PHYS ED 1, 2, 3 CORE CONDITIONING TONI MAR

PHYS ED 1, 2, 3 - CORE CONDITIONING (0.05 units)

Instructor: Toni Mar http://pe.berkeley.edu/instructors_toni_mar.html https://www.yogatrail.com/teacher/toni-mar-1384324 http://www.ratemyprofessors.com/ShowRatings.jsp?tid=312615 https://berkeley.uloop.com/professors/view.php/56459/Toni-MarContact: e: tonimar@berkeley.edu p: 1.510.642.2375Office: 225 Hearst Memorial GymnasiumOffice Hours: Tuesday 9:15-10:00 with advance reservation or congruent availabilityRequired Material: Syllabus contents, videos, links and Discussions via bCourse

I. Course Description: Periodized training (progressive organized cycling of various aspects of training during various time periods) to develop core strength, core stability and ancillary attributes including static and dynamic balance, proprioception, somatosensory factors, static and dynamic stretching/flexibility, and postural alignment utilizing a variety of training methods and modalities incalisthenics (compound bodyweight exercises for strength, flexibility and balance); resistance training (use of medicine balls, dumbbells, weighted bars, kettlebells resistance bands); and balance training (use of balance pads, yoga blocks). Strong emphasis on the fundamentals of exercise and sport science (the multi-disciplinary study of human movement and performance encompassing biomechanics, neuromuscular physiology, exercise physiology, pathology, sport psychology, sport medicine, and sport nutrition) to provide a thorough understanding of the underlying principles of the training performed in class and to reinforce consistency; the process of skill acquisition including mental discipline; the effect of diet, nutrition, recovery, and mental mindset/stress management on goal attainment; and the development of positive lifestyle behaviors.

II. Statement of Course Goals and Learning Objectives: Instruction and training are planned, progressive and sequential in skill development and apply the multi-disciplinary parameters of exercise and sport science and allied health disciplines to develop the skill set, mindset, and goal attainment for success. Be mentally prepared to work hard physically. The physicality of training is unique from the mental challenges of analytical or logical reasoning. Physical training is not as easy as the GRE, MCAT or LSAT. You will initially feel like stopping, giving up or taking numerous rest breaks---but you will appreciate the discipline and mental toughness that you develop to break negative habits, take your training to the next level, and value the positive changes in your fitness level, physique, energy levels, dietary habits, mindset, stress management and lifestyle.

PHYS ED 1, 2, 3 CORE CONDITIONING TONI MAR

The course goals and learning outcomes for Core Conditioning 1, 2, and 3 are presented to provide a comparative overview of the instruction, training, mindset, physical performance demands and skill set for each course level and includes the Course Description content and the Fundamentals of Core Training listed below. This comparison also provides a clear understanding of and appreciation for the importance and physiological justification of planned sequential instruction (periodization) for core development at the beginning, low-intermediate, and intermediate levels, the variety of their respective training modalities and methodologies of instruction, and indisputable recognition of the metrics for assessing performance throughout the semester. In addition to the physical training of Core Conditioning is the application of mental skills to become comfortable with uncomfortable during moments when you are pushed beyond your threshold level and training reaches intensities you may not have experienced before (and you want to quit) but realize that these are absolutely necessary for getting results, attaining goals, improving physical performance, and optimizing athletic attributes.

Core 1 Goals: Recognition of the alignment of the neutral spine position; identification, location, and activation verification of the musculature of the primary core muscle groups (abdominal wall, spinal muscles and gluteal muscles) required for core strength and stability; initial training of the core muscle groups with fundamental static (stationary) exercises and drills and progressing to dynamic (“constantly changing”) functional fitness exercises; prevention of muscle imbalances (where agonist muscles become short and dominant and antagonists become weak and inhibited); development of balance and the somatosensory system and motor control to increase efficiency of movement; practical application of basic muscle physiology principles to enhance flexibility, joint mobility and proper joint function; exercise and sports injury prevention including OTS (Overtrain- ing Syndrome); and sequential development of muscle endurance and aerobic endurance. Fundamentals of training are also incorporated as listed below with specific emphasis on the components of fitness, benefits of exercise and a strong core, exercise design, exercise and sports nutrition, recovery/rest/sleep, kinetic chain (open and closed), warm up and cool down; General Adaptation Syndrome; troubleshooting skills, and the tonimar Lifestyle Rx. Equipment includes a bench platform, medicine balls, dumbbells, weight bars, yoga blocks, and yoga straps.

Core 1 Skill Set: Elementary-level core-activating exercises and calisthenics in the supine, prone, seated and vertical body positions including but not limited to shoulder and wrist stability and upper body strength: plank, pushups, resistance training exercises using dumbbells and medicine ball; lower extremity strength training: front and rear squats, Bulgarian Split Squat, front, side and rear lunges, single-leg exercises; torso/functional strengthening: Russian Twist, Burpees, Turkish Getup; flexibility and mobility: stretching exercises, yoga, Pilates; kinesthetic awareness/balance/proprio- ception exercises; sports relaxation techniques: breath control and visualization. Outcomes: Students will successfully demonstrate (1) knowledge and understanding of all contents within the Syllabus and Core 1 Course Objectives through testing of knowledge and comprehension (Knowledge Festival) of the parameters of exercise science as provided in the instruction in each training session and in the supplemental material presented in bCourse, and (2) skill set proficiency (physical performance assessment of proper form and alignment, technique, and biomechanics) during the execution of exercises and drills practiced in class.

PHYS ED 1, 2, 3 CORE CONDITIONING TONI MAR

Core 2 Goals: Continued reinforcement of instruction, training, and skill set of Core 1 and introduction to progressively challenging low-intermediate level functional exercises in supine, prone, seated, and vertical positions; emphasis on developing muscle strength, muscle endurance, anaerobic endurance, and joint mobility and stability; static and dynamic balance and coordination while performing a variety of movement patterns in the three cardinal planes (sagittal, frontal, and transverse). Equipment includes bench platforms, medicine balls, resistance bands, dumbbells, weight bars, yoga blocks, and yoga straps. Core 2 Skill Set: Established Core 1 skill set; increased strength and endurance of upper body: planks, pushups, clap pushup, walking hands, elbow plank; resistance training for upper body (shoulders, biceps, triceps, forearms, chest, back); lower extremity strength training: front and rear squats, Bulgarian Split Squat, Sumo Squat, Goblet Squat, Romanian Deadlift, Squat Split Jumps, single-leg exercises: front, side and rear lunges, Pistol Squat, Overhead Squat; basic agility skills; torso/functional strengthening: Russian Twist, Burpees, Turkish Getup; flexibility and mobility: stretching exercises, yoga, Pilates; kinesthetic awareness/balance/proprioception exercises; sports relaxation techniques: breath control and visualization. Outcomes: Students will successfully demonstrate (1) knowledge and understanding of all contents within the syllabus and Core 2 Course Objectives through testing of knowledge and comprehension (Knowledge Festival) including the parameters of exercise science as provided in the instruction in each training session and in the supplemental material presented in bCourse, and (2) skill set proficiency (physical performance assessment of proper form and alignment, technique, and biomechanics) during the execution of exercises and drills practiced in class.

Core 3 Goals: Encompasses the content in Course Objectives and Outcomes of Core Levels 1 and 2 and the fundamentals of training. Introduction to core power training with preparatory emphasis on reflexive control and postural regulation for the development of maximal force exertion with quickness. This training includes the development of power and the rate of muscle force production at various speeds to enhance acceleration, deceleration, and dynamic stabilization skills to further challenge core strength and stability. Static and dynamic balance development continues with the use of unstable surfaces. Core strength and stability, joint stability, balance, and flexibility should be acquired and demonstrably proficient by mid-semester to introduce plyometrics, also known as reactive training, which develops explosive power, quickness, and speed using three phases (the stretch-shortening cycle): (1) eccentric contraction (“loading” the muscle) to (2) amortization (the quick, powerful and explosive transition from “loading” to “releasing”) to (3) concentric contraction (“unloading”). It is an advanced level of training for speed, power and quickness and requires strong core stability to perform the drills, e.g., vertical jumps, squat jumps, single-leg bounding for lower body; clapping push-ups for upper body, and therefore a challenging modality for continued development of core strength and stability. Resistance training is periodically incorporated to enhance individual muscle group activation. Equipment includes bench platforms, medicine balls, resistance bands, dumbbells, weight bars, balance pads, Penalty Box agility grid and hurdle, slider pads, yoga blocks, and yoga straps. Kettlebells pending approval.

