Project Proposal Weight Training Tutorial Implementation for Increased Track and Field Performance

Project Agreement: A tutorial on the proper weight lifting techniques and lifts to be used by track athletes specialized for each event group. 1.0 Purpose and Overview 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 performance by weight training. 2.0 Personnel 2.1 Identification The primary client will be the Clarion University womens track and field team coach, D.J. Bevevino. The secondary clients will be the athletes of this university. Kim Hanslovan will be the project manager. The subject matter expert will be Steve Marshall, an accomplished weight-training athlete and coach. He will ensure proper lifting form is being taught. He will also provide information on the benefits of lifting. 2.2 Expectations The athletes of Clarion University use the weight room three times a week. The project manager and SME will work together to develop and implement an effective method of demonstrating and explaining the techniques and benefits in the weight room. The coach will schedule time for the athletes to go through the training and learning of the program. Together, the SME and coach will monitor the way that the athletes use the techniques. 3.0 Project Communications The SME and project manager will develop the tutorial for the athletes. They will then work with the coach to ensure the athletes understanding. Through short discussions, the SME and coach will decide if the athletes were successful. Any necessary modifications will be made to ensure athletes safety and understanding. 4.0 Project Goals Develop training on proper weight lifting techniques to ensure athlete safety in the weight room Explain the benefits of weight training for specific event groups in track and field Develop a tutorial page for the primary client reference 5.0 Tentative Project Schedule

Date 2-25-13 2-25-13 2-25-13 to 3-10-13

3-11-13 3-11-13 to 3-18-13 3-11-13 4-22-13 to 4-29-13 5-6-13

Task Communication meeting Project manager SME- Coach Assess athletes knowledge of proper lifting technique Develop tutorial explaining lifting technique and benefits of lifting project manage and SME Conduct lesson overview between project manager and coach Implement tutorial and explanations Prepare evaluation materials Evaluate athletes Consultation meeting with all clients to discuss project process, successes, failures, and plans for the future

6.0 Resources The client will provide a weight room and the computer to implement the tutorial. 7.0 Deliverables ID document Instructional materials in form of PowerPoint Coaches guide (common mistakes in the weight room and explanation of lifts) Evaluation form 8.0 Evaluation The SME and coach will assess the athlete understanding to ensure each athlete will be safe in the weight room and will have the knowledge of the benefits of lifting. 9.0 Renegotiation This project, or parts of the project, may be adapted, revised, or altered throughout its duration as needed or seen fit by the instructional designer, clients, and subject matter expert.

Goal Analysis
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 as well as familiarizing the athletes with common lifts. Students will learn in-depth explanations of the benefits to lifting, proper lifting form, common lifts and safety in the weight room. 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. Identified aim - Athletes are to perform proper lift techniques to reduce injury and increase athlete performance. 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 Goals1. 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 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 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 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 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. Transfer Context The factor of transfer context is what is going to keep these athletes

Weight Equipment

Are there enough squat racks and benches for the athletes to try the lifts? Is all of the equipment functionable 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 Is there enought room for the entire track team in each weight room? Where will the athletes sit during instruction?
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? Is there equipment such as projectors and copy machines available?

Noise level
Space Seating
Weight Room Availabilty Equipement

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. In addition, 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. 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 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 B. Compound lifts 1. Work several muscle groups at once 2. Similar to natural push and pull of everyday movement 3. Weight moves up to four feet C. Olympic lifts 1. Activates entire body a. Triggers cardiovascular system 2. 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 4. The athlete will be able to restate the steps for warming up with accuracy. 5. The athlete will be able to describe the proper lifting techniques with 95% accuracy. 6. The athlete will be able to explain the need for a spotter with 90% accuracy. Principle / Analysis 7. The athletes will be able to analyze a lifting routine for type of performance enhancement 100% of the time. 8. The athlete will be able scrutinize improper lifting technique 100 % of the time. 9. The athlete will be able to categorize a type of exercises with 85% accuracy. Concept / Application 10. The athletes will be able to prepare for lifting by warming up completely. 11. The athletes will be able to design a lifting plan pertaining to specificity when needed. 12. The athlete will be able to judge anothers level of mental toughness based on their lifts. 13. The athlete will be able to exhibit proper technique form 99% of the time.

Generative Strategies
Fact / Recall 1. The athletes will be able to name the different types of dumbbells 100% of the time
Initial Presentation Examples will be shown of the different types of dumbbells and barbells Generative Strategy- The student will provide examples of different dumbbell types and identify barbell Test Items 1. What is the most traditional type of dumbbell? 2. ________ dumbbell is usually available in up to 10 lbs? 3. Which dumbbell type presented have knurled handles to allow for better gripping? 4. ________ dumbbells are made from synthetic rubber? 5. What is the most common weight of a barbell?

