National Défense Defence Nationale

National Défense A-CR-CCP-901/PF-001
Defence nationale
CANADIAN CADET ORGANIZATIONS
BASIC FITNESS AND SPORTS

INSTRUCTIONAL GUIDES
(ENGLISH)
Cette publication est disponible en français sous le numéro A-CR-CCP-901/PF-002.
Issued on Authority of the Chief of the Defence Staff
Canada
National Défense A-CR-CCP-901/PF-001
Defence nationale
CANADIAN CADET ORGANIZATIONS

INSTRUCTIONAL GUIDES
(ENGLISH)
Cette publication est disponible en français sous le numéro A-CR-CCP-901/PF-002.
Issued on Authority of the Chief of the Defence Staff
OPI: D Cdts 3 – Senior Staff Officer Youth Programs Development 2008-01-01
Canada
A-CR-CCP-901/PF-001
LIST OF EFFECTIVE PAGES
Insert latest changed pages and dispose of superseded pages in accordance with applicable orders.
NOTE
The portion of the text affected by the latest change is indicated by a black vertical line
in the margin of the page. Changes to illustrations are indicated by miniature pointing
hands or black vertical lines.
Dates of issue for original and changed pages are:
Original........................... 0 ....................... 2008-01-01 Ch................................... 3 ..........................................

Ch................................... 1 .......................................... Ch................................... 4 ..........................................
Ch................................... 2 .......................................... Ch................................... 5 ..........................................
Zero in Change No. column indicates an original page. Total number of pages in this publication is 419
consisting of the following:
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Contact Officer: D Cdts 3-2-7 – Staff Officer Common Cadet Program Development
© 2008 DND/MDN Canada
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A-CR-CCP-901/PF-001
FOREWORD AND PREFACE
1. Issuing Authority. This Instructional Guide (IG) A-CR-CCP-901/PF-001 was developed under the
authority of the Director Cadets and Junior Canadian Rangers, and issued on the authority of the Chief of
Defence Staff.
2. Development. Development of this IG was in accordance with the performance oriented concept of
training outlined in the A-P9-050 Series, Canadian Forces Individual Training and Education System, with
modifications to meet the needs of the Cadet Organization.
3. Purpose of the IG. The IG to be used by Cadet Summer Training Centres in conjunction with other
resources to conduct the Basic Fitness and Sports qualification course. The IG provides instructors with the
base means from which to deliver training. Individual IGs are to be reviewed in conjunction with the Lesson
Specifications (LSs) found in A-CR-CCP-901/PG-001, Canadian Cadet Organizations Basic Fitness and Sports
Qualification Standard and Plan, Chapter 4, before instructing, so that each instructor can adequately plan for
and prepare each lesson. Instructors may be required to develop instructional materials to support training
in addition to any that may be provided, eg, posters, videos, handouts, models, etc, supplemental to training
control and support documents. Suggested instructional activities are included in most IGs to maximize learning
and fun. Instructors are also encouraged to modify and / or enhance the activities, as long as they continue to
contribute to enabling objectivity achievement.
4. Use of the IG. Throughout these instructional guides, a series of information boxes are used to highlight
information; they include:
Note to the instructor.
Key information to pass along to cadets.
Refer to the following CF regulations and policies.
Points of interest or special instructions the instructor should pass along to cadets.
5. Effective Date. This publication is effective upon receipt. Subsequent changes are effective upon receipt.
6. Suggested Changes. Suggested changes to this document shall be forwarded through the normal
chain of command to National Defence Headquarters (NDHQ) Attention: Staff Officer Common Cadet Program
Development (D Cdts 3-2-7) or by e-mail to com.dev@cadets.gc.ca.
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TABLE OF CONTENTS
PAGE
CHAPTER 1 PO S230 – PERFORM THE DUTIES OF A FITNESS AND SPORTS

ASSISTANT
Section 1 EO S230.01 – DESCRIBE THE DUTIES OF A FITNESS AND SPORTS
ASSISTANT............................................................................................................ 1-1-1
Section 2 EO S230.02 – DEFINE FITNESS AND SPORTS TERMINOLOGY...................... 1-2-1
Section 3 EO S230.03 – DESCRIBE BENEFITS OF REGULAR FITNESS AND SPORTS
ACTIVITIES............................................................................................................ 1-3-1
Section 4 EO S230.04 – DESCRIBE SPORTS ETHICS....................................................... 1-4-1
Section 5 EO S230.05 – APPLY PERSONAL SAFETY PRACTICES FOR FITNESS AND
SPORTS ACTIVITIES............................................................................................ 1-5-1
Section 6 EO S230.06 – IDENTIFY PERSONNEL INVOLVED IN SPORTING EVENTS...... 1-6-1
Section 7 EO S230.07 – PERFORM THE DUTIES OF A FITNESS AND SPORTS
ASSISTANT DURING A SPORTING EVENT........................................................ 1-7-1
Section 8 EO S230.08 – ATTEND A LOCAL SPORTING EVENT........................................ 1-8-1
Annex A MUSCLES OF THE HUMAN BODY...................................................................... 1A-1
Annex B FITNESS AND SPORTS TERMS AND DEFINITIONS.......................................... 1B-1
Annex C MUSCLE NAMES AND THEIR MOVEMENT........................................................ 1C-1
Annex D FITNESS AND SPORTS TERMS.......................................................................... 1D-1
Annex E BENEFITS OF REGULAR FITNESS AND SPORTS ACTIVITIES........................ 1E-1
Annex F METHODS FOR INJURY PREVENTION AND SAFETY....................................... 1F-1
Annex G DUTIES OF THE SCOREKEEPER, TIMEKEEPER AND LINESMAN................... 1G-1
Annex H LOCAL SPORTING EVENT OBSERVATION HANDOUT..................................... 1H-1
CHAPTER 2 PO S231 – FOLLOW A PERSONAL FITNESS ROUTINE

Section 1 EO S231.01 – PARTICIPATE IN THE CADET FITNESS ASSESSMENT............. 2-1-1
Section 2 EO S231.02 – FOLLOW A PERSONAL ACTIVITY PLAN..................................... 2-2-1
Section 3 EO S231.03 – MAKE HEALTHY FOOD CHOICES............................................... 2-3-1
Section 4 EO S231.04 – PARTICIPATE IN PERSONAL FITNESS ACTIVITIES.................. 2-4-1
Annex A CADET FITNESS ASSESSMENT SCORESHEET................................................ 2A-1
Annex B PACER INDIVIDUAL SCORESHEET.................................................................... 2B-1
Annex C CURL-UP SUMMARY............................................................................................ 2C-1
Annex D PUSH-UP SUMMARY............................................................................................ 2D-1
Annex E TRUNK LIFT SUMMARY....................................................................................... 2E-1
Annex F SHOULDER STRETCH SUMMARY...................................................................... 2F-1
Annex G BACK-SAVER SIT AND REACH SUMMARY........................................................ 2G-1
Annex H SAMPLE PERSONAL ACTIVITY PLAN................................................................ 2H-1
Annex I PERSONAL ACTIVITY PLAN................................................................................ 2I-1
Annex J FOOD JOURNAL................................................................................................... 2J-1
Annex K PERSONAL NUTRITION PLAN............................................................................. 2K-1
Annex L NUTRITION FACTS............................................................................................... 2L-1
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TABLE OF CONTENTS (Cont)

PAGE
Annex M EATING WELL WITH CANADA’S FOOD GUIDE HANDOUT .............................. 2M-1
Annex N SAMPLE CIRCUIT TRAINING............................................................................... 2N-1
Annex O SAMPLE INTERVAL TRAINING COURSE........................................................... 2O-1
CHAPTER 3 PO S232 – LEAD A WARM-UP AND COOL-DOWN SESSION

Section 1 EO S232.01 – PREPARE FOR FITNESS AND SPORTS ACTIVITIES................. 3-1-1
Section 2 EO S232.02 – LEAD A WARM-UP AND COOL-DOWN SESSION....................... 3-2-1
Annex A FITNESS AND SPORTS SCENARIOS................................................................. 3A-1
Annex B QUICK MOVEMENT GAMES................................................................................ 3B-1
Annex C TAG GAMES.......................................................................................................... 3C-1
Annex D RELAY GAMES...................................................................................................... 3D-1
Annex E RACE GAMES........................................................................................................ 3E-1
Annex F WARM-UP/COOL-DOWN INSTRUCTIONS.......................................................... 3F-1
Annex G COUNTING IN DIFFERENT LANGUAGES........................................................... 3G-1
Annex H STRETCHING INSTRUCTIONS............................................................................ 3H-1
CHAPTER 4 PO S233 – ASSIST WITH THE CADET FITNESS ASSESSMENT

Section 1 EO S233.01 – DESCRIBE THE CADET FITNESS ASSESSMENT...................... 4-1-1
Section 2 EO S233.02 – DESCRIBE THE COMPONENTS OF THE CADET FITNESS
ASSESSMENT....................................................................................................... 4-2-1
CHAPTER 5 PO S234 – ASSIST WITH RECREATIONAL SPORTS

Section 1 EO S234.01 – ASSIST WITH ORGANIZED RECREATIONAL TEAM SPORTS... 5-1-1
Section 2 EO S234.02 – PARTICIPATE IN A RECREATIONAL SUMMER BIATHLON
ACTIVITY................................................................................................................ 5-2-1
Section 3 EO S234.03 – PARTICIPATE IN AN ORIENTEERING EVENT............................ 5-3-1
Section 4 EO S234.04 – DESIGN A TOURNAMENT............................................................ 5-4-1
Section 5 EO S234.05 – LEAD GAMES OF LOW ORGANIZATION.................................... 5-5-1
Section 6 EO S234.06 – PARTICIPATE IN A TABLOID MEET............................................ 5-6-1
Annex A CANADIAN CADET ORGANIZATIONS LIST OF APPROVED SPORTS.............. 5A-1
Annex B BASEBALL OVERVIEW......................................................................................... 5B-1
Annex C BASKETBALL OVERVIEW.................................................................................... 5C-1
Annex D FLOOR HOCKEY OVERVIEW.............................................................................. 5D-1
Annex E FOOTBALL OVERVIEW........................................................................................ 5E-1
Annex F LACROSSE OVERVIEW........................................................................................ 5F-1
Annex G RINGETTE OVERVIEW......................................................................................... 5G-1
Annex H SOCCER OVERVIEW............................................................................................ 5H-1
Annex I SOCCER BASEBALL OVERVIEW........................................................................ 5I-1
Annex J SOFTBALL OVERVIEW......................................................................................... 5J-1
Annex K ULTIMATE FRISBEE OVERVIEW......................................................................... 5K-1
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TABLE OF CONTENTS (Cont)

PAGE
Annex L VOLLEYBALL OVERVIEW.................................................................................... 5L-1
Annex M GUIDELINES TO CONDUCT A RECREATIONAL SUMMER BIATHLON
ACTIVITY................................................................................................................ 5M-1
Annex N BIATHLON SCORESHEET.................................................................................... 5N-1
Annex O COURSE CONTROL SHEET................................................................................ 5O-1
Annex P RANGE RECORDING SHEET............................................................................... 5P-1
Annex Q ROUND ROBIN TOURNAMENT........................................................................... 5Q-1
Annex R LADDER TOURNAMENT....................................................................................... 5R-1
Annex S PYRAMID TOURNAMENT..................................................................................... 5S-1
Annex T TOURNAMENT SCENARIOS................................................................................ 5T-1
Annex U SUGGESTED TABLOID MEET EVENTS.............................................................. 5U-1
Annex V TABLOID MEET MASTER SCORESHEET........................................................... 5V-1
Annex W TABLOID MEET GROUP SCORESHEET............................................................. 5W-1
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LIST OF FIGURES
FIGURE TITLE PAGE
1-2-1 Muscles of the Human Body........................................................................................ 1-2-4
1-6-1 Stopwatch...................................................................................................................... 1-6-6
1-6-2 Ball Lands Inbounds Signal for Volleyball.................................................................... 1-6-8
1-6-3 Ball Lands Out-of-Bounds Signal for Volleyball............................................................ 1-6-8
1A-1 Muscles of the Human Body........................................................................................ 1A-1
2-1-1 Leader in the Centre of a Warm-Up Circle................................................................... 2-1-3
2-1-2 Leader in Front of Rows............................................................................................... 2-1-3
2-1-3 Leader in the Centre of a Cool-Down Circle................................................................ 2-1-13
2-3-1 Nutrition Facts Table..................................................................................................... 2-3-3
2-4-1 Sample Circuit............................................................................................................... 2-4-4
2-4-2 Sample Interval............................................................................................................. 2-4-7
2B-1 PACER Layout.............................................................................................................. 2B-1
2B-2 Fitnessgram PACER Test Individual Scoresheet B...................................................... 2B-2
2C-1 Curl-Up Starting Position............................................................................................... 2C-1
2C-2 Curl-Up.......................................................................................................................... 2C-2
2C-3 Curl-Up Finger Position................................................................................................. 2C-2
2D-1 Push-Up Starting Position............................................................................................. 2D-2
2D-2 Down Position of the Push-Up...................................................................................... 2D-2
2E-1 Starting Position for the Trunk Lift................................................................................ 2E-1
2E-2 The Trunk Lift................................................................................................................ 2E-2
2E-3 Measuring The Trunk Lift.............................................................................................. 2E-2
2F-1 Right Shoulder Stretch.................................................................................................. 2F-1
2F-2 Left Shoulder Stretch.................................................................................................... 2F-2
2G-1 Starting Position for the Back-Saver Sit and Reach..................................................... 2G-2
2G-2 The Back-Saver Sit and Reach.................................................................................... 2G-2
2N-1 Sample Circuit............................................................................................................... 2N-1
2O-1 Sample Interval............................................................................................................. 2O-1
3-1-1 Normal Foot Impression................................................................................................ 3-1-4
3-1-2 Flat or Splayed Foot Impression................................................................................... 3-1-5
3-1-3 High-Arched Foot Impression....................................................................................... 3-1-5
3-2-1 Warm-Up Circle (Instructor in the Centre).................................................................... 3-2-9
3-2-2 Rows (Instructor at the Front With Two Assistant Instructors)..................................... 3-2-10
3-2-3 Shoulder Stretch A........................................................................................................ 3-2-11
3-2-4 Shoulder Stretch B........................................................................................................ 3-2-11
3-2-5 Shoulder Stretch C........................................................................................................ 3-2-12
3-2-6 Shoulder Stretch D........................................................................................................ 3-2-12
3-2-7 Shoulder Stretch E........................................................................................................ 3-2-13
3-2-8 Arm Stretch A................................................................................................................ 3-2-13
3-2-9 Arm Stretch B................................................................................................................ 3-2-14
3-2-10 Arm Stretch C............................................................................................................... 3-2-14
3-2-11 Arm Stretch D............................................................................................................... 3-2-15
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LIST OF FIGURES (Cont)

FIGURE TITLE PAGE
3-2-12 Arm Stretch E................................................................................................................ 3-2-15
3-2-13 Chest Stretch A............................................................................................................. 3-2-16
3-2-14 Chest Stretch B............................................................................................................. 3-2-16
3-2-15 Chest Stretch C............................................................................................................. 3-2-17
3-2-16 Back Stretch A.............................................................................................................. 3-2-17
3-2-17 Back Stretch B.............................................................................................................. 3-2-18
3-2-18 Back Stretch C.............................................................................................................. 3-2-18
3-2-19 Back Stretch D.............................................................................................................. 3-2-19
3-2-20 Leg Stretch A................................................................................................................ 3-2-19
3-2-21 Leg Stretch B................................................................................................................ 3-2-20
3-2-22 Leg Stretch C................................................................................................................ 3-2-20
3-2-23 Leg Stretch D................................................................................................................ 3-2-21
3-2-24 Leg Stretch E................................................................................................................ 3-2-21
3B-1 High Five Layout........................................................................................................... 3B-1
3B-2 Front of the Class......................................................................................................... 3B-3
3D-1 Circle Relay................................................................................................................... 3D-1
3D-2 Shuffle Run.................................................................................................................... 3D-4
3E-1 Snakeskin...................................................................................................................... 3E-4
4-1-1 Back-Saver Sit and Reach Measuring Apparatus........................................................ 4-1-5
4-2-1 PACER Layout.............................................................................................................. 4-2-3
4-2-2 Sample Fitnessgram PACER Test Individual Scoresheet B......................................... 4-2-4
4-2-3 Curl-Up Starting Position............................................................................................... 4-2-6
4-2-4 Curl-Up.......................................................................................................................... 4-2-6
4-2-5 Curl-Up Finger Position................................................................................................. 4-2-7
4-2-6 Push-Up Starting Position............................................................................................. 4-2-8
4-2-7 Down Position of the Push-Up...................................................................................... 4-2-8
4-2-8 Starting Position for the Trunk Lift................................................................................ 4-2-10
4-2-9 The Trunk Lift................................................................................................................ 4-2-10
4-2-10 Measuring the Trunk Lift............................................................................................... 4-2-11
4-2-11 Right Shoulder Stretch.................................................................................................. 4-2-12
4-2-12 Left Shoulder Stretch.................................................................................................... 4-2-12
4-2-13 Starting Position for the Back-Saver Sit and Reach..................................................... 4-2-13
4-2-14 The Back-Saver Sit and Reach.................................................................................... 4-2-14
5-3-1 IOF Symbols.................................................................................................................. 5-3-3
5-3-2 Contour Lines and Intervals.......................................................................................... 5-3-3
5-3-3 Control Markers............................................................................................................. 5-3-4
5-3-4 Scorecard...................................................................................................................... 5-3-5
5-3-5 Thumbing Position......................................................................................................... 5-3-6
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FIGURE TITLE PAGE
5-3-8 Start Grid....................................................................................................................... 5-3-11
5-3-9 Recording Sheet............................................................................................................ 5-3-12
5-4-1 Round Robin Draw with an Even Number of Participants............................................ 5-4-3
5-4-2 Round Robin Draw With an Odd Number of Participants............................................ 5-4-4
5-4-3 Ladder Draw.................................................................................................................. 5-4-6
5-4-4 Pyramid Draw................................................................................................................ 5-4-8
5-4-5 Single Elimination Draw................................................................................................ 5-4-10
5-4-6 Double Elimination Draw............................................................................................... 5-4-11
5-6-1 Layout of a Tabloid Meet.............................................................................................. 5-6-2
5B-1 Time Out Signal............................................................................................................ 5B-2
5B-2 Player Is Out Signal...................................................................................................... 5B-3
5B-3 Runner Is Safe Signal................................................................................................... 5B-3
5B-4 Baseball Diamond......................................................................................................... 5B-5
5B-5 Baseball Scoresheet..................................................................................................... 5B-6
5C-1 Basketball Court............................................................................................................ 5C-5
5C-2 Basketball Scoresheet................................................................................................... 5C-6
5D-1 Ball Handle Score Set-Up............................................................................................. 5D-3
5D-2 Hockey Set-Up.............................................................................................................. 5D-4
5D-3 Floor Hockey Scoresheet.............................................................................................. 5D-5
5E-1 Round the Corner Snap Set-Up................................................................................... 5E-4
5E-2 Football Field................................................................................................................. 5E-5
5E-3 Line of Scrimmage........................................................................................................ 5E-5
5E-4 Football Scoresheet...................................................................................................... 5E-6
5F-1 Lacrosse Field............................................................................................................... 5F-4
5F-2 Lacrosse Scoresheet..................................................................................................... 5F-5
5G-1 Ring Handle Score Set-Up........................................................................................... 5G-3
5G-2 Ringette Ice/Playing Field............................................................................................. 5G-4
5G-3 Ringette Scoresheet...................................................................................................... 5G-5
5H-1 Ball Handle Score Set-Up............................................................................................. 5H-3
5H-2 Soccer Field.................................................................................................................. 5H-5
5H-3 Soccer Scoresheet........................................................................................................ 5H-6
5I-1 Time Out Signal............................................................................................................ 5I-2
5I-2 Player Is Out Signal...................................................................................................... 5I-3
5I-3 Runner Is Safe Signal................................................................................................... 5I-3
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FIGURE TITLE PAGE
5I-4 Baseball Diamond (Used for Soccer Baseball)............................................................ 5I-5
5I-5 Soccer Baseball/Kickball Scoresheet............................................................................ 5I-6
5J-1 Time Out Signal............................................................................................................ 5J-3
5J-2 Player Is Out Signal...................................................................................................... 5J-3
5J-3 Runner Is Safe Signal................................................................................................... 5J-3
5J-4 Softball Field.................................................................................................................. 5J-6
5J-5 Softball Scoresheet....................................................................................................... 5J-7
5K-1 Ultimate Frisbee Field................................................................................................... 5K-3
5K-2 Ultimate Frisbee Scoresheet......................................................................................... 5K-4
5L-1 Volleyball Court............................................................................................................. 5L-4
5L-2 Volleyball Scoresheet.................................................................................................... 5L-5
5M-1 Recreational Summer Biathlon Activity Course Layout................................................ 5M-1
5Q-1 Round Robin Draw With an Even Number of Participants........................................... 5Q-1
5Q-2 Round Robin Draw With an Odd Number of Participants............................................ 5Q-2
5R-1 Ladder Draw.................................................................................................................. 5R-2
5S-1 Pyramid Draw................................................................................................................ 5S-2
5U-1 Sample Tabloid Meet List............................................................................................. 5U-1
5V-1 Tabloid Meet Master Scoresheet.................................................................................. 5V-1
5W-1 Tabloid Meet Group Scoresheet................................................................................... 5W-1
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CHAPTER 1
PO S230 – PERFORM THE DUTIES OF A FITNESS AND SPORTS ASSISTANT
A-CR-CCP-901/PF-001
COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 1
EO S230.01 – DESCRIBE THE DUTIES OF A FITNESS AND SPORTS ASSISTANT
Total Time: 40 min
PREPARATION
PRE-LESSON INSTRUCTIONS
Resources needed for the delivery of this lesson are listed in the lesson specification located in A-CR-CCP-
901/PG-001, Chapter 4. Specific uses for said resources are identified throughout the instructional guide within
the TP for which they are required.
Review the lesson content and become familiar with the material prior to delivering the lesson.
PRE-LESSON ASSIGNMENT
N/A.
APPROACH
An interactive lecture was chosen for this lesson to orient cadets to the duties of a Fitness and Sports Assistant
and generate interest.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall be expected to describe the duties of a Fitness and Sports Assistant.
IMPORTANCE
It is important for cadets to learn the duties of a Fitness and Sports Assistant because they will fill the role
of the Fitness and Sports Assistant during the Basic Fitness and Sports course and when they return to the
corps/squadron.
1-1-1
A-CR-CCP-901/PF-001
Teaching Point 1 Describe the Duties of a Fitness and Sports Assistant
Time: 15 min Method: Interactive Lecture
This TP provides cadets with an overview of the duties of a Fitness and Sports Assistant.
These duties will be further covered in later lessons.
Identify each duty listed making the cadets aware of the duties they will perform on this
course.
Cadets may have an idea of the duties of a Fitness and Sports Assistant based on their
participation at the corps/squadron. Take this opportunity to lead a short discussion allowing
cadets to express their ideas of what a fitness and sports assistant is responsible for and
then lead into the interactive lecture.
FITNESS AND SPORTS ASSISTANT
The Fitness and Sports Assistant is responsible to the Fitness and Sports Instructor or any senior cadet/adult
staff members responsible for fitness and sports activities. The Fitness and Sports Assistant helps facilitate
and sets up fitness and sports activities at the corps/squadron.
LEADING WARM-UP AND COOL-DOWN SESSIONS
The following information is a preview of what cadets will learn during the instruction of EO
S232.02 (Lead a Warm-Up and Cool-Down Session, Chapter 3, Section 2).
Warm-up sessions consist of light cardiovascular movements and stretches which increase the temperature,
blood flow, and the elasticity of the muscles. Warm-ups improve the muscles’ ability to perform work and reduce
the risk of injury.
During EO S232.02 (Lead a Warm-Up and Cool-Down Session, Chapter 3, Section 2) Fitness and Sports
Assistants will learn how to conduct warm-up exercises to include:
stretching the muscles;
gradually increasing respiratory action and heart rate;
expanding the muscles’ capillaries to accommodate the increase in blood circulation; and
raising muscle temperature to facilitate reactions in muscle tissue.
A cool-down is the reverse process of the warm-up. A cool-down may reduce muscle soreness, help bring the
body temperature back to normal range and allow muscles to flush waste generated by exercise.
During EO S232.02 (Lead a Warm-Up and Cool-Down Session, Chapter 3, Section 2) Fitness and Sports
Assistants will learn how to conduct cool-down exercises to include:
allowing the body time to slowly recover from physical activity;
preparing the respiratory and cardiovascular systems to return to their normal state; and
stretching the muscles.
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Details of each of the stretches will be covered when the cadets participate in activities as
outlined in EO S232.02 (Lead a Warm-Up and Cool-Down Session, Chapter 3, Section 2).
ASSISTING WITH RECREATIONAL SPORTS
Fitness and Sports Assistants will fill officiating positions during sporting events. These positions can vary from
sport to sport; however, the general concepts of these officiating positions are similar.
Scorekeeper
Assistants filling the role of a scorekeeper will be required to:
complete pre-game and post-game administration;
keep score;
communicate with other officials;
recognize referee signals;
maintain a rapport with coaches;
enforce the rules of the game; and
maintain statistics.
Timekeeper
Assistants filling the role of a timekeeper will be required to:
ensure that the periods/quarters are timed correctly;
record lapsed time; and
maintain a rapport with coaches.
Linesman
Assistants filling the role of a linesman will be required to:
use signals;
maintain position on the court/field;
enforce the rules of the game; and
ASSIST WITH THE CADET FITNESS ASSESSMENT
Fitness and Sports Assistants will assist with the Cadet Fitness Assessment, and will be required to set up and
score the cadets participating in the:
Cardiovascular Component. The Progressive Aerobic Cardiovascular Endurance Run (PACER);
Muscular component, to include:
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Strength, to include:
the curl-up, and
the push-up.
Flexibility, to include:
the shoulder stretch, and
the back-saver sit and reach.
CONFIRMATION OF TEACHING POINT 1
QUESTIONS
Q1. To whom is the Fitness and Sports Assistant responsible?
Q2. What officiating roles will a Sports and Fitness Assistant fill?
Q3. What would a Fitness and Sports Assistant conduct to prepare cadets for participation in fitness and
sports activities?
ANTICIPATED ANSWERS
A1. The Fitness and Sports Instructor or other supervising senior cadet/adult staff members.
A2. The officiating roles a Fitness and Sports Assistant will fill are the scorekeeper, timekeeper, and
linesman.
A3. The Fitness and Sports Assistant conducts a warm-up session to prepare cadets for participation in
fitness and sports activities.
Teaching Point 2 Describe Suitable Locations for Fitness and Sports Activities
The Fitness and Sports Assistant will be required to inspect and determine if there are any
specific problems or safety concerns with the areas being used for the fitness and sports
activities.
Emphasize the importance of inspecting the areas being used prior to the activity being
conducted during this TP.
SUITABLE LOCATIONS FOR FITNESS AND SPORTS ACTIVITIES
Activities are limited due to available areas. It is not mandatory to conduct sports in a designated sports
field; however, the activity must be conducted in a suitable location. Physical activities are often high risk for
accidents. This is why it is very important to ensure the area is large enough to accommodate the entire group,
and is free of hazards and obstacles that may cause injury.
Sports Field
A sports field is an open piece of land designated for a particular sport (eg, soccer, football, etc).
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Sports fields may be used by many different groups, and are maintained by many people with different types of
machinery. One-quarter of sports injuries result from poor field conditions. Take time to check the field before
each and every activity. Look for the following hazards:
holes or deep depressions in the field,
puddles,
broken glass,
stones,
net anchors, and
scattered debris.
If any hazards or obstacles are found notify the referee/supervisor prior to the start of the game.
One of the biggest hazards of outside field sports is the condition of the field itself.
Gymnasium
A gymnasium is a room or building equipped for gymnastics, indoor sports, or physical training.
Gymnasiums are usually maintained by schools or organizations that have hired personnel to ensure the facility
is in good repair. Prior to commencing fitness and sports activities the area must be inspected and deemed
suitable. Look for any hazards and obstacles that may cause injury, to include:
checking all overhanging objects for any visible problems (eg, lights, score boards, etc);
checking wall-mounted fixtures to ensure they are secure;
inspecting the floor condition for slippery sections or cracks; and
inspecting equipment such as hockey nets, hockey net frames, sticks, etc.
Multi-Purpose Rooms
A multi-purpose room is an area that can be used for activities but is not designated as a sports and fitness
facility. This can be any area that is suitable to run the desired fitness and sports activity, to include:
halls,
basements,
stadiums, and
community centres.
QUESTIONS
Q1. What areas are possible locations for physical activities?
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Q2. Name hazards to look for when inspecting a sports field.
Q3. What are examples of multi-purpose rooms that can be used for physical activities?
ANTICIPATED ANSWERS
A1. Sports field, gymnasium, and multi-purpose rooms.
A2. Six hazards to look for when inspecting a sports field are:
holes or deep depressions in the field,
puddles,
broken glass,
stones,
net anchors, and
scattered debris.
A3. Examples of multi-purpose rooms that can be used for physical activities are halls, basements, stadiums,
and community centres.
Teaching Point 3 Describe Supervision
The Fitness and Sports Assistant will assist in supervising activities. Emphasize the
importance of staying focused while watching the activities as they are being conducted.
Supervision. The activity carried out by someone who oversees the actions or work of a person or activity.
Supervising fitness and sports activities taking place on a sports field, or gymnasium, etc, requires giving
attention to and placing emphasis on safety and the defined rules of the activity. The emotions created by
fitness and sports activities and the high speed of games and competitions can cause some individuals to lack
judgement and misbehave, leading to accidents and injury. Supervise effectively – be prompt to make ruling
calls and stoppages of plays.
THREE LEVELS OF SUPERVISION
Constant Visual Supervision. Supervising officials are present and watch the activity being conducted.
On-site Supervision. Supervising official is present but not necessarily constantly viewing any specific activity.
In the Area Supervision. Supervising official is in the vicinity of various activities taking place (eg, the
supervisor is in the gymnasium while another activity is taking place in an area adjacent to the gymnasium).
When conducting fitness and sports activities it is important to communicate rules, the level of acceptable
behaviour, and regulations to the participants. Participants will be more inclined to accept and follow the rules
and regulations if they are introduced early. Reinforce these rules and regulations every time activities are
conducted – persistent supervision can prevent most accidents and injuries.
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When acting as an official, enforce the rules and regulations of the activity. Once the activity begins, move
around, and watch the activity from different angles. This provides a better chance to spot potential problems
and unsafe actions. Encourage members to watch for potential problems and report them to an official.
Reporting Disputes
As an official there will be moments of high tension during an activity, where two or more individuals become
argumentative. Disputes are usually caused by poor judgement, an officials call, unsportsmanlike conduct, etc.
It is important to identify these individuals and advise the referee or supervisor so action can be taken.
QUESTIONS
Q1. What is supervision?
Q2. Name the three types of supervision?
Q3. What action should the supervisor take if a dispute is observed?
ANTICIPATED ANSWERS
A1. Supervision is the activity carried out by someone who oversees the actions or work of a person or
activity.
A2. Three types of supervision are constant visual supervision, on-site supervision, and in the area
supervision.
A3. If a dispute is observed, identify these individuals and advise the referee or supervisor.
END OF LESSON CONFIRMATION
QUESTIONS
Q1. What does warm-up sessions consist of and what is its purpose?
Q2. What will be required of assistants filling the role of a scorekeeper?
Q3. What should be checked when inspecting a gymnasium?
ANTICIPATED ANSWERS
A1. Warm-up sessions consist of light cardiovascular movements and stretches which increase the
temperature, blood flow, and the elasticity of the muscles. Warm-ups improve the muscles’ ability to
perform work and reduce the risk of injury.
A2. Assistants filling the role of a scorekeeper will be required to:
communicate with other officials;
pay attention to all aspects of the game;
complete pre-game and post-game administration;
enforce the rules of the game;
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maintain statistics;
keep score; and
A3. When inspecting a gymnasium look for any hazards and obstacles that may cause injury, to include:
checking all overhanging objects for any visible problems (eg, lights, score boards, etc);
checking wall-mounted fixtures to ensure they are secure;
inspecting the floor condition for slippery sections or cracks; and
inspecting equipment such as hockey nets, hockey net frames, sticks, etc.
CONCLUSION
HOMEWORK/READING/PRACTICE
The cadets will practice performing the duties of a Fitness and Sports Assistant in PO S230 (Perform the
Duties of a Fitness and Sports Assistant), PO S232 (Lead a Warm-Up and Cool-Down Session, Chapter 3)
and PO S234 (Assist with Recreational Sports, Chapter 5).
METHOD OF EVALUATION
N/A.
CLOSING STATEMENT
A Fitness and Sports Assistant supports the supervisor when conducting fitness and sports activities. Cadets
build on their leadership skills by performing duties such as leading warm-up and cool-down sessions, acting
as the timekeeper/scorekeeper/linesman, and assisting with the Cadet Fitness Assessment.
INSTRUCTOR NOTES/REMARKS
N/A.
REFERENCES
A0-052 A-PD-050-062/PT-004 Directorate of Physical Education, Recreation and Amenities. (1989).

Fitness Leader Handbook. Ottawa, ON: Department of National Defence.
C0-168 Sun West School Division. (2006). Sport/Physical Activity Handbook. Retrieved October 15, 2007,
from http://www.sunwestsd.ca/Sports%20Activity%20Handbook%20rev.pdf.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 2
EO S230.02 – DEFINE FITNESS AND SPORTS TERMINOLOGY
Total Time: 40 min
PREPARATION
Prepare presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area for all
definitions.
Photocopy muscles of the human body handout located at Annex A for each cadet.
Photocopy and cut out the fitness and sports terms and definitions and fundamental components of physical
fitness located at Annex B.
Photocopy and cut out the muscle names and their movement located at Annex C.
Photocopy fitness and sports terms handout located at Annex D for each cadet.
N/A.
APPROACH
An interactive lecture was chosen for TPs 1 and 2 to present basic material on fitness and sports terminology.
Demonstration and performance was chosen for TP 3 as it allows the instructor to describe and demonstrate
the movement of the muscle while providing an opportunity for the cadets to practice the movement under
supervision.
An in-class activity was chosen for TP 4 as it is an interactive way to confirm and reinforce the cadets’ learning
of fitness and sports terminology.
INTRODUCTION
REVIEW
N/A.
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OBJECTIVES
By the end of this lesson the cadet shall be expected to define fitness and sports terminology.
IMPORTANCE
It is important for cadets to learn fitness and sports terminology because this terminology will be used frequently
during this course and when Fitness and Sports Assistants perform these duties.
Teaching Point 1 Define Fitness and Sports Terms
Ask cadets “What are some fitness and sports terms you are familiar with and what do they
mean to you?” to begin the class as a brainstorming session. After answers are given, lead
cadets into the fitness and sports terms and definitions that will be used during this course.
Throughout the Basic Fitness and Sports course, certain terms will be used frequently.
FITNESS AND SPORTS TERMS
Recreation. An activity or pastime pursued for the pleasure or interest it gives.
Sports. A game or competitive activity usually involving physical exertion.
Games of Low Organization. Any simple game with low level organization that can involve any number of
people with a variety of skills, fitness levels and age groups.
Physical Fitness. The ability to perform your daily tasks with minimum fatigue and with enough energy to also
participate in leisure activities.
Health. A state of being well in body and mind; a person’s mental or physical condition.
QUESTIONS
Q1. Define sports.
Q2. Define physical fitness.
Q3. Define health.
ANTICIPATED ANSWERS
A1. A game or competitive activity usually involving physical exertion.
A2. The ability to effectively perform your daily tasks with minimum fatigue and with enough energy to also
A3. A state of being well in body and mind; a person’s mental or physical condition.
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Teaching Point 2 Define the Fundamental Components of Physical Fitness
Ask cadets “What are some fundamental components of physical fitness and what do they
mean to you?” to begin the TP as a brainstorming session. After answers are given, lead
cadets into the fundamental components of physical fitness that will be used during this
course.
FUNDAMENTAL COMPONENTS OF PHYSICAL FITNESS
Aerobic Fitness. The ability of the lungs, heart, blood vessels and muscles to take in oxygen, deliver it to the
working muscles and other tissues, and have the working muscles use the oxygen to provide energy for work;
also known as cardiovascular or cardio-respiratory fitness.
Muscular Strength. The ability of muscles to generate forces in a particular movement.
Muscular Endurance. The ability of muscles to perform repeated contractions with a load.
Muscular Power. The ability of muscles to generate forces explosively.
Flexibility. The ability of muscles and joints to move through their full range of motion.
Body Composition. The proportion of fat, muscle, and bones that make up the body.
Agility. The ability to change the position of the body quickly and accurately within a confined space.
Balance. The ability to maintain equilibrium while lifting loads, carrying objects, moving the arms or reaching.
Coordination. The ability to use the senses such as hearing, touch, and vision to perform complex movements
with skill and accuracy.
Speed. The ability to perform a movement as quickly as possibly or in the shortest time possible.
Reaction Time. The time between recognition that movement must be made and the movement being made.
QUESTIONS
Q1. Define aerobic fitness.
Q2. Define flexibility.
Q3. Define agility.
ANTICIPATED ANSWERS
A1. The ability of the lungs, heart, blood vessels and muscles to take in oxygen, deliver it to the working
muscles and other tissues and have the working muscles use the oxygen to provide energy for work;
A2. The ability of muscles and joints to move through their full range of motion.
A3. The ability to change the position of the body quickly and accurately within a confined space.
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Teaching Point 3 Describe Major Muscle Groups
Time: 10 min Method: Demonstration and Performance
Distribute the Muscles of the Human Body handout located at Annex A to cadets. Describe
each muscle and movement and have the cadets respond by moving that muscle.
There are approximately 600 named muscles in the human body. Most of these muscles are in pairs. This TP
will describe some of these muscle groups. This is basic knowledge for a Fitness and Sports Assistant in order
to lead a warm-up and cool-down session.
Ensure cadets find each muscle on the Muscles of the Human Body handout.
Wenger, H. (n.d.), The Fundamentals of Physical Training Handbook, Department of National Defence (p. 16)
Figure 1-2-1 Muscles of the Human Body
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Working from the head down:
SHOULDERS
Deltoid. Located at the top of the shoulder. When the deltoid contracts, it raises the arm.
Trapezius. Located on the back near the spine below the head. When the trapezius contracts, it raises the
shoulder and pulls the head back.
ARMS
Bicep. Located on the front of the upper arm. When the bicep contracts, it bends the elbow.
Tricep. Located on the back of the upper arm. When the tricep contracts, it straightens the elbow.
Flexor. Located on the underside of the lower arm. When the flexor contracts, it bends the wrist and fingers.
CHEST
Pectoral. Located across the upper chest. When the pectoral contracts, it brings the arm to the side and across
the chest.
BACK
Latissimus Dorsi. Located across the mid back. When the latissimus dorsi contracts, it draws the arm
backward and turns it inwards. It also draws an upstretched arm downward.
ABDOMEN
External Oblique. Located across and on the side of the trunk. When the external oblique contracts, it bends,
turns and rotates the trunk.
Rectus Abdominis. Located down the length of the trunk. When the rectus abdominis contracts, it bends the
trunk.
LEGS
Gluteus Maximus. Located at the back of the thigh from the spine to the hip. When the gluteus maximus
contracts, it extends the hip joint and maintains erect posture.
Quadricep. Located down the front of the upper leg. When the quadricep contracts, it straightens the knee.
Hamstring. Located down the back of the upper leg. When the hamstring contracts, it bends the knee and
straightens the hip joint.
Calf. Located down the back of the lower leg. When the calf contracts, it bends the knee and turns the foot
downwards.
QUESTIONS
Q1. Name two of the muscles in the shoulder.
Q2. What happens when the bicep contracts?
Q3. Name the muscle located down the back of the upper leg.
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ANTICIPATED ANSWERS
A1. Deltoid and trapezius.
A2. The elbow bends.
A3. The hamstring.
Teaching Point 4 Conduct an Activity Based on Fitness and Sports

Terminology and Major Muscle Groups
Time: 10 min Method: In-class Activity
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets match the term to its definition, or the muscle to its movement.
RESOURCES
Terms and definition sheet located at Annex B, and
Muscle names and their movement sheet located at Annex C.
ACTIVITY LAYOUT
N/A.
ACTIVITY INSTRUCTIONS
1. Hand out the piece of paper that contains one of the terms, definitions, muscles or movements, located
at Annexes B and C, face down to each cadet.
2. On the word “Go”, have each cadet turn over the piece of paper.
3. Cadets must find the person who holds the matching part of their piece of paper.
4. Once the entire class has found their match, each pair will read their term and definition or muscle name
and its movement aloud to the class.
5. Once all the cadets have read their pieces of paper, collect them all.
6. If times allows, shuffle the pieces of paper, hand them out face down again and repeat the activity.
SAFETY
N/A.
The cadets’ participation in the activity will serve as the confirmation of this TP.
The cadets’ participation in the activity in TP 4 will serve as the confirmation of this lesson.
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Distribute the Fitness and Sports Terms handout located at Annex D to each cadet for
further review in their spare time.
CONCLUSION
N/A.
N/A.
CLOSING STATEMENT
Fitness and sports terminology will be used frequently as a Fitness and Sports Assistant. Knowledge of
the major muscle groups will be necessary when the cadets lead a warm-up and cool-down session. This
fundamental background knowledge will aid in the performance of Fitness and Sports Assistant duties.
N/A.
REFERENCES