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Core 3 Skill Set: Continued review and reinforcement of instruction, training, fundamentals, skill set proficiency levels of Core 1 and Core 2 for advancement of training for increased strength and endurance of upper body: planks, pushups, clap pushup, walking hands, elbow plank, migrating planks; resistance training for upper body (shoulders, biceps, triceps, forearms, chest, and back); lower extremity strength training: front and rear squats, Bulgarian Split Squat, Sumo Squat, Goblet Squat, Romanian Deadlift (RDL), Squat Split Jumps, weighted squat jumps, front box jumps, lateral box jumps, lateral jumps, broad jumps, skater jumps; single-leg exercises: front, side and rear lunges, Pistol Squat, bounding drills, modified Zercher Reverse Lunge (using medicine ball and/or body bar vs. barbell), front-loaded front lunge, sliding lunges, single-leg RDL, Single-leg hip thrust, mountain sliders; torso/functional strengthening: Russian Twist, Burpees, Turkish Getup, Swedish Fall, Overhead Squat, modified sled exercises, bench burpees, side planks; agility (using Penalty Box agility grid and hurdle): dot drills, lateral box shuffles, hurdles, etc.; flexibility and mo- bility: stretching exercises, yoga, Pilates; kinesthetic awareness/balance/proprioception exercises; sports relaxation techniques: breath control and visualization. Outcomes: Students will successfully demonstrate (1) knowledge and understanding of all contents within the syllabus and Core 3 Course Objectives through testing of knowledge and comprehension (Knowledge Festival) including the parameters of exercise science as provided in the instruction in each training session and in the supplemental material presented in bCourse, and (2) skill set proficiency (physical performance assessment of proper form and alignment, technique, and biomechanics) during the execution of exercises and drills practiced in class.

Required reading - Fundamentals of training in Core Conditioning course

What is the core? Your core acts as a spinal stabilizer and force transfer center. It has three-dimensional depth and functional movement in all three planes of motion. There are twenty-nine muscles of the core but for purposes of our activity lab course, the primary muscle groups we focus on are the abdominal muscle group, spinal muscle group, and gluteal muscle group, all three of which must be balanced in strength in order to withstand large loads (resistance) during training without risk of injury.

What is core strength? Core strength refers to lumbar stabilization and allows for motion to occur through the lumbar spine using the work of the abdominal musculature and primarily the superficial muscles, often in an isolated fashion, e.g., abdominal curls, but also in functional movement, e.g., deadlift. Core muscles consist of superficial and deep muscles for a total of twenty-nine muscles.

Core abdominal hollowing vs abdominal bracing Abdominal hollowing is basically “drawing your navel to the spine”, a technique used for spinal stabilization and engages the deeper core muscles, specifically the Transverse abdominis (TA) without allowing the contraction of the superficial abdominals, the internal (OI) and external obliques (OE) and rectus abdominis (RA), which become inactive in order for hollowing to occur.

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The problem with this is that it focuses on single muscles, opposing the fact that muscles work together in functional movement and activities of daily living (ADL’s). There is greater transverse abdominis activation in abdominal hollowing but it causes a weakening of the external oblique muscles and rectus abdominis muscles, which can result in spinal dysfunction and a less stable spine. Abdominal bracing simultaneously co-activates all core layers of the abdominal muscles (versus abdominal hollowing) therefore stimulating muscle fibers from all of the angles and directions of each skeletal muscle and creates a binding effect. This further strengthens the stiffness of the core and provides 360 degrees of spinal stability and eliminates joint micro movements that could contribute to spine and tissue degeneration.

What is core stability? (spinal stiffness) The performance of the deep muscles to control and stabilize the spine, maintain optimal alignment and movement relationships between the spine and the pelvic girdle, and prevent excessive stress and compensatory motions of the pelvis during movement of the arms and legs. All three work towards maintaining stability, versus core strength and force production. Training involves both muscle strength and sensory input, the latter of which communicates the interaction of the body and the environment with the nervous system, thus allowing constant feedback and therefore refinement of a movement or drill.

Lumbar spine characteristics and function The functionality of the lumbar spine allows for movement in all three planes of motion but not without limitations. It is relatively mobile through flexion and extension but caution should taken to avoid overuse or overtraining. Lumbar rotation contributes to approximately thirteen percent of total spinal rotation and therefore this motion should also be limited. Finally, lateral flexion should also be limited because there is a degree of rotation involved that the lumbar spine is not really designed for. Though some degree of rotation occurs, and movements in these specific areas should therefore be limited, the lumbar spine was designed more for stability than for mobility. It makes sense that movement should be focused at the thoracic spine and hip region and not at the lumbar area. Engaging in simple movements is one approach to determining lumbar stabilization. The more simple the task, skill, or movement, the easier it is to assess level of stabilization. For example, can the individual perform the following movements without exhibiting lumbar extension? If not, intervention is necessary to develop a neutral lumbar spine.

• Lifting one leg while standing • Abduct the leg without compensation • Internally or externally rotating one leg from the hip joint • Perform shoulder extension • Contract the gluteal muscles and the abdominal muscles without flexion?

Training for balance of core musculature and physique The three major muscle groups emphasized in Core Conditioning are the spinal muscle group, gluteal muscle group (both groups located posterior to the spine), and the opposing muscle group,

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the abdominals (primarily the rectus abdominis, external and internal oblique abdominals, and the tranverse abdominis). Verification of core activation of the spinal muscle group activation is demon- strated by the retraction and depression of the scapulae. Drawing the navel and rib cage towards the spine verify activation of all three of the major abdominal muscles. Activation of the gluteals, per tonimar instruction, is when a 100 mph fastball rebounds off of the buttocks. However, the current trend for gluteal activation is the use of a resistance band worn around the thighs during hip abduct- tion exercises, e.g., clamshell, squats. etc. Training the core involves the monitoring of appropriate strength gains in each of the three primary core muscle groups to ensure the integrity of proper pos- tural alignment and spinal stabilization. The anatomical landmarks that determine postural alignment from the side view are the ankle, knee, hip, shoulder, and ear. Domination of any one of the three core muscle groups results in overdeveloped and under-developed muscles and therefore compro- mises posture and may lead to abnormal spinal curvatures and spine disorders.

Kinesthetic awareness Kinesthetic awareness refers to internal awareness of muscular and skeletal movement, position, direction, effort in and/or movement through space via sensory receptors in the muscles, joints, tendons and skin.

Functional movement Purposeful exercise that trains compound multi-joint movement as opposed to training isolated muscle groups, and intentionally incorporates balance and body awareness (proprioception).

Proprioception and relationship to motor control Proprioceptors are sensors in our joints, muscles, and fascia, providing information needed to pro- duce coordinated movement. Movement in exercise, sports and activities of daily living (“ADL’s)” should be smooth, precise and controlled for successful and risk-free task completion. The somato- sensory system provides multiple inputs to the central nervous system (CNS) from three common components: visual, vestibular, and somatic, contributing to balance and proprioception, and the governing of efficient and effective movement and stability which is essential for motor control. Balance (postural control, stability and equilibrium) The ability to maintain proper posture over the body's base of support (BOS) including stabilization of the body moving away from the base of support in various movement patterns and returning to the starting position efficiently, the latter of which is beneficial for dynamic joint stabilization and injury prevention. Our course incorporates instability and asymmetrical movements to force the muscles required for balance to activate and stabilize during compromising movements and sur- faces thus addressing aspects of the muscle(s) that are not necessarily activated during traditional strength exercises. Asymmetrical training also prepares the individual or the athlete to react quickly with a greater sense of control in unpredictable moments or situations, and hence reduce the risk of injury with an increased chance of successfully completing the task. Core strength and balance are mutually inclusive. When one component improves, the other also improves. From a trouble- shooting perspective, altered balance results from not only weak core and joint stabilization but

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other factors such as kinetic chain imbalances. Static balance Static balance occurs when the center of gravity is positioned and maintained at the base of support (BOS), e.g., plank.

Dynamic balance Dynamic balance occurs when the body is in movement, with or without changing directions, while maintaining equilibrium.

Flexibility Flexibility is the ability of a muscle to lengthen during movement of a joint’s available range of motion.

Static stretching Static stretching holds a stretch position for a specific amount of time without movement.

Dynamic stretching Dynamic stretching utilizes force and momentum moving through the available range of motion of a joint.

