Exercise Technique and Training Instruction
What this domain tests
This domain covers how you teach, cue, and progress exercise safely. The exam emphasizes motor learning, feedback, technique, and appropriate regressions/progressions.
Core rules
- Demonstration plus concise cueing beats lengthy explanation. Use external cues ("push the floor away") for many clients; internal cues can help later when learning is consolidated.
- Motor learning stages: cognitive (needs instruction), associative (refines with practice), autonomic (automatic). Adjust feedback accordingly.
- Give feedback that is specific, timely, and limited-one or two points at a time. Balance knowledge of results (outcome) with knowledge of performance (movement quality).
- Prepare the body with SMR and dynamic movement; use static stretching after training or as a separate session for flexibility goals.
- Monitor technique: neutral alignment, controlled tempo, breathing (exhale on exertion), and full range tolerable to the client. Spot appropriately and teach safe bailouts.
- Regress before progressing: box squat, assisted push-up, reduced range, or lower load. Progress load, volume, complexity, or speed only after consistent quality.
- Use talk test and HR zones for aerobic intensity; estimate HRmax as 220 − age with awareness of error.
Worked example
A client's knees collapse inward during a squat. Instead of yelling "knees out," the coach reduces load, uses a box squat, and cues "spread the floor" while touching the outside of the feet lightly. After two sets of clean reps, the coach returns to bodyweight squats. Reasoning: the regression restores quality, the external cue simplifies the task, and progression waits for consistent technique.
Traps
Cue overload; internal cues too early; progressing before mastery; ignoring breathing or pain; and using maximal testing as a teaching tool.