Physical Fitness Training in the Canadian Forces (Vol. 1). Ottawa, ON: Department of National
Defence.
A0-051 Wenger, H. (n.d.). The Fundamentals of Physical Training Handbook. Ottawa, ON: Department of
National Defence.
C0-162 (ISBN 0-87322-384-5) Foster, E., Hartinger, K., & Smith, K. (1992). Fitness Fun: 85 Games and
Activities for Children. Windsor, ON: Human Kinetics, Inc.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 3
EO S230.03 – DESCRIBE BENEFITS OF REGULAR FITNESS AND SPORTS ACTIVITIES
Total Time: 40 min
PREPARATION
Photocopy benefits of regular fitness and sports activities handout located at Annex E for each cadet to be
distributed at the end of the lesson.
N/A.
APPROACH
An interactive lecture was chosen for this lesson to orient the cadets to the benefits of fitness and sports
activities and generate interest.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall have described the benefits of regular fitness and sports activities.
IMPORTANCE
It is important for cadets to describe the benefits of fitness and sports activities to further develop their personal
fitness. It is also background information for performing the duties of a Fitness and Sports Assistant. If cadets
have a better understanding of the benefits of fitness and sports activities, they may be further inclined to get
fit and stay active.
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Teaching Point 1 Describe How Regular Fitness and Sports Activities Help to
Improve Health
Cadets will have some previous knowledge and experience on how regular fitness and
sports activities improve health. Ask cadets “How do regular fitness and sports activities
improve health?” After answers are given, lead cadets through the following information.
One of the aims of the cadet program is to promote physical fitness. To be physically fit a cadet must take
part in regular fitness and sports activities. When a person of any age takes part in regular fitness and sports
activities benefits will be felt. Regular fitness and sports activities help improve health.
IMPROVE FITNESS
Fitness and sports activities increase heart rate and respiration. With repeated sessions of increased heart
rate and respiration, the heart strengthens and lung capacity increases (eg, the more times a person runs, the
stronger their legs will become). As fitness improves, cadets will be able to perform daily tasks and participate
in leisure activities with minimum fatigue (eg, golf, gardening, walking the dog, etc).
CONTROL WEIGHT
The more physically active a person is, the more food energy or fuel is burned by the muscles doing the activity.
This fuel is drawn from reserves within the body, which are usually fat cells. All food energy or fuel has a specific
calorie count. For weight maintenance the body should have a food (caloric) intake that is equal to the physical
output. To lose weight, the body should have a food (caloric) intake that is less than the physical output.
STRENGTHEN MUSCLES AND BONES
With repeated fitness and sports activities the muscles of the body work harder and the bones become stronger.
The strengthening of the muscles takes place because of the resistance provided within the activity. Running
strengthens leg muscles, basketball strengthens arm muscles, and curl-ups strengthen abdominal muscles,
etc. When these muscles contract it puts stress on the bones to which they are attached. The bones will increase
in mass and thickness as a response to the muscle strengthening.
IMPROVE POSTURE AND BALANCE
Poor posture and bad balance may result from cadets spending much of their time sitting, either in school,
working on computers, or watching television. Doctors now advise children to participate in regular fitness
and sports activities to overcome these tendencies. Strengthening the muscles in the back and abdomen and
keeping the bones in the spine straight may lessen back problems later in life.
Health Canada estimates that the annual health care costs in Canada that are directly
attributable to physical inactivity are $5.3 billion.
The Heart and Stroke Foundation recognizes that regular fitness and sports activities are a
key factor in reducing the risk of heart disease and high blood pressure.
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QUESTIONS
Q1. How do regular fitness and sports activities improve fitness?
Q2. What is the relationship between exercise and weight for weight maintenance?
Q3. List the four ways the regular fitness and sports activities improve health.
ANTICIPATED ANSWERS
A1. By strengthening the heart and increasing lung capacity.
A2. For weight maintenance the body must have a food (caloric) intake that is equal to the physical output.
A3. Regular fitness and sports activities improve health by:
improving fitness;
controlling weight;
strengthening muscles and bones; and
improving posture and balance.
Reduce Stress
sports activities reduce stress. Ask cadets “How do regular fitness and sports activities help
reduce stress?” After answers are given, lead cadets through the following information.
Stress. A condition that disturbs the normal functioning of the body and mind. Everyone feels stress in their life
and it is caused by many situations. Some examples include too many assignments at school, worrying about
exams, and relationships with friends. The reduction of stress leads to psychological well-being. Psychological
well-being is defined as a happy, healthy and prosperous state or condition. Psychological well-being is an
important factor in living longer.
Reduction of stress usual leads to longer life because the body has an easier time to fight
off disease usually leading to increased energy levels.
RELAX THE BODY AND THE MIND
After fitness and sports activities, the brain releases naturally occurring chemicals called endorphins.
Endorphins help deliver messages in the brain and have pain relieving properties. Endorphins react in the brain
by making the person feel happy and excited. Endorphins may give a person a “rush” just the same as riding a
rollercoaster. This rush makes the body and mind relax because happiness lowers blood pressure and slows
the heart rate.
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IMPROVE SLEEP PATTERNS
Sleep occurs in two phases: rapid-eye-movement (REM) sleep and the deepest sleep called slow-wave.
Research shows that regular fitness and sports activities are associated with an increase in slow-wave sleep.
In addition, after fitness and sports activities the muscles of the body tire. Muscles need to recover from the
physical exertion and some of this recovery takes place during sleep.
IMPROVE ENERGY LEVELS
Energy levels increase once fitness and sports activities begin. As a person becomes more active, the body
responds by having greater energy reserves to draw upon. Research shows that fitness and sports activities
will increase energy levels more than artificial stimulants like caffeine.
Research shows that fitness and sports activities help to alleviate emotional distress by
providing a distraction. They act as a time out, allowing a person to clear their mind and
work out problems.
QUESTIONS
Q1. What chemicals are released by the body after fitness and sports activities?
Q2. When does some of the recovery for muscles take place?
Q3. List the three ways that regular fitness and sports activities reduce stress.
ANTICIPATED ANSWERS
A1. Endorphins.
A2. During sleep.
A3. Regular fitness and sports activities reduce stress by:
relaxing the body and the mind;
improving sleep patterns; and
improving energy levels.
Further Develop Social Skills by Improving Self-Esteem
sports activities help to further social skills. Ask cadets “How do regular fitness and sports
activities help to further social skills?” After answers are given, lead cadets through the
following information.
Most fitness and sports activities are done in groups. Games are played in teams, court sports are played with
partners, even when workouts are being conducted in a gym facility others are usually present. Sport leads
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to social interaction between participants. Through sports, athletes work together on tactics, skill drills. They
coordinate ideas and a plan for game play and discuss equipment; this interaction develops social skills.
Research shows that participation in extra-curricular activity leads to lower dropout rates
and increasing academic performance by increasing concentration levels in students.
IMPROVE SELF-ESTEEM
Self-esteem is defined as a good opinion of ones own character and abilities. Participation in fitness and
sports activities will allow cadets to experience improved skills, personal achievement, teamwork and friendly
competition. This experience will allow cadets to develop new relationships based on interactions between
peers and coaches. All these factors may build confidence and lead to improved self-esteem.
Health Canada, Canada’s Physical Activity Guide for Youth, Her Majesty the Queen in
Right of Canada, recommends an increase in the time currently spent on fitness and sports
activity to 30 minutes more per day, and also a decrease in the non-active time spent on
television, video games, and the internet by 30 minutes less per day.
QUESTIONS
Q1. Why does social interaction occur during regular fitness and sports activities?
Q2. What does participation in fitness and sports activities allow cadets to do?
Q3. How does regular fitness and sports activities help further develop social skills?
ANTICIPATED ANSWERS
A1. Because regular fitness and sports activities are usually done in groups.
A2. Experience improved skills, personal achievement, teamwork and friendly competition.
A3. By improving self-esteem.
The following questions are designed to have cadets reflect upon the benefits of regular
fitness and sports activities in their own lives.
QUESTIONS
Q1. Why is it important for Fitness and Sports Assistants to be able to describe the benefits of regular fitness
and sports activities?
Q2. Have cadets’ noticed that their sleep patterns have changed since being at CSTC? If yes, how?
Q3. Have cadets’ noticed that their energy levels have changed since being at CSTC? If yes, how?
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ANTICIPATED ANSWERS
A1. Answers will vary.
A3. Answers will vary
Distribute the Benefits of Regular Fitness and Sports Activities handout located at Annex E
to each cadet for further review in their spare time.
CONCLUSION
N/A.
N/A.
CLOSING STATEMENT
Understanding the benefits of regular fitness and sports activities is an integral part of the aim of the cadet
program to promote physical fitness (CATO 11-03, Cadet Program Mandate, paragraph 8b).
N/A.
REFERENCES
C0-169 (ISBN 0-662-31931-1) Health Canada. (2002). Canada’s Physical Activity Guide for Youth.
Ottawa, ON: Her Majesty the Queen in Right of Canada.
C0-170 Gierlach, P. (2002). Physician Perspectives on Children’s Musculoskeletal and Vision Disorders in
Geneva, Switzerland. The Proceeding of the XVI Annual International Occupational Ergonomics
and Safety Conference. Retrieved October 22, 2007, from http://cehd.umn.edu/kls/ecee/pdfs/
PhysicianPerspctvsChldrnsMuscAndVisnDis_Gierlach.pdf.
C0-171 KickStart Kelowna. (n.d.). Resources. Fast Facts #1: Active Communities Fact Sheet: The
Personal and Health Benefits of Physical Activity. Retrieved October 22, 2007, from http://
www.kickstartkelowna.ca/resources.php?sub_id=8&llocation_m=sub3.
C0-172 Child and Family Canada. (2007). Fact Sheet #16 - Sport for the Child. Retrieved October 22,
2007, from http://www.cfc-efc.ca/docs/vocfc/00000806.htm.
C0-173 Canadian Fitness and Lifestyle Research Institute. (2005). Work Out Your Stress. Retrieved
October 22, 2007, from http://www.cflri.ca/eng/lifestyle/1995/workout_stres.php.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 4
EO S230.04 – DESCRIBE SPORTS ETHICS
Total Time: 40 min
PREPARATION
N/A.
APPROACH
A group discussion was chosen for TPs 1 and 4 as it allows the cadets to interact with their peers and share
their knowledge, experiences, opinions, and feelings on reasons for being involved in sports.
An interactive lecture was chosen for TPs 2 and 3 to present basic material on fair play, sportsmanship, and
the qualities of a team player.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall have described sports ethics.
IMPORTANCE
It is important for the cadets to learn about sports ethics because they will participate in many sports where
knowledge of fair play, sportsmanship, and the qualities of a team player will set the guidelines for personal
conduct.
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Teaching Point 1 Conduct a Group Discussion on Reasons for Being Involved

in Sports
Time: 5 min Method: Group Discussion
BACKGROUND KNOWLEDGE
The purpose of the group discussion is to draw information from the group about why
people play sports. Use the tips for answering/facilitating discussion and the suggested
questions provided.
Through previous experience the cadets will have participated in sports. Discuss with them
why people join/play sports.
People participate in sports for one or more of the following reasons:
Achievement. They wish to improve or master new skills and pursue excellence.
Affiliation. They desire positive and friendly relations with others.
Sensation. They desire the experience of the sights, sounds, and physical feelings surrounding a sport or the
excitement in a sport.
Self-direction. They wish to feel a sense of control or to feel in charge.
GROUP DISCUSSION
TIPS FOR ANSWERING/FACILITATING DISCUSSION
Establish ground rules for discussion, Listen and respond in a way that
eg, everyone should listen respectfully; indicates you have heard and
don’t interrupt; only one person speaks understood the cadet. This can be
at a time; no one’s ideas should be done by paraphrasing their ideas.
made fun of; you can disagree with
ideas but not with the person; try to Give the cadets time to respond to your
understand others as much as you questions.
hope they understand you; etc. Ensure every cadet has an opportunity
Sit the group in a circle, making sure to participate. One option is to go
all the cadets can be seen by everyone around the group and have each
else. cadet answer the question with a short
answer. The cadets must also have the
Ask questions that will provoke option to pass if they wish.
thought; in other words avoid questions
with yes or no answers. Additional questions should be
prepared ahead of time.
Manage time by ensuring the cadets
stay on topic.
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The following questions are to start the discussion. Build on the cadets’ answers, and lead
them to understand the four reasons why people participate in sports.
SUGGESTED QUESTIONS
Q1. Who would like to play soccer right now?
Q2. After I asked that question what were your initial thoughts?
excitement;
this should be a fun game with this crowd;
great I need some practice playing this game; and
I was the captain of my school team last year, I can lead this crowd.
Q3. What are some of the reasons people play sports? What comes to mind?
From the questions and particularly question 3 the cadets should respond and give answers
that closely resemble the information provided on why people play sports.
Other questions and answers will develop throughout the group discussion. The group
discussion should not be limited to only those questions suggested.
Reinforce those answers given and comments made during the group discussion, ensure
the teaching point has been covered.
The group discussion will serve as the confirmation of this TP.
Teaching Point 2 Describe Fair Play
The way the cadets carry themselves during sporting events portrays their character and
impacts how others view them away from the event. Instilling the aspects of fair play and
sportsmanship early develops integrity.
FAIR PLAY
Fair play has always been an applied concept and is a philosophy of coaching. It is grounded in the belief
that sport is a moral pursuit, and it emphasizes participation. Many applications of fair play, were and still are,
motivated by desire to use sport to teach positive values.
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Fair play consists of a list of principles. The aim of the principles is to develop a true competitive spirit. These
principles include:
respecting the rules of the game;
respecting the officials and accept their decisions;
respecting the opponents; and
maintaining dignity under all circumstances.
Respecting the Rules of the Game
Fair play requires the competitor to show strict, unfailing observance of the written rules. The competitor
understands the rules and commits no errors knowingly when competing. For example, a participant in a soccer
game knowingly touches the ball with his hand. This foul follows a series of advancements and leads to a goal.
The individual knowingly touched the ball and did not call his own foul – showing a disregard for the rules of
the game. Fair play was not practiced here.
Respecting the Officials and Accepting their Decisions
Respecting officials should be one of the most obvious and least complicated components of fair play. Even
when an athlete disagrees with calls it is important to respect officials’ calls; this may be the hardest part of the
game. If opponents on both sides are to question and challenge each call, the game would become distasteful
and lose the competitive friendly spirit.
Respecting the Opponents
Without an opponent, there would be no competition. Rather than demeaning a strong opponent, one should
honour them because they challenge athletes to do their best. Athletes can be fierce and friendly during the
same competition (eg, giving everything to get to a loose ball, and in the next moment helping an opponent up).
Maintaining Dignity Under All Circumstances
Emotions run high during sporting events and can affect how people treat one another. All participants should
be treated with respect and dignity. Passion for a sport can cause conflict allowing rude gestures or stubborn
acts to occur. These acts and gestures may change a person’s perception of an individual away from the game.
QUESTIONS
Q1. List the principles of fair play.
Q2. Knowingly committing a foul and getting away with it violates what principle?
Q3. Committing stubborn acts during a sports game may change others’ what, away from the game?
ANTICIPATED ANSWERS
A1. The principles of fair play are:
respect the rules of the game;
respect the officials and accepting their decisions;
respect the opponent; and
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maintain dignity under all circumstances.
A2. Knowingly cheating violates the principle of respecting the rules of the game.
A3. Committing stubborn acts during a sports game may change others’ perception of an individual.
Teaching Point 3 Describe Sportsmanship
The way participants/cadets carry themselves during sporting events can impact their
character. Relate sportsmanship to the way one acts during the game and how it may affect
them away from the game as well.
SPORTSMANSHIP
Sportsmanship is a collection of moral qualities comprising of truthfulness, courage, endurance, self- control,
self-respect, consideration of another’s opinions and rights, courtesy, and above all fairness. Applying these
moral qualities exemplifies a person who can take a loss or defeat without complaint, or victory without gloating
and who treats their opponents with fairness, generosity, and courtesy.
Participants who practice sportsmanship understand the following terms:
Behaviour. The way one conducts oneself; the treatment of others. While participating in fitness and sports
activities, participants are expected to behave appropriately, while following the rules of the activity.
Respect. To show courteous regard or consideration to another person. Athletes must always treat the referees,
opposing players and their fans with respect, courtesy, and consideration. This means avoiding and preventing
put-downs, name calling, insults, or other verbal or non-verbal conduct. It also means never taunting an
opponent or engaging in flamboyant displays of chest-thumping, ball-slamming, or high-fiving. Participants,
while involved in fitness and sports activities should show respect for teammates and the team. Treat others as
one would like to be treated. Recognize, appreciate and respect diversity in gender, ethnicity, skills and race
as part of good sportsmanship.
Self-control. The power of controlling one’s external reactions and emotions. Participants, during fitness and
sports activities will, at times, disagree with rulings or calls from officials and players. The participants must
control their emotions and react in a calm, collective manner exemplifying this quality of sportsmanship.
Cheating. An act of lying, deception, fraud, trickery or imposition. Cheating is used to create an unfair
advantage, usually in a person’s own interest and often at the expense of others. Sportsmanship implies that
all participants will compete on a fair playing field where everyone is at a equal level (eg, a hockey game is
to be played and the rules indicate that the curvature of the hockey stick blade shall be restricted in such a
way that the distance of a perpendicular line measured from a straight line drawn from any point at the heel
to the end of the blade to the point of maximum curvature shall not exceed one-half inch. Marty McSorley of
the LA Kings in the 1993 Stanley Cup finals vs. the Montreal Canadians got caught with too much curve. In
accordance with the rules, he was cheating.).
Courage. Defined as the person who resists the temptation to abandon ideals or objectives in the face of
danger or hardship. Players often experience moments of courage. During sporting events, players may want
to give up on a play or change the planned attempt. Sticking to these determined plays without deviance, even
if the objective seems impossible, shows courage.
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Diplomacy. Defined as skill or tact in handling negotiations between people. Sports will always involve
interaction with other people. Whether these people are other players, coaches or officials, it is important for
personnel to appropriately interact with others.
QUESTIONS
Q1. What is sportsmanship?
Q2. What is defined as an act of lying, deception, fraud, trickery or imposition?
Q3. Give an example of where you have exemplified sportsmanship.
ANTICIPATED ANSWERS
A1. Sportsmanship is a collection of moral qualities comprising truthfulness, courage, endurance, self-
control, self-respect, consideration of another’s opinions and rights, courtesy, and above all fairness.
A2. Cheating.
A3. Answers will depend on the cadet’s response to the question.
Teaching Point 4 Discuss the Qualities of a Team Player
The purpose of the group discussion is to draw information from the group using the tips for
answering/facilitating discussion and the suggested questions provided.
A team consists of many players with different levels of skill and experience. Team players
work well as members of a team and are not solely concerned with their own glory.
It is one thing to call a group of individuals a team, it is another thing for that group of individuals to actually
function as a team. Without the right insights and tools, most teams fall apart under pressure. The best team
players are skilled at assuming multiple roles, stepping up to do what ever it takes to get the job done, without
breaking the rules. The following terms describe the qualities individuals require to develop as team players.
Collaborative. Working together; each person brings something to the table, adding value to the relationship
and synergy of the team. Great challenges require great teamwork, and the quality most needed among
teammates accompanied by the pressure of a difficult challenge, is collaboration. To become a collaborative
team player one must focus on four areas:
Perception. See teammates as collaborators, not competitors.
Attitude. Be supportive, not suspicious of teammates.
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Focus. Concentrate on the team, not on yourself.
Results. Create victories through teamwork.
Committed. A character quality that enables us to reach our goals. Emotions go up and down, but commitment
has to be rock solid. To have a solid team, team players must be committed. Every team player needs to know
the following items about being committed:
commitment is usually discovered in the midst of adversity;
commitment does not depend on gifts or abilities;
commitment comes as the result of choice, not conditions; and
commitment lasts when it is based on values.
Dependable. Dependability may not be a matter of life and death, however it is certainly important to every
team’s success. When there are people on a team that no one can depend on, everyone is aware. Likewise
everyone is aware of the people on the team that can be depended on. The following items are considered
the core of dependability:
pure motives,
responsibility,
sound thinking, and
consistent contribution.
Enthusiastic. There is no substitute for enthusiasm. When members of a team are enthusiastic, the whole
team becomes highly energized. That energy produces power, and with power comes success. To improve
personal enthusiasm:
show a sense of urgency;
be willing to do more; and
strive for excellence.
Prepared. Being prepared means being ready when the time comes. People who are prepared for the challenge
already have the challenge half fought. To improve personal preparedness:
become a process thinker;
do more research; and
learn from mistakes.
Selfless. To be a contributing member of a successful team, put others ahead of oneself. No team succeeds
unless its players look to their teammates for cooperation. Being selfless is not easy, but it is necessary. To
achieve an attitude of selflessness begin by:
being generous;
avoiding internal politics;
displaying loyalty; and
valuing interdependence over independence.
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Tenacious. The desire to accomplish a task no matter what the obstacle expresses tenacity. Even people who
lack the talent and fail to develop some of the other vital qualities of a team player have a chance to contribute
to the team and help it succeed, if they posses a tenacious spirit. Being tenacious means:
“giving all that you have, not more than you have” (Maxwell, 2002, p. 145);
working with determination, not waiting on destiny; and
quitting when the job is done, not when you are tired.
GROUP DISCUSSION
Sit the group in a circle, making sure to participate. One option is to go
all the cadets can be seen by everyone around the group and have each
else. cadet answer the question with a short
answer. The cadets must also have the
Ask questions that will provoke option to pass if they wish.
thought; in other words avoid questions
with yes or no answers. Additional questions should be
prepared ahead of time.
Manage time by ensuring the cadets
stay on topic.
SUGGESTED QUESTIONS
Q1. During team sports, what would be considered the most important aspect of a team that will lead to
victory?
Q2. What are some qualities of a team player?
Q3. Of the qualities of a team player, what quality would you feel you need to improve the most?
Reinforce answers given and comments made during the group discussion, ensuring the
teaching point has been covered. If all the qualities of a team player do not come out in the
group discussion, the instructor will cover these points before concluding the lesson.
discussion should not be limited to only those suggested.
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The cadets’ participation in the group discussion will serve as the confirmation of this TP.
QUESTIONS
Q1. Why do people play sports?
Q2. To maintain dignity during sports what should a person do?
Q3. What is sportsmanship?
ANTICIPATED ANSWERS
A1. People play sports to experience achievement, affiliation, sensation and self-direction.
A2. To maintain dignity during sports participants should treat players with respect and avoid rude gestures
or stubborn acts from occurring.
A3. Sportsmanship is a collection of moral qualities comprising truthfulness, courage, endurance, self-
control, self-respect, consideration of another’s opinions and rights, courtesy and above all fairness.
CONCLUSION
The cadets shall be encouraged to practice a self check of their ethics at the end of each sporting event.
N/A.
CLOSING STATEMENT
The cadets monitor their moral principles using ethics. Knowledge of ethics may aid the cadets in conducting
themselves in an appropriate manner. Practicing the principles of sports ethics may allow the cadets to enjoy
the competitive nature of these activities, and walk away from the event feeling euphoric and proud to have
participated.
It is important to encourage ethics during sports. At the end of each activity discuss briefly the overall conduct
of the cadets during the game. Be sure to point out good and bad points observed.
Practice sportsmanship and make all the cadets shake hands at the end of each game to reinforce friendly
competition.
REFERENCES
C0-054 (ISBN 0-920678-41-6) Coaching Association of Canada. (1998). Coaching Theory Level 1: 3M
National Coaching Certification Program. Gloucester, ON: Coaching Association of Canada.
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C0-055 (ISBN 0-88011-512-2) Clifford, C., & Feezell, R.M. (1997). Coaching for Character. USA: Human
Kinetics Publishers, Inc.
C0-143 (ISBN 0-7852-7435-9) Maxwell, J. (2002). The 17 Essential Qualities of a Team Player. Nashville,
TN: Thomas Nelson, Inc.
nd
C0-184 (ISBN 978-0-7360-6428-6) Morgan, W. (2007). Ethics in Sport 2 ed. Windsor, ON: Human
Kinetics.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 5
EO S230.05 – APPLY PERSONAL SAFETY PRACTICES FOR FITNESS AND SPORTS ACTIVITIES
Total Time: 40 min
PREPARATION
Photocopy methods for injury prevention and safety handout located at Annex F for each cadet.
N/A.
APPROACH
An interactive lecture was chosen for this lesson to present basic material on personal safety practices for
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall be expected to apply personal safety practices for fitness and sports
activities.
IMPORTANCE
It is important for cadets to know how to apply personal safety practices for fitness and sports activities because
it is a responsibility of a Basic Fitness and Sports course cadet and a Fitness and Sports Assistant to help
prevent injuries to themselves.
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Teaching Point 1 Describe Methods for Preventing Injuries During Fitness and
Sports Activities
Distribute Annex F – Methods for Injury Prevention and Safety to each cadet. Have cadets
follow along and make notes if desired. Through participation in fitness and sports activities
cadets have some ideas on how to prevent injuries. Ask cadets “How are injuries prevented
during fitness and sports activities?” After answers are given, lead cadets through the
following information.
Personal safety is the first priority during fitness and sports activities. There are some helpful ways to prevent
injuries during these activities.
HAVE A HEALTH CHECK-UP
Fitness and sports activities may be strenuous and taxing on the body, posing a health risk to some individuals.
It is wise to get medical clearance prior to starting any new exercise program. All cadets who attend a CSTC
must have medical clearance.
WARM-UP
Begin each fitness and sports activity with a warm-up that includes warm-up activities and stretching. This will
warm tissues and prepare the body for the upcoming fitness and sports activity.
COOL-DOWN
End each session with a few minutes of low intensity exercise focusing on the muscles used in the fitness and
sports activity. Follow this with stretching exercises. Cool-downs improve recovery by maintaining a continuous
blood flow to the muscles. This increased blow flow removes heat and wastes like lactic acid, a muscle by-
product which may causes muscles to become stiff, and delivers fluids to the body.
ENSURE EQUIPMENT AND ENVIRONMENT ARE SAFE
Check the training area for obstacles and unsafe areas such as holes, mud, and overgrown grass. When in a
gym check the floor surface for clutter or slippery sections. Inspect all equipment to verify it is in working order.
PROTECT YOUR BACK
Protect your back from undue stress in all fitness and sports activities, especially during lifting. Assume a
posture that has the back in its natural and gentle curve. Avoid extreme positions. When lifting, face the object
and use your legs. Turn while carrying loads by moving the feet, not by twisting.
CARE FOR FEET AND LEGS
Select shoes that are fitted properly and are designed for the activity. Athletic shoes with a good heel and
arch support as well as cushioning and stability are a must. Socks should be cotton to wick away moisture,
thick to resist friction, and clean to avoid infections. Wash and dry your feet thoroughly after each work out
to avoid infection, and use moisturizing cream daily to avoid dryness and cracking of the skin. Run on flat,
even, and resilient surfaces like tracks, asphalt, and level grass areas. Avoid concrete, uneven, sloped, and
winding surfaces.
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SELECT THE PROPER CLOTHING
Wear comfortable clothing that does not restrict movement or cause abrasions. During cold weather, wear
layered clothing to help control body temperature. A windbreaker, and ear and hand protection should also
be worn. In the heat and in intense sunlight, wear 15+ Sun Protection Factor (SPF) sunscreen lotion, light-
coloured clothing, and a peaked hat.
PAY ATTENTION TO BODY SIGNALS
Prior to, during, and following fitness and sports activities, use signals from the body to assess health and
safety. Pain is the body’s warning system to indicate a problem; injuries cause pain. Headaches, chills, and
cramps all indicate that fitness and sports activities have become unsafe. Use these signals to assess the
situation and if the indication points toward injury, do not continue. Cease the fitness and sports activity, rest
and recover before the next session.
QUESTIONS
Q1. What should you look for before training outdoors?
Q2. Why should feet be washed and dried after each workout?
Q3. What is pain an indicator of during an exercise session?
ANTICIPATED ANSWERS
A1. Check the outdoor training area for obstacles and unsafe areas such as holes, mud, and overgrown
grass.
A2. To avoid infection.
A3. Pain almost always indicates an injury.
Teaching Point 2 Describe Dehydration
As an example of maintaining hydration levels, have cadets drink from their personal
drinking vessels at least twice during the TP.
Dehydration. The action whereby the body becomes deficient in water.
Dehydration is always a safety issue when participating in fitness and sports activities. While attending the
Basic Fitness and Sports course everyone must be concerned about dehydration for themselves and others,
at all times.
CAUSES
As your body temperature rises, the body begins to sweat; the fluid losses need to be replaced. Dehydration
occurs when fluid losses are greater than one percent of body weight. Athletic ability becomes impaired with
a two percent loss of body weight in fluid.
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SYMPTOMS
Typical symptoms of dehydration include thirst, fatigue, loss of coordination, mental confusion, irritability, dry
skin, elevated body temperature, and reduced urine output.
TREATMENT
The simplest treatment for dehydration is to consume liquids in the form of water or electrolyte drinks, cool to
cold, taken in volumes of about 250 ml every 15 minutes.
PREVENTION
Consume a nutritionally balanced diet and drink eight glasses of fluids per day. Do not substitute water with
soda, coffee, or tea. These beverages contain caffeine. Caffeine increases urine output and that may reduce
the amount of water in the body.
During fitness and sports activities, drink water at regular intervals. To replace all the water lost through
sweating, (body weight loss) drink approximately one litre per hour of physical activity, or consume the maximal
amount that can be tolerated. Check the colour of excreted urine. If the colour is dark yellow, increase fluid
intake.
Drink about one half-litre of fluid about two hours before exercise to promote adequate
hydration and to allow time for the body to excrete excess ingested water.
QUESTIONS
Q1. What are the symptoms of dehydration?
Q2. What is the simplest treatment for dehydration?
Q3. How much water should be consumed during fitness and sports activities?
ANTICIPATED ANSWERS
A1. Thirst, fatigue, loss of coordination, mental confusion, irritability, dry skin, elevated body temperature,
and reduced urine output.
A2. The simplest treatment for dehydration is to consume liquids in the form of water or electrolyte drinks,
cool to cold, taken in volumes of about 250 ml every 15 minutes.
A3. Approximately one litre of water per hour.
Teaching Point 3 Describe Overtraining
Ask cadets “What does the term overtraining mean and how is it caused?” After answers
are given, lead cadets through the following information.
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Overtraining. A complex phenomenon where an athlete is physically and mentally drained of energy. With
high volumes of training, there is a risk of overtraining.
CAUSES
It is not only elite athletes that can suffer from overtraining. Training that is too frequent, too intense, too long, or
does not include adequate rest may cause athletes of all ages and abilities to suffer from physical and mental
fatigue.
SYMPTOMS
Overtraining has many symptoms, such as a lack of energy, disturbed sleep patterns, loss of concentration,
loss of appetite, aching muscles, low motivation to train, and persistent colds and infections.
TREATMENT
The only treatment for overtraining is prolonged rest.
PREVENTION
Some strategies to avoid overtraining are:
ensure proper hydration and nourishment;
get eight hours of sleep a night; and
have minor injuries such as abrasions, bruises, strains, and cuts treated immediately.
QUESTIONS
Q1. What is overtraining?
Q2. List some symptoms of overtraining.
Q3. What is the treatment for overtraining?
ANTICIPATED ANSWERS
A1. Overtraining is a complex phenomenon where an athlete is physically and mentally drained of energy.
A2. Symptoms of overtraining may include:
a lack of energy,
disturbed sleep pattern,
loss of concentration,
loss of appetite,
aching muscles,
low motivation to train, and
persistent colds and infections.
A3. Prolonged rest.
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The following questions are designed to have cadets reflect upon applying personal safety
practices for fitness and sports activities.
QUESTIONS
Q1. Why is injury prevention during fitness and sports activities the responsibility of all cadets?
Q2. How can cadets prevent themselves from becoming dehydrated?
Q3. Why is overtraining a concern on the Basic Fitness and Sports course?
ANTICIPATED ANSWERS
A1. Because it is a responsibility of a Basic Fitness and Sports course cadet and a Fitness and Sports
Assistant to help prevent injuries to themselves and others
A2. Drink fluids before, during, and after fitness and sports activities.
CONCLUSION
N/A.
N/A.
CLOSING STATEMENT
Applying personal safety practices during fitness and sports activities will help to prevent injuries and is the
responsibility of a Basic Fitness and Sports course cadet and a Fitness and Sports Assistant.
N/A.
REFERENCES
A0-051 Wenger, H. (n.d.). The Fundamentals of Fitness and Sports Training Handbook. Ottawa, ON:
Department of National Defence.
C0-002 (ISBN 0-88962-630-8) Leblanc, J., & Dickson, L. (1997). Straight Talk About Children and Sport:
Advice for Parents, Coaches and Teachers. Oakville, ON: Mosaic Press.
C0-175 (ISBN 978-0-7360-4406-6) McNeely, E., & McLaughlin, W. (Eds.) (2003). ACSM Fitness Book: A
Proven Step-by-Step Program From the Experts. Windsor, ON: Human Kinetics, Inc.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 6
EO S230.06 – IDENTIFY PERSONNEL INVOLVED IN SPORTING EVENTS
Total Time: 80 min
PREPARATION
Four stopwatches will be required for TP 3.
Photocopy Duties of the Scorekeeper, Timekeeper and Linesman handout located at Annex G for each cadet.
N/A.
APPROACH
A group discussion was chosen for TP 1 as it allows the cadets to interact with peers and share knowledge,
experiences, opinions, and feelings about personnel involved in sporting events.
An interactive lecture was chosen for TPs 2-4 to introduce the duties of the timekeeper, scorekeeper and
linesman.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall have identified personnel involved in sporting events.
IMPORTANCE
It is important for the cadets to know the personnel involved in sporting events because Fitness and Sports
Assistants will be officiating during fitness and sports activities. The cadets will be required to fill the roles
of scorekeeper, timekeeper and linesman and must identify and converse with others involved in fitness and
sports activities.
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Teaching Point 1 Conduct a Group Discussion on Personnel Involved in

Sporting Events
The purpose of the group discussion is to draw the following information from the group
using the tips for answering/facilitating discussion and the suggested questions provided.
TEAM PERSONNEL
Coach. An individual involved in the direction, instruction and training of athletic teams or of individual athletes.
Coaches are often recognized as one of the prime factors to a successful team. They apply sport tactics and
strategies during the game or contest. Most coaches are or were participants in the sports in which they are
involved. Coaches are usually found on the sidelines and can be identified by wearing team identifiers or
business attire. The coach will maintain direct contact with team members or individual athletes.
Player. Any person who participates in an organized sport. Players can be professional (paid) or amateur
(unpaid). Players are usually found on the field or on the sidelines and most likely are wearing team identifiers
(eg, jerseys, bibs, pinnies, uniforms, etc).
Manager. An individual involved in coordinating the business-like activities for the team. In professional sports,
managers may negotiate pay between the player and his agent and the owner of the team. Professional
managers are also involved in drafting players into the professional game. In amateur sports, managers are
involved in the day-to-day operations of the team to include ensuring the equipment is in working order and
coordinating the team’s travel. Managers are usually found on the sidelines during the game. In professional
sports, they have an office in which they conduct business.
Trainer. An individual who assists players in the prevention of injuries and provides first aid for sports injuries.
Trainers have a background in first aid, stretching and human physiology. During practices and games, they
tape up players before any training begins to support joints and prevent injuries. Trainers usually assist in the
warm-up and cool-down sessions. Trainers are usually found on the sidelines during games.
OFFICIALS
Referee. A person who has authority to make decisions about play. This includes stopping play for infractions
of rules and issuing penalties. They are impartial and have knowledge of the sport’s rules and regulations. The
referee resolves disputes on the court/field. Most referees are or were participants in the sports in which they
are involved. Referees are found on the playing field. They are identified by wearing a uniform that is different
from either team. Usually they wear a white and black striped-shirt. Referees also carry some form of signalling
device such as a whistle.
Umpire. A person who has the same duties as a referee and is found in sports such as baseball and field
hockey. They may be secondary officials in sports such as volleyball. Umpires are found on the playing field.
They are identified by wearing a uniform that is different from either team. In baseball, the umpire stands in a
certain position on the field and wears special safety gear.
Scorekeeper. A person who records the score and statistics during a game. Scorekeepers are sometimes
referred to as table officials. Scorekeepers are usually found on the sidelines during a game; however, they
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may be in a booth in larger stadiums and sports fields. In some cases, scorekeepers are identified by wearing
a uniform that is different from the team.
Timekeeper. A person who records the time during a game. Timekeepers are sometimes referred to as table
officials. This person ensures that the time for a game is used and that rulings by the referee or umpire are not
taken out of game time. Timekeepers are usually found on the sidelines during a game; however, they may be
in a booth in larger stadiums and sports fields.
Linesmen. Referee or umpire assistants who decide whether a ball falls within the playing area. Linesmen are
found near the edges of the playing field. In hockey, linesmen skate between the blue lines to ensure visual
coverage of the entire ice surface.
GROUP DISCUSSION
Sit the group in a circle, making sure all to participate. One option is to go
cadets can be seen by everyone else. around the group and have each
cadet answer the question with a short
Ask questions that will provoke answer. Cadets must also have the
thought; in other words avoid questions option to pass if they wish.
with yes or no answers.
Additional questions should be
Manage time by ensuring the cadets prepared ahead of time.
stay on topic.
SUGGESTED QUESTIONS
Q1. Name personnel who are involved in sporting events.
Q2. How can these people be identified?
Q3. Where are they found on the field/court?
Q4. What is their role?
Q5. Why are these people important during sporting events?
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Reinforce those answers given and comments made during the group discussion, ensuring
Teaching Point 2 Describe the Duties of the Scorekeeper
Throughout the Basic Fitness and Sports course, the cadets will be performing the duties of
scorekeeper, timekeeper and linesman. The cadets may also be expected to perform these
officials’ duties while acting as a Fitness and Sports Assistant at their home corps/squadron.
Ask cadets “What do you think are the duties of a scorekeeper?” to begin the class
as a brainstorming session. After answers are given, lead cadets into the duties of a
scorekeeper. After each point is discussed, ask the cadets for examples from different
sports they have played or observed.
DUTIES OF THE SCOREKEEPER
Completing Pre-game and Post-game Administration. Ensures that the scoresheet is completed before
the game (eg, all the players’ names, numbers and the starting lineup). After the completion of the game the
scoresheet must be signed by the officials and sometimes by coaches or team captains to ensure its accuracy.
Keeping Score. Keeps scores on the scoresheet and also on a score clock. In some professional sporting
facilities, there will be more than one scorekeeper.
Communicating With Other Officials. In order for a game to run correctly, all officials must communicate with
each other. The scorekeeper should be communicating with the referee and all other officials. Communication
ensures that all rules and regulations are enforced with impartiality.
Recognizing Referee Signals. Signals ensure understanding of calls made on the field of play. When a goal,
basket, or point is made the scorekeeper will need to recognize referee signals so that the flow of the game
is not disrupted.
Maintaining a Rapport With the Coaches. It is important for the scorekeeper to maintain a professional
relationship with coaches. It is the coach, who will send substitute players in and out of the game and ensure
a smooth transition and legal substitutions. Polite behaviour should exist.
Enforcing the Rules of the Game. Scorekeepers, in conjunction with the referee, may enforce all rules. The
infraction is called by the referee, not by the scorekeeper. If the scorekeeper sees a rule infraction that the
referee did not, the scorekeeper may inform the referee or other officials. When a coach substitutes players
in or out of the game or contest, it is the scorekeeper’s duty to ensure that all substitutions are conducted
according to the rules of the particular sport.
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Maintaining the Statistics. This is usually tracked during the game but the tabulation of the result is usually
completed after the game is finished (eg, shots on goals, runs batted in and shooting percentage). These
statistics are provided to coaches and players. During the Basic Fitness and Sports course, scorekeepers will
not be asked to maintain statistics.
QUESTIONS
Q1. Give an example of pre-game administration that a scorekeeper might need to complete.
Q2. Why does a scorekeeper need to recognize referee signals?
Q3. Give three examples of the kind of statistics a scorekeeper may give a coach or player.
ANTICIPATED ANSWERS
A1. Scoresheets need to be completed with the players name, numbers and the starting lineup.
A2. In order to understand all calls made on the field of play.
A3. Shots on goals, runs batted in and shooting percentage.
Teaching Point 3 Describe the Duties of the Timekeeper
Ask cadets “What do you think are the duties of a timekeeper?” to begin the class as a
brainstorming session. After answers are given, lead cadets into the duties of a timekeeper.
After each point is discussed, ask the cadets for examples from different sports they have
played or observed.
DUTIES OF THE TIMEKEEPER
Recognizing Referee Signals. To understand all calls made on the field of play. The time is usually stopped
when an infraction of the rules takes place. When play is resumed, so is the time.
Ensuring That the Periods/Quarters Are Timed Correctly. Timekeepers must know the length of time for
each of the periods/quarters for the game being conducted. The timekeeper must also know which rule infraction
results in a stoppage of time and how long time outs for each game should be. The duty of the timekeeper is
to track time outs not only on the scoresheet but also on a scoreboard. In some professional sporting facilities,
there will be more than one timekeeper.
Recording Lapsed Time. In some sports, like swimming and track and field, the timekeeper’s duty is to record
the passage of time from the start of the race until the participant/team crosses the finish line. The timekeeper
may also, in these types of events, aid the head judge with determining false starts. On this course recording
of lapse times will not be required.
Maintaining a Rapport With the Coaches. It is important for the timekeeper to maintain a professional
relationship with coaches. Courteous and polite behaviour by the timekeeper will be maintained.
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Distribute four stopwatches to the cadets to pass around. Explain the stop, start and reset
button to the cadets.
Timekeepers will use a stopwatch to ensure accurate time keeping.
Camlab Equipment List Digital Stopwatch. Retrieved November

21, 2007, from http://www.camlab.co.uk/images/camlab080122.gif
Figure 1-6-1 Stopwatch
QUESTIONS
Q1. Why does a timekeeper need to recognize referee signals?
Q2. Where does the timekeeper track time outs?
Q3. Name two sports where a timekeeper will record lapsed time.
ANTICIPATED ANSWERS
A1. When an infraction of the rules takes place, the time is usually stopped. When play is resumed, so is
the time.
A2. On the scoresheet and on the score clock.
A3. Swimming and track and field.
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Teaching Point 4 Describe the Duties of the Linesman
Ask cadets “What do you think are the duties of a linesman?” to begin the class as a
brainstorming session. After answers are given, lead cadets into the duties of a linesman.
After each point is discussed, ask the cadets for examples from different sports they have
played or observed.
DUTIES OF A LINESMAN
Use Signals. To alert the players, coaches and referees of their decisions while on the court/field. The linesman
decides whether a ball falls within the playing area or not. In volleyball, the linesman uses their arms and hands
to point whether a ball is in or out. In football, the linesman uses a catching motion to decide whether a catch
was made inbounds or out-of-bounds. Linesmen also use a whistle to alert players, coaches and other officials
of their calls.
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1. Demonstrate the signals for a ball landing inbounds and out-of-bounds for volleyball.
Have the cadets perform these signals.
National Federation of State High School Associations, Volleyball

Signal Chart. Retrieved November 25, 2007, from http://www.nfhs.org/
core/contentmanager/uploads/Volleyball_signal_chart.pdf
Figure 1-6-2 Ball Lands Inbounds Signal for Volleyball
National Federation of State High School Associations, Sports

Volleyball Signal Chart. Retrieved November 25, 2007, from http://
www.nfhs.org/core/contentmanager/uploads/Volleyball_signal_chart.pdf
Figure 1-6-3 Ball Lands Out-of-Bounds Signal for Volleyball
2. Ask the cadets to demonstrate other signals for a variety of sports they have played or
observed.
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Recognizing Referee Signals. To understand calls made on the field of play. When an infraction of the rules
takes place the referee will use signals to alert all officials of the infraction.
Maintaining Position on the Court/Field. The linesman usually has a designated position on the court/field.
In hockey, the two linesmen skate from blue line to blue line, when the puck moves to the other end of the ice.
In volleyball, the two linesmen are positioned on the corners of the court. In football, the linesmen move up and
down the sidelines of the field following the ball.
Enforcing the Rules of the Game. When the linesman makes a decision about whether the ball was in or out
of play, they are enforcing the game’s rules. The linesman may aid the referee in making calls during the game.
This helps to avoid disputes between players and coaches and the officials.
Maintaining a Rapport With the Coaches. It is important for the linesman to be courteous and polite to
coaches and players. The linesman not reacting to rude behaviour helps all officials stay in control of the game.
When acting as an official for any sport, it is important to maintain composure and focus on
the game.
QUESTIONS
Q1. Why does a linesman use signals?
Q2. Why does a linesman need to recognize the referee’s signals?
Q3. Why does a linesman need to keep their composure?
ANTICIPATED ANSWERS
A1. To alert the players, coaches and referees of their decisions while on the court/field.
A2. To understand all calls made on the field of play.
A3. Keeping composure helps all officials stay in control of the game.
Distribute the Duties of a Scorekeeper, Timekeeper and Linesman handout located at

Annex G to each cadet for further review in their spare time.
QUESTIONS
Q1. Name some team personnel found at sporting events.
Q2. How can a referee be identified during sporting events?
Q3. Name the three officials duties that a Basic Fitness and Sports cadet will perform.
ANTICIPATED ANSWERS
A1. Coaches, players, managers and trainers.
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A2. They are identified by wearing a uniform that is different from either team. Usually they wear a white
and black striped-shirt. Referees also carry some form of signalling device such as a whistle.
A3. Scorekeeper, timekeeper and linesman.
CONCLUSION
The cadets will practice performing the duties of a scorekeeper, timekeeper and linesman during EO S234.01
(Assist will Recreational Team Sports, Chapter 5, Section 1). The cadets will be officiating as scorekeepers,
timekeepers and linesmen during recreational team sports. Many opportunities will be provided for the cadets
to perform each official’s duties.
N/A.
CLOSING STATEMENT
Cadets in officiating roles will face inquiries by different personnel on rulings and decisions made. Knowing the
personnel who prompt these questions will allow the cadet to answer or guide the person to the appropriate
authority.
Confirmation of this EO shall take place during EO S230.07 (Perform the Duties of a Fitness and Sports
Assistant, Section 7), EO S234.01 (Assist with Organized Recreational Team Sports, Chapter 5, Section 1)
where the cadets shall perform the duties of the scorekeeper, timekeeper, and linesman, EO S230.08 (Attend
a Local Sporting Event, Section 8), PO S234 (Assist with Recreational Sports, Chapter 5) and conduct
performance check concurrently.
Instructors will receive specific instructions on how to assume and fill the roles of a timekeeper, scorekeeper
and linesman for the CCO list of approved sports during EO S234.01 (Assist with Organized Recreational Team
Sports, Chapter 5, Section 1).
REFERENCES
C0-160 Plymouth State Recreation Programs. (2007). Intramural Sports Scorekeeper. Recreation
Programs Job Description. Retrieved September 25, 2007, from http://www.plymouth.edu/
recprograms/employment/im_scorekeeper.html.
C0-161 Human Resources and Skills Development Canada. (2006). 5253 Sports Officials and Referees.
National Occupational Classification. Retrieved September 25, 2007, from http://www23.hrdc-
drhc.gc.ca/2001/e/groups/5253.shtml.
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A-CR-CCP-901/PF-001
COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 7
EO S230.07 – PERFORM THE DUTIES OF A FITNESS

AND SPORTS ASSISTANT DURING A SPORTING EVENT
Total Time: 80 min
PREPARATION
Ensure the Course Officer/Training Officer has arranged a sporting event for the Fitness and Sports Assistant
to perform their duties. The sporting events that cadets may assist with will vary. It may be a recreational sports
period for another course, a tabloid meet for another course, intramural sports conducted by the CSTC or a
sporting event outside the CSTC in the community (eg, boys and girls soccer league, little league baseball,
and children’s T-ball league, etc).
Have the cadets prepare for physical activity by practicing proper hygiene and prevent dehydration by drinking
about one half-litre of fluid about two hours before physical activity.
APPROACH
A practical activity was chosen for this lesson as it allows the cadets to perform the duties of the Fitness and
Sports Assistant in a safe and controlled environment.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall have performed the duties of a Fitness and Sports Assistant during
a sporting event.
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IMPORTANCE
It is important for the cadets to perform the duties of a Fitness and Sports Assistant during a sporting event
to apply the knowledge and skills learned in PO S230 (Perform the Duties of a Fitness and Sports Assistant),
PO S232 (Lead a Warm-Up and Cool-Down Session, Chapter 3) and PO S234 (Assist with Recreational Sports,
Chapter 5). When the cadets return to the corps/squadron, they may be expected to perform the duties of a
Fitness and Sports Assistant.
Teaching Point 1 Perform the Duties of a Fitness and Sports Assistant During
a Local Sporting Event
Time: 70 min Method: Practical Activity
During this activity the cadets will be responsible to assist in the facilitation of a sporting
event by applying the knowledge and performing the skills learned over the course. The
cadets may be assigned to perform, any of the following roles including:
acting as a scorekeeper; leading a cool-down;
acting as a timekeeper; setting up the event;
acting as a linesman; tearing down the event; and
leading a warm-up; briefing and debriefing personnel.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets perform the duties of a Fitness and Sports Assistant.
RESOURCES
Equipment for the sport.
ACTIVITY LAYOUT
The set-up will vary depending on the sporting event.
1. Brief the cadets on the fitness and sports event, to include:
a. introducing the sporting event’s rules and regulations and providing an overview of how to play the
sport;
b. describing the duties of the Fitness and Sports Assistant for the selected sporting event to include
scorekeeper, timekeeper and linesman; and
c. assigning the cadets duties to perform, to include scorekeeper, timekeeper, linesman, leading a
warm-up, leading a cool-down, setting up the event, and tearing down the event.
2. Supervise the cadets during the fitness and sports activity, to include:
a. setting up the sporting event;
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b. leading a warm-up session;
c. performing their assigned duties (cadets should experience the possible roles they might fill as a
Fitness and Sports Assistant at the corps/squadron);
d. leading a cool-down session; and
e. tearing down the sporting event.
3. Discuss with the cadets their performance of Fitness and Sports Assistant duties.
stay on topic.
SUGGESTED QUESTIONS
Q1. Did you enjoy being a Fitness and Sports Assistant? Why or why not?
Q2. What went well in your performance today?
Q3. What improvements do you think you could have made to your performance?
Q4. What will you do differently the next time you perform the duties of a Fitness and Sports Assistant?
discussion questions should not be limited to only those suggested.
the question has been covered.
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SAFETY
Ensure the cadets lead the warm-up and cool-down in a safe manner, following the guidelines for
stretching.
Ensure there are at least two arm lengths between the participants so they can move freely while warming-
up and cooling down.
Ensure all participants and cadets hydrate during the sporting event.
Ensure a first aid station/kit is accessible.
The cadets’ performing the duties of a Fitness and Sports Assistant will serve as confirmation of this TP.
The cadets’ performing the duties of a Fitness and Sports Assistant during a sporting event will serve as
confirmation of this lesson.
CONCLUSION
N/A.
EO S232.02 (Lead a Warm-Up and Cool-Down Session, Chapter 3, Section 2) performance check shall be
conducted concurrently during this lesson IAW A-CR-CCP-901/PG-001, Chapter 3, Annex B, Appendix 2.
CLOSING STATEMENT
When the cadets return to the corps/squadron, they may be expected to perform the duties of a Fitness and
Sports Assistant. It is important for the cadets to practice performing the duties of a Fitness and Sports Assistant
during a sporting event while in a safe environment and under supervision. In this lesson the cadets applied
of the knowledge and skills from PO S230 (Perform the Duties of a Fitness and Sports Assistant, PO S232
(Lead a Warm-Up and Cool-Down Session, Chapter 3) and EO S234.01 (Assist with Organized Recreational
Team Sports, Chapter 5, Section 1).
This lesson may be conducted during any local or CSTC sporting event outside of the Basic Fitness and Sports
course (eg, recreational sports, intramural sports, tabloid meets, etc).
Have the cadets practice proper hygiene following physical activity and ensure they replace water lost by
drinking approximately one litre per hour of physical activity.
REFERENCES
N/A.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 8
EO S230.08 – ATTEND A LOCAL SPORTING EVENT
Total Time: 80 min
PREPARATION
Photocopy the observation handout located at Annex H for each cadet.
N/A.
APPROACH
A practical activity was chosen for this lesson as it is an interactive way to allow the cadets to experience a
local sporting event.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall have attended a local sporting event and completed the observation
handout.
IMPORTANCE
It is important for the cadets to attend a local sporting event to observe and experience the practical application
of the basic theory and knowledge from EO S230.04 (Describe Sports Ethics, Section 4), EO S230.06 (Identify
Personnel Involved in Fitness and Sports Activities, Section 6), EO S232.01 (Prepare for Fitness and Sports
Activities, Chapter 3, Section 1) and EO S232.02 (Lead a Warm-Up and Cool-Down Session, Chapter 3,
Section 2).
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Teaching Point 1 Attend a Local Sporting Event
Distribute the observation handout located at Annex H. Ensure the cadets read the
questions and answer any questions they may have about the form.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets to attend a local sporting event and observe personnel
involved, game preparations, sports ethics and identify rules of the sport.
RESOURCES
Observation handout located at Annex H, and
Pen/pencil.
ACTIVITY LAYOUT
The cadets must be able to see the entire field of play at the local sporting event.
1. Have the cadets record their observations about personnel involved in sporting events, to include team
personnel by completing Section A of the handout.
2. Have the cadets record their observations about personnel involved in sporting events, to include officials
by completing Section B of the handout.
3. Have the cadets record their observations about personnel involved in sporting events by completing
Section C of the handout.
4. Have the cadets record their observations about personnel involved in sporting events by completing
Section D of the handout.
5. Have the cadets participate in a group discussion on their findings.
SAFETY
Ensure the cadets hydrate during this TP.
Ensure the cadets are wearing sunscreen.
Ensure a first-aider is identified at the start of the activity and is available at all times.
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The cadets will use the completed answers on the handout located at Annex H, to discuss
the local sporting event.
stay on topic.
SUGGESTED QUESTIONS
Q1. Name the team personnel that were observed at the sporting event.
Q2. Give examples of warm-up activities that were observed.
Q3. Give examples of sportsmanship and fair play that were observed.
Q4. Give examples of infractions of game rules that were observed.
Q5. What do you think was the purpose of attending the local sporting event?
Q6. How do you think it will help you in becoming a Fitness and Sports Assistant?
discussion questions should not be limited to only those suggested.
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The cadets’ participation in the activity will serve as confirmation of this TP.
The cadets’ completion of the observation handout and the group discussion will serve as confirmation of this
lesson.
CONCLUSION
N/A.
N/A.
CLOSING STATEMENT
Attending a local sporting event is a fun and interactive way to observe and experience the practical application
of the basic theory and knowledge from EO S230.04 (Describe Sports Ethics, Section 4), EO S230.06 (Identify
Personnel Involved in Fitness and Sports Activities, Section 6), EO S232.01 (Prepare for Fitness and Sports
Activities, Chapter 3, Section 1) and EO S232.02 (Lead a Warm-Up and Cool-Down Session, Chapter 3,
Section 2).
Cadets will attend a competitive, organized local sporting event that requires trained officials.
The local sporting event observation handout is to be handed in to ensure completion by the cadets.
REFERENCES
N/A.
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Chapter 1, Annex A
MUSCLES OF THE HUMAN BODY
Wenger, H. (n.d.), The Fundamentals of Physical Training Handbook, Department of National Defence (p. 16)
Figure 1A-1 Muscles of the Human Body
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Chapter 1, Annex A
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Chapter 1, Annex B
FITNESS AND SPORTS TERMS AND DEFINITIONS
An activity or pastime pursued for the pleasure or

Recreation
interest it gives.
A game or competitive activity usually involving
Sports
physical exertion.
Any simple game with low level organization that
Games of low organization can involve any number of people with a variety of
skills, fitness levels, and age groups.
The ability to perform your daily tasks with minimum
Physical fitness fatigue and with enough energy to also participate in
leisure activities.
A state of being well in body and mind; a person’s
Health
mental or physical condition.
The ability of the lungs, heart, blood vessels and
muscles to take in oxygen, deliver it to the working
muscles and other tissues, and have the working
Aerobic fitness
muscles use the oxygen to provide energy for work;
also known as cardiovascular or cardio-respiratory
fitness.
The ability of muscles to generate forces in a
Muscular strength
particular movement.
The ability of muscles to perform repeated
Muscular endurance
contractions with a load.
The ability of muscles to generate forces
Muscular power
explosively.
The ability of muscles and joints to move through
Flexibility
their full range of motion.
The proportion of fat, muscle, and bones that make
Body composition
up the body.
The ability to change the position of the body quickly
Agility
and accurately within a confined space.
The ability to maintain equilibrium while lifting loads,
Balance
carrying objects, moving the arms, or reaching.
The ability to use the senses such as hearing, touch,
Coordination and vision to perform complex movements with skill
and accuracy.
The ability to perform a movement as quickly as
Speed
possibly or in the shortest time possible.
The time between recognition that movement must
Reaction time
be made and the movement being made.
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Chapter 1, Annex B
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Chapter 1, Annex C
MUSCLE NAMES AND THEIR MOVEMENT
Located at the top of the shoulder. When the deltoid

Deltoid
contracts, it raises the arm.
Located on the back near the spine below the head.

