Kimberly Hanslovan

Overview of Project
The purpose of this project is to demonstrate proper weight lifting techniques to ensure safety in
the weight room and to highlight the benefits of a lifting program. Students will learn in-depth
explanations of the benefits to lifting as well as proper lifting form. The object is to ensure
student safety and enhance the track athletes workouts with weight training.
Summary of Goal Analysis choice
After reading the descriptions of both the needs assessment and goal analysis I have chosen to
conduct a goal analysis. A goal analysis better suits this problem because the need for training
was clearly identified by the primary client. Coach D.J. Bevevino has identified the problem as
being lack of knowledge of proper lifting techniques resulting in injuries and decrease
performance in athletes. After talking with the SME Mr. Steve Marshall it was determined this
expressed problem is valid and needs corrected.
The processes I would have used to collect the data include - observations of the weight room,
athlete interviews and a discussion with the athletic trainers about athletes injuries. Having
observed the weight room numerous times, I can attest that the athletes are unfamiliar with
proper weight lifting technique. A few of the most common mistakes I have found are 1. Lifting
back off the bench while bench-pressing 2. Failure to maintain the natural curve of the lumbar
spine during Olympic lifts and 3. Failure to reach the proper depth during squats.
My expectations from athlete interviews are that the athletes will not be hesitant to admit they
lack confidence in the weight room. I expect many will be able to explain a few of the most
common mistakes yet still admit to doing them. I expect I will hear some of the athletes express
their distaste for lifting and their belief that it will not improve their performance. My
expectations for the interview with the athletic trainers is they will express students try to lift too
much weight, athletes are using their back instead of their legs and although lifting can increase
performance, an injury caused from lifting can harm an athletes future performance.
Goal Analysis
Identified aim - Athletes are to perform propter lift techniques to reduce injury and increase
athlete performance.
Kimberly Hanslovan
Set Goals
Create a lifting plan
Set personal lifting goals (where you want to be)
Identify how certain lifts will improve your performance
Detect improper lifting techniques
Recognize the reasons people get injured while lifting
List common mistakes of the weightroom
Pinpoint improper lifting techniques you do
Describe benefits of stationary machines
Describe benefits of Olympic and free weight lifts
Understand the significance of number of reps
Turn a set of lifts into a workout
Identify goals you expect from lifting
Identify areas of your event you wish to improve
Become familiar with common lifts
Be able to read and understand a lifting program
Refine Goals
Set personal lifting goals (where you want to be)
Identify how certain lifts will improve your performance
Detect improper lifting techniques
Recognize the reasons people get injured while lifting
List common mistakes of the weight room
Pinpoint improper lifting techniques you do
Understand the significance of number of reps
Identify goals you expect from lifting
Identify areas of your event you wish to improve
Become familiar with common lifts
Be able to read and understand a lifting program
Rank Goals-
1. Become familiar with common lifts
2. Detect improper lifting techniques
3. Pinpoint improper lifting techniques you do
4. Identify areas of your event you wish to improve
5. Identify how certain lifts will improve your performance
6. Recognize the reasons people get injured while lifting
7. List common mistakes of the weight room
8. Identify goals you expect from lifting
9. Set personal lifting goals (where you want to be)
10. Be able to read and understand a lifting program
11. Understand the significance of number of reps
Kimberly Hanslovan
Refine Goals Again
Goals 2, 6 and 7 were dropped because they will be incorporated in goal 3
Goals 4,8 and 9 were dropped because they will be incorporated in goal 5
Goals 10 and 11 was dropped because it is not identified as part of the problem
Make a Final Ranking
1. Become familiar with common lifts
2. Pinpoint improper lifting techniques you do
3. Identify how certain lifts will improve performance
Context Analysis
In order to do a complete analysis, I believe it is essential to do both a learner analysis and a
context analysis. Both would apply to this particular project however, I am going to focus on the
context analysis. This analysis addresses various needs. The first need this analysis addresses is
the learners motivation for attending the lesson. The second being, an analysis of the
instructional environment and the third, and most important in my eyes, is the transfer of the
content.
A learner analysis focuses more on each individual learner. This is very important information
and does apply to this project. However, the majority of the athletes I will deal with have many
of the same learning characteristics. Most if not all of the learners I am addressing are kinesthetic
learners. They are all collegiate athletes, meaning they all possess a high level of prior
knowledge and they have a good intelligence level.
Orienting Context The following question were extracted from the course text. My SME and I
believe they cover the topics in Orienting Context well and would have an influence on how the
information will be presented.
