can easily perform a 280-lb.-1RM Bench Press. He always passes the 2-mile run event, but has never scored over 80 points on it.

SOLUTION: SGT Big is most likely endowed with predominantly fast twitch muscle fibers.

d. MAJ Average has always scored 280 or higher on the APFT and has no problem meeting HT/WT standards. He does daily PRT with the unit and exercises two evenings a week with his family at the YMCA. He enjoys hiking on the weekends and playing tennis.

SOLUTION: MAJ Average probably has a pretty good balance between fast and slow twitch fibers. His training and high level of activity provides his ability to perform well physically.

NOTE: SHOW SLIDE 14: Quote

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Slide 14

"Usually, champions are born, then discovered by scouts and developed by coaches. Those who are less genetically gifted may be able to work hard and train to a level that they too can stand on the winners podium like other champions. Though, most likely, they wont consistently beat them. However, they are still champions. So, continue to train hard! - Stephen E. Van Camp; National Karate Champion

NOTE: SHOW SLIDE 15: Question

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Slide 15

QUESTION: How do we train to achieve better athletic performance?

NOTE: SHOW SLIDE 16: Question with Answer

Slide 16
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ANSWER:

Skill perfection and specificity of training

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 C):

QUESTION: What are the two types of muscle fibers?

ANSWER: Slow Twitch and Fast Twitch

QUESTION: What muscle fiber is recruited for longer distance running?

ANSWER: Fast Twitch A, Fast Oxidative Glycolytic

REVIEW SUMMARY(ELO C):

Conduct a review and solicit feedback from students on the administrative/support function offered in this Enabling Learning Objective.

D.

ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify factors affecting muscle structure and function. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify factors affecting muscle structure and function and how they improve physical performance. ELO D - LSA 1. Learning Step / Activity ELO D - LSA 1. Factors affecting muscle structure and function 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 10 mins Large Group Instruction 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 17: Enabling Learning Objective (ELO) D: (Inform the students of the Enabling Learning Objective requirements)

Slide 17

NOTE: SHOW SLIDE 18: Skill Improvement

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Slide 18

a. Practice, practice, practice under the watchful eye of a skilled trainer.

(1) Good practice makes progress toward improvement.

(2) Practice develops motor patterns and muscle memory, helping to make skillful movement a habit and automatic.

(3) Coaching develops skill, not only with detailed instruction, but once proficiency is achieved, with short and concise verbal cues for fine tuning.

NOTE: SHOW SLIDE 19: Specificity of Training

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Slide 19

b. Train the energy system and muscle fiber types that contribute most to your event or sport. If your performance requires sprinting sprint; jumping jump; lifting/carrying lift and carry.
(1) More of the fiber types needed for improved strength will be recruited through proper strength training.

(2) More aerobic and anaerobic efficiency will be developed in the muscles through balanced training.

NOTE: Ask students:

QUESTION: How does this concept relate to the conduct of PRT?

ANSWER:

Physical success for the accomplishment of WTBDs requires Soldiers to train to develop

strength, speed, agility training and stamina under load.

NOTE: SHOW SLIDE 20: Other Factors

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Slide 20

c. Exercise stimulates the body and trains motor patterns. The body then needs:
(1) Adequate Recovery to repair, re-model, grow and improve in efficiency. Prescribing adequate workto-rest ratios during exercise and not overtraining provides the necessary stimulation for improved performance. Resting between sessions by alternating component training or body parts trained also allows for intense training with lower risk of overtraining. First you challenge the body to a higher level of activity, then you rest to allow it to recover and super-compensate, improving to meet even more difficult performance challenges.

(A) Prescribe appropriate work-to-rest ratio

(B) Be fresh and rested for testing, strength and speed training

(C) Allow 48 hours between strength workouts for the same muscle groups

(D) 48 to 60 hours between speed training workouts

(2) Quality Sleep (six to eight hours of restful, comfortable, uninterrupted sleep) provides time for the body to completely recover from the activities of the day and prepare the body to meet tomorrows challenges.

(A) Strive to attain 8 hours of restful, uninterrupted sleep each night

(B) Be as comfortable as possible (pillow, bedding, no/low light and sound

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(3) Performance Nutrition or fueling is essential for optimal training and performance enhancement. Soldiers, like athletes and race cars, require high quality fuel for optimal performance. Think of your meals as refueling and dont put junk in your tank, only HIGH OCTANE FUEL. Consume an adequate amount of water and choose foods that are closest to their original form.

(A) Fuel, dont just feed

(B) Consume adequate water

(C) Choose foods closest to their original form

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 recommended time a Soldier should allow a muscle group to recover before conducting a strength workout on the same muscle group?

ANSWER:

48 hours

QUESTION: What is the recommended time a Soldier should allow a muscle group to recover between speed training workouts?