Trapezius When the trapezius contracts, it raises the shoulder
and pulls the head back.
Located on the front of the upper arm. When the

Bicep
bicep contracts, it bends the elbow.
Located on the back of the upper arm. When the

Tricep
tricep contracts, it straightens the elbow.
Located on the underside of the lower arm. When

Flexor
the flexor contracts, it bends the wrist and fingers.
Located across the upper chest. When the pectoral

Pectoral contracts, it brings the arm to the side and across
the chest.
Located across the mid back. When the latissimus

dorsi contracts, it draws the arm backward and
Latissimus dorsi
turns it inwards (It also draws an upstretched arm
downward).
Located across and on the side of the trunk. When

External oblique the external oblique contracts, it bends, turns and
rotates the trunk.
Located down the length of the trunk. When the

Rectus abdominis
rectus abdominis contracts, it bends the trunk.
Located at the back of the thigh from the spine to the

Gluteus maximus hip. When the gluteus maximus contracts, it extends
the hip joint and maintains erect posture.
Located down the front of the upper leg. When the

Quadricep
quadricep contracts, it straightens the knee.
Located down the back of the upper leg. When

Hamstring the hamstring contracts, it bends the knee and
Located down the back of the lower leg. When the

Calf calf contracts, it bends the knee and turns the foot
downwards.
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Chapter 1, Annex C
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Chapter 1, Annex D
FITNESS AND SPORTS TERMS
Recreation. An activity or pastime pursued for the pleasure or interest it gives.
Sports. A game or competitive activity usually involving physical exertion.
Games of Low Organization. Any simple game with low level organization that can involve any number of
people with a variety of skills, fitness levels, and age groups.
Physical Fitness. The ability to perform your daily tasks with minimum fatigue and with enough energy to also
Health. A state of being well in body and mind; a person’s mental or physical condition.
Aerobic Fitness. The ability of the lungs, heart, blood vessels and muscles to take in oxygen, deliver it to the
working muscles and other tissues, and have the working muscles use the oxygen to provide energy for work;
Muscular Strength. The ability of muscles to generate forces in a particular movement.
Muscular Endurance. The ability of muscles to perform repeated contractions and a sub-maximal load.
Muscular Power. The ability of muscles to generate forces explosively.
Flexibility. The ability of muscles and joints to move through their full range of motion.
Body Composition. The proportion of fat, muscle and bones that make up the body.
Agility. The ability to change the position of the body quickly and accurately within a confined space.
Balance. The ability to maintain equilibrium while lifting loads, carrying objects, moving the arms or reaching.
Coordination. The ability to use one’s senses such as hearing, touch, and vision to perform complex
movements with skill and accuracy.
Speed. The ability to perform a movement as quickly as possibly or in the shortest time possible.
Reaction Time. The time between recognition that movement must be made and the movement being made.
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Chapter 1, Annex D
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Chapter 1, Annex E
BENEFITS OF REGULAR FITNESS AND SPORTS ACTIVITIES
IMPROVES FITNESS
Fitness and sports activities increase heart rate and respiration. With repeated sessions of increased heart
rate and respiration, the heart strengthens and lung capacity increases (eg, the more times a person runs, the
stronger their legs will become). As fitness improves cadets, will be able to perform daily tasks and participate
in leisure activities with minimum fatigue. (eg, golf, gardening, walking the dog, etc).
CONTROLS WEIGHT
The more physically active a person is, the more food energy or fuel is burned by the muscles doing the activity.
This fuel is drawn from reserves within the body, which are usually fat cells. All food energy or fuel has a specific
calorie count. For weight maintenance the body should have a food (caloric) intake that is equal to the physical
output. To lose weight, the body should have a food (caloric) intake that is less than the physical output.
STRENGTHENS MUSCLES AND BONES
With repeated fitness and sports activities the muscles of the body work harder and the bones become stronger.
The strengthening of the muscles takes place because of the resistance provided within the activity. Running
strengthens leg muscles, basketball strengthens arm muscles, and curl-ups strengthen abdominal muscles,
etc. When these muscles contract it puts stress on the bones to which they are attached. The bones will increase
in mass and thickness as a response to the muscle strengthening.
IMPROVES POSTURE AND BALANCE
Poor posture and bad balance may result from cadets spending much of their time sitting, either in school,
working on computers, or watching television. Doctors now advise children to participate in regular fitness
and sports activities to overcome these tendencies. Strengthening the muscles in the back and abdomen and
keeping the bones in the spine straight may lessen back problems later in life.
REDUCES STRESS
Stress is a condition that disturbs the normal functioning of the body and mind. Everyone feels stress in their life
and it is caused by many situations. Some examples include too many assignments at school, worrying about
exams, and relationships with friends. The reduction of stress leads to psychological well-being. Psychological
well-being is defined as a happy, healthy and prosperous state or condition. Psychological well-being is an
important factor in living longer.
RELAXES THE BODY AND THE MIND
After fitness and sports activities, the brain releases naturally occurring chemicals called endorphins.
Endorphins help deliver messages in the brain and have pain relieving properties. Endorphins react in the brain
by making the person feel happy and excited. Endorphins may give a person a “rush” just the same as riding a
rollercoaster. This rush makes the body and mind relax because happiness lowers blood pressure and slows
the heart rate.
IMPROVES SLEEP PATTERNS
Sleep occurs in two phases: rapid-eye-movement (REM) sleep and the deepest sleep called slow-wave.
Research shows that regular fitness and sports activities are associated with an increase in slow-wave sleep.
In addition, after fitness and sports activities the muscles of the body tire. Muscles need to recover from the
physical exertion and some of this recovery takes place during sleep.
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Chapter 1, Annex E
IMPROVES ENERGY LEVELS
Energy levels increase once fitness and sports activities begin. As a person becomes more active, the body
responds by having greater energy reserves to draw upon. Research shows that fitness and sports activities
will increase energy levels more than artificial stimulants like caffeine.
DEVELOPS SOCIAL SKILLS
Most fitness and sports activities are done in groups. Games are played in teams, court sports are played with
partners, even when workouts are being conducted in a gym facility others are usually present. Sport leads
to social interaction between participants. Through sports, athletes work together on tactics, skill drills. They
coordinate ideas and a plan for game play and discuss equipment; this interaction develops social skills.
IMPROVES SELF-ESTEEM
Self-esteem is defined as a good opinion of ones own character and abilities. Participation in fitness and
sports activities will allow cadets to experience improved skills, personal achievement, teamwork and friendly
competition. This experience will allow cadets to develop new relationships based on interactions between
peers and coaches. All these factors may build confidence and lead to improved self-esteem.
1E-2
A-CR-CCP-901/PF-001
Chapter 1, Annex F
METHODS FOR INJURY PREVENTION AND SAFETY
Extra space has been provided for note taking.
Have a Health Check-up. It is wise to get medical clearance prior to starting any new exercise program.
Warm-up. Begin each training session with a proper warm-up that includes warm-up activities and stretching.
Cool-down. End each session with a few minutes of low intensity exercise focusing on the muscles used in
the fitness and sports activity.
Ensure Equipment and Environment Are Safe. Check the training area for obstacles.
Protect Your Back. Assume a posture that has the back in its natural and gentle curve in all fitness and sports
activities, especially during lifting.
Care for Feet and Legs. Select shoes that are fitted properly and are designed for the activity.
Select the Proper Clothing. Wear comfortable clothing that does not restrict movement or cause abrasions.
Pay Attention to Body Signals. Prior to, during, and following exercise, use signals from the body to assess
health and safety.
1F-1
A-CR-CCP-901/PF-001
Chapter 1, Annex F
1F-2
A-CR-CCP-901/PF-001
Chapter 1, Annex G
DUTIES OF THE SCOREKEEPER, TIMEKEEPER AND LINESMAN
DUTIES OF THE SCOREKEEPER
Completing Pre-game and Post-game Administration. Ensures that the scoresheet is completed before
the game (eg, all the players’ names, numbers and the starting lineup). After the completion of the game the
scoresheet must be signed by the officials and sometimes by coaches or team captains to ensure its accuracy.
Keeping Score. Keeps scores on the scoresheet and also on a score clock. In some professional sporting
facilities, there will be more than one scorekeeper.
Communicating With Other Officials. In order for a game to run correctly, all officials must communicate with
each other. The scorekeeper should be communicating with the referee and all other officials. Communication
ensures that all rules and regulations are enforced with impartiality.
Recognizing Referee Signals. Signals ensure understanding of calls made on the field of play. When a goal,
basket, or point is made, the scorekeeper will need to recognize referee signals so that the flow of the game
is not disrupted.
Maintaining a Rapport With the Coaches. It is important for the scorekeeper to maintain a professional
relationship with coaches. It is the coach, who will send substitute players in and out of the game and ensure
a smooth transition and legal substitutions. Polite behaviour should exist.
Enforcing the Rules of the Game. Scorekeepers, in conjunction with the referee, may enforce all rules. The
infraction is called by the referee, not by the scorekeeper. If the scorekeeper sees a rule infraction that the
referee did not, the scorekeeper may inform the referee or other officials. When a coach substitutes players
in or out of the game or contest, it is the scorekeeper’s duty to ensure that all substitutions are conducted
according to the rules of the particular sport.
Maintaining the Statistics. This is usually tracked during the game but the tabulation of the result is usually
completed after the game is finished (eg, shots on goals, runs batted in and shooting percentage). These
statistics are provided to coaches and players.
Note: During the Basic Fitness and Sports course, scorekeepers will not be asked to maintain statistics.
1G-1
A-CR-CCP-901/PF-001
Chapter 1, Annex G
DUTIES OF THE TIMEKEEPER
Recognizing Referee Signals. To understand all calls made on the field of play. The time is usually stopped
when an infraction of the rules takes place. When play is resumed, so is the time.
Ensuring That the Periods/Quarters Are Timed Correctly. Timekeepers must know the length of time for
each of the periods/quarters for the game being conducted. The timekeeper must also know which rule infraction
results in a stoppage of time and how long time outs for each game should be. The duty of the timekeeper is
to track time outs not only on the scoresheet but also on a scoreboard. In some professional sporting facilities,
there will be more than one timekeeper.
Recording Lapsed Time. In some sports, like swimming and track and field, the timekeeper’s duty is to record
the passage of time from the start of the race until the participant/team crosses the finish line. The timekeeper
may also, in these types of events, aid the head judge with determining false starts.
Note: During the Basic Fitness and Sports course, timekeepers will not be asked to record lapse time.
Maintaining a Rapport With the Coaches. It is important for the timekeeper to maintain a professional
relationship with coaches. Courteous and polite behaviour by the timekeeper will be maintained.
DUTIES OF A LINESMAN
Use Signals. To alert the players, coaches and referees of their decisions while on the court/field. The linesman
decides whether a ball falls within the playing area or not. In volleyball, the linesman uses their arms and hands
to point whether a ball is in or out. In football, the linesman uses a catching motion to decide whether a catch
was made inbounds or out of bounds. Linesmen also use a whistle to alert players, coaches and other officials
of their calls.
Recognizing Referee Signals. To understand calls made on the field of play. When an infraction of the rules
takes place the referee will use signals to alert all officials of the infraction.
Maintaining Position on the Court/Field. The linesman usually has a designated position on the court/field.
In hockey, the two linesmen skate from blue line to blue line, when the puck moves to the other end of the ice.
In volleyball, the two linesmen are positioned on the corners of the court. In football, the linesmen move up and
down the sidelines of the field following the ball.
Enforcing the Rules of the Game. When the linesman makes a decision about whether the ball was in or out
of play, they are enforcing the game’s rules. The linesman may aid the referee in making calls during the game.
This helps to avoid disputes between players and coaches and the officials.
Maintaining a Rapport With the Coaches. It is important for the linesman to be courteous and polite to
coaches and players. The linesman not reacting to rude behaviour helps all officials stay in control of the game.
1G-2
A-CR-CCP-901/PF-001
Chapter 1, Annex H
LOCAL SPORTING EVENT OBSERVATION HANDOUT
1H-1
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Chapter 1, Annex H
1H-2
A-CR-CCP-901/PF-001
CHAPTER 2
PO S231 – FOLLOW A PERSONAL FITNESS ROUTINE
A-CR-CCP-901/PF-001
COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 1
EO S231.01 – PARTICIPATE IN THE CADET FITNESS ASSESSMENT
Total Time: 3 x 80 min
PREPARATION
Review the lesson content and become familiar with the material prior to delivering the lesson. Review the
assessment information located on Test Admin Manual DVD found in The Cooper Institute, Fitnessgram 8.0
Stand-Alone Test Kit, Human Kinetics. The CD/tape for the Progressive Aerobic Cardiovascular Endurance
Run (PACER) can be found in The Cooper Institute, Fitnessgram 8.0 Stand-Alone Test Kit, Human Kinetics.
Information on the assessment can be found in Meredith, M., & Welk, G., Fitnessgram/Activitygram Test
Administration Manual, Human Kinetics.
Photocopy the Cadet Fitness Assessment Scoresheet located at Annex A and the PACER Individual
Scoresheet B located in Meredith, M., & Welk, G., Fitnessgram/Activitygram: Test Administration Manual,
Human Kinetics, p. 92, and at Annex B for each cadet.
The cadets will complete the Cadet Fitness Assessment in pairs. The PACER will be conducted first, the
remaining stations will be run as a circuit.
APPROACH
A practical activity was chosen for this lesson as it allows the cadets to participate in the Cadet Fitness
Assessment in a safe and controlled environment.
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A-CR-CCP-901/PF-001
INTRODUCTION
REVIEW
Review EO S233.02 (Describe the Components of the Cadet Fitness Assessment, Chapter 4, Section 2), to
include setting up, conducting, and scoring the assessment.
OBJECTIVES
By the end of this lesson the cadet shall have participated in the Cadet Fitness Assessment.
IMPORTANCE
It is important for the cadets to participate in the Cadet Fitness Assessment because it determines their personal
fitness level, and when conducted multiple times, allows their progress to be tracked. Determining their personal
fitness level will also allow the cadets to create personal goals and will assist with creating a personal activity
plan.
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A-CR-CCP-901/PF-001
Teaching Point 1 Supervise While the Cadets Lead/Participate in a Warm-Up

Session
The following information is provided as a guide in the event that a cadet experiences
difficulty when leading a warm-up session.
How to conduct a warm-up session:
1. Conduct warm-up activities appropriate for the type of physical activity to be

completed.
2. Arrange the cadets in either a warm-up circle or in rows (as illustrated in Figures 2-1-1
and 2-1-2).
D Cdts 3, 2006, Ottawa, ON: Department of National Defence

Figure 2-1-1 Leader in the Centre of a Warm-Up Circle

Figure 2-1-2 Leader in Front of Rows
3. Choose stretches for the muscles that will be used during the physical activity to be
completed.
4. Demonstrate before having the cadets attempt each stretch.
5. Have the cadets perform each stretch.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets lead/participate in a warm-up session.
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RESOURCES
N/A.
ACTIVITY LAYOUT
N/A.
1. Divide the cadets into groups of no greater than 10.
2. Assign a cadet to lead each group in the warm-up.
3. Supervise while the cadets lead/participate in the warm-up session.
SAFETY
Ensure there are at least two arm lengths between the cadets so they can move freely while stretching.
Ensure the cadets perform the stretches in a safe manner, following the guidelines for stretching.
The cadets’ leading/participating in the warm-up session will serve as the confirmation of this TP.
Teaching Point 2 Supervise While the Cadets Set Up the Cadet Fitness
Assessment
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets set up the Cadet Fitness Assessment.
RESOURCES
The Cooper Institute, Fitnessgram 8.0 Stand-Alone Test Kit, Human Kinetics,
Pylons,
Measuring tape,
Gym mats,
CD player,
30 cm (12 inch) rulers, and
Small cardboard box.
ACTIVITY LAYOUT
N/A.
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A-CR-CCP-901/PF-001
1. Divide the cadets into six groups.
2. Assign each group an assessment station to set up (PACER, push-up, curl-up, trunk lift, shoulder stretch,
and back-saver sit and reach).
3. Supervise while the cadets set up the assessment stations.
SAFETY
N/A.
The cadets’ setting up the Cadet Fitness Assessment will serve as the confirmation of this TP.
Teaching Point 3 Supervise While the Cadets Perform and Score the PACER
The PACER will be conducted before the other assessments. A summary of how to conduct
the PACER is located at Annex B.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets perform and score the PACER.
RESOURCES
FITNESSGRAM 20-Meter PACER Test CD,
CD player,
Pylons, and
Photocopies of the PACER Individual Scoresheet B from Meredith, M., & Welk, G., Fitnessgram/
Activitygram Test Administration Manual, Human Kinetics (p. 92), and located at Annex B.
ACTIVITY LAYOUT
N/A.
1. Divide the cadets into pairs.
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A-CR-CCP-901/PF-001
The cadets will remain in pairs throughout the Cadet Fitness Assessment.
2. Distribute the PACER Individual Scoresheet B and pens/pencils to one cadet from each pair.
3. Have the cadets with the scoresheet print their partner’s name on the scoresheet and sit behind the starting
line ready to record results.
4. Have the cadets who are running the PACER line up in their respective lanes at the starting line and wait
for instructions from the CD.
5. Play the CD. The scorekeeper will record the number of laps that are successfully completed on the
scoresheet. The supervisors at each line will inform the scorekeeper when a cadet does not cross the
line before the beep. The PACER is complete when all the cadets have not reached the line before the
beep for the second time.
6. Once completed, have the cadets who ran the PACER become the scorekeepers and the scorekeepers
become the runners.
7. Repeat steps two to six.
SAFETY
Ensure a designated first-aider and first aid kit are available.
Ensure water is available for the cadets after they complete the PACER.
The cadets’ participation in the PACER will serve as the confirmation of this TP.
Teaching Point 4 Supervise While the Cadets Perform and Score the Curl-up
Distribute the Cadet Fitness Assessment Scoresheet located at Annex A to each cadet prior
to starting the circuit.
A summary of how to conduct the curl-up is located at Annex C.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets perform and score the curl-up.
RESOURCES
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A-CR-CCP-901/PF-001
CD player,
Gym mats, and
Curl-up measuring strip.
ACTIVITY LAYOUT
N/A.
1. Have one cadet from each pair:
a. lay on their back with head down;
b. bend their knees at an angle of approximately 140 degrees;
c. place their feet flat and legs slightly apart; and
d. rest their palms on the mat with their arms straight, parallel to their trunk, and fingers stretched out.
2. The scorekeeper will place the measuring strip on the mat under the cadet’s knees so their fingertips are
resting on the nearest edge of the measuring strip.
3. The cadet on the mat will curl up, ensuring their fingers reach the other side of the measuring strip,
repeatedly at a cadence of one curl every three seconds (the cadence CD found in The Cooper Institute,
Fitnessgram 8.0 Stand-Alone Test Kit, Human Kinetics, may be used) until a second form correction (the
first form correction does not count) is made, they can no longer continue, or have completed 75 curl-ups.
4. The scorekeeper will count how many times the cadet can curl-up (which is the curl-up score).
5. Have the cadets switch positions and repeat steps one to four.
SAFETY
Ensure that the curl-up is conducted using the proper position/form.
The cadets’ participation in the curl-up will serve as the confirmation of this TP.
Teaching Point 5 Supervise While the Cadets Perform and Score the Push-up
A summary of how to conduct the push-up is located at Annex D.
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A-CR-CCP-901/PF-001
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets perform and score the push-up.
RESOURCES
The Cooper Institute, Fitnessgram 8.0 Stand-Alone Test Kit, Human Kinetics.
ACTIVITY LAYOUT
N/A.
a. lay face down;
b. place their hands under or slightly wider than their shoulders, with fingers stretched out;
c. straighten their legs with feet slightly apart; and
d. tuck their toes under the shins.
2. Have the cadet push up with their arms until they are straight, keeping the legs and back aligned.
3. Have the cadet lower their body using their arms until the elbows bend at a 90-degree angle and the upper
arms are parallel to the floor.
4. Have the cadet repeat steps two and three repeatedly at a cadence of one push-up every three seconds
(the cadence CD found in Fitnessgram 8.0 Stand-Alone Test Kit may be used) until a second form
correction (the first form correction does not count) is made, or they can no longer continue.
5. The scorekeeper will count how many times the cadet can complete a push-up (which is the push-up
score).
6. Have the cadets switch positions and repeat steps one to five.
SAFETY
Ensure that the push-up is conducted using the proper position/form.
The cadets’ participation in the push-up will serve as the confirmation of this TP.
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A-CR-CCP-901/PF-001
Teaching Point 6 Supervise While the Cadets Perform and Score the Trunk Lift
A summary of how to conduct the trunk lift is located at Annex E.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets perform and score the trunk lift.
RESOURCES
Gym mats, and
Trunk lift measuring device.
ACTIVITY LAYOUT
N/A.
a. lay face down on the mat;
b. point their toes towards the end of the mat; and
c. place their hands under thighs.
2. Place a marker (a coin will suffice) on the mat aligned with the cadet’s eyes.
3. Have the cadet lift their upper body off the floor in a slow and controlled manner, to a maximum height of
30 cm (12 inches). Ensure their head is aligned straight with the spine.
4. Have the cadet hold this position until the height can be measured.
5. The scorekeeper will measure the distance, in inches between the mat and the cadet’s chin to determine
the trunk lift score. The score will be a maximum of 12 inches to prevent hyperextension.
SAFETY
The ruler should be placed at least one inch from the cadet’s chin and not directly under the chin.
The cadets shall not bounce or hyperextend their backs while performing the trunk lift.
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A-CR-CCP-901/PF-001
The cadets’ participation in the trunk lift will serve as the confirmation of this TP.
Teaching Point 7 Supervise While the Cadets Perform and Score the Shoulder
Stretch
A summary of how to conduct the shoulder stretch is located at Annex F.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets perform and score the shoulder stretch.
RESOURCES
N/A.
ACTIVITY LAYOUT
N/A.
1. Have one cadet from each pair test their right shoulder by:
a. reaching with the right hand over the right shoulder and down the back; and
b. reaching with the left hand behind the back to touch the right hand.
2. The scorekeeper will observe if the hands are touching to determine the right shoulder stretch score (a
yes or no).
3. Have the cadet test their left shoulder by:
a. reaching with the left hand over the left shoulder and down the back; and
b. reaching with the right hand behind the back to touch the left hand.
4. The scorekeeper will observe if the hands are touching to determine the left shoulder stretch score.
SAFETY
N/A.
2-1-10
A-CR-CCP-901/PF-001
The cadets’ participation in the shoulder stretch will serve as the confirmation of this TP.
Teaching Point 8 Supervise While the Cadets Perform and Score the Back-
Saver Sit and Reach
A summary of how to conduct the back-saver sit and reach is located at Annex G.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets to perform and score the back-saver sit and reach.
RESOURCES
Back-saver sit and reach test apparatus.
ACTIVITY LAYOUT
N/A.
1. Have one cadet from each pair remove their shoes.
2. Have the cadet:
a. sit in front of the test apparatus;
b. extend one leg fully with the foot flat against the face of the box;
c. bend the knee of the other leg with the sole of the foot flat on the floor;
d. ensure that there is a 5-8 cm (2-3 inch) space between the knee on the straight leg, and the foot
of the bent leg; and
e. extend their arms forward over the ruler with the hands placed on top of one another.
3. Have the cadet reach forward with both hands along the scale four times, holding the position on the fourth
reach for at least one second.
4. The scorekeeper will measure the distance, in inches that the cadet reached. This measurement will be
the score for one leg, to a maximum of 12 inches to prevent hyperextension.
5. Have the cadet repeat steps one to three for the other leg.
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A-CR-CCP-901/PF-001
SAFETY
N/A.
The cadets’ participation in the back-saver sit and reach will serve as the confirmation of this TP.
2-1-12
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Teaching Point 9 Supervise While the Cadets Lead/Participate in a Cool-Down

Session
difficulty while leading a cool-down session.
How to conduct a cool-down session:
1. Conduct cool-down activities appropriate for the type of physical activity that was
completed.
2. Arrange the cadets in either a cool-down circle or in rows (as illustrated in

Figures 2-1-3 and 2-1-4).

Figure 2-1-3 Leader in the Centre of a Cool-Down Circle

3. Choose stretches for the muscles that were used during the type of physical activity.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets lead/participate in a cool-down session.
2-1-13
A-CR-CCP-901/PF-001
RESOURCES
N/A.
ACTIVITY LAYOUT
N/A.
2. Assign a cadet to lead each group in the cool-down.
3. Supervise while the cadets lead/participate in the cool-down session.
SAFETY
The cadets’ leading/participating in the cool-down session will serve as the confirmation of this TP.
Teaching Point 10 Supervise While the Cadets Tear Down the Cadet Fitness
Assessment
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets tear down the Cadet Fitness Assessment.
RESOURCES
Pylons,
Measuring tape,
Gym mats,
CD player,
30 cm (12 inch) rulers, and
Small cardboard box.
ACTIVITY LAYOUT
N/A.
2-1-14
A-CR-CCP-901/PF-001
2. Assign each group an assessment station to tear down (PACER, push-up, curl-up, trunk lift, shoulder
stretch, and back-saver sit and reach).
3. Supervise while the cadets tear down the assessment stations.
SAFETY
N/A.
The cadets’ tearing down the Cadet Fitness Assessment will serve as the confirmation of this TP.
The cadets’ participating in the Cadet Fitness Assessment will serve as the confirmation of this lesson.
CONCLUSION
N/A.
This EO is assessed IAW A-CR-CCP-901/PG-001, Chapter 3, Annex B.
CLOSING STATEMENT
The Cadet Fitness Assessment determines personal fitness level, and is an excellent tool for tracking progress
in personal fitness.
There are three sessions to this EO. The first session shall be conducted at the beginning, the second at the
mid-point, and the third near the end of the course.
The Cadet Fitness Assessment is an individual assessment of fitness used to set personal goals and is captured
in EO S231.02 (Set Personal Fitness Goals, Section 2). Results from this assessment shall not be used for
competition or classification among cadets.
EO S233.01 (Describe the Cadet Fitness Assessment, Chapter 4, Section 1) and EO S233.02 (Describe the
Components of the Cadet Fitness Assessment, Chapter 4, Section 2) shall be conducted prior to the first
session of this EO.
EO S232.02 (Lead a Warm-Up and Cool-Down Session, Chapter 3, Section 2) performance check shall be
conducted concurrently during this lesson IAW A-CR-CCP-901/PG-001, Chapter 3, Annex B, Appendix 2.
REFERENCES
C0-095 (ISBN 0-7360-5962-8) The Cooper Institute. (n.d.). Fitnessgram/Activitygram Test Administration
Kit: Fitnessgram 8.0 Stand-Alone Test Kit. Windsor, ON: Human Kinetics.
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C0-167 (ISBN 0-7360-5866-4) Meredith, M., & Welk, G. (Eds.). (2005). Fitnessgram/Activitygram: Test
rd
Administration Manual (3 ed.). Windsor, ON: Human Kinetics.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 2
EO S231.02 – FOLLOW A PERSONAL ACTIVITY PLAN
Total Time: 40 min
PREPARATION
Photocopy the sample personal activity plan handout located at Annex H and the personal activity plan handout
located at Annex I for each cadet.
Provide the cadets with their individual Cadet Fitness Assessment results for them to review.
APPROACH
An interactive lecture was chosen for TP 1 to review the concept of goals introduced in the corps/squadron
program.
An in-class activity was chosen for TP 2 as it is an interactive way to reinforce the importance of goal setting
and provide time for the cadets to create a personal activity plan for the course.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall be expected to identify their personal fitness level, set personal fitness
goals, and follow a personal activity plan.
IMPORTANCE
It is important for the cadets to follow a personal activity plan to motivate them to set and achieve goals, and
to improve their personal fitness levels.
2-2-1
A-CR-CCP-901/PF-001
Teaching Point 1 Review the Concept of Goals
The cadets have created goals in previous lessons at the corps/squadron. In this TP,
refresh the cadets’ knowledge of goals and how goals are created.
Goal. A goal is an aim an individual or group works toward; an object of ambition/effort.
SHORT-TERM AND LONG-TERM GOALS
Short-term goals are those that can be met in a short amount of time and are often set to achieve long-term
goals. By setting achievable short-term goals, individuals can measure their progress in the pursuit of their
long-term goals.
For example, if an individual’s long-term goal is to run five km by the end of the year, their
short-term goal could be to run two km within two months.
INDIVIDUAL GOALS
The purpose of setting individual goals is to strive towards personal achievement. Individual goals should be
based on personal performance and not on the performance of others. They should be designed to increase
personal skill, ability, or physical condition.
DEVELOPING GOALS
Goals should be set with a specific purpose in mind. They should be achievable and measurable, allowing
individuals to track progress.
Use the mnemonic “SMART” to remember the factors involved in the development of goals.
There are several factors to take into consideration when developing goals. These include:
Specific. Ensure the aim of the goal is clearly set out and defined.
Measurable. Ensure the goal has defined standards to work toward that are measurable.
Achievable. Ensure the goal is realistic and can be met.
Relevant. Ensure the goal is worthwhile.
Timed. Ensure there is a set time frame in which to achieve the goal.
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Example of a goal:
Current PACER score is 15. Short-term goal is to score 20 on the next assessment, which
is the following week.
This goal is:
Specific. Clear in that it is precise (an increase of five laps).
Measurable. It defines a score of 20 to be achieved.
Achievable. A score of 20 on the PACER is realistic for the cadet.
Relevant. It is an aim that may help to improve cardiovascular fitness.
Timed. The next assessment is scheduled for the following week.
QUESTIONS
Q1. What is a goal?
Q2. Why set individual goals?
Q3. What are the factors to remember when developing goals?
ANTICIPATED ANSWERS
A1. A goal is an aim an individual or group works toward; an object of ambition/effort.
A2. Individual goals are set to strive towards personal achievement.
A3. Goals should be “SMART” (specific, measurable, achievable, relevant, and timed).
Teaching Point 2 Have the Cadets Create a Personal Activity Plan for the
Course
Describe the terms used in the personal activity plan before having the cadets create their
plan. Distribute the sample personal activity plan handout located at Annex H to each cadet.
A personal activity plan is designed to identify current personal fitness level and to create individual goals to
increase fitness level. There are a number of terms used within a personal activity plan to describe types and
intensity of activities.
TYPES OF ACTIVITIES
Rest Activities. Activities that involve minimal physical effort (eg, homework, computer games, and reading).
Lifestyle Activities. Activities that are a part of a normal day (eg, walking, cleaning the barracks, and garbage
sweeps).
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Aerobic Activities. Activities that improve aerobic fitness (eg, jogging, swimming, and dancing).
Aerobic Sports. Sports that involve a great deal of movement (eg, baseball, basketball, and soccer).
Muscular Activities. Activities that require strength (eg, weightlifting, wrestling, and track and field sports).
Flexibility Activities. Activities that involve stretching the muscles (eg, martial arts, stretching, and yoga).
INTENSITY OF ACTIVITIES
Rest. Activities that involve sitting or standing, and little motion.
Light. Activities that involve slow movements, and are not tiring.
Moderate. Activities that are fairly intense (fall between light and vigorous).
Vigorous. Activities that involve quick movements or running, and increased respiration.
ACTIVITY
Time: 20 min
Distribute Public Health Agency of Canada, Canada’s Physical Activity Guide to Healthy
Active Living, Public Health Agency of Canada, to each cadet.
OBJECTIVE
The objective of this activity is for the cadets to create a personal activity plan for the course.
RESOURCES
Personal activity plan handout located at Annex I,
Course schedule,
Cadet fitness assessment results, and
Pens/pencils.
ACTIVITY LAYOUT
N/A.
1. Discuss how the results of the Cadet Fitness Assessment can be used to create goals.
2. Have the cadets refer to the course schedule when choosing planned physical activities.
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The Cadet Fitness Assessment determines personal fitness level through raw scores.
A cadet who scored 5 on the push-up and 10 on the curl-up assessments, may wish to set
a long-term goal to improve muscular fitness. Their short-term goal may be to complete
8 push-ups and 12 curl-ups on the next assessment, which is scheduled for the following
week.
3. Distribute the personal activity plan handout located at Annex I to each cadet.
4. Give the cadets time to create their personal activity plans for the course.
SAFETY
N/A.
The cadets’ creating a personal activity plan will serve as the confirmation of this lesson.
CONCLUSION
The cadets shall follow their personal activity plan throughout the duration of the course. The personal activity
plan shall be updated each week, following the Cadet Fitness Assessment.
N/A.
CLOSING STATEMENT
A personal activity plan is important to creating and achieving goals, and will help track progress in personal
fitness.
The cadets will be monitored/interviewed throughout the course on following their personal activity plan.
Ensure that the cadets have participated in EO S231.01 (Participate in the Cadet Fitness Assessment,
Section 1) prior to conducting this lesson.
Physical fitness resources can be printed or ordered from http://www.phac-aspc.gc.ca/pau-uap/fitness/

downloads.html through the Public Health Agency of Canada to be given as handouts to the cadets.
REFERENCES
C0-019 (ISBN 0-7894-7147-7) Eaton, J., & Johnson, R. (2001). Coaching Successfully. USA: Dorling
Kindersley Publishing, Inc.
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C0-024 (ISBN 0-19-541731-3) Barber, K. (Ed.). (2001). The Canadian Oxford Dictionary. Don Mills, ON:
Oxford University Press.
C0-104 (ISBN 0-662-26628-5) Public Health Agency of Canada. (n.d.). Handbook for Canada’s Physical
Activity Guide to Healthy Active Living. Ottawa, ON: Public Health Agency of Canada.
C0-105 (ISBN 0-662-32897-3) Public Health Agency of Canada. (2002). Teacher’s Guide to Physical
Activity for Youth 10-14 Years of Age. Ottawa, ON: Her Majesty the Queen in Right of Canada.
C0-106 (ISBN 0-662-32899-X) Public Health Agency of Canada. (2002). Let’s Get Active! Magazine for
Youth 10-14 Years of Age. Ottawa, ON: Her Majesty the Queen in Right of Canada.
rd
C0-174 (ISBN 978-0-7360-6828-4) Masurier, G., Lambdin, D., & Corbin, C. (2007). Fitness for Life: Middle
School: Teacher’s Guide. Windsor, ON: Human Kinetics.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 3
EO S231.03 – MAKE HEALTHY FOOD CHOICES
Total Time: 80 min
PREPARATION
Photocopy the food journal handout located at Annex J and the personal nutrition plan handout located at
Annex K for each cadet.
Request a copy of the CSTC menu from food services and a canteen item list to provide examples of healthy
food options in TP 3.
Photocopy the handout from Health Canada, Nutrition Facts, Her Majesty the Queen in Right of Canada, located
at Annex L and the handout from Health Canada, Eating Well With Canada’s Food Guide, Her Majesty the
Queen in Right of Canada, located at Annex M for each cadet. These can be ordered from Health Canada
through their website at http://www.hc-sc.gc.ca.
48 hours prior to this lesson being taught, distribute the food journal handout and Health Canada, Eating Well
With Canada’s Food Guide, Her Majesty the Queen in Right of Canada, for the cadets to complete and bring
with them to this lesson.
APPROACH
An interactive lecture was chosen for TPs 1-3 to orient the cadets and generate interest in food labels, review
Health Canada, Eating Well With Canada’s Food Guide, Her Majesty the Queen in Right of Canada, and
introduce foods that provide the body energy.
An in-class activity was chosen for TP 4 as it is an interactive way to provoke thought and stimulate interest
in making healthy food choices.
INTRODUCTION
REVIEW
N/A.
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OBJECTIVES
By the end of this lesson the cadet shall be expected to make healthy food choices.
IMPORTANCE
It is important for the cadets to make healthy food choices because eating healthy foods is a significant
component of personal fitness and healthy living. Research has proven that eating healthy foods will help the
body to grow strong and prevent illnesses. The information provided in this lesson will assist with choosing
healthy foods at the CSTC (eg, galley/mess, canteen, etc) and at home.
Teaching Point 1 Explain Food Labels
Distribute the handout from Health Canada, Nutrition Facts, Her Majesty the Queen in Right
of Canada, prior to beginning this TP. The cadets shall refer to the handout throughout this
TP.
This TP will introduce the cadets to food labels.
THE PURPOSE OF NUTRITION INFORMATION
The nutrition information found on food labels is regulated by Health Canada, through the Food and Drugs Act
and includes an ingredients list, nutrition facts table and nutrition claims. This information makes it easier to:
compare products;
determine the nutritional value of foods;
manage special diets; and
increase or decrease intake of a particular nutrient.
THE INGREDIENTS LIST
Ingredients are listed by weight from highest to lowest. The ingredients list provides information for people who
have food allergies and/or those who are avoiding certain foods.
NUTRITION FACTS TABLE
The Nutrition Facts Table contains information on calories and important nutrients for a specified amount
(serving) of the food. The core nutrients are listed in the table and include the amount (usually in grams or
milligrams) and the percentage of daily value that is contained in the food. The daily value refers to the amount
of a specific nutrient that is recommended each day. Vitamins and minerals are listed only by the percentage
of the daily value.
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Food & Nutrition. Retrieved November 1, 2007, from http://www.hc-sc.gc.ca/

