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WARRIOR LEADER COURSEMODIFIED (MOD), OCT 2005BOOK 2AInstructor Book, Training Support Packages600-WLC (MOD)"NO ONE IS MORE PROFESSIONAL THAN I"The Army Training System (TATS)CoursewarePrepared byThe United States Army Sergeants Major AcademyFort Bliss, Texas 79918-8002FOR THE ARMY SCHOOL SYSTEM (TASS)INSTITUTIONSFIELDING DATE: As Directed

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INTRUCTOR / STUDENT C 1RECOVERABLE MATERIALThis instruction material is ACCOUNTABLE/RECOVERABLE. Instructorsand students MUST TURN IN this material upon course completion or uponreassignment to other duties.The Army School System (TASS) Institutions are responsible for the issueand control of this material.To receive additional or replacement material requires that a WRITTENJUSTIFICATION be forwarded to ATSC through Command Channels.Instructor book 2 is broken down into six books (Book 2A, 2B, 2C, 2D, 2E,and 2F). This is Instructor Book 2A.This instructor book contains the following Training Support Packages:(NOTE) The order given below is in the same order as the recommendedsequence found in the Course Map in the Course Management Plan.TSP#L231L232T240T224T221TitleCommandant’s OrientationIntroduction to PLDCSuicide PreventionPhysical FitnessRisk ManagementPrinted and distributed by: U.S. Army Training Support Center, TrainingMedia Support Directorate, Training Medial Management Team, FortEustis, VA 23604-5168

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L231 Commandant’s Orientation, Version 3 1 Oct 04U.S. ARMY SERGEANTS MAJOR ACADEMYPrimary Leadership Development Course(PLDC)The Army Training SystemTRAINING SUPPORT PACKAGE"NO ONE IS MORE PROFESSIONAL THAN I"

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TRAINING SUPPORT PACKAGE (TSP)TSP Number /TitleL231 / COMMANDANT'S ORIENTATIONEffective Date 01 Oct 2004SupersedesTSP(s) /Lesson(s)TSP UsersProponentImprovementCommentsL231 Commandant’s Orientation, AC Course, dtd 1 Oct 2003 w/changesL231 Commandant’s Orientation, RC Course, dtd 1 Oct 2003 w/changes600-PLDC, Primary Leadership Development Course600-PLDC (MOD), Primary Leadership Development Coursed ModifiedThe proponent for this document is the Sergeants Major Academy.Users are invited to send comments and suggested improvements on DA Form2028, Recommended Changes to Publications and Blank Forms. Completedforms, or equivalent response, will be mailed or attached to electronic e-mail andtransmitted to:COMDT USASMAATTN ATSS DCPBLDG 11291 BIGGS FIELDFT BLISS TX 79918-8002Telephone (Comm) (915) 568-8875Telephone (DSN) 978-8875E-mail: atss-dcd@bliss.army.milSecurityClearance /AccessForeignDisclosureRestrictionsUnclassifiedFD5. This product/publication has been reviewed by the product developers incoordination with the USASMA foreign disclosure authority. This product isreleasable to students from all requesting foreign countries without restrictions.1

PREFACEPurposeThis Training Support Package provides the instructor with a standardized lessonplan for presenting instruction for:L231 Commandant’s Orientation2

This TSPContainsTABLE OF CONTENTSPAGEPreface............................................................................................................................................. 2Lesson Section I Administrative Data. ..................................................................................... 4Section II Introduction.................................................................................................. 7Terminal Learning Objective - Recognize PLDC coursecompletion requirements, NCOA standards, and local commandpolicies…. ................................................................................................... 7Section III Presentation ................................................................................................ 9Section IV Summary................................................................................................... 11Section V Student Evaluation.................................................................................... 12Appendix A - Viewgraph Masters (N/A) A - ................................................................................ 1Appendix B - Test(s) and Test Solution(s) (N/A) B -................................................................... 1Appendix C - Practical Exercises and Solutions (N/A) C -.......................................................... 1Appendix D - Student Handouts (N/A) D - .................................................................................. 13

COMMANDANT'S ORIENTATIONL231 / Version 301 Oct 2004SECTION I.ADMINISTRATIVE DATAAll CoursesIncluding ThisLessonCourse Number Version Course Title600-PLDC 1 Primary Leadership Development Course600-PLDC (MOD) 2 Primary Leadership Development CourseModifiedTask(s)Taught(*) orSupportedReinforcedTask(s)Task NumberNoneTask NumberNoneTask TitleTask TitleAcademicHoursThe academic hours required to teach this lesson are as follows:TestTest ReviewResidentHours/Methods1 hrs / Lecture0 hrs0 hrsTotal Hours:1 hrsTest LessonNumberTesting(to include test review)HoursLesson No.N/APrerequisiteLesson(s)Lesson NumberNoneLesson TitleClearanceAccessForeignDisclosureRestrictionsSecurity Level: UnclassifiedRequirements: There are no clearance or access requirements for the lesson.FD5. This product/publication has been reviewed by the product developers incoordination with the USASMA foreign disclosure authority. This product isreleasable to students from all requesting foreign countries without restrictions.References Number Title Date AdditionalInformationCOURSEMANAGEMENT PLAN01 Oct 044

Student StudyAssignmentsBefore class--• None.During class--• Listen to lecture.After class--• No requirements.InstructorRequirements1:160, CSM.Additional NameSupportPersonnelRequirementsNoneEquipment IDRequiredNamefor Instruction 6730-00-577-4813SCREEN, PROJECTION6730-00-P53-8147Projector, Overhead* Before Id indicates a TADSSStuRatioStuRatioQtyInstrRatioMan HoursSpt Qty Exp1:160 1:2 No 1 No1:160 1:2 No 1 NoMaterialsRequiredInstructor Materials:• TSP.• Commandant's notes.• Media--at discretion of commandant/NCOA.Student Materials:• Pen or pencil and writing paper.Classroom,Training Area,and RangeRequirementsCLASSROOM, GEN PURPOSE, 1500SF, 175PNAmmunitionRequirementsId Name Exp StuRatioNoneInstrRatioSptQty5

InstructionalGuidanceNOTE: Before presenting this lesson, instructors must thoroughly prepare by studying thislesson and identified reference material.Commandants are responsible for writing their own orientations. Commandants,as a minimum, will prepare and include the following topics as part of theirorientation supporting this TSP--• Reasons for attending PLDC.• Safety.• Course graduation requirements.• Standards of conduct.• Overview to identify and prevent sexual harassment and sexual assault.• Local command policies.• Sexual assault prevention.• In addition, the commandant will conduct the orientation in accordance withthis TSP, and the CMP.ProponentLesson PlanApprovalsNameBerta, FrankRankGS11PositionTraining SpecialistDateLeGloahec, Victor SGM Chief, PLDCLemon, Marion SGM Chief, CDDD6

SECTION II.INTRODUCTIONMethod of Instruction: LectureTechnique of Delivery: Large Group InstructionInstructor to Student Ratio is: 1:160Time of Instruction: 5 minsMedia: At the discretion of the commandantMotivatorTerminalLearningObjectiveFM 22-100 states, “Leaders of character and competence act to achieveexcellence by developing a force that can fight and win the nation’s wars and servethe common defense of the United States.” That is why you are here, to beginyour training to become a leader--a warrior leader--of character, competence, andprofessionalism; a leader who will always exhibit the warrior’s ethos.We want you to begin PLDC with a clear understanding of exactly what thisacademy and the Army expects of you, so you can successfully complete thecourse and fulfill the Army’s goal in developing leaders.This is your first step in the NCOES process where you will build upon yourbase of values, ethics, and warrior ethos. You will learn the values, attributes,skills, and actions that make up what you must BE, what you must KNOW, andwhat you must DO to be a leader. The BE, KNOW, DO--coupled with warriorethos--are the leader requirements for you as a future leader as outlined in FM 22-100.NOTE: Inform the students of the following Terminal Learning Objective requirements.At the completion of this lesson, you [the student] will:Action:Recognize PLDC course completion requirements, NCOAstandards, and local command policies.Conditions:Standards:As a PLDC attendee in an auditorium.Recognized PLDC course completion requirements, NCOAstandards, and local command policies to include:• Reasons for attending PLDC.• Safety.• Course graduation requirements.• Standards of conduct.• Identify and prevent sexual harassment.• Local command policies.• Sexual assault prevention.IAW local SOPs, command policies, and the course managementplan.7

SafetyRequirementsRiskAssessmentLevelEnvironmentalConsiderationsNoneLowNOTE: It is the responsibility of all soldiers and DA civilians to protect the environment fromdamage.NoneEvaluationNoneInstructionalLead-InNone8

SECTION III.PRESENTATIONNOTE: Learning Step / Activities (LS/A) 1 thru 7 are mandatory.1. Learning Step / Activity 1. Reasons for Attending PLDCMethod of Instruction: LectureTechnique of Delivery: Large Group InstructionInstructor to Student Ratio: 1:160Time of Instruction: 5 minsMedia: At the discretion of the commandantCommandants will write this portion of the TSP.2. Learning Step / Activity 2. SafetyMethod of Instruction: LectureTechnique of Delivery: Large Group InstructionInstructor to Student Ratio: 1:160Time of Instruction: 5 minsMedia: At the discretion of the commandantCommandants will write this portion of the TSP.3. Learning Step / Activity 3. Course Graduation RequirementsMethod of Instruction: LectureTechnique of Delivery: Large Group InstructionInstructor to Student Ratio: 1:160Time of Instruction: 5 minsMedia: At the discretion of the commandantCommandants will write this portion of the TSP.- Brief students on USASMA’s graduation policy described in the PLDC CourseManagement Plan.- Students must understand testing policies, to include the retesting policy andwhat will happen should they fail a written or performance exam.4. Learning Step / Activity 4. Standards of ConductMethod of Instruction: LectureTechnique of Delivery: Large Group InstructionInstructor to Student Ratio: 1:160Time of Instruction: 05 minsMedia: At the discretion of the commandantCommandants will write this portion of the TSP.- Brief students on what you expect their behavior and demeanor to be whileattending the course. This will include any type of honor system you may haveestablished at your academy.- Students must understand what will happen should they fail to maintainacceptable conduct.9

5. Learning Step / Activity 5. Overview to identify and prevent sexual harassmentMethod of Instruction: LectureTechnique of Delivery: Large Group InstructionInstructor to Student Ratio: 1:160Time of Instruction: 5 minsMedia: At the discretion of the commandantCommandants will write this portion of the TSP.- Use your Academy’s and local SOPs.- PLDC TSP L227 (Equal Opportunity/Sexual Harassment) can assist you indeveloping this portion of your orientation brief.6. Learning Step / Activity 6. Local command policies.Method of Instruction: LectureTechnique of Delivery: Large Group InstructionInstructor to Student Ratio: 1:160Time of Instruction: 5 minsMedia: At the discretion of the commandantCommandants will write this portion of the TSP.- Use your Academy’s and local SOPs.7. Learning Step / Activity 7. Army’s Sexual Assault Prevention and Response TrainingMethod of Instruction: LectureTechnique of Delivery: Large Group InstructionInstructor to Student Ratio: 1:160Time of Instruction: 10 minsMedia: At the discretion of the commandantCommandants will write this portion of the TSP.- Use your Academy’s and local SOPs.- PLDC TSP L235 (Army’s Sexual Assault Prevention and Response Training) can assistyou in developing this portion of your orientation brief.10

SECTION IV.SUMMARYMethod of Instruction: LectureInstructor to Student Ratio is: 1:160Time of Instruction: 5 minsMedia: Large Group InstructionCheck onLearningDetermine if the students have learned the material presented by soliciting studentquestions and explanations. Ask the students questions and correctmisunderstandings.Review /SummarizeLessonTransition toNext LessonNoneCongratulations on your selection to attend the Primary LeadershipDevelopment Course. If you follow the rules and guidelines that I just briefed andyou work hard, you will successfully complete this course.11

SECTION V.STUDENT EVALUATIONTestingRequirementsNOTE: Describe how the student must demonstrate accomplishment of the TLO. Referstudent to the Student Evaluation Plan.FeedbackRequirementsNone12

Appendix A - Viewgraph Masters (N/A)A-1

Appendix B - Test(s) and Test Solution(s) (N/A)B-1

Appendix C - Practical Exercises and Solutions (N/A)C-1

Appendix D - Student Handouts (N/A)D-1

L232 Introduction to PLDC Version 2 (MOD) MAR 05U.S. ARMY SERGEANTS MAJOR ACADEMYPrimary Leadership Development Course(PLDC)The Army Training SystemTRAINING SUPPORT PACKAGE"NO ONE IS MORE PROFESSIONAL THAN I"

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TRAINING SUPPORT PACKAGE (TSP)TSP Number /TitleL232 / Introduction to PLDC Version 2 (MOD)Effective Date 01 Mar 2005SupersedesTSP(s) /Lesson(s)TSP UsersProponentImprovementCommentsL232, Introduction to PLDC, Oct 03600-PLDC (MOD) Primary Leadership Development Course (Modified)The proponent for this document is the Sergeants Major Academy.Users are invited to send comments and suggested improvements on DA Form2028, Recommended Changes to Publications and Blank Forms. Completedforms, or equivalent response, will be mailed or attached to electronic e-mail andtransmitted to:COMDT USASMAATTN ATSS DCPBLDG 11291 BIGGS FIELDFT BLISS, TX 79918-8002Telephone (Comm): (915) 568-8405Telephone (DSN): 978-8405e-mail: atss-dcd@bliss.army.milSecurityClearance /AccessForeignDisclosureRestrictionsUnclassifiedFD5. This product/publication has been reviewed by the product developers incoordination with the (installation/activity name) foreign disclosure authority. Thisproduct is releasable to students from all requesting foreign countries withoutrestrictions.1

PREFACEPurposeThis Training Support Package provides the instructor with a standardized lessonplan for presenting instruction for:None2

This TSPContainsTABLE OF CONTENTSPAGEPreface............................................................................................................................................. 2Lesson Section I Administrative Data ...................................................................................... 4Section II Introduction.................................................................................................. 7Terminal Learning Objective - Recognize the PLDC course contentand the background of each group member.................................................. 7Section III Presentation ................................................................................................ 9Enabling Learning Objective A - Identify the content of PLDC......................... 9Enabling Learning Objective B - Communicate the militarybackground of each group member. ............................................................ 14Section IV Summary................................................................................................... 16Section V Student Evaluation.................................................................................... 17Appendix A - Viewgraph Masters A -........................................................................................... 1Appendix B - Test(s) and Test Solution(s) (N/A) B -................................................................... 1Appendix C - Practical Exercises and Solutions (N/A) C -.......................................................... 1Appendix D - Student Handouts (N/A) D - .................................................................................. 13

INTRODUCTION TO PLDCL232 / Version 201 Mar 2005SECTION I.ADMINISTRATIVE DATAAll CoursesIncluding ThisLessonCourse Number Version Course Title600-PLDC (MOD) 2 Primary Leadership Development Course (Modified)Task(s)Taught(*) orSupportedReinforcedTask(s)Task NumberNoneTask NumberNoneTask TitleTask TitleAcademicHoursThe academic hours required to teach this lesson are as follows:TestTest ReviewResidentHours/Methods2 hrs / Conference / Discussion0 hrs0 hrsTotal Hours:2 hrsTest LessonNumberTesting(to include test review)HoursLesson No.N/APrerequisiteLesson(s)Lesson NumberNoneLesson TitleClearanceAccessForeignDisclosureRestrictionsSecurity Level: UnclassifiedRequirements: There are no clearance or access requirements for the lesson.FD5. This product/publication has been reviewed by the product developers incoordination with the USASMA foreign disclosure authority. This product isreleasable to students from all requesting foreign countries without restrictions.References Number Title Date Additional InformationNone4

Student StudyAssignmentsBefore class--• NoneDuring class--• Participate in classroom discussion.After class--• None.InstructorRequirements1:8, SSG, PLDC graduate, ITC, and SGITC qualifiedAdditionalSupportNamePersonnelRequirementsNoneEquipment IdRequiredNamefor Instruction 6730-00-577-4813SCREEN, PROJECTION6730-00-P53-8147Projector, Overhead7110-00-132-6651CHALKBOARD7520-01-424-4867EASEL, DISPLAY AND TRAINING7530-00-619-8880PAD, WRITING PAPER* Before Id indicates a TADSSStuRatio Qty Man HoursStuRatioInstrRatio Spt Qty Exp1:16 Yes 0 No1:16 Yes 0 No1:16 No 0 Yes1:16 No 0 Yes1:16 No 0 YesMaterialsRequiredInstructor Materials:• TSP.• Any equipment required by the NCOA's SOP.Student Materials:• Pen or pencil and writing paper.• Any materials required by the NCOA's SOP.Classroom,Training Area,and RangeRequirementsCLASSROOM (40X40 PER 16 STUDENTS)AmmunitionRequirements Id Name ExpNoneStuRatioInstrRatioSpt Qty5

InstructionalGuidanceBefore class--• Read and study all TSP material and be ready to conduct the class.During class--• Conduct the class in accordance with this TSP.After class--• None.ProponentLesson PlanApprovalsNameRankPositionDateBerta, Frank W.GS-11Lesson DeveloperLeGloahec, Victor A. SGM Chief, PLDCBennett-Green, Agnes D. SGM Chief, CMDD6

SECTION II.INTRODUCTIONMethod of Instruction: Conference / DiscussionTechnique of Delivery: Small Group Instruction (SGI)Instructor to Student Ratio is: 1:8Time of Instruction: 5 minsMedia: NoneMotivatorThe ultimate goal of the Army is success in battle. Your job is to help achievethat success. America may call upon you to lead and fight. You must be ready tolead and fight anywhere and under any condition. Your soldiers deserve a strongleader--a warrior leader--to train and lead them into combat. This means you mustattain a high level of competence. Also, you must attain the highest level ofprofessionalism by demonstrating all that the Soldier’s Creed stands for. Not onlymust you demonstrate the warrior ethos, but you must also instill in your soldiersthat the team consists of warriors. Warriors place the mission first; they never quit;and always train. Warriors have discipline and are physically and mentally toughand proficient in maintaining their arms, equipment, and themselves. They mustalways stand ready to deploy, engage, and destroy the enemies of America andlive the Army values, while setting the example of professionalism for the world tosee.TerminalLearningObjectiveNOTE: Inform the students of the following Terminal Learning Objective requirements.At the completion of this lesson, you [the student] will:Action:Conditions:Standards:Recognize the PLDC course content and the background of eachgroup member.In a classroom environment culminating in a situational trainingexercise and given a squad.Recognized course content and introduced self to group.7

SafetyRequirementsRiskAssessmentLevelEnvironmentalConsiderationsEvaluationNoneLowNoneThis is not a testable lesson.InstructionalLead-InThis lesson is an introduction to PLDC. This introduction is in two parts. Thefirst part is a cadre presented briefing of the objective of PLDC. In part two you willintroduce yourself to the other students in your group. The primary focus of thislesson is to provide you with an overview of the course of instruction.8

SECTION III.PRESENTATIONNOTE:Inform the students of the Enabling Learning Objective requirements.A. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:STANDARDS:Identify the content of PLDCIn a classroom environment culminating in a situational trainingexercise.Identified the content and objective of PLDC.1. Learning Step / Activity 1. Introductions to PLDCMethod of Instruction: Conference / DiscussionTechnique of Delivery: Small Group Instruction (SGI)Instructor to Student Ratio: 1:8Time of Instruction: 45 minsMedia: VGT-1 thru VGT-10We will begin our discussion by looking at the objective of PLDC and the three majorareas of instruction. Since all NCOs, regardless of their branch of service, or job assignment,have the same responsibilities as a leader, we will address these responsibilities throughoutthe course.SHOW VGT-1, PLDC OBJECTIVENOTE: Call on a student to read the PLDC objective.PLDC OBJECTIVE:To set the standards expected of allprospective and newly appointedsergeants.L232/MAR 05/VGT-1REMOVE VGT-19

SHOW VGT-2, MAJOR AREAS OF INSTRUCTIONNOTE: Call on another student to read the major areas of instruction.MAJOR AREAS OFINSTRUCTION• Leadership• Training• WarfightingL232/MAR 05/VGT-2REMOVE VGT-2Now we will talk about the design of PLDC.SHOW VGT-3, COMMON TASKSCOMMON TASKSTECHNICAL TASKS—SKILL LEVELS 1- 4BASICLEADERSHIPSKILLSBASICCOMMON TASKS—SKILL LEVELS 1- 4TRAININGMANAGEMENTSKILLSBASICWARFIGHTINGSKILLSL232/MAR 05/VGT-3This VGT shows the common and technical skills that all soldiers must have to do theirjob. At the center of the target is the common core of tasks. The common core isknowledge that all soldiers, regardless of MOS, must have.We take the tasks from this area (specifically targeted to Skill Level 2) for training inPLDC. Since it is your duty to train your soldiers, our focus will be on how you should trainyour soldiers to perform these tasks. Prequalification in task performance is yourresponsibility.The outer circle of the target represents the technical tasks that a soldier must know inorder to do his specific job. These tasks vary from MOS to MOS and number in the10

thousands. Since this is not an MOS specific course, we will not teach any technical tasks.REMOVE VGT-3The skills you learn in PLDC will increase your self-confidence, your leadership ability, andyour sense of responsibility as an NCO. This will further enhance your capability as a leader.We will test you in all the following areas.SHOW VGT-4, PLDC TOPICSPLDC TOPICS1. Leadership in a garrisonenvironment.2. Training in a garrisonenvironment.3. Leadership in a field environment.4. Training in a field environment.5. NCO responsibilities.L232/MAR 05/VGT-4NOTE: Call on individual students to read the topics.To fulfill the objective of PLDC, we will teach you the topics depicted on the VGT. Each ofyou will have ample opportunities to demonstrate your ability to lead and train soldiers in thefield and in garrison.REMOVE VGT-4The next two VGTs depict the 13 lessons that make up the leadership block.NOTE: Call on students to read the 13 lessons in the leadership block of instruction.SHOW VGT-5, LEADERSHIP BLOCKLEADERSHIP BLOCKL232/MAR 05/VGT-51. Introduction to Army Leadership2. What a Leader must BE, KNOW, DO3. The Human Dimension Role inLeadership Development4. The Four Direct Leadership Skills5. The Three Direct Leadership Actions6. Maintain Discipline7. Enforce the Equal OpportunityProgram8. Conduct Developmental CounselingREMOVE VGT-511

SHOW VGT-6, LEADERSHIP BLOCK (continued)LEADERSHIP BLOCK(cont)9. Financial Management10. Sexual Assault11. Commandant’s Orientation12. Introduction to PLDC13. Identify the Historical Progression ofthe NCO CorpsL232/MAR 05/VGT-6REMOVE VGT-6The next block of instruction we will discuss is training.NOTE: You may want to comment on a specific lesson.As you will see on the VGTs, there are nine lessons that make up the training block ofinstruction.SHOW VGT-7, TRAINING BLOCKNOTE: Call on a student to read the nine lessons from the VGTs.TRAINING BLOCK1. Risk Management2. Conduct an AAR3. Training the Force4. Supervise Physical FitnessTrainingL232/MAR 05/VGT-7REMOVE VGT-712