1. What goals does the learner have for taking or attending this course or instruction?
My SME and I came up with the following goals of the athletes attending this course.
First, we thought it would be appropriate for the students to want to improve their
performance. The athletes are on the team representing Clarion University and they
should have a desire to make themselves better. Second, even if the athletes have prior
knowledge and believe they utilize the weight room efficiently they may be lacking in the
Kimberly Hanslovan
knowledge of the factors that concern their safety. This course will outline what to look
for and how to avoid getting hurt in the weight room. Another factor that would
contribute to the motivation of the athletes is to look the part. The other athletic teams
as Clarion University lift weights in the weight room located at Tippon Gymnasium, the
girls will likely want to impress the other athletes with their knowledge and skill. Lastly,
personal attitude, lifting weights has the ability to boost an athletes confidence both on
and off the track. The results expected from this question are all positive. The expected
goals are all relatable to the athletes and I believe they will agree that lifting weights will
help them achieve their goals.
2. Do the learners see the course as providing them with useful information?
The results of this question are a little harder to judge. My SME and I agree that the
athletes will likely agree it is important to know safety measures in the weight room
however, my SME and I agree that many of the athletes will believe they know it all
already and they will believe this training does not pertain to them. In order to combat
this problem, I would have to spark the interest of these athletes by making them aware
of their misconceptions prior to giving the lesson.
3. Is the learner accountable for mastering the content presented in the course?
My SME and I agree the athletes will feel three different types of accountability. The first
will be an inward accountability. The athletes will understand that their safety and
performance in the weight room will affect their performance on the track. The lifting
schedule will include max lifts. This will provide evidence for the athletes about their
own improvements. The second accountability factor the athletes will face is the coach.
The athletes are expected to give 100 percent during practice and nothing less. The coach
will be expected to review the lifting sheets and offer coaching to the athletes about areas
for improvement. The last accountability factor is the other athletes. Track and field is an
individual sport however, team unity is formed during finals and relays. If each athlete
understands that the other athletes are putting maximal effort into staying healthy and
having the best performances, this team unity will keep the athletes motivated to master
the content.
The expected results from this question are that the athletes will feel accountable on at
least one aspect listed above. My SME and I agree, as unfortunate as it is that the coachs
Kimberly Hanslovan
Are there enough squat racks and benches for the athletes to
try the lifts? Is all of the equipment functionable
Weight Equipment
Are there sources of noise such as other teams in hallway,
radios, echo in power room that will distract the athletes?
Are they any ways to control these noise
Noise level
Is there enought room for the entire track team in each
weight room?
Space
Where will the athletes sit during instruction?
Seating
Are there classes utilizing the weight room? When do other teams
practice in the weight room? Is there a special event occuring that
restricts use of weight room?
Weight Room Availabilty
Is there equipment such as projectors and copy machines available?
Equipement
accountability will be felt the least by the girls. If this were the case, it would be
imperative that the instruction focus of the other two types of accountability and that the
problem with the coach accountability be addressed separately.
Instructional Context Listed below are factors that would have to be taken into consideration
when assessing an area for instruction. It would be imperative that the weight room was reserved
for a one-hour lesson two days a week for two weeks. These lessons will be scheduled as part of
practice times. My SME and I agree it would be unreasonable to show a PowerPoint presentation
in the weight room so an upstairs classroom that has a projection screen and the ability to adjust
the lighting would have to be reserved. The expectations of the results for weight equipment,
space, seating and noise level considerations are that they are able to be addressed and will not
become a problem with instruction. The consideration of weight room availability will be more
of an issue to resolve. There are many different teams and classes that utilize the weight room
and often times even when it is reserved, people tend to sneak in. It would be beneficial if the
doors could be shut and a sign posted that no one is allowed in during the training session.


Table 1.1 Analysis of the instruction environment.
Kimberly Hanslovan
Transfer Context The factor of transfer context is what is going to keep these athletes
motivates, safe and having good performances. The only way the athletes are going to transfer
their knowledge is to perform the lifts and analyze each others safety. In order to promote
transfer, a lifting schedule must be developed. Also, specific times for lifting must be scheduled
during practice where there is a lifting supervisor present.