fn-an/label-etiquet/nutrition/education/cons-res/cr_tearsheet-cr_fiche_e.html
Figure 2-3-1 Nutrition Facts Table
Direct the cadets to the example on the handout from Health Canada, Nutrition Facts, Her
Majesty the Queen in Right of Canada, when describing the Nutrition Facts table. Other
examples of food labels may be used as well.
Core Nutrients
Calories. A calorie is a measurement of food energy.
Fat. Fat as listed in the table includes saturated, trans, and all other fatty acids present in the food by quantity.
Saturated and Trans Fat. Saturated and trans fats are listed in the table because they may have a negative
impact on health and should be consumed in moderation.
Cholesterol. Cholesterol is one of the fats found in the blood. It is used to make cell membranes, vitamin D
and hormones. There are two main types of cholesterol, low-density lipoprotein (LDL) cholesterol, which is
considered the bad cholesterol, and high-density lipoprotein (HDL) cholesterol, which is considered the good
cholesterol. Cholesterol is listed in the table because high blood cholesterol is a risk factor for heart disease
and stroke.
Sodium. Most sodium in food comes from sodium chloride, which is table or sea salt. Salt is a common
ingredient in processed and prepared foods. Most people consume more salt than they require. Sodium is listed
in the table because a low-sodium diet will reduce the risk of high blood pressure, stroke, and heart disease.
Carbohydrate. Carbohydrates are a primary source of energy for the body. There are two types of
carbohydrates listed in the table; fibre, which is a complex carbohydrate, and sugar, which is a simple
carbohydrate.
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Fibre. Fibre is a complex carbohydrate found in plants. Unlike other carbohydrates it passes through the body
undigested and is healthy for the digestive system. Fibre is listed in the table because it provides energy for
the muscles and brain.
Complex Carbohydrates. Complex carbohydrates break down slowly and can help prevent
overeating. They are found in vegetables, fruit, whole grains, brown rice, nuts, soy products,
and legumes.
Sugars. Sugar is a simple carbohydrate. Natural sugars are found in foods such as milk, fruit, and vegetables.
Added sugars contribute calories and have no significant nutritional value. Sugars are listed in the table because
some diets require sugars to be limited (eg, diabetic).
Simple Carbohydrates. Simple carbohydrates break down quickly and can cause a person
to become hungry quickly. They are found in sugary soft drinks, sugary cereals, white
bread, white rice, cookies, candy, fries, and pastries.
Protein. Protein is found in a variety of foods such as meat, poultry, fish, legumes, nuts, milk products, and
grain products. It is listed in the table because protein builds muscles, bones, and teeth.
Vitamin A. Vitamin A is found in many vegetables and fruit. It is listed in the table because it will help keep
skin and eyesight healthy.
Vitamin C. Vitamin C is found in many vegetables and fruit. It is listed in the table because it will help the
body fight infections.
Calcium. Calcium is found in milk and alternative foods. It is listed in the table because it will build strong bones
and reduce the risk of osteoporosis (a disease where bones degenerate and become brittle).
Iron. Iron is found in foods such as meat, fish, poultry, grains, vegetables, fruit, nuts, and seeds. It is listed in
the table because it helps the red blood cells carry oxygen throughout the body.
NUTRITION CLAIMS
A nutrition claim must meet a set of Government rules before it may be printed on a food label. They may
highlight a relation between diet and disease (eg, a healthy diet rich in a variety of vegetables and fruit may
help reduce the risk of some types of cancer). Nutrition claims may include the following words/phrases:
free,
low,
less,
more,
reduced,
lower,
very high,
light/lite,
source of,
high source of,
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good source of, and
excellent source of.
QUESTIONS
Q1. How are food labels regulated?
Q2. How are ingredients listed on food labels?
Q3. What are three words that may be included in a nutrition claim?
ANTICIPATED ANSWERS
A1. Health Canada regulates food labels through the Food and Drugs Act.
A2. Ingredients are listed by weight from highest to lowest on food labels.
A3. Nutrition claims may include the following words/phrases:
free,
low,
less,
more,
reduced,
lower,
very high,
light/lite,
source of,
high source of,
good source of, and
excellent source of.
Teaching Point 2 Review Eating Well With Canada’s Food Guide
Ensure that each cadet has a copy of Health Canada, Eating Well With Canada’s Food
Guide, Her Majesty the Queen in Right of Canada, before beginning this TP.
Review Health Canada, Eating Well With Canada’s Food Guide, Her Majesty the Queen in
Right of Canada, to refresh the cadets’ knowledge of this document, which was introduced
in the year two corps/squadron program.
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FOOD GROUPS
There are four food groups in Health Canada, Eating Well With Canada’s Food Guide, Her Majesty the Queen
in Right of Canada: vegetables and fruit, grain products, milk and alternatives, and meat and alternatives. A
rainbow with samples of the type of foods that fit in these four categories is displayed on the front page of
the guide. The size of the arcs in the rainbow represents the proportion of each food group that makes up a
healthy eating pattern.
Vegetables and Fruit
Vegetables and fruit is the most prominent food group in the guide because of the important role these foods
play in healthy eating. Examples of foods from the vegetable and fruit group include:
fresh vegetables/fruit,
frozen vegetables/fruit,
canned vegetables/fruit,
dried vegetables/fruit, and
vegetable/fruit juices.
Grain Products
The grain products food group is the second most prominent food group in the guide. Examples of foods from
the grain products group include:
grain,
cereal,
pasta,
rice, and
products made with grain flour (including corn flour).
Milk and Alternatives
Examples of foods from the milk and alternatives group include:
milk products, such as:
canned milk (evaporated milk),
powdered milk,
cheese, and
yogurt; and
alternative milk products, such as fortified soy beverage.
Meat and Alternatives
Examples of foods from the meat and alternatives group include:
meat products, such as:
eggs,
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fish,
meat,
poultry, and
shellfish; and
alternative meat products, such as:
legumes (eg, chick peas),
kidney beans,
lentils,
nuts/seeds, and
tofu.
FOOD GUIDE SERVINGS
A food guide serving is a specified quantity of food that is used to help people understand how much food
intake is recommended every day from each of the food groups. This is generally close to what a person would
eat in one sitting (eg, one apple). When eating out, food portions are often large and contain more than one
serving of a food group. It is important to recognize the food groups that make up a meal and how much food
is on the plate, in order to count the food guide servings.
RECOMMENDED DAILY INTAKE
The recommended daily intake outlined in Health Canada, Eating Well With Canada’s Food Guide, Her Majesty
the Queen in Right of Canada, describes the amount of food people should eat based on their age and gender.
QUESTIONS
Q1. What are the four food groups found in Health Canada, Eating Well With Canada’s Food Guide, Her
Majesty the Queen in Right of Canada?
Q2. What is a food guide serving?
Q3. What is recommended daily intake?
ANTICIPATED ANSWERS
A1. The four food groups are vegetables and fruit, grain products, milk and alternatives, and meat and
alternatives.
A2. A food guide serving is a specified quantity of food that is used to help people understand how much
food intake is recommended every day from each of the food groups.
A3. The recommended daily intake describes the amount of food people should eat based on their age
and gender.
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Teaching Point 3 Describe Foods That Provide the Body Energy
This TP will introduce the cadets to the types of foods that will provide them energy. Allow
the cadets to ask questions and provide examples of types of energy foods throughout the
lesson.
Healthy eating provides the body with essential nutrients and energy. It should include at least three meals
and healthy snacking daily. A person will perform more efficiently if the body’s energy levels are consistently
maintained. Eating a healthy breakfast will help maintain a high energy level and decrease hunger throughout
the day; the body is like a furnace and food is the fuel. It is important to fuel the furnace in the morning so it
can produce heat all day long. Those who are active must ensure that the body receives adequate food energy
throughout the day.
CHOOSING HEALTHY FOODS
Vegetables and Fruit
Vegetables and fruit provide the body with carbohydrates, fibre, potassium, vitamin C, beta-carotene,
magnesium, and many other vitamins and minerals. The nutrients in vegetables and fruit improve healing and
aid in recovery after exercise.
Grain Products
Grain products provide the body with carbohydrates, fibre, and B vitamins. The nutrients in grain products fuel
the muscles, and protect against muscular fatigue. Whole grains are better for the body because they contain
all three edible layers of the grain seed or kernel, which provides a greater combination of nutrients.
Milk and Alternatives
Milk and alternatives provide the body with protein, calcium, vitamin D, and riboflavin, which is a B vitamin that
helps convert food into energy. The nutrients in milk and alternatives help to maintain strong bones, reduce the
risk of osteoporosis (a disease where bones degenerate and become brittle), and protect against high blood
pressure.
Meat and Alternatives
Meat and alternatives provide the body with protein, amino acids, iron, and zinc. The nutrients in meat and
alternatives help to build and repair muscles, and reduce the risk of iron-deficiency anaemia.
Refined Sugars, Saturated Fats, and Trans Fats
Refined sugars, saturated fats, and trans fats are nutrient poor and do not help maintain energy in the body.
Refined sugars provide the body with a temporary boost of energy, but this boost is followed by an extreme low.
Saturated and trans fats increase the risk for heart disease, and have a negative effect on cholesterol levels.
HEALTHY SNACKING
Healthy snacking maintains energy levels, delivers essential nutrients, and manages hunger. It is important to
choose healthy snacks because they will provide sustained energy unlike high sugar snacks. Choose snacks
that contain foods from at least two food groups to meet the recommended daily intake prescribed in Health
Canada, Eating Well With Canada’s Food Guide, Her Majesty the Queen in Right of Canada. There is a
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higher recommended daily intake for vegetables and fruit and grain products, therefore these foods should be
considered as regular snacks.
Vegetables and fruit are portable, and make great healthy snacks!
CADET SUMMER TRAINING CENTRE (CSTC) FOOD OPTIONS
Using a copy of the CSTC menu and a canteen item list, provide examples of healthy food
options.
Describe the types of healthy food choices that are available in the mess hall/galley and
canteen.
The CF regulations regulate meal planning, which includes CSTCs. The standard meal entitlement plan from
A-85-269-001/FP-001, Food Services Manual, is as follows:
breakfast:
juice,
fruit,
breakfast entrée,
breakfast meat or alternative,
cheese or yogurt,
breakfast starch,
breakfast vegetable,
bread product,
two beverages, and
condiments/preserves;
lunch:
soup,
main entrée (eg, protein dish, pasta, a la carte item, or sandwich),
starch,
cooked vegetable,
salad bar,
fruit,
dessert,
bread product,
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three beverages, and
condiments; and
supper:
soup,
main entrée (eg, protein dish, pasta, or a la carte item),
starch,
cooked vegetable,
salad bar,
fruit,
dessert,
bread product,
three beverages, and
condiments.
There are a variety of healthy and unhealthy food choices available at the CSTC. It is important to try to make
healthy choices more often. Choosing foods with the greatest nutritional value will provide the body with more
energy.
QUESTIONS
Q1. Healthy eating provides the body with what?
Q2. Why is it important to eat a healthy breakfast?
Q3. Why is it important to eat healthy snacks?
ANTICIPATED ANSWERS
A1. Healthy eating provides the body with essential nutrients and energy.
A2. Eating a healthy breakfast will help maintain a high energy level and decrease hunger throughout the
day.
A3. Healthy snacking maintains energy level, delivers essential nutrients, and manages hunger.
Teaching Point 4 Have the Cadets Create a Personal Nutrition Plan
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets create a personal nutrition plan for one week.
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RESOURCES
Canada’s Food Guide,
Food Journal handout located at Annex J,
Personal Nutrition Plan handout located at Annex K,
CSTC food services menu and canteen item list (if available), and
Pen/pencil.
ACTIVITY LAYOUT
N/A.
1. Have the cadets review current food choices using the Food Journal handout that they have completed
and compare it to the recommended daily intake outlined in Health Canada, Eating Well With Canada’s
Food Guide, Her Majesty the Queen in Right of Canada.
2. Distribute the Personal Nutrition Plan handout to each cadet.
3. Allow 30 minutes for the cadets to complete the personal nutrition plan, outlining what they would eat for
one week.
Encourage the cadets to make healthy food choices, striving to meet the recommended
daily intake outlined in Health Canada, Eating Well With Canada’s Food Guide, Her Majesty
the Queen in Right of Canada, and meet the food energy requirements for their activity
level.
SAFETY
N/A.
The cadets’ creation of a personal nutrition plan will serve as the confirmation of this lesson.
CONCLUSION
Encourage the cadets to read food labels to help them make healthy food choices and to compare their planned
meals with their actual consumption.
N/A.
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CLOSING STATEMENT
Eating healthy foods will help the body to grow strong, prevent illnesses, and maintain energy. This knowledge
will also assist in choosing healthy foods at the CSTC and at home. Eating healthy foods is important to personal
fitness and healthy living.
The personal nutrition plan shall not be used as a measurement tool. It is developed solely for use by the cadet
to make healthy food choices.
The cadets will be monitored/interviewed throughout the course on following their personal nutrition plan and
making healthy food choices.
REFERENCES
A0-053 A-PD-007-006/JD-003 Department of National Defence. (2004). Top Fuel for Top Performance.
Ottawa, ON: Department of National Defence.
A0-054 A-85-269-001/FP-001 Director of Food Services. (2007). Food Services Manual: Chapter 2.
C0-100 (ISBN 0-662-44467-1) Health Canada. (2007). Eating Well With Canada’s Food Guide. Ottawa,
ON: Her Majesty the Queen in Right of Canada.
C0-101 (ISBN 0-662-44470-1) Health Canada. (2007). Eating Well With Canada’s Food Guide: A
Resource for Educators and Communicators. Ottawa, ON: Her Majesty the Queen in Right of
Canada.
C0-107 Health Canada. (2007). Canada’s Food Guide: My Food Guide. Retrieved February 20, 2007,
from http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/myguide-monguide/index_e.html.
C0-155 (ISBN 0-662-33410-8) Health Canada. (2003). Nutrition Facts. Ottawa, ON: Her Majesty the
Queen in Right of Canada.
rd
C0-166 (ISBN 978-0-7360-4602-2) Clark, N. (2003). Sports Nutrition Guide Book (3 ed.). Windsor, ON:
Human Kinetics.
C0-176 (ISBN 0-662-33411-6) Health Canada. (2003). Nutrition Labelling… Get the Facts! Ottawa, ON:
Her Majesty the Queen in Right of Canada.
C0-177 Health Canada. (2006). Food Labelling. Retrieved October 28, 2007, from http://hc-sc.gc.ca/fn-an/
label-etiquet/index_e.html.
C0-178 Health Canada. (2006). Core Nutrients. Retrieved October 28, 2007, from http://hc-sc.gc.ca/fn-an/
label-etiquet/nutrition/interactive/core_nutrients-principaux_nutriments_e.html.
C0-179 Heart and Stroke Foundation of Canada. (2006). What Is Blood Cholesterol ?
Retrieved October 30, 2007, from http://ww2.heartandstroke.ca/Page.asp?
PageID=110&AArticleID=5212&SSrc=heart.
C0-180 Heart and Stroke Foundation of Canada. (2007). Fibre, Whole Grains and Carbohydrates.
Retrieved October 30, 2007, from http://ww2.heartandstroke.ca/Page.asp?
PageID=110&AArticleID=5327&SSrc=living.
C0-181 Canadian Diabetes Association and Dieticians of Canada. (n.d.). Look at the Label. Retrieved
October 30, 2007, from http://www.healthyeatingisinstore.ca/pdf/Fact_ENG.pdf.
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C0-182 British Columbia Ministry of Health. (n.d.). BC Health Files: Iron and Your Health. Retrieved
October 30, 2007, from http://www.bchealthguide.org/healthfiles/pdf/hfile68c.pdf.
C0-183 Heart and Stroke Foundation of Canada. (n.d.). Healthy Snacks: Simple Steps to Making Healthy
Choices. Retrieved October 30, 2007, from http://ww2.heartandstroke.ca/images/english/
HealthySnacks.pdf.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 4
EO S231.04 – PARTICIPATE IN PERSONAL FITNESS ACTIVITIES
Total Time: 360 min
PREPARATION
This lesson shall be conducted as nine individual 40-minute sessions. TPs 1-3 are sessions that introduce three
different personal fitness activities (circuit, interval and walking/running). TPs 4-6 provide two opportunities for
the cadets to participate in each personal fitness activity.
No sessions shall be scheduled consecutively. This will provide cadets ample time to recover from the training.
Training shall be spread out over the duration of the course.
Ensure cadets are hydrated before the personal fitness activities begin.
Design and set up a circuit. A sample circuit is located at Annex N.
Design and set up interval training located at Annex O.
Set up a walking/running course. The TP 3 walking/running course is not to exceed two km; the walking/running
course for TP 6 is not to exceed four km.
APPROACH
Demonstration and performance was chosen for TPs 1-3 as it allows the instructor to explain and demonstrate
personal fitness activities while providing an opportunity for the cadets to practice under supervision.
A practical activity was chosen for TPs 4-6 as it is an interactive way to allow the cadets to experience personal
fitness activities in a safe and controlled environment. This activity contributes to the development of personal
fitness skills and knowledge in a fun and challenging setting.
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INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall be expected to participate in personal fitness activities.
IMPORTANCE
It is important for the cadets to participate in personal fitness activities because they will choose these activities
to complete EO S231.02 (Follow a Personal Activity Plan, Section 2). Participating in personal fitness activities
allows the cadets to improve fitness levels which is an integral part of the aim of the cadet program to promote
physical fitness (CATO 11-03, Cadet Program Mandate, paragraph 8b).
Teaching Point 1 Describe Circuit Training
The first part of this TP consists of instruction on circuit training. Each station in the circuit
will be explained and demonstrated to the cadets. The activity will be a circuit training
session lasting until the end of the 40-minute period with the cadets completing one rotation
of the circuit. If time allows, repeat as many of the stations within the second circuit as
possible.
CIRCUIT TRAINING
Circuit training was developed in the late 1950s at the University of Leeds in England. Circuit training consists of
a number of carefully selected and simple-to-perform exercises in a set order called the “circuit”. Each exercise
is performed in turn, either a set number of times or within a set time period, and after a brief recovery period.
One rotation through all stations is a complete circuit. The circuit is normally repeated three times.
Depending on the types of exercises included, circuit training can be very effective in developing cardio-
respiratory efficiency, muscular endurance, muscular power, and muscular strength.
TYPES OF CIRCUITS
There are two basic types of circuits:
Individual Circuit. Designed to permit each individual to develop their maximum fitness capacity at their own
rate. Individual circuits may be timed. Timed circuit training requires participants to maximize the number of
repetitions that can be done continuously within a specific time limit (normally 30-60 seconds). Timed circuit
training allows for a set period of time for each station and a set period of time for each rest period between
stations.
Circuits, which are not timed, must be conducted using the maximum number of repetitions that can be done
continuously without setting a specific time limit.
General Group Circuit. Employs the circuit training method to provide an intensive workout for a large group
of individuals in a limited space. General group circuits are usually timed to prevent waiting at exercise stations.
The general group circuit may also be used to practice and improve various sports skills.
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A-CR-CCP-901/PF-001
CIRCUIT DESIGN
In designing a circuit, the following should be considered:
Exercises must be related to the fitness component intended to be developed.
Exercises must be arranged in such an order so that no group of muscles is worked consecutively (eg,
rope skipping should not immediately be followed by stepping up and down on a bench, since both are
leg exercises).
Exercises in a circuit may consist of:
calisthenics (gymnastics exercises to achieve fitness and grace of movement);
exercises with equipment (eg, weights, sticks, medicine balls, etc);
exercises with apparatus (eg, wall bars, ropes, benches, etc); or
a combination of any of the above.
When equipment or apparatus is used, there must be sufficient items to enable the whole group to
participate without stopping.
A general circuit should contain exercises that provide a balanced workout involving both strength and
endurance, as well as other fitness components.
When in a recovery station, the cadets should be walking, jogging or moving around. Under no
circumstances should cadets come to a complete rest and sit or stand around. The cadets should be
hydrating while at the recovery station.
SAMPLE CIRCUIT TRAINING
Each station will last 45 seconds. The sample circuit should be completed within 10 minutes.
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A-CR-CCP-901/PF-001
Station 1 Station 2 Station 3

Exercise: Rope skipping Recovery Exercise: Curl-ups
Equipment: 6 skipping ropes (Cadets should jog on the spot) Equipment: Gym mats
Station 12 Station 4
Recovery Recovery
(Cadets should jog on the spot) (Cadets should jog on the spot)
Exercise: Squat thrusts INSTRUCTOR Exercise: Bench step-ups
Equipment: Nil Equipment: 2 benches
Recovery Recovery

Exercise: Push-ups Recovery Exercise: Jumping jacks
Equipment: Gym mats (Cadets should jog on the spot) Equipment: Nil

Figure 2-4-1 Sample Circuit
The cadets will complete one rotation of the circuit. If time allows, repeat as many of the
stations within the second circuit as possible. Each station of the circuit will be 45 seconds
long.
ACTIVITY
Time: 15 min
OBJECTIVE
The objective of this activity is to have the cadets participate in circuit training.
RESOURCES
Equipment for selected circuit exercises,
Stopwatch, and
Whistle.
ACTIVITY LAYOUT
Stations should be placed in a circle.
2-4-4
A-CR-CCP-901/PF-001
1. Brief the cadets on the circuit and length of each timed station. Demonstrate and explain each exercise
involved in the circuit.
2. Have the cadets lead/participate in a warm-up session.
3. Divide the cadets into groups that are equal to the number of stations, including all recovery stations.
4. Assign each group a station.
5. Have the cadets begin at their designated station for the set time.
6. After the set time is finished, have the cadets move to the next station.
7. Have the cadets complete each station until one circuit is complete.
8. Have the cadets lead/participate in a cool-down session.
SAFETY
Ensure the cadets are hydrated during the circuit training session by utilizing the recovery stations.
Ensure a warm-up and a cool-down session take place.
The cadets’ participation in the circuit training session will serve as confirmation of this TP.
Teaching Point 2 Describe Interval Training
The first part of this TP consists of instruction on interval training. Each interval will be
explained and demonstrated to the cadets. The activity will be an interval training session
which will last until the end of the 40-minute period, to a maximum of four intervals.
INTERVAL TRAINING
Although the Germans were experimenting with interval training in the 1930s, it did not gain prominence until
a famous Czech runner, Emil Zatopek, stunned the world with his successes in the 1950s. Interval training
makes use of a series of high-intensity work periods during which an activity or skill is performed at maximum
speed and effort. This is followed by a low-intensity work recovery period involving jogging or relaxed running
at minimum speed. Interval training is an effective technique, particularly for sports such as running, cross-
country skiing and swimming because it increases cardiovascular fitness.
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A-CR-CCP-901/PF-001
INTERVAL TRAINING PRINCIPLES
Interval training involves four variables:
Distance. Most high-intensity repetitions are performed at one-quarter to one-half of the race distance (eg,
100-metre sprints when training for 200 or 400-metre races, or 400-metre sprints to train for 1500 metres, etc).
Speed. The time required to cover the interval distance should be based on 10 percent more than the individuals
best performance for distance (eg, if a swimmer’s best time for 100 m is 60 seconds, the 100-metre intervals
should be about 66 seconds).
Rest Intervals. The length of the recovery period will depend on the length of the interval workload (eg, 100-
metre rest intervals will be shorter than 200-metre rest intervals, and so on). In general, the recovery interval
should allow the heart rate to decrease to about 120 beats per minute.
Repetitions. The training session consists of a series of repetitions usually done in sets. Each set as well as
the number of sets per session will vary, depending on the distance used (eg, three sets of four repetitions for
the first three sessions, then increasing to three sets of five repetitions for next three sessions, etc).
Progression in interval training can be achieved by increasing the cardiovascular workout through:
shortening the recovery periods between intervals;
running the intervals at a faster pace;
increasing the number of intervals per session; and
a combination of the above.
BENEFITS OF INTERVAL TRAINING
The main benefits of interval training are:
all practices are done at/or near competition speed;
it is the most effective method to develop stamina; and
it is the most effective method to learn correct pacing over distances.
Interval training can become monotonous. Make every effort to alter the interval frequency and to train with
others whenever possible.
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A-CR-CCP-901/PF-001
SAMPLE INTERVAL TRAINING COURSE
First Session. Repeat four times.
Speed Run at top speed Slow to a jog Run at top speed Slow to a jog
Metres 150 150 100 100
Second Session. Repeat six times.
Metres 150 100 150 100
Third Session. Repeat eight times.
Metres 200 150 150 150

Figure 2-4-2 Sample Interval
The cadets will complete the first session of the interval course to a maximum of four times.
ACTIVITY
Time: 15 min
OBJECTIVE
The objective of this activity is to have the cadets participate in interval training.
RESOURCES
Five pylons, and
500-metre measuring tape.
ACTIVITY LAYOUT
Interval running lanes should be placed in a straight line wide enough to accommodate 10 runners.
1. Brief the cadets on the length of each interval and demonstrate the speed each interval should be run.
3. Divide the cadets into groups equal to the number of intervals.
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4. Have the first group run the first interval of the course.
5. As soon as group one is finished interval one, send group two onto the interval course, and so on.
6. Once group one has completed the interval course, have them jog back to the beginning of the interval
course.
7. Have the cadets complete as many intervals as possible, to a maximum of four.
SAFETY
Ensure the cadets are hydrated during the interval training session by consuming fluid in between intervals.
The cadets’ participation in the interval training session will serve as confirmation of this TP.
Teaching Point 3 Describe Walking/Running Training
The first part of this TP consists of instruction on walking/running. Walking/running will be

explained and demonstrated to the cadets. The activity will be a walking/running training
session which will last until the end of the 40-minute period. The walking/running session is
not to exceed two km.
WALKING/RUNNING TRAINING
Walking/running is one of the best activities to develop cardiovascular fitness. Walking/running may be done
at a variety of speeds, which enables the cadets to vary the intensity of the training session.
WALKING/RUNNING TECHNIQUES
The main techniques in walking/running are used to cover the distance at maximum speed with minimum effort.
There are six main techniques to apply when walking/running:
Poise of the Head and Balance of the Body. The poise of the head controls the balance of the body. The
head should be held in alignment with the trunk, the neck muscle relaxed, and with eyes looking ahead. The
chest and hips should be kept square to the front. There should be no bending at the hips, either forward or
backward. A conscious effort to maintain alignment may be necessary.
Leg Action. The leg action is the main dynamic factor in walking/running. The legs are the driving forces behind
the body, as well as the supporting power. When walking/running, the toes should be pointed straight ahead,
the knees should be lifted forward, and hip rolling should be avoided. The lower leg should be kept completely
relaxed as it swings forward; the foot just clearing the ground. Do not use a bouncing or bounding stride in
which the body weight is shifted upwards unnecessarily.
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Arm Action. While walking/running, the arms act as speed and balance controllers. The most efficient direction
for the swing of the arms is forward and inwards, partly following the direction of the body and partly in towards
the centre of gravity of the body. Shoulder movement should be reduced to a minimum. Shoulder rolling and
shoulder shrugging should be avoided. Avoid contracting the muscles of the neck. Each person will find the
most comfortable height for carrying the hands.
Limb Coordination and Rhythm. These come automatically to maintain body balance and ensure smooth
movement. A change or break of rhythm leads to less efficiency and greater fatigue.
Relaxation. A certain degree of relaxation comes naturally, but increasing relaxation of the upper body during
walking/running may take practice and concentration. When increases in relaxation occur during walking/
running, more efficient motion will take place, resulting in distance being covered in less time.
Breathing. Breathing in and out should be done through both the nose and the mouth. Inhale mostly through
the nose and exhale mostly through the mouth. Breathing should follow an automatic rhythmical rate set by
limb movement.
DURATION OF A TRAINING SESSION
All walking/running activities should begin with a warm-up. The main part of a walking/running training session
may be a straight distance run, around a track, on a road, or cross-country. A minimum of 15 and preferably
20 minutes of sustained walking/running is required to increase cardiovascular fitness. Walking/running for time
or distance will aid in increasing fitness levels. The cool-down should include slowing the pace of the walk/
run and flexibility exercises. It is essential that the heart rate is brought below 100 beats per minute before the
cool-down is considered complete.
ALTERNATING TERRAIN
Walking/running on alternating terrain may be conducted on a course laid out along roads, across fields, over
hills, through woods, or on any irregular ground. Walking/running on alternating terrain provides a break in
routine. Many walkers/runners prefer to follow cross-country trails rather than run on tracks or roads.
The cadets will complete the walking/running course to a maximum of two km.
ACTIVITY
Time: 15 min
OBJECTIVE
The objective of this activity is to have the cadets to participate in a walking/running course.
RESOURCES
N/A.
ACTIVITY LAYOUT
N/A.
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A-CR-CCP-901/PF-001
1. Brief the cadets on the direction and length of the course (not to exceed two km).
3. Have the cadets walk/run the course for either distance or time.
SAFETY
Ensure the cadets are hydrated during the walking/running training session.
The cadets’ participation in the walking/running training session will serve as confirmation of this TP.
Teaching Point 4 Conduct Circuit Training
Time: 2 x 40 min Method: Practical Activity
This activity will be a circuit training session lasting until the end of the 40-minute period.
If new stations have been added to the circuit used in TP 1 or if a new circuit has been
designed, then the new stations will be explained and demonstrated to the cadets. The
cadets will complete three circuits.
ACTIVITY
Time: 2 x 40 min
OBJECTIVE
The objective of this activity is to have the cadets participate in circuit training.
RESOURCES
Equipment for selected circuit exercises,
Stopwatch, and
Whistle.
ACTIVITY LAYOUT
Stations should be placed in a circle.
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A-CR-CCP-901/PF-001
1. Brief the cadets on the circuit and length of each timed station. Demonstrate and explain each exercise
involved in the circuit.
3. Divide the cadets into groups that are equal to the number of stations, including all recovery stations.
4. Assign each group a station.
5. Have the cadets begin at their designated station for the set time.
6. After the set time is finished, have the cadets move to the next station.
7. Have the cadets complete each station until three circuits are complete.
SAFETY
Ensure the cadets are hydrated during the circuit training session by utilizing recovery stations.
The cadets’ participation in the circuit training session will serve as confirmation of this TP.
Teaching Point 5 Conduct Interval Training
This activity will be an interval training session lasting until the end of the 40-minute period.
For the second session of interval training, the cadets will run a maximum of six intervals.
For the third interval training session, the cadets will run a maximum of eight intervals.
ACTIVITY
Time: 2 x 40 min
OBJECTIVE
The objective of this activity is to have the cadets participate in interval training.
RESOURCES
Five pylons, and
500-metre measuring tape.
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A-CR-CCP-901/PF-001
ACTIVITY LAYOUT
Interval running lanes should be placed in a straight line wide enough to accommodate ten runners.
1. Brief the cadets on the length of each interval and demonstrate the speed each interval should be run.
3. Divide the cadets into groups equal to the number of intervals.
4. Have the first group run the first interval of the course.
5. As soon as group one is finished interval one, send group two onto the interval course, and so on.
6. Once group one has completed the interval course, have them jog back to the beginning of the interval
course.
7. For the second session of interval training, the cadets will run a maximum of six intervals IAW Annex O.
For the third interval training session, cadets will run a maximum of eight intervals IAW Annex O.
SAFETY
Ensure the cadets are hydrated during the interval training session by consuming fluids in between
intervals.
The cadets’ participation in the interval training session will serve as confirmation of this TP.
Teaching Point 6 Conduct Walking/Running Training
This activity will be a walking/running training session which will last until the end of the 40-
minute period. The cadets will complete the walking/running course to a maximum of four
km.
ACTIVITY
Time: 2 x 40 min
OBJECTIVE
The objective of this activity is to have the cadets participate in walking/running training.
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RESOURCES
N/A.
ACTIVITY LAYOUT
Design a walking/running course.
1. Brief the cadets on the direction and length of the course (not to exceed four km).
3. Have the cadets walk/run the course for either distance or time.
SAFETY
Ensure the cadets are hydrated during the walking/running training session.
The cadets’ participation in the walking/running training session will serve as confirmation of this TP.
The cadets’ participation in personal fitness activities will serve as the confirmation for this lesson.
CONCLUSION
N/A.
N/A.
CLOSING STATEMENT
Participating in personal physical activities allows the cadets to fill part of the expectations for EO S231.02
(Follow Personal Activity Plan, Section 2). This may improve their personal fitness level and meets the cadet
program aim of promoting physical fitness (as stated in CATO 11-03, Cadet Program Mandate, paragraph 8b).
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A-CR-CCP-901/PF-001
This lesson shall be conducted as nine individual 40-minute sessions. TPs 1-3 are sessions that introduce
three different personal fitness activities. TPs 4-6 provide additional opportunities for the cadets to participate
in each personal fitness activity.
No sessions shall be scheduled consecutively. This will provide the cadets ample time to recover from the
training. Training shall be spread out over the duration of the course. A sample schedule is provided in A-CR-
CCP-901/PG-001, Chapter 2, Annex B.
S232 PC (Lead a Warm-Up and Cool-Down Session) shall be conducted concurrently during this lesson IAW
A-CR-CCP-901/PG-001, Chapter 3, Annex B, Appendix 2.
Circuit/interval equipment will depend on the activities chosen for the circuit/interval training.
REFERENCES

Defence.
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Chapter 2, Annex A
CADET FITNESS ASSESSMENT SCORESHEET
2A-1
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Chapter 2, Annex A
2A-2
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Chapter 2, Annex B
PACER INDIVIDUAL SCORESHEET
PACER
Objective:
The Progressive Aerobic Cardiovascular Endurance Run (PACER) is progressive, in that it begins with
an easy pace and gradually becomes more challenging as time passes. The PACER is an individual
assessment and is based on personal ability.
The PACER consists of running a distance of 20 m repeatedly, at a specified pace that increases each
minute. Each cadet will be expected to run until they can no longer continue.
Scoring:
The PACER will be scored using the PACER Individual Scoresheet B from Meredith, M., & Welk, G.,
Fitnessgram/Activitygram Test Administration Manual, Human Kinetics (p. 92). Each circle on the
scoresheet represents a lap. When the cadet completes a lap they receive a check mark. If they
are unsuccessful they receive an X. The cadet has completed the PACER when they are unable to
successfully complete a lap a second time.
Equipment Required:
CD player, and
Pylons.
Set-Up:
1. Set up two lines (pylons) a distance of 20 m apart.
2. Create 100-150 cm (40-60 inch) lanes depending on the number of participants, using pylons (as
illustrated in Figure 2B-1).
3. Ensure that the CD player is close by and can be heard by all participants.
Figure 2B-1 PACER Layout
Conducting the PACER:

2B-1
A-CR-CCP-901/PF-001
Chapter 2, Annex B
2. Distribute the PACER Individual Scoresheet B and pens/pencils to one cadet from each pair.
3. Have the cadets with the scoresheet print their partner’s name on the scoresheet and sit behind the
starting line ready to record results.
4. Have the cadets who are running the PACER line up in their respective lanes at the starting line and
wait for instructions from the CD.
line before the beep. The PACER is complete when all the cadets have not reached the line before the
beep for the second time.
6. Once completed, have the cadets who ran the PACER become the scorekeepers and the
scorekeepers become the runners.
rd
Meredith, M., & Welk, G., Fitnessgram/Activitygram: Test Administration Manual (3 ed.), Human Kinetics (p. 92)
Figure 2B-2 Fitnessgram PACER Test Individual Scoresheet B
2B-2
A-CR-CCP-901/PF-001
Chapter 2, Annex C
CURL-UP SUMMARY
Curl-Up
Objective:
The curl-up with knees bent and feet unanchored was chosen because it is a safe method for assessing
abdominal strength and endurance.
This assessment is conducted by curling up repeatedly at a pace of one curl-up every three seconds until
a second form correction is made (the first form correction does not count), the person can no longer
continue, or has completed 75 curl-ups.
Scoring:
Scoring is based on the number of curl-ups that are completed; until a second form correction (the first form
correction does not count) is made, the participant can no longer continue, or has completed 75 curl-ups.
Equipment Required:
CD player,
Gym mats, and
Curl-up measuring strip.
Set-Up:
1. Set up each curl-up station with a gym mat and a curl-up measuring strip.
2. Ensure that the CD player is close by and can be heard by all participants.
Conducting the Curl-Up:

d. rest their palms on the mat with their arms straight, parallel to their trunk, and fingers stretched
out (as illustrated in Figure 2C-1).
rd
Figure 2C-1 Curl-Up Starting Position
2C-1
A-CR-CCP-901/PF-001
Chapter 2, Annex C
2. The cadet on the mat will curl up (as illustrated in Figure 2C-2), ensuring their fingers reach the other
side of the measuring strip (as illustrated in Figure 2C-3), repeatedly at a cadence of one curl every
three seconds (the cadence CD found in The Cooper Institute, Fitnessgram 8.0 Stand-Alone Test Kit,
Human Kinetics, may be used) until a second form correction (the first form correction does not count)
is made, they can no longer continue, or have completed 75 curl-ups.
rd
Figure 2C-2 Curl-Up
rd
Figure 2C-3 Curl-Up Finger Position

2C-2
A-CR-CCP-901/PF-001
Chapter 2, Annex D
PUSH-UP SUMMARY
Push-Up
Objective:
The push-up from an elbow angle of 90 degrees is a test of upper body strength and endurance.
This assessment is conducted by pushing up repeatedly at a pace of one push-up every three seconds
until a second form correction is made (the first form correction does not count) or the person can no longer
continue.
Scoring:
Scoring is based on the number of push-ups that are completed; until a second form correction (the first
form correction does not count) is made, or the participant can no longer continue.
Equipment Required:
FITNESSGRAM 20-Meter PACER Test CD: Push-Up Cadence, and
CD player.
Set-Up:
1. Ensure that the push-up station is set up with enough space for the number of participants.
2. Ensure that the CD player is close by and can be heard by all.
Conducting the Push-Up:

a. lay face down;
2. Have the cadet push up with their arms until they are straight, keeping the legs and back aligned (as
illustrated in Figure 2D-1).
2D-1
A-CR-CCP-901/PF-001
Chapter 2, Annex D
rd
Figure 2D-1 Push-Up Starting Position

3. Have the cadet lower their body using their arms until the elbows bend at a 90-degree angle and the
upper arms are parallel to the floor (as illustrated in Figure 2D-2).
rd
Figure 2D-2 Down Position of the Push-Up

4. Have the cadet repeat steps two and three repeatedly at a cadence of one push-up every three
seconds (the cadence CD found in The Cooper Institute, Fitnessgram 8.0 Stand-Alone Test Kit,
Human Kinetics, may be used) until a second form correction (the first form correction does not count)
is made, or they can no longer continue.
score).
2D-2
A-CR-CCP-901/PF-001
Chapter 2, Annex E
TRUNK LIFT SUMMARY
Trunk Lift
Objective:
The trunk lift is an assessment of trunk strength and flexibility.
This assessment is conducted by lying on the stomach and lifting the trunk to the highest comfortable
position.
Scoring:
Scoring for the trunk lift is based on the distance, in inches, between the mat and the chin, to a maximum of
30 cm (12 inches).
Equipment Required:
Gym mat, and
Trunk lift measuring device.
Set-Up:
Each trunk lift station will be set up with a gym mat and a trunk lift measuring device.
Conducting the Trunk Lift:

c. place their hands under thighs (as illustrated in Figure 2E-1).
2. Place a marker on the mat aligned with the cadet’s eyes (as illustrated in Figure 2E-1).
rd
Figure 2E-1 Starting Position for the Trunk Lift
2E-1
A-CR-CCP-901/PF-001
Chapter 2, Annex E
3. Have the cadet lift their upper body off the floor in a slow and controlled manner, to a maximum height
of 30 cm (12 inches) (as illustrated in Figure 2E-2). Ensure their head is aligned straight with the spine.
rd
Figure 2E-2 The Trunk Lift

4. Have the cadet hold this position until the height can be measured (as illustrated in Figure 2E-3).
rd
Figure 2E-3 Measuring The Trunk Lift

5. The scorekeeper will measure the distance, in inches between the mat and the cadet’s chin to
determine the trunk lift score. The score will be a maximum of 12 inches to prevent hyperextension.
2E-2
A-CR-CCP-901/PF-001
Chapter 2, Annex F
SHOULDER STRETCH SUMMARY
Shoulder Stretch
Objective:
The shoulder stretch is an assessment of upper arm and shoulder flexibility.
This assessment is conducted by reaching one arm over the shoulder on the same side, and the other arm
behind the back to touch the fingertips.
Scoring:
Scoring for the shoulder stretch is based on the participant’s ability to touch their fingers on both their right
and left sides. The score is indicated with a yes (Y) or no (N) on the scoresheet.
Equipment Required:
There is no equipment required for the shoulder stretch.
Set-Up:
The shoulder stretch station should be large enough to accommodate the participants.
Conducting the Shoulder Stretch:

b. reaching with the left hand behind the back to touch the right hand (as illustrated in Figure 2F-1).
rd
Figure 2F-1 Right Shoulder Stretch

yes or no).
b. reaching with the right hand behind the back to touch the left hand (as illustrated in Figure 2F-2).
2F-1
A-CR-CCP-901/PF-001
Chapter 2, Annex F
rd
Figure 2F-2 Left Shoulder Stretch

2F-2
A-CR-CCP-901/PF-001
Chapter 2, Annex G
BACK-SAVER SIT AND REACH SUMMARY
Back-Saver Sit and Reach
Objective:
The back-saver sit and reach tests hamstring flexibility for each leg.
This assessment is conducted by placing the foot flat against the test apparatus, bending the other leg, and
reaching forward with both hands. The same procedure is repeated for the other leg.
Scoring:
Scoring for the back-saver sit and reach is based on the distance (in inches) that the participant can reach
with their hands for each leg, to a maximum of 30 cm (12 inches).
Equipment Required:
The only piece of equipment required for the back-saver sit and reach assessment is the test apparatus.
Set-Up:
Ensure that there are enough test apparatus’ for the number of groups. Spread out each back-saver sit and
reach station to allow enough room for the participants and their scorekeepers.
Conducting the Back-Saver Sit and Reach:

2. Have the cadet:
e. extend their arms forward over the ruler with the hands placed on top of one another (as
illustrated in Figure 2G-1).
2G-1
A-CR-CCP-901/PF-001
Chapter 2, Annex G
rd
Figure 2G-1 Starting Position for the Back-Saver Sit and Reach
3. Have the cadet reach forward with both hands along the scale four times, holding the position on the
fourth reach for at least one second (as illustrated in Figure 2G-2).
rd
Figure 2G-2 The Back-Saver Sit and Reach

4. The scorekeeper will measure the distance, in inches that the cadet reached. This measurement will
be the score for one leg, to a maximum of 12 inches to prevent hyperextension.
2G-2
A-CR-CCP-901/PF-001
Chapter 2, Annex H
SAMPLE PERSONAL ACTIVITY PLAN
2H-1
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Chapter 2, Annex H
2H-2
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Chapter 2, Annex H
2H-3
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Chapter 2, Annex H
2H-4
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Chapter 2, Annex I
PERSONAL ACTIVITY PLAN
2I-1
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Chapter 2, Annex I
2I-2
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Chapter 2, Annex I
2I-3
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Chapter 2, Annex I
2I-4
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Chapter 2, Annex I
2I-5
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Chapter 2, Annex I
2I-6
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Chapter 2, Annex I
2I-7
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Chapter 2, Annex I
2I-8
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Chapter 2, Annex J
FOOD JOURNAL
2J-1
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Chapter 2, Annex J
2J-2
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Chapter 2, Annex K
PERSONAL NUTRITION PLAN
2K-1
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Chapter 2, Annex K
2K-2
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Chapter 2, Annex L
NUTRITION FACTS
2L-1
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Chapter 2, Annex L
2L-2
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Chapter 2, Annex M
EATING WELL WITH CANADA’S FOOD GUIDE HANDOUT
2M-1
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Chapter 2, Annex M
2M-2
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Chapter 2, Annex M
2M-3
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Chapter 2, Annex M
2M-4
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Chapter 2, Annex M
2M-5
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Chapter 2, Annex M
2M-6
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Chapter 2, Annex N
SAMPLE CIRCUIT TRAINING
Each station will last 45 seconds. This sample circuit should be completed within 10 minutes.

Exercise: Rope skipping Recovery Exercise: Curl-ups
Equipment: 6 skipping ropes (Cadets should jog on the spot) Equipment: Gym mats
Recovery Recovery
Exercise: Squat thrusts INSTRUCTOR Exercise: Bench step-ups
Equipment: Nil Equipment: 2 benches
Recovery Recovery

Exercise: Push-ups Recovery Exercise: Jumping jacks
Equipment: Gym mats (Cadets should jog on the spot) Equipment: Nil

Figure 2N-1 Sample Circuit
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Chapter 2, Annex N
2N-2
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Chapter 2, Annex O
SAMPLE INTERVAL TRAINING COURSE
First session. Repeat four times.
Metres 150 150 100 100
Second session. Repeat six times.
Metres 150 100 150 100
Third session. Repeat eight times.
Metres 200 150 150 150

Figure 2O-1 Sample Interval
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Chapter 2, Annex O
2O-2
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CHAPTER 3
PO S232 – LEAD A WARM-UP AND COOL-DOWN SESSION
A-CR-CCP-901/PF-001
COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 1
EO S232.01 – PREPARE FOR FITNESS AND SPORTS ACTIVITIES
Total Time: 40 min
PREPARATION
Photocopy and cut out fitness and sports activity scenarios located at Annex A.
Gather different types of athletic footwear (eg, cadet-issued athletic shoes, basketball shoes, cleats, court
shoes, cross-trainers, hiking shoes and running shoes), athletic clothing (eg, cadet-issued athletic clothing and
wicking clothing) and hats (eg, ball cap, wide-brimmed tan summer hat and toque).
N/A.
APPROACH
A group discussion was chosen for TP 1 as it allows the cadets to interact with peers and share knowledge,
experiences, opinions, and feelings about hygiene practices for fitness and sports activities.
An interactive lecture was chosen for TP 2 to present basic material on types of athletic clothing.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall be expected to prepare for fitness and sports activities by applying
hygiene practices and recognizing athletic clothing for fitness and sports activities.
IMPORTANCE
It is important for the cadets to know how to apply hygiene practices and choose athletic clothing to remain
safe and healthy during fitness and sports activities.
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Teaching Point 1 Conduct a Group Discussion to Review Hygiene Practices

for Fitness and Sports Activities
The purpose of the group discussion is to draw the following information from the group
using the tips for answering/facilitating discussion and the suggested questions provided.
Hygiene practices are important for fitness and sports activities because germs are easily transmitted in the
fitness and sports environment.
HYGIENE DURING FITNESS AND SPORTS ACTIVITIES
The following hygiene practices should be applied during fitness and sports activities:
Wear clean, dry clothing. Dirty clothing may give an offensive odour and increase the risk of health issues.
Wear deodorant. Deodorant will help prevent any offensive body odour that may occur due to perspiration.
Do not share water bottles. This will help prevent the spread of illnesses.
Treat and cover all abrasions and open sores. This will help prevent the spread of diseases.
HYGIENE FOLLOWING FITNESS AND SPORTS ACTIVITIES
The following hygiene practices should be applied following fitness and sports activities:
Shower or sponge bathe. This will clean perspiration and dirt off of the body.
Change damp or wet clothing and reapply deodorant. This will help prevent bacteria growth from
perspiration, which causes body odour.
Wash athletic clothing. Clothing absorbs perspiration and odour; therefore it needs to be washed before
wearing it again.
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GROUP DISCUSSION
stay on topic.
SUGGESTED QUESTIONS
Q1. Why is hygiene important for fitness and sports activities?
Q2. Why should you wear clean, dry clothing during fitness and sports activities?
Q3. What should you do following fitness and sports activities?
The group discussion will serve as the confirmation of this TP.
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Teaching Point 2 Describe Types of Athletic Clothing
Describe the types of athletic clothing and provide examples.
FOOTWEAR
Well-fitted athletic shoes will help to prevent discomfort and injury. The following are some tips for choosing
athletic shoes:
They should fit comfortably.
The upper material should support the foot, be flexible and allow the foot to breathe.
The heel box (back third of the shoe) should be sturdy to help control the rear of the foot.
There should be sufficient arch support, depending on the foot type. To determine the foot type, stand with
wet feet on a piece of absorbent paper (eg, newsprint) and look at the footprint.
Normal Feet. The ball, outer side and heel of the foot touch the ground when standing (as illustrated
in Figure 3-1-1). The shoes should be stable and the inner side slightly curved.
Klaus, B., Walking and Light Running, Grafe Und Unzer Verlag (p. 59)
Figure 3-1-1 Normal Foot Impression
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Flat or Splayed Feet. This foot type has a low arch. Almost the entire sole of the foot touches the
ground when standing (as illustrated in Figure 3-1-2). The shoes should provide shock absorbency
and stability, and have an arch support that is cushioned.
Figure 3-1-2 Flat or Splayed Foot Impression
High-Arched Feet. Only the ball and heel of the foot touch the ground when standing (as illustrated
in Figure 3-1-3). The shoes should be shock absorbent and flexible and have an arch support that
is hard on the outside and softer on the inside.
Figure 3-1-3 High-Arched Foot Impression
Make sure to replace shoes that are damaged or worn out and if the shoes are no longer providing
cushioning and support.
Compare these tips to the cadet issued athletic shoes.
If possible, provide examples of the different types of athletic footwear.
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Types of Athletic Footwear
There are a number of different types of athletic footwear, which are designed for the activity that they will be
used for.
Basketball Shoes. Designed to provide traction on smooth surfaces and support for front to back and side
movements. They are also a mid to high-top design to provide support for the ankles.
Cleats. Have small spikes on the bottom and are designed to provide traction on a field.
Court Shoes. Designed to provide traction on smooth surfaces and support for front to back and side
movements.
Cross-Trainers. Designed for a wide variety of activities such as running, aerobics or weightlifting.
Hiking Shoes. Designed to provide good traction on uneven surfaces and prevent the feet and ankles from
twisting.
Running Shoes. Lightweight, have cushioned rubber outsoles and provide front to back support.
WICKING CLOTHING
Wicking clothing absorbs very little water and draws moisture away from the body. Wicking clothing is
breathable, in that it lets air in and sweat out. The term used to describe the fabric that wicking clothing is made
of is polyamides. Polyamides have characteristics that attract moisture and move it away from the body and
spread it out, to allow it to evaporate easily.
Cadet-issued physical training clothing is not made of wicking fabric.
The cadets must be diligent in keeping themselves clean and dry while participating in
HATS
If possible, provide examples of the different types of hats.
Hats should be worn during all outdoor fitness and sports activities. In the summer they should shade the face,
neck and ears, to prevent heat-related illnesses. In the winter they should reduce heat loss, by covering the
head and ears.
Ball Cap. Has a brim at the front that protects the face from the sun.
Wide-Brimmed Tan Summer Hat. Has a brim all the way around that protects the face and ears from the sun.
Toque. Made of warm textiles such as wool or fleece. They protect the head and ears from the cold, and
prevent heat loss from the head.
QUESTIONS
Q1. What will well-fitted athletic shoes help to prevent?
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Q2. What is the term used to describe the fabric that wicking clothing is made of?
Q3. When should hats be worn?
ANTICIPATED ANSWERS
A1. Well-fitted athletic shoes will help to prevent discomfort and injury.
A2. Polyamides.
A3. Hats should be worn during all outdoor fitness and sports activities.
ACTIVITY
Time: 5 min
OBJECTIVE
The objective of this activity is for the cadets to describe how to prepare for fitness and sports activities.
RESOURCES
Fitness and sports activity scenarios located at Annex A.
ACTIVITY LAYOUT
N/A.
1. Divide the cadets into groups of two.
2. Distribute a scenario to each group.
3. Instruct the cadets to discuss what they should wear for the fitness and sports activity described in the
scenario.
4. Discuss what the cadets chose for each fitness and sports activity.
SAFETY
N/A.
CONCLUSION
The cadets will apply hygiene practices and choose suitable athletic clothing each time they participate in fitness
and sports activities.
N/A.
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CLOSING STATEMENT
Applying hygiene practices and choosing suitable athletic clothing will help to prevent illnesses and injuries
during fitness and sports activities.
N/A.
REFERENCES
C0-026 athealth.com. (2006). Fitness Fundamentals. Retrieved October 9, 2007, from http://
www.athealth.com/Consumer/disorders/FitnessFundamentals.html.
C0-156 Nesbitt, L. DPM. (1999). How to Buy Athletic Shoes. The Physician and Sports Medicine. Vol. 27
No. 12. Retrieved September 26, 2007, from http://www.physsportsmed.com/issues/1999/11_99/
shoes.htm.
C0-157 Barton Anderson and Sports Injury Info. (2007). Choosing Athletic Shoes. Sports Injury Info:
Keeping You Off the Sidelines. Retrieved November 8, 2007, from http://www.sports-injury-
info.com/athletic-shoes.html.
C0-158 Football Kit Designer. (2007). Wicking Fabric. Retrieved September 26, 2007, from http://
www.footballkitdesigner.co.uk/wicking-fabric_article.html.
C0-159 Peso, M. (2007). Dry Fit Clothing Technology: How Clothes Magically Wick Away Moisture. Cram
Science - Everyday Science. Retrieved October 8, 2007, from http://www.cramscience.ca/es.php?
a=114.
C0-185 National Federation of State High School Associations. (2007). Sports Hygiene – Guidelines to
Minimize Infectious Diseases Position Statement and Guidelines. Retrieved November 8, 2007,
from http://www.miaa.net/Sports-Hygiene-NFHS-Statement.pdf.
C0-186 Sowers, M. (n.d.). Performance Apparel. Retrieved November 9, 2007, from

http://4h.ifas.ufl.edu/Curriculum/Consumer%20Choices/2007-08%20PDFS/2007-08%20Leader
%Guide_PerformanceApparel.pdf.
C0-188 SoYouWanna.com. SoYouWanna Know About Different Types of Sneakers? Retrieved

