In part one of this series, I teased out the why and how of getting students to be brought into the process of learning and course development. This follow up will share the ‘what’ — the tests we track, the programs we use, and the means in which autonomy becomes a function of how the course is set up and delivered. It’s reception has been hugely positive, both anecdotally and in the number of students who are and wish to be enrolled in it.
It is important to note that the time period between the end of last school year and the beginning of this one was transformational to me. As I learned to reorient to myself and this particular time and place, I used my work to mirror how I was also trying to re-organize my life. I wrote out on paper what I had come to know and do, hoping to align my actions with my intentions. What I found pivotal in rebuilding myself became embedded into the teaching of the class.
Since we were asked to update the syllabi for our courses, I used this template to flush out my Jerry Maguire-ish manifesto:
Regarding the last bullet point under units of study — stretching through the torso frame— I try to teach what I am learning as I am learning it. It gives me an outlet (or output) for continued inputs, asking me to synthesize everything into a digestible piece, using external data (what I capture from others). It is a form of checks and balances in whether I can I succinctly communicate what I am trying to do. It also leaves the door open to definitions and focal points, as I observe ‘errors’ or ‘misunderstandings’ from those around me.
Next, I adjusted the 531 Protocol to fit into approximately 40min (of an 80 min period). They got to choose which lifts went where out of the seven ‘traditionally numerical’ options given below in the final step:
Students could have repeated ONE lift each day, but not in the same area. For example, if they chose Bench for Lift 1 on Day One, they could list it under Lift 2 or Lift 3 on Day Two (but not Lift 1). The thinking behind this was encouraging variability in sets and reps and thus feel even though doing the ‘same’ thing.
Lift One was described to them as “something they care about and wish to see their numbers improve.”
Lift Two was described to them as “something they dislike and need to spend more time with.” The hook on this lift is that they could go ‘as light’ as they wanted. Many reps asked.
Lift Three was described to them as “something new that they could like if they became more familiar with.” Reps stayed relatively low to encourage testing/ increasing load.
At most, because of the block schedule, we would meet three times a week. That third day is intended for makeups during and absence or to do anything you wish — which may or may not include lifting. Our Weight Room is attached to the track and turf field, and many chose to go outside and play (I always bring three soccer balls, two footballs, and two volleyballs) or walk. They can also exercise this option with the rest of their daily class time. Some brave and bold students choose to rest. I encourage this.
Finally, I determined which ‘lifts’ would serve as a baseline of performance measures. (Yes, I do this AFTER creating the fill-in-the-blank program. I want to set up the ask and then go backwards to highlight touchstone characteristics in which they can construct many meanings of progress). Other than the bench, deadlift, squat, and overhead press that 531 is associated with, I added:
- Hexbar Deadlift (relative to squat and regular deadlift)
- Hang (relative to grip understanding and bodyweight)
- Squat Bounce (relative to keeping elasticity in torso under load instead of the limbs/ calves)
- Dumbbell Bench (relative to closed chain bench that starts top down)
- Dumbell Row (relative to bench push)
Please note, when I say ‘relative’, it implies there is a relationship or correlation between two things. For example, the hexbar deadlift has center of mass that is similar to the squat, allowing the knees to set up forward and for the user to essentially ‘squat’ instead of hinge to grab the weight. The main difference between the two then, is the position when the body is loaded, low or high. A big difference in these maxes suggests a disconnect in the ability to set the torso as knees straighten or bend, against or with gravity. A large discrepancy between the barbell and hexbar deadlifts suggest an issue with front to back weight shift when the hips are forced to sit back and the tibia has to sit vertical (to make space for the bar to be pulled). It is less about what our numbers themselves are and more about how the data points inform us about movement inefficiencies. We’re hunting weaknesses as we seek to develop strength, emphasizing quality as much as quantity.
After the monthly cycle, we re-test everything as a one-rep max and consider the results. A drop in number does not necessarily mean a loss of strength — it could very well mean an increase in efficiency and a greater sensitivity as to when that ‘max’ should be called: a loss of ‘safety’, a recognition that form and feel has significantly changed in a negative way, or failure. Over a four-class (or two week) period of time, they get to choose which max(es) they wish to go for on that day. It seems silly to me to force a ‘squat max’ day for homogeny, when I cannot feel inside their bodies or know what kind of fatigue or stress they have been under. I simply emphasize that they “should get a minimum of two maxes for the day, but optimally three.” Also, when they re-test, I do not give them their earlier scores. I tell them after they report to best ensure they stay in their bodies and minimize number chasing for ego’s sake.
As of this publishing, students are currently working on Cycle 2, which is based on position and time. There was no ‘menu’ of exercises in which they were asked to pull from, and they could literally choose anything they want. (Girls leaned toward ‘hip thrusts’ while boys leaned towards ‘biceps curls’. I have not taught any of these to the group, so they are biasedly being reached by the medias.). Though I have no quantitative data of their results, I can report I have witnessed an increase in engagement throughout both groups.