2. The athlete will be able to name the differences between the dumbbell types with 90 percent accuracy
Initial Presentation The basic qualities of dumbbells and barbells are presented and then are described by examples of identification Generative Strategy - After the presentation, describe the identifying markers to the different types of weights in the weight room Checklist- Dumbbells were identified correctly YES NO

3. The athletes will be able to recall the need for rest days 100% of the time.
Initial Presentation The need for rest days will be presented in the instruction Generative Strategy The student will paraphrase the need for rest days Test Items 6. The body needs time to ________ and _________ after a lift

Procedure / Application 4. The athlete will be able to restate the steps for warming up with accuracy. Initial Presentation- The principles of warming up are presented Generative Strategy After the presentation, describe the process of warming up, Using the demonstration area, practice warming up Checklist - The student properly warmed up YES NO 5. The athlete will be able to describe the proper lifting techniques with 95% accuracy. Initial Presentation- Proper lifting technique is presented and explained

Generative Strategy The learner is shown 15 pictures of people lifting and is asked to describe the proper lifting techniques being performed Checklist - The student described proper lifting technique performed YES NO 6. The athlete will be able to explain the need for a spotter with 90% accuracy. Initial Presentation- The need for a spotter will be presented during instruction Generative Strategy After the presentation, describe the need for a spotter. Using the demonstration area, practice spotting your partner Test Item 7. Explain the two reasons a spotter should be used during lifting Principle / Analysis 7. The athletes will be able to analyze a lifting routine for type of performance enhancement 100% of the time. Initial Presentation- For each of the three categories, learners are given a description and example of concepts Generative Strategy The learner is given various lifting plans and asked to categorize the plans according to performance enhancement Test Item - 8. The learner is given ten lifts with sets and reps and is asked to analyze the lifts according to performance enhancements 8. The athlete will be able to scrutinize improper lifting technique 100 % of the time. Initial Presentation- The concepts of improper technique will be presented and demonstrated Generative Strategy The learner will be presented 15 pictures of improper lifting technique and asked to scrutinize the improper technique Test Item - 9. Why keep heels on the floor during squats? 10. How do you maintain proper breathing? 11. What causes shearing in the vertebrae of the lumbar spine? 12. What lift must you keep your hips back to maintain proper alignment of the spine? Checklist - The students were able to scrutinize the photos and identify improper lifting technique with accuracy YES NO 9. The athlete will be able to categorize a type of exercises with 85% accuracy. Initial Presentation- The different types of exercises will be presented in instruction Generative Strategy Given examples of lifting plans, the students will model these plans ultimately creating their own lifting routine using each type of exercise Test Items - 13. What are the three types of exercises? 14. What are the four specifications for machine lifts?

15. What are the three specifications for compound lifts? 16. What are the two specifications for Olympic lifts? Checklist - During practice, the students creating lifting plans that included every type of lift YES NO

Concept / Application 10. The athletes will be able to prepare for lifting by warming up completely. Initial Presentation- The need for properly warming up is taught and demonstrated Generative Strategy During implementation of student developed lifting plan, they demonstrated a proper warm up. Test Item - 17. If the following weights are provided, 2.5 lbs., 5 lbs., 1kg, which would be the best choice when increasing weight? 11. The athletes will be able to design a lifting plan pertaining to specificity when needed. Initial Presentation- Sample lifting plans were provided and reviewed Generative Strategy The student will design and implement a lifting program specialize for their needs Check list Warm up was included YES NO Each type of exercise was included YES NO Rest days were included YES NO Specificity for plan was included YES NO 12. The athlete will be able to judge anothers level of mental toughness based on their lifts. Initial Presentation- Descriptions of mental toughness cues were provided during instruction Generative Strategy The student will judge anothers level of mental toughness during lifts and will safely encourage peer to push the limits Test Item 18. Give an example how you would safely encourage your peer to push their mental limit. 13. The athlete will be able to exhibit proper technique form 99% of the time. Initial Presentation- During presentation, the facets to proper lifting form were presented and demonstrated. The students already experienced identifying good and bad technique. Generative Strategy The student will execute their own lifting plan while being analyzed by their peers whom are addressing safety, types of exercises and enhanced performance measures. Checklist The student is exhibiting proper technique. YES NO

Unit Plan
Unit Overview Title Weight Training Tutorial Implementation for Increased Track and Field Performance

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 4. The athlete will be able to restate the steps for warming up with accuracy. 5. The athlete will be able to describe the proper lifting techniques with 95% accuracy. 6. The athlete will be able to explain the need for a spotter with 90% accuracy. Principle / Analysis 7. The athletes will be able to analyze a lifting routine for type of performance enhancement 100% of the time. 8. The athlete will be able scrutinize improper lifting technique 100 % of the time. 9. The athlete will be able to categorize a type of exercises with 85% accuracy. Concept / Application 10. The athletes will be able to prepare for lifting by warming up completely. 11. The athletes will be able to design a lifting plan pertaining to specificity when needed. 12. The athlete will be able to judge anothers level of mental toughness based on their lifts. 13. The athlete will be able to exhibit proper technique form 99% of the time. Unit Summary In this unit, the students will be able to reinforce their knowledge of a sentence and explore the elements of a complete sentence through building their own complete sentences. Sequencing Strategy The sequencing strategy Task Expertise Sequencing will work well with each objective. This strategy employs the logic of teaching the simplest task (example recall need for rest days) an proceed to the more complex tasks (example Judge anothers mental toughness based on lifts) Instructional Strategies Project manager assesses students prior knowledge and introduces the unit to the class. Using familiar materials, the project manager provides examples of types of weights. The class explores familiar weight room for different types of weights and identifies them. (Formative Assessment) Grouping Options Whole-class instruction Whole-class instruction / Individual practice of skills 1, 2 Objective

