What You Need to Know Before the Sets and Reps

There is an old joke about knowing something like the “back of your hand…but wait I never noticed that before…” Program design may be like the “back of your hand.”

The building blocks of program design (sets, reps, frequency, duration, volume, intensity) might be very comfortable to you. So, pre-program design might seem a little odd but never forget that the sets, reps, exercises, and programs are going to be applied to an individual or group of individuals. Since assuming can be the mother of all problems, it makes sense to eliminate the assumptions regarding the individual(s) you will be programming for.

This article attempts to lay out a bit of information on what you may need to know about the individual(s).

History

A thorough history is an essential starting point to any program design and covers some important areas. Be sure to ask the same question in two or three different ways during the history to be sure you get as much information as possible.

Medical

Are you currently under treatment for any medical conditions?
Have you ever been under treatment for any medical conditions?

This can bring to light previous surgeries, medications, and treatment for various diseases or conditions that can have a significant impact on program design.

Be sure you have a medical professional and pharmacist that can assist you in determining the impact of medications and conditions on exercise. This may include the need for physician clearance to exercise.

Medication

Are you currently taking any prescription medications of any kind?
Are you taking any over-the-counter supplements?

The student who just told you they are not under treatment for any medical conditions will begin to tell you about the two high blood pressure medications and the cholesterol pill he or she is taking. Some medications can impact exercise, for example, beta blockers decrease heart rate response to exercise and can make monitoring of heart rate different. Again have a medical professional and/or pharmacist that can answer medication questions for you.

Injury

Are you currently dealing with or under treatment for any orthopedic, muscular, bone, or joint issues?
Are you having any pain anywhere either at rest or during activity?

Go “joint by joint”—Have you ever injured your foot or ankle? Have you ever injured your knees? Have you every injured your hips? Low back, ribs/chest, neck, shoulders, elbows, wrists, hands, etc.

Pain is not normal and should not be present especially during exercise, and a history of knee pain may remind them of a surgery on that knee. All of these can highlight areas you will want to have checked further or avoid during exercise.

Exercise

What is your current exercise routine?
Have you followed any other exercise routines in the past?

Previous or current exercise routines may provide information on what the student has a background in (which can be helpful in drawing connections during teaching) and it may highlight “likes and dislikes.” Asking a student to perform an exercise he or she already “hates” can get a routine off to a bad start (not that “hate” can’t be transformed over time, but…).

Sport/Work/Habits

Do you currently participate in any sports or activities?
Did you play in sports in high school, college, etc.?

This allows for drawing connections during teaching, may bring to mind injuries or issues, and provides information on movement issues. A “one-sided” athlete like a golfer may bring some restrictions that need to addressed, for example. Work and leisure time habits, postures, and positions may have an influence as well.

Family

Is there a history of any significant medical problems in your family?

Family histories of cancer, heart disease, and other conditions may throw up “red flags” for physician clearance.

“The Mystery of the History” (Florence Kendall)

Your students may “grow” their history over time as they either remember events or as they become more comfortable with you. It is not uncommon to find out about previous injuries, surgeries, etc. months after starting with a new student. Always leave room in your decision-making process since you may not have all the information.

Goals

What does the student want to achieve?
What is his or her goal?

Weight loss? To “get in shape”? To learn the kettlebell snatch? To improve his or her golf game?

Research the S.M.A.R.T goal setting guide: Specific, Measurable, Attainable, Relevant, Time-bound.

Don’t Confuse Your Expectations With Their Goals

Your job is to assist your students in safely accomplishing their goals. Their expectations, dedication, and focus may not match yours, so don’t hold them to your expectations. Assist and guide your students, but allow them to find their own expectations as well.

Movement Evaluation

It is recommended that you begin with a student by performing some sort of movement evaluation. This sets a baseline for how the student moves and can identify painful patterns and patterns the student cannot access. These make program design decision much more individualized and effective right from the start.

The Functional Movement Screen and Y-Balance test are recommended.

Medical Referral

Do not be afraid of medical referral. There are times when it is necessary and essential to the health and well-being of the student. Try to avoid blind referral, though, and either have a network of medical professionals that you work well with or have an effective communication strategy in place for working with medical professionals you have not previously worked with.

As a trainer, it is important that you understand scope of practice and the place of a trainer in the “food chain.”

If It Hurts, Don’t Do It

It might be the oldest joke/advice in the world, but it seems people think it doesn’t apply to exercise. In fact, having pain due to or during exercise has almost become an expectation! “If it hurts don’t do it” is still solid advice and should be heeded by everyone.

Have a Team

No one is an island and no one is all things to all people. Have a team of fellow exercise professionals, medical professionals, and business professionals to refer to and work with.

Exercise Programming Essentials

Intensity

Either a percentage of a 1-rep maximum (1RM), repetition maximum (RM), or a rating of perceived exertion (RPE)

Frequency

How often an exercise or routine will be performed in a given time frame

Duration

The length of time of an exercise, training session, or training cycle

Volume

Essentially “how much,” which may be in terms of total repetitions, weight lifted, total time accumulated, etc.

What Is the Focus?

Strength
Endurance—cardiovascular, muscular
Flexibility/mobility
Sport
Skill

Put it all together into a program designed to fit the students goal(s), expectations, equipment, skills, time, nutrition, recovery, and “life.”

But remember to KISS it: Keep It Super Simple

Program minimum as laid out in Simple & Sinister.
And delete before you add—sometimes what you don’t do or what you take away is the most important part of program design.