SHOW VGT-8, TRAINING BLOCK (continued)TRAINING BLOCK (cont)5. Conduct Drill and Ceremonies6. Wear and Appearance of the Uniform7. Supervise PMCS8. Supply Procedures9. Suicide PreventionL232/MAR 05/VGT-8REMOVE VGT-8SHOW VGT-9, WARFIGHTING BLOCKWARFIGHTING BLOCK• Combat Orders• Move Tactically• Occupy an Assembly Area• Combat Operations• Map Reading• Land Navigation• STXL232/MAR 05/VGT-9The VGT depicts the seven lessons that make up the warfighting block.NOTE: Call on students to read the seven lessons in the warfighting block of instruction.REMOVE VGT-9SHOW VGT-10, SITUATIONAL TRAINING EXERCISE(STX) BLOCKSITUATIONAL TRAINING EXERCISE(STX) BLOCK24 HoursLeadership evaluationSquad tacticsL232/MAR 05/VGT-10The Situational Training Exercise (STX) is a culmination of everything you will learn here13

at the academy. For 24 hours you will participate in a situational training exercise where youmust perform as a leader. We will grade you on your ability to use the skills you learn hereand to accomplish any mission or task we give you. During this exercise you will receive anevaluation that will grade you on your capability to lead soldiers. Study hard, apply yourself,don’t be reluctant to try, and you will do well.REMOVE VGT-10BREAK: TIME: 00:50 to 01:00CHECK ON LEARNING: Conduct a check on learning and summarize the ELO.B. ENABLING LEARNING OBJECTIVEACTION: Communicate the military background of each group member.CONDITIONS:In a classroom environment culminating in a situational trainingexercise.STANDARDS:Identified and introduced the students in the group to each other.1. Learning Step / Activity 1. IntroductionsMethod of Instruction: Conference / DiscussionTechnique of Delivery: Small Group Instruction (SGI)Instructor to Student Ratio: 1:8Time of Instruction: 45 minsMedia: VGT-11Now that we have discussed the content of PLDC, we can introduce ourselves to eachother. Each one of you will introduce yourself to the other members of your group.SHOW VGT-11, INTRODUCTIONSINTRODUCTIONS• Your name.• Place of birth (hometown).• Point of entry into the Army.• Date of entry into the Army.• Location of basic combat training.• Location of advanced individualtraining.• Current unit of assignment.• MOS and duty position.L232/OCT 03/VGT-1114

During your introduction, include the information depicted on the visual aid. Limit yourintroduction to three and one-half minutes to five minutes.NOTE: Leave the VGT on the screen during all of the introductions. The SGL shouldintroduce himself first.REMOVE VGT-1115

SECTION IV.SUMMARYMethod of Instruction: Conference / DiscussionTechnique of Delivery: Small Group Instruction (SGI)Instructor to Student Ratio is: 1:8Time of Instruction: 5 minsMedia: NoneCheck onLearningDetermine if the students have learned the material presented by soliciting studentquestions and explanations. Ask the students questions and correctmisunderstandings.Review /SummarizeLessonYou can see by the introductions that all of you come from varyingbackgrounds. You also hold a variety of MOSs. The different MOSs and theexperience level that each of you have will make you a valuable member of thegroup. Each of you should use your experience to help the other members of yourgroup. This will enable your group to perform as a team throughout the course ofinstruction.16

SECTION V.STUDENT EVALUATIONTestingRequirementsFeedbackRequirementsNoneNone17

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Appendix A - Viewgraph MastersVIEWGRAPHS FOR LESSON 1: L232 version 2Enabling Learning Objective AVGT-1, PLDC OBJECTIVEPLDC OBJECTIVE:To set the standards expected of allprospective and newly appointedsergeants.L232/MAR 05/VGT-1A-1

VGT-2, MAJOR ARES OF INSTRUCTIONMAJOR AREAS OFINSTRUCTION• Leadership• Training• WarfightingL232/MAR 05/VGT-2A-2

VGT-3, COMMON TASKSCOMMON TASKSTECHNICAL TASKS—SKILL LEVELS 1- 4BASICLEADERSHIPSKILLSBASICCOMMON TASKS—SKILL LEVELS 1- 4TRAININGMANAGEMENTSKILLSBASICWARFIGHTINGSKILLSL232/MAR 05/VGT-3A-3

VGT-4, PLDC TOPICSPLDC TOPICS1. Leadership in a garrisonenvironment.2. Training in a garrisonenvironment.3. Leadership in a field environment.4. Training in a field environment.5. NCO responsibilities.L232/MAR 05/VGT-4A-4

VGT-5, LEADERSHIP BLOCKLEADERSHIP BLOCKL232/MAR 05/VGT-51. Introduction to Army Leadership2. What a Leader must BE, KNOW, DO3. The Human Dimension Role inLeadership Development4. The Four Direct Leadership Skills5. The Three Direct Leadership Actions6. Maintain Discipline7. Enforce the Equal OpportunityProgram8. Conduct Developmental CounselingA-5

VGT-6, LEADERSHP BLOCK (CONT)LEADERSHIP BLOCK(cont)9. Financial Management10. Sexual Assault11. Commandant’s Orientation12. Introduction to PLDC13. Identify the Historical Progression ofthe NCO CorpsL232/MAR 05/VGT-6A-6

VGT-7, TRAINING BLOCKTRAINING BLOCK1. Risk Management2. Conduct an AAR3. Training the Force4. Supervise Physical FitnessTrainingL232/MAR 05/VGT-7A-7

VGT-8, TRAINING BLOCK (CONT)TRAINING BLOCK (cont)5. Conduct Drill and Ceremonies6. Wear and Appearance of the Uniform7. Supervise PMCS8. Supply Procedures9. Suicide PreventionL232/MAR 05/VGT-8A-8

VGT-9, WARFIGHTING BLOCKWARFIGHTING BLOCK• Combat Orders• Move Tactically• Occupy an Assembly Area• Combat Operations• Map Reading• Land Navigation• STXL232/MAR 05/VGT-9A-9

VGT-10, SITUATIONAL TRAINING EXERCISE (STX) BLOCKSITUATIONAL TRAINING EXERCISE(STX) BLOCK24 HoursLeadership evaluationSquad tacticsL232/MAR 05/VGT-10A-10

Enabling Learning Objective BLearning Step 1VGT-11, INTRODUCTIONSINTRODUCTIONS• Your name.• Place of birth (hometown)• Point of entry into the Army.• Date of entry into the Army.• Location of basic combat training.• Location of advanced individualtraining.• Current unit of assignment.• MOS and duty position.L232/MAR 05/VGT-11A-11

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Appendix B - Test(s) and Test Solution(s) (N/A)B-1

Appendix C - Practical Exercises and Solutions (N/A)C-1

Appendix D - Student Handouts (N/A)D-1

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T240 Suicide Prevention OCT 03U.S. ARMY SERGEANTS MAJOR ACADEMYPrimary Leadership Development Course(PLDC)The Army Training SystemTRAINING SUPPORT PACKAGE"NO ONE IS MORE PROFESSIONAL THAN I"

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U.S. ARMY SERGEANTS MAJOR ACADEMY (PLDC)T240 9 Feb 05Suicide PreventionCHANGE SHEET 21. Synopsis. This change sheet corrects minor administrative errors in the T240, Suicide PreventionTraining Support Package.2. Pen and ink changes: none.3. Page change(s): Remove old pages and insert revised page(s) as indicated.Remove PagesInsert Pages3 38 819 1924 2425 2530 30A-15 A-154. Additional changes that need explaining: none.5. File this sheet in front of the TSP for reference purposes.6. Approval of change sheet.Name/Signature Rank Position Date/s/Billy R. Williams/t/Billy R. Williams GS-9 Training Specialist 24 MAR 05/s/Victor A. LeGloahec/tVictor A. LeGloahec SGM Chief, PLDC 24 MAR 05/s/Agnes D. Bennett-Green/t/Agnes D. Bennett-Green SGM Chief, CMDD 24 MAR 05CS-2-3

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U.S. ARMY SERGEANTS MAJOR ACADEMY (PLDC)T240 20 AUG 04Suicide PreventionCHANGE SHEET 11. Synopsis. This change sheet corrects minor administrative errors in the T240, Suicide Prevention,Training Support Package.2. Pen and ink changes: none.3. Page change(s): Remove old pages and insert revised page(s) as indicated.Remove PagesInsert Pages1 thru 9 1 thru 94. Additional changes that need explaining: none.5. File this sheet in front of the TSP for reference purposes.6. Approval of change sheet.Name/Signature Rank Position Date/s/Billy R. Williams/t/Billy R. Williams GS-9 Training Specialist 10 Sept 04/s/Victor A. LeGloahec/t/Victor A. LeGloahec SGM Chief, PLDC 10 Sept 04/s/Marion Lemon/t/Marion Lemon SGM Chief, CDDD 10 Sept 04CS-1-1

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C 1TRAINING SUPPORT PACKAGE (TSP)TSP Number /TitleT240 / SUICIDE PREVENTIONEffective Date 01 Oct 2003SupersedesTSP(s) /Lesson(s)TSP UsersProponentImprovementCommentsNone600-PLDC, Primary Leadership Development Course600-PLDC (MOD), Primary Leadership Development Course (Modified)The proponent for this document is the Sergeants Major Academy.Users are invited to send comments and suggested improvements on DA Form2028, Recommended Changes to Publications and Blank Forms. Completedforms, or equivalent response, will be mailed or attached to electronic e-mail andtransmitted to:COMDT USASMAATTN ATSS DCPBLDG 11291 BIGGS FIELDFT BLISS TX 79918-8002Telephone (Comm) (915) 568-8875Telephone (DSN) 978-8875E-mail: atss-dcd@bliss.army.milSecurityClearance /AccessForeignDisclosureRestrictionsUnclassifiedFD5. This product/publication has been reviewed by the product developers incoordination with the USASMA foreign disclosure authority. This product isreleasable to students from all requesting foreign countries without restrictions.1

C 1PREFACEPurposeThis Training Support Package provides the instructor with a standardized lessonplan for presenting instruction for:Task NumberTask TitleIndividual081-831-9018 Implement Suicide Prevention Measures081-831-9028 Implement A Suicide Prevention Program2

C 2This TSPContainsTABLE OF CONTENTSPAGEPreface............................................................................................................................................. 2Lesson Section I Administrative Data....................................................................................... 4Section II Introduction.................................................................................................. 7Terminal Learning Objective - Demonstrate an understanding ofthe Army's Suicide Prevention Program. .............................................. 8Section III Presentation .............................................................................................. 10Enabling Learning Objective A - Define the Army's suicideprevention goal. .................................................................................. 10Enabling Learning Objective B - Identify suicidal behaviors. ................ 13Enabling Learning Objective C - Identify the Army SuicidePrevention Model. ............................................................................... 19Enabling Learning Objective D - Identify local assistanceservices available................................................................................ 24Section IV Summary................................................................................................... 28Section V Student Evaluation.................................................................................... 30Appendix A - Viewgraph Masters A -........................................................................................... 1Appendix B - Test(s) and Test Solution(s) (N/A) B -................................................................... 1Appendix C - Practical Exercises and Solutions (N/A) C -.......................................................... 1Appendix D - Student Handouts D -............................................................................................. 13

C 1Suicide PreventionT240 / Version 101 Oct 2003SECTION I.ADMINISTRATIVE DATAAll CoursesIncluding ThisLessonTask(s)Taught(*) orSupportedCourse Number Version Course Title600-PLDC 1 Primary Leadership Development Course600-PLDC MOD 1 Primary Leadership Development Course(Modified)Task NumberTask TitleINDIVIDUAL081-831-9018 (*) Implement Suicide Prevention Measures081-831-9028 (*) Implement A Suicide Prevention ProgramReinforcedTask(s)Task NumberNoneTask TitleAcademicHoursThe academic hours required to teach this lesson are as follows:ResidentHours/Methods2 hrs / Conference / DiscussionTest0 hrsTest Review 0 hrsTotal Hours:2 hrsTest LessonNumberTesting(to include test review)HoursLesson No.N/APrerequisiteLesson(s)Lesson NumberNoneLesson TitleClearanceAccessSecurity Level: UnclassifiedRequirements: There are no clearance or access requirements for the lesson.ForeignDisclosureRestrictionsFD5. This product/publication has been reviewed by the product developers incoordination with the USASMA foreign disclosure authority. This product isreleasable to students from all requesting foreign countries without restrictions.4

C 1References Number Title Date AdditionalInformationSUI-1SUI-2ARMY SUICIDEPREVENTION - AGUIDE FORINSTALLATION UNITSSUICIDE PREVENTIONLEADER TRAINING01 Jul 2002 Draft Version01 Jul 2002 Draft VersionStudent StudyAssignmentsBefore class--• Read Student Handout (SH-2) chapters 1 thru 3 and 5.• Read Student Handout (SH-3).During class--• Participate in class discussion.• Observe a TVT on suicide prevention.After class--• Turn in recoverable materials.• Participate in an after action review for lesson.InstructorRequirements1:8, SSG, PLDC graduate, and ITC and SGITC qualifiedAdditionalSupportPersonnelRequirementsEquipmentRequiredfor InstructionNameNoneIDName5820-00-P54-5863TV COLOR, 19 Inch.5820-00-T39-0694VCR6730-00-577-4813SCREEN, PROJECTION6730-00-P53-8147Projector, Overhead7110-00-132-6651CHALKBOARD7520-01-424-4867EASEL, DISPLAY AND TRAINING7530-00-619-8880PAD, WRITING PAPERPIN 701299TVT SUICIDE PREVENTION* Before Id indicates a TADSSStuRatioStuRatioQtyInstrRatioMan HoursSpt Qty Exp1:16 1:2 No 0 No1:16 1:2 No 0 No1:16 1:2 No 0 No1:16 1:2 No 0 No1:16 1:2 No 0 Yes1:16 1:2 No 0 Yes1:16 1:2 No 0 Yes1:16 1:2 No 0 No5

C 1MaterialsRequiredInstructor Materials:• VGTs: 1 thru 19.• TSP.• TVT 8-93: Suicide Prevention, 19 Minutes.• Army Suicide Prevention - A Guide for Installations and Units, (Draft).• Suicide Prevention Leader Training, (Draft).Student Materials:• Pen or pencil and writing paper.• All reference material issued for this lesson.Classroom,Training Area,and RangeRequirementsCLASSROOM (40X40 PER 16 STUDENTS)AmmunitionRequirementsId Name Exp StuRatioNoneInstrRatioSptQtyInstructionalGuidanceNOTE: Before presenting this lesson, instructors must thoroughly prepare by studying thislesson and identified reference material.Before class--• Read all TSP material.• Issue reference materials at least three three days before class.• Schedule TVT at the end of ELO A.During class--• Use the questions provided to generate discussion among the students.• The instructor may need to create additional questions to ensure studentparticipation continues throughout the lesson material.• Cover all learning objectives.After class--• Collect all recoverable material.• Report any lesson discrepancies to the Senior Instructor.ProponentLesson PlanApprovalsName/s/Karen M. Wilson/t/Wilson, Karen M.RankGS09PositionTraining SpecialistDate15 Jul 03/s/Brian H. Lawson/t/Barnes, Ronnie G. MSG Course Chief, PLDC 15 Jul 03/s/Brian H. Lawson/t/Lawson, Brian H. SGM Chief, NCOES 15 Jul 03/s/Albert J. Mays/t/Mays, Albert J. SGM Chief, CDDD 15 Jul 036

C 1SECTION II.INTRODUCTIONMethod of Instruction: Conference / DiscussionTechnique of Delivery: Small Group Instruction (SGI)Instructor to Student Ratio is: 1:8Time of Instruction: 5 minsMedia: NoneMotivatorNOTE: Keep in mind that the introduction of a very sensitive topic requires anequally sensitive approach. You must assume that the class may include peoplewho were touched by suicide, and some class members who have seriouslycontemplated or attempted suicide. Give care when discussing this topic.The Army’s strength rests with our soldiers, civilians, retirees, and theirfamilies, each being a vital member of our institution. Suicide is detrimental to thereadiness of the Army and is a personal tragedy for all those affected. Therefore,suicide has no place in our professional force.We all realize the daily stress and burdens placed upon our soldiers, civiliansand their family members. What defines us, as an institution, is our compassionand commitment to promoting a healthy lifestyle by emphasizing physical, spiritual,and mental fitness. This contributes to the overall well-being of the force andreadiness of the Army. Therefore, we must remain cognizant of the potentialsuicidal triggers and warning signs so that we can raise awareness and increasevigilance for recognizing those whom might be at risk for suicidal behaviors.Furthermore, we must create a command climate of acceptance and support thatencourages help-seeking behavior as a sign of individual strength and maturityprevention at every Army unit.Suicide among our soldiers and their family members is a serious growingproblem. Suicide prevention must be the business of every leader, supervisor,soldier, and civilian employee in the United States Army. To facilitate this effort,there is a need for a coordinated program for suicide prevention at every Armyunit.7

C 2TerminalLearningObjectiveNOTE: Inform the students of the following Terminal Learning Objective requirements.At the completion of this lesson, you [the student] will:Action:Conditions:Standards:Demonstrate an understanding the Army's Suicide PreventionProgram.As a squad leader in a classroom or unit environment given asquad and student handouts.Demonstrated the Army’s Suicide Prevention Program by--• Defining the Army’s suicide prevention program goal,• Identifying suicidal behaviors,• Recognizing the Army suicide prevention model,• Identifying local services available to soldiers,IAW Army Suicide Prevention - A Guide for Installations and Units(Draft) and Suicide Prevention Leader Training (Draft).SafetyRequirementsRiskAssessmentLevelEnvironmentalConsiderationsNoneLowNOTE: It is the responsibility of all soldiers and DA civilians to protect the environment fromdamage.NoneEvaluationThere is no evaluation for this lesson.8

C 1InstructionalLead-InThe Soldier’s Creed states the following:I am an American Soldier.I am a Warrior and a member of a team. I serve the people of the UnitedStates and live the Army Values.I will always place the mission first.I will never accept defeat.I will never quit.I will never leave a fallen comrade.I am disciplined, physically and mentally tough, trained, and proficient inmy warrior tasks and drills.I always maintain my arms, my equipment, and myself.I am an expert, and I am a professional.I stand ready to deploy, engage, and destroy the enemies of the UnitedStates of America in close combat.I am a guardian of freedom and the American way of life.I am an American Soldier.Suicide prevention is everyone’s business. You must understand thepotential for suicides and increase awareness for recognizing individuals who areat risk or exhibit self-destructive behavior. It is your responsibility as a squadleader to help your soldiers understand how to identify at-risk individuals,recognize the warning signs, and know how to take direct action. Then, you mustact to provide immediate assistance to prevent the destructive behavior of thesoldier. Anyone who is contemplating suicide is often incapable of reaching out tohelp themselves. If the situation ever presents itself to you, get involved and useyour chain of command to assist you with providing help for the soldier.9

SECTION III.PRESENTATIONNOTE:Inform the students of the Enabling Learning Objective requirements.A. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:STANDARDS:Define the Army's suicide prevention goal.As a squad leader in a classroom or unit environment given asquad and student handouts.Defined the Army’s suicide prevention goal by reviewing the CSAstatement, IAW the Army Suicide Prevention - A Guide forInstallations and Units.1. Learning Step / Activity 1. Army Suicide Prevention ProgramMethod of Instruction: Conference / DiscussionTechnique of Delivery: Small Group Instruction (SGI)Instructor to Student Ratio: 1:8Time of Instruction: 35 minsMedia: VGT-1 thru VGT-4, TVT 8-93, Suicide Prevention, (19 mins)NOTE: Schedule TVT 8-93 to start after VGT-4, the CSA statement. After the film isover, allow time for a 5-minute discussion. The TVT is 19 minutes.Suicide prevention must be the business of every leader, supervisor, soldier,and civilian employee in the United States Army.SHOW VGT-1, SUICIDE PREVENTIONSuicide PreventionIn The Army’s SuicidePrevention ProgramEveryone Matters!T240/OCT03/VGT-1Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 1NOTE: Use the information contained on the slide to generate a brief discussion.Ensure the discussion includes how suicide is everyone’s responsibility.REMOVE VGT-1QUESTION: What is the goal of the Army Suicide Prevention Program (ASPP)?ANSWER: See VGT-2.10

SHOW VGT-2, GOAL OF THE ARMY SUICIDE PREVENTION PROGRAMGoal of the Army SuicidePrevention ProgramTO MINIMIZE SUICIDAL BEHAVIORAMONG OUR SOLDIERS, RETIREES,CIVILIANS AND FAMILY MEMBERS.T240/OCT03/VGT-2Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 1-2NOTE: Ask the students to turn to para 1-2 and lead a short discussion on the goalof the Army Suicide Prevention Program.The goal of any Army Suicide Prevention Program is to minimize suicidalbehavior among our soldiers, retirees, civilians, and family members. Suicidebehavior includes self-inflicted fatalities, non-fatal self-injurious events and suicidalideation.Suicide prevention is an evolving science. It is your responsibility as squadleaders to utilize the best-known available methodology in caring for our soldiers,retirees, civilians, and family members. Measure the successes of our efforts by theconfidence and conscience of knowing that—we have created and fostered an environment where all soldiers, identify civiliansand family members at risk for suicide quickly so they can receive successfulintervention and appropriate care;encourage and accept help-seeking behavior as a sign of individual strength,courage and maturity, and taught and reinforced by all leaders is positive lifecopingskills.NOTE: Summarize and clarify any questions students may have on the goal of theArmy Suicide Prevention Program.REMOVE VGT-211

In 2000, following a 27% increase in the number of reported suicides within theArmy during 1997-1999, the CSA, General Eric K. Shinseki, stated that suicide is a“serious problem” and directed a complete review of the ASPP.SHOW VGT-3, CHIEF OF STAFF OF THE ARMY STATEMENTChief of Staff of the ArmyStatementThe CSA stated that suicide is a “seriousproblem” and directed a complete review ofthe ASPP. He called for a campaign thatwould refine the ASPP by making use of thebest-known available science, and wouldalso invigorate suicide prevention awarenessand vigilance.T240/OCT03/VGT-3Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 1-3NOTE: Ask a student to read VGT-3 and ask another student to explain the CSAstatement. Clarify any questions the students may have up to this point.Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 1-3REMOVE VGT-3SHOW VGT-4, CHIEF OF STAFF OF THE ARMY STATEMENT, (cont)Chief of Staff of the ArmyStatement (cont)The CSA further stated that for the programto be effective, the frame work must:• involve all commanders• be proactive• intensify preventive efforts against suicidalbehavior• invest in our junior leaders• improve current training and educationT240/OCT03/VGT-4Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 1-3You can see the CSA has issued clear guidance, and he is giving the SuicidePrevention Program his highest attention. This is to ensure that you and your leadersprotect our soldiers and civilians.NOTE: Ask the students to explain the CSA statement in their own words and clarifyany misunderstandings they may have.12

REMOVE VGT-4Now we will watch a TVT on suicide prevention. The TVT will serve as our nextclass discussion on suicide prevention issues and concepts.NOTE: Show TVT, “Suicide Prevention” (19 minutes). When the video is over,conduct a 5-minute review discussing the issues and elements that address theArmy’s policy on suicide prevention.NOTE: Ask the students to discuss the TVT and how it relates to any of their ownexperiences.B. ENABLING LEARNING OBJECTIVEACTION:Identify suicidal behaviors.CONDITIONS:STANDARDS:As a squad leader in a classroom or unit environment given asquad and student handouts.Identified suicidal behaviors by--• reviewing possible mental disorders,• reviewing potential suicide triggers, and• reviewing suicide warning and danger signsIAW the Army Suicide Prevention - A Guide for Installations andUnits (Draft).1. Learning Step / Activity 1. Identify Mental Disorders, Triggers, and Immediate Danger SignsMethod of Instruction: Conference / DiscussionTechnique of Delivery: Small Group Instruction (SGI)Instructor to Student Ratio: 1:8Time of Instruction: 20 minsMedia: VGT-5 thru VGT-9SHOW VGT-5, POSSIBLE MENTAL DISORDERSPossible Mental Disorders• Impulsive or aggressive-violent traits• Previous other self-injurious acts• Excessive anger, agitation, or constrictedpreoccupations• Excessive alcohol use• Heavy smoking• Evidence of any sleep or eating disorderT240/OCT03/VGT-5Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 2-213