Project manager will teach the concepts safety (Warm up, proper form, spotter, and rest days) Students will complete activities to reinforce their skills. Project manager will teach the concepts of common lifts, types of exercises and proper form associated with those lifts. Students will complete activities to identify proper lifting technique . Students will complete analyzing tasks of pinpointing common lifting mistakes (formative assessment) Project manager introduces the concepts of a Improved performance. Project manager models creating of lifting plan Students practice constructing lifting plan Students will create their own lifting plan with every type of exercise ( Formative Assessment) Students design and implement lifting program specialized for their needs (must include warm up, each type of exercise, reminders of proper technique, rest days, and specificity) Students will observe and analyze peers during lifting to provide grade and suggestion covering safety concerns, types of exercises, and improved performance [Summative Assessment]

Whole-class instruction Individual or partner practice of skills Whole-class instruction Individual or partner practice of skills Individual or partner practice of skills Whole-class instruction Individual or partner practice of skills Individual Individual or partner practice of skills

3, 4, 6

5, 8, 9

5, 6, 8 4, 7, 9, 11 9, 11 3, 4, 5, 6, 7, 8, 10, 11, 12, 13 1-13

Individual

Materials and Resources Required for Unit Supplies: Weights, Weight Room, Copier, Pencils, Paper Technology Hardware (Click boxes of all equipment needed.) Computer(s) VCR Projection System Printer Digital Camera Television Video Camera Scanner Laser Disk Camera Video Conferencing Other KidPix Inspiration Clicker 4 Image Blender/Photo Editor

Technology Software (Click boxes of all software needed.) Microsoft Word Microsoft Front Page Microsoft Excel Microsoft PowerPoint Publisher Microsoft Internet Explorer SchoolKiT Encarta Reference Materials

Instructional Materials

See PowerPoint Attachment This PowerPoint was fully covered in 5 days. There is a lot of information and there was a concern for cognitive load so the information was broken up using field trips assessments and discussions

Formative Assessment
As seen in the instructional materials, multiple formative assessment questions were asked. As seen in the Unit Plan there was also more formative evaluations completed in the weight room with individual questioning. I had already presented all the information and used the formative assessment questions in the instructional material before the class reached that point in instruction. Looking back on the formative assessment I conducted during my lessons, it would serve the athletes to spend a little more time discussing how to create a lifting plan that is specific to their needs. In retro-spec the athletes seemed to apply everything to their lifting plans rather than choosing what would work best for them.

Summative Assessment
The client, SME and I are looking forward to the results of the summative assessment. The athletes completed a work out plan during this instruction. The athletes were asked to take this work out plan and implement it during the summer break. The success of my instruction will be determined by the level of increase of the athletes performance when they return to school. The plan for evaluation is comparing the athletes starting strength, starting speed, starting endurance (which the client has been analyzing all semester), and comparing it to their strength speed and endurance in the fall.

Summary
I must say, when I began the project I figured it would be a waste of time because my entire undergrad (teaching) was concerned with making units and lessons. However, upon completion of this instructional design project I have come to recognize multiple differences. These include, 1. The instructional design process focuses on individuals rather than the content this is different than a lesson plan because although teachers take this into consideration, they do not write out the learner analysis or generative strategies. 2. The instructional design plan is developed primarily for use of the instructional designer and planning team This differs from lesson plans in that lesson plans simply display what they students will be given (ex. work sheets) An ID plan distinguishes from the planning documents and the instructional materials. 3. The instructional design process usually starts at the course development level. When considering lesson plans, curricula and broad goals are first designed then the specific course content is designed. (Top down) With ID starts with the identification of the instruction needed to be done then the unit is designed. (Bottom Up) I have a new found respect for instructional design and I look forward to solving problems using this technique. I really liked the specificity and amount of detail involved when assessing

learners and analyzing the problems. One thing I did not like about ID is being unfamiliar with the processes. This is understandable seeing that I have never encountered ID before but I prefer to have a better grasp before completing a project. The overall implementation of my ID Plan worked well. I believe I exceeded my clients expectations and my SME stated there was nothing he would have done differently. I am excited to see the results of my instruction when the girls return this fall. I received multiple comments from the girls to the effect that they feel more confident in the weight room and that they have a better understanding of their bodies. This was more than I could have hoped for!