November 20, 2007, from http://www.soyouwanna.com/site/minis/mini/sneakersmini/
sneakersmini2.html.
C0-189 (ISBN 978-0-7607-8494-5) Klaus, B. (2004). Walking and Light Running. Munich, Germany: Grafe
Und Unzer Verlag.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 2
EO S232.02 – LEAD A WARM-UP AND COOL-DOWN SESSION
Total Time: 160 min
PREPARATION
Photocopy the handouts located at Annexes B to H for each cadet.
APPROACH
A group discussion was chosen for TP 1 as it allows the cadet to interact with peers and share knowledge,
experiences, opinions, and feelings about warm-ups and cool-downs.
Demonstration and performance was chosen for TPs 2 and 3 as it allows the instructor to explain and
demonstrate warm-up/cool-down activities and stretches while providing an opportunity for the cadet to practice
under supervision.
A practical activity was chosen for TP 4 as it is an interactive way to allow the cadet to experience leading a
warm-up and cool-down in a safe and controlled environment. This activity contributes to the development of
warm-up and cool-down skills and knowledge in a fun and challenging setting.
INTRODUCTION
REVIEW
Review the major muscle groups from EO S230.02 (Define Fitness and Sports Terminology, Chapter 1,
Section 2), to include:
Shoulders
Deltoid. Located at the top of the shoulder. When the deltoid contracts, it raises the arm.
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Trapezius. Located on the back near the spine below the head. When the trapezius contracts, it raises the
shoulder and pulls the head back.
Arms
Bicep. Located on the front of the upper arm. When the bicep contracts, it bends the elbow.
Tricep. Located on the back of the upper arm. When the tricep contracts, it straightens the elbow.
Flexor. Located on the underside of the lower arm. When the flexor contracts, it bends the wrist and fingers.
Chest
Pectoral. Located across the upper chest. When the pectoral contracts, it brings the arm to the side and across
the chest.
Back
Latissimus Dorsi. Located across the mid back. When the latissimus dorsi contracts, it draws the arm
backward and turns it inwards. It also draws an upstretched arm downward.
Abdomen
External Oblique. Located across and on the side of the trunk. When the external oblique contracts, it bends,
turns and rotates the trunk.
Rectus Abdominis. Located down the length of the trunk. When the rectus abdominis contracts, it bends the
trunk.
Legs
Gluteus Maximus. Located at the back of the thigh from the spine to the hip. When the gluteus maximus
contracts, it extends the hip joint and maintains erect posture.
Quadricep. Located down the front of the upper leg. When the quadricep contracts, it straightens the knee.
Hamstring. Located down the back of the upper leg. When the hamstring contracts, it bends the knee and
Calf. Located down the back of the lower leg. When the calf contracts, it bends the knee and turns the foot
downwards.
OBJECTIVES
By the end of this lesson the cadet shall have lead a warm-up and cool-down session.
IMPORTANCE
It is important for the cadets to learn how to lead a warm-up and cool-down session because it is one of the
duties of the Fitness and Sports Assistant. Preparing the body’s muscles and ligaments prior to a fitness and
sports activity as well as properly cooling the body down after the activity is important in preventing injuries.
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Teaching Point 1 Conduct a Group Discussion on the Purpose of a Warm-Up

and Cool-Down Session
The point of the group discussion is to draw the following information from the group using
the tips for answering/facilitating discussion and the suggested questions provided.
Terminology may be confusing when discussing warm-up sessions and warm-up activities.
Warm-Up/Cool-Down Sessions. When warm-up/cool-down activities and stretches are

conducted.
Warm-Up/Cool-Down Activities. The active games that increase/decrease heart rates and
warm or cool the body.
WARM-UP
Every exercise session should begin with an activity that warms and loosens the muscle and the connective
tissues and raises the heart rate. Research has shown that the main factor in muscular injury prevention is
muscle temperature muscles are more elastic when warm and less susceptible to injury.
The warm-up session should take 5-10 minutes and should facilitate the transition from rest to the level of
exercise required in the exercise session. The warm-up should aim to achieve a change in the state of the body’s
activity level from rest to active, allowing it to work safely and effectively. Typical benefits of a warm-up are:
an increase in body temperature, specifically core muscle temperature;
an increase in the elasticity of muscular tissues;
a decreased risk of muscle or tissue injury;
an increase in mental alertness; and
the release of a bodily fluid called synovial fluid that lubricates and protects the joints.
Warm-up activities that are used to prepare the cadets in fitness and sports activities shall relate to the actual
activity or sport being conducted. For example, if a game of soccer is to be conducted, the warm-up activity
should centre on the leg muscles and torso flexibility. This is not to say that it is not important to warm other
muscles. It is, however, important to warm the muscles that will be used extensively.
Before conducting a warm-up session, identify the fitness and sport activity that will be conducted and determine
the type of activity that will be necessary to warm the muscles (warm-up activities are similar to games of low
organization). It is important to ensure the warm-up activity will:
stretch the muscles;
gradually increase respiratory action and heart rate;
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expand the muscles’ capillaries to accommodate the increase in blood circulation; and
raise muscle temperature to facilitate reactions in muscle tissue.
COOL-DOWN
Fitness and sports activities should end with a proper cool-down. Due to the increased heart rate from the
activity, individuals need to take time to gradually slow down the body to bring the heart rate back to normal
and the body back to its normal temperature and resting levels.
Approximately 5-10 minutes is enough time to properly cool-down. Cool-downs also prevent stiffness and sore
muscles. After a strenuous activity cadets should not stop moving. A scaled-down version of the main activity
or similar activity should be conducted. This should be followed by more stretching. The cool-down helps to:
disperse lactic acid build up in the muscles;
prevent blood pooling;
return the body systems to normal levels;
assist in returning the deoxygenated blood to the heart (venous return);
reduce the potential for dizziness; and
dissipate body heat.
Before conducting the cool-down session consider the fitness or sport activity that was conducted to determine
the type of activity that will be effective to cool-down the muscles (cool-down activities are similar to games of
low organization). It is important to ensure the cool-down activity will:
allow the body time to slowly recover from physical activity and help to prevent injury;
prepare the respiratory and cardiovascular systems to return to their normal state; and
stretch the muscles.
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GROUP DISCUSSION
stay on topic.
SUGGESTED QUESTIONS
Q1. What should a cadet do to prepare the body for a fitness and sports activity?
Q2. How long should it take to warm up the body for a fitness and sports activity?
Q3. What are the benefits of warming up the body?
Q4. When choosing an activity to use for a warm-up, what should the activity accomplish?
Q5. After participating in an activity, what should a cadet do to cool down the body safely?
Q6. How long should it take to cool down the body?
Q7. How does completing a cool-down after an activity help the body?
Q8. Before choosing an activity to use as a cool-down what should it accomplish?
If the benefits of a warm-up and cool-down were not discussed in the group discussion take
a few moments and cover the points listed in the background information.
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Teaching Point 2 Demonstrate and Have the Cadet Perform Warm-Up/Cool-

Down Activities
Cadets will be required to lead warm-ups and cool-downs throughout the course and at their
home corps/squadron.
Distribute Annex F to each cadet.
The main reason to conduct warm-ups and cool-downs is to minimize the risk of injury. To add interest when
warming up the body, a variety of warm-up activities can be used.
These activities focus on preparing the body and muscles for a fitness and sports activities and encourage
cadets to participate because the activities are simple to understand and enjoyable to participate in. Each
activity located at Annexes B to E have been developed and can be used either as a warm-up or cool-down
activity, some activities can be used for both, to include:
quick movement games,
tag games,
relay games, and
race games.
A body at rest requires only a minor change to increase its activity level providing a warming effect, that being
said, a highly active body must be slowed gradually to minimize the risk of injury.
Cadets will have to be able to determine how the activity will challenge the body’s
cardiovascular state and decide whether an activity will be suitable for a warm-up or cool-
down.
For the demonstration and performance determine a suitable activity to use as a warm-up
and cool-down. Activities are detailed in the annex section, to include:
quick movement games: Annex B,
tag games: Annex C,
relay games: Annex D, and
race games: Annex E.
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ACTIVITY
Time: 40 min
OBJECTIVE
The objective of this activity is to demonstrate and have cadets perform warm-up and cool-down activities.
RESOURCES
IAW Annexes B to E.
ACTIVITY LAYOUT
A clear open area with a flat surface.
Stage 1: Warm-Up (10 min)
1. Review Annexes B to E and select a warm-up activity to use for demonstration.
2. Discuss that when determining an activity, preparation will have to be conducted to ensure a suitable
activity is selected to sufficiently prepare the body for the fitness and sports activity. When preparing, the
cadets will have to:
a. identify the fitness and sport activity to be played;
b. identify the warm-up requirements (areas of the body to be warmed);
c. determine level of required physical activity that will provide a suitable cardiovascular warm-up; and
d. select a suitable warm-up activity.
3. Using the selected activity, demonstrate how to conduct a warm-up activity by:
a. introducing the activity;
b. identifying the number of cadets required or defining the group breakdown;
c. describing the set-up and key objectives of the activity; and
d. describing how to play the activity.
4. Conduct the demonstration warm-up.
Stage 2: Cool-Down (10 min)
1. Review Annexes B to E and select a cool-down activity to use for demonstration.
2. Discuss that when determining an activity, preparation will have to be conducted to ensure a suitable
activity is selected to gradually slow down the body, bringing the heart rate back to normal and the body
back to its normal temperature and resting state. When preparing, the cadets will have to :
a. identify the fitness and sport activity played;
b. identify the cool-down requirements (transition the body from an active state to a resting state);
c. determine level of required physical activity that will provide a suitable cardiovascular cool-down; and
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d. select a suitable cool-down activity.
3. Using the determined activity, demonstrate how to conduct a cool-down activity by:
c. describing the setup and key objectives of the activity; and
4. Conduct the demonstration cool-down.
Stage 3: Practice (20 min)
1. Divide the cadets into groups of five.
2. Distribute an activity (warm-up or cool-down) located at Annexes B to E to each cadet.
3. Have cadets practice performing the activity in their groups.
4. Each cadet will be given four minutes to conduct their assigned activity.
SAFETY
Although activities are simple and enjoyable, focus must be on the objective of warming up and cooling
down.
A first aid kit shall be prepared and on site for this activity.
Ensure a first-aider is identified at the start of the sporting event and is available at all times.
The cadets’ participation in the demonstration and performance will serve as the confirmation of this TP.
Teaching Point 3 Demonstrate and Have the Cadet Perform Stretches for Each
Major Muscle Group
Open this TP with a short discussion on the purpose of stretching and point out the
guidelines to be followed when stretching.
The primary purpose of stretching is to reduce injury and enhance performance through increased flexibility of
the muscles and tendons. Stretching is considered an important part of the warm-up, after conducting warm-
up activities the muscles and tendons are ready to stretch.
When stretching, hold each stretch approximately 5-30 seconds, depending on the muscle being stretched.
The intensity of the stretch should be just before discomfort. When leading others in stretching, the following
guidelines shall be followed:
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Ease into the stretch slowly.
Hold the stretch still; do not bounce.
Feel mild tension in the middle of the stretched muscle.
If you feel any pain or the muscle starts shaking, ease off the stretch immediately.
Relax all other parts of your body, particularly your head, shoulders and back.
Do not fight against the muscle; try to relax.
If comfortable and the muscle feels relaxed, try increasing the stretch gently and holding the new position
still.
Gently ease out of the stretch.
Group Formations for Stretching
When preparing to conduct stretches, cadets will have to be positioned in a formation that will allow a cadet to
move freely in position while following direction on how to perform the stretch.
The formation that cadets shall be positioned will depend on the group size. The cadets shall be spaced with at
least two arm lengths between each other. The leader should be able to see all cadets when giving instruction.
If a group is too large for one instructor to effectively supervise instruction additional instructors can assist.
Cadets can be arranged in one of two set-up styles. The set-up styles can either be the warm-up circle or rows
(as illustrated in Figures 3-2-1 and 3-2-2).

Figure 3-2-1 Warm-Up Circle (Instructor in the Centre)
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Figure 3-2-2 Rows (Instructor at the Front With Two Assistant Instructors)
Distribute a copy of Annexes G and H to each cadet.
When determining stretches for an activity, preparation will have to be conducted to ensure
suitable stretches are selected to prepare the body for the fitness and sports activities.
Stretching instructions are located at Annex H.
Counting out loud as a group can make stretching fun and more productive. To increase
interest while stretching use different languages to count up to 20 seconds. See Annex G
for language counting hints.
Demonstrate the proper way to conduct the following stretches.
Be thorough, dictating exactly what must be done to properly complete each stretch.
Have the cadets try each stretch while following the leaders guidance.
When conducting the stretches, continuously reiterate the stretching guidelines.
It is common as a result of stretching one muscle that another connecting muscle will be
stretched as well.
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SHOULDERS
th
Anderson, B., Stretching 20 Anniversary, Revised Edition, Shelter Publications, Inc. (p. 42)
Figure 3-2-3 Shoulder Stretch A
Shoulder Stretch A. This stretch should be felt in the shoulders, arms, lats or sides, upper back and the lower
back. The stretch can be completed with one arm or both arms at the same time, however pulling with just one
arm provides more control and isolates the stretch on either side.
th
Figure 3-2-4 Shoulder Stretch B
Shoulder Stretch B. This is a great stretch for the muscles of the outer portions of the arms, shoulders and
ribs. With arms extended overhead and palms together (as illustrated in Figure 3-2-4) stretch arms upward and
slightly backward. Breathe in while stretching upwards. Hold for 5-8 seconds, while breathing easily.
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th
Figure 3-2-5 Shoulder Stretch C
Shoulder Stretch C. This movement stretches the shoulder and the middle of the upper back. Gently pull the
elbow across the chest toward the opposite shoulder. Hold for 10 seconds.
th
Figure 3-2-6 Shoulder Stretch D
Shoulder Stretch D. This movement stretches the top of the shoulder and the triceps. With arms overhead,
hold the elbow of one arm with the hand of the other arm. Gently pull the elbow behind the head. Do it slowly.
Hold for 15 seconds. Do not hold breath.
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th
Figure 3-2-7 Shoulder Stretch E
Shoulder Stretch E. This movement stretches the shoulders and triceps. Reach behind the head and down
as far as you can with the left hand and, if able, grab the right hand coming up, palm out. Grab the fingers and
hold for 5-10 seconds. If the hand does not meet, try one of the following:
Have someone pull the hands slowly toward each other until an easy stretch is felt and hold it. Do not
stretch too far.
Drop a towel behind the head. With the upper arm bent, reach up with the other arm to hold onto the end
of the towel. Gradually move the hand up on the towel, pulling the arm downwards.
ARMS
th
Figure 3-2-8 Arm Stretch A
Arm Stretch A. This movement stretches the shoulders, arms, lats or sides, upper back and even the lower
back. This stretch can be completed with one arm or both at the same time, however, pulling with just one arm
provides more control and isolates the stretch on either side.
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th
Figure 3-2-9 Arm Stretch B
Arm Stretch B. This movement stretches muscles of the outer portions of the arms, shoulders, and ribs. With
arms extended overhead and palms together, stretch arms upward and slightly backward. Breathe in while
stretching upwards. Hold for 5-8 seconds, while breathing easily.
th
Figure 3-2-10 Arm Stretch C
Arm Stretch C. This movement stretches the shoulder and the middle of the upper back. Gently pull the elbow
across the chest toward the opposite shoulder. Hold for 10 seconds.
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th
Figure 3-2-11 Arm Stretch D
Arm Stretch D. This movement stretches the top of the shoulder and the triceps. With arms overhead, hold
the elbow of one arm with the hand of the other arm. Gently pull the elbow behind the head. Do it slowly. Hold
for 15 seconds. Do not hold breath.
th
Figure 3-2-12 Arm Stretch E
Arm Stretch E. This movement stretches the front of the shoulders and arms. A chain link fence, doorway
or wall is required.
Face the wall and press against it with the right hand at shoulder level. Next bring the other arm around the
back and grab the wall. Look over the left shoulder in the direction of the right hand. Keep the shoulder close
to the wall while slowly turning the head. Looking at the right hand behind oneself gives a stretch in front of
the shoulders.
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CHEST
th
Figure 3-2-13 Chest Stretch A
Chest Stretch A. This movement stretches the arms and chest. Stand in a doorway and place hands at
shoulder-height on either side of the doorway. Move your upper body forward until you feel a comfortable
stretch in the arms and chest. Keep the chest and head up and knees slightly bent while doing this stretch.
Hold for 15 seconds.
th
Figure 3-2-14 Chest Stretch B
Chest Stretch B. This movement stretches the shoulder, arms, and chest. For the first stretch slowly turn the
elbows inward while straightening the arms. Hold for 5-10 seconds. If this stretch is fairly easy, then lift the
arms up behind oneself until a stretch is felt.
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A-CR-CCP-901/PF-001
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Figure 3-2-15 Chest Stretch C
Chest Stretch C. This movement stretches the chest, arms and shoulders. A towel or elastic cord can aid in
stretching. Hold the towel near both ends so that one can move it, with straight arms, over the head and behind
the back. Do not strain or force it. The hands should be far enough apart to allow for relatively free movement
over the head and behind the back. Breathe slowly, do not hold breath.
BACK
th
Figure 3-2-16 Back Stretch A
Back Stretch A. This movement stretches the muscles along the spine. Do not do this stretch on a hard surface,
use a mat or rug.
For a spinal roll position, sit holding the knees with the hands and pull them toward the chest. Gently roll up
and down the spine, keeping the chin down toward the chest. This will further stretch the muscles along the
spine. Try to roll evenly and with control. Roll back and forth four to eight times or until the back starts feel
limber. Do not rush.
If cadets have neck or lower back problems, be very careful with the spinal roll stretch. Work
slow and easy and develop a good technique with balance, concentrate on relaxing.
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A-CR-CCP-901/PF-001
th
Anderson, B., Stretching 20 Anniversary, Revised Edition, Shelter Publications, Inc. (pp. 65-66)
Figure 3-2-17 Back Stretch B
Back Stretch B. This movement stretches the knees, back, ankles, achilles tendon areas, and deep groin.
From a standing position, squat down with feet flat and toes pointed out at approximately 15 degree angles.
The heels should be 10-30 cm (4-12 inches) apart, depending on how limber the cadet is. Keep the knees to
the outside of the shoulders, directly above the big toes. Hold comfortably for 10-15 seconds. If a person has
difficulty maintaining this position they can use something to hold onto for balance (eg, fence pole).
th
Anderson, B., Stretching 20 Anniversary, Revised Edition, Shelter Publications, Inc. (p. 65-66)
Figure 3-2-18 Back Stretch C
Back Stretch C. This movement stretches the back and upper body. Place both hands shoulder width apart
on a fence or ledge and let the upper body drop down while keeping the knees slightly bent. The knees should
be directly above the feet; breathe normally. Bend the knees more to feel the stretch change. Place the hands
at different heights to change the area of the stretch.
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A-CR-CCP-901/PF-001
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Figure 3-2-19 Back Stretch D
Back Stretch D. This movement stretches the middle of the upper back and shoulder. Gently pull the elbow
across the chest toward the opposite shoulder. Hold for 10 seconds.
LEGS
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Figure 3-2-20 Leg Stretch A
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A-CR-CCP-901/PF-001
Leg Stretch A. This movement stretches the knees, ankles and quadriceps. Pointing the toes will help relax
the calves so they may be stretched more easily. Do not let the feet flare out to the sides. This may cause
overstretching of the inside ligaments of the knee.
To stretch kneel down sitting on the feet. Feet shall be parallel to the ground with lower legs. Slowly lean back
and feel the stretch in the quadriceps and ankles. Continue to lean back to increase the stretch.
th
Figure 3-2-21 Leg Stretch B
Leg Stretch B. This movement stretches the muscles in front of the hip. Move one leg forward until the knee is
directly over the ankle. The other knee should be resting on the floor. Without changing the position of the knee
on the floor or the forward foot, lower the front of the hip to create an easy stretch. Hold for 15-20 seconds. The
stretch should be felt in the front of the hip and in the hamstrings and groin.
th
Figure 3-2-22 Leg Stretch C
Leg Stretch C. This movement stretches the quadriceps. Sit with the right leg bent and the right heel just
outside the right hip. The left leg is bent and the sole of the left foot is next to the inside of the upper right leg.
This stretch can also be done with the left leg straight out in front.
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A-CR-CCP-901/PF-001
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Figure 3-2-23 Leg Stretch D
Leg Stretch D. To stretch the back of the lower leg, use a towel around the ball of the foot to pull the toes
towards the knee or if the person is more flexible use their hand to pull their toes toward the knee. This can
also be accomplished by pulling the foot toward the knee without using the hand; hold and lean slightly forward
to stretch the calf, hold for 10-20 seconds.
th
Figure 3-2-24 Leg Stretch E
Leg Stretch E. This movement stretches the calf. Stand in front of a solid support and lean on it with the
forearms, head resting on hands. Bend one leg and place the foot on the ground in front of the body, with the
other leg straight behind. Slowly move the hips forward, keeping the lower back flat. Be sure to keep the heel
of the straight leg on the ground, with toes pointed straight ahead for 10-15 seconds. Do not bounce. Stretch
the other leg.
A calf stretch can also be completed by standing tall with heels shoulder with apart. Slowly bend over and reach
for ones toes. Continue until a stretch is felt in the calf muscles. Hold for 5-10 seconds.
QUESTIONS
Q1. What is the primary purpose for stretching?
Q2. While stretching, how intense should the stretch feel?
Q3. What are the guidelines to follow when stretching?
3-2-21
A-CR-CCP-901/PF-001
ANTICIPATED ANSWERS
A1. The primary purpose for stretching is to reduce injury.
A2. The muscle should be stretched just before discomfort.
A3. The guidelines are:
ease into the stretch slowly;
hold the stretch still; do not bounce;
feel mild tension in the middle of the stretched muscle;
if you feel any pain or the muscle starts shaking, ease off the stretch immediately;
relax all other parts of your body, particularly your head, shoulders and back;
do not fight against the muscle; try to relax;
if comfortable and the muscle feels relaxed, try increasing the stretch gently and holding the new
position still; and
gently ease out of the stretch.
Teaching Point 4 Supervise While the Cadet Leads a Warm-Up and Cool-Down
Session
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets lead a warm-up or cool-down session.
RESOURCES
IAW Annexes B to E.
ACTIVITY LAYOUT
N/A.
1. Divide the cadets into equal groups of no more than 10.
2. Choose a fitness and sports activity.
3. Have the cadets take 10 minutes to brainstorm and determine what activity would best suit their assigned
fitness and sports activity.
4. While brainstorming, have the cadets determine which each cadet will be responsible for. Note: all cadets
shall have an opportunity to lead some aspect of the session, to include:
a. leading the warm-up activity;
b. stretching each cadet will cover; and
3-2-22
A-CR-CCP-901/PF-001
c. will leading the cool-down activity.
5. Have the cadets conduct a warm-up session consisting of a five-minute activity and five minutes of
stretches.
6. Have the cadets conduct a cool-down consisting of a five-minute activity and five minutes of stretches.
7. Debrief the cadets and follow up on any points of concern, to include:
a. warm-up/cool-down preparation and activity facilitation, and
b. stretches preparation and facilitation.
SAFETY
A first aid kit shall be prepared and on site for this activity.
The cadets’ participation in the activity will serve as the confirmation of this lesson.
CONCLUSION
The cadets should apply warm-up/cool-down practices when participating in personal fitness activities.
This EO is assessed IAW A-CR-CCP-901/PG-001, Chapter 3, Annex B, Appendix 2.
A minimum of one practice PC (assessment for learning) is to be given to each cadet and feedback provided
on their performance prior to attempting S232 PC (assessment of learning).
CLOSING STATEMENT
Conducting a proper warm-up and cool-down reduces the chances of injury. Leading a warm-up and cool-down
session is one of the duties of a Fitness and Sports Assistant.
The cadets shall be reminded that this EO will apply to all fitness and sport activities participated in throughout
the Basic Fitness and Sports course. Advise cadets to maintain all information and handouts for future
reference.
REFERENCES
C0-002 (ISBN 0-88962-630-8) LeBlanc, J., & Dickson, L. (1997). Straight Talk About Children and Sport:
Advice for Parents, Coaches, and Teachers. Oakville, ON and Buffalo, NY: Mosaic Press.
C0-057 Martha Jefferson Hospital. (2001). Warm-Ups. Retrieved October 26, 2006, from http://
www.marthajefferson.org/warmup.php.
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C0-058 Webb Physiotherapists Inc. (n.d.). Running Exercises. Retrieved October 26, 2006, from http://
www.physionline.co.za/conditions/article.asp?id=46.
C0-059 Webb Physiotherapists Inc. (n.d.). Exercise Programme for Squash, Tennis, Softball, Handball.
Retrieved October 25, 2006, from http://www.physionline.co.za/conditions/article.asp?id=49.
C0-060 Impacto Protective Products Inc. (1998). Exercises. Retrieved October 25, 2006, from http://
www.2protect.com/work3b.htm.
C0-061 City of Saskatoon, Community Services Department. (2006). Stretch your Limits: A Smart
Guide to Stretching for Fitness. Retrieved October 26, 2006, from http://www.in-motion.ca/
walkingworkout/plan/flexibility/.
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C0-089 (ISBN 0-936070-22-6) Anderson, B. (2000). Stretching : 20 Anniversary (Rev. ed.). Bolinas, CA:
Shelter Publications, Inc.
C0-140 (ISBN 978-1-55407-330-6) Coulson, M. (2007). The Fitness Instructor’s Handbook: A

Professional’s Complete Guide to Health and Fitness. Richmond Hill, ON: Firefly Books Ltd.
C0-154 Hansen, B. (1999). Moving on the Spot: Fun and Physical Activity: A Collection of 5 Minute
Stretch and Movement Sessions. Retrieved October 26, 2006, from http://lin.ca/resource/html/
dn3.htm#l1.
C0-163 (ISBN 0-7360-4849-9) Byl, J. (2004). 101 Fun Warm-Up and Cool-Down Games. Windsor, ON:
Human Kinetics, Inc.
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Chapter 3, Annex A
FITNESS AND SPORTS SCENARIOS
Outdoor soccer game.
Cadet Fitness Assessment.
Cross-country skiing.
Indoor basketball game.
Outdoor games of low organization.
Indoor tabloid sports event.
Outdoor tabloid sports event.
Recreational marksmanship.
Recreational summer biathlon activity.
Recreational winter biathlon activity.
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Chapter 3, Annex A
3A-2
A-CR-CCP-901/PF-001
Chapter 3, Annex B
QUICK MOVEMENT GAMES
HIGH FIVES
Number of Cadets Playing Area
5-35. Any flat surface.
Equipment
N/A.
Set-Up
Cadets are in two lines facing each other in a staggered formation.

Cadets are two to four paces apart.
Diagram
Byl, J., 101 Fun Warm-Up and Cool-Down Games, Human Kinetics, Inc. (p. 14)
Figure 3B-1 High Five Layout
Key Objective
For cadets to warm-up by high-fiving each other for a set time or distance.
How to Play
1. Player 1 (P1) runs between the two rows of cadets, high-fiving each player.
2. When P1 reaches the end of the rows, the cadet stands two to four paces past P7.
3. When P1 passes P2, P2 follows P1, and when P2 reaches the end of the rows, the cadet stands two
to four paces past P8.
4. P3 follows P2, P4 follows P3 and so on.
5. The team can high-five for one or two minutes or for a set distance (once around the soccer field).
Instructional Tips
This game is a fun, quick, organized activity.

If many cadets are involved, have them stand close together. With fewer cadets, have them stand
further apart.
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A-CR-CCP-901/PF-001
Chapter 3, Annex B
Instructional Tips
With an even number of cadets, the cadets stay on the same side of the line. With an odd number of
cadets, the cadets change sides each time they do their run.
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A-CR-CCP-901/PF-001
Chapter 3, Annex B
FRONT OF THE CLASS
5-8. Open surface.
Equipment
Pylons
Set-Up
Define an area with four pylons or use an existing court (eg, volleyball court, outdoor soccer goal crease)
and position cadets standing behind each other in a single file line.
Diagram
Figure 3B-2 Front of the Class
Key Objective
Cadets jog past each other, on the team’s right when moving counter-clockwise, to the front of the line until
all the cadets are back in their original positions.
How to Play
1. The group starts a slow jog around the court. The player in the back of the line runs on the outside of
the group to the front of the line.
2. When that player makes it to the front, the player who is now the last player runs to the front of the
line.
3. They continue until all are back in their original positions.
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A-CR-CCP-901/PF-001
Chapter 3, Annex B
Instructional Tips
The group should not run so quickly that the back player cannot make it to the front of the line, nor should
they run so slowly that the cadets do not warm-up/cool-down.
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A-CR-CCP-901/PF-001
Chapter 3, Annex B
FOLLOW THE LEADER
Any size group. A gymnasium floor with lines.
Equipment
N/A.
Set-Up
Cadets line up single file behind the leader.
Diagram
N/A.
Key Objective
For all cadets to follow the player in front of them and repeat the same movements.
How to Play
All cadets follow the leader down lines in the gym. The leader uses different movements to go down
the line (eg, hopping, long steps, going backward, crab walk, sideways, cartwheels, etc).
At a cue given by the instructor, the leader goes to the back of the line and a new leader leads the
team.
Instructional Tips
Some fun and lively music will enhance this activity. Cadets may enjoy having the opportunity to lead.
3B-5
A-CR-CCP-901/PF-001
Chapter 3, Annex B
RUNNING THE RAILS
Groups of 5 or more. Any flat surface.
Equipment
N/A.
Set-Up
Cadets lie in a row facedown beside each other (like rails on a train track), approximately half a step apart.
Diagram
N/A.
Key Objective
To measure how quickly a team can safely run the distance of a gym or field by running over each other.
How to Play
1. The first player lying in the line stands up and runs over the top of his teammates and lies down beside
the last player in the line.
2. Once the first player has gone over the second player, the second player stands up and runs over
their teammates and lies down beside the last player in the line (who is the first player who ran).
3. Cadets continue until they reach an established distance.
Instructional Tips
Cadets need to be aware of where they are in relation to the cadets lying down to ensure they safely step
over them.
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Chapter 3, Annex C
TAG GAMES
BRITISH BULLDOG
Any size group. Any flat surface.
Equipment
N/A.
Set-Up
Establish a playing area with sidelines and two end lines.

For groups of less than 10 cadets, the court might be the size of a volleyball court.
For groups of more than 75, the court might be the size of half a soccer field.
All cadets stand at one of the end lines.
Select one or several cadets to be “it”, and have them stand in the middle of the court.
Diagram
N/A.
Key Objective
To avoid becoming an “it”.
How to Play
The “its” yell, “Bulldog”. At that command, all cadets must attempt to cross from one end line to the
other, within the sidelines, without being tagged by an “it”.
Cadets tagged by an “it” become new “its”.
Any “it” who tags another cadet joins the group behind the end line.
The game continues for about five minutes.
Instructional Tips
N/A.
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A-CR-CCP-901/PF-001
Chapter 3, Annex C
PLUNGER
Equipment
Clean, unused toilet plunger.
Set-Up
Define a playing area. For 20 cadets, half a volleyball court is sufficient.
Diagram
N/A.
Key Objective
For the “it” to tag all the other cadets (for added fun, the “it” must tag the cadets with a toilet plunger)
without the cadets being flushed.
How to Play
1. Cadets arrange themselves around the court, and one player is designated as the “it”.
2. When the “it” tags a cadet, that cadet must kneel on one knee and hold their arm straight up in the air.
3. The cadets that are kneeling down can be freed when other cadets “flush the toilet” by pushing arm
down.
Instructional Tips
Cadets need to be careful when tagging cadets with the toilet plunger to ensure they do so safely.
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Chapter 3, Annex C
BALL SAFE
Groups of 5-15. Any flat surface.
Equipment
Two balls per group.
Set-Up
All cadets stand inside a specified area (half a basketball court). Two cadets hold balls.
One cadet is assigned to be “it”.
Diagram
N/A.
Key Objective
To avoid being tagged by the “it”.
How to Play
This game is played like any tag game except that a player holding a ball is safe.
Cadets attempt to prevent other cadets from being tagged by tossing them a ball so that they are safe.
Instructional Tips
Cadets must learn to anticipate where the “it” is going and communicate with each other about passing the
ball.
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A-CR-CCP-901/PF-001
Chapter 3, Annex C
FROZEN TAG
Equipment
N/A.
Set-Up
Cadets stand in random positions throughout a designated area (eg, seven cadets could play inside a
badminton court. Fifteen cadets could play inside half a volleyball court).
Diagram
N/A.
Key Objective
To avoid being frozen.
How to Play
A cadet is designated as “it”.

All other cadets are free and must avoid the “it”.
If a cadet is tagged by the “it”, both of the tagged cadet’s feet are frozen to the ground (the tagged
player cannot move either foot).
A frozen player can be thawed by a free player passing through the legs of the frozen player.
Play continues until all cadets are frozen or a set time expires.
Instructional Tips
Cadets will quickly realize that they need to be aware of other cadets around them.
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A-CR-CCP-901/PF-001
Chapter 3, Annex D
RELAY GAMES
CIRCLE RELAY
Teams of 5-8. Any flat surface.
Equipment
N/A.
Set-Up
Divide cadets into equal groups.

Cadets stand at an equal distance apart in a circle formation with a diameter of at least eight paces.
Diagram
Figure 3D-1 Circle Relay
Key Objective
To complete the relay as quickly as possible.
How to Play
Player 1 (P1) runs completely around the outside of the circle and then tags P2.
P1 takes P2s spot in the circle and P2 runs around and tags P3.
When all the cadets in the circle complete their run the game is over.
Time the cadets to see how quickly they can complete the relay, or have them compete against other
circles to see which team finishes first.
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Chapter 3, Annex D
Instructional Tips
N/A.
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Chapter 3, Annex D
CUMULATIVE RELAY
Equipment
One pylon per team.
Set-Up
Cadets stand in line behind a starting line.

Place one pylon 15 paces from the starting line.
Diagram
N/A.
Key Objective
To complete the relay as quickly as possible.
How to Play
The first player in the line runs around the pylon and back to the start line.
When the player returns to the start they hook arms with the second player in the line.
The two cadets, in the line, run around the pylon, return to the start line, and hook up with the third
player.
Hook-ups continue until all cadets have been picked up.
The team then switches directions and the last player picked up is closest to the pylon.
Each time the team returns to the starting line, they drop off a player.
Instructional Tips
N/A.
3D-3
A-CR-CCP-901/PF-001
Chapter 3, Annex D
SHUFFLE RUN
Teams of 3. Any flat surface.
Equipment
Two items to mark a starting line.
Set-Up
Position the cadets behind a starting line.

Each team lines up behind a start/finish line and has an obstacle course in front of them (each team
has a similar course marked out).
Diagram
Figure 3D-2 Shuffle Run
Key Objective
To complete the course as quickly as possible.
How to Play
All three cadets stand behind the start/finish line.

At the leader’s signal to begin, the first player shuffles through the obstacle course.
When the shuffler returns to the start line, the next player goes.
Then the third player has a turn. The teams go through the course twice.
Instructional Tips
This game is too active to use as a cool-down activity.
3D-4
A-CR-CCP-901/PF-001
Chapter 3, Annex D
ARCH AND ROLL RELAY
Several teams of 5-15. Any flat surface.
Equipment
One ball per team.
Set-Up
All team members line up in single file, one behind the other and facing the back of the player in front
of them.
The player in the back of the line begins with the ball.
Diagram
N/A.
Key Objective
To pass a ball under and over the team as quickly as possible.
How to Play
1. At the signal to begin, the player at the back rolls the ball forward between the legs of their teammates.
2. The rest of the team helps hit the ball forward to the player in the front.
3. When the player in the front gets the ball, the player in the back moves to the front of the line.
4. When the player in the front gets the ball, the player passes it overhead to the player behind.
5. Each player, in turn, passes the ball overhead to the player behind.
6. When the player in the back gets the ball it is rolled forward between the teammates legs.
7. The player in the front passes the ball overhead.
8. They continue until the player in the back is at the back of the line for the third time, at which point, the
team sits down.
9. The first team to complete the relay and be seated is the winner.
Instructional Tips
This game is a great cool-down activity.
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Chapter 3, Annex D
3D-6
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Chapter 3, Annex E
RACE GAMES
HEEL-TO-TOE RACE
Equipment
N/A.
Set-Up
All cadets stand beside each other behind a starting line. Designate a turning line 20 paces away.
Diagram
N/A.
Key Objective
Run as quickly as possible from the start line to the turning line and back to the start line.
How to Play
On the leader’s signal to run, cadets race as quickly as possible to the turning line and back.
When cadets run they must place the heel of one foot against the toe of their other foot. Repeat in this
manner, changing from heel-to-toe and toe-to-heel.
Instructional Tips
This game works well as a cool-down activity if the cadets run for a shorter distance and do not race.
3E-1
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Chapter 3, Annex E
OVER AND UNDER
Equipment
One ball (or rubber chicken or beanbag or whatever) per group.
Set-Up
Give one ball (or rubber chicken or beanbag, etc) per team.
Cadets will line up in single file with one arms distance between them.
Diagram
N/A.
Key Objective
To see how quickly cadets can pass a ball to the back and front again.
How to Play
The player in the front passes the ball overhead to the player behind them.
The next player in line passes the ball between their legs to the player behind them.
The over-and-under pattern continues until the ball reaches the player at the back of the line.
The player at the back of the line passes the ball forward over the head of the player in the front of the
line.
The over-and-under pattern continues until the ball reaches the player at the front of the line.
The team repeats the process for a specified number of times to see how quickly they can complete
the activity.
Instructional Tips
This game works well as a cool-down activity.
3E-2
A-CR-CCP-901/PF-001
Chapter 3, Annex E
FRONT TO BACK
Equipment
N/A.
Set-Up
Cadets position themselves on the floor on all fours (on both hands and knees), in a line (like railway ties)
approximately one step apart.
Diagram
N/A.
Key Objective
To get everybody on the team over and under everyone else on the team as quickly as possible.
How to Play
On the signal to begin, the last player in the line goes over the second-to-last player, under the third-
to-last player, over the fourth-to-last player and so on until reaching the front of the line, where the
player positions themselves on all fours.
Once the last player has gone over the second-to-last player and so on until they complete a specified
number of complete cycles (four to eight).
Instructional Tips
This game works well as a cool-down activity if the leader uses a longer line.
Cadets need to be aware of where they are in relation to the cadets on all fours to ensure they safely
go over and under them.
3E-3
A-CR-CCP-901/PF-001
Chapter 3, Annex E
SNAKESKIN
Equipment
N/A.
Set-Up
Cadets stand two paces apart in a long line facing each others’ backs.
Diagram
Figure 3E-1 Snakeskin
Key Objective
To skin the snake a set number of times.
How to Play
The first player in the line lies down straight with arms pointed forward.
Player 2 (P2) runs over (with feet beside the player) P1 and lies down in front of the first cadet’s
hands.
P3 runs immediately behind P2, over P1 and then over P2.
P3 then lies down in front of P2.
The cadets continue until everyone has run over P1. The leader can have each team repeat the
sequence a specified number of times.
Instructional Tips
This game works well as a cool-down activity if the leader uses a longer line.
Cadets need to be aware of where they are in relation to the cadets lying down to ensure they safely
go over them.
3E-4
A-CR-CCP-901/PF-001
Chapter 3, Annex F
WARM-UP/COOL-DOWN INSTRUCTIONS
Stage 1: Warm-up (10 min)
1. Prepare a warm-up activity by:
a. identifying the fitness and sport activity to be played;
b. identifying the warm-up requirements (areas of the body to be warmed);
c. determining level of required physical activity that will provide a suitable cardiovascular warm-up; and
d. choosing a suitable warm-up activity.
2. Using the determined activity, conduct a warm-up by:
3. Conduct the warm-up.
Stage 2: Cool-down (10 min)
1. Prepare for a cool-down activity (ensure it is a suitable activity that will gradually slow down the body,
bringing the heart rate back to normal and the body back to its normal temperature and resting state) by:
a. identifying the fitness and sport activity played;
b. identifying the cool-down requirements (transition the body from an active state to a resting state);
c. determining level of required physical activity that will provide a suitable cardiovascular cool-down;
and
d. choosing a suitable cool-down activity.
2. Using the determined activity, conduct a cool-down activity by:
3. Conduct the cool-down activity.
3F-1
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Chapter 3, Annex F
3F-2
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Chapter 3, Annex G
COUNTING IN DIFFERENT LANGUAGES
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Chapter 3, Annex G
3G-2
A-CR-CCP-901/PF-001
Chapter 3, Annex H
STRETCHING INSTRUCTIONS
1. When determining stretches for an activity, preparation will have to be conducted to ensure suitable
stretches are selected to sufficiently prepare the cadet’s body for the fitness and sports activities. Stretching
leaders will have to:
a. identify the fitness and sport activity to be played in order to prepare appropriate stretches;
b. identify the major muscle groups that will be used during the activity; and
c. determine the number of stretches that will provide limber muscles and tendons.
2. Using the selected stretches, demonstrate how to conduct stretching by:
a. introducing the muscles to be stretched;
b. choosing stretches for the muscles that will be/were used during the physical activity;
c. demonstrate the stretch before having the cadets attempt the stretch; and
d. having the cadets perform the stretch.
3H-1
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Chapter 3, Annex H
3H-2
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CHAPTER 4
PO S233 – ASSIST WITH THE CADET FITNESS ASSESSMENT
A-CR-CCP-901/PF-001
COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 1
EO S233.01 – DESCRIBE THE CADET FITNESS ASSESSMENT
Total Time: 40 min
PREPARATION
Gather all equipment associated with the Cadet Fitness Assessment.
N/A.
APPROACH
An interactive lecture was chosen for this lesson to present basic material on the Cadet Fitness Assessment.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall have described the Cadet Fitness Assessment.
IMPORTANCE
It is important for the cadets to describe the Cadet Fitness Assessment because they will be expected to assist
with the assessment throughout this course and at the corps/squadron. The Cadet Fitness Assessment will be
conducted three times throughout this course to track personal fitness levels. The information provided by the
assessment will also help to create fitness goals and improve personal fitness.
4-1-1
A-CR-CCP-901/PF-001
Teaching Point 1 Describe the Purpose of the Cadet Fitness Assessment
Describe what the Cadet Fitness Assessment is, why it is conducted, and when it should be
conducted. Encourage the cadets to ask questions throughout this TP.
WHAT IS THE CADET FITNESS ASSESSMENT?
The Cadet Fitness Assessment is a tool used for measuring the personal fitness level of cadets. The
assessment is based on the FITNESSGRAM testing protocol produced by the Cooper Institute. This package
is based on extensive research and is designed specifically for youth.
There are three areas of fitness that are assessed: cardiovascular endurance, muscular strength and flexibility.
Scores from the Cadet Fitness Assessment are not graded against a set standard for the Basic Fitness and
Sports course.
WHY IS THE CADET FITNESS ASSESSMENT CONDUCTED?
The Cadet Fitness Assessment is conducted to assess the cadet’s personal fitness level. The results of the
assessment will help the cadets track their personal fitness level, plan personal fitness programs and promote
lifelong fitness.
WHEN SHOULD THE CADET FITNESS ASSESSMENT BE CONDUCTED?
The Cadet Fitness Assessment is conducted at the beginning and end of the corps/squadron training year to
track personal fitness level. The assessment will be conducted at the beginning, middle and end of the Basic
Fitness and Sports course.
QUESTIONS
Q1. What is the Cadet Fitness Assessment?
Q2. What testing protocol is the Cadet Fitness Assessment based on?
Q3. When will the Cadet Fitness Assessment be conducted on this course?
ANTICIPATED ANSWERS
A1. The Cadet Fitness Assessment is a tool for measuring the personal fitness level of cadets.
A2. The Cadet Fitness Assessment is based on the FITNESSGRAM testing protocol produced by the
Cooper Institute.
A3. The Cadet Fitness Assessment will be conducted at the beginning, middle and end of this course.
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Teaching Point 2 Describe the Cadet Fitness Assessment Scoring System
The purpose of this TP is to describe the nature of the Cadet Fitness Assessment scoring
system. The cadets will not be taught how to score the assessment in this lesson.
THE CADET FITNESS ASSESSMENT SCORING SYSTEM
Basic Fitness and Sports course cadets will assist with the Cadet Fitness Assessment, which will include scoring
the assessment for a partner. The scores from the assessment are raw scores that assess individual fitness
level.
There is not one total score from the Cadet Fitness Assessment. The cadets will receive a separate score for
each assessment, to include:
cardiovascular component, to include the Progressive Aerobic Cardiovascular Endurance Run (PACER),
which is scored by the number of laps completed;
muscular strength component, to include:
curl-up, which is scored by counting the number of curl-ups completed; and
push-up, which is scored by counting the number of push-ups completed; and
muscular flexibility component, to include:
trunk lift, which is scored by measuring the distance between the mat and the chin;
shoulder stretch, which is scored on both the right and left arms by measuring the ability to touch
hands (a yes or no); and
back-saver sit and reach, which is scored by measuring the distance that is reached on the measuring
tool for the right and left legs.
QUESTIONS
Q1. Who will Basic Fitness and Sports cadets score the Cadet Fitness Assessment for?
Q2. What do the scores from the Cadet Fitness Assessment determine?
Q3. How is the curl-up scored?
ANTICIPATED ANSWERS
A1. Basic Fitness and Sports cadets will score the Cadet Fitness Assessment for a partner.
A2. The scores from the Cadet Fitness Assessment determines individual fitness level.
A3. The curl-up is scored by counting the number of curl-ups completed.
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Teaching Point 3 Describe the Care of Equipment Associated With the Cadet
Fitness Assessment
This TP will introduce the cadets to Cadet Fitness Assessment equipment. Allow cadets to
see and handle the equipment. The cadets may also construct the curl-up measuring strip
and back-saver sit and reach measuring apparatus, if time permits.
CADET FITNESS ASSESSMENT EQUIPMENT
Cadet Fitness Assessment equipment should be inspected prior to conducting and following the assessment
to ensure that it is in working order.
PACER
PACER equipment includes the following:
FITNESSGRAM 20-Meter PACER Test CD. Ensure that the CD is free of large scratches and will play.
CD Player. Ensure that it is in working order and has adequate volume for all participants to hear.
Pylons. Ensure that there are enough pylons for the number of lanes and they are free of sharp edges.
CURL-UP
Curl-up equipment includes the following:
FITNESSGRAM 20-Meter PACER Test CD (Curl-Up Cadence). Ensure that the CD is free of large
scratches and will play.
Gym Mats. Ensure that they are clean and in good repair.
Curl-Up Measuring Strip. The measuring strip may be constructed using cardboard, rubber, smooth
wood, or any other thin, flat material. It measures 75-90 cm (30-35 inches) long and 11 cm (4.5 inches)
wide. One measuring strip is required for every two participants.
PUSH-UP
Push-up equipment includes the following:
FITNESSGRAM 20-Meter PACER Test CD (Push-Up Cadence). Ensure that the CD is free of large
scratches and will play.
TRUNK LIFT
Trunk lift equipment includes the following:
Gym Mats. Ensure that they are clean and in good repair.
Trunk Lift Measuring Device. A 30 cm (12 inch) ruler is preferred, although a measuring device may be
constructed using cardboard, with the inches indicated.
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SHOULDER STRETCH
There is no required equipment for the shoulder stretch.
BACK-SAVER SIT AND REACH
Back-saver sit and reach equipment includes the back-saver sit and reach measuring apparatus.
The measuring apparatus (as illustrated in Figure 4-1-1) is constructed in the following fashion:
1. Construct or locate a cardboard/wooden box measuring approximately 30 cm (12 inches) high.
2. Attach a metre stick to the top of the box with the nine inch mark at the nearest edge of the box where the
participant will rest their foot and the zero end is closest to the participant.
rd
Figure 4-1-1 Back-Saver Sit and Reach Measuring Apparatus
QUESTIONS
Q1. When should Cadet Fitness Assessment equipment be inspected?
Q2. What equipment is required for the PACER?
Q3. What is the preferred measuring device for the trunk lift?
ANTICIPATED ANSWERS
A1. Cadet Fitness Assessment Equipment should be inspected prior to conducting and following the
assessment, to ensure that it is in working order.
A2. PACER equipment includes the following:
CD player, and
Pylons.
A3. A 30 cm (12 inch) ruler is the preferred trunk lift measuring device.
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The cadets’ assisting with the Cadet Fitness Assessment will serve as the confirmation of this lesson.
CONCLUSION
N/A.
This EO is assessed IAW A-CR-CCP-901/PG-001, Chapter 3.
CLOSING STATEMENT
This lesson provides background information on the Cadet Fitness Assessment. This information will be helpful
when assisting with the Cadet Fitness Assessment, which is a duty of a Fitness and Sports Assistant. Results
from the Cadet Fitness Assessment are helpful for tracking personal fitness level, creating fitness goals, and
promoting lifelong fitness.
This lesson shall be conducted prior to EO S231.01 (Participate in the Cadet Fitness Assessment, Chapter 2,
Section 1).
REFERENCES
rd
4-1-6
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 2
EO S233.02 – DESCRIBE THE COMPONENTS OF THE CADET FITNESS ASSESSMENT
Total Time: 40 min
PREPARATION
This lesson shall be conducted prior to EO S231.01 (Participate in the Cadet Fitness Assessment, Chapter 2,
Section 1).
Gather all resources needed for the Cadet Fitness Assessment.
N/A.
APPROACH
An interactive lecture was chosen for this lesson to present basic material on the components of the Cadet
Fitness Assessment.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall have described the components of the Cadet Fitness Assessment.
IMPORTANCE
It is important for the cadets to describe the components of the Cadet Fitness Assessment because they
will be expected to assist with the assessment throughout this course and at the corps/squadron. The Cadet
Fitness Assessment will be conducted three times throughout this course to track personal fitness levels. The
information provided by the assessment will also help to create fitness goals and improve personal fitness.
4-2-1
A-CR-CCP-901/PF-001
Teaching Point 1 Describe the Cardiovascular Component (Progressive