Now let’s review the possible mental disorders. You need to realize that soldiersenter into the Army with varying levels of life-coping skills. Leaders should not assume thatall soldiers entering the Army can adequately handle the inherent stress of military service,or even life in general, especially if they are already predisposed to psychiatric disorder. Itis unrealistic for a leader to understand the genetic composition of their soldiers or knowtheir complete developmental history. Leaders can make proper assessments of their lifecopingskills by observation and personal dialogue focused on learning and understandingtheir soldier’s background.Now we will look at the common causes of suicide and inform you of the commondanger and warning signs so you can properly anticipate suicidal or other dysfunctionalbehavior and make preemptive referrals to professional mental health care providers beforea crisis ensues.Mental disorders are, “health conditions that are characterized by alterations inthinking, mood, or behavior, which are associated with distress and/or impaired functioningand spawn a host of human problems that may include disability, pain, or death.” Mentaldisorders occur throughout society affecting all population demographics including age,gender, ethnic groups, educational background, and even socioeconomic groups. In theUnited States, approximately twenty-two percent of those between the ages of 18 – 64years had a diagnosis of some form of mental disorder.Mental illness is more common than cancer, diabetes, or heart disease, filling almost21 percent of all hospital beds at any given time. In fact, the number one reason forhospitalizations nationwide is a biological psychiatric condition.Mental disorders also affect our youth. At least one in five children and adolescentsbetween 9 – 17 years has a diagnosable mental disorder in a given year, extremelyimpaired are about five percent.Mental disorders vary in severity and disabling effects. However, current treatmentsare highly effective and offer a diverse array of settings. The treatment success rate forschizophrenia is sixty percent, sixty-five percent for major depression, and eighty percentfor bipolar disorder. This compares to between 41-52 percent success rates for thetreatment of heart disease.NOTE: Summarize and clarify any questions the students may have about possible mentaldisorders.14

REMOVE VGT-5SHOW VGT-6, SUICIDE POTENTIAL “TRIGGERS”Suicide Potential “Triggers”• Loss of a loved one to illness or death• Loss of a significant, intimate relation• Loss of a child custody• Loss of friendship or social status• Loss of job or rankT240/OCT03/VGT-6Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 2-5NOTE: Call on a student to read the bullets on VGT-6 and then clarify anymisunderstanding they may have.REMOVE VGT-6NOTE: Call on a student to read VGT-7 and generate a brief discussion on each bullet.SHOW VGT-7, SUICIDE POTENTIAL”TRIGGERS” (cont)Suicide Potential “Triggers”(cont)• Loss of freedom• Loss of financial security• Loss of self esteem• Loss of hope or feeling helpless• Loss or change in lifestyleT240/OCT03/VGT-7Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 2-5Small unit leaders have the most crucial role in establishing and determining theconditions of the soldier's work environment. You should strive to have a positive influenceon them by being a proper role model for them to emulate. For some soldiers, their roleand camaraderie within their unit and the relationship with their first line supervisor might bethe only positive, life-sustaining resource available to them in times of adversity. Therefore,everyone should take this responsibility seriously.15

Although it is the responsibility of the professional mental health care provider todiagnose a mental disorder, there are certain warnings that may indicate an underlyingmental disorder. You need to be aware of these indicators that might indicate the presenceof a mental disorder, which places the soldier at risk for suicide or other dysfunctionalbehaviors.Leaders who spot such behavior and/or suspect that one of their soldiers is suffering froma mental disorder should notify their chain of command so that the commander can decide uponmaking a referral to a mental health care provider. It is important to note that persons withmental disorders are often unable to appreciate the seriousness of their problem, because thedisorder frequently distorts their judgment. Therefore, they must rely upon others for assistance.Obviously, a common theme associated with all these potential triggers for suicide issome form of a loss. As leaders, you must realize that each individual will handle aparticular life stressor differently. Therefore, you should anticipate potential “life crises” andensure that the individual has the proper resources to handle the adversity. This mightinclude appointing a “life-line” buddy to watch over the individual until the crisis has passedor referral to the unit chaplain or other professional counselors.NOTE: Clarify any questions students may have up to this point.Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 2-4 andpara 2-5REMOVE VGT-7Break: TIME: 00:50 to 01:00To the “well adjusted” person, suicide is an irrational act. This attitude, however,might interfere with a person’s ability to promptly intervene if they assume that everyoneshares their opinion. Some consider suicide a method of ending or escaping from pain orother problems.Let’s look at the immediate danger signs that may indicate suicide behavior isimminent and what you, as leaders, should look out for.NOTE: Direct the students to para 2-7. Using the information on VGT-8 to generate ashort discussion on the immediate danger signs.16

SHOW VGT-8, SUICIDE IMMEDIATE DANGER SIGNSSuicide Immediate Danger Signs• Talking or hinting about suicide• Formulating a plan to include a meansto kill oneself• Having a desire to die• Obsession with death includinglistening to sad music or poetry orartwork• Finalizing personal affairs• Giving away personal possessionsT240/OCT03/VGT-8Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 2-7Anyone, especially first line supervisors, who recognize these warning signs, musttake immediate action. The first step should be to talk to the individual, allow them toexpress their feelings, and ask them outright and bluntly, “Are you considering suicide?” or“Are you thinking about killing yourself?” If their response is “yes,” then required areimmediate life-saving steps, such as ensuring the safety of the individual, notifying yourchain of command or chaplain, and calling for emergency services or escorting theindividual to a mental health officer.Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 2-7REMOVE VGT-8NOTE: Direct students to para 2-8. Use the information on para 2-8 to lead a shortdiscussion on the feeling and emotions that might precede suicide. Ensure the discussioncovers the most common feelings listed in the para 2-8.NOTE: Ask one student to read each bullet on VGT-9 and generate a brief discussion.Now let’s look at the suicide prevention warning signs. The list on the VGT containssome warning signs that might precede suicide behavior. Although not as serious as thedanger signs previously listed, do not disregarded warning signs because they requireimmediate personal intervention. As a squad leader, you must also be aware of the suicidewarning signs.17

SHOW VGT-9, SUICIDE WARNING SIGNSSuicide Warning Signs• Obvious drop in duty performance• Unkempt personal appearance• Feeling of hopelessness or helplessness• Family history of suicide• Previous suicide attempts• Drug or alcohol abuse• Social withdrawal• Loss of interest in sexual activity• Reckless behavior, self-mutilation• Physical heath complaints, changes/loss ofappetite• Complaints of significant sleep difficultiesT240/OCT03/VGT-9Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 2-8It is the responsibility of all leaders and the duty of all soldiers to watch for thesedanger and warning signs and realize that they might not be capable of helping themselvesand, therefore, require immediate action.Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 2-8NOTE: Ensure the students understand the difference between suicide danger andwarning signs. Clarify any questions the students may have up to this point.REMOVE VGT-918

C 2C. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:STANDARDS:Identify the Army Suicide Prevention Model.As a squad leader in a classroom or unit environment given asquad and student handouts.Identified the Army Suicide Prevention Model by--• Recognizing the prevention barrier,• Recognizing the intervention barrier,• Recognizing the secure barrier, and• Recognizing the continuity of care barrierIAW the Army Suicide Prevention - A Guide for Installations andUnits (Draft).1. Learning Step / Activity 1. The Suicide Prevention Model and BarriersMethod of Instruction: Conference / DiscussionTechnique of Delivery: Small Group Instruction (SGI)Instructor to Student Ratio: 1:8Time of Instruction: 20 minsMedia: VGT-10 thru VGT-14NOTE: Ask students to turn to para 3-1 and review the Army Suicide PreventionModel. Generate a brief discussion on the barriers of the suicide model.SHOW VGT-10, THE ARMY SUICIDE PREVENTION MODELThe Army Suicide PreventionModelAwarenessFirst line supervisoraware of soldiers facinglife stressor'sPreventionFirst line supervisorensures individual receivesrequired assistanceIs soldier suspectedto be at risk forsuicidal?No YesVigilanceCommand or supervisorensure complete problemresolutionIs soldier atrisk forsuicidal?No YesInterventionCommand or supervisorensures that individualis seen by ASISTqualified “TrustedAgent”TreatmentSeparationSecure/ProtectBehavioral healthassessmentSecure/ProtectSoldier is referred tobehavioral healthT240/OCT03/VGT-10Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 3-1Let's review the barriers of the Army Suicide Prevention Model. The ArmySuicide Prevention Model focuses on maintaining the individual readiness of thesoldier. Occasionally, through normal life experiences, a person enters a path that iffollowed, and without interruption or intervention, could allow a normal life stressor ormental disorder to become a life crisis, which might lead to thoughts of suicide andeventually suicidal behavior and possible injury or death. Parallel to the suicidal path19

is a “safety net” that represents the Army’s continuity of care. As the actual suicidalrisk escalates, so does our response by becoming more directive and involving moreprofessional health-care providers. To prevent a person from progressing down thesuicidal path are three “barriers.” They are: prevention, intervention, and secure.These barriers target specific programs and initiatives for varying degrees of risk toblock any further progress along the suicidal path. Provided below is a quick outlineof each of these “barriers.” For more detailed strategies read Chapters 4, 5, and 6.Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 3-1NOTE: Clarify any questions that the students may have on the Suicide PreventionModel.REMOVE VGT-10SHOW VGT-11, PREVENTION BARRIERPrevention BarrierPREVENTIONThe “main effort” is to minimize suicide behavior.T240/OCT03/VGT-11Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 3-1aLet’s review the prevention barrier. Prevention is our “main effort” to minimizesuicidal behavior. It focuses on preventing normal life stressors from turning into alife crisis. “Prevention programming” focuses on equipping the soldier with thecoping skills to handle overwhelming life circumstances that can sometimes begin adangerous journey down a path to possible suicidal behaviors. This barrier allows theindividual to operate “in the green” or at a high state of individual readiness.Prevention includes establishing early screening to establish baseline mental healthand offer specific remedial programs before the occurrence of possible dysfunctionalbehavior. Prevention is absolutely dependent on caring and proactive small unit20

leaders who make the effort to know their subordinates, including estimating theirability to handle stress, and offer a positive, cohesive environment which nurtures anddevelops positive life coping skills.Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 3-1NOTE: Clarify any questions that the students may have about the preventionbarrier.REMOVE VGT-11SHOW VGT-12, INTERVENTION BARRIERIntervention BarrierInterveneThe Intervention barrier prevents any life crisis ormental disorder to lead to thoughts of suicide.T240/OCT03/VGT-12Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 3-1bNow let’s review the intervention barrier. Intervention is the barrier thatprevents any life crisis or mental disorder to lead to thoughts of suicide. It recognizesthat there are times when one should seek professional assistance/counseling tohandle a particular crisis or treat a mental illness. In this area, early involvement is acrucial factor in suicide risk reduction. Intervention includes alteration of theconditions, which produced the current crisis, treatment of any underlying psychiatricdisorder(s) that contributed to suicidal thoughts, and follow-up care to assure problemresolution. Commanders play an integral part during this phase, as it is theirresponsibility to ensure that the particular problem or crisis is resolved beforeassuming that the threat has passed. This barrier is color-coded “yellow” because itwarrants caution and the individual readiness is not to an optimal level since theindividual may become distracted by the life crisis.NOTE: Clarify any question that the students may have to the intervention barrier.21

REMOVE VGT-12SHOW VGT-13, SECURE BARRIERSecure BarrierSecureThe last possible opportunity to preventan act of suicide.T240/OCT03/VGT-13Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 3-1cThe third and final barrier we will look at in this model is perhaps the lastpossible opportunity to prevent an act of suicide. This occurs when an individual is atrisk for suicidal behavior. When someone becomes suicidal, then someone mustsecure and protect them before they can harm themselves and/or others. This is“tertiary prevention” and requires immediate life-saving action. The focus within thisarea will be to educate everyone to recognize the suicidal danger and warning signsand if recognized, take immediate, life-saving action. This barrier is color-coded reddue to the severity of the situation. The individual is considering or has alreadydecided to commit suicide and is in imminent danger of harming him or herself, orpossibly others as well.Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 3-1cNOTE: Clarify any question that the students may have to secure barrier.REMOVE VGT-1322

SHOW VGT-14, CONTINUITY OF CAREContinuity of CareContinuity of Care is the safety net underneaththe suicide model that represent what the Armyis required and obligated to provide thoseindividuals at risk for suicide.T240/OCT03/VGT-14Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 3-1dThe last part of the model we will look at is the continuity of care. The safetynet underneath the suicidal path within the model represents the continuity of carerequired and obliged by the Army to provide those individuals at risk for suicide. Itstarts with awareness of the impact and magnitude of suicide within the Army. Itcontinues with training, education, and ensuring constant vigilance of those whomight be at risk for suicide. As the risks increases, so does the level of required care,including referrals to professional gatekeepers and if appropriate, in-patient care untilassurance of problem resolution. Required for the most intensive care will be forthose who actually commit a suicide act, ranging from medical care and psychiatrictherapy (for non-fatal suicide acts) to bereavement counseling for surviving familymembers and personal counseling for unit members for completed suicides.Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 3-1dNOTE: Clarify any question that the students may have to the continuity of care.REMOVE VGT-14NOTE: Summarize and clarify any question the students may have with the barriersof the Army Suicide Prevention Model.23

C 2D. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:STANDARDS:Identify local assistance services available.As a squad leader in a classroom or unit environment given asquad, and student handouts.Identified local assistance services available by--• reviewing installation gatekeepers,• reviewing soldiers and leaders checklistIAW the Army Suicide Prevention - A Guide for Installations andUnits (Draft).1. Learning Step / Activity 1. Installation Gatekeepers and checklistsMethod of Instruction: Conference / DiscussionTechnique of Delivery; Small Group Instruction (SGI)Instructor to Student Ratio: 1:8Time of Instruction: 15 minsMedia: VGT-15 thru VGT-18NOTE: Ask students to turn to para 5-3c and generate a brief discussion on theinstallation gatekeepers.All Army leaders will receive training on the current Army policy toward suicideprevention, how to refer their subordinates to the appropriate helping agency, andhow to create an atmosphere within their commands of encouraging help-seekingbehavior. Civilian supervisors will also receive training that focuses on referraltechniques/protocols for their employees.Now let’s review the local helping personnel, the installation gatekeepers:SHOW VGT-15, INSTALLATION GATEKEEPERSInstallation GatekeepersPrimary Gatekeepers• Chaplains & chaplin assistants• ADAPCP counselors• Family Advocacy Programworkers• AER counselors• Emergency room medicaltechnicians• Medical health professionalsSecondary Gatekeepers• Military police• Trial defense lawyers• Youth services• Inspector general office• DOD school counselors• MWR workers• Red Cross workersT240/OCT03/VGT-15Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 5-3c24

C 2Installation gatekeepers are individuals who in the performance of theirassigned duties and responsibilities provide specific counseling to soldiers andcivilians in need; they receive training in recognizing and helping individuals withsuicide-related symptoms or issues. Identify gatekeepers as either a “primarygatekeeper” (those whose primary duties involve primarily assisting those in needand more susceptible to suicide ideation) or “secondary gatekeepers” (those whomight have a secondary opportunity to come in contact with a person at risk).NOTE: Summarize installation gatekeepers and clarify any questions the studentsmay have.As squad leaders you should also make up a checklist that will assist you inmaking the correct steps in the suicide prevention program.NOTE: Ask the students to turn to SH-2,p SH-2-13, and lead a brief discussion onthe soldiers and first line supervisor checklist.SHOW VGT-16, ALL SOLDIERS CHECKLISTSAll Soldiers Checklists• Know suicidal danger & warning signs andthe leading causes for suicide.• Take immediate action when suspectingsomeone is suicidal or if someone admitsthat they are contemplating suicide.• Become aware of local services an protocolsfor use.T240/OCT03/VGT-16Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), AppendixB.REMOVE VGT-1625

SHOW VGT-17, FIRST LINE SUPERVISORS/LEADERS CHECKLISTSFirst Line Supervisors/LeadersChecklists• Get to know your soldiers so that you can recognizeand even anticipate possible dysfunctional behavior.• Assess each of your soldier’s life-coping skills. Seekopportunities to positively influence your soldier’sbehavior.• Ensure proper training of all your soldiers in suicideprevention/awareness.• Create an atmosphere of inclusion for all. Neverostracize any of your soldiers, regardless of theiractions.T240/OCT03/VGT-17Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), AppendixB.REMOVE VGT-17SHOW VGT-18, FIRST LINE SUPERVIORS/LEADERS CHECKLIST (cont)First Line Supervisors/LeadersChecklists (cont)• Know potential warning signs for mental illness.• Know potential triggers for suicide.• Set the example, take advantage of availablehelping services.• Reduce the perceived stigma regarding mentalhealth. Remember that most mental illnesses aretreatable and are a result of a sickness, notweakness.T240/OCT03/VGT-18Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), AppendixB.As a squad leader you must be vigilant in recognizing and helping your soldierswho may be stressing or suicidal. Suicide can affect anyone, regardless of rank, age,sex, MOS, race or ethnicity. Although there are no select demographics that willaccurately predict suicidal behavior with certainty, it is important to examine the Armysuicide population in an attempt to infer potential suicide risk indicators for use inprevention efforts (an updated briefing of the previous calendar year as well as thecurrent monthly Army suicide statistics and demographics are found at the Army G-1HRPD website). Vigilance and awareness must extend to everyone in the Army. It is26

also important not to use demographics to “profile” or “discriminate” at-riskpopulations.Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft), Annex G.27

SECTION IV.SUMMARYMethod of Instruction: Conference / DiscussionTechnique of Delivery: Small Group Instruction (SGI)Instructor to Student Ratio is: 1:8Time of Instruction: 5 minsMedia: VGT-19Check onLearningQUESTION: What should be the goal of the Army Suicide Prevention Program?ANSWER: To minimize suicidal behavior among our soldiers, retirees, civilians,and family members.Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 1-2QUESTION: Leaders who spot or suspect one of their soldiers or civilians issuffering from a mental health disorder should take what action to correct theproblem?ANSWER: Notify their chain of command.Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 2-2QUESTION: As a leader you must be able to recognize suicide triggers and dangersigns. Which of the following elements is a danger sign that suicidal behavior isimminent?ANSWER: Giving away personal possessions.Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 2-7QUESTION: What kind of continuity of care does the Army represent to maintainan individual readiness posture parallel to the suicide path?ANSWER: Safety netRef: Army Suicide Prevention - A Guide for Installations and Units (Draft), para 3-128

Review /SummarizeLessonSHOW VGT-19, SUMMARYSummarySuicide Prevention is Everybody's Businessand in the ArmyEVERYONE MATTERS!T240/OCT03/VGT-19Primary Leadership Development CourseRef: Army Suicide Prevention - A Guide for Installations and Units (Draft).Suicide prevention is the commander’s program and the responsibility of everysoldier at all levels. The success of the Army Suicide Prevention Program (ASPP)rests upon proactive, caring and courageous soldiers, leaders, family members, andArmy civilians who recognize the imminent danger and then take immediate actionto save a life.Suicide prevention is everybody’s business and in the Army, EVERYONEMATTERS!Ref: Army Suicide Prevention - A Guide for Installations and Units (Draft)REMOVE VGT-19NOTE: Summarize the lesson and clarify any misunderstanding the students mayhave about the Army Suicide Prevention Program.29

C 2SECTION V.STUDENT EVALUATIONTestingRequirementsNOTE: Describe how the student must demonstrate accomplishment of the TLO. Referstudent to the Student Evaluation Plan.There is no examination for this lesson.FeedbackRequirementsNOTE: Feedback is essential to effective learning. Schedule and provide feedback on theevaluation and any information to help answer students' questions about the test. Provideremedial training as needed.None.30

VIEWGRAPHS FOR LESSON 1: T240 version 1Enabling Learning Objective ALearning Step 1VGT-1, Suicide PreventionSuicide PreventionIn The Army’s SuicidePrevention ProgramEveryone Matters!T240/OCT03/VGT-1Primary Leadership Development CourseA-1

VGT-2, Goal of the Army Suicide Prevention ProgramGoal of the Army SuicidePrevention ProgramTO MINIMIZE SUICIDAL BEHAVIORAMONG OUR SOLDIERS, RETIREES,CIVILIANS AND FAMILY MEMBERS.T240/OCT03/VGT-2Primary Leadership Development CourseA-2

VGT-3, Chief of Staff of the Army StatementChief of Staff of the ArmyStatementThe CSA stated that suicide is a “seriousproblem” and directed a complete review ofthe ASPP. He called for a campaign thatwould refine the ASPP by making use of thebest-known available science, and wouldalso invigorate suicide prevention awarenessand vigilance.T240/OCT03/VGT-3Primary Leadership Development CourseA-3

VGT-4, Chief of Staff of the Army Statement (cont)Chief of Staff of the ArmyStatement (cont)The CSA further stated that for the programto be effective, the frame work must:• involve all commanders• be proactive• intensify preventive efforts against suicidalbehavior• invest in our junior leaders• improve current training and educationT240/OCT03/VGT-4Primary Leadership Development CourseA-4

Enabling Learning Objective BLearning Step 1VGT-5, Possible Mental DisordersPossible Mental Disorders• Impulsive or aggressive-violent traits• Previous other self-injurious acts• Excessive anger, agitation, or constrictedpreoccupations• Excessive alcohol use• Heavy smoking• Evidence of any sleep or eating disorderT240/OCT03/VGT-5Primary Leadership Development CourseA-5

VGT-6, Suicide Potential "Triggers"Suicide Potential “Triggers”• Loss of a loved one to illness or death• Loss of a significant, intimate relation• Loss of a child custody• Loss of friendship or social status• Loss of job or rankT240/OCT03/VGT-6Primary Leadership Development CourseA-6

VGT-7, Suicide Potential "Triggers" (cont)Suicide Potential “Triggers”(cont)• Loss of freedom• Loss of financial security• Loss of self esteem• Loss of hope or feeling helpless• Loss or change in lifestyleT240/OCT03/VGT-7Primary Leadership Development CourseA-7

VGT-8, Suicide Immediate Danger SignsSuicide Immediate Danger Signs• Talking or hinting about suicide• Formulating a plan to include a meansto kill oneself• Having a desire to die• Obsession with death includinglistening to sad music or poetry orartwork• Finalizing personal affairs• Giving away personal possessionsT240/OCT03/VGT-8Primary Leadership Development CourseA-8

VGT-9, Suicide Warning SignsSuicide Warning Signs• Obvious drop in duty performance• Unkempt personal appearance• Feeling of hopelessness or helplessness• Family history of suicide• Previous suicide attempts• Drug or alcohol abuse• Social withdrawal• Loss of interest in sexual activity• Reckless behavior, self-mutilation• Physical heath complaints, changes/loss ofappetite• Complaints of significant sleep difficultiesT240/OCT03/VGT-9Primary Leadership Development CourseA-9

