Setting the Stage for Learning

Before discussing the specifics of teaching resistance exercise to members, we must first understand that what we’re really teaching are human movement and techniques grounded in motor-learning science. The science of motor learning is the study of muscular movement or motor skills. A skill refers to the level of performance in a specific action that can be modified and improved through practice. Most trainers don’t realize that conducting a new resistance exercise qualifies as a skilled performance. When a new movement is introduced, the body must learn and coordinate the skill before the trainer loads the muscle or movement for goal-specific purposes. At the beginning of a resistance-training program, members must learn and coordinate the exercises you have created before they can expect to reap the strength benefits needed to improve their functional capacity and/or their body-composition goals.

Using Proper Teaching Strategy

Trainers frequently ask whether it’s better for the member to learn the entire movement pattern from the outset or to practice it in parts (part-task method) until each one is thoroughly learned. Although part-task practice simplifies the exercise for the member, most research shows that this type of practice prevents the member from acquiring a fluent pattern of coordination. Therefore, we recommend using a compromised approach that allows the member to perform the exercise in its entirety while you instruct him or her to only focus on one or two aspect of the exercise, namely the core and the general pattern of movement. For example, if the member is performing a pushing motion such as a chest-press exercise, have him or her initiate and maintain the drawing-in maneuver while performing the exercise in its entirety. This "attention cueing" technique has benefits over the part-task method because it maintains a fluent pattern of coordination while the core is stable (stabilization-limited training).

Where to Begin

Of the many available methods for presenting skill-related exercises to a member, we recommend a simple four-step approach that takes advantage of the three learning pathways (verbal, kinestetic and visual) and provides immediate feedback for the trainer.

1. Explain the Motion
   The trainer first explains the skill or motion the member will perform. Don’t use lengthy descriptions because the member may stop paying attention or simply forget what is said. Be brief and always explain why you’ve chosen a particular exercise or movement and how it relates to the goal. This step takes advantage of the auditory learning pathway.
2. Demonstrate the Motion
   This is known as observational learning in motor-learning science. You should perform the skill or exercise to quickly provide the member with a meaningful image of the act. This step takes advantage of the visual learning pathway.
3. Have the Member Demonstrate the Motion Without Resistance
   Before loading a member with resistance, you must make sure he or she can reproduce the motion demonstrated. Pay close attention to the range of motion and movement-pattern coordination to ensure there are no restrictions and, above all, no pain. This step takes advantage of the kinestetic learning pathway
4. Have the Member Demonstrate the Motion with Resistance
   Because all movement begins with the core, you should have the member initiate the exercise with the drawing-in maneuver and assess his or her ability to maintain it during the set. If the member can’t maintain the maneuver, you should not add weight or another set (Stabilization Limited Training or SLT). However, if the member can maintain the maneuver, a progression scheme can be implemented. This step provides the trainer with immediate feedback of the exercise, allowing the trainer to determine the next logical progression.