Mobility Flexibility and mobility are often used interchangeably but they are in fact different. Mobility is the ability of a joint to move actively through its intended range of motion. Flexibility precedes mobili- ty but is not the only factor affecting mobility. Joint structure, tendons, and ligaments, integrity of the stabilizing muscles (generally single joint muscles) and mover muscles (muscles that generally cross multiple joints), and the particular form and technique of the stretch, of lack thereof, also af- fect mobility. When there is dysfunction of the stabilizer such as weakness, poor posture and/or biomechanics, the “movers” compensate by becoming the stabilizer. Since the movers cross multi- ple joints they result is limited mobility. For example, the hamstrings (eccentric stabilizers for the knee and sacroiliac joint and concentric synergists for hip extension) may become hypertonic (“tight”; overactive) due to compensation for a lack of stability in other areas such as the pelvic gir- dle (where the hamstring muscles attach at the ischial tuberosities) even though the hamstrings may indeed have good flexibility. An anterior tilt of the pelvic girdle occurs if stabilizers responsible for maintaining proper alignment for the spine and pelvic girdle are weak and/or the individual has poor posture; the hamstrings are therefore stretched and being pulled upward becomes hypertonic. Hence, during a standing forward bend or toe touch the hamstring is unable to continue stretching and the individual is under the impression that the hamstrings are tight when in fact they are not. The intervention of a sound stretching program is important but strengthening the core muscles holds precedence.

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Kinetic chain The kinetic chain is an engineering concept applied to human movement involving the nerves, muscles, joints, and spine and the interrelationship of these systems when performing movements. A closed chain refers to a position where the most distal aspects of a given extremity are fixed to the earth or another solid object which directly affects/influences the movement of the joints and mus- culature upward along the chain. For example, in a squat the feet are planted on the floor and the ankles, knees, and hips move towards the fixed end, the feet, during the descent phase of the squat movement. Closed-chain movements promote joint stabilization and have the potential to recruit more muscles and their associated joints. These movements may be transferred to activities of daily living (ADL’s) that also utilize compound multi-joints, which may reciprocate neuromuscular coor- dination and joint stability. Thus, many closed-chain exercises, such as the squat, are considered functional movement exercises. The squat teaches proper mechanics for the preparation of lifting heavy objects from the floor, while muscle strength, coordination, balance and joint stability are en- hanced. Open-chain movements, in contrast, refer to movement of the distal end of an extremity, as in biceps curl. They also create more shearing forces at the involved joint than closed-chain move- ments, and tend to recruit muscle fibers associated only with the single working joint, as in the bi- ceps curl. When performing the biceps curl, the elbow joint is isolated and the biceps muscle performs the work.

Importance of the warmup Warmup is important for gradually increasing various biological temperatures, gradually increasing heart rate and the respiratory system and circulatory system, the delivery of oxygen and nutrients to muscle cells, lubrication of the joints with synovial fluid, and mental preparation. Blood temperature rises which increases blood flow to the muscles and subsequently the binding of oxygen to hemoglobin which makes oxygen more readily available to the working muscles, and may enhance endurance. Additionally, blood vessels dilate which also increases blood flow and puts less stress on the heart.An increase in muscle temperature allows muscles to contract with more force and also be able to relax more quickly which can reduce the risk of injury by preventing over stretching. Muscle elasticity, joint flexibility (range of motion) and mobility are enhanced and can maximize movement potential important for athletic attributes like strength and speed. The warmup also triggers the hormonal system, specifically cortisol and epinephrine, which are responsible for increasing carbohydrate and fatty acid metabolism and regulating energy product- ion. Heat-dissipation mechanisms activate to prevent overheating by allowing the body to cool effi- ciently early on during the warmup and into and through the duration of an exercise activity. The hypothalamus responds to the changes in body temperature and makes physiological adjustments for thermoregulation—-which is always challenged during exercise. All of these factors are in- volved in the warm up ultimately to enhance physical performance and reduce the risk of injury.

Importance of the cool down The cool down provides a gradual transition from exercise activity levels to a normal resting level, promotes cardiovascular recovery and restores physiological systems to their baseline. There is a gradual decrease in heart rate, breathing rate, and body temperature. Cool down prevents venous

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pooling of blood in the the lower extremities which can cause dizziness and fainting. It transitions hypertonic muscles to their optimal length-tension relationships to prevent muscle strain, prevent the reduction in joint range of motion and mobility, and prevent the reduction of muscle efficiency in force generation and power. Mental recovery is also important in the cool down. Relaxation, breathing techniques and meditation calm the mind.

Periodization Periodization is an organized approach to training that involves progressive cycling of various aspects of a training program during a specific period of time. Training variables are manipulated to provide variation in volume and intensity. The fundamentals of periodization come from Hans Selye’s General Adaptation Syndrome and has been utilized by athletes, coaches, and trainers since the late 1950s. Optimization of training, performance, and muscular fitness, e.g., muscle strength, strength-speed, and strength-endurance, requires the ability to systematically alternate high loads of training with decreased loading phases, provide with full recovery and prevent overtraining. There are three periodized cycles: (1) microcycle (generally up to 7 days); (2) mesocycle (approximately 2 weeks to a few months, and includes preparation, competition, peaking and transition phases); and (3) the macrocycle (referring to the overall training period and usually covers a year of time).

Repetition Maximum Continuum (aka Strength-Endurance Continuum) A weight training concept based on the belief that muscle strength and muscle endurance exist on a continuum with strength represented by the 1RM (the 1 repetition maximum; the maximum load that can be overcome by a single effort) and muscle endurance represented by the ability to exert a lower force repeatedly over time. Low numbers of repetitions with relatively high loads are associ- ated with increases in strength, whereas high numbers of repetitions with low loads (20–100 RM) are associated with increases in endurance. According to the concept, as repetitions increase there is a gradual transition from strength to endurance. — The Oxford Dictionary of Sports Science & Medicine The Strength Continuum A traditional strength and conditioning categorization of different kinds of strength (sub-sections) during the concentric (shortening) phase of muscle contraction and the position along the force-velocity curve. This results in specificity of training for maximum expression of the different subsections or categories. The Strength Continuum goes beyond the scope of the UC Physical Edu- cation Core Conditioning courses but it is important to be aware and informed of its principles for future training plans. Subsections along the strength continuum include but are not limited to:

• Absolute Strength • Maximum Strength • Accelerative Strength • Strength-Speed • Speed-Strength • Absolute Speed

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• Max Strength • Basic Power Development • Elastic and Reactive Strength The Principle of Adaptation Adaptation is the body's ability to adjust and alter to increased or decreased biomechanical and neurological stress and demands. The effect of mechanical stress from external loads results in muscle hypertrophy; tendon hypertrophy and hyperplasia; and ligament hypertrophy. Neurological plasticity occurs as physical skills are learned and reinforced through repeated training. These mechanisms enhance coordination of muscle movement and allow the body to withstand the spe- cific demand(s) in the future. The appropriate amount of overload is essential to ensure adaptation and the individual must therefore have a goal, a plan, a program, and proper training overloads to elicit the desired metabolic and hypertrophic responses. Occasional workouts will never provide improvements in performance. Repeated training makes a movement easier to perform, becomes instinctive (“second nature”), optimizes performance, proficiency, and energy efficiency. The Principle of Adaptation reinforces the need to vary a workout routine if you want to see contin- ued improvement. This is why a strategic training program is valuable and why we adopt the planned organized system of periodization in our training in class.

Principles underlying muscle hypertrophy The Principle of Specificity states that adaptations are specific to the stimuli provided. This is

known as the SAID Principle: Specific Adaptations to Imposed Demands. The Principle of Overload states that adaptation occurs when tissue is progressively overloaded.

The Principle of Adaptation is that the human body will adapt physiologically to the demands we place on it. This is further explained below. The Principle of Reversibility is that any gains are progressively lost when training ceases.

Muscle hypertrophy Hypertrophy is defined as the the growth and increase in the size of existing skeletal muscle fibers in response to an overload of high volumes of resistance (body weight, gravity, equipment), and occurs as a result of muscle cell regeneration from the overload of resistance during training. It is dependent upon a variety of factors such as baseline fitness, periodization, exercise prescription, individual activity threshold, frequency/intensity/duration, recruitment of muscle fibers, sufficient muscle stimulus, overload of resistance, metabolic stress, strength adaptations, rest intervals, recov- ery, nutrition, and form/technique. Most studies indicate that a muscle should be trained twice a week with a 48-hour rest period to promote muscle hypertrophy including consistency in training.