Enabling Learning Objective CLearning Step 1VGT-10, The Army Suicide Prevention ModelThe Army Suicide PreventionModelAwarenessFirst line supervisoraware of soldiers facinglife stressor'sPreventionFirst line supervisorensures individual receivesrequired assistanceIs soldier suspectedto be at risk forsuicidal?NoYesVigilanceCommand or supervisorensure complete problemresolutionIs soldier atrisk forsuicidal?No YesInterventionCommand or supervisorensures that individualis seen by ASISTqualified “TrustedAgent”TreatmentSeparationSecure/ProtectBehavioral healthassessmentSecure/ProtectSoldier is referred tobehavioral healthT240/OCT03/VGT-10Primary Leadership Development CourseA-10

VGT-11, Prevention BarrierPrevention BarrierPREVENTIONThe “main effort” is to minimize suicide behavior.T240/OCT03/VGT-11Primary Leadership Development CourseA-11

VGT-12, Intervention BarrierIntervention BarrierInterveneThe Intervention barrier prevents any life crisis ormental disorder to lead to thoughts of suicide.T240/OCT03/VGT-12Primary Leadership Development CourseA-12

VGT-13, Secure BarrierSecure BarrierSecureThe last possible opportunity to preventan act of suicide.T240/OCT03/VGT-13Primary Leadership Development CourseA-13

VGT-14, Continuity of CareContinuity of CareContinuity of Care is the safety net underneaththe suicide model that represent what the Armyis required and obligated to provide thoseindividuals at risk for suicide.T240/OCT03/VGT-14Primary Leadership Development CourseA-14

C 2Enabling Learning Objective DLearning Step 1VGT-15, Installation GatekeepersInstallation GatekeepersPrimary Gatekeepers• Chaplains & chaplin assistants• ADAPCP counselors• Family Advocacy Programworkers• AER counselors• Emergency room medicaltechnicians• Medical health professionalsSecondary Gatekeepers• Military police• Trial defense lawyers• Youth services• Inspector general office• DOD school counselors• MWR workers• Red Cross workersT240/OCT03/VGT-15Primary Leadership Development CourseA-15

VGT-16, All Soldiers ChecklistsAll Soldiers Checklists• Know suicidal danger & warning signs andthe leading causes for suicide.• Take immediate action when suspectingsomeone is suicidal or if someone admitsthat they are contemplating suicide.• Become aware of local services an protocolsfor use.T240/OCT03/VGT-16Primary Leadership Development CourseA-16

VGT-17, First Line Supervisors/Leaders ChecklistsFirst Line Supervisors/LeadersChecklists• Get to know your soldiers so that you can recognizeand even anticipate possible dysfunctional behavior.• Assess each of your soldier’s life-coping skills. Seekopportunities to positively influence your soldier’sbehavior.• Ensure proper training of all your soldiers in suicideprevention/awareness.• Create an atmosphere of inclusion for all. Neverostracize any of your soldiers, regardless of theiractions.T240/OCT03/VGT-17Primary Leadership Development CourseA-17

VGT-18, First Line Supervisors/Leaders Checklists (cont)First Line Supervisors/LeadersChecklists (cont)• Know potential warning signs for mental illness.• Know potential triggers for suicide.• Set the example, take advantage of availablehelping services.• Reduce the perceived stigma regarding mentalhealth. Remember that most mental illnesses aretreatable and are a result of a sickness, notweakness.T240/OCT03/VGT-18Primary Leadership Development CourseA-18

VGT-19, SummarySummarySuicide Prevention is Everybody's Businessand in the ArmyEVERYONE MATTERS!T240/OCT03/VGT-19Primary Leadership Development CourseA-19

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Appendix B Test(s) and Test Solution(s) (N/A)B-1

Appendix C Practical Exercises and Solutions (N/A)C-1

Appendix D, HANDOUTS FOR LESSON 1: T240 version 1This appendix contains the items listed in this table--Title/SynopsisSH-1, Advance SheetSH-2, Draft Army Suicide Prevention - A Guide forInstallations and Units (Draft)SH-3, Draft Suicide Prevention Leader Training SlidesPagesSH-1-1SH-2-1 thru SH-2-50SH-3-1 thru SH-3-16D-1

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Student Handout 1Advance SheetLesson HoursThis lesson consists of two hours of group discussion.OverviewSuicide prevention must be the business of every leader, supervisor, soldier, andcivilian employee in the United States Army.LearningObjectiveTerminal Learning Objective (TLO).Action:Conditions:Standards:Describe the Army’s Suicide Prevention Program.As a squad leader, in a classroom or unit environment, and givenArmy Suicide Prevention - A Guide for Installations and Units (Draft),and Suicide Prevention Leader Training.Described the Army’s Suicide Prevention Program by--• Defining the Army’s suicide prevention program goal.• Identifying suicidal behaviors.• Understanding the Army suicide prevention model.• Identifying local services available to soldiers.IAW Army Suicide Prevention - A Guide for Installations and Units(Draft), and Suicide Prevention Leader Training.ELO AELO BELO CELO DDefine the Army’s Suicide Prevention Program Goal.Identify Suicidal Behaviors.Understand the Army Suicide Prevention Model.Identify Local Services Available to Soldiers.AssignmentThe student assignments for this lesson are:• Read SH-2, Army Suicide Prevention - A Guide for Installations and Units(Draft), Chapters 1 thru 3 and 5.• Read SH-3, Suicide Prevention Leader Training (Draft).AdditionalSubject AreaResourcesNoneBring to Class • Pen or pencil and writing paper.• All reference material received for this lessonSH-1-1

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Student Handout 2ARMY SUICIDE PREVENTION – A GUIDE FOR INSTALLATIONS AND UNITSThis student handout contains 49 pages of material from the following publication:Army Suicide Prevention – A Guide for Installations and Units (Draft), July 2002Cover SheetDeputy Chief of Staff, G-1, StatementSummaryContentsChapters 1 thru 7Annex A, StrategiesAnnex B, ChecklistsAnnex C, Suicide RiskAnnex D, DefinitionsAnnex E, Abbreviations/AcronymsAnnex F, ReferencesAnnex G, Useful Web Sitespage SH-2-2page SH-2-3page SH-2-4page SH-2-5pages SH-2-6 thru SH-2-31pages SH-2-32 thru SH-2-37pages SH-2-38 and SH-2-39pages SH-2-40 and SH-2-41pages SH-2-42 thru SH-2-45pages SH-2-46 and SH-2-47page SH-2-48page SH-2-49Disclaimer: The training developer downloaded the material from the U.S. ArmyPublishing Directorate Home Page. The text may contain passive voice, misspellings,grammatical errors, etc., and may not be in compliance with the Army Writing StyleProgram.RECOVERABLE PUBLICATIONYOU RECEIVED THIS DOCUMENT IN A DAMAGE-FREE CONDITION. DAMAGE IN ANY WAY, TOINCLUDE HIGHLIGHTING, PENCIL MARKS, OR MISSING PAGES WILL SUBJECT YOU TOPECUNIARY LIABILITY (STATEMENT OF CHARGES, CASH COLLECTION, ETC.) TO RECOVERPRINTING COST.SH-2-1

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Headquarters, Department of the Army, G-1Army Suicide Prevention – A Guidefor Installations and UnitsDraftJuly 2002 VersionSH-2-2

Army Suicide Prevention – A Guide for Installations and Units1. The Army’s strength rests with our soldiers, civilians, retirees, and their families, each being a vitalmember of our institution. Suicide is detrimental to the readiness of the Army and is a personal tragedyfor all those affected. Therefore, suicide has no place in our professional force!2. We all realize the inherent stress and burdens placed upon our soldiers, civilians and their familymembers. What defines us as an institution is our compassion and commitment to promoting a healthylifestyle by emphasizing physical, spiritual and mental fitness. This contributes to the overall well-being ofthe force and readiness of the Army. Therefore, we must remain cognizant of the potential suicidaltriggers and warning signs so that we can raise awareness and increase vigilance for recognizing thosewhom might be at risk for suicidal behaviors. Furthermore, we must create a command climate ofacceptance and support that encourages help-seeking behavior as a sign of individual strength andmaturity.3. Suicide prevention, like all leadership challenges, is a commander’s program and every leader’sresponsibility at all levels. However, the success of the Army Suicide Prevention Program (ASPP) restsupon proactive, caring and courageous soldiers, family members and Army civilians who recognize theimminent danger and then take immediate action to save a life. We need your help to minimize the risk ofsuicide within the Army to stop this tragic and unnecessary loss of human life. Suicide prevention iseverybody’s business and in The Army, EVERYONE MATTERS!JOHN M. LE MOYNELieutenant General, GSDeputy Chief of Staff, G-1SH-2-3

HeadquartersDepartment of the ArmyWashington, DCNovember 2002Army Suicide Prevention – A Guide for Installations and UnitsSummary. This booklet contains theframework to build and organize suicideprevention programs within ArmyInstallations. It represents a refinement ofthe Army Suicide Prevention Program(ASPP) as currently prescribed in AR 600-63 and DA PAM 600-24. It explains newinitiatives and offers recommendations,strategies and objectives for reducing therisk of suicidal behavior within the Army.Suggested Improvements. The proponentagency of this program is Headquarters,Department of the Army, G-1. Users areencouraged to send comments andsuggested improvements directly to DAPE-HRP, 300 Army Pentagon, Room 2B659,Washington D.C. 20310-0300, ATTN: TheArmy Suicide Prevention Program Manager.SH-2-4

CONTENTS(Listed by paragraph number)Chapter 1IntroductionMagnitude of the Problem, 1-1ASPP Goal, 1-2CSA Statement, 1-3Chapter 2Understanding SuicideBehaviorA Model for ExplainingDysfunctional Behavior, 2-1Mental Disorders, 2-2Developmental History, 2-3Influence of the CurrentEnvironment, 2-4Suicide Triggers, 2-5Reasons for Dying, 2-6Suicide Danger Signs, 2-7Suicide Warning Signs, 2-8Resources for Living, 2-9Chapter 3The Army Suicide PreventionModelGeneral Overview, 3-1Prevention, 3-1aIntervention, 3-1bSecure, 3-1cContinuity of Care, 3-1dChapter 4PreventionIdentifying High Risk Individuals,4.1Caring and Proactive Leaders,4.2Encouraging Help SeekingBehavior, 4.3Teach Positive Life CopingSkills, 4.4Unit Ministry Team Training, 5-3dCombat Stress Control Teams,5-3eMental Health Care ProfessionalTraining, 5-3fUSACHPPM Suicide PreventionResource Manual, 5-4Installation Suicide PreventionCommittee, 5-5ASPP Accountability, 5-6Chapter 6SecureSafeguard, 6.1Behavioral Health Treatment, 6-2Behavioral Health Assessment,6-3Chapter 7Post-intervention MeasuresInstallation Suicide ResponseTeam, 7-1Army Suicide ReportingProcedures, 7-2Army CompletedAnnex A - Strategy MatrixesAnnex B - ChecklistsAnnex C - Suicide RiskComparison of Age CohortsAnnex D – DefinitionsAnnex E – Abbreviations/AcronymsAnnex F – ReferencesAnnex G – Useful Web SitesChapter 5InterventionSuicide Awareness andVigilance, 5-1Applied Suicide InterventionSkills Training (ASIST), 5-2Five Tiered Training Strategy, 5-3All Soldiers Training, 5-3aLeaders Training, 5-3bGatekeepers Training, 5-3cSH-2-5

Chapter One – Introduction“A leader is a dealer in hope”Napoleon1-1. Magnitude of the ProblemDuring the 1990’s, the Army lost an equivalent of an entire battalion task force to suicides (803soldiers). This ranks as the third leading cause of death for soldiers, exceeded only byaccidents and illnesses. Even more startling is that during this same period, five-times as manysoldiers killed themselves than were killed by hostile fire.To appreciate the magnitude and impact of suicide, consider that most suicides have a direct,lasting impact on between 6-7 intimate family members (spouse, parents, children), andnumerous others including relatives, unit members, friends, neighbors, and others in the localcommunity.1-2. Army Suicide Prevention Program GoalThe goal of any Army Suicide Prevention Program is to minimize suicidal behavior among oursoldiers, retirees, civilians and family members. Suicide behavior includes self-inflictedfatalities, non-fatal self-injurious events and suicidal ideation.Suicide prevention is an evolving science. It is our responsibility to utilize the best-knownavailable methodology in caring for our soldiers, retirees, civilians and family members. Thesuccess of our efforts will be measured by the confidence and conscience of knowing that: we have created and fostered an environment where all soldiers, civilians and familymembers at risk for suicide will quickly be identified and receive successful interventionand appropriate care; where help-seeking behavior is encouraged and accepted as a sign of individualstrength, courage and maturity, and; where positive life-coping skills are taught and reinforced by all leaders.1-3. CSA StatementIn 2000, following a 27% increase in the number of reported suicides within the Army during1997-1999, the CSA, General Eric K. Shinseki, stated that suicide is a “serious problem” anddirected a complete review of the ASPP. He called for a campaign that would refine the ASPPby making use of the best-known available science, and would also invigorate suicideprevention awareness and vigilance. He further stated that for the program to be effective, theframework must:• involve all commanders• be proactive• intensify preventive efforts against suicidal behavior• invest in our junior leaders• improve current training and educationSH-2-6

Chapter Two - Understanding Suicide Behavior“We cannot possess what we do not understand.”Goethe2-1. A Model for Explaining Dysfunctional BehaviorHuman behavior is an actioninfluenced by one’s geneticcomposition, shaped bydevelopmental history, andusually as a reaction to aparticular stimulus within theenvironment. The modelprovided in Figure 1graphically illustrates howone’s genetics, backgroundand current environment cancontribute to dysfunctionalbehavior. Some individualsare born predisposed towardspsychiatric illness and/orsubstance abuse, which makesthem more susceptible orvulnerable for certain types ofdysfunctional behavior, includingsuicide. Childhood experiences filledA Model for UnderstandingDysfunctional Health-Risk BehaviorsVisible toCommandNOT Visibleto CommandBehaviorStressorsCurrentEnvironment“Outcome” &ConsequencesDevelopmental HistoryGenetic Vulnerability toPsychiatric Illness“Triggers” for DysfunctionalBehaviorWork & Home Environments-supportive vs. non-supportive- Consequences of Abuse -Trauma- Adverse Childhood ExperiencesFIGURE 1with abuse, trauma, and/or neglect during the crucial, formative stages of personal developmentwill also have a detrimental affect on the development of positive life-coping skills. A “nonsupportiveenvironment,” whether at work or home, filled with stress, resentment, ridicule, orostracized from family or friends, might also be conducive to dysfunctional behavior.Leaders should realize that soldiers and civilians enter into the Army with varying levels of lifecopingskills and resiliency as determined by their genetic disposition, developmental andenvironmental influences. Leaders should not assume that all soldiers and civilians entering theArmy can adequately handle the inherent stress of military service or even life in general,especially if they are already predisposed to psychiatric disorder. Although it is unrealistic for aleader to understand the genetic composition of the soldier and civilian, or know their completedevelopmental history, leaders can make proper assessments of their life-coping skills byobservation and personal dialogue focused on learning and understanding the soldier’sbackground. This chapter is designed to explain the causes of suicide and inform leaders ofcommon danger and warning signs so they can properly anticipate suicidal, or otherdysfunctional behavior, and make preemptive referrals to professional mental health careproviders before a crisis ensues.2-2. Mental Disorders.Mental disorders “are health conditions that are characterized by alterations in thinking, mood,or behavior, which are associated with distress and/or impaired functioning and spawn a host ofhuman problems that may include disability, pain, or death.” 1 Mental- Schizophrenia- Mania- Depression- Substance AbuseSH-2-7

disorders occur throughout society affecting all population demographics including age, gender,ethnic groups, educational background and even socioeconomic groups. In the United States,approximately twenty-two percent of those between the ages of 18 – 64 years had a diagnosisof some form of mental disorder. 2 Mental illness is more common than cancer, diabetes, orheart disease, filling almost 21 percent of all hospital beds at any given time. In fact, thenumber one reason for hospitalizations nationwide is a biological psychiatric condition. Mentaldisorders also affect our youth. At least one in five children and adolescents between 9 – 17years has a diagnosable mental disorder in a given year, about five percent of which areextremely impaired.Mental disorders vary in severity and disabling effects. However, current treatments are highlyeffective and offer a diverse array of settings. The treatment success rate for schizophrenia issixty percent, sixty-five percent for major depression, and eighty percent for bipolar disorder.This compares to between 41-52 percent success rate for the treatment of heart disease.In 1996, the Assistant Secretary of Defense for Health Affairs commissioned Dr. David Schaffer,a leading authority on suicide prevention, to analyze the Department of Defense SuicidePrevention Programs. He completed his study that included an in-depth analysis of eachservice suicide prevention program, in 1997. A key point stressed by Dr. Schaffer was thatmost suicides are associated with a diagnosable psychiatric disorder such as depression and/orsubstance abuse. These disorders generally manifest themselves in some form of clinicaldepression, a disorder that can increase suicidal risk (often in combination with substanceabuse), anxiety, impulsiveness, rage, hopelessness and/or desperation.Although it is the responsibility of the professional mental health care provider to diagnose amental disorder, there are certain behaviors that indicate an underlying mental disorder.Leaders should be cognizant of these warning behaviors that might indicate the presence of amental disorder which place soldiers at risk for suicide or other dysfunctional behavior. Theyare:• impulsiveness or aggressive-violent traits,• previous other self-injurious acts,• excessive anger, agitation, or constricted preoccupations,• excessive alcohol use,• heavy smoking, and• evidence of any sleep or eating disorder.Leaders who spot such behavior and/or suspect that one of their soldiers or civilians is sufferingfrom a mental disorder should notify their chain of command so that the commander can decideupon making a referral to a mental health care provider. It is important to note that persons withmental disorders are often unable to appreciate the seriousness of their problem, as thedisorder frequently distorts their judgement. Therefore, they must rely upon others forassistance.2-3. Developmental HistoryDevelopmentally, the home/family environment where reared will influence one’s behavior.Unfortunately, many of today’s youth are growing up in “non-traditional” homes, without twoconsistent parenting figures. This can be detrimental to theSH-2-8

development of “well-adjusted” individuals capable of handling life’s general stresses andpotentially lead to dysfunctional behavior, including suicide. According to Tondo andBaldessarini, 3 the suicide rate for America’s youth is higher in single-parent families, especiallywhen the father is not present. This is particularly alarming considering that over 40% of theyouth today are from “non-traditional” homes, 4 which could explain why the suicide rate amongAmerica’s youth is rising.Childhood abuse or neglect might also adversely affect the positive development of life-copingskills and lead to dysfunctional behavior. A research article released in 1998 by the AmericanJournal of Preventive Medicine commonly referred to as “The ACE Study,” (adverse childhoodexperiences) stated that there was a “strong graded relationship between the breadth ofexposure to abuse or household dysfunction during childhood and multiple risk factors forseveral of the leading causes of death.” 5 These adverse childhood experiences includepsychological, physical or sexual abuse, and exposure to dysfunctional behaviors includingliving with a substance abuser, someone with a mental illness, domestic abuse, or criminalactivity. As exposures to ACEs increased, so did the risk of several health-related problemsincluding smoking, obesity, depression, use of illegal drugs, promiscuity, and even suicide.According to Legree 6 in a report published in 1997, the consequences of these adversechildhood experiences could cause friction within the Army as those recruits that have beenabused can:• have a significant distrust of authority figures,• have an over-reliance on self,• tend to form sexualized relationships prematurely,• have a increased risk for substance abuse,• not easily transfer loyalty to institutions such as the Army, and• have a “me-oriented” attitude, often seeking short-term payoffs.Other studies indicate that adverse childhood experiences may be prevalent within our recruits.A U.S. Naval Behavioral Health Research Study released in 1995 reported approximately 40%of all Naval recruits self-report having been raised in homes where they were physically and/orsexually abused and/or neglected. 7 In the same study, 45.5 percent of all female recruitsreported having a sexual assault before entering the service.Although today’s youth tend to be more technologically astute than previous generations,generally they have less developed relationship skills, especially in anger management. Withthe prevalence of personal computers and multiple televisions within the household, many ofAmerican’s youth are spending less time personally interacting with others, which can lead todeficiencies in the development of healthy social skills. As with physical and mental skills andabilities, recruits enter the Army with varying levels of social and life coping skills. A prudentleader will recognize this fact, attempt to assess those assigned to his or her care, anddetermine who might require remedial assistance and mentoring.2-4. Influence of the Current EnvironmentThe Army’s opportunity for intervention and influencing behavior begins when the soldier orcivilian reports to initial entry training (IET) (or equivalent) and lasts beyond their term of service.This intervention can either have a positive or negative influence on their behavior. Small unitleaders should strive to positively impact constructive life coping skills and create anenvironment filled with support, respect and acceptance,SH-2-9

where individuals feel they are an integral part of a team. This supportive environment canpotentially block certain types of dysfunctional behavior by providing soldiers and civilians asupport system and adequately equipping them to properly handle life’s stressors. The resultsor reward of a supportive environment (represented in the top left “output” box in Figure 2) willbe a better-adjusted individual. Conversely, if the small unit leader creates an environmentwhere negative life coping skills are reinforced or positive life coping skills are ignored, such anenvironment could then possibly contribute to dysfunctional behavior (represented in the topright “output” box in Figure 2).Small unit leaders have the most crucial role in establishing and determining the conditions ofthe soldier and civilian’s work environment. These leaders should strive to have a positiveinfluence on them by being a proper role model for them to emulate. For some soldiers andcivilians, their role and camaraderie within their unit and the relationship with their first linesupervisor might be the only positive, life-sustaining resource available to them in times ofadversity. Therefore, everyone should take this responsibility seriously.Senior leaders are responsible for the development of junior leaders to ensure that they areaware of the importance of being a proper role model and fostering a positive work environment.Commanders and senior Non-commissioned officers and civilian leaders should constantlyassess their junior leaders’ ability to positively influence behavior. It could be a disastrousmistake to assume that all junior leaders are reinforcing positive life coping skills in the presenceof their soldiers and civilians, especially considering that over half of the Army suicides withinCY 2001 were in the rank of Sergeant or above (including commissioned officers).Resulting in:- reduced substance abuse- reduced in-discipline indicators- high morale/self-worth- more successful relationships- overall better fit soldierOUTPUTResulting in increased:- substance abuse- suicidal behavior- criminal behavior- promiscuity- premature marriage- premature parenthoodPositive Coping SkillsReinforcement- social support use- continued education- unit involvement- avocationsINPUTBehaviorStressorsCurrentEnvironmentINPUTNegative Coping Skills Reinforcement- social isolation- ignoring problems- withdrawn- destructive peer group involvement- lack of leadership involvementDevelopmental HistoryGenetic Vulnerability toPsychiatric IllnessFIGURE 2SH-2-10

Not all suicidal behavior is preventable, but time invested in the positive behavioral developmentof our soldiers can yield many benefits, especially for younger soldiers.2-5. Suicide “Triggers”Although psychiatric illness or substance abuse contributes to a majority of all suicides, thetiming of suicide behavior and a significant emotional event, particularly those involving a loss,separation or any change in one’s self-esteem and confidence are often linked together.A review of Army psychological autopsies reveal that approximately seventy-five percent of allsoldiers that commit suicide were experiencing “significant problems” within a personal, intimaterelationship. In addition, about half had just received or were pending some form of legal action(whether civilian or UCMJ). Approximately forty-two percent were experiencing financialproblems and thirty-four percent were known to be suffering from either drug or alcohol abuseproblems. Many of the soldiers that completed suicides were experiencing more than one of theproblems mentioned above. Leaders must realize that each individual will handle a particularlife stressor differently. Some will require assistance, which can range from talking with a friend,to professional counseling. Ignored, or left without any assistance, the stressor can turn into a“life crisis,” which could lead to suicide ideation or behavior. Therefore, all leaders shouldanticipate potential “life crises” and ensure that the individual has the proper resources tohandle the adversity. This might include appointing a “life-line” buddy to watch over theindividual until the crisis has passed or referral to the unit chaplain or other professionalcounselors.Provided below is a list of potential triggers for suicide.• Loss of a loved one to illness or death.• Loss of a significant, intimate relationship (divorce, separation, break-up).• Loss of a child custody battle.• Loss of friendship or social status (social isolation or ostracism).• Loss of a job, rank (UCMJ or civilian legal action, separation).• Loss of freedom (incarceration).• Loss of financial security (pay loss/reduction, gambling debts, bankruptcy).• Loss of self-esteem (humiliation, pass over for promotion or schooling).• Loss of hope or feeling helpless.• Loss or change in lifestyle (unwanted PCS, major deployment).Obviously, a common theme for all these potential triggers for suicide is associated with someform of a loss.SH-2-11