Aerobic Cardiovascular Endurance Run [PACER]) of the
Cadet Fitness Assessment
Describe and show the cadets how to set up the PACER. The DVD included in The Cooper
Institute, Fitnessgram 8.0 Stand-Alone Test Kit, Human Kinetics, may be shown to help
illustrate how to conduct this assessment. If time permits, allow the cadets to set up the
PACER during this lesson.
OBJECTIVE OF THE PACER
The Progressive Aerobic Cardiovascular Endurance Run (PACER) is progressive, in that it begins with an easy
pace and gradually becomes more challenging as time passes. The PACER is an individual assessment and
is based on a personal ability.
The PACER consists of running a distance of 20 m repeatedly, at a specified pace that increases each minute.
Each cadet will be expected to run until they can no longer continue.
SETTING UP THE PACER
Equipment required for the PACER includes:
measuring tape,
CD player, and
pylons.
The PACER will be set up with two lines (pylons) a distance of 20 m apart. A number of 100-150 cm (40-60 inch)
lanes will be created for the run (depending on the number of cadets), as illustrated in Figure 4-2-1. Ensure
that the CD player is close by and can be heard by all cadets.
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Figure 4-2-1 PACER Layout
CONDUCTING THE PACER
2. Distribute the PACER Individual Scoresheet B and pens/pencils to one cadet in each pair.
3. Have the cadets with the scoresheet print their partner’s name on the scoresheet and sit behind the starting
line.
4. Have the cadets who are running the PACER line up in their respective lanes at the starting line and wait
for instructions from the CD.
line before the beep.
6. The PACER is complete when all the cadets have not reached the line before the beep for the second time.
7. Once completed, have the cadets who ran the PACER become the scorekeepers and the scorekeepers
become the runners.
SCORING THE PACER
The PACER will be scored using the PACER Individual Scoresheet B from Meredith, M., & Welk, G.,
Fitnessgram/Activitygram: Test Administration Manual, Human Kinetics (p. 92), also located in Chapter 2,
Annex B. Each circle on the scoresheet represents a lap. When the cadet completes a lap they receive a check
mark. If they are unsuccessful they receive an X (as illustrated in Figure 4-2-2). The cadet has completed the
PACER when they are unable to successfully complete a lap a second time.
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rd
Figure 4-2-2 Sample Fitnessgram PACER Test Individual Scoresheet B
QUESTIONS
Q1. What is the distance that is run in the PACER?
Q2. For how long will a cadet run the PACER?
Q3. What scoresheet is used to score the PACER?
ANTICIPATED ANSWERS
A1. The PACER consists of running a distance of 20 m repeatedly.
A2. Each cadet will be expected to run until they can no longer continue.
A3. The PACER will be scored using the PACER Individual Scoresheet B from Meredith, M., & Welk, G.,
Fitnessgram/Activitygram: Test Administration Manual, Human Kinetics.
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Teaching Point 2 Describe the Muscular Strength Component of the Cadet

Fitness Assessment
Describe and show the cadets how to set up the curl-up. The DVD included in The Cooper
illustrate how to conduct this assessment. If time permits, allow the cadets to set up the curl-
up station during this lesson.
CURL-UP
Objective of the Curl-Up
The curl-up with knees bent and feet unanchored was chosen because it is a safe method for assessing
abdominal strength and endurance.
This assessment is conducted by curling up repeatedly at a pace of one curl-up every three seconds until a
second form correction is made (the first form correction does not count), the person can no longer continue,
or has completed 75 curl-ups.
Setting Up the Curl-Up
Equipment required for the curl-up includes:
CD player,
gym mat, and
curl-up measuring strip.
Each curl-up station will be set up with a gym mat and a curl-up measuring strip. Ensure that the CD player
is close by and can be heard by all cadets.
Conducting the Curl-Up
d. rest their palms on the mat with their arms straight, parallel to their trunk, and fingers stretched out
(as illustrated in Figure 4-2-3).
2. The scorekeeper will place the measuring strip on the mat under the cadet’s knees so their fingertips are
resting on the nearest edge of the measuring strip (as illustrated in Figure 4-2-3).
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rd
Figure 4-2-3 Curl-Up Starting Position
3. The cadet on the mat will curl up (as illustrated in Figure 4-2-4), ensuring their fingers reach the other
side of the measuring strip (as illustrated in Figure 4-2-5), repeatedly at a cadence of one curl every three
seconds (the cadence CD found in The Cooper Institute, Fitnessgram 8.0 Stand-Alone Test Kit, Human
Kinetics, may be used) until a second form correction (the first form correction does not count) is made,
they can no longer continue, or have completed 75 curl-ups.
rd
Figure 4-2-4 Curl-Up
4-2-6
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rd
Figure 4-2-5 Curl-Up Finger Position
Scoring the Curl-Up
Scoring for the curl-up is based on the number of curl-ups that are completed; until a second form correction (the
first form correction does not count) is made, the cadet can no longer continue, or has completed 75 curl-ups.
Describe and show the cadets how to set up the push-up. The DVD included in The Cooper
push-up station during this lesson.
PUSH-UP
Objective of the Push-Up
The push-up from an elbow angle of 90 degrees is an assessment of upper body strength and endurance.
This assessment is conducted by pushing up repeatedly at a pace of one push-up every three seconds until a
second form correction is made (the first form correction does not count) or the person can no longer continue.
Setting Up the Push-Up
Equipment required for the push-up includes:
FITNESSGRAM 20-Meter PACER Test CD: Push-Up Cadence, and
CD player.
Ensure that the push-up station is set up with enough space for the number of cadets and that the CD player
is close by and can be heard by all.
Conducting the Push-Up
a. lay face down;
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2. Have the cadet push up with their arms until they are straight, keeping the legs and back aligned (as
illustrated in Figure 4-2-6).
rd
Figure 4-2-6 Push-Up Starting Position
3. Have the cadet lower their body using their arms until the elbows bend at a 90-degree angle and the upper
arms are parallel to the floor (as illustrated in Figure 4-2-7).
rd
Figure 4-2-7 Down Position of the Push-Up
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4. Have the cadet repeat steps two and three repeatedly at a cadence of one push-up every three seconds
(the cadence CD found in The Cooper Institute, Fitnessgram 8.0 Stand-Alone Test Kit, Human Kinetics,
may be used) until a second form correction (the first form correction does not count) is made, or they
can no longer continue.
score).
Scoring the Push-Up
Scoring for the push-up is based on the number of push-ups that are completed; until a second form correction
(the first form correction does not count) is made, or the cadet can no longer continue.
QUESTIONS
Q1. What does the curl-up assess?
Q2. How is the curl-up scored?
Q3. What does the push-up assess?
ANTICIPATED ANSWERS
A1. The curl-up assesses abdominal strength and endurance.
A2. By counting the number of curl-ups completed.
A3. The push-up assesses upper body strength and endurance.
Teaching Point 3 Describe the Muscular Flexibility Component of the Cadet

Fitness Assessment
Describe and show the cadets how to set up the trunk lift. The DVD included in The Cooper
trunk lift station during this lesson.
TRUNK LIFT
Objective of the Trunk Lift
The trunk lift is an assessment of trunk strength and flexibility.
It is important to discourage cadets from hyperextending their backs during this

assessment.
This assessment is conducted by lying on the stomach and lifting the trunk to the highest comfortable position.
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A-CR-CCP-901/PF-001
Setting Up the Trunk Lift
Equipment required for the trunk lift includes:
gym mat, and
trunk lift measuring device.
Each trunk lift station will be set up with a gym mat and a trunk lift measuring device.
Conducting the Trunk Lift
c. place their hands under thighs (as illustrated in Figure 4-2-8).
2. Place a marker on the mat aligned with the cadet’s eyes (as illustrated in Figure 4-2-8).
rd
Figure 4-2-8 Starting Position for the Trunk Lift
3. Have the cadet lift their upper body off the floor in a slow and controlled manner, to a maximum height of
30 cm (12 inches) (as illustrated in Figure 4-2-9). Ensure their head is aligned straight with the spine.
rd
Figure 4-2-9 The Trunk Lift
4. Have the cadet hold this position until the height can be measured (as illustrated in Figure 4-2-10).
4-2-10
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rd
Figure 4-2-10 Measuring the Trunk Lift
5. The scorekeeper will measure the distance, in inches between the mat and the cadet’s chin to determine
the trunk lift score. The score will be a maximum of 12 inches to prevent hyperextension.
Scoring the Trunk Lift
Scoring for the trunk lift is based on the distance, in inches, between the mat and the chin, to a maximum of
12 inches.
Describe and show the cadets how to set up the shoulder stretch. The DVD included in The
Cooper Institute, Fitnessgram 8.0 Stand-Alone Test Kit, Human Kinetics, may be shown to
help illustrate how to conduct this assessment. If time permits, allow the cadets to set up the
shoulder stretch station during this lesson.
SHOULDER STRETCH
Objective of the Shoulder Stretch
The shoulder stretch is an assessment of upper arm and shoulder flexibility.
This assessment is conducted by reaching one arm over the shoulder on the same side, and the other arm
behind the back to touch the fingertips.
Setting Up the Shoulder Stretch
There is no equipment required for the shoulder stretch.
The shoulder stretch station should be large enough to accommodate the cadets.
Conducting the Shoulder Stretch
b. reaching with the left hand behind the back to touch the right hand (as illustrated in Figure 4-2-11).
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rd
Figure 4-2-11 Right Shoulder Stretch
yes or no).
b. reaching with the right hand behind the back to touch the left hand (as illustrated in Figure 4-2-12).
rd
Figure 4-2-12 Left Shoulder Stretch
Scoring the Shoulder Stretch
Scoring for the shoulder stretch is based on the cadet’s ability to touch their fingers on both their right and left
sides. The score is indicated with a yes (Y) or no (N) on the scoresheet.
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Describe and show the cadets how to set up the back-saver sit and reach. The DVD
included in The Cooper Institute, Fitnessgram 8.0 Stand-Alone Test Kit, Human Kinetics,
may be shown to help illustrate how to conduct this assessment. If time permits, allow the
cadets to set up the back-saver sit and reach station during this lesson.
BACK-SAVER SIT AND REACH
Objective of the Back-Saver Sit and Reach
The back-saver sit and reach assesses hamstring flexibility for each leg.
This assessment is conducted by placing the foot flat against the test apparatus, bending the other leg, and
reaching forward with both hands. The same procedure is repeated for the other leg.
Setting Up the Back-Saver Sit and Reach
The only piece of equipment required for the back-saver sit and reach is the test apparatus.
Ensure that there is a test apparatus for each group. Spread out each back-saver sit and reach station to allow
enough room for the cadets and their scorekeepers.
Conducting the Back-Saver Sit and Reach
2. Have the cadet:
e. extend their arms forward over the ruler with the hands placed on top of one another (as illustrated
in Figure 4-2-13).
rd
Figure 4-2-13 Starting Position for the Back-Saver Sit and Reach
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3. Have the cadet reach forward with both hands along the scale four times, holding the position on the fourth
reach for at least one second (as illustrated in Figure 4-2-14).
rd
Figure 4-2-14 The Back-Saver Sit and Reach
4. The scorekeeper will measure the distance, in inches that the cadet reached. This measurement will be
the score for one leg, to a maximum of 12 inches to prevent hyperextension.
Scoring the Back-Saver Sit and Reach
Scoring for the back-saver sit and reach is based on the distance, in inches, that the cadet can reach with their
hands for each leg, to a maximum of 12 inches.
QUESTIONS
Q1. What does the trunk lift assess?
Q2. What equipment is used for the shoulder stretch?
Q3. How is the back-saver sit and reach scored?
ANTICIPATED ANSWERS
A1. The trunk lift assesses trunk strength and flexibility.
A2. There is no equipment required for the shoulder stretch.
A3. The back-saver sit and reach is scored by measuring the distance, in inches, that the cadet can reach
with their hands for each leg, to a maximum of 12 inches.
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QUESTIONS
Q1. What does PACER stand for?
Q2. What two assessments are included in the muscular strength component of the Cadet Fitness
Assessment?
Q3. What does the back-saver sit and reach assess?
ANTICIPATED ANSWERS
A1. Progressive Aerobic Cardiovascular Endurance Run.
A2. The curl-up and the push-up make up the muscular strength component of the Cadet Fitness
Assessment.
A3. The back-saver sit and reach assesses hamstring flexibility for each leg.
CONCLUSION
The cadets will practice setting up the Cadet Fitness Assessment stations during EO S231.01 (Participate in
the Cadet Fitness Assessment, Chapter 2, Section 1).
This EO is assessed IAW A-CR-CCP-901/PG-001, Chapter 3.
CLOSING STATEMENT
Assisting with the Cadet Fitness Assessment is a duty of a Fitness and Sports Assistant. Describing the
components of the Cadet Fitness Assessment will provide background information on how to conduct the
assessment. Results from the Cadet Fitness Assessment are helpful for tracking personal fitness level, creating
fitness goals, and promoting lifelong fitness.
N/A.
REFERENCES
rd
4-2-15
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4-2-16
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CHAPTER 5
PO S234 – ASSIST WITH RECREATIONAL SPORTS
A-CR-CCP-901/PF-001
COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 1
EO S234.01 – ASSIST WITH ORGANIZED RECREATIONAL TEAM SPORTS
Total Time: 8 x 160 min
PREPARATION
Select the sport to be played from the CCO’s list of approved sports located at Annex A. Selection may be
based on resource availability (eg, equipment, facilities, instructors, etc), cadet/instructor interest or CO/Course
Officer discretion.
Ensure a first aid station is set up and sports equipment is available.
APPROACH
A practical activity was chosen for this lesson as it allows the cadets to perform the duties of the Fitness and
Sports Assistant and participate in recreational team sports in a safe and controlled environment.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadets shall have assisted with organized recreational team sports.
IMPORTANCE
It is important for the cadets to assist with organized recreational team sports because it is a duty of a Fitness
and Sports Assistant. It is also an activity that promotes a healthy lifestyle, meeting the “promote physical
fitness” aim of the cadet program.
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Teaching Point 1 Have the Cadets Assist With a Selected Recreational Team
Sport
Refer to the following Annexes for an overview of how to conduct the selected sport:
Annex B – Baseball, Annex H – Soccer,
Annex C – Basketball, Annex I – Soccer Baseball,
Annex D – Floor Hockey, Annex J – Softball,
Annex E – Football, Annex K – Ultimate Frisbee, and
Annex F – Lacrosse, Annex L – Volleyball.
Annex G – Ringette,
Course instructors will fill the head officiating/refereeing positions during recreational team
sports.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets assist with a selected recreational team sport.
RESOURCES
Sports/safety equipment (IAW the Annex for the selected sport),
Whistle,
Stopwatch, and
First aid kit.
ACTIVITY LAYOUT
Set up the sporting venue (IAW the Annex for the selected sport).
1. Introduce the selected sport’s rules (outlined in the Annex for the selected sport), to include:
a. an overview of how to play the selected sport; and
b. rules of the sport.
2. Describe the duties of the Fitness and Sports Assistant for the selected sport (outlined in the Annex for
the selected sport).
3. Supervise while the cadets lead/participate in a warm-up session by:
a. dividing the cadets into groups of no greater than 10;
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b. assigning a cadet to lead each group; and
c. supervising while the cadets lead the warm-up session, to include:
(1) conducting warm-up activities appropriate for the type of physical activity to be completed;
(2) arranging the cadets in either a warm-up circle or in rows;
(3) choosing stretches for the muscles that will be used during the physical activity to be completed;
and
(4) having the cadets perform each stretch.
4. Conduct two to three skills drills for the selected sport (outlined in the Annex for the selected sport).
5. Assign the cadets the duties of the Fitness and Sports Assistant for the selected sport (outlined in the
Annex for the selected sport).
6. Supervise while the cadets perform the duties of the Fitness and Sports Assistant (rotating the cadets
through the positions at 15-minute intervals) and play the selected sport.
7. Supervise while the cadets lead/participate in a cool-down session, by:
a. dividing the cadets into groups of no greater than 10;
b. assigning a cadet to lead each group; and
c. supervising while the cadets lead the cool-down session, to include:
(1) conducting cool-down activities appropriate for the type of physical activity that was completed;
(2) arranging the cadets in either a cool-down circle or in rows;
(3) choosing stretches for the muscles that were used during the fitness and sports activity; and
(4) having the cadets perform each stretch.
8. Debrief the cadets on their performance in the selected sport.
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stay on topic.
SUGGESTED QUESTIONS
Q1. What was the most difficult skill required for the sport?
Q2. What was the easiest skill required for the sport?
Q3. What strategies did you learn while playing the sport?
Q4. Give an example of a situation where sportsmanship was demonstrated during the sport.
9. Debrief the cadets on their performance of the Fitness and Sports Assistant duties (using the Tips for
Answering/Facilitating Discussion described in step eight).
SUGGESTED QUESTIONS
Q1. What did you like most about the duties of the Fitness and Sports Assistant?
Q2. What was the most difficult task required of the Fitness and Sports Assistant?
Q3. What was the easiest task required of the Fitness and Sports Assistant?
Q4. What duty are you interested in performing during the next session?
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SAFETY
Ensure constant supervision throughout the activity.
Ensure a first aid station/kit is readily accessible.
Ensure there are at least two arm lengths between the cadets so they can move freely while stretching
during the warm-up and cool-down.
Ensure the cadets perform the stretches in a safe manner, following the guidelines for stretching during
the warm-up and cool-down.
The cadets’ performing the duties of a Fitness and Sports Assistant and playing the selected sport will serve
as the confirmation of this lesson.
CONCLUSION
N/A.
This EO is assessed IAW A-CR-CCP-901/PG-001, Chapter 3, Annex B, Appendix 4 (S234 PC).
A minimum of one practice PC (assessment for learning) is to be given to each cadet and feedback provided
on their performance prior to attempting S234 PC (assessment of learning).
CLOSING STATEMENT
Assisting with organized recreational team sports is a duty of a Fitness and Sports Assistant. Fitness and Sports
Assistants will fill the roles of the timekeeper, scorekeeper, and linesman, as well as lead warm-ups and cool-
downs during these sessions.
This lesson contains eight sessions of four consecutive periods.
It is recommended that each session should consist of a different sport from the CCO list of approved sports.
5-1-5
A-CR-CCP-901/PF-001
REFERENCES
C0-001 (ISBN 0-88011-807-5) Hanlon, T. (1998). The Sports Rules Book: Essential Rules for 54 Sports.
USA: Human Kinetics Publishers, Inc.
C0-030 Ringette Canada. (2006). How Ringette Is Played. Retrieved October 30, 2006, from http://
www.ringette.ca/e/about/played.htm.
C0-031 What Is Ultimate Frisbee? (2006). What Is Ultimate – The Game. Retrieved October 30, 2006,
from http://www.whatisultimate.com/what/what_game_en.html.
C0-034 About Ultimate. (2006). About Ultimate. Retrieved October 30, 2006, from http://www.upa.org/
ultimate.
C0-074 Norris, G. (Ed.). (1998). National Football Federation: Touch Football Rule Book 2004. Ottawa,
ON: National Football Federation.
C0-190 World Adult Kickball Association. (2007). Kickball. Retrieved November 26, 2007, from http://
www.kickball.com.
5-1-6
A-CR-CCP-901/PF-001
COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 2
EO S234.02 – PARTICIPATE IN A RECREATIONAL SUMMER BIATHLON ACTIVITY
Total Time: 160 min
PREPARATION
Ensure that all members involved in conducting this activity are familiar with the competition guidelines located
at Annex M.
Set up a first aid station.
Set up a running route of 250-500 m on level terrain and a range IAW A-CR-CCP-177/PT-001, Canadian Cadet
Movement: Cadet Marksmanship Program Reference Manual.
Photocopy Annexes N, O and P.
APPROACH
A practical activity was chosen for this lesson as it is an interactive way to introduce the cadets to recreational
summer biathlon. This activity contributes to the development of biathlon skills and knowledge, and promotes
physical fitness in a fun and challenging setting.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall have participated in a recreational summer biathlon activity.
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A-CR-CCP-901/PF-001
IMPORTANCE
It is important for the cadets to participate in a recreational summer biathlon activity because it requires personal
discipline, develops marksmanship skills and promotes physical fitness. This activity introduces the cadets to
the sport of biathlon within the CCM and provides the cadets an opportunity to perform the duties of a Fitness
and Sports Assistant while leading a warm-up and cool-down activity. Basic Fitness and Sports course cadets
may be asked to assist with a recreational summer biathlon activity when they return to the corps/squadron.
Teaching Point 1 Explain the Components of the Recreational Summer

Biathlon Activity
Describe the components of the recreational summer biathlon activity. Ensure that the
cadets understand the course layout, rules and regulations, scoring, penalties and out of
bound areas before the activity is conducted. The cadets should be made aware of the start
area, the course, the firing range and the finish area.
COURSE LAYOUT
Each cadet will:
run a route of 250-500 m;
fire five to eight rounds in an effort to knock down all five targets on the biathlon air rifle target (BART);
run a second route of 250-500 m;
fire five to eight rounds in an effort to knock down all five targets on the BART;
run a third route of 250-500 m; and
finish the race.
The 250-500 m course should be clearly marked prior to the start of this lesson.
RULES AND REGULATIONS
Rules and regulations for the recreational summer biathlon activity include the following:
The cadets must use the same firing lane for the duration of the activity.
The run must be completed in the proper sequence and on the marked route.
Rifles must be placed at the firing point by the range staff and will remain there for the duration of the
activity.
All firing will be done in the prone position.
The rifle must be made safe upon completion of firing.
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A-CR-CCP-901/PF-001
An inoperable rifle will be replaced by the range staff, the target will be reset, and the cadet will fire five
to eight rounds with the new rifle.
Safety infractions will result in time penalties.
Missed targets will result in time penalties.
SCORING
The scoring of this biathlon activity will be based on the time it takes to complete the course plus any penalties
(added time).
PENALTIES
Penalties will be added to the individual’s time, to include:
Each violation of the principles of fair play or good sportsmanship will result in a 1-min penalty, to include:
not giving way in an area of congestion;
pushing or shoving;
using profanity; and
interfering with other competitors.
Each missed target will result in a 10-second penalty.
Each safety infraction on the firing point will result in a 2-min penalty, to include:
not keeping control of the cadet air rifle;
moving forward of the firing point; and
intentionally firing rounds at objects other than the BART.
OUT OF BOUNDS AREAS
Make cadets aware of all out of bounds areas and safety considerations depending on the training area.
QUESTIONS
Q1. What are two rules/regulations for this recreational summer biathlon activity?
Q2. How will the recreational summer biathlon activity be scored?
Q3. What is one very minor violation of the principles of fair play/good sportsmanship?
ANTICIPATED ANSWERS
A1. Rules and regulations for the recreational summer biathlon activity include the following:
Cadets must use the same firing lane for the duration of the activity.
Rifles must be placed at the firing point by the range staff and will remain there for the duration
of the activity.
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A-CR-CCP-901/PF-001
An inoperable rifle will be replaced by the range staff, the target will be reset, and the cadet will
fire five to eight rounds with the new rifle.
A2. The activity will be scored based on time and penalties.
A3. A very minor violation of the principles of fair play/good sportsmanship include:
pushing or shoving;
5-2-4
A-CR-CCP-901/PF-001

Session
difficulty while leading a warm-up session.

completed.
and 5-2-2).


3. Choose stretches for the muscles that will be used during the physical activity to be
completed.
ACTIVITY
OBJECTIVE
RESOURCES
N/A.
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A-CR-CCP-901/PF-001
ACTIVITY LAYOUT
N/A.
SAFETY
The cadets’ leading/participating in the warm-up session will serve as the confirmation of this TP.
Teaching Point 3 Conduct a Recreational Summer Biathlon Activity
ACTIVITY
OBJECTIVE
The objective of this activity is for the cadets to participate in a recreational summer biathlon activity.
RESOURCES
Based on 20 cadets per group, the following resources are required for the activity:
Cadet air rifles (5),
Shooting mats (10),
.177 air rifle pellets (a minimum of 700 pellets),
Container to hold pellets (5),
Stopwatches (5),
BART and target frame (5),
Safety glasses/goggles (8),
Notice board,
Biathlon scoresheet located at Annex N,
Course control sheet located at Annex O, and
Range recording sheet located at Annex P.
5-2-6
A-CR-CCP-901/PF-001
ACTIVITY LAYOUT
Set up a running route of approximately 250-500 m on level terrain.
Set up an air rifle range IAW Annex M.
Set up targets and target frames.
Place two shooting mats per firing lane.
Place a cadet air rifle at each firing point.
Place a pair of safety glasses/goggles at each firing point.
Activity instructions are located at Annex M.
SAFETY
Ensure all range safety procedures are followed.
Ensure cadets hydrate and apply sunscreen.
Ensure the running route is clearly marked and crossing points are monitored anywhere a road may be
crossed.
Ensure water is available for the cadets during and after the activity.
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A-CR-CCP-901/PF-001
Teaching Point 4 Supervise While the Cadets Lead/Participate in a Cool-Down

Session
1. Conduct cool-down activities appropriate for the type of physical activity that was
completed.



3. Choose stretches for the muscles that were used during the type of physical activity.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets lead/participate in a cool-down session.
RESOURCES
N/A.
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A-CR-CCP-901/PF-001
ACTIVITY LAYOUT
N/A.
SAFETY
The cadets’ leading/participating in the cool-down session will serve as the confirmation of this TP.
The cadets’ participation in a recreational summer biathlon activity will serve as the confirmation of this lesson.
CONCLUSION
N/A.
N/A.
CLOSING STATEMENT
Recreational summer biathlon is an activity that requires personal discipline, develops marksmanship skills and
promotes physical fitness. Participation in a recreational summer biathlon activity may improve personal fitness
level and develop leadership skills through leading a warm-up and cool-down session. Fitness and Sports
Assistants may be asked to assist with a recreational summer biathlon activity at the corps/squadron.
This EO shall be scheduled as four consecutive periods.
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REFERENCES
A0-027 A-CR-CCP-177/PT-001 D Cdts 3. (2001). Cadet Marksmanship Program: Reference Manual.

A0-032 Cadets Canada. (2002). Biathlon Competition Rules and IBU/Cadet Disciplinary Rules. Ottawa,
ON: Department of National Defence.
A0-036 Cadets Canada. (n.d.). Canadian Cadet Movement: Biathlon Championship Series. Ottawa, ON:
Department of National Defence.
5-2-10
A-CR-CCP-901/PF-001
COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 3
EO S234.03 – PARTICIPATE IN AN ORIENTEERING EVENT
Total Time: 160 min
PREPARATION
Choose a local orienteering map that can be used to run a orienteering course. Distribute a copy of the chosen
map to each cadet. Pre-mark the orienteering course on the maps.
Set up a beginner level orienteering course not to exceed 4 kms.
APPROACH
An interactive lecture was chosen for TPs 1 and 3 to present basic material on orienteering.
Demonstration and performance was chosen for TP 2 as it allows the instructor to explain and demonstrate
orienteering techniques while providing an opportunity for the cadets to practice under supervision.
A practical activity was chosen for TPs 4-6 as it is an interactive way to allow the cadets to experience
orienteering in a safe and controlled environment. This activity contributes to the development of orienteering
skills and knowledge in a fun and challenging setting.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall have participated in an orienteering event.
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IMPORTANCE
By participating in an orienteering event, the cadets are given the opportunity to be active in a sport that
contributes to healthy living and a physically active lifestyle. The cadets returning to their local corps/squadron
will be able to apply their experience and assist orienteering organizers.
Teaching Point 1 Describe Orienteering Equipment
Have the cadets follow along and identify each point described on their orienteering map.
MARGINAL INFORMATION ON ORIENTEERING MAPS
Scale
The map scale is found at the bottom of the map title. The most common scales for topographical maps in
Canada are 1 : 25 000 and 1 : 50 000. Common orienteering map scales are 1 : 5000, 1 : 10 000, 1 : 15 000 and
1 : 20 000. This means that on a 1 : 5000 scale map one unit on the map represents 5000 units on real terrain.
The smaller the map scale, the smaller the area is, and the more detail there is available to the competitor.
International Orienteering Federation (IOF) Colours
The IOF has the following colours standardized:
Brown: Land forms/elevation features.
Black: Man made features.
Blue: Water and marsh.
Yellow: Open and semi-open areas with good visibility.
White: Forest providing good running for that type of forest.
Green: Vegetation.
Violet: Course overprinting and out-of-bounds areas.
IOF Symbols
These symbols are simplified representations of map features that are universal to all orienteering competitors
in all countries in the world. These are hints that appear on a description sheet. These symbols have been
divided into five groups as follows:
landforms,
rock features,
man-made features,
water features, and
vegetation.
5-3-2
A-CR-CCP-901/PF-001

Figure 5-3-1 IOF Symbols
Contour Lines
A contour line is an imaginary line on the ground along which all points are at the same height above sea level.
Contour lines help illustrate shapes and forms on the ground and give a picture of the terrain to the map user.
When contour lines are close together, the slope is steep. When they are spaced apart, the slope is gentle.
Contour Intervals
The contour interval is the vertical distance in the terrain between points situated on two adjacent contour lines.
This interval is usually in feet on a topographical map and in metres on an orienteering map.
D Cdts 3, Royal Canadian Army Cadets Basic Map Using, Department of National Defence (p. 1-44)
Figure 5-3-2 Contour Lines and Intervals
IOF symbols and information found on a description card are located on the IOFs website at
http://www.orienteering.org/footo/pictsymb.htm.
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SCORING EQUIPMENT
Lay out scoring equipment items and pass them around to the cadets as each one is
described.
Give an example of how to punch the control card when arriving at a control. Emphasize the
importance of pushing hard on the punch to ensure the impression is left on the scoresheet
accurately.
Control Markers
Found at control points on an orienteering course, control markers consist of three squares joined together into
a hollow triangular shape. Control markers are divided diagonally bottom left to top right into two triangles. The
top left-hand triangle is white and the bottom right-hand triangle is an orange-red colour.
Kjellstorm, B., Be Expert With Map & Compass, Hungry Minds, Inc. (p. 197)
Figure 5-3-3 Control Markers
Orienteering control markers can be improvised by using cardboard or plastic jugs.
Punches (Clippers)
Attached to the control markers, the punch will often hang from the control marker. Each one on an orienteering
course is different and aids an orienteering competition by having the competitors collect them in a specified
order. Each punch has a different series of numbers or letters.
Description Sheets
The description sheets contain all the information on the competitor and their race, as well as IOF symbols or
written descriptions of the control points.
5-3-4
A-CR-CCP-901/PF-001
Scorecards
Also known as the control card, it is what the competitor uses to collect the stamps of the control markers on
the course. It is handed in at the end of the race.
Figure 5-3-4 Scorecard
QUESTIONS
Q1. What colour represents water and marsh?
Q2. If contour lines are close together, what slope would you expect to come across?
Q3. What are the types of scoring equipment?
ANTICIPATED ANSWERS
A1. Blue represents water and marsh.
A2. The slope is steep.
A3. Description card, scorecard, control markers and punches (clippers).
Teaching Point 2 Demonstrate and Allow the Cadets to Practice Orienteering

Techniques
Distribute the orienteering maps to the cadets. Walk the cadets through the use of these
techniques, explaining them as they go.
5-3-5
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ORIENTEERING TECHNIQUES
Folding and Holding the Map
Folding the map involves the orienteer gently folding the map once so that the route is showing, running along
the direction of travel, with everything else folded out of the way. It helps the orienteer see only the information
pertaining to them at the time.
Orienting the Map by Inspection
A map is oriented when north on the map is aligned with north on the terrain. The map user should pick two
to three objects in front of them and then locate them on the map. The real landmarks and the ones on the
map should line up.
Thumbing Position
The orienteer should be holding the map so their thumb is placed on the map to mark their position, adjusting
their thumb position to their location each time they stop to reference the map. It saves time, helping to quickly
determine where the orienteer is, no matter how many times they have to stop and look at their map. Two main
steps involved in this process are ensuring the map is held properly and holding the map so it is oriented north.
Figure 5-3-5 Thumbing Position
Determining Distance
Orienteers should not rely on features for judging distance; they may no longer exist though they still appear on
the map. The best way is “step counting” or pacing. This is determined by knowing how many steps or paces
an individual takes in 100 m. To save time, an orienteer should know this before beginning a race.
Checking Off Features
Linear features that appear before the control alert the orienteer that the control is nearby. As an orienteer
navigates toward the control, they have a mental checklist of the features as they come upon them.
QUESTIONS
Q1. What is the purpose of keeping your thumb on your map?
Q2. What is the best way of judging distance for an orienteer?
5-3-6
A-CR-CCP-901/PF-001
Q3. What is checking off features?
ANTICIPATED ANSWERS
A1. It saves time, helping to quickly determine where the orienteer is, no matter how many times they have
to stop and look at their map.
A2. “Step counting” or pacing.
A3. Checking off features is a technique where the orienteer makes a mental checklist of the features as
they come upon them.
Teaching Point 3 Describe Route Evaluation Techniques
Walk the cadets through the use of these techniques, explaining them as they go.
HANDRAILS
A handrail is a prominent linear feature that runs more or less parallel to the direction the participant is supposed
to go and leads to the control. A path between two points would be a handrail.
CATCHING OR COLLECTING FEATURES
A technique for route evaluation that helps the orienteer make a mental checklist of all the features they must
collect or catch before they can get to their control. It is a large distinct feature situated across the line of travel
on the route to, or beyond, the control. It must be a feature that is easy to recognize in the terrain, such as a
large pond or power line. If it is situated in front of the control, it acts as an alert to the control. When situated
beyond the control, it alerts the orienteer that they have travelled past the point of the control.
ATTACK POINTS
Some points are located on small features which are not easily found. For this, the orienteer might locate a
larger feature as close to the control as possible. The orienteer will look for this feature, called the “attack point”,
run towards this point and then look for the control close by.
ATTACKING FROM ABOVE
A control located on the side of a slope is easier for the orienteer to find when they are coming down the slope.
The orienteer gets a better view of the terrain by looking down on it and is therefore able to find the best route
to the control.
HEIGHT ASSESSMENT VERSUS DETOURING AROUND
When a hill is in the way of running from one control to the next, a decision must be made by the orienteer
whether to go over or around. It must be decided if it is easier for the individual to climb up the slope and possibly
expend more energy, or to go around, which may be a longer route but easier to run due to level ground. The
elevation of the slope may be a deciding factor.
5-3-7
A-CR-CCP-901/PF-001
LONG EASY ROUTE VERSUS SHORT TOUGH ROUTE
A competitor must take into consideration the distance to travel both routes, and how quickly they will be able
to travel over the type of terrain. This will be dependent on the vegetation that will be encountered.
“CART” ACRONYM
A systematic approach to map reading, represented by an acronym meaning:
Control. What control is the orienteer trying to find?
Attack Point. What is an attack point that is easy to identify? It should be close to and before the marker,
should be distinct, prominent and easy to reach.
Route Choice. What is the best route to the attack point? This will depend on the nature of the terrain,
the distance to be covered, and the skills and abilities of the orienteer.
Technique. What is the best technique to use on each leg of the competition? This will once again depend
on the terrain, distance, and the individual orienteer, but must be decided before starting the leg.
This may seem overwhelming for the novice orienteer, but the cadets should know that they
would naturally use some of these techniques without realizing it.
QUESTIONS
Q1. What is the “CART” technique?
Q2. Why does the orienteer need attack points?
Q3. What is catching or collecting features?
ANTICIPATED ANSWERS
A1. A systematic approach to map reading that encompasses control, attack point, route choice, and
technique.
A2. The orienteer needs attack points, because controls are often placed on small features that are difficult
to find.
A3. An orienteer may make a mental checklist of features before their control and collect them so they can
tell how far away they are from the control.
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A-CR-CCP-901/PF-001

Session
The cadets will be assigned to lead the warm-up. The following information is provided as a
guide in the event that the cadet experiences difficulty while leading a warm-up session.

completed.
and 5-3-7).


3. Choose stretches for the muscles that will be used during the type of physical activity
to be completed.
ACTIVITY
OBJECTIVE
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A-CR-CCP-901/PF-001
RESOURCES
N/A.
ACTIVITY LAYOUT
N/A.
SAFETY
Ensure the cadets hydrate during the warm-up session.
The cadets’ participation in the warm-up session will serve as confirmation of this TP.
Teaching Point 5 Supervise While the Cadets Participate in an Orienteering

Event
The information provided is to be used as a guide in the event there is confusion on how
to conduct an orienteering event. Read through the following information and conduct the
orienteering event activity.
STARTING
At this point, the cadets will move to the starting line to be sent off by a blast from the instructor’s whistle. At
this point a departure time must be written down on the recording sheet, as illustrated in Figure 5-3-9.
Usually at the beginning of the event there will be an area called the starting grid. This gives the participants
a three-minute preparation period prior to starting the event.
5-3-10
A-CR-CCP-901/PF-001
Figure 5-3-8 Start Grid
Three minutes before the cadet is to start, they are called to the “Get In” row of the starting grid. A minute
later, upon hearing a whistle, the cadets move forward to the “Get Ready” row, where they review a copy of
the description list and the map (if it is not a pre-marked map). One minute before the start, the cadets move
to the “Get Set” row, where pre-marked maps would be distributed, but are not allowed to be looked at until
they hear the “Go” whistle.
On the zero-minute, there will be a “Go” whistle, signalling the cadets to begin. It is at this point that the departure
time is recorded on the recorder’s sheet.
5-3-11
A-CR-CCP-901/PF-001
Figure 5-3-9 Recording Sheet
Cadets are to be given pre-marked maps at this level.
Running the Course
Once a cadet leaves the starting grid, they are left to their own devices in using the skills learned to complete
the orienteering event. They are to use the various orienteering, map reading, and route evaluation techniques
they feel would work best for them. At each control point they must stamp or punch the control card in the
proper square with the code symbol to prove that they have visited it.
Finishing the Race
The finish area is typically located near the start area. It normally is a clear area at the end of the trail so that the
cadets can give a final effort to increase their time, and so that the timekeeper can see them as they approach
the finish line.
Upon crossing the finish line, the timekeeper will call out the time to be written down on the control card as it
is handed to a control card collector. The cadet’s time is then transferred onto the master recording sheet in
order for all cadets to be scored.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets participate in an orienteering event, to practice the skills
learned.
RESOURCES
Whistles,
Stopwatches,
Orienteering/Recreation maps,
5-3-12
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Control markers with punches,
Pencils,
Description sheets,
Scorecards,
Rope,
Radios, when available, and
First aid equipment.
ACTIVITY LAYOUT
1. Prior to the commencement of the orienteering event:
a. set-up an orienteering course;
b. fill out description sheets;
c. make pre-marked orienteering maps; and
d. arrange for assistants.
2. Have a whistle to signal times in the starting grid. Use assistants to keep the time, record information on
the recording sheet and position themselves at periodic intervals throughout the course.
1. Cadets will run as individuals.
2. Choose a timekeeper who will keep the time and record it on the master recording sheet.
3. Have the cadets begin the event one at a time, by starting in the first part of the starting grid, and
progressing through it in sequence, to include:
a. receiving the prepared map and start time; and
b. orienting the map to begin the course.
4. Have the cadets run a course with a minimum of five points to be retrieved in the specified order.
5. Have the cadets apply orienteering techniques while reading the orienteering map.
6. Have the cadets evaluate the route as they progress through the course.
7. Have the cadets finish the race by:
a. running through the finish area;
b. crossing the finish line; and
c. submitting the scorecards for verification.
8. As each cadet arrives back at the finish line, have the timekeeper call out the time and write it down on
the master recording sheet.
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9. Declare the winner as the individual who finishes in the fastest time with the least amount of deductions (eg,
deduction may be given if scorecards are punched incorrectly, specified times were exceeded between
control markers, etc).
SAFETY
Ensure the senior cadets/officers are stationed at intervals along the course to assist the cadets who may
get disoriented or who may become injured.
Ensure the cadets hydrate during the orienteering activity.
Ensure a first-aid station/kit is accessible.
Ensure a first-aider is identified at the start of the activity and available at all times.
The cadets’ participation in the orienteering activity will serve as confirmation of this TP.
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Teaching Point 6 Supervise While the Cadet Leads/Participates in a Cool-

Down
The cadets will be assigned to lead the cool-down. The following information is provided as
a guide in the event that the cadet experiences difficulty while leading a cool-down session.
1. Conduct cool-down activities appropriate for the type of physical activity to be

completed.

Figures 5-3-10 and 5-3-11).