DOMS Delayed Onset Muscle Soreness is an inflammatory response to muscle that develops 12-24 hours after unaccustomed exercise activity, or when training intensity is increased rapidly or during post- injury rehabilitation. It is caused by the disruption of myofibrils causing muscle microtrauma par- ticularly at the myotendinous junction (the primary site of force transmission where the muscle and

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tendon interface), damage to connective tissue of the muscle, and associated with excessive eccen- tric muscle contractions, e.g., plyometrics, landing drills, downhill running, slow elbow extension during the return phase of a biceps curl. The pain itself is caused from inflammatory enzymes and chemical by-products that sensitize pain receptors and cause cellular swelling. The degree of muscle soreness correlates with the intensity and duration of the exercise or activity. The peak of muscle soreness occurs 24-72 hours post-exercise and begins to subside within a week. The repair of mus- cle fibers generally begins at three days and is complete by seven days. During this period the mus- cles involved become better prepared for future workouts of the same activity. It should be noted that DOMS is not the same as acute muscle soreness which is pain that develops during the activity. Additionally, muscle soreness is not caused by lactate:

“For much of the 20th century, lactate was largely considered a dead-end waste product of glycoly- sis due to hypoxia, the primary cause of the O2 debt following exercise, a major cause of muscle fatigue, and a key factor in acidosis-induced tissue damage. Since the 1970s, a 'lactate revolution' has occurred…… It now appears that increased lactate production and concentration as a result of anoxia or dysoxia (hypoxia) are often the exception rather than the rule. Lactic acidosis is being re- evaluated as a factor in muscle fatigue….Lactate can no longer be considered the usual suspect for metabolic 'crimes', but is instead a central player in cellular, regional and whole body metabolism..” — Dr. George Brooks, UC Berkeley, Integrative Biology The Recovery Principle Adequate rest and recovery are essential to be successful in attaining fitness goals, optimizing per- formance, and increasing workload and training intensity. Rest is literally the cessation of activity which is the period of time between workouts when the body adapts to the stress of of exercise, muscle glycogen is replenished, hydration is restored, and damaged muscle tissue is repaired. The greater the effort and intensity of training, the greater the need for planned recovery. Continuous training without adequate rest effects diminishing returns. Recovery refers to modalities that maximize the repair, restoration, and recuperation of the body, the calming and clearing of the mind, mental reflection, chemical and hormonal balance, and structural and neurological factors. These include hydration, nutrition, heat, ice, stretching, myo- fascial release (MFR), stress management, and compression. Immediate Recovery or Short-Term Recovery or Active Recovery Immediate or short-term recovery may be the time between sets of an exercise, between a bout of exercise in interval training, the cool down, or the hours immediately following a training session that involve low-intensity exercise. Of the latter, immediate recovery replenishes energy stores de- pleted from exercise and optimizes protein synthesis (the process of increasing the protein content of muscle cells, preventing muscle breakdown, and promoting muscle hypertrophy) through post- exercise recovery nutrition, and also rehydrates the body from fluid loss during exercise. Refuel, rehydrate, rest, recover. Quality sleep is also an important factor in short-term recovery. A decline in performance and changes in hormonal levels may result from sleep deprivation. There may be an increase in cortisol levels, a decrease in human growth hormone (HGH) which is active during tissue repair and regeneration, and a decrease in glycogen synthesis.

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Long-term Recovery or Training Recovery Long-term recovery includes days and/or weeks for recovery that are built into the entire training program or season. This is a period where training modalities may be changed or modified, cross- training activities may be integrated, as well as changes in training variables. Tracking workouts in a training log is helpful in determining recovery needs and recovery changes or modifications based on how the body feels after each training session.

The Law of Diminishing Returns Success in exercise and sport conditioning for optimal performance requires a balance between training load, intensity and rest/recovery. Intensity is manipulated by a variety of factors including but not limited to changes in sets; repetitions; resistance; rest intervals; rate of execution; tempo; training technique, e.g., supersets, drop sets, giant sets; lever length, range of motion, angle of ex- ecution, etc. An individual starting off in an exercise program requires relatively small training loads while making significant gains. As improvements progress, heavier workloads are required for continued progress and yet at that point they are the smallest incremental gains. Increased loads are tolerable only through the planned cycling of periodization for rest/recovery. However, limits do exist to the body’s ability to adapt and endure intense exercise before it breaks down and risks injury especially in the absence of rest and recovery. Once this adaptation threshold is exceeded, the body fails to improve appropriately, there is a decline in physical and mental per- formance, and the individual has reached a performance plateau. When the individual attempts to adjust training variables to override the plateau and continues to train yet without success the Law of Diminishing Returns becomes evident. The magnitude of adaptation diminishes with greater manipulated variables (volume, duration, intensity, etc.) and there is no further improvement. The individual experiences frustration and is not able to train at his/her prescribed level, performance is compromised and degraded. Overreaching Overreaching is a temporary short-term decline in performance in response to an accumulation of heavy or intense training loads and exhibits feelings of malaise, disrupted sleep, and fluctuations in mood. The intervention of appropriate rest allows the body to regenerate and the individual is able to return to normal, resume training within a few days, and may ultimately lead to an increase in performance. In fact, various phases of overreaching are actually utilized in many training pro- grams as a vehicle for training stimuli. However, if overreaching is extreme and the individual does not completely recover and continues to train hard, coupled with another stressor, overtraining may result.

Overtraining Syndrome (OTS) or Burnout Overtraining syndrome is a complex clinical disorder identified as a maladaptive response to an imbalance between training, recovery, and emotional and psychological stress, and results in per- formance decline and impairment; the individual simply fails to recover from training. It is ideo- opathic—-there is no underlying medical reason nor explanation for the decline in performance and no overt illness to diagnose. Symptoms include but are not limited to altered hormonal imbalances,

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i.e.,overproduction of stress hormones such as cortisol and epinephrine; suppression of the immune system, i.e., inability to fight infection; fatigue resulting from physical, emotional, and psychologi- cal overloads; depression; unrestful sleep which can compound chronic fatigue and mood swings; decrease in strength, endurance, agility, and reaction time; nutrition, i.e., appetite suppression and nutrient deficiencies that can often lead to iron deficiency/anemia; metabolic imbalances, i.e., long- term low energy levels); distorted perceived exertion, i.e., effortless workouts are unusually difficult with abnormally high heart rate during exercise and longer than normal return to resting heart rate; waking resting heart rate 10-15 BPM higher than the individual’s normal resting heart rate; asymp- tomatic muscle and joint aches and pains in areas of the body that have not been directly trained; and medical complications, e.g., bone mineral density, testosterone, menstrual cycle disturbances.

General Adaptation Syndrome (GAS) Terminology The following terms provide and preface an understanding of the General Adaptation Syndrome and are adopted from Hans Selye’s scientific explanation of biological stress.

• Stress A condition in which the human body responds to changes in its normal balanced state. • Stressor Events that are perceived as challenging, threatening or demanding and threaten the organism’s well being. These events may be acute or chronic, real or imagined, passive o reactive, good or bad. • Eustress Is also known as positive stress. Characteristics: it is manageable stress, motivating, exciting, can improve performance, and it is short-term. According to Hans Selye, “positive, manageable stress that can lead to growth and enhanced competence.”• Distress Is also known as negative stress. It is uncontrollable, overwhelming, unpleasant and causes anxiety. It is perceived as beyond one’s coping abilities, decreases performance, and can lead to mental and physical problems. According to Hans Selye, ““uncontrollable, prolonged, or overwhelming stress that is destructive.” • Adaptation The changes that occur as a result of the response to a stressor. • Coping The biological, psychological, and social process of responding effectively to the challenges of a stressor or change. There are three kinds of coping: - Adaptive Coping: contributing to the resolution of the stress response. - Maladaptive Coping: Strategies that exacerbate problems. - Active Coping: Actively seeking resolution to the stress. • Homeostasis Homeostasis is a state of active equilibrium of various interdependent physiologic systems within the body. • Resilience Resilience is the capacity to experience difficult and sometimes severe experiences without being

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subsumed by them and without conceding to the automatic responses dictated by fight, flight or freeze. It is a resistant quality that allows one to recovery quickly and thrive in spite of adversity. The General Adaptation Syndrome (GAS) The General Adaptation Syndrome is the body’s response to perceived stressful events in the environment and the demands placed upon it, as a survival mechanism to preserve life. It is a stress model developed by Hans Selye, a Hungarian endocrinologist who was the first to provide a scien- tific explanation for biological stress based on physiology and psychobiology and became known as “the father of stress research.” Selye explained that stress plays a role in disease and that the hypo- thalamic-pituitary-adrenal axis (HPA axis) system prepares the body to cope with stress. He detailed how stress induces hormonal autonomic responses and, over time, failure to cope or adapt to a stressor can lead to disease such as ulcers, high blood pressure, arteriosclerosis, arthritis, kidney disease, and allergic reactions. According to Selye the body uses a predictable three-stage body response to stressors:

Alarm Stage The Alarm Stage is the initial reaction to stress identified as the fight or flight response. A distress signal is sent to the hypothalamus which triggers an immediate release of glucocorticoids (steroid hormones) including cortisol, and adrenaline, and noradrenaline to provide instant energy. Adrenaline immediately increases blood pressure, heart rate and glucose levels. These physiologic alterations are governed by the autonomic nervous system (ANS) and specifically the sympathetic branch. The stressor upsets homeostasis or cellular balance. When the stress is removed, the body returns to normal state of homeostasis.