2-6. Reasons for DyingTo the “well adjusted” person, suicide is an irrational act. This attitude however might interferewith a person’s ability to promptly intervene if they assume that everyone shares their opinion.Some consider suicide a method of ending or escaping from pain or other problems. Anunderstanding of the psychodynamics of suicide is crucial for understanding and potentiallypredicting suicidal behavior. Dr. Tondo and Baldessarini in an article in Psychiatry ClinicalManagement, 3 explained suicide psychologically “as an excessive reaction arising from intensepreoccupation with humiliation and disappointment that is driven by punitive and aggressiveimpulses of revenge, spite, or self-sacrifice, wishes to kill and be killed, or yearning for releaseinto a better experience through death."As previously mentioned, a review of the psychological autopsies revealed that many suicidesoccurred during or immediately following a problem with an intimate relationship. Some of thesesuicides could be explained as “death as retaliatory abandonment,” a termed coined by Dr.Hendin. 8 In these particular cases, the suicide victim attempts to gain an “illusory control overthe situation in which he was rejected.” By committing suicide, the victim believes that they willhave the final word by committing the final rejection, thus maintaining “an omnipotent masterythrough death.” An example could be a person who commits suicide following a loss of anintimate relationship where the spouse or significant other initiated the break-up. Here theperson attempts to regain control over the situation and dictate the final outcome, which is toreject life.Another potentially common reason for suicide within the Army is “death as a retroflexedmurder” where according to Hendin; the suicide stemmed from anger and was an indirectattempt at revenge against another person. An example could be a soldier returns from anextended deployment and discovers that their spouse is (or was) having an affair. The soldier’sfeelings turn into a “murderous rage” which leads to suicide. In this example, suicide representsan inability to repress violent behavior, perhaps due to an “overt desire to murder,” and allowsthe “murderous rage” to act out in a violent act against oneself.Dr. Hendin also explains suicidal reasoning as “death as self-punishment,” which he notes ismore frequent in males. In these cases, perceived or actual failure causes “self-hatred” whichleads to suicide as a form of “self-punishment.” Hendin notes that this reaction is more commonin men who place extremely “high and rigid” standards for themselves. An example could be asoldier who is pending UCMJ action, or perhaps possible separation from the Army and feelsthat they have failed and whether through humiliation or embarrassment, feels that they don’tdeserve to live.Jobes and Mann 9 examined Suicide Status Forms from various counseling centers anddetermined that they could categorize suicidal patient’s reasons for dying and that thesecategories vary with responses. They then listed the most frequent categories or reasons fordying which are listed below in descending order beginning with the most frequent.• Escape – general. General attitudes of giving up or needing a “rest.”• General descriptors of self. References to self such as “I feel awful” or “I’m notworth anything.”SH-2-12

• Others/relationships. References to other people such as “I want to stop hurtingothers” or “retribution.”• Feeling hopeless. Statements referring to hopelessness such as “Things may neverget better” or “I may never reach my goals.”• Escape-pain. Statements about lessening the pain such as “I want to stop the pain.”• Feeling alone. Statements that reflect loneliness such as “I don’t want to feel lonelyanymore.”2-7. Suicide Danger SignsThe list below contains immediate danger signs that suicide behavior is imminent.• Talking or hinting about suicide.• Formulating a plan to include acquiring the means to kill oneself.• Having a desire to die.• Obsession with death including listening to sad music or poetry or artwork.• Themes of death in letters and notes.• Finalizing personal affairs.• Giving away personal possessions.Anyone who recognizes these warning signs must take immediate action. The first step shouldbe to talk to the individual, allow them to express their feelings and asked them outright andbluntly, “are you considering suicide?” or “are you thinking about killing yourself?” If theirresponse is “yes” then immediate life-saving steps are required, such as ensuring the safety ofthe individual, notifying the chain of command or chaplain, calling for emergency services orescorting the individual to a mental health officer.The most important point to consider is to never ignore any of these suicide danger signs orleave the suicidal person alone. After all, you might be the last person with the opportunity tointervene.2-8. Suicide Warning SignsThe list below contains some warning signs that might precede suicide behavior. Although notas serious as the danger signs previously listed, they should not be disregarded and alsorequire immediate personal intervention. The list includes:• Obvious drop in duty performance.• Unkempt personal appearance.• Feelings of hopelessness or helplessness.• Family history of suicide.• Made previous suicide attempts.• Drug or alcohol abuse.• Social withdrawal.• Loss of interest in hobbies.• Loss of interest in sexual activity.• Reckless behavior, self-mutilation.• Physical health complaints, changes/loss of appetite.• Complaints of significant sleep difficulties.SH-2-13

These signs signal that the person might be experiencing a life-crisis and requires assistance. Itis the responsibility of all leaders and the duty of all soldiers and civilians to watch for thesedanger and warning signs and realize that they might not be capable of helping themselves andtherefore, require immediate action.In addition to the warning signs provided above, there are certain feelings or emotions thatmight precede suicide. The following is a list of possible feelings or attitudes that the individualat risk for suicide might be feeling. This does not suggest that everyone who has these feelingsare at risk, but these feelings persist, then it could signal that the person is having difficultycoping with what ever has initiated the feelings. The most common feelings are:• hopelessness or helplessness• angry or vindictive• guilty or shameful• desperation• loneliness• sad or depressedLeaders, soldiers and civilians must be confident that the “life crisis” has resolved itself beforeassuming that the person is no longer suicidal based solely upon the person’s behavior. Someindividuals might appear to be over their crisis, when in fact, they only appear “normal” becauseof the relief they feel in having decided on how they are going to resolve their problem throughsuicide.2-9. Resources for Living.Certainly, it is important to understand what causes suicide behavior, but it is also vitallyimportant to understand those resources that offer protection against dysfunctional, selfinjuriousbehavior. Tondo and Baldessarini provide the following list of protective factorsagainst suicide.• Intact social supports, including marriage.• Active religious affiliation or faith.• Presence of dependent young children.• Ongoing supportive relationship with a caregiver.• Absence of depression or substance abuse.• Living close to medical and mental health resources.• Awareness that suicide is a product of illness, not weakness.• Proven problem-solving and coping skills.Just as important as recognizing reasons for suicidal behaviors are reasons for living. Jobesand Mann categorized the top reasons for living in the list provided below (in descending orderbeginning with the most prominent).• Family. Any mention of a family member’s love.• Future. Statements that express hope for the future.• Specific plans and goals. Future oriented plans.• Enjoyable things. Activities or objects that are enjoyed.• Friends. Any mention of friends.SH-2-14

• Self. Statements about qualities of self such as “ I don’t want to let myself down.”• Responsibilities to others. Any mention of obligations owed to others or the thoughtof protecting others.• Religion. Statements referring to religion.Leaders should understand what serves as a source of strength or life-sustaining resource forthe soldier and civilian and use them when counseling them through a particular crisis. Also, byunderstanding a soldier or civilian’s life resources will alert the leadership to potential problemswhen one of those resources have been removed or is in danger.SH-2-15

Chapter Three – The Army Suicide Prevention Model“Knowing is not enough, we must apply.Willing is not enough, we must do.”GoetheINDIVIDUALREADINESSThe Army SuicidePrevention ModelNormal LifeStressororDisorderAwarenessTrainingVigilanceReferralPREVENT- Identifying “High Risk” Individuals- Caring and Proactive Leaders- Encouraging Help Seeking Behavior- Positive Life Coping SkillsLifeCrisisINTERVENE- Suicide Awareness and Vigilance- Integrated & Synchronized Unit andCommunity-wide support Agencies- Assured Problem ResolutionContinuityOfOutpatient CareInpatient CareSuicidalIdeationSECURE- Safeguard- Psychiatric Treatment- Psychiatric AssessmentFIGURE 3CareFollow on CareSuicideBehaviors3-1. General OverviewPostventionThe Army Suicide Prevention Model focuses on maintaining theindividual readiness of the soldier and civilian. Occasionally, throughnormal life experiences, a person enters a path that if followed, and withoutinterruption or intervention, could allow a normal life stressor or mental disorderto become a life crisis, which might lead to thoughts of suicide and eventuallysuicidal behavior and possible injury or death. Parallel to the suicidal path is a “safety net” thatrepresents the Army’s continuity of care. As theDEATHSH-2-16

actual suicidal risk escalates, so does our response by becoming more directive and involvingmore professional health care providers. To prevent a person from progressing down thesuicidal path are three “barriers” which are: prevention, intervention, and secure. These barrierstarget specific programs and initiatives for varying degrees of risk to block any further progressalong the suicidal path. Provided below is a quick outline of each of these “barriers” with moredetailed strategies following in Chapters Four, Five, and Six.3-1a. Prevent. Prevention is our “main effort” to minimize suicidal behavior. It focuses onpreventing normal life “stressors” from turning into a life crisis. “Prevention Programming”focuses on equipping the soldier and civilian with the coping skills to handle overwhelming lifecircumstances that can sometimes begin a dangerous journey down a path to possible suicidalbehaviors. This barrier allows the individual to operate “in the green” or at a high state ofindividual readiness. Prevention includes establishing early screening to establish baselinemental health and offer specific remedial programs before the occurrence of possibledysfunctional behavior. Prevention is absolutely dependent on caring and proactive small unitleaders who make the effort to know their subordinates, including estimating their ability tohandle stress, and offer a positive, cohesive environment which nurtures and develops positivelife coping skills.3-1b. Intervene. Intervention is the barrier that prevents any life crisis or mental disorder tolead to thoughts of suicide. It recognizes that there are times when one should seekprofessional assistance/counseling to handle a particular crisis or treat a mental illness. In thisarea, early involvement is a crucial factor in suicide risk reduction. Intervention includesalteration of the conditions, which produced the current crisis, treatment of any underlyingpsychiatric disorder(s) that contributed to suicidal thoughts, and follow-up care to assureproblem resolution. Commanders play an integral part during this phase as it is theirresponsibility to ensure that the particular problem or crisis has been resolved before assumingthat the threat has passed. This barrier is color-coded “yellow” because it warrants caution andthe individual readiness is not to an optimal level since the individual might be distracted by thelife crisis.3-1c. Secure. The third and final barrier in this model is perhaps the last possible opportunityto prevent an act of suicide. This occurs when an individual is at risk for suicidal behavior.When someone becomes suicidal, then someone must secure and protect them before they canharm themselves and/or others. This is “tertiary prevention” and requires immediate life-savingaction. The focus within this area will be to educate everyone to recognize those suicidaldanger and warning signs and if recognized, take immediate, life-saving action. This barrier iscolor-coded “red” due to the severity of the situation. This individual is considering or hasalready decided to commit suicide and is in imminent danger of harming him or herself, orpossibly others as well.3-1d. Continuity of Care. The safety net underneath the suicidal path within the modelrepresents the continuity of care that the Army is required and obliged to provide thoseindividuals at risk for suicide. It starts with awareness of the impact and magnitude of suicidewithin the Army. It continues with training, education, and ensuring constant vigilance of thosewho might be at risk for suicide. As the risks increases, so does the level of required care,including referrals to professional gatekeepers and if appropriate, in-patient care until assuranceof problem resolution. The most intensive care will be required to those who actually commit asuicide act, ranging from medical care andSH-2-17

psychiatric therapy (for non-fatal suicide acts) to bereavement counseling for surviving familymembers and personal counseling for unit members for completed suicides.The Army Suicide Prevention Model is to assist those who have any ambivalence towardsdying. All leaders should understand that no suicide prevention plan will completely eliminatesuicidal behavior. Despite our best efforts, there will always be some, whether through theirgenetic predisposition and/or their developmental history, who will be more susceptible tosuicidal behavior. Some will travel down the path to suicide without ever displaying anyrecognizable danger signs. Some travel down the path very quickly and don’t want anyintervention. Suicide is an individual decision and therefore, ultimately, the responsibility of theindividual. However, that doesn’t relinquish our obligation, but only serves as a challenge to bevigilant and aware so that we can identify all who are at risk and apply the appropriate level ofintervention.SH-2-18

Chapter Four – PreventionA commander should have a profound understanding of human nature…Sir Basil Liddell HartPREVENT4-1. Identifying “High Risk” IndividualsThis phase begins with pre-screening upon arrivalfor initial entry training (IET) within the Army toidentify those individuals considered high risk for• Identifying “High Risk” Soldiers- Pre-screening for Adverse Childhood Experiencessuicidal behavior. Today’s recruits enter the Army • Caring and Proactive Leaderswith varying resiliency levels to handle stress,- Understanding Potential “Triggers”anger and intimate personal relationships. As- Sense of Unit Belonging/Cohesionpreviously discussed, some are predisposed todysfunctional health risk behaviors. Recognizing• Encouraging Help-Seeking Behaviorthat the baseline mental health of our inductees• Teach Positive Life Coping Skillsmay be less than optimum requires proactive- Total Physical, Spiritual, and Mental Healthidentification and targeted education/intervention - Avoidance of Stress-inducing Behaviorsand ongoing mentoring by unit leadership. Thisintervention will assist the first term soldier andcivilian in avoiding some of the normal pitfalls thatTABLE 1can lead to mental health dysfunction andsubsequent early attrition. These pitfalls include:• Premature marriage• Premature parenthood• Excessive debt• Substance abuse• Dysfunctional behaviors resulting in UCMJ• Authority difficulties• Inability to form positive supportive relationships• Excessive time demands relative to time management skills• Family of origin problems-acute and unresolved from past• Dissonance between expectations and reality4-2. Caring and Proactive LeadersAlthough our first line of defense will be our soldiers and civilians,” truly our most valuable playerin suicide prevention will be the small unit leader or first line supervisor. These leaders mustrecognize that the most important resources entrusted to their care are their soldiers andcivilians. Suicide prevention requires active and concerned leaders who express a sincereinterest in the overall welfare of their subordinates. This includes taking the time to learn asmuch as they can about the personal dynamics of their subordinates. They must be able torecognize serious personal problems before they manifest themselves as dangerousdysfunctional behavior(s). Leaders should be trained to recognize the basic symptoms of aserious mood disorders such as depression and substance abuse. The intent is not to trainleaders to make a clinical diagnosis, but rather to alert the chain of command of a particularconcern, so that the commander can make an informed, “pre-emptive” decision to make areferral to a professional MHO. In addition, all leaders should be familiar with those stressorsandSH-2-19

potential suicidal “triggers” and know when one of their soldiers or civilians are experiencing acrisis and might be at risk.All leaders should strive to create and foster an environment of acceptance and cohesion for allmembers of their unit or section. No one should ostracize or make any member of a unit feelunwelcomed, regardless of their action. Everyone should feel that they are a valuable part ofthe team and that others depend on them. This is especially true when someone is facing aproblem or potential life crisis, whether personal or professional.4-3. Encouraging Help Seeking BehaviorAll leaders should encourage help seeking behavior within their subordinates, without fear ofrepercussions. Many senior soldiers and civilians fail to seek professional assistance from aMHO for fear of reprisals, embarrassment, guilt, or shame. According to a 1998 DoD Survey ofHealth Related Behaviors Among Military Personnel, only 24 percent of soldiers surveyedbelieved that receiving mental health counseling would not hurt their career. It is therefore easyto understand thatDoD Survey of Health Related BehaviorARMY DODPerceived Need for Mental 17.8% 17.6%Health CounselingReceipt of Mental Health counselingfrom military mental health professional 5.6% 5.2%Perceived Damage to CareerDefinitely Will 17.7% 20.7%May or May Not 58.1% 59.8%Definitely Will Not 24.2% 19.5%Talthough 17.8percent of soldiersfeel that they haveneeded mentalhealth counselingin the past, only5.6 percentactually soughtand received help.Clearly, for oursuicide preventionprogram to beeffective, we haveAto reduce the perceived stigma of seeking mental health counseling. We can reduce the stigmaby first ensuring against inadvertent discrimination of soldiers and civilians who receive mentalhealth counseling, and secondly by supporting confidentiality between the individual and MHO.Both of these objectives will require comprehensive and command-supported efforts to reviewpolicies and procedures.Confidentiality in the face of suicide risk must strike a balance between safeguarding theindividual and/or the public and protecting their privacy rights. In order to enhance the ASPPand overall effectiveness of the mental health care services, commanders will respect andhonor prescribed patient-doctor’s privacy rights as prescribed in DoD Regulations, andapplicable statutes, including Privacy Act, 5 U.S.C. 552a. Therefore, confidential mental healthcare communications shall, except as provided by DoD Regulations, not be disclosed.Exceptions to this general rule include, but are not limited to:• when the patient has given their consent, or• when the mental health professional believes that a patient’s mental or emotionalcondition makes the patient a danger to himself or herself, or to any other person, orSH-2-20

• when the mental disorder indicates a degree of impairment otherwise suggestingunsuitability for retention in military service, or• in the case of an adjustment disorder of a military member during the member’s initial180 days of military service, or• military necessity to ensure the safety and security of military personnel, familymembers, or government property.Therefore, mental health professionals will inform the responsible unit commander when one oftheir soldiers or civilians is at an elevated risk for suicide, or at risk for other dangerousbehavior, or if the commander referred the individual. Otherwise, the individual’s privacy takespriority and the Army will respect it.4-4. Teach Positive Life Coping Skills DevelopmentPrevention also includes developing the soldier and civilian’s mental resiliency, emphasizingavoiding premature stress-inducing decisions (i.e., as getting married too young, or starting afamily). It is important for all leaders to recognize that mental wellness is a component of thetriad of overall individual fitness (physical and spiritual being the other two).Positive life coping skills training may include alcohol abuse avoidance, financial management,stress and anger reduction, conflict management, and parenting and family life skills such as theBuilding Strong and Ready Families (BSRF) seminar originated within the 25 th Infantry Division.BSRF offers married couples an opportunity to strengthen their relationship through variousinstruction and exercises. The seminar was targeted for those newly married couples who wereinterested in improving their communication skills and generally being better equipped to handlethe stresses of married life, including child rearing. Programs such as BSRF are a greatexample of how to develop life-coping skills and will indirectly have a positive impact onreducing suicidal behavior.SH-2-21

Chapter Five – InterventionThe only thing that can save a human life is a human relationship!5-1. Suicide Awareness and VigilanceThis phase deals withindividuals who are dealingwith a particular crisis, that leftuntreated, can lead to suicidalbehavior. Suicide interventioncan involve anyone. Thestrategy of the ASPP is totrain everyone in basicsuicide awareness so theycan spot someone who isdisplaying suicidal warning ordanger signals and knowwhat actions to take toINTERVENE• Suicide Awareness and Vigilance- Targeted Training for Specific Audiences• Integrated & Synchronized Unit and Community-wide support Agencies- Accountability for Prevention Programs• Assured Problem Resolutionprotect the person at risk. Leaders will ensure that all of their subordinates have received thistraining at some point in their career. Conduct refresher training as required.5-2. Applied Suicide Intervention Skills Training (ASIST)Raising awareness and vigilance will invariably increase the number of “false-positives” or thosewho identified as at risk for suicide, but are not actually considering suicide. These “falsepositives”could overwhelm community mental health resulting in increased workloads andlonger referral times for those who are actually at risk. To reduce the number of “falsepositives”and to assist the commanders in making an informed determination of suicidal risk,will require professional training (such as Living Works Applied Suicide Intervention Training –ASIST). This training must be easily accessible to the unit commanders, (a minimum of oneperson trained in every battalion). Such training is not just limited to chaplains. During DesertShield and Storm, V Corps units sponsored many ASIST Workshops for unit leadership andcivilians in preparation for an expected increase in the number of potential ‘at-risk’ individuals.Founded as a partnership in 1983, Living Works Education is a public service corporationdedicated to providing suicide intervention training for front-line caregivers of all disciplines andoccupational groups. The Living Works objective is to register qualified trainers in localcommunities, who in turn can prepare front-line gatekeepers with the confidence andcompetence to apply immediate “first-aid” suicide intervention in times of individual and familycrises. The ASIST workshops include instruction on how to estimate suicidal risk and apply anintervention model that reduces the immediate risk of suicide. The purpose of ASIST is not toproduce personnel qualified to diagnose mental disorders, or to treat suicidal individuals, butrather provide the immediate first aid response for those individuals until such time they can bereferred to a trained, professional mental health care provider.ASIST “T-2” is a two-day workshop that commanders should offer to all military and civiliangatekeepers. Each T-2 course is limited to approximately thirty individuals and requires two“T4T” level trainers.SH-2-22

ASIST T4T’s. Each major installation should have at least two ASIST T4T qualified trainers thatcould conduct the ASIST T-2 workshops on their installations or within their geographical region.One of these two should be the installation Family Life Chaplain. Family Life Chaplains workclosely with allied helping professionals within the installation and local community. In addition,part of their responsibilities include training Chaplains and their assistants assigned to UnitMinistry Teams. Family Life Chaplains have also received additional training that wouldenhance the ASIST training and would therefore be excellent candidates to sponsor andconduct the training. To become an ASIST “T4T” qualified trainer requires attendance of thefive day trainers course taught by Living Works Education.For every Family Life Chaplain in an installation, there should be an allied helping professionalor mental health professional who will be the ASIST T4T training partner. This could besomeone within the Family Advocacy Program, another Chaplain assigned to the post orinstallation, the Community Health Nurse, or any professional civilian or military counselor.Consider longevity, demeanor, ability (time) to conduct the workshops when deciding whoshould become an ASIST T4T.ASIST Workshops. Each installation T4T team must conduct at least three ASIST workshops inthe first year following the T4T qualification training. Priority candidates for this training are theprimary and secondary installation gatekeepers as specified in para 6.3c.For more information on Living Works, visit their web-site (address provided in Annex H).5-3. Five Tiered Training StrategyThis training will be specialized, multi-tiered five specific groups, each with differentresponsibilities within ASPP. Figure 4 reflects these.Army Suicide Awareness Training ModelMental Health CareProvidersUnit Ministry, MH &CSC TeamsInstallationGatekeepersLeaders & SupervisorsAll Soldiers & Civilians• Tertiary Suicide Prevention• Advanced Screening Techniques• ASIST & Basic Suicide Prevention Trn• Family Life Advocacy• Relationship/Life Skill Training• ASIST Trained• Counseling and/or referral• Interaction with Chain ofCommand• Policy• Total Individual Well-being• Encouraging help seeking behavior• Suicide Risk Identification• Available Unit and Community Support AgenciesFIGURE 4HIGHLOWSpecificitySH-2-23