Conducting a Contextual Analysis
In order to evaluate all the above factors of the contextual analysis, I would start with
observations, surveys, and interviews. Most of the information about the instructional context
can be answered through observation. I would be able to assess the weight equipment, the noise
level and availability. The Orienting context information would be gathered through simple
surveys of the athletes. This survey would cover current attitudes the athletes have, their
perception of ability in the weight room as well as assess their misconceptions about safety in the
weight room. Lastly I would conduct athlete interviews to determine the amount of transfer that
has occurred. This interview would be directed using question such as, Have you seen
improvement in your lifts since attending the training? Have athlete injuries gone down since the
training was conducted? Ext.
Topic Analysis
I. Types of Weights
A. Free Weight
1. Types of dumbbells
a. Iron Dumbbells
i. Most traditional
ii. Usually available in weights over 120lbs.
iii. Some models allow for modification
1. You can add plates to the dumbbells to increase their weight
2. Some have rubberized grips
b. Plastic
i. Popular in fitness classes
ii. Usually available only in weights up to 10 lbs.
Kimberly Hanslovan
iii. Do no rust
iv. Can be washed
v. Usually cheaper than other types of dumbbells
c. Chrome Dumbbells
i. Better looking than iron dumbbells
ii. Usually available in weights up to 130 lbs.
iii. Knurled handles allow for better gripping
d. Neoprene Dumbbells
i. Synthetic rubber
ii. Better grip ability
iii. Protects hands from becoming blistered
B. Barbell Weights
1. Made from a steel rod generally weights 45 lbs.
2. Measures 5 to 7 feet in length
3. Allow for specificity
a. Can load weight plates on either end
i. Weight plates range from 2.5 lbs. to 100 lbs.
II. Safety Concerns
A. Warm Up
1. Cardio activity
a. 5-20 minutes of cardio activity such as jogging
b. Gets blood flowing
2. Stretch
a. Increase flexibility
b. Lessen chance of muscle pull of joint pain
3. Light lift sets
a. Light warm up sets activate the exact muscles to ensure safety
4. Always increase weight by the smallest increment possible
B. Proper Form
1. Form is most important
Kimberly Hanslovan
a. Pay particular attention during heavy lifts
i. Learn proper technique using lighter weights
b. Keep heels to floor during squats
i. Keeps you from losing balance
ii. Maintains target muscle group
c. Keep back straight during lifts
i. Rounding the back can cause shearing in the vertebrae of the lumbar
spine
d. Keep hips back during Olympic lifts
i. Keep proper alignment of the spine
ii. Maintains balance
e. Maintain proper breathing
i. Breath in on the way down
ii. Breath out on the way up
2. Spotter
a. Reduces the risk of weight falling on you
b. Notice improper technique
3. Rest Days
a. Do not lift the same muscle group two days in a row
i. The body needs time to grow and heal after a lift
III. Types of Exercises
A. Machine lifts
1. Classified as isometric
a. Restricts movement to one joint only
b. Often feels unnatural
c. Weight moves about ten inches
2. Compound lifts
a. Work several muscle groups at once
b. Similar to natural push and pull of everyday movement
c. Weight moves up to four feet
Kimberly Hanslovan
3. Olympic lifts
a. Activates entire body
i. Triggers cardiovascular system
b. Weight move from floor to overhead
IV. Improved performance
A. Endurance
1. High reps low weight
a. 15
+
reps
B. Strength
1. Overload lift enough weight that you can only complete the desired number
of reps
2. Low reps high weight
a. 2-6 reps
C. Specificity
1. Train for your goal
D. Mental Toughness
1. Power through to get last rep

Instructional Objectives
Fact / Recall
1. The athletes will be able to name the different types of dumbbells 100% of the time
2. The athlete will be able to name the differences between the dumbbell types with 90
percent accuracy
3. The athletes will be able to recall the need for rest days 100% of the time.
Procedure / Application
1. The athlete will be able to restate the steps for warming up with accuracy.
2. The athlete will be able to describe the proper lifting techniques with 95% accuracy.
3. The athlete will be able to explain the need for a spotter with 90% accuracy.
Principle / Analysis
Kimberly Hanslovan
1. The athletes will be able to analyze a lifting routine for type of performance enhancement
100% of the time.
2. The athlete will be able scrutinize improper lifting technique 100 % of the time.
3. The athlete will be able to categorize a type of lift with 85% accuracy.
Concept / Application
1. The athletes will be able to prepare for lifting by warming up completely.
2. The athletes will be able to design a lifting plan pertaining to specificity when needed.
3. The athlete will be able to judge anothers level of mental toughness based on their lifts.
4. The athlete will be able to exhibit proper technique form 99% of the time.