The Resistance Stage The Resistance Stage is also known as the adaptation stage when stress continues or recurs for a period of time and the body tries to counteract the physiological changes that happened during the Alarm Stage. The body adjusts in structure and enzyme levels for added protection against the stress. The Resistance Stage is governed by the parasympathetic nervous system (PSNS), a branch of the autonomic nervous system (ANS) and tries to return the body to normal by reducing the amount of cortisol produced. Rest must occur in order for recovery and rebuilding to take place. However, if the stressor remains, the body will stay in a state of alert, and stress hormones continue production. The individual struggles to concentrate and becomes irritable. However, if the stressful situation ceases during this stage, the body will return to normal.

Exhaustion Stage This is the final stage of the General Adaptation Syndrome. Rest permits enhanced adaptation. If there is no rest, there is injury, overtraining, and no adaptation. The body has been continually try ing to recover from the initial Alarm Stage, but has failed to do so. Reserve energy sources become depleted and the body is no longer equipped to fight stress. At this point without stress management there is a risk of developing stress-related health conditions. With reference to The Recovery Prin- ciple, the inability to recover during the Exhaustion Stage completely compromises an individual’s training and mental, physical and emotional abilities. The individual becomes fatigued and irritable.

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Application of the General Adaptation Syndrome to a training program 1. Specific exercise and fitness training or sport-specific stressors cause the body to adapt: it strength- ens the physiological systems, activates the specific energy systems, and repairs damaged cells. 2. The stressors, i.e., the training program, need to be systematically planned to produce a recoverable level of fatigue to the cells and organs within a reasonable amount of time. The individual should train to fatigue and exhaustion within the parameters and governance of the Recovery Principle and not compromise homeostasis which could lead to overtraining. 3. Structural and enzyme protein adaptations occur during the recovery phase and include super- compensation of the internal body structures and energy stores. The individual can now perform at a higher level of physiological functioning. 4. However, recovery time should not extend to a point of detraining or deconditioning which is The Principle of Reversibility.

tonimar Lifestyle Prescription “tonimar Lifestyle Rx Fitness/Exercise Rx 1. Physical activity > Cardiovascular system and musculoskeletal system (i) Cardiovascular endurance (ii) Muscle strength - Optimize muscle recruitment - Increase muscle stimulation - Sarcoplasmic hypertrophy; myofibrillar hypertrophy - Train each muscle group 2x/week - Rest each worked muscle group 48 hours (iii) Muscle endurance (iv) Flexibility, range of motion (ROM) (v) Body composition

2. Proper nutrition > Exercise and sport nutrition (i) Macronutrients: CHO, PRO, FAT, and H2O (ii) Micronutrients: Vitamins, minerals (iv) Pre-training nutrition (v) Post-training recovery nutrition 4 R’s” Refuel. Rebuild. Rehydrate. Rest (vi) Timing of meals

3. Sleep; rest and recovery > Mental and physical rest and recovery 4. Positive mental attitude > Exercise and sport psychology to enhance performance. Mental skills, mental discipline to/for: (i) Controlling anxiety, e.g., regulating the breathe; calm the mind; composure; resilience (ii) Attention, concentration, focus, meditation

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(iii) Imagery, visualization

(iv) Becoming comfortable with uncomfortable (tonimar) (v) Handling adversity (tonimar)

Benefits of UCPE Core Conditioning • It's a great way to start your day, raise your metabolism, boost your energy, and clear your mind. • You are physically active 2 days/week in a science-based training program integrated into your academic schedule for 15 consecutive weeks that develops into a positive lifestyle behavior. • You are educated on exercise, training, injury prevention, nutrition, stress management, and lifestyle balance, and become a well-informed consumer about your health/fitness/wellness; you acquire a practical but sophisticated approach to self-care and eschew pseudo-science quackery. • You develop mental toughness, resiliency, and composure. You don't “crack under pressure.” You learn how to handle and manage stress in Cal’s academically rigorous environment and "beyond Berkeley.” You #EarnIt #BrainLikeBerkeley with trust and belief in yourself. • You see the results of your efforts and realize "you only get out of it what you put into it." #GOALS • You have fun, meet new people from around the world; establish new friendships, relationships. • You establish the foundation for your own health, wellness and fitness and start leading and living by example. You become your own inspiration and also inspire others.

Recommended reading • American College of Sports Medicine Position Stands https://www.acsm.org/acsm-positions-policy/official-positions/ACSM-position-stands

Full List of ACSM Position Stands • Physical Activity, Fitness, Cognitive Function and Academic Achievement in Children: A Sys-

tematic Review • Quantity and Quality of Exercise for Developing and Maintaining Cardiorespiratory, Muscu-

loskeletal, and Neuromotor Fitness in Apparently Healthy Adults: Guidance for Prescribing Ex-ercise

• Exercise and Type 2 Diabetes: American College of Sports Medicine and the American Diabetes Association: Joint Position Statement

• Exercise and Physical Activity for Older Adults • Nutrition and Athletic Performance • Progression Models in Resistance Training for Healthy Adults • Appropriate Physical Activity Intervention Strategies for Weight Loss and Prevention of Weight

Regain for Adults • The Female Athlete Triad • Exercise and Acute Cardiovascular Events: Placing the Risks into Perspective • Exertional Heat Illness during Training and Competition • Exercise and Fluid Replacement • Prevention of Cold Injuries during Exercise

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• Physical Activity and Bone Health • Exercise and Hypertension • Joint Position Statement: Automated External Defibrillators (AEDs) in Health/Fitness Facilities • AHA/ACSM Joint Position Statement: Recommendations for Cardiovascular Screening,

Staffing, and Emergency Policies at Health/Fitness Facilities • Weight Loss in Wrestlers • The Use of Blood Doping as an Ergogenic Aid • Exercise for Patients with Coronary Artery Disease • The Use of Anabolic-Androgenic Steroids in Sports

*The current versions, noted by reference numbers following the titles, supersede and replace prior ver-sions. ACSM does not circulate or endorse previous versions of ACSM position papers that are not cur-rent and do not reflect our revisions.