5-3a. Soldiers & Army Employees. All Army soldiers and civilian employees shall receivebasic training stressing the importance of mental health, stress reduction, and life coping skills.They will also learn how to recognize suicide behavior and mental disorders that placeindividuals at elevated risk of suicide and how to react when they spot these issues. Mostsuicidal individuals give definite warnings of their suicidal intentions, but others are eitherunaware of the significance of these warnings or do not know how to respond to them. Allsoldiers and civilians should receive training on how to properly identify these warning signs andknow what action to take.They must realize they may be the only and/or last hope to save a fellow soldier or civilian.Many psychological autopsies reveal that those who committed suicide had told one of more oftheir fellow peers, but they did not believe the individual was serious or were embarrassed orafraid to intervene. Army units should turn to either their Unit Ministry Team, brigade or divisionmental health, combat stress control unit on post, or local mental health section for qualifiedinstructors. Civilian supervisors should arrange training directly through the InstallationChaplains Office or local mental health department.Unit commanders should also encourage suicide prevention training to all spouses through theFamily Readiness Groups or other unit or installation spouse education/familiarization educationclasses/programs.5-3b. Leadership Training. All Army leaders shall receive training on the current Army policytoward suicide prevention, how to refer their subordinates to the appropriate helping agency,and how to create an atmosphere within their commands of encouraging help-seeking behavior.Civilian supervisors will also receive training that focuses on referral techniques/protocols fortheir employees.5-3c. Installation Gatekeepers. Installation gatekeepers, those individuals who in theperformance of their assigned duties and responsibilities provide specific counseling to soldiersand civilians in need, will receive training in recognizing and helping individuals with suiciderelatedsymptoms or issues. Gatekeepers can be identified as either a “primary gatekeeper”(those whose primary duties involve primarily assisting those in need and more susceptible tosuicide ideation) and “secondary gatekeepers” (those whose might have a secondaryopportunity to come in contact with a person at risk). The table below describes examples ofeach.Primary GatekeepersChaplains & Chaplain AssistantsADAPCP CounselorsFamily Advocacy Program workersAER CounselorsEmergency room medical techniciansMedical Health ProfessionalsRed Cross WorkersSecondary GatekeepersMilitary PoliceTrial Defense LawyersYouth ServicesInspector General OfficeDoD School CounselorsMWR Workers5-3d. Unit Ministry Teams. Chaplains and their assistants belonging to each Unit MinistryTeam will assume the lead in providing suicide prevention and awareness training for theirrespective units. All chaplains and assistants will therefore receive basic suicideprevention/awareness and ASIST T-2 Training as determined by the Chief of Chaplains.Utilizing the USACHPPM’s resource manual as a guide, each UMT should develop lessonSH-2-24

plans to provide the suicide prevention/awareness training to all ranks at the platoon andcompany level, and NCOPD and OPDs at the battalion level.5-3e. Combat Stress Control Teams. The 85 th Medical Detachment, Combat Stress Control,following the example first set by the Medical Activity and 1 st Cavalry Division in the 1980s,conducts a “Combat Stress Fitness Course” once or twice a month at Fort Hood for soldiersreferred directly from their units or by way of the mental health clinics. For five duty days, thestudents participate in classes and practical exercises on stress management, angermanagement and other life skills, taught by the CSC unit mental health officers and enlistedspecialists in a military, not patient care, atmosphere. Finishing the course earns a certificate ofcompletion which has positive value for advancement. Graduates of the course who entered ascandidates for chapter separation from the Army have returned months later as soldiers of thequarter, to inspire the new class. The 98 th CSC Detachment at Fort Lewis periodically conductsa similar program, both in garrison and in the field during field exercises. At Fort Bragg, the528 th CSC Detachment provides “train the trainer” courses to prepare unit leaders to give theirown classes to the troops, including stress control and suicide prevention.5-3f. Mental Health Professionals. Mental Health Care Professionals will develop advancedscreening techniques that the command can use to identify soldiers and civilians in need ofassistance with coping skills development and or who are potentially high risk for suicides.Mental health professionals, working with the Unit Ministry Teams, are required to activelyeducate leaders in suicide prevention and awareness.5-4. USACHPPM Suicide Prevention Resource ManualUS Army Center for Health Promotion and Preventive Medicine has developed an excellentSuicide Resource Training Manual complete with lesson plans and slides. All units should usethis resource manual in the preparation and execution of their suicide prevention training. Anelectronic version of this manual is available on the USACHPPM’s web site (address provided inAnnex H).5-5. Integration and Synchronization – The Installation Suicide Prevention CommitteeTo integrate the available “pool of resources” within an installation and local community andsynchronize these resources throughout the individual unit suicide prevention programs requirea central controlling agency. This responsibility should fall to some form of a standingcommittee on each major installation and separate activity. This committee’s mainresponsibilities are to establish, plan, implement, and manage the installation ASPP. It willmaximize and focus available resources and ensure that the local unit ASPPs are “nested”within the overall installation plan.In the Surgeon General’s Call to Action, the Surgeon General places much emphasis onincreasing awareness and enhancing intervention services at the community level. It isimportant that whatever the form of the local program, responsibilities must be clearlyestablished and the installation commander closely monitors and supervises the progress oftheir specific suicide prevention program.The intent of establishing an Installation Suicide Prevention Committee is to focus installationand community assets towards assisting in suicide awareness and prevention. Involvement oflocal agencies and unit training will have a synergistic affect, which will result in minimizingsuicidal behavior. Although the exact composition will depend on the specific localrequirements, the garrison or installation commanderSH-2-25

should chair the standing committee and might involve representatives from the agencies listedbelow. Members could serve as either permanent or “ad hoc” members as the situationdictates.Chair: Installation or Garrison CommanderPossible Members:-ACS -Trial Defense/SJA -Family Advocacy -PAO-Provost Marshal -CID -Dept of Psychiatry -AAFES-Post Chaplain -MWR -Dept of Psychology -ADAPCP-CPAC -Youth Services -DOD Schools -IG-Safety -Dental -Red Cross-Dept of Social ServicesIn addition to determining the exact membership of the committee, it is the installationcommander’s prerogative to determine how often the committee will meet or if the committee’sresponsibilities are included within another previously established installation committee, suchas an installation risk/injury reduction committee. The actual name, composition and activitiesof the committee are at the discretion of the installation commander. If the commanderdetermines that the size, location, or composition of the installation wouldn’t sufficiently supportsuch a committee, then that particular commander will coordinate with another installationcommander for inclusion within their suicide prevention committee.The ISPC should form subcommittees that meet on a more frequent basis. Subcommitteesmight include those responsible for monitoring training and preparing reports to HQDA, anothermight focus on postvention suicide reaction and would be responsible for preparing or reviewingthe suicidal surveillance reports, and dispatching a critical event response team that wouldfacilitate the healing process, provide assistance in arranging unit memorials, and preventpossible contagion or “copy cat” suicides. Another subcommittee might focus on theeducation/training of suicide prevention at the installation level.Another important function of the ISPC will be to link installation agencies through acommunications network that can share crucial information on potential suicidal soldiers. At aminimum, this will include the Family Life Chaplain, family advocacy, SJA, CID, ADACP, RedCross, Financial Counselors and social services. These links should feed into the local Armymental health council for consolidation and if warranted, notifying the individual’s appropriatecommander of the potential suicidal risk.For detailed recommendations on establishing an installation suicide prevention standingcommittee, refer to Chapter 2, DA PAM 600-24, Suicide Prevention and Psychological Autopsy,30 September 1988. Army divisions and other large activities with adequate support interestedin considering establishing their own suicide prevention program (previously referred to SuicideRisk Management Teams) should refer to Chapter 3, DA PAM 600-24. This is available on-lineat the Army Administrative Electronic Publication website at www.usapa.army.mil/gils/SH-2-26

5-6. Commander’s Involvement/ResponsibilitiesUnit commanders are accountable for their suicide prevention programs. This includes ensuringthe proper training of unit personnel and ensuring that all leaders are actively engaged in thepersonal welfare of their soldiers.Once a soldier or civilian experiencing a “life crisis,” is identified, it is the responsibility of thecommander to ensure that that individual not only receives the proper crisis intervention, butthat the problem has been fully resolved. The referral doesn’t end the commander’sintervention responsibility, but only initiates the involvement which continues until thecommander is completely assured that the particular crisis or disorder has been resolved. Thisincludes properly safeguarding the person at risk while they are receiving the required,professional assistance from mental health care providers.BH professionals that are treating individuals at risk for suicide should keep the commanderinformed, as well as making recommendations for safeguarding the individual during thetreatment, (if the treatment is outpatient care). Clear and expedient communications flow iscrucial between those who are treating the individual at risk and the individual’s commander toensure disclosure of all appropriate information to enable an accurate diagnosis.SH-2-27

Chapter Six – Secure6-1. SafeguardThis is perhaps our last opportunity to successfully prevent theindividual from taking his or her life. At this point, the individual isnow considering suicide and is in immediate danger for selfinjuriousbehavior. If any soldier or civilian ever hears anotherperson mention that they are considering suicide, or make anystatements of an intention to die, such as, “I wish I were dead,”or are displaying any of the suicide danger signs as contained inparagraph 2-7 and warning signs as contained in paragraph 2-8,then it is their responsibility and moral obligation to act.SafeguardSECUREPsychiatric TreatmentPsychiatric Assessment- Rehabilitate vs. SeparateTABLE 4If you suspect someone might be at risk for suicidal behavior, then the first step is to ensure thesafety of the individual at risk. Talk to the individual, and listen. Ask the individual if they areconsidering suicide or “killing themselves.” If their response is “yes,” then ask if they havethought about how they would carry it out (a plan) and then determine if they have theresources to carry out the plan. This will enable you to determine the actual risk and will beuseful information for the professional mental health care provider. If you believe the individualis at risk for suicide, then you must contact someone within the chain of command, a chaplain orUMT member, or the local medical treatment facility. Depending on the severity of the situation,you may have to contact the local emergency services including the military police. The mainpoint to remember is to remain calm and don’t panic and never leave the person at riskunattended.Safeguarding for soldiers might include assigning a 24-hour watch over the individual untiltransfer of the individual to a local medical treatment facility or the risk has subsided. Also, if thecommander feels that the individual is at risk for self-injurious behavior or is a potential dangerto others, restrict the soldier to the unit area. If a soldier is determined to be at risk for suicide,and is placed on suicide watch, then other members within the unit must also be aware so thatthey unknowingly will not provide a method or means for the soldier to commit suicide.Commanders must also ensure that the soldier at risk does not have access to any means tocommit suicide, which should include denying access to firearms, poisons, over-the-countermedications, alcohol, high places, rope, etc.Commanders must realize that actions taken to protect a person or the public from potentialharm, while shielding the at-risk person from public humiliation takes precedence over any otherpossible concern.6-2. Behavioral Health TreatmentUltimately, a professional mental health care provider at the local medical treatment facility willreceive referrals for all individuals at risk for suicide. The professional mental health careprovider will then determine or verify the actual risk and decide upon outpatient treatment orhospitalization.6-3. Behavioral Health AssessmentOnce admittance of a person to a hospital, it is the responsibility of the MHO to make anassessment the severity of the problem and a diagnosis on possible treatment andSH-2-28

prognosis for recovery. The MHO will make every effort to successfully rehabilitate the personand return them to duty. When appropriate, commanders should consider reassigning theperson to another unit if in the opinion of the attending MHO and unit leadership that it would bebeneficial to the person. Retain the person if successfully be rehabilitated. Mental healthprofessionals will recommend initiation of separation procedures (medical or administrative) tothe chain of command, if they assess unsuccessful rehabilitation of the person. In the case ofseparations, the mental health professional should recommend procedures to the commanderfor safeguarding the individual during the discharge, including whether or not the person isreleased back to his unit considering the impact on unit morale, readiness and possiblecontagion effects. The command will then make all efforts to prepare the person for thetransition, with the priority on the individual’s welfare.SH-2-29

Chapter Seven – Post-intervention MeasuresIt would be unrealistic to expect that any suicide prevention program will ever completelyeliminate suicidal behavior. Despite our best efforts, there will always be some suicidalbehavior that is unpreventable. In the event of an completed suicide, our efforts must focus onpostvention strategies that expedite the healing process of surviving family members andmembers within the unit. Commanders must be aware of the potential danger of suicidecontagion or “copy cat” behavior by other members within the command or, depending on thepublicity of the suicide, within the installation.7-1. Installation Suicide Response TeamThe immediate time-period following a completed suicide can be very perilous as somemembers within the unit may feel some responsibility for the suicide and the possibility ofsuicide contagion also looms. Yet few company and even battalion level commanders haveever experienced a completed suicide within their units. To offset the risk, each majorinstallation will establish policies and programs that offer immediate assistance to thecommander following a completed suicide. This will include identifying members of anInstallation Suicide Response Team (ISRT) that can offer assistance to the unit commander andor surviving members of a completed suicide. The membership of the ISRT will be determinedby each ISPC, but at a minimum should include chaplains that can augment the UMT and helpadvise the commander regarding memorial services, and MHOs that can offer counseling andrecommend procedures to expedite the recovery within the command. The goal of the ISRTisn’t to replace the unit leadership or determine fault, but rather to advise and offer assistance.7-2. Completed Suicide Reporting ProceduresIAW AR 600-63 & DA PAM 600-24, a psychological autopsy was required for all confirmed orsuspected suicides, or those cases in which the manner of death is equivocal, or deathsresulting in accidents that are suspicious or when requested by the local USACIDC office. Thepurpose of the psychological autopsy was two-fold, to:• provide the victim’s commander with information about the death• enable the Army to develop future prevention programs based upon lessons learnedHowever, the use of psychological autopsies has grown beyond its original function and nowserves to promote the epidemiological study of suicide in the Army population. This is againstthe current DoD guidance which limits psychological autopsies for just those equivocal deathsor when ordered by either the medical examiner or the local USACIDC office. Therefore, a newmulti-tiered reporting system will serve to provide the epidemiological study of suicidedemographics, plus address any concerns or issues that the commander(s) might haveconcerning a confirmed or suspected suicide or determine the manner of the death. The threetiers of reporting are:• Tier One - Army Completed Suicide Surveillance Report (CSSR)• Tier Two - Army Suicide Analysis Report (SAR)• Tier Three - Army Psychological Autopsy (PA)7.2.a. Department of the Army Completed Suicide Report (CSR):The purpose of the CSSR will be to capture the epidemiological data regarding the ArmySH-2-30

suicide population. Beginning 1 January 2003, the CSR will be mandatory following everyconfirmed or suspected suicide of active duty soldiers, including ARNG and USAR soldierserving on active duty at the time of death.The purpose of the CSR is not to assign blame. While understanding that determining anylessons learned is valuable, commanders should not take a “fault finding approach” toinvestigating suicides or suicide attempts, which would only serve to prolong the recovery periodfor the unit.The CSR will be prepared by a MH professional, assigned by the local MEDCOM commander.7.2.b. Army Suicide Analysis Report (SAR):Completed by a trained MHO appointed by the local installation Director of Health Services(usually the hospital commander) after receiving a formal request from either from CID orvictim's brigade commander or higher echelon commander at that installation. The SAR allowsthe commander an opportunity to present any concerns or questions regarding the death of asoldier or civilian to a professionally trained MHO. Any request for information would have a 30day suspense for completion. This report would include the CSSR and additionally provide:1) a narrative analysis which details both the developmental/historical events thatpredisposed the victim to suicide as well as a narrative description of the more currentpreceding antecedent precipitants.2) a "lessons-learned" & recommendations section.3) address any specific questions posed by the chain of command.7.2.c. Army Psychological Autopsy (PA):Completed only by a fellowship-trained forensic psychiatrist/psychologist. Initiated only at therequest of the involved medical examiner doing the physical autopsy or CID investigator toresolve cases where there is an equivocal cause of death.SH-2-31

Annex A – Strategy MatrixesSTRATEGY 1: Develop Positive Life Coping SkillsOBJECTIVEInstruct the “Understanding Dysfunctional Behavior Model” (asprovided in Chapter 3) to officers and NCO’s assigned to leadershippositionsEncourage and support various life coping skills programsKEY ACTIONS1. Local MHO’s develop a standardized briefing for ISPC’sapproval2. ISPC’s publishes briefing on local web site or announces POCfor scheduling the briefing3. Local commanders coordinate with local MHOs and conduct thetraining1. Identify pre-existing and emerging programs that focus ondeveloping individual life coping skills such as: stress reduction,relationship building, financial management, preventing alcoholabuse2. Ensure that these programs are publicized and promotedthroughout the installation and made available to soldiers (bothactive, reserves and retired), family members and Army civilianemployees3. Evaluate successfulness of such programs. Sharerecommendations for improvements or information concerningnew programs to HQDA for dissemination to other MACOMs &installationsBuild life resiliencies for those who respond to, counsel or treatsuicidal patients or those exposed to suicidesDevelop services and programs, including training and educationtailored for those who respond to suicides (emergency medicaltechnicians, MP’s, firefighters) or counsel those at risk (chaplains,counselors) that addresses their own exposure and potential risk.Include training/instruction on the unique requirements ofproviding initial assistance/counseling to surviving familymembers.SH-2-32

STRATEGY 2: Encouraging Help Seeking BehaviorOBJECTIVEEliminate any policy which inadvertently discriminates, punishes ordiscourages a soldier from receiving mental health careKEY ACTIONSAll staffs and commands will conduct a complete policy review toidentify any repercussions taken against soldiers for receivingmental health care. Validate those policies that should remain,eliminate those that are unwarranted.Educate commanders concerning confidentiality requirements asdetermined in objective 2.1 aboveEnsure prompt and easy accessibility of Army and other helpingagenciesFoster a command climate that emphasizes help seeking behaviorReduce the perceived stigma associated with receiving MH careIncrease visibility and accessibility to local civilian health and/orsocial services outreach program that incorporate mental healthservices and suicide preventionIncorporate policy instruction in all PCC courses, including localinstallation company commander and 1SG Courses pre-commandcourses1. Educate soldiers, family members, Army civilian employeesand retirees residing in the local community of the location andprotocols for scheduling and receiving assistance from theavailable varying helping services (i.e., AER, American Red Cross,MH care)2. Incorporate education within installation in-processingproceduresPeriodic messages, announcements or statements from the seniorleadership that encourages and recognizes help seeking behavioras a sign of individual strength and maturitySponsor local programs that change perception toward mentalcare services. Programs should include adopting nationalprograms, public service announcements and developinglocalized, targeted programs that involve varying media sources1. Coordinate with local civilian health and social services toidentify which services and programs are available to soldiers andfamily members at risk for suicide.2. Develop promotional campaigns to publicize such services tosoldiers, Army civilian employees and family membersSH-2-33

STRATEGY 3: Raising Awareness and Vigilance Towards Suicide PreventionOBJECTIVERender assistance to those known or suspected of experiencing amajor life crisisEducate all soldiers and Army civilian employees on basic suicideprevention, which at a minimum, will cover recognizing warning anddanger signs and what action to take if they suspect someone is at riskfor suicideKEY ACTIONS1. Develop systems that recognize when soldiers and civilianemployees are experiencing a potential life crisis in an effort toanticipate potential dysfunctional behavior.2. Develop programs that can provide varying levels ofsupervision to soldiers recognized as experiencing a potentiallife crisis. Such programs can vary between assigning a “battlebuddy” to help the individual through the crisis, to suicide watchif the individual has actual suicide ideations1. Utilizing the USACHPPM Resource Manual on SuicidePrevention as a guide, educate all soldiers and Army civilianemployees on basic suicide prevention. Although notmandatory, offer such training to family members.2. Ensure newly assigned soldiers and Army civilian employeeshave previously received the basic suicide prevention education.If not, provide training within 60 days upon reporting date.Instruct all NCO’s, officers and Army civilian supervisors onrecognizing symptoms of mental health disorder and potential“triggers” or causes of dysfunctional behavior3. Incorporate basic suicide prevention in all IET training andOBC courses1. Instruction will focus on educating leadership on the commonsymptoms of depression, substance abuse or other forms ofmental disorder2. Incorporate formal education on 3.2 at all basic leadershipcourses (OBS, PLDC)Maintain Vigilance toward suicide prevention and awarenessEducate married soldiers and Army civilian employees on how toappropriately store and secure lethal means of self-harmEducate all Army health care providers in suicide risk surveillanceEducate installation gatekeepers on recognizing behavioral patternsthat place individuals at risk for suicide and equip them with effectiveintervention skills to effectively reduce the immediate riskEducate all UMT and Family Life Chaplains suicide awareness andpreventionAs required, conduct periodic “refresher” training or discussionson suicide prevention in preparation for an upcoming extendeddeployment or redeployment, or another highly stressful event,or as designated by commanders. Maintain vigilance by eitherformal training including presentations, small unit discussions oreven through varying local and Army wide news services andmedia formats. ISPC can also promote various nationalprograms such as National Suicide Prevention Week (normally inMay) and National Mental Health Month (normally in October).Conduct public information campaign(s) or instruction designedto educate Army parents how to appropriately store and securelethal means of self-harm including medications, poisons andfirearmsEducate all health care providers to identify potential suicidaldanger and warning signs and what actions to take if theysuspect one of their patients to be at riskTrain and maintain at least 90% of all “primary gatekeepers” (asdefined in para 6-3c) in ASIST (or similar professional training).Train and maintain at least 50% of all “secondary gatekeepers”(as defined in para 6-3c) in ASIST (or similar professionaltraining)Provide formal basic and advanced suicide prevention trainingfor all UMT members. Training will include recognizing potentialdanger and warning signs, suicidal risk estimation,confidentiality requirements, how to reduce the immediate risk ofsuicide and how to conduct various suicide prevention training atthe unit levelSH-2-34

Educate soldiers, Army civilian employees and spouses on the safestorage of privately owned firearms1. Determine which soldiers within a command has a privatelyowned firearm.2. Ensure those soldiers and Army civilian employees and theirspouses that own personal firearms understand the importanceof responsible firearm storage in preventing suicide andaccidental homicide.3. Ensure soldiers seeking permission to purchase a firearm arenot at risk for suicidal behavior or other dangerous behavior.Incorporate screening in medical treatment facilities4. Encourage those soldiers who own personal firearms storedoff-post and are determined to be at risk for suicidal behavior or adanger to someone else, to store their weapon in the unit armsroom or with a close friend until the crises has been resolved andthe risk of suicide has been eliminated.Incorporate screening for depression, substance abuse andsuicide risk as a minimum standard of care for assessment inprimary care settings for all MEDCOM supported healthcareprograms – as part of the clinical practice guidelines initiativebeing implemented in the AMEDDSH-2-35

STRATEGY 4: Synchronizing, Integrating and Managing the Suicide Prevention ProgramOBJECTIVESynchronize and integrate local community and installation suicideprevention programsKEY ACTIONS1. Each ISPC will develop its own charter, which addressesformal and “ad hoc” membership of the committee.2. Each ISPC will develop and publish its own suicideprevention program plan. Forward a copy through therespective MACOM HQ to DAPE-HR-PR (ODCSPER)Reduce risk of contagion, provide counseling to surviving family membersand expedite the unit personnel recoveryEstablish policies and procedures for the implementation ofan Installation Suicide Response TeamSH-2-36