3. Choose stretches for the muscles that were used during the physical activity.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets to lead/participate in a cool-down session.
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RESOURCES
N/A.
ACTIVITY LAYOUT
N/A.
SAFETY
Ensure the cadets are hydrated during the cool-down session.
The cadets’ participation in the cool-down session will serve as confirmation of this TP.
The cadets’ participation in the orienteering activity will serve as confirmation of this lesson.
CONCLUSION
N/A.
N/A.
CLOSING STATEMENT
Orienteering is a great way to demonstrate sportsmanship, apply map reading skills, and improve personal
fitness.
The cadets should not focus on competition at this level.
EO S232.02 (Lead a Warm-Up and Cool-Down Session) performance check shall be conducted concurrently
during this lesson IAW A-CR-CCP-901/PG-001, Chapter 3, Annex B, Appendix 2.
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REFERENCES
C0-007 (ISBN 0-02-029265-1) Kjellstrom, B. (1994). Be Expert With Map & Compass: The Complete
Orienteering Handbook. New York, NY: Hungry Minds, Inc.
C0-008 A-CR-CCP-151/PT-001 Canadian Orienteering Federation, & Ellis, M. (1983). Orienteering

Level 1 Coaching Certification. Ottawa, ON: Canadian Orienteering Federation.
C0-010 Stott, W. (1987). Armchair Orienteering II: A Practical Guide to Route Planning. Winnipeg, MB:
Manitoba Orienteering Association.
C0-011 Canadian Orienteering Federation, & Lowry, R.W. (1985). Orienteering Level 2 Coaching
Certification. Ottawa, ON: Canadian Orienteering Federation.
C0-023 A-CR-CCP-150/PT-001 Chapman, J.R. Major, M.B.E. (1968). Orienteering: An Aid to Training.
London, England: Hillside Printing & Publishing Co.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 4
EO S234.04 – DESIGN A TOURNAMENT
Total Time: 80 min
PREPARATION
Prepare presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area for all
tournaments.
Photocopy sample tournament handouts located at Annexes Q, R and S for each cadet.
Photocopy and cut out the tournament scenarios located at Annex T.
N/A.
APPROACH
An interactive lecture was chosen for TPs 1 and 3 to present basic material on tournaments.
An in-class activity was chosen TP 2 as it is an interactive way to provoke thought and stimulate interest in
tournaments among cadets.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall have designed a tournament.
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IMPORTANCE
Tournaments are a fun and exciting way to conduct recreational sports at the corps/squadron. It is important
for the cadets to design a tournament because Fitness and Sports Assistants may be required to assist with
the design of tournaments at the corps/squadron and CSTC.
Teaching Point 1 Describe Round Robin, Ladder and Pyramid Tournaments
The cadets will have some previous knowledge and experience with tournaments. Ask
the cadets, “What are some types of tournaments?” to begin the class as a brainstorming
session. After answers are given, discuss the types of tournaments and definitions that will
be used during this course.
Tournament. Any contest or series of contests of skills involving a number of participants/

teams.
There are a number of different types of tournaments. It is up to the organizer to decide which type of tournament
meets the needs of the competition.
The following are the most common types of tournaments:
round robin,
ladder,
pyramid,
single elimination, and
double elimination.
Distribute the round robin tournament handout located at Annex Q.
ROUND ROBIN
Advantages
Advantages to a round robin tournament include:
no participant/team is eliminated;
all participants/teams have the opportunity to play each other;
the most accurate results of the competition are after all play is completed; and
good use of facilities.
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Disadvantages
Disadvantages to a round robin tournament include:
requires many games;
scores of games may not be close; and
takes a long time to conduct.
Recommended Use
Round robin tournaments are best for league play or one-day tournaments that guarantee a certain number of
games. All participants/teams play each other at least once. If there are a large number of participants/teams,
a second, third or even fourth pool may be used.
Pool. A group of contestants who compete against each other in a tournament for the right
to advance.
The number of courts or fields usually determines the number of pools used. This is easy for participants/
teams because they play all their games in the same location. The participants/teams may be used as referees,
scorekeepers and linesman during the round robin tournament.
The smaller the number of participants/teams in the pool, the shorter time it takes to complete the pool. Four
to six participants/teams per pool are best.
To ensure fairness is shown to participants/teams, when making the pool, choose the names randomly (eg,
pull the names out of a hat) and place them in the draw.
When using a round robin for a one-day tournament it may be combined with a single elimination tournament.
The pool winners and runners-up may fill out a single elimination bracket. These participants/teams will play
for the championship.
Have a tie breaker system in place before the start of the tournament (eg, points for versus points against).
Sample Draw with an Even Number of Participants
To arrange the rounds and the game schedule for an event for an even number of entries, keep the first entry
constant and rotate the remaining as follows:
Round 1 Round 2 Round 3 Round 4 Round 5 Round 6 Round 7
1-8 1-2 1-3 1-4 1-5 1-6 1-7
2-7 3-8 4-2 5-3 6-4 7-5 8-6
3-6 4-7 5-8 6-2 7-3 8-4 2-5
4-5 5-6 6-7 7-8 8-2 2-3 3-4

Figure 5-4-1 Round Robin Draw with an Even Number of Participants
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Sample Draw With an Odd Number of Participants
To arrange the rounds and game schedule for an uneven number of entries, give each participant/team a bye
in one round of play and rotate the remaining as follows:
Bye. A term used when a participant/team moves into the next round of competition without
participating in the previous round.
1 bye 2 bye 3 bye 4 bye 5 bye 6 bye 7 bye
2-7 3-1 4-2 5-3 6-4 7-5 1-6
3-6 4-7 5-1 6-2 7-3 1-4 2-5
4-5 5-6 6-7 7-1 1-2 2-3 3-4

Figure 5-4-2 Round Robin Draw With an Odd Number of Participants
Distribute the ladder tournament handout located at Annex R.
LADDER
Advantages
Advantages of a ladder tournament include:
no one is eliminated;
easy to understand and easy to conduct;
once started, the tournament runs itself because participants/teams challenge each other; and
it may be conducted over a longer period of time.
Disadvantages
Disadvantages of a ladder tournament include:
the number of games depends on the participants/teams initiative to challenge opponents;
it must have a tiebreaker; and
it should be limited to 15 entries.
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Recommended Use
The ladder tournament is the most popular form of extended tournaments (eg, racquet clubs, league play). It is
best with pairs or individual participants such as racket sports. Ladders may be created by ability grouping (eg,
beginner, intermediate, or advanced). Participants/teams challenge the player/team above them on the ladder.
If the challenger wins, they exchange places on the ladder with the loser. If the challenger loses the competition,
they stay where they are on the ladder.
Challenges must be accepted and played within a certain time limit, usually one week. If a participant/team
does not challenge within the time limit, they move down the ladder. Usually participants/teams are not allowed
to challenge the same participant/team twice in a row.
Sample Draw
If the number of entries to a ladder tournament is large, more than one ladder may be used. A player wishing
to enter the competition late must challenge the player at the bottom of the ladder.
A winner of a ladder tournament may be declared on a set date, or the tournament may continue until the
participants/teams decide that the tournament is over (eg, the participant/team at the top of the ladder cannot
be beaten).
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Figure 5-4-3 Ladder Draw
Distribute the pyramid tournament handout located at Annex S.
PYRAMID
Advantages
Advantages of a pyramid tournament include:
no one is eliminated;
easy to understand and easy to conduct;
once started, the tournament runs itself because participants/teams challenge each other; and
it may be conducted over a longer period of time.
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Disadvantages
Disadvantages of a pyramid tournament include:
the number of games depends on the participants/teams initiative to challenge opponents;
it must have a tiebreaker; and
it may have more than 15 participants.
Recommended Use
The pyramid tournament is a popular form of an extended tournament (eg, racquet clubs, league play). A
pyramid tournament is similar to a ladder tournament, but the board is in the form of a pyramid, with one
participants/team at the top, two in the next row, three in the next, and so on. It is best with pairs or individual
participants such as racket sports. Participants/teams challenge the player/team above them on the pyramid.
A pyramid tournament gives participants/teams greater opportunity to challenge opponents because the step
above them has more participants/teams listed.
If the challenger wins, they exchange places on the pyramid with the loser. If the challenger loses the
competition, they stay where they are on the pyramid.
Challenges must be accepted and played within a certain time limit, usually one week. If a participant/team does
not challenge within the time limit, they move down the pyramid. Usually participants/teams are not allowed to
challenge the same participant/team twice in a row.
Sample Draw
A winner of a pyramid tournament may be declared on a set date decided by the organizer, or the tournament
may continue until the participants/teams decide that the tournament is over (eg, the participant/team at the
top of the pyramid cannot be beaten).
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Figure 5-4-4 Pyramid Draw
QUESTIONS
Q1. Which type of tournament allows the participant/team to play every other opponent?
Q2. Which types of tournaments allows the participant/team to challenge another opponent?
Q3. How can a tournament designer ensure fairness when making a draw?
ANTICIPATED ANSWERS
A1. Round robin tournament.
A2. Ladder and pyramid tournaments.
A3. To ensure fairness choose the names randomly and place them in the draw.
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Teaching Point 2 Have Cadets Design a Tournament Based on a Given

Scenario
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets design a tournament based on a given scenario.
RESOURCES
Scenarios located at Annex T,
Pens/Pencils, and
Paper.
ACTIVITY LAYOUT
N/A.
2. Distribute a scenario to each group.
3. Have each group design a tournament based on the given scenario in 20 minutes.
4. Have each group select one presenter from their group and present to the class how the tournament was
designed.
SAFETY
N/A.
Teaching Point 3 Identify Alternate Types of Tournaments
SINGLE ELIMINATION
The single elimination tournament is best used when there are a large number of entries, a short period of time
and a limited number of courts/fields. It is the easiest of all tournaments to run. When participants/teams win,
they continue to play. When participants/teams lose, they are eliminated from the tournament.
If there are a large number of participants/teams, multiple single elimination tournaments may be used.
Participants/teams may be divided into skill levels (eg, beginner, intermediate and advanced) as three separate
tournaments. This is a very good format to use at the end of a round robin tournament with more than one
pool, to determine an overall winner.
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Figure 5-4-5 Single Elimination Draw
DOUBLE ELIMINATION
This is very similar to the single elimination tournament with the major difference being that each participant/
team must lose two games before being eliminated. This means that the tournament takes more time to conduct.
After their first loss the participant/team is transferred to the left side of the bracket, from where they are
eliminated after the second defeat. In the finals, the winner of the left side (loser’s bracket) meets the winner
of the right side (winner’s bracket). If the winner of the loser’s bracket should defeat the winner of the winner’s
bracket, an additional game is required. After the completion of the second game, the participant/team that has
suffered two defeats is eliminated and the other participant/team is declared the winner.
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Figure 5-4-6 Double Elimination Draw
QUESTIONS
Q1. When is it best to conduct a single elimination tournament?
Q2. A single elimination tournament may be used to at the end of what other tournament?
Q3. How many times do participants/teams need to lose before being eliminated from a double elimination
tournament?
ANTICIPATED ANSWERS
A1. When there is a large number of entries, a short period of time and a limited number of courts/fields.
A2. Round robin.
A3. Two.
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QUESTIONS
Q1. What is the advantage of all round robin, ladder and pyramid types of tournaments?
Q2. What is a disadvantage of the ladder and pyramid types of tournaments?
Q3. Name the types of tournaments described in this lesson.
ANTICIPATED ANSWERS
A1. No one is eliminated.
A2. The number of games depends on the participants/teams initiative to challenge opponents.
A3. The types of tournaments described in this lesson are:
round robin,
ladder,
pyramid,
single elimination, and
double elimination.
CONCLUSION
N/A.
N/A.
CLOSING STATEMENT
Tournament designing skills may be used by a Fitness and Sports Assistant to aid the organizer of fitness and
sports activities at the corps/squadron and the CSTC. Tournaments are a fun and exciting way for recreational
sports to be conducted at the corps/squadron. In addition, the corps/squadron may conduct tournaments as
complementary training and extra-curricular activities.
N/A.
REFERENCES

Defence.
C0-187 San Diego County Office of Education. Physical Activity After School. Types of Tournaments.
Retrieved November 14, 2007, from http://www.afterschoolpa.com/print/typesoftournaments.html.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 5
EO S234.05 – LEAD GAMES OF LOW ORGANIZATION
Total Time: 80 min
PREPARATION
APPROACH
An interactive lecture was chosen for TP 1 to present basic material on games of low organization.
A practical activity was chosen for TPs 2 and 4 as it is an interactive way to allow the cadet to experience
games of low organization in a safe and controlled environment.
An in-class activity was chosen TP 3 as it is an interactive way to provoke thought and stimulate interest in
games of low organization.
INTRODUCTION
REVIEW
N/A.
OBJECTIVES
By the end of this lesson the cadet shall have led games of low organization.
IMPORTANCE
It is important for the cadets to lead games of low organization in order to perform the duties of a Fitness and
Sports Assistant. They are a useful tool as warm-up and cool-down activities, tabloid sports events and may
be used to fill in time (eg, waiting for a bus, waiting for the next lesson) or to provide concurrent activity (eg,
while the cadets are waiting to fire the cadet air rifle, while waiting to sail, or abseil).
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Teaching Point 1 Describe Games of Low Organization
The cadets will have some experience with games of low organization. Ask the cadets “Has
anyone ever played tag or Red Rover?" What other kind of games did you play in the school
yard?” to begin the class as a brainstorming session. After answers are given, lead cadets
into the term games of low organization, their characteristics and purpose.
Games of Low Organization. A simple game with low level organization that can involve any number of people
with a variety of skills, fitness levels and age groups.
CHARACTERISTICS
Games of low organization have certain characteristics that are different from recreational sports. These include
that they:
are fast to play;
are easy and quick to organize;
have few rules;
require minimal equipment; and
involve maximum participation.
During this course, games of low organization will be used as warm-up and cool-down
activities. At the corps/squadron, the Fitness and Sports Assistant will use games of low
organization as warm-up and cool-down activities, as tabloid sports events, to provide
concurrent activity and to fill in time.
PURPOSE
Games of low organization serve a number of purposes. These include:
serving as warm-up and cool-down activities;
serving as lead-up activities to various sports;
serving as tabloid sports events;
acting as time fillers;
acting as concurrent activities; and
enhancing cooperation within the group.
Games of low organization are an excellent way to improve cardiovascular fitness and muscle strength.
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QUESTIONS
Q1. Define games of low organization.
Q2. List the characteristics of a game of low organization.
Q3. List the purposes of games of low organization.
ANTICIPATED ANSWERS
A1. A simple game with low level organization that can involve any number of people with a variety of skills,
fitness levels and age groups.
A2. The characteristics of games of low organization include that they:
are fast to play;
are easy and quick to organize;
have few rules;
require minimal equipment; and
involve maximum participation.
A3. The purposes of games of low organization include:
serving as warm-up and cool-down activities;
serving as lead-up activities to various sports;
serving as tabloid sports events;
acting as time fillers;
acting as concurrent activities; and
enhancing cooperation within the group.
Teaching Point 2 Conduct Games of Low Organization
The cadets have some experience with games of low organization. These games of low
organization are warm-up activities; hence, no specific warm-up is needed for this lesson.
Choose and conduct two of the three games of low organization listed: Fitness Follow the
Leader, Running the Rails, or Freeze Tag. Each of theses games may be played for as
long as desired, however play two of the three for a total of 15 minutes. Ensure the cadets
hydrate between the games of low organization.
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ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets participate in the Fitness Follow the Leader game of low
organization.
RESOURCES
N/A.
ACTIVITY LAYOUT
N/A.
1. Divide the group into three single file lines.
2. Designate one leader for each file.
3. Instruct the file to move the length of the gym/field. Have the leader choose and use a type of movement
(eg, gallop, skip, crabwalk, jump, etc). The leader may add arm or leg movements while leading the line
and may stop the group to do exercises such as push-ups and curl-ups.
4. Have the other cadets follow the leader and copy their movement.
5. After one minute, select a new leader for each line.
6. Have the new leader choose the movements with the rest of the line following.
7. Continue this game until each cadet has had a chance to be the leader.
SAFETY
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets participate in the Running the Rails game of low organization.
RESOURCES
Four pylons.
ACTIVITY LAYOUT
Using the four pylons create a 20-metre square space.
1. Divide the cadets into four single file lines and have each line begin on the same side of the square.
2. Have the single file lines lay in a row facedown beside each other approximately half a step apart, like
railway ties on a railway line.
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3. On the word “Go”, the first cadet lying in the line will stand up and run over top of their teammates by
stepping between them, and lie down beside the last cadet in the line.
4. Once the first cadet has run down the line, the second cadet will stand up and run over their teammates
by stepping between them, and lie down beside the last cadet in line (who is the first cadet who ran).
5. The cadets continue until the distance of 20 m has been reached.
6. The first group to complete the distance wins the game.
SAFETY
Do not run too quickly and risk falling on each other.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets participate in the Freeze Tag game of low organization.
RESOURCES
Four pylons, and
Two pinnies.
ACTIVITY LAYOUT
Using the four pylons create a 50-metre square space.
1. Choose two cadets to be “it". Give each "it” cadet a pinny for identification.
2. Have the cadets who are “it” try to tag every other cadet.
3. If a cadet is tagged, they must “freeze” where they stand. While being frozen the cadet must stand with
their arms out perpendicular to the body and their legs open (eg, the jumping jack position).
4. Any other cadet, who is not frozen, may run under the arms or through the legs of a frozen cadet, un-
freezing them.
5. If the “it" cadets become too tired, select two different cadets to be "it”.
SAFETY
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The cadets’ participation in games of low organization will serve as confirmation of this TP.
Teaching Point 3 Have Cadets Create a Game of Low Organization
Ask cadets “What factors have to be considered when creating games of low organization?”
to begin the class as a brainstorming session. After answers are given, lead the cadets into
the factors that must be considered when creating games of low organization.
There are certain factors that must be taken into consideration when creating games of low organization, which
include size of the group, equipment required and rules.
SIZE OF THE GROUP
Games of low organization may involve any number of cadets, although it is rare to have a very large group
playing the same game at the same time. If the group is too large to play the game of low organization, divide
the group into smaller groups so everyone will be involved. It is also difficult to play games of low organization
that involve great amounts of running with too few cadets because the cadets will tire quickly.
EQUIPMENT REQUIRED
A game of low organization should require minimum equipment and supplies. A few simple pieces of equipment
may be necessary to run the game. If too many pieces of equipment are used, explanation and instruction
about the games of low organization become too time consuming.
RULES
Every game of low organization must have rules. Rules should be simple and few. Rules allow the cadets to
know how the game is played. A clear and concise explanation of the rules must be given before the game
starts.
ACTIVITY
Time: 10 min
OBJECTIVE
The objective of this activity is to have the cadets design a game of low organization in a group of five.
RESOURCES
Four hula hoops,
Four pylons,
Five pinnies,
Five beanbags, and
Five balls of assorted sizes.
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ACTIVITY LAYOUT
N/A.
1. Divide the cadets into groups of no more than five.
2. Have the cadets design a game of low organization. The game of low organization will be designed for a
group of 10 cadets, and may or may not use the resources from above.
3. The cadets will participate in the game of low organization after the design is completed.
SAFETY
N/A.
The cadets’ participation in the activity in TP 4 will serve as confirmation of this TP.
Teaching Point 4 Supervise While the Cadets Lead/Participate in a Game of

Low Organization
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets lead/participate in games of low organization.
RESOURCES
Four hula hoops,
Four pylons,
Five pinnies,
Five beanbags, and
Five balls of assorted sizes.
ACTIVITY LAYOUT
N/A.
1. Have two groups of five, from the previous TP, join together.
2. Have one group explain the rules of the game of low organization they designed to the second group.
3. Have the 10 cadets play the game of low organization.
4. After 10 minutes of game play, stop the game.
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5. Have the second group of five, tell the first group of five what they liked, what they did not like, what worked
well and what did not work well.
6. Have the cadets hydrate during the discussion.
7. Have the second group of five explain the rules of the game of low organization they created to the first
group of five.
8. Have the 10 cadets play the game of low organization.
9. After 10 minutes of game play, stop the game.
10. Have the first group of five tell the second group of five what they liked, what they did not like, what worked
well and what did not work well. Have the cadets hydrate during the debrief.
11. Debrief the cadets on the games of low organization that were created.
SAFETY
The cadets’ leading/participation in games of low organization will serve as confirmation of this lesson.
CONCLUSION
Opportunities to create and practice games of low organization will be provided throughout the course. Games
of low organization will be used as warm-up and cool-down activities, tabloid sports events and may be used
to fill in time (eg, waiting for a bus, waiting for the next lesson) or to provide concurrent activity (eg, while the
cadets are waiting to fire the cadet air rifle).
N/A.
CLOSING STATEMENT
Games of low organization are fun and useful activities. It is the responsibility of the Fitness and Sports Assistant
to create and conduct games of low organization. These games will be used as warm-up and cool-down
activities, tabloid sports events and may be used to fill in time (eg, waiting for a bus, waiting for the next lesson)
or to provide concurrent activity (eg, while the cadets are firing the cadet air rifle, while the cadets are waiting
for sailing, abseiling or gliding activities).
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REFERENCES
C0-142 Plitz, W. (2005). Games of Low Organisation. Sports Coach. Vol. 27 No. 4, 25-28.
Retrieved October 3, 2007, from http://www.ausport.gov.au/coachofficial/tools/information/
sportscoacharticles/games_low_organisation_pt1.pdf.
C0-163 (ISBN 0-7360-4849-9) Byl, J. (2004). 101 Fun Warm-Up and Cool-Down Games. Windsor, ON:
Human Kinetics, Inc.
C0-164 Nipissing University. (2007). Games of Low Organization. EDUC 4224E - Health & Physical
Education Presentation. Retrieved October 3, 2007, from http://www.nipissingu.ca/education/
barbo/Assignments/Low_Org_Presentation-3.doc.
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COMMON TRAINING
INSTRUCTIONAL GUIDE
SECTION 6
EO S234.06 – PARTICIPATE IN A TABLOID MEET
Total Time: 160 min
PREPARATION
Determine how many participants are expected as this will affect the number of events.
Determine what events are to be incorporated into the tabloid. Selection should be based on the participant
(age, skill level and physical condition of all members as these factors may play a role in injuries and injury
prevention). A suggested tabloid meet event list is located at Annex U.
Determine the time allocated for each station.
Ensure equipment for the events are available. A suggested tabloid meet event equipment list is located at
Annex U.
Create and photocopy a master scoresheet for a tabloid meet. A sample is located at Annex V.
Create and photocopy a group scoresheet for a tabloid meet. A sample is located at Annex W.
Set up the tabloid meet events.
APPROACH
A practical activity was chosen for this lesson as it allows the cadets to participate in a tabloid meet in a safe
and controlled environment.
INTRODUCTION
REVIEW
N/A.
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OBJECTIVES
By the end of this lesson the cadet shall have participated in a tabloid meet.
IMPORTANCE
It is important for cadets to participate in a tabloid meet because it is fun, interactive and promotes physical
fitness. By participating in a tabloid meet, Basic Fitness and Sports course cadets will gain knowledge and
experience with how a tabloid meet is conducted. A Fitness and Sports Assistant may be asked to assist with
a tabloid meet at the corps/squadron.
Teaching Point 1 Participate in a Tabloid Meet
TABLOID MEET
Tabloid meets consist of various small, easy to play, games or relay events. The rules and regulations for each
event will vary. The layout of a tabloid meet is as follows:
The cadets must be separated into groups equal to the number of tabloid events.
The cadets must rotate through events in a pre-arranged fashion. A diagram of stations can be displayed
or signs with station numbers can be put at each station.

Figure 5-6-1 Layout of a Tabloid Meet
A whistle or other signalling device, should be used to commence and complete each event, as well as
to tell cadets when to rotate stations.
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Describe the standards to be met at each event (eg, how many points for achievement, etc). This may be
done at the beginning as an overview if the tabloid is fairly small or time can be given at the beginning of
each event for the scorekeeper to brief each team about the station before they participate in the activity.
There must be a runner for each team to bring their score from each station to the master scorer.
Time should be given at the beginning of each station for the scorekeeper to give a demonstration of how
the event should take place.
difficulty while leading a warm-up session.

completed.
and 5-6-3).


3. Choose stretches for the muscles that will be used during the type of physical activity
to be completed.
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1. Conduct cool-down activities appropriate for the type of physical activity to be

completed.



3. Choose stretches for the muscles that were used during the physical activity.
ACTIVITY
OBJECTIVE
The objective of this activity is to have the cadets participate in a tabloid meet.
RESOURCES
Tabloid event equipment,
First aid kit,
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Tables (equal to the number of stations),
Whistle (or other signalling device),
Stopwatch,
Tape,
Master scoresheet, and
Group scoresheet.
ACTIVITY LAYOUT
As per tabloid meet design illustrated in Figure 5-6-1.
1. Supervise while the cadets lead/participate in a warm-up session.
2. Divide cadets into groups equal to the number of stations.
3. Distribute a group scoresheet to each group.
4. Assign each group a different station.
5. Describe the tabloid events’ rules and regulations to the cadets. Have the cadets begin at their station
for the set time.
6. After the set time is finished, ensure the group scoresheet is completed and initialled by the station
scorekeeper and have the cadets move to the next station.
7. Describe the next tabloid event’s rules and regulations to the cadets. Have the cadets complete each
station until the tabloid is completed.
8. Supervise while the cadets participate in the tabloid meet.
9. Once all stations have been completed, collect all the group scoresheets.
10. Tally all group scoresheets to determine the top three places for the tabloid meet.
11. Supervise while the cadets lead/participate in a cool-down session.
12. Debrief the cadets on their performance in the tabloid meet to include announcing the top three places
in the tabloid meet.
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stay on topic.
SUGGESTED QUESTIONS
Q1. Which tabloid events did you enjoy the most and the least? Why?
Q2. What changes to tabloid events would you make?
Q3. What suggestion for improvement of the overall tabloid meet would you make?
Q4. Do you think other cadets would enjoy a tabloid meet? Why or why not?
SAFETY
Ensure the cadets lead the warm-up and cool-down in a safe manner, following the guidelines for
stretching.
Ensure there are at least two arm lengths between the participants so they can move freely while warming-
up and cooling down.
Ensure the cadets hydrate during the sporting event.
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Ensure a first-aider is identified at the start of the sporting event and is available at all times.
The cadets’ participation in the tabloid meet will serve as confirmation of this lesson.
CONCLUSION
N/A.
N/A.
CLOSING STATEMENT
Tabloid meets are complementary training within the corps/squadron recreational sports program. Tabloid
meet games resemble games of low organization as found in EO S234.05 (Lead Games of Low Organization,
Section 5) and may be used as stations in a tabloid meet. Tabloid meets are fun, challenging, dynamic and may
improve personal fitness level. This supports the cadet program aim of promoting physical fitness (as stated in
CATO 11-03, Cadet Program Mandate, paragraph 8b). By participating in a tabloid meet a Basic Fitness and
Sports course cadet will gain knowledge and experience of tabloid meets. Fitness and Sports Assistant may
be asked to assist with a tabloid meet at the corps/squadron.
REFERENCES
C0-165 The Canadian Association for Health, Physical Education, Recreation and Dance. (1983).
Basic Skills Series: Tabloid Sports. Calgary, AB: The Canadian Association for Health, Physical
Education, Recreation and Dance.
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5-6-8
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Chapter 5, Annex A
CANADIAN CADET ORGANIZATIONS LIST OF APPROVED SPORTS
Baseball,
Basketball,
Floor Hockey,
Football (Flag/Touch),
Lacrosse,
Ringette,
Soccer,
Soccer Baseball,
Softball,
Ultimate Frisbee, and
Volleyball.
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5A-2
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BASEBALL OVERVIEW
BASEBALL
OBJECTIVE
While trying to prevent the opposing team from scoring runs, each team tries to score as many runs as
possible. A run is scored when a team’s player runs (in a counter-clockwise direction) and steps on all
three bases and the home plate. A game lasts nine innings where the team with the highest score wins,
unless there is a tie. In the case of a tie, the game will continue for additional innings until a team scores an
additional run, breaking the tie.
SCORING
One point is awarded as a member completes a circuit around the bases.
DEFINITIONS
Ball. A pitch that is outside the strike zone.
Bunt. When a batter hits the ball by letting the ball meet the bat to drop as a soft ground ball on the infield.
Double Play. When two outs are made on the same play.
Fair Ball. The ball when it is legally in play.
Fly Ball. A ball batted high into the air.
Fly-Out. A fly ball that is caught before it touches the ground or the fence.
Force Play. When a runner is forced to move to the next base because the batter becomes a runner.
Foul Ball. A ball that is hit into foul territory (as illustrated in Figure 5B-4).
Foul Territory . The area outside the foul lines (as illustrated in Figure 5B-4).
Home Run. When a batter hits a fair ball over the fence, or circles all bases on a hit inside the fence
without getting an out on their way around.
Inning. Consists of a top and a bottom. During either the top or bottom half each team will get the
opportunity to bat and field accordingly.
Out. An out can be given due to strikeout, force-out, tag-out, and fly-out. There are a number of types of
outs, which include:
Fly-Out. When a fly ball is caught before it touches the ground or fence.
Force-Out. When a fielder touches second base with the ball in their possession before the runner
reaches second.
Strikeout. When a batter has three strikes.
Tag-Out. When a fielder tags a runner with the ball when they are not on a base.
Strike. A pitch, in the strike zone, at which the batter does not swing, at which the batter swings and
misses, or that the batter hits into foul territory during their first two hits. A foul ball on the third is not
considered a strike.
Strike Zone. The area over the home plate, between the batter’s knees and the midpoint between the top
of their shoulders and the top of their pants.
Walk. A batter is awarded first base if four “balls” are pitched to the batter during one time up to bat.
NUMBER OF PLAYERS
Nine players per team.
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EQUIPMENT REQUIRED
Bases (four),
Bats (two),
Batter’s helmets (two),
Baseball (extras should be on hand),
Various gloves, and
Baseball/Softball field.
BASIC RULES
The game consists of nine innings, with three outs per inning (for each team). Innings may be reduced
due to time constraints.
One team takes the field first, taking up the various positions, to include: pitcher, catcher, first
baseman, second baseman, third baseman, shortstop, left fielder, centre fielder, and right fielder (as
illustrated in Figure 5B-4).
The other team bats first in the top half of the inning, according to the batting order for their players.
The pitcher attempts to get the batter out, preventing him or her from reaching first base and the
subsequent bases.
A batter is out if they receive a strikeout, force-out, tag-out, or fly-out.
The batter’s objective is to get around the bases before the ball reaches the base. The batter has to
attempt to get to first base before the ball reaches the base. While the ball is in play the batter can
attempt to reach subsequent bases. Once their play is over the next batter is up.
A team scores a run when a player has safely touched all three bases and has made it back to home
base, or hits the ball over the fence resulting in a home run.
DUTIES OF THE FITNESS AND SPORTS ASSISTANT

Scorekeeper. Records the number of runs that are completed during the game.
Base Umpire. Assists the home plate umpire to decide if plays are within the rules of the game. The
umpire uses a number of signals to indicate a decision. These include:
Hanlon, T., The Sports Rules Book: Essential Rules for 54 Sports, Human Kinetics Publishers, Inc. (p. 33)
Figure 5B-1 Time Out Signal
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Figure 5B-2 Player Is Out Signal
Figure 5B-3 Runner Is Safe Signal
SKILLS DRILLS
JOG TOSS
OBJECTIVE
The objective of this activity is to have the cadets see how many times the group can pass the balls to each
other before one is dropped.
RESOURCES
One baseball per two cadets.
ACTIVITY LAYOUT
N/A.
1. Have the cadets stand in a circle approximately two to five paces apart.
2. Have the cadets turn to their right so that they facing the back of the cadet on their right.
3. Distribute a baseball to every other cadet.
4. Have the cadets begin to jog slowly around the circle.
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5. On the “go” signal, have the cadets toss their balls in the air and catch the ball thrown by a player in
front of them.
SAFETY
Cadets need to be aware of where they are jogging to ensure that they do not collide with others.
Cadets must be aware of where the balls are to ensure that they do not hit someone.
SHORT RELAY
OBJECTIVE
The objective of this activity is to have the cadets make as many passes as possible in one minute.
RESOURCES
One baseball for every three cadets, and
One baseball glove per cadet.
ACTIVITY LAYOUT
N/A.
1. Divide the cadets into groups of three.
2. Distribute a baseball to each group.
3. Have the cadets line up one behind the other in their groups standing approximately 10 paces apart.
4. Have the cadets standing at the end of their line throw the baseball to the cadet in the middle.
5. Have the cadet in the middle turn and throw the baseball to the third cadet.
6. Have the third cadet will throw the baseball back to the middle cadet.
7. Have the middle cadet throw the baseball back to the first cadet.
8. Have the cadets count the number of passes that they can make in one minute.
9. Have the cadets switch positions and repeat steps three to eight.
SAFETY
Cadets must be aware of where the ball is to ensure that it does not hit someone.
HOT POTATO BASEBALL
OBJECTIVE
The objective of this activity is to have the cadets keep the baseball off of the ground by hitting the baseball
to each other with their gloves.
RESOURCES
One baseball for every five cadets, and
One baseball glove for every cadet.
ACTIVITY LAYOUT
N/A.
1. Divide the cadets into groups of five to eight.
2. Distribute a baseball to each group.
3. Have the groups stand in a circle facing each other.
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4. Have one cadet hit the baseball off of their glove to another player.
5. The cadet who receives the baseball will hit the baseball off of their glove to another player.
6. Have the cadets continue to hit the baseball to each other until the ball drops.
7. Repeat steps three to six to see if the group can keep the ball off of the ground for a longer time.
SAFETY
Further details on the sport of baseball can be found in Hanlon, T., The Sports Rules Book:
Essential Rules for 54 Sports, Human Kinetics Publishers, Inc. (pp. 25-35).
Figure 5B-4 Baseball Diamond
5B-5
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Chapter 5, Annex B

Figure 5B-5 Baseball Scoresheet
5B-6
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Chapter 5, Annex C
BASKETBALL OVERVIEW
BASKETBALL
OBJECTIVE
Teams attempt to score as many points as possible by passing the basketball through the opposing teams’
basket. The team with the highest score at the end of the game is the winner.
SCORING
Field Goal. A basket worth two points if scored inside the three-point line and three points if scored from
outside the line (as illustrated in Figure 5C-1).
Free Throw. A basket worth one point.
DEFINITIONS
Double Dribble. Dribbling with both hands at once is a violation that results in a turnover or when a player
is dribbling, stops and begins again.
Dribble. Dribbling consists of bouncing the ball on the floor, using only one hand at a time. This can be
done while moving on the court or while the player is stationary. Once a player stops dribbling and holds
the ball, they cannot dribble again until another player touches the ball.
Field Goal. A two or three-point basket.
Foul. A foul is awarded to a player or coach for misconduct and includes the following:
Away From the Ball. Committed by a player in a play not involving the player with the ball.
Blocking and Charging. Blocking is illegal contact by a defender, impeding the progress of an
offensive player. Charging is illegal contact by an offensive player, pushing or moving into the
defender’s torso.
Delay of Game. When a player prevents the ball from being promptly put into play.
Double Personal. Occurs when two opposing players commit personal fouls at the same time.
Double Technical. When two opposing players commit technical fouls at the same time.
Elbow. When a player elbows a member of the opposing team.
Excessive Timeout. When a team calls a timeout when they have no timeouts left, they are granted a
technical foul, but the timeout is allowed.
Face Guarding. When a defender places a hand in the face or eyes of an opponent they are guarding
from the rear, if the opponent does not have the ball.
Fighting and Flagrant Fouls.
Hand Checking. When a defender uses their hands to check the progress of offensive players when
those players are in front of them.
Hanging on the Rim. When a player hangs off the rim of the basket, unless it is to protect themselves
or another player.
Offensive. If a defender has established legal position in a dribbler’s path, the dribbler cannot make
contact with the opponent.
Personal. A wide variety of contact fouls including holding, pushing, charging, tripping, and illegally
interfering with a player’s progress.
Player-Control. When the dribbler commits an offensive by charging into a defender who has
established legal position, this is called charging.
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Technical. Can be on a player, coach, etc. and does not involve contact with the opponent while the
ball is alive. Some include profanity, delay of game, excessive time outs, unsportsmanlike conduct,
and hanging on the rim.
Unsportsmanlike Conduct. Includes actions such as disrespectfully addressing an official; trying to
influence an official’s decision; arguing with an official; taunting an opponent; etc.
Free Throw. A shot given to a player from the free throw line as a result of a foul. This shot is worth one
point.
Pass. The movement of the ball by a player to another player by throwing, batting, or rolling the ball.
Pivot. When a player holding the ball pivots with one foot kept at a point of contact with the floor, while
stepping in other directions with the other foot.
Rebound. When a player controls possession of a missed shot, either by a teammate or an opponent.
Sideline Pass. When a player throws the ball in from the sidelines of the court.
Travelling. When a player advances on the court with the ball without dribbling it.
Violations. When a player breaks a rule without contact. These include: backcourt, basket interference
and goaltending, double dribble, faking a free throw, kicking or hitting the ball, out of bounds, shot clock,
travelling and throw in.
NUMBER OF PLAYERS
Five players per team on the court at a time.
EQUIPMENT REQUIRED
Basketball,
Gymnasium/Outdoor court, and
Nets (two).
BASIC RULES
The game consists of four 8-minute quarters.
Teams will consist of a point guard, an off guard/shooting guard, a small forward, a power forward and
a centre/post.
The game begins with what is known as a “jump ball”. A player from each team will meet face to face
at the centre of the court. When the official tosses the ball straight up between them, both players will
attempt to catch or hit the ball to a teammate.
Once the game has begun, the player in possession of the ball must dribble at all times in order to
continue to move forward along the court. The player may pass the ball at any time to a teammate.
If a player in possession of the ball stops, they may only pivot on the spot or take a maximum of three
steps and then pass or shoot the ball towards the basket.
If a team scores, the opposing team will gain possession of the ball. The opposing team throws the
ball inbounds to put the ball back into play. On this throw-in, the thrower cannot step on or over the
line while still in possession of the ball.
During the game, if the ball is tossed out of bounds or a person is fouled, the opposite team will gain
the ball where a free throw will be awarded or a sideline pass will take place.

Scorekeeper. Operates the scoreboard and keeps score.
Timekeeper. Times four 8-minute quarters using a stopwatch. Three minutes is permitted for overtime.
5C-2
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SKILLS DRILLS
PASS AROUND
OBJECTIVE
The objective of this activity is to have the cadets pass the ball around the group as many times as possible
in one minute.
RESOURCES
One basketball for every two cadets.
ACTIVITY LAYOUT
N/A.
2. Distribute a basketball to each pair.
3. Have the cadets sit tall on the floor back-to-back with their partners, their legs flat on the floor and one
cadet holding the basketball.
4. On the “go” signal have the cadet with the basketball pass the basketball to the right, to their partner.
5. Have the cadet pass the basketball to the right, to their partner.
6. Have the cadets continue to pass the basketball to the right, to their partner, as fast as they can for
one minute.
7. Repeat steps four to six, having the cadets pass the basketball to the left.
Note: This drill may also be completed while standing.

SAFETY
N/A.
DRIBBLE TAG
OBJECTIVE
The objective of this activity is to have the cadet who is designated “it” tag another player.
RESOURCES
One basketball per cadet.
ACTIVITY LAYOUT
N/A.
1. Identify the out of bounds areas to the cadets.
2. Distribute a basketball to each cadet.
3. Assign a cadet to be “it”.
4. On the “go” signal have the cadets (including the “it” cadet) dribble their basketballs.
5. The cadet who is “it” will dribble their basketball while attempting to tag another cadet, making that
cadet now “it”.
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SAFETY
The cadet who is “it” may only tag other cadets between the shoulders and waist, and only in appropriate
areas.
SHOOT FOR THE STARS
OBJECTIVE
The objective of this activity is to have the cadets make four shots from different locations on the basketball
court, within one minute.
RESOURCES
Two basketballs, and
A basketball hoop.
ACTIVITY LAYOUT
N/A.
1. Have the cadets line up in a single file line at the centre line.
2. Pass a basketball to the first cadet in the line.
3. On the “go” signal the cadet will dribble the basketball to the hoop and attempt to get the basketball
into the hoop.
4. If successful, the cadet will move to the free throw line and attempt to get the basketball into the hoop.
5. If successful, the cadet will move to the three point line and attempt to get the basketball into the hoop.
6. If successful, the cadet will move to the centre line and attempt to get the basketball into the hoop. The
time limit for this activity is one minute.
7. Repeat steps three to six for each cadet.
SAFETY
N/A.
Further details on the sport of basketball can be found in Hanlon, T., The Sports Rules
Book: Essential Rules for 54 Sports, Human Kinetics Publishers, Inc. (pp. 37-46).
5C-4
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Figure 5C-1 Basketball Court
5C-5
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Chapter 5, Annex C

Figure 5C-2 Basketball Scoresheet
5C-6
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Chapter 5, Annex D
FLOOR HOCKEY OVERVIEW
FLOOR HOCKEY
OBJECTIVE
Teams attempt to score as many points as possible by passing the ball through the opposing team’s net.
The team with the highest score at the end of the game is the winner.
SCORING
A player passing the ball off their stick into the net, scores a goal.
DEFINITIONS
Faceoff. When two players meet to try to gain possession of the ball when the referee drops it.
Goal. A point/goal is scored when a player gets the ball across the goal line.
Rebound. A puck that bounces off the goalkeeper or the goal post.
Save. When the goalkeeper prevents a goal from being scored.
NUMBER OF PLAYERS
Six players per team on the floor at one time.
EQUIPMENT REQUIRED
Hockey ball,
Hockey sticks for the number of players,
Goalie sticks (two),
Goalie equipment, and
Hockey nets (two).
BASIC RULES
A game consists of three 20-minute periods.
Teams will consist of a goalkeeper, three forwards – centre, left wing, and right wing – and two
defencemen.
A game begins with a faceoff between two opposing players where an official drops the ball at the
centre of the playing field/gymnasium.
Players advance with the ball while stickhandling the ball or passing it to fellow teammates. The ball
must be in motion at all times.
Every time a goal is scored, the players return to the initial set-up for a faceoff at the centre of the area
of play.
If an attacker in the team’s attacking zone causes the play to stop, a faceoff will occur at the nearest
faceoff spot in the neutral zone (the central portion between the blue lines).
If a defender in the team’s defensive zone causes the play to stop, a faceoff occurs at the point of
stoppage.

Scorekeeper. Records the number of goals each team achieves.
Timekeeper. Times three 20-minute periods.
Linesmen. Moves between the blue lines and watch for rule violations.
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Goal Judges. Stands behind the nets to determine whether a goal has been scored.
SKILLS DRILLS
GET A GOAL
OBJECTIVE
The objective of this activity is to have the cadets practice shooting the hockey ball into the net.
RESOURCES
One hockey stick per cadet,
One hockey ball per cadet, and
One hockey net.
ACTIVITY LAYOUT
N/A.
1. Distribute a hockey stick and ball to each cadet.
2. Have the cadets line up facing the hockey net.
3. Have cadets attempt to shoot the hockey ball into the net one at a time.
SAFETY
N/A.
BALL HANDLE SCORE
OBJECTIVE
The objective of this activity is to have the cadets practice handling the hockey stick and ball, and to
practice shooting at the hockey net.
RESOURCES
Six pylons,
Four hockey sticks,
Ten hockey balls, and
One hockey net.
ACTIVITY LAYOUT
1. Place three pylons in a line, approximately three metres apart, in-line with the faceoff circle(s) (as
illustrated in Figure 5D-1).
2. Place the hockey balls in the centre circle.
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Figure 5D-1 Ball Handle Score Set-Up

1. Divide the cadets into two groups.
2. Have the cadets line up behind the pylons (as illustrated in Figure 5D-1).
3. Distribute a hockey stick to the cadet at the front of each line.
4. Have the cadet take a hockey ball from centre with their hockey stick.
5. Have the cadet weave around the pylons, while handling the ball with the hockey stick.
6. Have the cadet shoot at the net after they pass the third pylon.
SAFETY
N/A.
PASS THE BALL
OBJECTIVE
To practice passing the ball.
RESOURCES
One hockey stick per cadet, and
One hockey ball per two cadets.
ACTIVITY LAYOUT
N/A.
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2. Distribute a hockey stick to each cadet and a hockey ball to each pair.
3. Have the cadets line up in two lines, on the blue lines, facing their partner.
4. Have the cadets practice passing the hockey ball to their partner.
SAFETY
N/A.
Further details on the sport of hockey can be found in Hanlon, T., The Sports Rules Book:
Essential Rules for 54 Sports, Human Kinetics Publishers, Inc. (pp. 159-168). These rules
then must be adapted for floor hockey.
Figure 5D-2 Hockey Set-Up
5D-4
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Chapter 5, Annex D

Figure 5D-3 Floor Hockey Scoresheet
5D-5
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Chapter 5, Annex D
5D-6
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Chapter 5, Annex E
FOOTBALL OVERVIEW
FOOTBALL (FLAG/TOUCH)
OBJECTIVE
Teams attempt to score as many points as possible through touchdowns. The team with the highest score
at the end of the game is the winner.
SCORING
Touchdown. A touchdown is worth six points and is scored when a player carries the ball into the
opponent’s end zone or catches the ball in the opponent’s end zone before it touches the ground. After
a touchdown has been scored, the scoring team can make a one-point convert attempt from the 5-yard
line (approximately 4-1/2 m/15 feet) or a two-point convert attempt from the 10-yard line (approximately
11 m/36 feet).
Safety. An interception return to the opponent’s end zone, on any extra-point play by the defence, will
result in the defence scoring two points, plus they will gain possession for the next series at their own
5-yard (4-1/2 m/15 feet) line.
Rouge. A team is awarded one point when they legally kick the ball into the opponent’s end zone and the
ball is not brought out of the end. To score off a kick off, the ball must land in the field of play or in the end
zone before it goes out of bounds.
DEFINITIONS
Convert. A pass or a run attempt; no kicking allowed.
Dead Ball. When the ball is no longer in play and the play is over.
First Down. Is a new set of three downs. Each team, when they are the offence, get three downs in which
to make a play.
Forward Pass. When the ball is intentionally thrown or handed towards the opponent’s goal line.
Fumble. When a player loses possession of the ball while the play is still in progress.
Punt. When the ball is deliberately dropped and then kicked with the foot or leg before the ball touches the
ground.
Scrimmage Line. The line where the players line up for the snap.
Snap. When a player designated as the centre passes the ball between the legs to the quarterback.
Touchback. Occurs when the ball is dead on or behind a team’s own goal line, provided the ball’s force
came from an opponent and it is not a touchdown.
NUMBER OF PLAYERS
Seven players per team on the field at one time for touch football. Eight players per team on the field at one
time for flag football.
EQUIPMENT REQUIRED
Football,
Flags/ribbons,
Field, and
Safety/protective equipment.
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BASIC RULES
The game consists of four 15-minute quarters.
Whichever team takes first possession of the ball is the offence. The other team becomes the defence.
The offence has three downs to obtain 10 yards, keep possession of the ball, and attempt to score.
If they do not gain 10 yards and a first down, possession of the ball changes and that team then
becomes the offence.
To begin the game, a team will kickoff from their own 45-yard line (or on a non-regulation field, ten
yards back from the centre line). The remaining players of the team must stay behind the kickoff line
until the ball has been kicked.
At the kickoff, all players of the receiving team must be at least 20 yards away from the kickoff line.
To begin a series of three downs, the ball will be placed on the ground at the point where the ball
carrier was touched after the kickoff. All members of the offensive team will line up on or behind the
line of scrimmage. A player designated as the centre will begin the play by snapping the ball between
the legs to the quarterback who must receive the ball from a minimum of five yards behind the line of
scrimmage.
The defensive players must be at least one yard from the line of scrimmage on the opposite side
during the snap.
All players on the offence, with the exception of the centre, can be in motion prior to the snap. They
may not cross the line of scrimmage until after the snap.
In touch football, play is terminated when a defender touches the ball carrier with the hand. In flag
football, play is terminated when a defender removes the ball carrier’s flag.
The defensive team will have one player during scrimmage play, called the rusher, who will pursue
the quarterback after the ball is snapped. The rusher must be at least five yards away from the line
of scrimmage at the time the ball is snapped and cannot be lined up directly with the centre of the
opposing team.
No player is permitted to block or obstruct the rusher in the direct path to the quarterback.
Teams are only permitted one forward pass on each scrimmage play. Forward passes are not
permitted on kickoffs or after punts.
The team that plays defence at the beginning of the first half receives possession at the start of the
second half.
If a team fails to make it across midfield within three plays, possession of the ball changes.
Once a ball is punted, the team gives up possession of the ball.
There are no fumbles in touch football.
Must be played as non-contact. Blocking and tackling are not allowed.

Umpire. Watches for line violations on short passes and assists the referee in ball possession decisions
close to the line.
Scorekeeper. Records the points awarded to each team for touchdowns, safetys and rouges.
Timekeeper. Times four 15-minute quarters using a stopwatch.
Linesman. Watches for violations occurring on the line before or at the snap.
Line Judge. Stands on the opposite side of the field from the linesman. They are responsible for timing the
game and watching for violations. They will also advise the referee when two minutes are left in a half and
when time has expired in a quarter.
5E-2
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SKILLS DRILLS
HOT FOOTBALL
OBJECTIVE
The objective of this activity is to have the cadets keep the football from dropping to the ground.
RESOURCES
One football for every five cadets.
ACTIVITY LAYOUT
N/A.
2. Distribute a football to each group.
3. Have each group stand in a circle facing inwards.
4. On the “go” signal have the cadets toss the football to another cadet, not beside them.
5. Have the cadet who received the football pass it immediately to another cadet, not beside them.
6. Repeat step five until the ball drops.
SAFETY
N/A.
WILD FLAGS
OBJECTIVE
The objective of this activity is to have the cadets retrieve as many flags as possible.
RESOURCES
A pair of football flags for each cadet.
ACTIVITY LAYOUT
N/A.
1. Identify the out of bounds areas to the cadets.
2. Distribute a pair of football flags to each cadet.
3. Have the cadets place the flags on their belt.
4. All cadets are designated “it” and must attempt to retrieve flags from other cadets. Cadets may not
cover their flags with their hands. Cadets may only take flags that are on the belt.
5. Have cadets continue to play for as long as time permits.
SAFETY
Cadets may not push or shove others.
ROUND THE CORNERS SNAP
OBJECTIVE
The objective of this activity is to have the cadets accomplish as many successful snaps as possible in two
minutes.
5E-3
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Chapter 5, Annex E
RESOURCES
One football for every three cadets, and
Four pylons for every three cadets.
ACTIVITY LAYOUT
N/A.
2. Distribute a football and four pylons to each group.
3. Have each group use their pylons to mark a square approximately six paces apart.
4. Have the cadets stand outside the square at the corners (as illustrated in Figure 5E-1), with one cadet
holding the football.
Figure 5E-1 Round the Corner Snap Set-Up

5. On the “go” signal have the cadet who is holding the football snap the ball to the person behind them
and run forward to the empty corner.
6. Have the cadet who received the football snap the ball to the person behind them and run forward to
the empty corner.
7. Repeat step six until two minutes is up, having the cadets count the number of successful snaps.
SAFETY
N/A.
Further details on the sport of football can be found in Hanlon, T., The Sports Rules Book:
Essential Rules for 54 Sports, Human Kinetics Publishers, Inc. (pp. 125-136). These rules
must be adapted for flag/touch football. Some of these modifications can be found on
pp. 132-133. Further rules may be found in Norris, G., National Football Federation: Touch
Football Rule Book 2004, National Football Federation.
5E-4
A-CR-CCP-901/PF-001
Chapter 5, Annex E
Figure 5E-2 Football Field

Figure 5E-3 Line of Scrimmage
5E-5
A-CR-CCP-901/PF-001
Chapter 5, Annex E

Figure 5E-4 Football Scoresheet
5E-6
A-CR-CCP-901/PF-001
Chapter 5, Annex F
LACROSSE OVERVIEW
LACROSSE
OBJECTIVE
Teams attempt to score as many points as possible by passing the ball into the opposing team’s goal. The
team with the highest score at the end of the game is the winner.
SCORING
A goal is scored when the ball passes completely over the goal line, between the posts and under the cross
bar of the opponent’s goal.
DEFINITIONS
Blocking. Occurs when one player moves into the path of an opponent with the ball without giving the
opponent a chance to stop or change direction without contact.
Critical Scoring Area. An area at each end of the field, where the attacking team shoots for a goal.
Deputy. A player on the defensive goalkeeper’s team who may enter the goal circle when his or her team
is in possession of the ball and the goalkeeper is out of the goal circle.
Draw. With two opposing players toeing the centreline, holding their crosses in the air, parallel to the
centreline. The umpire places the ball between the players and when they call ready the players pull their
sticks up and away, lifting the ball into the air. All other players must be outside the centre circle for the
draw.
Free Space to Goal. The path to the goal within the critical scoring area.
Marking. Guarding an opponent within a stick’s length.
Penalty Lane. The path to the goal that is cleared when a free position is awarded to the attacking team
within the critical scoring area in front of the goal line.
Pick. A technique used by a player without the ball to force an opponent to take a different direction. The
player must give the opponent time to see the pick and react to it.
Throw. Two players of opposing teams stand 1 m (3-1/3 feet) apart; the umpire stands 4-8 m (13-26 feet)
away, and throws the ball into the air and the players take it as they move toward the field. No other player
can be within 4 m (13 feet) of the players taking the throw.
NUMBER OF PLAYERS
Twelve players per team on the field at one time.
EQUIPMENT REQUIRED
Ball,
Field crosses for the number of players,
Goalkeeper’s crosse (two),
Goalkeeper’s helmet, face mask, and throat and chest protector (two of each), and
Mouth guards for the number of players.
BASIC RULES
The game consists of two 30-minute halves.
The team consists of a goalkeeper, point, cover-point, third man, left defence wing, right defence wing,
left attack wing, right attack wing, third home, second home, first home, and centre (as illustrated in
Figure 5F-1).
5F-1
A-CR-CCP-901/PF-001
Chapter 5, Annex F
The game begins with a draw.