• Quantity and Quality of Exercise https://journals.lww.com/acsm-msse/Fulltext/2011/07000/Quantity_and_Quality_of_Exercise_for_De-

veloping.26.aspx • Physical Activity Guidelines for Americans, 2nd Edition: https://health.gov/paguidelines/second-

edition/pdf/Physical_Activity_Guidelines_2nd_edition.pdf • Nutrition and Athletic Performance https://journals.lww.com/acsm-msse/Fulltext/2016/03000/Nutrition_and_Athletic_Performance.25.aspx • Progression Models in Resistance Training https://journals.lww.com/acsm-msse/Fulltext/2009/03000/Progression_Models_in_Resistance_Train-

ing_for.26.aspx • The Female Athlete Triad https://journals.lww.com/acsm-msse/Fulltext/2007/10000/The_Female_Athlete_Triad.26.aspx • Musculoskeletal Strength and Conditioning http://forms.acsm.org/15TPC/PDFs/37%20Weaver.pdf • Exertional Heat Illness During Training https://journals.lww.com/acsm-msse/Fulltext/2007/03000/Exertional_Heat_Illness_during_Train-

ing_and.20.aspx • Exercise and Fluid Replacement https://journals.lww.com/acsm-msse/Fulltext/2007/02000/Exercise_and_Fluid_Replacement.22.aspx • Prevention of Cold Injuries During Exercise https://journals.lww.com/acsm-msse/Fulltext/2006/11000/Prevention_of_Cold_Injuries_during_Exer-

cise.19.aspx • Physical Activity and Bone Health https://journals.lww.com/acsm-msse/Fulltext/2004/11000/Physical_Activity_and_Bone_Health.24.aspx • Staying Healthy https://orthoinfo.aaos.org/en/staying-healthy/sports-nutrition/ • Ten Sports Nutrition Facts https://www.acsm.org/blog-detail/acsm-blog/2018/12/04/ten-sports-nutrition-facts • Transitioning Into Healthy Eating

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https://www.sportsrd.org/wp-content/uploads/2018/11/Transitioning-into-Healthy-Eating.pdf • Healthy Grocery Shopping https://www.sportsrd.org/wp-content/uploads/2018/11/Healthy-Grocery-Shopping.pdf • Fitness and Sport Nutrition https://www.verywellfit.com/fitness-sports-nutrition-4157142 • USOC Team USA Recovery Fact Sheet Recovery Fact Sheet 2015.pdf • Dietary Supplements Fact Sheet https://www.sportsrd.org/wp-content/uploads/2018/11/Dietary-Supplements-Fact-Sheet.pdf • Energy Availability Fact Sheet https://www.sportsrd.org/wp-content/uploads/2018/11/Energy_Availability_Fact_Sheet_WEB.pdf • Healthy Snacking Fact Sheet https://www.sportsrd.org/wp-content/uploads/2018/11/Healthy-Snacking-Fact-Sheet-WEB1.pdf • The Fitness Industry https://www.ihrsa.org/improve-your-club/industry-news/innovation-growth-define-fitness-industry-

in-2018/ https://www.lightspeedhq.com/blog/how-health-fitness-became-trillion-dollar-industry/ https://www.forbes.com/sites/benmidgley/2018/09/26/the-six-reasons-the-fitness-industry-is-booming/

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III. Method of Assessment: Knowledge of the fundamental components of Core Conditioning is es- sential to understand (1) the reasoning and justification of and for the training modalities, tech- niques and methodologies applied in class, (2) the emphasis on strict biomechanical execution (strict form) of movement and the consequences otherwise, (3) the importance of and relationship between fitness goal attainment and class attendance and participation, (4) the process of develop ing stress management skills and positive lifestyle behaviors, (5) the mental mindset necessary to become physically and psychologically “comfortable with uncomfortable” including the attributes of a positive mental attitude, self motivation, mental imagery, concentration and meditation, and managing emotionality (colloquially, how to “handle adversity”, “not crack under pressure”, “get- ting into The Zone”), and (6) to understand the biomechanical metrics for assessing performance. These factors are also the criteria for grading at all three levels of Core Conditioning. Core 1 - Successfully demonstrate knowledge and understanding of all criteria in the Course Description, Core 1 Course Objectives, Outcomes, “Fundamental Components of PE Core Conditioning” and Method of Assessment: 1. Knowledge Festivals (written; with preceding study reviews) to test comprehension of material. 2. Skill Set Performance Test to test proficiency in skill set acquisition.

Core 2 - Successfully demonstrate knowledge and understanding of the criteria in the Course Description, Core 2 Course Objectives, “Fundamental Components of PE Core Conditioning” and Method of Assessment: 1. Knowledge Festivals (written; with preceding study reviews) to test comprehension of material.

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2. Skill Set Performance Test to test proficiency in skill set acquisition. Core 3 - Successfully demonstrate knowledge and understanding of the criteria in the Course Description, Core 3 Course Objectives, “Fundamental Components of PE Core Conditioning” and Method of Assessment: 1. Knowledge Festivals (written; with preceding study reviews) to test comprehension of material. 2. Skill Set Performance Test to test proficiency in skill set acquisition.

IV. Course RequirementsSHOW UP, DON’T BE LATE

WORK HARD FOLLOW THE RULES

SKIP CLASS, YOU WON’T PASS

You will be automatically dropped from the course if an absence occurs through September 12.

“Attendance in Physical Education courses is mandatory for all class meetings during the first two weeks of instruction. Students who miss a class may be dropped. However, it is the responsibility of the student to verify prior to the drop deadline that they are no longer enrolled.” —UC Phys Ed 1. Be absolutely clear of your decision to be enrolled in this course. Why do I want this class? Why did I sign up? Is this the appropriate course and level for me or did I enroll out of convenience? Exercise and sport psychology cultivate the mindset necessary to facilitate mental readiness, optimal involvement, performance, and enjoyment in exercise and sport. Are you ready to:

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• Commit to exercise behaviors: exercise adherence (overcoming real or perceived barriers that would prevent me from working out AND be able to stick to the program after I have started it) and exercise compliance (the degree to which I can consistently follow the training program)? • Abide by the syllabus and course format/structure, course policies, and deadlines? • Accept responsibility for the consequences of your actions including possible intentional negligence that will be reflected in the final grade? Unlike Equinox, City Sports Club, CorePower Yoga the YMCA, and Rec Sports Facility (RSF), Core Conditioning is not a drop-in class. It is a training plan and program for those that are accountable, coachable, goal-oriented, ready to get serious about training and want results. You receive formal instruction, training, coaching and practice 2x/week consistently for 26-28 sessions (15 weeks). You look and feel better, your physique changes, dietary habits improve, stress becomes more manageable, and you develop the positive behaviors necessary to successfully thrive and sur vive the competitive and academic rigors of Cal and the the challenges and adversities of everyday life. You also have the tools for life “beyond Cal” after graduation. The academic credit provides additional incentives and motivation for you to develop a disciplined mindset and enjoyment for fitness and appreciation for hard work. Otherwise, consider the group exercise drop-in classes at the Recreational Sports Facility (RSF) as an alternative venue.

2. Strictly enforced attendance and punctuality • 88% attendance record with mandatory makeups in 7:00am activity sections recorded/signed on Makeup form and submitted within 14 days. No Makeup form = No makeup. • MW sections: 100% attendance = 26 classes; TT sections: 100% attendance = 28 classes. • Accrual of 3 tardies automatically requires a makeup and tardy habits will negatively influence your final grade. Arriving late is not only an impolite and discourteous distraction to your classmates and instructor but you also miss roll call, announcements, courtesy reminders, review of inform- ation and most importantly, the physical warmup which is a necessary condition to physiologically and mentally prepare the body for training, optimize performance and reduce risk of injury. • If you miss warmups you will be required to sit and observe class and assume PUP status. • It is your responsibility to inform the instructor that you arrived late and be marked for attendance, • It is your responsibility for information missed from tardies and absences. • Entering & exiting: Follow the periphery of the room and do not interfere with the training area; do not walk between the class and the instructor.• No early dismissals. • Notification in writing required for student accommodation proposal requests within the first two weeks of the semester. https://teaching.berkeley.edu/academic-calendar-and-student-accommodations-campus-policies-and-guidelines

3. Physical participation • 100% active engagement and participation in all class activities : training, group activities, mini-lectures, and discussion. • No indolence (avoidance of activity or exertion; laziness).

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• If physically unable to participate, student electronically contacts instructor 12-24 hours in advance and follows PUP procedures listed below.

4. Skill acquisition & skill set per course level 1, 2, 3 Demonstrated level of proficiency to which the goals and objectives of the course are attained including exercise adherence and exercise compliance.• Fitness components • Skill acquisition and athletic attributes• Demonstrated improvement in comprehension level of fundamentals and principles of training• Exercise and training IQ (critical thinking for problem-solving); ability to self-correct form, alignment, balance. 5. Responsibility - 100% demonstrated responsibility, commitment, and management of schedule, assignments, deadlines per course syllabus. Respectful and considerate accord with classmates and professors. Classroom cooperation and diplomacy; proper logistics of equipment setup and equipment take-down; tidiness; closing doors quietly upon entering and exiting.

6. PUP (Physically Unable to Perform) - In the event of a legitimate injury or non-contagious illness and is unable to participate (PUP) but can attend class, student electronically notifies instructor 12-24 hours in advance, arrives to class prepared with PUP form to record and present observation; credit for attendance is granted. Arriving clueless or unprepared without PUP form is recorded as an absence. None of the following may be present: electronic devices, earphones, backpacks, books, notebooks, reading, studying, otherwise PUP status is declined and an absence is recorded. Accrual of 3 PUP sessions warrants consideration for a Drop. 7. PEC (Pre-Existing Condition) and/or MEDS (Medication) - If a pre-existing condition or a prescribed medication may affect your mental and/or physical performance in class contact the instructor within the first two weeks of the semester and advise of contraindications and/or medical restrictions. Your information is confidential and provides direction for appropriate modifications and/or alternative exercises to navigate the semester with success, or recommendations for other courses that may more appropriately address viability and accommodation for your condition.