STRATEGY 5: Conduct Suicide Surveillance, Analysis and ReportingOBJECTIVECapture data on the number of non-fatal suicide events such as attemptsand gesturesKEY ACTIONS1. Determine pertinent data fields anddevelop the actual reporting format and procedures. Ensureformat and procedures do not violate Federal, State or DoDregulatory or directives2. Implement reporting procedures3. Include statistics in monthly suicide surveillance update.Provide information to DCSPER and post information on theArmy Suicide Prevention Web SiteConduct suicide surveillance in all Army MTF emergency roomsIncrease percentage of soldiers keeping follow-up mental healthappointmentsIdentify and share effective suicide prevention programsAssess availability of mental health and substance abuse treatmentservices for youth and DoD SchoolsImprove reporting of suicidal behavior in news mediaEnsure that health care providers that work in Army MTFemergency rooms receive proper training in identifyingthose individuals whose injuries might have been selfinflictedEstablish procedures and guidelines that ensure soldierskeep their mental health care appointments, especially whenconsidered at risk for suicideIdentify those proven programs and initiatives effective inreducing the risk of suicide and share those programs andinitiatives with the various MACOMs. Programs will rangefrom the installation level to MACOMs and also include“best-science methodology” as determined by the SurgeonGeneral or other branches of the service.Assess availability of mental health and substance abusetreatment services for youth to determined the need forschool-based clinical services for DoD schools1. All Army news services/media divisions will adoptrecommendations/guidelines concerning reporting suicidesas provided by the 1989 Health Resources and ServicesAdministration workshop sponsored by the New JerseyDepartment of Health, or AAS, NIMH, CDC, or otherestablished suicide prevention organization. The design ofthese recommendations is not to restrict the reporting ofsuicides, but change the manner in which the suicide isreported. These recommendations will minimize suicidecontagion.2. Installation PAOs should be familiar with such guidelinesand recommend that local news media adopt suchguidelines when reporting about suicides within theinstallation or local community.SH-2-37

Annex B - ChecklistsThe following checklists serve as a guide that will assist commanders in developing their ownspecific suicide prevention program.All Soldiers.As the first line of defense and perhaps the most important person in suicide prevention: Know suicidal danger & warning signs and the leading causes for suicides. Remain vigilant! Take immediate action when suspecting someone is suicidal or if someone admits that theyare contemplating suicide. Become aware of local helping services and protocols for use.First Line Supervisors/Leaders. Get to know your soldiers so that you can recognize and even anticipate possibledysfunctional behavior. Assess each of your soldier’s life-coping skills. Seek opportunities to positively influenceyour soldier’s behavior. Ensure proper training of all your soldiers in suicide prevention/awareness. Create an atmosphere of inclusion for all. Never ostracize any of your soldiers, regardlessof their actions. Know potential triggers for suicide. Know potential warning signs for mental illness. Set the example, take advantage of available helping services. Reduce the perceived stigma regarding mental health. Remember that most mentalillnesses are treatable and are a result of a sickness, not weakness.Commanders Maintain vigilance. Ensure that members of your UMTs have knowledge of possible lifecrisis or pending UCMJ actions. Offer suicide prevention/awareness training for all spouses. Ensure all newly assigned soldiers are aware of the location and protocols for utilizinginstallation support agencies. Conduct OPD/NCOPDs for your units that focuses on some aspect of mental illness such asrecognizing potential warning signs. Ensure that your UMTs have received formal suicide prevention training currently conductedat the Menninger Clinic and have also undergone the Living Works Applied SuicideIntervention Skills Training (ASIST) Workshop. Promote help-seeking behavior as a sign of strength. Working with the mental healthprovider, respect solder/counselor confidentiality when the soldier’s mental health is not inquestion and when the soldier is not a threat to himself, not a threat to others, or if they areable to perform their prescribed duties. Develop well-defined procedures for registering and storing privately own weapons. Ensureprocedures are in place that deny access to firearms during times of suicidal watch. Ensure any Guard or Reservists attached to your unit for deployment have received propersuicidal prevention training and screening prior to deployment. Ensure there are “family reunion” seminars for both soldiers and family members to assist inthe successful integration of the soldier back into his family following an extendeddeployment.SH-2-38

Unit Ministry Teams (UMTs) Become ASIST T-2 trained Attend formal suicide prevention/awareness training hosted by the Chief of Chaplains(currently hosted by the Menninger Clinic in Topeka, Kansas) Download the USACHPPM Resource Manual for Suicide Prevention. Prepare suicideprevention/awareness training for “all ranks,” OPDs and NCOPDs and spouses. Keep your commander informed on current suicide demographics. Explain those identifiedas “high” risk categories – such as those who are experiencing relationship problems,financial difficulties or pending UCMJ or other legal action.Installation Suicide Prevention Standing Committee Establish suicide prevention program specifically tailored for your installation. Assist the installation and local commanders in implementing their preventative programs. Ensure that suicide prevention policies and procedures comply with applicable laws,regulations and directives regarding privacy and public information. Track the percentage of all assigned chaplains that have received the suicide preventionbasic training at the Menninger Clinic. Ensure that all assigned commanders and senior NCOs are familiar with the availability ofsupport agencies and the procedures for referral. Ensure that the availability of mental health personnel is adequate to meet the needs of theinstallation and that there is always someone available to conduct crisisintervention/assessment. Ensure that commanders are provided timely feedback from support agencies concerningthe effectiveness of the treatment of their soldiers. Encourage stress management programs for soldiers and family members, especially duringtimes of increased OPTEMPO or deployments. Track the number of ASIST T-4 (Trainer) and T-2 Level Crisis Intervention trained personnelon post.• Strive for at least two T-4 qualified trainers that can sponsor the T-2 level training.One of the two should be the Family Life Chaplain.• Strive for at least one ASIST T-2 trained personnel at each community supportagency, SJA ,and MPs. Review and publicize emergency procedures available to all soldiers and family memberssuch as Crisis Hotlines and suicide awareness cards. Ensure newly assigned soldiers are briefed on installation support agencies during inprocessing. Are dependent school personnel trained in identifying and referring individuals at risk forsuicide? Review surveillance reports and monitor the time that it takes to get soldiers into ADAPCPafter identification of having an alcohol/drug problem. Establish procedures for creating an Installation Suicide Response TeamSH-2-39

Annex C – Suicide Risk Comparison of Age CohortsAlmost half of all suicides within the Army occur with soldiers 25 years of age or younger.However, maturity doesn’t necessarily protect against suicidal behavior. In fact, older soldiershave a higher suicide rate than younger soldiers. As can be seen on Graph 1, although thegreater incidence of suicides within the Army occur in younger soldiers (represented by thedashed line), the highest suicide rates occur in soldier over 40 (represented by the solid line).By examining psychologicalArmy Suicide Agesautopsies, we find that 35younger soldiers are generallycommitting suicide as a result 30Total Numbers Rate Per 100kfrom insufficient orunderdeveloped life coping25skills. Suicides among older 20soldiers reveal a differentprofile of causes. These 15suicides often result from oneor more clinical psychiatric10disorders with associated 5problems that haveaccumulated over time. Many 0are facing a major life transition, 17-19 20-24 25-29 30-34 35-39 40-44 45+such as a failed marriage or apromotion pass over. OthersAge Categoriessuffer from chronic substanceabuse or a mood disorder.GRAPH 1Unfortunately, many of thesesoldiers don’t seek professional help, in part because of the perceived cultural and organizationstigma associated with receiving mental health treatment.To prevent both types of suicides requires two different, specific prevention strategies.Awareness training can generally prevent preplanned suicides as those who are planning theirdeaths usually give “warning: or “danger” signs that other, vigilant people should intercept. Thisstrategy is contained in Chapter Six – Intervention.Those unplanned, impulsive suicides are more challenging to prevent since the time from thedecision, to the suicide act might be quick and not long enough for the potential suicide victim todisplay any warning signs. To prevent these types of suicide requires programs that prevent theindividual from ever considering suicide as a viable option, which means developing their lifecoping skills so that when faced with a particular stressor, they will have the means to handle itwithout it turning into a crisis and potential suicide. This strategy is contained in Chapter Five –Prevention.SH-2-40

Younger Age GroupImpulsive, lacks coping skillsPoor adjustment to military settingsSituational stressorSuicidal behavior happens with little forethoughtImmatureEngages in acting out behavior that is often hard forsuperiors to missFirst term of enlistment—not that concerned about careerimpactWill often confide to anyone who is interestedOften lives in barracks and eats in dining facility; used tosuperiors being aware of details of his “personal life”Usually a facilitating “gatekeeper” helps him get to MH(chain of command or others)Goes to MH with little thought of negative ramifications ifdirected or suggested by chain of commandEarly intervention may prevent acting out behavior and mayfacilitate development of more mature coping skillsCommand is already aware of the problem since MH contactwas either command directed or encouraged by a memberof chain of command—a dialogue with MH is alreadyunderwayFor the younger cohort, this tension (confidentiality vs.command’s need to know) is less of an issue; commandusually already knows; in those cases where they don’t, thesoldier is usually close to getting into some kind ofdifficulty, thus making it in his best interest to be proactiveand letting his superiors know that he is addressing theunderlying issues, before real trouble hitsFor this cohort, MH contact, in actual practice, looks almostlike ADAPCP and Family Advocacy, which are commandprogramsOlder Age GroupMDD (Major Depression) or serious heavy ETOH (alcohol) useGood previous adjustment to ArmyMajor loss or transition issueContemplating suicide for some time as part of a biological diseaseprocessMature person whose biology or complicated past (or often both) hascaught up to himQuietly withdraws from those who might notice; behavior of socialwithdrawal and his accompanying internal feelings of shame are easyto missCareer soldier; concerned that MH contact will be seen as weaknessand will hurt his careerShame, a symptom of MDD and often of ETOH dependence, makes itdifficult to tell anyone and magnifies fears about “the Army” finding outLives in housing or off base; has erected certain barriers between hisduty day and his personal lifeAssurances of confidentiality and assurances that getting treatment fora MH problem is not career damaging (stigma) become very importantin combating the shame (which is part of the biological diseaseprocess) and thus allowing the soldier to feel it is “safe” to comeforward and get help.It is important that these beliefs are in place before the soldier getsdepressed (thus the importance of this campaign which promotes botha culture change from above and a training component which gets theword out below). Once the soldier is clinically depressed thesymptoms of shame and social withdrawal make it very difficult toreach him.Usually self referred to MH; may have conferred with a colleague; tendsto tell chain of command as a last resort or not at allHas viewed MH as a place where problem soldiers go—often tofacilitate separation from the serviceEarly intervention prevents progression from mild depression toserious biological depression; both depression and early alcoholdependence, particularly in those who have previously made a goodoccupational and social adjustment; are usually very responsive totreatmentCommand is often not aware of the problem up front; if the problem isserious, the MH professional needs to inform command either with thepatient’s consent (which he is usually willing to give after he hasovercome his shame and entered into treatment) or via a profileIf it is a mild depression, the patient may choose to keep it confidential(like any other medical problem that is not going to interfere with hisperformance of duty)For the older cohort MH patient, here is a built in tension between thesetwo essential components:Command’s need to know (which is always there in the seriouscases; it is the MH professional’s responsibility to inform command—by profile if necessary)vs.Assurances of confidentiality(so important in countering the shame of clinical depression: makes itsafe for the soldier [or for his colleague in whom he may haveconfided] to believe it is safe to “self refer” early in the process and getthe needed care for a very treatable condition)SH-2-41

Annex D – Definitions.Anxiety disorder – an unpleasant feeling or fear or apprehension accompanied by increasedphysiological arousal, defined according to clinically derived standard psychiatric diagnosticcriteria.Behavioral health services – health services specially designed for the care and treatment ofpeople with mental & behavioral health problems, including mental illness. Identical to thedefinition of mental health services.Biopsychosocial approach – an approach to suicide prevention that focuses on thosebiological and psychological and social factors that may be causes, correlates, and/orconsequences of mental health and mental illness and that may affect suicidal behavior.Bipolar disorder – a mood disorder characterized by the presence or history of manicepisodes, usually, but not necessarily, alternating with depressive episodes.Cognitive/cognition – the general ability to organize, process, and recall information.Comprehensive suicide prevention plans – plans that use multifaceted approaches toaddressing the problem; for example, including interventions targeting biopsychosocial, social,and environmental factors.Comorbidity – the co-occurrence of two of more disorders, such as depressive disorder withsubstance abuse disorder.Connectedness – closeness to an individual, group or people within a specific organization;perceived caring by others; satisfaction with relationship to others, or feeling loved and wantedby others.Contagion – a phenomenon whereby susceptible persons are influenced toward suicidebehavior as a result of some other suicide behavior via personal proximity or other source ofinfluential information.Depression – a constellation of emotion, cognitive and somatic signs and symptoms, includingsustained sad mood or lack of pleasure.Epidemiological analysis – empirical examination of the incidence, distribution and potentialrisk factors for suicide.Equivocal Death – a death in which the means or circumstances are unclear, uncertain, orundecided.Gatekeepers – those individuals within a community who have face-to-face contact with largenumbers of community members as part of their usual routine; they may be trained to identifypersons at risk of suicide and refer them to treatment or supporting services as appropriate.Identified as either a “primary” or a “secondary” gatekeeper as defined in para 6-2b.Health – the complete state of physical, mental, and social well being, not merely the absenceof disease or infirmity.Healthy People 2010 – the national prevention initiative that identifies opportunities to improvethe health of all Americans, with specific and measurable objectives to be met by 2010.Indicated prevention intervention – intervention designed for individuals at high risk for acondition or disorder or those who have already exhibited the condition or disorder.SH-2-42

Intentional – injuries resulting from purposeful human action whether directed at oneself (selfdirected)or others (assaultive), sometimes referred to as violent injuries.Intervention – a strategy or approach that is intended to prevent an outcome or to alter thecourse of an existing condition.Means – the instrument or object whereby a self-destructive act is carried out.Means restriction – techniques, policies, and procedures designed to reduce access oravailability to means and methods of deliberate self-harm.Methods – actions or techniques which result in an individual inflicting self-harm (i.e.,asphyxiation, overdose, jumping).Mental disorder – a diagnosable illness (using guidelines contained in the APA’s DSM-IV orlater editions) characterized by alterations in thinking, mood, or behavior (or some combinationthereof) associated with distress that significantly interferes with an individual’s cognitive,emotional, occupational or social abilities; often used interchangeably with mental illness.Mental health – the capacity of individuals to interact with one another and the environment inways that promote subjective well-being, optimal development and use of mental abilities.Mental health problem – diminished cognitive, social or emotional abilities, but not sufficient tomeet the criteria for a mental disorder.Mental health services – health services that are specially designed for the care and treatmentof people with mental health problems, including mental illness. Identical to the definition ofbehavioral health services.Mental illness – see mental disorder.Mood disorders – a term used to describe all those mental disorders that are characterized bya prominent or persistent mood disturbance; disturbances can be in the direction of elevatedexpansive emotional states, or, if in the opposite direction, depressed emotional states.Morbidity – the relative frequency of illness or injury, or the illness or injury rate, in a communityor population.Non-fatal suicide events – any intent to inflict self-harm that does not result in death, but withapparent motivation to cause one’s own death.Personality disorders – a class of mental disorders characterized by deeply ingrained, ofteninflexible, maladaptive patterns or relating, perceiving, and thinking of sufficient severity tocause either impairment in functioning or distress.Post-intervention – a strategy or approach implemented after a crisis or traumatic event hasoccurred.Post-event data collection – required data collection and review process in the aftermath of asuicide to improve suicide prevention efforts.Prevention – a strategy or approach that reduces the likelihood of risk of onset, or delays theonset of adverse health problems or reduces the harm resulting from conditions or behaviors.SH-2-43

Protective factors – factors that make it less likely that individuals will develop a disorder.Protective factors may encompass biological, psychological or social factors in the individual,family and environment.Psychiatric disorder – see mental disorder.Psychiatry – the medical science that deals with the origin, diagnosis, prevention, andtreatment of mental disorders.Psychology – science concerned with the individual behavior of humans, including mental andphysiological processes related to behavior.Public informational campaigns – large scale efforts designed to provide facts to the generalpublic through various media such as radio, television, advertisements, newspapers,magazines, and billboards.Rate – the number per unit of the population with a particular characteristic, for a given unit oftime.Resilience – capacities within a person that promote positive outcomes, such as mental healthand well-being, and provide protection from factors that might otherwise place that person atrisk for adverse health outcomes.Risk factors – those factors that make it more likely that individuals will develop a disorder.Risk factors may encompass biological, psychological or social factors in the individual, familyand environment.Screening – administration of an assessment tool to identify persons in need of more in-depthevaluation or treatment.Screening tools – those instruments and techniques (questionnaires, check lists, selfassessmentsforms) used to evaluate individuals for increased risk of certain health problems.Selective prevention intervention – intervention targeted to subgroups of the populationwhose risk of developing a health problem is significantly higher than average.Self-harm – the various methods by which individuals injure themselves, such as selflaceration,self-battering, taking overdoses or deliberate recklessness.Self-injury – see self-harm.Social services – organized efforts to advance human welfare, such as home-delivered mealprograms, support groups, and community recreation projects.Social support – assistance that may include companionship, emotional backing, cognitiveguidance, material aid and special services.Stigma – an object, idea, or label associated with disgrace or reproach.Substance abuse – a maladaptive pattern of substance use manifested by recurrent andsignificant adverse consequences related to repeated use. Includes maladaptive use of legalsubstances such as alcohol; prescription drugs; and illicit drugs.Suicidal act (also referred to as suicide attempt) – a potentially self-injurious behavior forwhich there is evidence that the person probably intended to kill himself or herself; a suicidal actmay result in death, injuries, or no injuries.Suicide behaviors – includes a broad range of self-destructive or self-injurious behaviors,including threats, attempts and completions.SH-2-44

Suicidal ideation – self-reported thoughts of engaging in suicide-related behavior.Suicidality – a term that encompasses suicidal thoughts, ideation, plans, suicide attempts, andcompleted suicide.Suicide - death resulting from the intention of the deceased to cause his or her own death.Suicide attempt – a potentially self-injurious behavior with a nonfatal outcome, for which thereis evidence that the person intended to kill himself or herself; a suicide attempt may or may notresult in injuries.Suicide survivors – family members, significant others, or acquaintances who haveexperienced the loss of a loved one due to suicide.Suicide threat - statement expressing or implying an intent to cause one’s own death.Suicide-related behaviors — intentional behaviors potentially resulting in serious injury or riskbut may be motivated by an individual’s desire for assistance rather than an intent to cause hisor her own death.Surveillance – Service directed data collection and review process designed to improve suicideprevention efforts through analysis and interpretation of health data with timely dissemination offindings.Unintentional – term used for an injury unplanned or accidental injuries.Universal preventive intervention – intervention targeted to a defined population, regardlessof risk.SH-2-45

Annex E – Abbreviations/AcronymsAAFES – Army Air Force Exchange ServiceAAS – American Association of SuicidologyACE – Adverse Childhood ExperiencesACS – Army Community ServiceADAPCP – Alcohol and Drug Abuse Prevention and Control ProgramAIT – Advanced Individual TrainingAMEDD – Army Medical DepartmentsASIST – Applied Suicide Intervention Skills TrainingASPP – Army Suicide Prevention ProgramBSRF – Building Strong and Ready FamiliesCDC – Center for Disease Control and PreventionCFSC – Community & Family Support CenterCID – Central Investigative DivisionCCH – Chief of ChaplainsCPO – Civilian Personnel OfficeCSA – Chief of Staff, ArmyCSSR – Completed Suicide Surveillance ReportCY – Calendar YearDCSPER – Deputy Chief of Staff for PersonnelDoD – Department of DefenseETOH – Ethyl AlcoholFAP – Family Advocacy ProgramGSW – Gunshot WoundIET – Intial Entry TrainingIG – Inspector GeneralIO – Investigating OfficerISRT – Installation Suicide Response TeamISPC – Installation Suicide Prevention CommitteeMACOMs – Major Army CommandsMEDCOM – Medical CommandMH – Mental HealthMHO – Mental Health OfficerMP – Military PoliceSH-2-46

MTF – Medical Treatment FacilityMUSARC/RSC – Major United States Army Reserve Command/Regional SupportCommandMWR – Morale, Welfare, and RecreationNAMI – National Alliance for the Mentally IllNCHS – National Center for Health StatisticsNGB – National Guard BureauOCCH – Office of the Chief of ChaplainsODCSPER – Office of the Deputy Chief of Staff for PersonnelODPHP – Office of Disease Prevention and Health PromotionOTSG – Office of the Surgeon GeneralPA – Psychological AutopsyPAO – Public Affairs OfficeRAP – Recruit Assessment ProgramSAR – Suicide Analysis ReportSMA – Sergeants Major of the ArmySPRRC – Suicide Prevention Risk Reduction CommitteeTJAG – The Judge Advocate GeneralTSG – The Surgeon General (Army)TRADOC – Training and Doctrine CommandUCMJ – Uniform Code of Military JusticeUMT – Unit Ministry TeamUSACHPPM – US Army Center for Health Promotion and Preventive MedicineUSACIC – US Army Central Investigation CommandUSARC – US Army Reserve CommandUSC – United States CodeVA – Veterans AdministrationVCSA – Vice Chief of Staff, ArmyWRAIR – Walter Reed Army Institute of ResearchWRAMC – Walter Reed Army Medical CenterSH-2-47

Annex F - References1. Healthy People 2010, Office of Disease Prevention and Health Promotion, U.S. Departmentof Health of Human Services2. National Alliance for the Mentally Ill Fact Sheet, October 20003. Tondo L, Baldessarini R, Suicide: An Overview, Psychiatry Clinical Management, Volume 3,2001.4. Zill, Robinson, The Generation X, American Demographics, 1995, 24-33.5. Felitti V, Anda R, Nordenberg D, Williamson D, Spitz A, Edwards V, Koss M, Marks J,Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes ofDeaths in Adults: The Adverse Childhood Experiences (ACE) Study, American Journal ofPreventive Medicine, 1998; 14(4)6. Legree, Generation X: Motivation, Morals, and Values, Army Research Institute SpecialReport, June 19977. Naval Health Research Center Report #95-26, Pre-enlistment Maltreatment Histories of U.S.Navy Basic Trainees: Prevalance of Abusive Behaviors, 19958. Hendin, H., Chapter 33, Psychiatric Emergencies, The Psychiatric Syndromes9. Jobes D, Mann R, Reasons for Living versus Reasons for Dying: Examing the InternalDebate of Suicide, Suicide and Life-Threatening Behavior, Vol. 29(2), Summer 1999Other ReferencesShaffer D, Suicide and Suicide Prevention in the Military Forces, A Report of a Consultation,Aug 97National Strategy for Suicide Prevention, Goals and Objectives for Action, May 2001MilitaryDA PAM 600-24, Suicide Prevention and Psychological AutopsyAR 600-5, Health PromotionAR 190-40, Serious Incident ReportDoD Suicide Prevention and Risk Reduction Committee CharterSH-2-48

Annex G – Useful Web Sites/Contacts• American Assocation for Suicidology, (www.suicidology.org)• American Foundation for Suicide Prevention, (www.afsp.org)• Army Administrative Electronic Publication website, (www.usapa.army.mil/gils/)• Living Works Education, (www.livingworks.net)• Healthy People 2010, (www.health.gov/healthypeople)• National Suicide Prevention Web site (copies of the National Strategy Summary Booklet)(www.mentalhealth.org/suicideprevention)• ODCSPER Suicide Prevention Web Site,(www.odcsper.army.mil/default.asp?pageid=66f)• Organization of Attempters and Survivors of Suicide in Interfaith Service,(www.oassis.org)• Suicide Awareness\Voices of Education, (www.save.org)• Suicide Prevention Advocacy Network, (www.spanusa.org)• Surgeon General’s Call to Action, (www.surgeongeneral.gov/library/calltoaction)• U.S. Army Center for Health Promotion and Preventive Medicine,(chppm-www.apgea.army.mil)Phone Numbers:• National Suicide Hotline: 1-800-suicide (800) 784-2433SH-2-49