The team in possession of the ball attempts to score goals by advancing the ball down the field. This is
done by carrying, throwing, rolling, or batting the ball.
If the ball goes out of bounds, it is given to the closest player. If two players of opposing teams are an
equal distance from the ball, the game is continued with a throw.
Only one player can be in the goal circle at a time. This can only be the goalkeeper or the deputy.
Within the goal circle, the goalkeeper must clear the ball within 10 seconds. This can be done with the
goalkeeper’s crosse, hands, or body.
After each goal, the ball is put back into play with a draw.

Scorekeeper. Records the goals achieved by each team.
Timekeeper. Times two 30-minute halves using a stopwatch.
Umpire. Assists the referee in making decisions with regards to the rules and regulations.
Field Judge. Supervises the game being played on the field and assists in making calls.
SKILLS DRILLS
PASS THE BALL
OBJECTIVE
The objective of this activity is to have the cadets practice passing the ball using a field crosse.
RESOURCES
One field crosse per cadet, and
One ball per two cadets.
ACTIVITY LAYOUT
N/A.
2. Distribute a field crosse to each cadet and a ball to each pair.
3. Have the cadets line up in two lines facing their partner, approximately ten steps apart.
4. Have the cadets practice passing the ball to their partners.
SAFETY
N/A.
GET A GOAL
OBJECTIVE
The objective of this activity is to have the cadets practice throwing the ball with the field crosse into the
net.
RESOURCES
One field crosse per cadet,
One ball per cadet, and
One net.
5F-2
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Chapter 5, Annex F
ACTIVITY LAYOUT
N/A.
1. Distribute a field crosse and ball to each cadet.
2. Have the cadets line up facing the net.
3. Have the cadets attempt to throw the ball, using the field crosse, into the net one at a time.
SAFETY
N/A.
RUN AND PASS
OBJECTIVE
To practice passing the ball using the field cross while running.
RESOURCES
One field crosse per cadet, and
One ball per two cadets.
ACTIVITY LAYOUT
N/A.
2. Distribute a field crosse to each cadet and a ball to each pair.
3. Have the cadets line up in two lines at one end of the field, facing their partner and approximately ten
paces apart.
4. Have the cadets run up the field and practice passing the ball to their partners as they are running.
SAFETY
N/A.
Further details on the sport of lacrosse can be found in Hanlon, T., The Sports Rules Book:
5F-3
A-CR-CCP-901/PF-001
Chapter 5, Annex F
Figure 5F-1 Lacrosse Field
5F-4
A-CR-CCP-901/PF-001
Chapter 5, Annex F

Figure 5F-2 Lacrosse Scoresheet
5F-5
A-CR-CCP-901/PF-001
Chapter 5, Annex F
5F-6
A-CR-CCP-901/PF-001
Chapter 5, Annex G
RINGETTE OVERVIEW
RINGETTE (OFF ICE VERSION)
OBJECTIVE
Teams attempt to score as many points as possible by getting the ring in the opposing team’s net. The
SCORING
One point for every time a ring passes through the opposing team’s net.
DEFINITIONS
N/A.
NUMBER OF PLAYERS
Six players per team on the floor at one time.
EQUIPMENT REQUIRED
Nets (two),
Safety equipment,
Rubber ring,
Straight sticks for number of players,
Goalkeeper’s sticks (two), and
Goalkeeper’s masks (two).
BASIC RULES
Teams consist of a goalkeeper, two defencemen, and three forwards.
The stick is placed inside the ring to play.
The game is played in two 20-minute periods.
Play begins with the visiting team being given a free pass in the centre ice free pass circle (which is
like a faceoff circle in hockey).
The ring is passed up the playing area in order to get the ring in the opposing team’s net.
Free passes are used in ringette to restart play. The ring is placed in the free pass circle for this and
one player gets to take possession, having five seconds to pass the ring to a teammate. Shots on goal
are allowed from the free pass.
If the ring is within the goal crease the only player who is allowed to touch it is the goalie. The goalie
will pick up the ring and throw it like a Frisbee to a teammate but it cannot be thrown beyond the blue
line. The goalkeeper can also hit the ring with their stick or foot to move it out of the goal crease.

Scorekeeper. Records the number of points awarded to each team for passing the ring through the net.
Timekeeper. Times two 20-minute periods using a stopwatch.
5G-1
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Chapter 5, Annex G
SKILLS DRILLS
GET A GOAL
OBJECTIVE
The objective of this activity is to have the cadets practice shooting the ring into the net.
RESOURCES
One straight stick per cadet,
One rubber ring per cadet, and
One net.
ACTIVITY LAYOUT
N/A.
1. Distribute a straight stick and ring to each cadet.
2. Have the cadets line up facing the net.
3. Have the cadets attempt to shoot the ring into the net one at a time.
SAFETY
N/A.
RING HANDLE SCORE
OBJECTIVE
The objective of this activity is to have the cadets practice handling the straight stick and ring, and to
practice shooting at the net.
RESOURCES
Six pylons,
Four straight sticks,
Ten rubber rings, and
One net.
ACTIVITY LAYOUT
1. Place three pylons in a line, approximately 3 m apart, in-line with the faceoff circles (as illustrated in
Figure 5G-1).
2. Place the rubber rings in the centre free pass circle.
5G-2
A-CR-CCP-901/PF-001
Chapter 5, Annex G
Figure 5G-1 Ring Handle Score Set-Up

2. Have the cadets line up behind the pylons (as illustrated in Figure 5G-1).
3. Distribute a straight stick to the cadet at the front of each line.
4. Have the cadet take a rubber ring from centre with their straight stick.
5. Have the cadet weave around the pylons, while handling the ring with the straight stick.
SAFETY
N/A.
PASS THE RING
OBJECTIVE
The objective of this activity is to have the cadets practice passing the ring.
RESOURCES
One straight stick per cadet, and
One rubber ring per two cadets.
ACTIVITY LAYOUT
N/A.
2. Distribute a straight stick to each cadet and a rubber ring to each pair.
3. Have the cadets line up in two lines on the blue lines, facing their partner.
4. Have the cadets practice passing the rubber ring to their partners.
SAFETY
5G-3
A-CR-CCP-901/PF-001
Chapter 5, Annex G
N/A.
Further details on the sport of ringette can be found at http://www.ringette.ca.
“How Ringette Is Played”, Ringette Canada. Retrieved October 30, 2006, from http://www.ringette.ca/e/about/played.htm
Figure 5G-2 Ringette Ice/Playing Field
5G-4
A-CR-CCP-901/PF-001
Chapter 5, Annex G

Figure 5G-3 Ringette Scoresheet
5G-5
A-CR-CCP-901/PF-001
Chapter 5, Annex G
5G-6
A-CR-CCP-901/PF-001
Chapter 5, Annex H
SOCCER OVERVIEW
SOCCER
OBJECTIVE
Teams attempt to score as many points as possible by getting the ball in the opposing team’s net. The
SCORING
One point is scored for every goal made into the opposing team’s net which completely crosses the goal
line.
DEFINITIONS
Corner Kick. Awarded to the opposing team when players kick the ball over their own goal line. All
opposing players must be at least 10 yards (9 m/29.5 feet) from the ball for a corner kick.
Dribble. To move the ball with the feet in a continuous motion by passing the ball from one foot to the
other.
Foul. Results in a direct or indirect free kick for the opposing team at the spot where the foul occurred.
Fouls include:
kicking, tripping, or pushing;
jumping into an opponent;
violently or dangerously charging an opponent;
striking an opponent with the hand, arm, or elbow;
holding an opponent’s body or clothing;
playing the ball anywhere on the arm;
going offside;
obstructing an opponent by deliberately blocking their path;
kicking too high, putting an opponent in danger;
bending low, putting themselves in danger;
unsportsmanlike conduct;
charging an opponent when the ball is no more than one step away;
charging into the goalkeeper while in the goal area, preventing them from playing the ball or retaining
possession of the ball; and
the goalkeeper taking more than four steps before releasing the ball.
Free Kick. Direct free kicks are awarded for fouls on a player; indirect free kicks are awarded for other
violations made by the opposing team.
Goal Kick. Occurs when a player kicks the ball over the opposing team’s goal line. The opposing team is
awarded the goal kick. Opposing players must be outside the penalty box area; either the goalkeeper or
another player may kick the ball. The ball must be kicked beyond the penalty box area to be put into play.
The player who performs the goal kick cannot touch the ball again until another player has done so.
Heads the Ball. When a player hits the ball with their head.
Penalty Kick. Is awarded to a team when an opposing player commits an intentional foul. All
players, except the kicker and the goalkeeper, must stand outside the penalty area, at least ten yards
(9 m/29.5 feet) from the ball. The goalkeeper must stand on the goal line and not move their feet until the
5H-1
A-CR-CCP-901/PF-001
Chapter 5, Annex H
kick is made. If a goal is not scored and the ball goes out of bounds after being touched by the goalkeeper,
the attacking team gets a corner kick.
Throw-In. Is awarded to a team when the ball goes over the sideline and was last touched by an opponent.
A player throws the ball in from over their head, keeping both feet on the ground while releasing the ball. At
least part of each foot must be on or behind the sideline.
NUMBER OF PLAYERS
Up to 11 players per team on the field at one time.
EQUIPMENT REQUIRED
Soccer ball,
Nets (two), and
Field or gymnasium.
BASIC RULES
The game consists of two 45-minute halves.
Teams will consist of a goalkeeper, defenders, midfielders, and forwards, or strikers.
The game begins with a kickoff at the centre of the playing field, where the ball is placed in a
stationary position at the centre spot.
All players must be on their team’s half of the playing field before the kickoff takes place. The player
who kicks off may not touch the ball again until another player has.
Players have to move the ball up the field with their feet, head, or chest. They may not touch the ball
with their hands.
The game continues in this manner, with players dribbling the ball and moving it toward the opposing
team’s goal in order to score.
When a goal is scored the play begins again with the team losing the goal taking the kickoff.
A goal may not be scored directly off a kickoff, goal kick, or throw-in.

Scorekeeper. Records the number of goals scored by each team.
Timekeeper. Times two 45-minute halves using a stopwatch.
Assistant Referee (Linesman). Assists the referee in making decisions with regards to the rules and
regulations.
SKILLS DRILLS
CRAZY EIGHTS
OBJECTIVE
The objective of this activity is to have the cadets dribble the soccer ball in a figure eight pattern.
RESOURCES
One soccer ball per cadet, and
Two pylons.
ACTIVITY LAYOUT
Place the pylons approximately ten paces apart.
5H-2
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Chapter 5, Annex H
1. Distribute a soccer ball to each cadet.
2. Have the cadets line up behind one of the pylons.
3. On the “go” signal have the cadets, one at a time, dribble the soccer ball using their feet in a figure
eight pattern around the pylons. The cadets may stop when they have completed ten figure eight
patterns.
SAFETY
Ensure that the cadets are spaced out when starting the course to prevent collisions.
BALL HANDLE SCORE
OBJECTIVE
The objective of this activity is to have the cadets practice handling the soccer ball and shooting at the net.
RESOURCES
Six pylons,
Ten soccer balls, and
One net.
ACTIVITY LAYOUT
1. Place three pylons in a line, approximately 3 m apart, in-line (as illustrated in Figure 5H-1).
2. Place the soccer balls in the centre.
Figure 5H-1 Ball Handle Score Set-Up
2. Have the cadets line up behind the pylons (as illustrated in Figure 5H-1).
3. Have the cadet at the front of the line take a soccer ball from the centre.
5H-3
A-CR-CCP-901/PF-001
Chapter 5, Annex H
4. Have the cadet weave around the pylons, while dribbling the soccer ball.
6. Repeat steps two to five for each cadet.
SAFETY
N/A.
USE BOTH FEET
OBJECTIVE
The objective of this activity is to have the cadets practice passing the soccer ball with both feet.
RESOURCES
One soccer ball per two cadets.
ACTIVITY LAYOUT
N/A.
2. Distribute a soccer ball to each pair.
3. Have the cadets line up in two lines, ten paces apart from their partner.
4. On the “go” signal have the cadets pass the ball to their partner using their dominant foot.
5. Stop the cadets and have them practice passing the ball to their partner using their other foot.
SAFETY
N/A.
Further details on the sport of soccer can be found in Hanlon, T., The Sports Rules Book:
5H-4
A-CR-CCP-901/PF-001
Chapter 5, Annex H
Figure 5H-2 Soccer Field
5H-5
A-CR-CCP-901/PF-001
Chapter 5, Annex H

Figure 5H-3 Soccer Scoresheet
5H-6
A-CR-CCP-901/PF-001
Chapter 5, Annex I
SOCCER BASEBALL OVERVIEW
SOCCER BASEBALL/KICKBALL
OBJECTIVE
three bases and the home plate.
SCORING
One point is awarded as a member completes a circuit around the bases. A game lasts nine innings where
the team with the highest score wins, unless there is a tie. In the case of a tie the game will continue for
additional innings until a team scores an additional run, breaking the tie.
DEFINITIONS
Double. A kick in which the batter safely runs to second base.
Force Play. Occurs when a runner is forced to advance to the next base because the batter becomes a
runner.
Foul Play. Any ball hit into foul territory.
Foul Territory. The area outside the foul lines.
Home Run. When a batter kicks a fair ball over the fence or circles all bases on a kick that was inside the
fence.
Lead Off. When a runner leads off a base before the ball has left the pitcher’s hand.
Legal Touch. When a defensive player tags a runner with the ball while the runner is not on a base. This
results in an out.
reaches second.
Tag-Out. When a fielder tags a runner with the ball when they are not on a base. This is also known
as a legal touch.
Steal. When a runner attempts to steal a base during a pitch to the kicker.
Tag-Up Rule. If the ball is caught in the air after the kicker has kicked it, the kicker is out. Other players
who are on bases must touch the base they were on after the ball is caught before they can run to the next
base.
NUMBER OF PLAYERS
Nine players per team on the field at one time.
EQUIPMENT REQUIRED
Soccer ball,
Baseball/softball field or a gymnasium or field, and
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Chapter 5, Annex I
Bases/pylons (four).
BASIC RULES
The game consists of five innings, with three outs per inning (for each team).
One team takes the field first, taking up the various positions, to include a pitcher, catcher, first
baseman, second baseman, third baseman, shortstop, left fielder, centre fielder, right fielder, and other
fielders depending on the number of players.
When pitching, the ball must touch the ground at least once and cannot be higher than one foot above
the plate when it gets to the kicker. The ball should be pitched to roll as smoothly as possible.
A ball is put into play once the pitcher rolls the ball toward home plate and the kicker has attempted to
kick the ball.
The kicker must wait for the ball to be within 1 m of the home plate before they can attempt to kick the
ball.
Leading off and stealing bases is not allowed.
Bunts are not permitted.
The kicker at home plate must kick the ball with the leg or foot, below the knee.
Field players can tag the runner out while either carrying the ball or throwing it at the runner and
making contact. Thrown balls are to hit below the waist.
A runner who leaves their base before the pitch reaches home plate or before the pitch is kicked, is
out and the ball is considered dead.

Figure 5I-1 Time Out Signal
5I-2
A-CR-CCP-901/PF-001
Chapter 5, Annex I
Figure 5I-2 Player Is Out Signal
Figure 5I-3 Runner Is Safe Signal
SKILLS DRILLS
KICK THE BALL
OBJECTIVE
The objective of this activity is to have the cadets practice kicking the soccer ball.
RESOURCES
Four soccer balls.
ACTIVITY LAYOUT
N/A.
1. Have the cadets line up at home plate.
2. Distribute a soccer ball to the first cadet in the line.
3. On the “go” signal have the cadet kick the ball.
4. Repeat steps two to three for each cadet.
SAFETY
N/A.
5I-3
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Chapter 5, Annex I
CATCH AND THROW
OBJECTIVE
The objective of this activity is to have the cadets catch the soccer ball with two hands and throw it with
one.
RESOURCES
ACTIVITY LAYOUT
N/A.
3. Have the cadets stand approximately ten paces apart from their partner.
4. Have the cadets practice throwing the ball with one hand and catching it with two hands.
SAFETY
N/A.
PITCH AND KICK
OBJECTIVE
The objective of this activity is to have the cadets practice pitching and kicking the soccer ball.
RESOURCES
ACTIVITY LAYOUT
N/A.
3. Have the cadets stand ten paces from their partner.
4. Have the cadet roll the ball towards their partner as if they were pitching the ball.
5. Have the other cadet kick the ball when it approaches them.
6. Have the cadets switch positions and repeat steps three to five.
SAFETY
Ensure that the cadets are kicking the balls away from their partners.
Further details on the sport of soccer baseball/kickball can be found at http://

www.kickball.com.
5I-4
A-CR-CCP-901/PF-001
Chapter 5, Annex I
Figure 5I-4 Baseball Diamond (Used for Soccer Baseball)
5I-5
A-CR-CCP-901/PF-001
Chapter 5, Annex I

Figure 5I-5 Soccer Baseball/Kickball Scoresheet
5I-6
A-CR-CCP-901/PF-001
Chapter 5, Annex J
SOFTBALL OVERVIEW
SOFTBALL
OBJECTIVE
three bases and the home plate.
SCORING
One point is awarded as a member completes a circuit around the bases. A game lasts nine innings where
the team with the highest score wins, unless there is a tie. In the case of a tie the game will continue for
additional innings until a team scores an additional run, breaking the tie.
DEFINITIONS
Ball. A pitch that is outside the strike zone.
Bunt. When a batter hits the ball by letting the ball meet the bat to drop as a soft ground ball on the infield.
Fake Tag. A form of obstruction of a runner by a fielder who neither has the ball nor is about to receive it.
The umpire will award the runner the base they would have made, if the obstruction had not been made.
Fly Ball. A ball batted high into the air.
Fly-Out. A fly ball that is caught before it touches the ground or the fence.
Force Play. When a runner is forced to advance to the next base because the batter becomes a runner.
Foul Play. Any ball hit into foul territory.
Foul Territory. The area outside the foul lines (as illustrated in Figure 5J-4).
Home Run. When a batter hits a fair ball over the fence or circles all bases on a ball that was hit inside the
fence.
Inning. An inning consists of a top and a bottom. During either the top or bottom half each team will get the
opportunity to bat and field accordingly.
Interference. This occurs when an offensive player impedes or confuses a defensive player as they are
trying to make a play. Interference can be physical or verbal.
Lead Off. When a runner leads off a base once the ball has been batted, touches the ground, or reaches
home plate, but must return to the base if the ball is not hit.
reaches second.
Tag-Out. When a fielder tags a runner with the ball when they are not on a base. This is also known
as a legal touch.
Overslide. When a player over slides first base when running. It is allowed at first base, but at second and
third base, the runner may be tagged out.
Steal. In fast-pitch, a runner may attempt to steal a base during a pitch to the batter.
5J-1
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Strike Zone. The area over the home plate, between the batter’s back shoulder and front knee.
Walk. A batter is awarded first base if four “balls” are pitched to the batter during one time up to bat.
NUMBER OF PLAYERS
10 players per team on the field at a time if team is not batting.
EQUIPMENT REQUIRED
Bases (four),
Bat,
Batter’s helmets,
Softball,
Various gloves for the number of players, and
Baseball/softball field.
BASIC RULES
The game consists of seven innings, with three outs per inning (for each team).
One team takes the field first, taking up the various positions, to include a pitcher, catcher, first
baseman, second baseman, third baseman, shortstop, left fielder, centre fielder, right fielder, and extra
fielder.
The other team bats first in the top half of the inning, according to the batting order for their players.
The pitcher attempts to get the batter out, preventing them from reaching first base and the
subsequent bases.
The pitcher must use an underhand pitch.
A batter is out if they receive a strikeout, force-out, tag-out, or fly-out.
The batter’s objective is to get around the bases without being tagged and before the ball reaches the
base.
A team scores a run when a player has safely touched first, second, and third base, and has made it
back home or hits the ball over the fence.

5J-2
A-CR-CCP-901/PF-001
Chapter 5, Annex J
Figure 5J-1 Time Out Signal
Figure 5J-2 Player Is Out Signal
Figure 5J-3 Runner Is Safe Signal
5J-3
A-CR-CCP-901/PF-001
Chapter 5, Annex J
SKILLS DRILLS
JOG TOSS
OBJECTIVE
The objective of this activity is to have the cadets see how many times the group can pass the balls before
one is dropped.
RESOURCES
One softball for every two cadets.
ACTIVITY LAYOUT
N/A.
1. Have the cadets stand in a circle approximately two to five paces apart.
2. Have the cadets turn to their right so that they facing the back of the cadet on their right.
3. Distribute a baseball to every other cadet.
4. Have the cadets begin to jog slowly around the circle.
5. On the “go” signal, have the cadets toss their balls into the air and catch the ball thrown by a player in
front of them.
SAFETY
Cadets need to be aware of where they are jogging to ensure that they do not collide with others.
Cadets must be aware of where the balls are to ensure that they do not hit someone.
SHORT RELAY
OBJECTIVE
The objective of this activity is to have the cadets make as many passes as possible in one minute.
RESOURCES
One softball for every three cadets, and
One baseball glove per cadet.
ACTIVITY LAYOUT
N/A.
2. Distribute a softball to each group.
3. Have the cadets line up in their groups standing approximately ten paces apart.
4. Have the cadets standing at the end of their line throw the softball to the cadet in the middle.
5. Have the cadet in the middle turn and throw the softball to the third cadet.
6. Have the third cadet throw the softball back to the middle cadet.
7. Have the middle cadet throw the softball back to the first cadet.
8. Have the cadets count the number of passes that they can make in one minute.
9. Have the cadets switch positions and repeat steps three to eight.
5J-4
A-CR-CCP-901/PF-001
Chapter 5, Annex J
SAFETY
HOT POTATO SOFTBALL
OBJECTIVE
To keep the softball off of the ground by hitting the softball to each other with their gloves.
RESOURCES
One softball for every five cadets, and
One baseball glove for every cadet.
ACTIVITY LAYOUT
N/A.
2. Distribute a softball to each group.
3. Have the groups stand in a circle facing each other.
4. Have one cadet hit the softball off their glove to another player.
5. The cadet who receives the softball will hit the baseball off their glove to another player.
6. Have the cadets continue to hit the softball to each other until the ball drops.
7. Repeat steps three to six to see if the group can keep the ball off of the ground for a longer time.
Safety
Further details on the sport of softball can be found in Hanlon, T., The Sports Rules Book:
5J-5
A-CR-CCP-901/PF-001
Chapter 5, Annex J
Figure 5J-4 Softball Field
5J-6
A-CR-CCP-901/PF-001
Chapter 5, Annex J

Figure 5J-5 Softball Scoresheet
5J-7
A-CR-CCP-901/PF-001
Chapter 5, Annex J
5J-8
A-CR-CCP-901/PF-001
Chapter 5, Annex K
ULTIMATE FRISBEE OVERVIEW
ULTIMATE FRISBEE
OBJECTIVE
Teams attempt to score as many points as possible by catching a pass in the opponent’s end zone. The
SCORING
Points are awarded to a team when a player catches a pass in the opponent’s end zone. A typical game is
scored to 15 points.
DEFINITIONS
Clearing. To get out of the area where the thrower wants to pass the Frisbee.
Cut. An attempt to get free of other players in order to receive a pass.
Force. To make it difficult for the thrower to throw the Frisbee in a certain direction in an attempt to try to
get them to pass it the other way.
Huck. A long high pass that is nearly the length of the field.
Layout. When a player dives to catch or intercept the Frisbee.
Poach. When a defender moves away from their marker to try to intercept a pass to another player.
Swing. A lateral pass across the pitch, instead of upfield.
Switch. When two defenders exchange the offensive players they were marking.
NUMBER OF PLAYERS
Seven players per team on the field at one time.
EQUIPMENT REQUIRED
One Frisbee, and
Pylons to mark boundaries.
BASIC RULES
The game is played in two halves. There is no time set for the halves. Halftime begins when one team
reaches eight points.
Each team lines up on the front of their respective end zone line to initiate play. The defence will then
throw the Frisbee to the offence.
The Frisbee may be played in any direction by passing to teammates. Players must remain stationary
when they hold the Frisbee. It must be passed to other players on the field that is closer to the
opponent’s end zone.
A player cannot hold the Frisbee for longer than 10 seconds. The defender, who is guarding the player
holding the Frisbee (staller), must count out the stall count.
When a pass is not completed due to being out of bounds, being dropped, blocked or intercepted, etc.
the defence takes possession of the Frisbee and becomes the offence.
To bring the Frisbee back into play it must be brought to the point on the pitch where it went out, or the
nearest point where a defender touched it.
There is no physical contact allowed between the players.
5K-1
A-CR-CCP-901/PF-001
Chapter 5, Annex K
A throw can be made without stopping if it is within three steps of the catch. The thrower cannot
change direction or speed up after catching the Frisbee.
After halftime the teams will switch ends of the playing field.

Scorekeeper. Records the points (number of catches that are made in the end zone) for each team.
Linesman. Stands at the end zone and make calls on whether a catch was made in the end zone.
SKILLS DRILLS
THROWING IN PAIRS
OBJECTIVE
The objective of this activity is to have the cadets practice throwing the Frisbee to a partner.
RESOURCES
One Frisbee per two cadets.
ACTIVITY LAYOUT
N/A.
2. Distribute a Frisbee to each pair.
3. Have the cadets stand ten paces away from their partners.
4. Have the cadet practice throwing the Frisbee to their partners.
SAFETY
N/A.
WHEEL RELAY
OBJECTIVE
The objective of this activity is to have the cadets practice throwing the Frisbee and running.
RESOURCES
Four Frisbees.
ACTIVITY LAYOUT
N/A.
1. Divide the cadets into groups of five to ten.
2. Have each group stand in a circle facing inwards with five paces between each cadet.
3. Distribute a Frisbee to each group.
4. Have the cadet holding the Frisbee throw the disk to the cadet on their right, run clockwise around the
outside of the circle and return to their spot.
5. Repeat step four until all of the cadets have had a chance to throw the Frisbee.
SAFETY
N/A.
5K-2
A-CR-CCP-901/PF-001
Chapter 5, Annex K
RUN AND PASS
OBJECTIVE
The objective of this activity is to have the cadets practice passing the Frisbee while running.
RESOURCES
One Frisbee per two cadets.
ACTIVITY LAYOUT
N/A.
2. Distribute Frisbee to each pair.
3. Have the cadets line up in two lines at one end of the field, facing their partner and approximately ten
paces apart.
4. Have the cadets run up the field and practice passing the Frisbee to their partners as they are running.
SAFETY
N/A.
Further details on the sport of ultimate Frisbee can be found at http://

www.whatisultimate.com or http://www.upa.org/ultimate.
“What Is Ultimate Frisbee”, What Is Ultimate. Retrieved October 30,

2006, from http://www.whatisultimate.com/what/what_game_en.html
Figure 5K-1 Ultimate Frisbee Field
5K-3
A-CR-CCP-901/PF-001
Chapter 5, Annex K

Figure 5K-2 Ultimate Frisbee Scoresheet
5K-4
A-CR-CCP-901/PF-001
Chapter 5, Annex L
VOLLEYBALL OVERVIEW
VOLLEYBALL
OBJECTIVE
Teams attempt to score as many points as possible by hitting the ball into the opposing team’s portion of
the court. The team with the highest score at the end of the game is the winner.
SCORING
One point is awarded every time the ball hits inside the boundary lines of the opposing teams court; the
opponents are unable to return the serve within three hits; the opponents hit the ball out of bounds; or the
opponents commit a fault or foul when the team was the serving team.
DEFINITIONS
Attack Hit. A hit aimed into the opponent’s court.
Attack Lines. These separate each side of the court into a front zone and a back zone.
Block. Occurs when one or more players stop the ball before, or just after, it crosses the net.
Rally. The exchange of hits back and forth between the teams. The team that wins the rally gets the serve.
Rotation Order. Each team has a rotation order that must be kept when it gains the serve. Each time a
team gains a serve, players will rotate one position clockwise.
NUMBER OF PLAYERS
Six players per team on the court at one time.
EQUIPMENT REQUIRED
Volleyball,
Volleyball net, and
Volleyball court.
BASIC RULES
The game continues until a team scores 21 points in a rally format (a point is awarded on each play of
the game regardless of which team serves the ball) and has a two-point advantage.
The team has three players on the front of the court and three on the back of the court.
Players can hit the ball with their hands clasped together or with either an open or closed fist. Players
can strike the ball overhand or underhand.
One team will start the serving, the other receiving. A player retains the serve until the other team wins
the right to serve.
Upon completing the serve a team must rotate positions.
The server may stand anywhere behind the end line to serve.
A service fault occurs if the ball touches a player of the serving team; fails to pass through the crossing
space over the net; touches the net or any other object; or lands out of bounds.
If the team that is receiving stops their opponents from scoring, they are awarded the serve.
Each team has a maximum of three hits to get the ball over the net to return the ball. This is in addition
to blocking.
Except on the serve, the ball is still in play if it touches the net.
5L-1
A-CR-CCP-901/PF-001
Chapter 5, Annex L

Scorekeeper. Sits facing the referee, records points and timeouts, and checks that substitutions are legal.
Linesmen. Stands opposite the service zones to rule whether balls are in or out.
SKILLS DRILLS
SERVE THE BALL
OBJECTIVE
The objective of this activity is to have the cadets practice serving the volleyball over the net.
RESOURCES
One volleyball per cadet.
ACTIVITY LAYOUT
N/A.
1. Have cadets line up behind the service zone on one end of the volleyball court.
2. Distribute a volleyball to each cadet.
3. Have the cadet at the front of the line serve their ball over the net.
4. Have the cadet retrieve their ball and return to the end of the line.
5. Repeat steps three to four for each cadet.
SAFETY
N/A.
OVERHEAD PASS
OBJECTIVE
The objective of this activity is to have the cadets practice passing the volleyball to a partner using an
overhead pass.
RESOURCES
One volleyball per two cadets.
ACTIVITY LAYOUT
N/A.
2. Distribute a volleyball to each pair.
3. Have the cadets stand ten paces away from their partner.
4. Have the cadet with the ball pass it to their partner using an overhead pass.
5. Repeat step four for ten minutes.
SAFETY
N/A.
5L-2
A-CR-CCP-901/PF-001
Chapter 5, Annex L
FOREARM PASS
OBJECTIVE
The objective of this activity is to have the cadets practice passing the volleyball to a partner using a
forearm pass.
RESOURCES
One volleyball per two cadets.
ACTIVITY LAYOUT
N/A.
2. Distribute a volleyball to each pair.
3. Have the cadets stand ten paces away from their partner.
4. Have the cadet with the ball pass it to their partner using a forearm pass.
5. Repeat step four for ten minutes.
SAFETY
N/A.
Further details on the sport of volleyball can be found in Hanlon, T., The Sports Rules Book:
5L-3
A-CR-CCP-901/PF-001
Chapter 5, Annex L
Figure 5L-1 Volleyball Court
5L-4
A-CR-CCP-901/PF-001
Chapter 5, Annex L

Figure 5L-2 Volleyball Scoresheet
5L-5
A-CR-CCP-901/PF-001
Chapter 5, Annex L
5L-6
A-CR-CCP-901/PF-001
Chapter 5, Annex M
GUIDELINES TO CONDUCT A RECREATIONAL SUMMER BIATHLON ACTIVITY
OBJECTIVES
The objectives of the recreational summer biathlon activity are:
to practice and improve marksmanship skills;
to improve personal fitness level; and
to introduce the cadets to the sport of summer biathlon.
COMPOSITION
Each cadet will enter as an individual.
FACILITIES
The facilities required to conduct a recreational summer biathlon activity are:
a route, on level terrain, approximately 250-500 m with the start and finish lines located close to the range.
The route should be wide enough to accommodate a maximum of 10 cadets running at one time. When
roads are to be crossed, they must be clearly marked and a central crossing point established with traffic
control provided; and
an air rifle range constructed IAW A-CR-CCP-177/PT-001, Chapter 1, Section 8, with a minimum of one
firing lane per cadet per group.

Figure 5M-1 Recreational Summer Biathlon Activity Course Layout
STAFFING
Numerous staff are required to conduct a recreational summer biathlon activity. These appointments shall
include:
Chief of Competition (CC). Responsible for the overall conduct of the competition, including issuing
penalties, and interpreting the rules.
Range Safety Officer (RSO). Responsible for the overall conduct of the activities on the range.
5M-1
A-CR-CCP-901/PF-001
Chapter 5, Annex M
Assistant RSO. Responsible for targets, issuing ammunition, and assisting the RSO, as required.
Lane Scorekeeper. Responsible for scoring targets and recording results on the range recording sheet
(located at Annex P).
Chief of Statistics. Responsible for compiling all the event data (eg, range results, start/finish time, and
any penalties assessed).
Runner. Responsible for collecting the scoring sheets and delivering them to the chief of statistics.
Start and Finish Line Chief. Responsible for starting the run and recording the finish times on the
scoresheet (located at Annex N).
Course Controller. Responsible for recording each time the cadet runs a loop on the course control sheet
(located at Annex O).
First-Aider. Responsible for dealing with any injuries that may occur during the competition.
FORMAT
Team Captain’s Meeting
All cadets will attend the team captain’s meeting. This meeting includes the essential information required by
the cadets to participate in the recreational summer biathlon activity. The cadets are given:
start times,
range lane assignments,
weather updates, and
introductions of the competition staff.
The Running Loop
Each cadet will run three separate loops of 250-500 m. Each running loop will consist of:
assembling for an individual start (cadets will begin at 30-second intervals for the first loop); and
crossing the finish line.
The Range
Each cadet will fire five to eight pellets in an effort to knock down all five targets on the BART. After each bout
of firing, the appropriate lane scorer will record the cadet’s results and reset the BART.
SEQUENCE
This recreational summer biathlon activity will be conducted in the following sequence:
1. running a loop of 250-500 m;
2. firing five to eight pellets at the BART;
3. running a loop of 250-500 m;
4. firing five to eight pellets at the BART;
5. running a third loop of 250-500 m; and
6. crossing the finish line.
5M-2
A-CR-CCP-901/PF-001
Chapter 5, Annex M
EQUIPMENT
Based on 20 cadets per group, the equipment required to conduct the recreational summer biathlon activity
shall include, but is not limited to the following:
Cadet air rifles (5),
Shooting mats (10),
.177 air rifle pellets (a minimum of 700 pellets),
Container to hold pellets (5),
Stopwatches (5),
BART and target frame (5),
Safety glasses/goggles (8),
Notice board,
Biathlon scoresheet located at Annex N,
Course control sheet located at Annex O, and
Range recording sheet located at Annex P.
DRESS
Appropriate clothing according to the weather forecast.
RULES AND REGULATIONS
Cadets must use the same firing lane for the duration of the activity.
Rifles must be placed on the firing point by the range staff and will remain there for the duration of the
activity.
An inoperable rifle will be replaced by the range staff, the target will be reset, and the cadet will fire five
to eight rounds with the new rifle.
SCORING
Scoring will be completed as follows:
Time. The cadet’s final time is the time from the start to finish, plus any issued penalties.
Firing. For each bout of firing, the number of missed targets will be recorded on the range recording sheet
by the lane scorekeeper (located at Annex P). For each missed target, a 40-second penalty will be added
to the cadet’s total time.
5M-3
A-CR-CCP-901/PF-001
Chapter 5, Annex M
PENALTIES
Penalties will be added to the individual’s time, to include:
Each violation of the principles of fair play or good sportsmanship will result in a 1-min penalty, to include:
pushing or shoving;
Each missed target will result in a 10-second penalty.
A 2-min penalty will be issued for each safety infraction, to include:
not keeping control of the cadet air rifle;
moving forward of the firing point; and
intentionally firing rounds at objects other than the BART.
OUT OF BOUNDS AREA
Out of bounds areas will be clearly identified prior to the start of the recreational summer biathlon activity.
NOTES
Course control staff will record each time a cadet runs through a loop. See course control sheet located
at Annex O.
The start and finish line chief will keep records for each cadet. When the sheet is full or nearly full the
runner will take the sheet to the chief of statistics. See scoresheet located at Annex N.
Bibs may be used to identify cadets, if available.
5M-4
A-CR-CCP-901/PF-001
Chapter 5, Annex N
BIATHLON SCORESHEET
5N-1
A-CR-CCP-901/PF-001
Chapter 5, Annex N
5N-2
A-CR-CCP-901/PF-001
Chapter 5, Annex O
COURSE CONTROL SHEET
Course Control’s Name: _______________________________
Cadet Name Loop 1 Verification Loop 2 Verification Loop 3 Verification
5O-1
A-CR-CCP-901/PF-001
Chapter 5, Annex O
5O-2
A-CR-CCP-901/PF-001
Chapter 5, Annex P
RANGE RECORDING SHEET
5P-1
A-CR-CCP-901/PF-001
Chapter 5, Annex P
5P-2
A-CR-CCP-901/PF-001
Chapter 5, Annex Q
ROUND ROBIN TOURNAMENT
Recommended Use for a Round Robin Tournament
Round robin tournaments are best for league play or one-day tournaments that guarantee a certain number of
games. All participants/teams play each other at least once. If there are a large number of participants/teams,
a second, third or even fourth pool may be used.
Pool. A group of contestants who compete against each other in a tournament for the right
to advance.
The number of courts or fields usually determines the number of pools used. This is easy for participants/
teams because they play all their games in the same location. The participants/teams may be used as referees,
scorekeepers and linesman during the round robin tournament.
The smaller the number of participants/teams in the pool, the shorter time it takes to complete the pool. Four
to six participants/teams per pool are best.
To ensure fairness is shown to participants/teams, when making the pool, choose the names randomly (eg, pull
the names out of a hat) and place them in the draw.
When using a round robin for a one-day tournament it may be combined with a single elimination tournament.
The pool winners and runners-up may fill out a single elimination bracket. These participants/teams will play
for the championship.
Have a tie breaker system in place before the start of the tournament (eg, points for versus points against).
Sample Round Robin Draw With an Even Number of Participants
To arrange the rounds and the game schedule for an event for an even number of entries, keep the first entry
constant and rotate the remaining as follows:
1-8 1-2 1-3 1-4 1-5 1-6 1-7
2-7 3-8 4-2 5-3 6-4 7-5 8-6
3-6 4-7 5-8 6-2 7-3 8-4 2-5
4-5 5-6 6-7 7-8 8-2 2-3 3-4

Figure 5Q-1 Round Robin Draw With an Even Number of Participants
Sample Round Robin Draw With an Odd Number of Participants
To arrange the rounds and game schedule for an uneven number of entries, give each participant/team a bye
in one round of play and rotate the remaining as follows:
Bye. A term used when a participant/team moves into the next round of competition without
participating in the previous round.
5Q-1
A-CR-CCP-901/PF-001
Chapter 5, Annex Q
1 bye 2 bye 3 bye 4 bye 5 bye 6 bye 7 bye
2-7 3-1 4-2 5-3 6-4 7-5 1-6
3-6 4-7 5-1 6-2 7-3 1-4 2-5
4-5 5-6 6-7 7-1 1-2 2-3 3-4

Figure 5Q-2 Round Robin Draw With an Odd Number of Participants
5Q-2
A-CR-CCP-901/PF-001
Chapter 5, Annex R
LADDER TOURNAMENT
Recommended Use for a Ladder Tournament
The ladder tournament is the most popular form of extended tournaments (eg, racquet clubs, league play). It
is best with pairs or individual participants such as racket sports. Ladders may be created by ability grouping
(eg, beginner, intermediate, or advanced). Participants/teams challenge the player/team above them on the
ladder.
If the challenger wins, they exchange places on the ladder with the loser. If the challenger loses the competition,
they stay where they are on the ladder.
Challenges must be accepted and played within a certain time limit, usually one week. If a participant/team
does not challenge within the time limit, they move down the ladder. Usually participants/teams are not allowed
to challenge the same participant/team twice in a row.
If the number of entries to a ladder tournament is large, more than one ladder may be used. A player wishing
to enter the competition late must challenge the player at the bottom of the ladder (eg, the participant/team at
the top of the ladder cannot be beaten).
A winner of a ladder tournament may be declared on a set date, or the tournament may continue until the
participants/teams decide that the tournament is over.
5R-1
A-CR-CCP-901/PF-001
Chapter 5, Annex R

Figure 5R-1 Ladder Draw
5R-2
A-CR-CCP-901/PF-001
Chapter 5, Annex S
PYRAMID TOURNAMENT
Recommended Use for a Pyramid Tournament
The pyramid tournament is a popular form of an extended tournament (eg, racquet clubs, league play). A
pyramid tournament is similar to a ladder tournament, but the board is in the form of a pyramid, with one
participants/team at the top, two in the next row, three in the next, and so on. It is best with pairs or individual
participants such as racket sports. Participants/teams challenge the player/team above them on the pyramid.
A pyramid tournament gives participants/teams greater opportunity to challenge opponents because the step
above them has more participants/teams listed.
If the challenger wins, they exchange places on the pyramid with the loser. If the challenger loses the
competition, they stay where they are on the pyramid.
Challenges must be accepted and played within a certain time limit, usually one week. If a participant/team does
not challenge within the time limit, they move down the pyramid. Usually participants/teams are not allowed to
challenge the same participant/team twice in a row.
A winner of a pyramid tournament may be declared on a set date decided by the organizer, or the tournament
may continue until the participants/teams decide that the tournament is over (eg, the participant/team at the
top of the pyramid cannot be beaten).
5S-1
A-CR-CCP-901/PF-001
Chapter 5, Annex S

Figure 5S-1 Pyramid Draw
5S-2
A-CR-CCP-901/PF-001
Chapter 5, Annex T
TOURNAMENT SCENARIOS
Design a tournament for eight soccer teams. Each soccer game will last 90 minutes. The tournament will last
two days and there are four fields available.
Design a tournament for 10 volleyball teams. Each volleyball game will last one hour. The tournament will last
one day and there are six courts available.
Design a tournament for 25 badminton players. Each badminton game will last one-half hour. The tournament
will last six months and there are four courts available.
Design a tournament for seven basketball teams. Each basketball game will last one hour. The tournament will
last two days and there are four courts available.
Design a tournament for 16 softball teams. Each softball game will last two hours. The tournament will last
three days and there will five fields available.
Design a tournament for 12 squash players. Each squash game will last one-half hour. The tournament will
last one month and there are two courts available.
5T-1
A-CR-CCP-901/PF-001
Chapter 5, Annex T
5T-2
A-CR-CCP-901/PF-001
Chapter 5, Annex U
SUGGESTED TABLOID MEET EVENTS
Figure 5U-1 (Sheet 1 of 3) Sample Tabloid Meet List

5U-1
A-CR-CCP-901/PF-001
Chapter 5, Annex U

5U-2
A-CR-CCP-901/PF-001
Chapter 5, Annex U

5U-3
A-CR-CCP-901/PF-001
Chapter 5, Annex U
5U-4
A-CR-CCP-901/PF-001
Chapter 5, Annex V
TABLOID MEET MASTER SCORESHEET

Figure 5V-1 Tabloid Meet Master Scoresheet
5V-1
A-CR-CCP-901/PF-001
Chapter 5, Annex V
5V-2
A-CR-CCP-901/PF-001
Chapter 5, Annex W
TABLOID MEET GROUP SCORESHEET

Figure 5W-1 Tabloid Meet Group Scoresheet
5W-1
A-CR-CCP-901/PF-001
Chapter 5, Annex W
5W-2

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National Défense A-CR-CCP-901/PF-001

CANADIAN CADET ORGANIZATIONS

BASIC FITNESS AND SPORTS

Cette publication est disponible en français sous le numéro A-CR-CCP-901/PF-002.

Issued on Authority of the Chief of the Defence Staff

CANADIAN CADET ORGANIZATIONS

BASIC FITNESS AND SPORTS

Cette publication est disponible en français sous le numéro A-CR-CCP-901/PF-002.

Issued on Authority of the Chief of the Defence Staff

OPI: D Cdts 3 – Senior Staff Officer Youth Programs Development 2008-01-01

LIST OF EFFECTIVE PAGES

Dates of issue for original and changed pages are:

Original........................... 0 ....................... 2008-01-01 Ch................................... 3 ..........................................

Page No. Change No. Page No. Change No.

LIST OF EFFECTIVE PAGES (Cont)

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FOREWORD AND PREFACE

Note to the instructor.

Key information to pass along to cadets.

Refer to the following CF regulations and policies.

THIS PAGE INTENTIONALLY LEFT BLANK

CHAPTER 1 PO S230 – PERFORM THE DUTIES OF A FITNESS AND SPORTS

CHAPTER 2 PO S231 – FOLLOW A PERSONAL FITNESS ROUTINE

TABLE OF CONTENTS (Cont)

CHAPTER 3 PO S232 – LEAD A WARM-UP AND COOL-DOWN SESSION

CHAPTER 4 PO S233 – ASSIST WITH THE CADET FITNESS ASSESSMENT

CHAPTER 5 PO S234 – ASSIST WITH RECREATIONAL SPORTS

TABLE OF CONTENTS (Cont)

THIS PAGE INTENTIONALLY LEFT BLANK

LIST OF FIGURES (Cont)

LIST OF FIGURES (Cont)

LIST OF FIGURES (Cont)

BASIC FITNESS AND SPORTS

EO S230.01 – DESCRIBE THE DUTIES OF A FITNESS AND SPORTS ASSISTANT

Total Time: 40 min

Teaching Point 1 Describe the Duties of a Fitness and Sports Assistant

Time: 15 min Method: Interactive Lecture

FITNESS AND SPORTS ASSISTANT

LEADING WARM-UP AND COOL-DOWN SESSIONS

stretching the muscles;

gradually increasing respiratory action and heart rate;

raising muscle temperature to facilitate reactions in muscle tissue.

allowing the body time to slowly recover from physical activity;

stretching the muscles.

ASSISTING WITH RECREATIONAL SPORTS

Assistants filling the role of a scorekeeper will be required to:

complete pre-game and post-game administration;

communicate with other officials;

recognize referee signals;

maintain a rapport with coaches;

enforce the rules of the game; and

Assistants filling the role of a timekeeper will be required to:

recognize referee signals;

ensure that the periods/quarters are timed correctly;

record lapsed time; and

maintain a rapport with coaches.

Assistants filling the role of a linesman will be required to:

recognize referee signals;

maintain position on the court/field;

enforce the rules of the game; and

maintain a rapport with coaches.

ASSIST WITH THE CADET FITNESS ASSESSMENT

Cardiovascular Component. The Progressive Aerobic Cardiovascular Endurance Run (PACER);