8. DSP Disabled Students Program - A “Request for Accommodation” letter from your advisor is required within the first two weeks of the semester; the student meets with the instructor at this time to discuss each requested accommodation as it pertains to the syllabus and course policies, and construct an equitable memorandum of agreement for accommodations. If the request is for physical accommodations please be sure an exercise prescription is included. If excessive tardies and/or absences are anticipated and requested as accommodations the physical and physiological risks of injury must be seriously considered. Arriving late means missing the warmup which is regularly performed to prepare the body for the demands of the workout, reduce the risk of injury, and enhance performance. Excessive absences negatively affect performance resulting in a decline in fitness level, compromised skill acquisition and development, execution of exercises, and deconditioning. The physiological parameters of exercise and training outweigh the benefit-cost

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accommodation for excessive tardies and absences irrespective of a disability. Careful thought should be made for a group exercise alternative such as the campus Recreational Sport Facility that offers many comparable classes on a drop-in basis without attendance or performance require- ments and possibly better-suited for the individual . http://pe.berkeley.edu/accommodations.html 9. Cal time - Be punctual to class and prepared for training. Cal Time roll call begins 10 minutes after the hour; warmup begins 15 minutes after the hour. If you need to use the rest room during class please inform the instructor. Do not make any appointments during your scheduled class time.

10. Absences - Electronic notification to the instructor 12-24 hours in advance of an absence is a courtesy, requirement, and life lesson. Download the Makeup Form (Files) in preparation for the activity makeup class to be completed within 14 days. Twelve percent allowance for absences for the semester to retain passing eligibility. The student is responsible for informing themself about material missed.

11. Punctual Makeups - Makeups are required for ≤ 12% absences and must be completed and recorded within 14 days. The makeup is conducted in TT 7-8am Core Conditioning, 234 Hearst*. Download the Makeup Form (Files), attend the makeup class and have the completed form signed; bring the form to your enrolled class to be recorded. Intentional negligence not allowed. Arriving unprepared without the Makeup Form is not accepted; missing the makeup deadline will reflect negatively in your final grade. * Physical access to 234 Hearst: East entrance near Hearst Tennis Courts and Bancroft Parking Structure. All other entrances are locked and alarmed. Street parking free until 9:00am.

12. Late Add - Late Add is conditional: makeups for classes and material missed prior to admittance must be completed with 14 days. The Permission Code must be used within 7 days of issuance to confirm your intent and recorded enrollment on the Class List. Failure to comply results in elimina- tion from the course or accrued absences with unmade makeups.

13.Physical Education courses must be taken for credit only (no auditors). The P/NP or S/U grade (rather than the letter grade) must be filed by the student through SIS.

14. Berkeley Honor Code - Violation of the Honor Code shall result in a grade of an “F” for the course. “As a member of the UC Berkeley community, I act with honesty, integrity, and respect for others.”

• This is a university course; “extra credit” is not available. • Attendance is expected. • Students should be prepared for each class by having read or viewed the supplemental materials posted in bCourse/Announcements in accordance with the course schedule. Students not prepared for class may be dismissed. • Enjoy the course. You are here at UC Berkeley—the top public research institution of higher educa- tion in the world—because you are one of the best and the brightest. Do your best; always act with honor. Fiat Lux. https://teaching.berkeley.edu/berkeley-honor-code

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15. Hearst Gymnasium Logistics • Stairways located at east and west ends of the building. • Elevator located at west end of building. • 234 Hearst, 2nd Floor, south, in direction of Bancroft Way. • 251 Hearst, 2nd Floor, north, towards The Campanile, at top of east staircase. • Physical Education Office, #200, 2nd floor at the top of west staircase. Hours: M-Th 9-12 & 1-4. After-hour drop-offs at 210 Hearst mail slot. • Faculty office, 225 Hearst on 2nd Floor, southwest corner. • Hearst Service Center (HSC), 1st Floor, west. Checkout counter for towels and lockers. • Lockers (optional): Locker slips issued in class for personal use for the duration of the semester. You may select a standard locker located inside the locker rooms or a hall locker which accommo- dates a rolled yoga mat and/or tennis racquet. • Water dispenser and fountains: Dispenser located next to Hearst Service Center. Water fountains located on 2nd Floor. Bring a reusable water bottle to class. • Men's Locker Room & Restroom, #181, 1st floor NE corner from East Entrance and require an access code from Hearst Service Center. • Women's Locker Room & Restroom, #110, 1st floor SW corner near the HSC. • Women’s Restroom, #182, 1st floor NE corner near Men’s Locker Room. • 7:00am student access to Hearst Gymnasium: East entrance, near Hearst Tennis Courts and Bancroft Parking Structure, opens at 6:00am. • Please close doors quietly upon entering and exiting gymnasium. • Store your personal belongings at the west end of the gymnasium. No electronics in training area. • Please leave valuables at home but DO bring scheduled medications with you to class (and not in your locker) in the event of an evacuation. • Set up/store your own workout equipment in a neat and organized manner. • Food, drinks, electronic devices, headphones, guests are not allowed. Cell phones must be turned off with the exception of First Responders and Physicians on-call (vibrate mode).

16. Gymnasium equipment set-up • Set up bench platform atop ~ 4-5 risers at each end: knees should be slightly above hip level when seated on bench. • Configure 4 uniform rows of 10-12 benches 3-4’ apart to safely accommodate all participants. • Stagger rows 1 and 3 with rows 2 and 4 to optimize training space. • . After training your equipment should be stored and racked in an orderly organized manner. Should you leave class early, rack your equipment quietly and use the periphery of the training area. • Store dumbbells by color and weight and stack in a parallel manner. Do NOT stack otherwise. • Failure to comply will reflect in your final grade.

17. Training Attire • Practice daily hygiene and dress in appropriate laundered and properly-fitting zero wardrobe-malfunction fitness attire. • Cotton socks and supportive athletic shoes that provide ankle and foot stabilization.

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• Long hair tied back for safety, visibility, and free use of hands for training. • No loose jewelry or heavy fragrances; street clothes/shoes not allowed.

18. Pre- and Post-training exercise and sport nutrition It takes approximately 3 hours for the stomach to empty after a meal. Meals should therefore be consumed 3 hours prior to any fitness activity. Breakfast at 4am or 5am is not reality at Cal, so you should consider a light pre-training meal to boost your glucose level and metabolism (no solid protein, no processed or fatty food; yes for fruit, yogurt, kefir, toast, peanut butter, smoothie, etc.). Always hydrate (add lemon to your water to cleanse your system). Plan for post-training recovery (aka Recovery Nutrition) 15-20 minutes within a maximum 2-hour window with a 3-4:1 ratio of complex CHO (carbohydrate) to lean PRO (protein). Some recommend a 5:1 ratio. An example to illustrate the 3:1 ratio of macronutrients: low-fat chocolate milk.

19. First Day of Class - dress for activity and arrive early and ready for roll call and training. • Class List: Students are automatically dropped for missing roll call due to tardiness or an absence through September 12* and Waitlisted students in attendance will be admitted in your place. • * If you are dropped but would like to take the course, you must get on the Waitlist. • Waitlisters: must show up to all classes to maintain their rolling position on the Waitlist but are not allowed to participate until admitted by instructor. Waitlisters that are absent remain listed but drop in position. The student is responsible for removing themself from the Waitlist. • Adding: A Permission Code is issued to be used within 7 days to confirm intent and to verify enroll- ment on the SIS Class List. Failure to comply results in elimination from the course and the space is given to the next waitlisted individual. • Crashers/walk-ons: must show up to all classes, sign the attendance sheet, and get waitlisted. If admitted, they are responsible for all information, bCourse announcements, and makeups for classes missed prior to enrollment. • Switching sections: you are in section Pizza and want to switch to section Pasta, you must first find an officially-enrolled Pasta that agrees to switch with you to section Pizza. Post your intentions in Discussions and show up to the desired class to seek a trading partner. If successful, both parties verify the trade in a shared email to tonimar@berkeley.edu and include the original course information and new course information of both parties. A Permission Code to ADD the new section will be emailed. Pull up the new section in CalCentral using the CCN > Enter the PC > send confirmation to instructor > DROP yourself from the original course.

