Q&A – Exercise Catalog and Safety
1. Why do we need an “exercise catalog” and how do we use it?
The catalog organizes exercises into logical movement patterns. This allows both teacher and student to understand the goal of a given lesson and how to progress. Instead of random activities, we have specifics: strengthening the legs, back, core, and grip—in a safe structure.
The catalogue is not a closed list, but a map: in each pattern we have simpler and more difficult versions, which we select according to the possibilities.
2. What are the basic movement patterns and sample exercises?
We work on 6–7 patterns:
Squat: bench squat, goblet squat, leg press on a machine.
Hip hinge: bent over with a stick, Romanian deadlift with a light load, hip hinge on a machine.
Push: bench press, machine press, dumbbell press while lying/sitting.
Pulling: TRX/band rowing, machine rowing, band pull-ups.
Core (stabilization): plank, side plank, hollow hold, anti-rotation with rubber.
Carry: Farmer's walk with light dumbbells or kettlebells.
Locomotion/jumping (advanced):
step-up march;
jumps only after building control.
Each pattern has a simple regression/progression scale so that the entire class can work in parallel.
3. How to choose the level of difficulty and load without 1RM tests?
For children and beginners, we don't use 1RM tests. Instead, we use perceived intensity (RPE 6-8) and the "leave 2-3 reps in reserve" rule (RIR 2-3). If technique breaks down, we reduce the load or revert to a simpler version. It's all about full range of motion and control, not weight.
In practice: choose a weight/version that the student can complete 8-12 reps with style. If the final reps are clean, increase the next time by a small increment (5-10%).
4. What are the basic safety rules in the classroom?
Health and safety briefing before the lesson and a clear "STOP" signal in case of acute pain or dizziness.
No weight competition. What matters is technique and personal progress.
Stable position, tight torso (bracing), calm breathing; controlled pace (especially the eccentric phase).
Equipment adjusted to student height; load-bearing zones marked; escape routes clear.
Dynamic exercises (jumps) only after mastering static patterns and controlled isometrics.
5. Red Flags - When to Stop Exercising and What Next?
We stop immediately at:
sharp or stabbing pain,
numbness/tingling,
dizziness,
dark spots before the eyes,
chest pain,
shortness of breath that is disproportionate to exertion.
The student rests under supervision, we inform the supervising teacher and record the incident.
We return to the exercises in a simpler version after the symptoms have subsided and the situation has been assessed.
6. What might a sample 45-minute lesson look like?
8–10 min – introduction and activation: breathing, mobility, short theory refresher (e.g. role of muscles in joint protection).
25 min — Main block (stations): squat + row + push (3×8–12 reps), optional 1–2 accessories (core, carry). Students work in pairs, recording their feelings (RPE).
8–10 min – reflection and tidying up: entry in the Progress Passport, cleaning of stations, short questions and conclusions.
7. How to scale the same movements in a mixed-level class?
Example "same movement family, different versions":
Squat: bench squat → goblet squat → front squat or leg press.
Pulling: TRX row → machine row → assisted pull-up → full pull-up.
Pushing: bench press → machine press → dumbbell press → overhead press (only with good mobility).
Hinge: bent over bar → RDL with light weight → deadlift from an incline/on a machine.
The key: everyone works in their own variant, but the whole group trains the same pattern.
8. How to protect joints, tendons and bones while learning movement?
Isometrics 20–45 sec (e.g., “pause” squat, plank) — strengthens tendons and stabilizes.
Easy eccentrics (3-4 sec down) - builds control and collagen tissues.
Full, comfortable range of motion - we don't "kill" joints in end positions.
Progress the load in small steps (5–10%) and only with clean technique.
Jumps and sprints only after the foundations (strength + control).
9. How do I document progress and determine next steps?
Every 4–6 weeks we perform short tests:
plank (time),
squats in 30 seconds,
rowing (number of repetitions),
grip strength,
standing long jump (optional).
The results go to the Passport and determine the next progression.
The test is not a grade – it is a guide to where to strengthen your body in the next cycle.
10. Hygiene, organization and equipment inspections – what to remember?
A change of shoes, tidiness at the workstation, cleaning of the upholstery after use, own water and a towel.
Placing loads in the right place; traffic-free zones.
Inspection log: quick check before the lesson (screws, cables, locks), weekly and monthly inspection.
If equipment is limited, stationary work and rotations; alternatives include bands/body resistance.