ANSWER:

48 - 60 hours

QUESTION: What is the recommended time a Soldier should sleep to allow the body to recover from the activities of the day and prepare the body for tomorrows challenges.

ANSWER:

6 - 8 hours

REVIEW SUMMARY(ELO D):

Conduct a review and solicit feedback from students on the administrative/support function offered in this Enabling Learning Objective.

E.

ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify functions and types of actions skeletal muscles perform. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP).
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STANDARDS:

Identify functions and types of actions skeletal muscles perform during various physical activities.

ELO E - LSA 1.

Learning Step / Activity ELO E - LSA 1. Functions and types of actions skeletal muscles perform Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 0 hrs 10 mins Large Group Instruction 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 21: Enabling Learning Objective (ELO) E: (Inform the students of the Enabling Learning Objective requirements)

Slide 21

NOTE: SHOW SLIDE 22: Functions of Skeletal Muscle (Explain functions by demonstrating movement throughout the biceps curl exercise)

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Slide 22

a. The more than 215 pairs of skeletal muscles in the body vary widely in size, shape and use. Every coordinated movement requires the application of muscle force. This is accomplished by:

(1) Agonists/prime movers provide movement (Biceps raise the dumbbell during the biceps curl)

(2) Antagonists oppose the prime movers (Triceps oppose biceps and lengthen as biceps shorten)

(3) Synergists assist prime movers and/or act as stabilizers (forearm/wrist/hand hold dumbbell)

NOTE: SHOW SLIDE 23: Types of Muscle Contractions (Explain actions by demonstrating movement throughout the squat and wall squat exercises)

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Slide 23

b. Muscles cause three types of contractions:

(1) Concentric This is the muscles principal action of exerting force while shortening; sometimes referred to as, POSITIVE. (Demonstrate the Squat moving up)

(2) Eccentric This is when the muscle exerts force while lengthening; sometimes referred to as, NEGATIVE. (Demonstrate the Squat lowering)

(3) Isometric This is when the muscle exerts force but its length remains the same; sometimes referred to as STATIC. (Demonstrate the Wall Squat hold the down position)

NOTE: SHOW SLIDE 24: Generation of Force

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Slide 24

c. Muscle strength is reflected by the ability to produce force. The development of this force is dependent upon the following (refer to the rowing team analogy):
(1) The number of motor units activated (More Rowers)

(2) Type of motor units activated (More Talented/Stronger Rowers)

(3) Size of the muscle (Larger Boat with Bigger Paddles)

(4) Angle of the joint (More Aerodynamic Boat)

(5) Speed of action (Faster Rowers)

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: When a muscle exerts force while lengthening, it is referred to as a/an ___________________ contraction.

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ANSWER:

Eccentric

QUESTION: When a muscle exerts force while shortening, it is referred to as a/an ___________________ contraction.

ANSWER:

Concentric

QUESTION: Muscles that oppose prime moving muscles are known as _____________?

ANSWER:

Antagonists

QUESTION: Muscles that act as stabilizers are know as ____________________?

ANSWER:

Synergists

REVIEW SUMMARY(ELO E):

Conduct a review and solicit feedback from students on the administrative/support function offered in this Enabling Learning Objective.

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SECTION IV. SUMMARY Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy:
Check on Learning

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

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 functions offered in the various Learning Step Activities of this lesson.

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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.

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).

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Appendix A - Viewgraph Masters Muscle Physiology 805P-MF805005 / Version 2 Sequence 0 Media Name MF805005: Muscle Physiology 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-MF805005 Version 2

C-1

Appendix D - Student Handouts Muscle Physiology 805P-MF805005 / Version 2 Sequence 0 Media Name MF805005: Muscle Physiology Composite Risk Worksheet Media Type DOCX

D-1

Appendix E - TRAINER'S LESSON OUTLINE

Muscle Physiology 805P-MF805005 / Version 2 DRAFT

1. The importance of this lesson: (Why)

Identify muscle structure and function in relationship to physical readiness training (PRT) and the physical performance of Warrior Tasks and Battle drills (WTBDs).

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

All Master Fitness Trainers (MFTs) should be able to identify muscle structure and function in relationship to physical performance of WTBDs IAW instructor notes and this lesson.

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)

E-1

 Communicate (coordinate, collaborate)

Move (athleticism)

Lead (direct, inspire, exemplify)

Liaise (advise)

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:
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Reference Number

Reference Title

Date

FM 5-19 FM 7-22

COMPOSITE RISK MANAGEMENT Army Physical Readiness Training

21 Aug 2006 26 Oct 2012

Additional Non-Standard References

None 5. Resources

TIME: Time of Instruction (Time not specified)

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

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.)

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:

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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

- 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):

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 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)

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.

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