20. Office hours are encouraged as an opportunity and benefit for the student to clarify or enhance their understanding of the body of knowledge in exercise and sport science. Appointments are preferred to ensure thoughtful time and privacy for each individual as opposed to time-hastened public conversations before or after class.

21. Course Material Fee (CMF) for fitness courses is $20 per course and is added to your Campus Accounts Receivable System (CARS) account.

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22. Student academic calendar for adds/drops, grading options, etc.: Refer to the Office of the Registrar. https://registrar.berkeley.edu/calendar 22. Social Media Links • UC Physical Education on Facebook: https://www.facebook.com/ucbphysical/ • Namaste Toni Mar on Facebook: https://www.facebook.com/groups/2263413103/ • UC Berkeley Physical Education on Instagram: https://www.instagram.com/ucbphysical/ • LinkedIn: https://www.linkedin.com/in/tonimar1

23. Professor ratings ”I have taken Toni's classes for 2 years now, from my second semester of Freshman year, to now, my first semester of Junior year. I have taken 2 Intermediate Core and 2 Vinyasa Yoga classes with her, and I originally signed up because I was worried about the "Freshman 15" and wanted to have a regularly scheduled workout time. In this, she has been wonderful. her workouts are incredibly intense, and leave you incredibly sore and sweaty by the time that they are done, but she always stresses fundamentals and how to avoid injury. She builds up your physical and mental endurance in a way that's helped me in school as well. She's also the most strict professor I've ever had in regards to attendance at Cal, so if you're signing up, you should be sure that you can be committed always, and in the rare case of an ab-sence, be sure to make up the class ASAP. This really helps in making physical activity a priority, no matter what your other circumstances are. If attendance weren't so strict, then I could much more easily imagine people skipping out on the class because the level of intensity is so high. But because of this combination of intensity and strict attendance policy, everyone who sticks with her class gets the bene-fits of it. Overall, I am inspired by Toni, and I am glad I've had her. She sets a standard of excellence for personal training Rating: 5 stars (especially since "difficulty" shouldn't count as a negative against pro-fessors in the first place)." "Taking Toni's classes for three years was one of the best decisions I made during my time at Cal. She is hands down one of Cal's best professors. She takes physical fitness and sports nutrition seriously, en-suring that students learn all the knowledge they need to know to be fit and healthy for life. She pushes students to be the best they can be, and to continuously reach for more. In addition, she instills in her students discipline, dedication, mental toughness, resiliency, and intentionality. She adds new compo-nents to her class every semester, always keeping it interesting. I highly recommend." "Toni is one of the most effective fitness instructors I've ever had in my life. She wants her students to understand what they're doing and why they're doing it. She draws from many different areas for her classes. They are interesting, ever-changing, and incredibly difficult (in the best way). Life at Cal would not be the same without her and her instruction." "I took Toni’s core & yoga classes while recovering from injury. Her workouts push us to the limit & she teaches us about exercising, nutrition, mental toughness & having a healthy lifestyle. I've been in-jury-free, gradually got in shape & my posture improved a lot. Classes are NOT easy but Toni does a great job at keeping us motivated! She's great!"

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V. Official Policies of the University of California at Berkeley • Office of the Registrar. How Do I? https://registrar.berkeley.edu/registration/enrollment • Berkeley Honor Code. Violation of the Honor Code shall result in a grade of an “F” for the course. “As a member of the UC Berkeley community, I act with honesty, integrity, and respect for others.” https://teaching.berkeley.edu/berkeley-honor-code • Berkeley Campus Code of Student Conduct. All students must abide by this code. https://sa.berkeley.edu/code-of-conduct • Statement of Accommodation. The University of California at Berkeley provides reasonable accommodations to students with disabilities through the Disabled Students’ Program. Contact the Disabled Students’ Program: 260 Cesar Chavez Student Center, 510.642.0518, and/or email at: dsp@berkeley.edu. https://dsp.berkeley.edu • Accommodation of Religious Creed. The University of California at Berkeley is compliant with Education code, Section 92640(a) and permits any student to undergo a test or examination, without penalty, at a time when that activity would not violate the student’s religious creed, unless administering the examination at an alternative time would impose an undue hardship which could not reasonably have been avoided (see https://sa.berkeley.edu/uga/religion for detailed information). • Academic Integrity. “You are a member of an academic community at one of the world’s leading research universities. Universities like Berkeley create knowledge that has a lasting impact in the world of ideas and on the lives of others; such knowledge can come from an undergraduate paper as well as the lab of an internationally known professor. One of the most important values of an academic community is the balance between the free flow of ideas and the respect for the intellectual property of others. Researchers don't use one another's research without permission; scholars and students always use proper citations in papers; professors may not circulate or publish student papers without the writer's permission; and students may not circulate or post materials (handouts, exams, syllabi--any class materials) from their classes without the written permission of the instructor. https://sa.berkeley.edu/conduct/integrity • Scheduling Conflicts. Notify the instructor in writing by the second week of the term about known or potential extracurricular conflicts , e.g. religious observances, graduate or medical school inter- views, or team activities. The instructor shall try their best to help you with making accommodations but cannot promise them in all cases. In the event there is no mutually workable solution you may be dropped from the course. https://academic-senate.berkeley.edu/sites/default/files/guide-acad-sched-conflicts-final-2014.pdf VI. The University of California at Berkeley has numerous contacts for emergency situations. In the event of an emergency, the following information may be helpful. http://emergency.berkeley.edu/contacts.shtml • WarnMe/Nixie emergency alerts https://warnme.berkeley.edu

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• Campus Emergency Management Areas http://emergency.berkeley.edu/emerg-mgmnt-areas.shtml • Campus Map http://emergency.berkeley.edu/lib/img/campusmap.pdf • Safe and Well by the American Red Cross https://safeandwell.communityos.org/cms/ • Calling Emergency from campus phone: 9-911 • UCPD 510.642.3333. From Campus Phone: 2-3333 • UCPD (non-emergency): 510.642.6760. From Campus Phone: 2-6760 • UC Walking Escort: 510.642.6760. From Campus Phone: 2-6760 • Location of campus phones in Hearst Gymnasium: 200 Hearst, PE Office 110 Hearst, Hearst Service Center, 6am-10pm North Pool, West end next to elevator Hearst Courts, ROTC Offices • Evacuation Route > The North Field (assembly location) (i) From 234 - (1) Exit down the ramps northward to ROTC corridor and exit the east doors, or (2) Exit north across walkway (towards The Campanile) and down the north stairway to exit at the east doors. (ii) From 251- (1) Exit down the stairway and exit the east doors. (iii) If the east doors are blocked > use west doors at west end of corridor. (iv) Do not use elevator in the event of an earthquake or fire. (v) If you are taking a scheduled Rx bring it with you to class.

Tentative Course Schedule

August 28 Week 1 - Training begins. 29 Week 1 September 2/3 Week 2 - September 2 Labor Day Holiday 4/5 Week 2 9/10 Week 3 11/12 Week 3- Start recording Exercise & Sports Nutrition Lab 16/17 Week 4 18/19 Week 4 - Final recording Exercise & Sports Nutrition Lab 23/24 Week 5 - Exercise & Sports Nutrition Lab du 25/26 Week 5 30/1 Week 6October 2/3 Week 6 7/8 Week 7 - MIDTERM Review of Knowledge Festival - no makeups 9/10 Week 7 - Knowledge Festival - no makeups 14/15 Week 8 - Practicals - no makeups

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16/17 Week 8 21/22 Week 9 23/24 Week 9 28/29 Week 10 30/31 Week 10 November 4/5 Week 11 6/7 Week 11 11/12 Week 12 - November 11 Veteran’s Day Holiday, Course Evaluations 13/14 Week 12 - Course Evaluations 18/19 Week 13 - Concluding Knowledge Festival & Practical - no makeups 20/21 Week 13 - Makeups no longer accepted after November 21. 25/26 Week 14 - Final dates for completing makeups from November 12 absences 27/28 Week 14 - November 27 Non-instructional day; Nov. 28 Thanksgiving HolidayDecember 2/3 Week 15 4/5 Week 15 - Last day of classes

“What you leave behind is not what is engraved on stone monuments, but what is woven into the lives of others.”

~ Pericles