Army Suicide DemographicsSuicide can affect anyone, regardless of rank, age, sex, MOS, race or ethnicity. Although thereare no select demographics that will accurately predict suicidal behavior with certainty, it isimportant to examine the Army suicide population in an attempt to infer potential suicide riskindicators for use in prevention efforts (an updated briefing of the previous calendar year as wellas the current monthly Army suicide statistics and demographics can be found at the Army G-1HRPD website). Our vigilance and awareness must extend to everyone in The Army. It is alsoimportant not to use demographics to “profile” or “discriminate” at-risk populations.Suicide MethodsSuicide by self-inflicted gun shot wound (GSW) was the most common method chosen bysoldiers, followed by hanging, carbon monoxide poisoning and drug overdose. Other methodsinclude poisoning, burns, jumping and stabbing. Nationally, suicide by firearms was the mostchosen method resulting in fifty-seven percent of all suicidal deaths in the United States.Generally, men tend to choose more violent, lethal means (GSW, hanging, and jumping).Women generally prefer less-violent means (drug overdose, and wrist cutting) but recent datasuggest an increasing use of firearms by American women.According to AAS, those who own a gun are 32 times more likely to commit suicide than thosewho do not own a gun. This figure doesn’t suggest that people who own guns are more likely tobe suicidal, but rather the potential impact of having an immediate, convenient and highly lethalmeans to carry out the suicide act once the decision has been made. In fact, approximately 83percent of fatal gunshot wounds are associated with suicides, compared to 7 percent forhomicides committed by relatives, 3 percent associated with accidents, and only 2 percent ofdeaths involving strangers. Purchasing a weapon is associated with a dramatic increase in therisk of suicide in the ensuring year following the purchase.SH-2-50

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Student Handout 3This Student Handout contains 15 pages of slides, 6 slides on each page, oncurrent statistics and facts. Give this handout to the students to facilitate thepresented instruction.SH-3-1

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T224 Physical Fitness OCT 03U.S. ARMY SERGEANTS MAJOR ACADEMYPrimary Leadership Development Course(PLDC)The Army Training SystemTRAINING SUPPORT PACKAGE"NO ONE IS MORE PROFESSIONAL THAN I"

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U.S. ARMY SERGEANTS MAJOR ACADEMY (PLDC)T224 5 Sep 05Physical FitnessCHANGE SHEET 41. Synopsis. This change sheet corrects an error in the 600 PLDC, and 600-PLDC Modified CourseT224 Physical Fitness TSP.2. Pen and ink changes: Page 5, Equipment Required for InstructionAS READS: “8415-01-217-5634Vest, Microclimatic”TO READ: “8465-01-444-2531High Visibility Safety Clothing, Belt”3. Page changes: none.4. Additional changes that need explaining: none.5. File this sheet in front of the TSP for reference purposes.6. Approval of change sheet.Name/Signature Rank Title Date Signed/s/Billy R. Williams GS-9 Training Specialist 10 May 2005/s/Victor A. LeGloahec SGM Chief, NCOES 10 May 2005/s/Agnes D. Bennett-Green SGM Chief, CMDD 10 May 2005CS-4-1

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U.S. ARMY SERGEANTS MAJOR ACADEMY (PLDC)T224 5 Sep 05Physical FitnessCHANGE SHEET 41. Synopsis. This change sheet corrects an error in the 600 PLDC, and 600-PLDC Modified CourseT224 Physical Fitness TSP.2. Pen and ink changes: Page 5, Equipment Required for InstructionAS READS: “8415-01-217-5634Vest, Microclimatic”TO READ: “8465-01-444-2531High Visibility Safety Clothing, Belt”3. Page changes: none.4. Additional changes that need explaining: none.5. File this sheet in front of the TSP for reference purposes.6. Approval of change sheet.Name/Signature Rank Title Date Signed/s/Billy R. Williams GS-9 Training Specialist 27 May 05/s/Victor A. LeGloahec SGM Chief, NCOES 27 May 05/s/Agnes D. Bennett-Green SGM Chief, CMDD 27 May 05CS-4-1

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U.S. ARMY SERGEANTS MAJOR ACADEMY (PLDC)T224 10 FEB 05Physical FitnessCHANGE SHEET 31. Synopsis. This change sheet corrects minor administrative errors in the T224, Physical FitnessTraining Support Package.2. Pen and ink changes: none.3. Page change(s): Remove old pages and insert revised page(s) as indicated.Remove PagesInsert Pages3 313 1315 1518 1820 2026 2634 34A-7 A-7B-3 B-3C-3 C-34. Additional changes that need explaining: none.5. File this sheet in front of the TSP for reference purposes.6. Approval of change sheet.Name/Signature Rank Position Date/s/Billy R. Williams/t/Billy R. Williams GS-9 Training Specialist 23 MAR 05/s/Victor A. LeGloahec/t/Victor A. LeGloahec SGM Chief, PLDC 23 MAR 05/s/Agnes D. Bennett-Green/t/Agnes D. Bennett-Green SGM Chief, CMDD 23 MAR 05CS-3-1

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U.S. ARMY SERGEANTS MAJOR ACADEMY (PLDC)T224 20 AUG 04Physical FitnessCHANGE SHEET 21. Synopsis. This change sheet corrects minor administrative errors in the T224, Physical FitnessTraining Support Package.2. Pen and ink changes: none.3. Page change(s): Remove old pages and insert revised page(s) as indicated.Remove PagesInsert Pages1 thru 9 1 thru 94. Additional changes that need explaining: none.5. File this sheet in front of the TSP for reference purposes.6. Approval of change sheet.Name/Signature Rank Position Date/s/Billy R. Williams/t/Billy R. Williams GS-9 Training Specialist 9 Sept 04/s/Victor Lemon/t/Victor A. LeGloahec SGM Chief, PLDC 9 Sept 04/s/Marion Lemon/t/Marion Lemon SGM Chief, CDDD 9 Sept 04CS-2-1

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U.S. ARMY SERGEANTS MAJOR ACADEMY (PLDC)T224 2 AUG 04Physical FitnessCHANGE SHEET 11. Synopsis. This change sheet corrects errors in the 600 PLDC, and 600-PLDC Modified Course T224Physical Fitness (TSP). The change the instructor to student ratio.2. Pen and ink changes:a. Page 34, ELO J, Instructor to Student Ratio—AS READS: “1”TO READ: “1:8”3. Page changes: none.4. Additional changes that need explaining: none.5. File this sheet in front of the TSP for reference purposes.6. Approval of change sheet.Name/Signature Rank Title Date Signed/s/ Billy R. WilliamsBilly R. Williams GS-9 Training Specialist 04 Aug 2004/s/ Victor A. LeGloahecVictor A. LeGloahec SGM Chief, NCOES 04 Aug 2004/s/ Marion LemonMarion LemonSGMChief, Curriculum, Design, and DevelopmentDivision 04 Aug 2004CS-1-1

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C 2TRAINING SUPPORT PACKAGE (TSP)TSP Number /TitleT224 / PHYSICAL FITNESSEffective Date 01 Oct 2003SupersedesTSP(s) /Lesson(s)TSP UsersProponentImprovementCommentsP201, Physical Fitness Train the Trainer, Oct 99. P201-RC, Physical FitnessTrain the Trainer, Jun 01.600-PLDC, Primary Leadership Development Course600-PLDC (MOD), Primary Leadership Development Course (Modified)The proponent for this document is the Sergeants Major Academy.Users are invited to send comments and suggested improvements on DA Form2028, Recommended Changes to Publications and Blank Forms. Completedforms, or equivalent response, will be mailed or attached to electronic e-mail andtransmitted to:COMDT USASMAATTN ATSS DCPBLDG 11291 BIGGS FIELDFT BLISS TX 79918-8002Telephone (Comm) (915) 568-8875Telephone (DSN) 978-8875E-mail: atss-dcd@bliss.army.milSecurityClearance /AccessForeignDisclosureRestrictionsUnclassifiedFD5. This product/publication has been reviewed by the product developers incoordination with the USASMA foreign disclosure authority. This product isreleasable to students from all requesting foreign countries without restrictions.1

C 2PREFACEPurposeThis Training Support Package provides the instructor with a standardized lessonplan for presenting instruction for:Task NumberTask TitleIndividual071-990-0007 Implement a Total Fitness Program in a Company071-990-0009 Implement an Individual Total Fitness Program2

C 3This TSPContainsTABLE OF CONTENTSPAGEPreface............................................................................................................................................. 2Lesson Section I Administrative Data ...................................................................................... 4Section II Introduction.................................................................................................. 8Terminal Learning Objective - Conduct your team's/squad's/section'sphysical fitness training. ................................................................................. 8Section III Presentation .............................................................................................. 10Enabling Learning Objective A - Identify the Army's Physical FitnessTraining Program objective. ......................................................................... 10Enabling Learning Objective B - Recognize the components offitness........................................................................................................... 12Enabling Learning Objective C - Identify the principles of exercise. .............. 14Enabling Learning Objective D - Determine how flexibility aidsphysical fitness............................................................................................. 16Enabling Learning Objective E - Identify the FITT factors.............................. 20Enabling Learning Objective F - Demonstrate the extendedrectangular formation. .................................................................................. 29Enabling Learning Objective G - Demonstrate push-up/sit-upimprovement exercises. ............................................................................... 30Enabling Learning Objective H - Identify the steps for using an abilitygroup run...................................................................................................... 32Enabling Learning Objective I - Conduct a physical fitness session.............. 33Enabling Learning Objective J - Conduct the physical fitness trainingperformance examination............................................................................. 34Section IV Summary................................................................................................... 35Section V Student Evaluation.................................................................................... 36Appendix A - Viewgraph Masters A -........................................................................................... 1Appendix B - Test(s) and Test Solution(s) B - ............................................................................. 1Appendix C - Practical Exercises and Solutions C - .................................................................... 1Appendix D - Student Handouts D -............................................................................................. 13

C 2PHYSICAL FITNESST224 / Version 101 Oct 2003SECTION I.ADMINISTRATIVE DATAAll CoursesIncluding ThisLessonTask(s)Taught(*) orSupportedCourse Number Version Course Title600-PLDC 1 Primary Leadership Development Course600-PLDC MOD 1 Primary Leadership Development Course(Modified)Task NumberTask TitleINDIVIDUAL071-990-0007 (*) Implement a Total Fitness Program in a Company071-990-0009 (*) Implement an Individual Total Fitness ProgramReinforcedTask(s)Task NumberNoneTask TitleAcademicHoursThe academic hours required to teach this lesson are as follows:TestTest ReviewResidentHours/Methods3 hrs / Conference / Discussion3 hrs / Demonstration4 hrs / Practical Exercise (Performance)4 hrs0 hrsTotal Hours:14 hrsTest LessonNumberTesting(to include test review)HoursLesson No.N/APrerequisiteLesson(s)Lesson NumberNoneLesson TitleClearanceAccessForeignDisclosureRestrictionsSecurity Level: UnclassifiedRequirements: There are no clearance or access requirements for the lesson.FD5. This product/publication has been reviewed by the product developers incoordination with the USASMA foreign disclosure authority. This product isreleasable to students from all requesting foreign countries without restrictions.4

C 4References Number Title Date AdditionalInformationAR 350-1FM 3-21.5FM 21-20ARMY TRAINING ANDEDUCATIONDRILL ANDCEREMONIESPHYSICAL FITNESSTRAINING09 Apr 200307 Jul 200330 Sep 1992 w/C1Student StudyAssignmentsBefore class-- Read SH-1. Read SH-2, pp 11 thru 13. Read SH-3, pp 1-1 thru 4-17. Skim SH-3, pp 5-0 thru 9-18, and 12-0 thru 13-2. Study, SH-4, p 2-7, para 2-4c. Read, SH-4, p 2-8, para 2-4d.During class--Participate in classroom discussion and practical exercise.After class-- Review notes and lesson materials. Participate in performance evaluations.Turn in all recoverable materials.InstructorRequirements1:8, SSG PLDC graduate, ITC and SGITC qualifiedAdditionalSupportPersonnelRequirementsNameNoneEquipment IDRequiredNamefor Instruction 6730-00-577-4813SCREEN, PROJECTION6730-00-P53-8147Projector, Overhead7110-00-132-6651CHALKBOARD7520-01-424-4867EASEL, DISPLAY AND TRAINING7530-00-619-8880PAD, WRITING PAPER8465-01-444-2531High Visibility Safety Clothing, Belt* Before Id indicates a TADSSStuRatioStuRatioQtyInstrRatioMan HoursSpt Qty Exp1:16 1:2 No 0 No1:16 1:2 No 0 No1:16 1:2 No 0 Yes1:16 1:2 No 0 Yes1:16 1:2 No 0 Yes1:1 1:8 No 0 No5

C 2MaterialsRequiredInstructor Materials: VGT: 1 thru 12. TSP.Student Materials:Reading materials listed on the Advance Sheet.Classroom,Training Area,and RangeRequirementsCLASSROOM (40X40 PER 16 STUDENTS)PHYSICAL PROFICIENCY TEST AREA 30 YD X 30 YDAmmunitionRequirementsID Name Exp StuRatioNoneInstrRatioSptQtyInstructionalGuidanceNOTE: Before presenting this lesson, instructors must thoroughly prepare by studying thislesson and identified reference material.Before class--Make sure that you will have the required resources on hand when you needthem for this lesson.Familiarize yourself with all lesson materials.Issue SH-1, SH-2, SH-3, and SH-4 to students.Make sure you understand how to conduct the PE at App C and the test at AppB.During class--Conduct the class IAW this TSP and answer any questions generated by thestudents.After class--Evaluate and counsel students after their performance evaluations.Collect all recoverable materials after the examination for this lesson.6

C 2ProponentLesson PlanApprovalsName/s/ Donald ColyerColyer, DonaldRankGS09PositionTraining SpecialistDate7 Jul 03/s/ Ronnie G. BarnsBarnes, Ronnie G. MSG Course Chief, PLDC 7 Jul 03/s/ Brian H. LawsonLawson, Brian H. SGM Chief, NCOES 7 Jul 03/s/ Albert J. MaysMays, Albert J. SGM Chief, CDDD 21 Jul 037

C 2SECTION II.INTRODUCTIONMethod of Instruction: Conference / DiscussionTechnique of Delivery: Small Group Instruction (SGI)Instructor to Student Ratio is: 1:8Time of Instruction: 5 minsMedia: NoneMotivatorThis lesson will provide you with the techniques and procedures you’ll needto know so that you will have the confidence to safely conduct the Army’s physicalfitness program when you return to your units. The focus of this lesson is toenhance your knowledge of physical fitness and show you how to conduct avariety of fitness training exercises. You will be given the opportunity to performmany, if not all, of the different exercises, ending with a performance-orientedhands-on evaluation.TerminalLearningObjectiveNOTE: Inform the students of the following Terminal Learning Objective requirements.At the completion of this lesson, you [the student] will:Action:Conditions:Standards:Conduct your team's/squad's/section's physical fitness training.As a team/squad/section leader, in a classroom or fieldenvironment, given extracts from AR 350-1, FM 21-20 w/C1, andFM 3-21.5.Conducted your team’s/squad’s/section’s physical fitness trainingIAW AR 350-1, FM 21-20 w/C1, and FM 3-21.5.SafetyRequirementsTake safety precautions appropriate for the physical training field environmentduring the performance evaluation. Make sure students are aware of local safetypolicies that could affect how they conduct physical training.RiskAssessmentLevelEnvironmentalConsiderationsLowNOTE: It is the responsibility of all soldiers and DA civilians to protect the environment fromdamage.Make students aware of any local policies pertaining to environmentalhazards that could affect how they conduct physical training.EvaluationYou will conduct a physical fitness training session to include placing the8

C 2group in the extended rectangular formation, conducting a warm-up, leading anexercise session, conducting a cool-down, and reassembling the formation. Youmust correctly perform 16 of the 23 performance steps to receive a “GO.”NOTE: Inform the students that their performance test evaluation will take place asposted on the training schedule and when they will receive feedback on theevaluation.InstructionalLead-InSHOW VGT-1, PHYSICAL FITNESSPHYSICALFITN ESST 2 2 4 /O C T 0 3 /V G T -1Prim ary Leadership D evelopm ent C ourseRef: AR 350-1You are an American soldier, a warrior and a member of a team. You servethe people of the United States and live the Army Values. You always place themission first and never accept defeat. You never quit nor leave a fallen comrade.You are disciplined, physically and mentally tough, trained and proficient in yourwarrior task and drills. You always maintain your arms, equipment, and yourself.You are an expert and a professional who stands ready to deploy, engage, anddestroy the enemies of the United States of America in close combat.You are aguardian of freedom and the American way of life because you are an Americansoldier.Throughout this course you will hear about your responsibilities asnoncommissioned officers. These responsibilities are things that the Army, yourleaders, and your soldiers expect you to perform. One of your manyresponsibilities is the well-being of your soldiers. This well-being includes theirphysical fitness development. A physically fit soldier performs better under harshconditions and can adapt more quickly to the demanding rigors of combat.REMOVE VGT-19

SECTION III.PRESENTATIONNOTE:Inform the students of the Enabling Learning Objective requirements.A. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:Identify the Army's Physical Fitness Training Program objective.As a squad leader, in a classroom environment and given anextract from AR 350-1.STANDARDS:Identified the Army's Physical Fitness Training Program objectiveIAW AR 350-1.1. Learning Step / Activity 1. The Army's Physical Fitness Training Program objectiveMethod of Instruction: Conference / DiscussionInstructor to Student Ratio: 1:8Time of Instruction: 20 minsMedia: Small Group Instruction (SGI)NOTE: Direct students to SH-2, Extract from AR 350-1.Before you can inform your soldiers of the Army’s physical fitness objectives,you need to know what the objectives are yourself.QUESTION: What is the objective of the Army’s Physical Fitness Training Program?ANSWER: See VGT-2 and VGT-3.Ref: SH-2, AR 350-1, p 11, para 1-2110

SHOW VGT-2, PHYSICAL FITNESS TRAINING PROGRAM OBJECTIVENOTE: Allow students to briefly discuss each statement on VGT-2.PHYSICAL FITNESS TRAININGPROGRAM OBJECTIVETO ENHANCE COMBAT READINESS BY DEVELOPINGAND SUSTAINING A HIGH LEVEL OF PHYSICAL FITNESSIN SOLDIERS AS MEASURED BY: CARDIORESPIRATORY ENDURANCE MUSCULAR STRENGTH AND ENDURANCE FLEXIBILITY BODY COMPOSITION STANDARDS AS PRESCRIBEDBY AR 600-9 MOTOR EFFICIENCY (COORDINATION, AGILITY,BALANCE, POSTURE, SPEED, POWER, ANDKINESTHETIC AWARENESS).T224/OCT03/VGT-2Primary Leadership Development CourseRef: SH-2, AR 350-1, p11, para 1-21REMOVE VGT-2SHOW VGT-3, PHYSICAL FITNESS TRAINING PROGRAM OBJECTIVE (cont)NOTE: Allow students to briefly discuss each statement on VGT-3.PHYSICAL FITNESS TRAININGPROGRAM OBJECTIVE (cont) ANAEROBIC CONDITIONING COMPETITIVE SPIRIT, THE WILL TO WIN,AND UNIT COHESION SELF-DISCIPLINE A HEALTHY LIFESTYLE THAT INCLUDESGOOD NUTRITION, EXCLUDES SMOKING,AND AVOIDS MISUSE OF ALCOHOL ANDDRUGS ABILITY TO COPE WITH ALL TYPES OFSTRESST224/OCT03/VGT-3Primary Leadership Development CourseRef: SH-2, AR 350-1, p 11, para 1-21From our discussion we know that the Army expects physical fitness to be anintegral part of every soldier’s life. We also know that every noncommissioned officermust be familiar with FM 21-20, which is the Army’s official publication for fitnessdoctrine, training, and testing. Commanders and supervisors must conduct physicalfitness programs according to FM 21-20 and the units’ missions. This means you andyour soldiers must participate in these programs. Every soldier must meet thephysical fitness standards, including you.REMOVE VGT-311

CHECK ON LEARNING: QUESTION: What is the objective of the Army’s Physical FitnessTraining Program?ANSWER: To enhance the combat readiness by developing and sustaining a high level ofphysical fitness in soldiers.Ref: SH-2, AR 350-1, p 11, para 1-21B. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:Recognize the components of fitness.As a squad leader in a classroom environment and given an extractfrom FM 21-20 w/C1.STANDARDS:Recognized the components of fitness IAW FM 21-20 w/C1.1. Learning Step / Activity 1. The components of fitnessMethod of Instruction: Conference / DiscussionInstructor to Student Ratio: 1:8Time of Instruction: 25 minsMedia: Small Group Instruction (SGI)Let’s look at the components of fitness. For this we need to look in SH-3, FM21-20 w/C1, p 1-3.QUESTION: What are the components of fitness?ANSWER: See VGT-4.Ref: SH-3, FM 21-20 w/C1, p 1-312

C 3SHOW VGT-4, COMPONENTS OF FITNESSNOTE: Display one bullet at a time as you discuss it. Refer the students to SH-3,FM 21-20 w/C1, page 1-3.COMPONENTS OF FITNESS• CARDIORESPIRATORY ENDURANCE• MUSCULAR STRENGTH• MUSCULAR ENDURANCE• FLEXIBILITY• BODY COMPOSITIONT224/OCT03/VGT-4Primary Leadership Development CourseRef: SH-3, FM 21-20 w/C1, p 1-3Cardiorespiratory (CR) Endurance. Cardiorespiratory endurance is theefficiency with which the body delivers oxygen and nutrients needed for muscularactivity. A few examples of muscular activity that require cardiorespiratory enduranceare running, road marching, swimming, and bicycling.Muscular Strength. Muscular strength is the greatest amount of force amuscle or muscle group can exert in a single effort, such as in weight training.Muscular Endurance. Muscular endurance is the ability of a muscle of musclegroup to perform repeated movements for an extended period of time, such as doingpush-ups and sit-ups.Flexibility. Flexibility is the ability to move joints or any group of joints throughan entire, normal range of motion.Body Composition. Body composition is the amount of body fat a soldier hasin comparison to his total body mass.When you are physically fit, you should have the ability to function effectively inphysical work, training, and other activities and still have enough energy left over tohandle any emergency that may arise.Improving the first three components of fitness, shown on the VGT-4, will havea positive impact on body composition and will result in less fat. FM 21-20 classifies13

factors of speed, agility, muscle power, eye-hand coordination, and eye-foot coordination ascomponents of “motor” fitness. Improving these factors will affect your survivability on thebattlefield. It will accomplish this by improving your physical capabilities and your and yoursoldiers’ capabilities to physically perform the required tasks.REMOVE VGT-4CHECK ON LEARNING: QUESTION: What are the five components of fitness?ANSWER: Cardiorespiratory endurance, muscular endurance, muscular strength, flexibility,and body composition.Ref: SH-3, FM 21-20 w/C1, p 1-3Break: TIME: 00:50 to 01:00C. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:Identify the principles of exercise.As a squad leader in a classroom environment and given an extractof FM 21-20 w/C1.STANDARDS:Identified the principles of the exercise IAW FM 21-20 w/C1.1. Learning Step / Activity 1. The principles of exerciseMethod of Instruction: Conference / DiscussionInstructor to Student Ratio: 1:8Time of Instruction: 30 minsMedia: Small Group Instruction (SGI)NOTE: Direct students to SH-3, FM 21-20 w/C1, p 1-4.Now, let’s take a look at the principles of exercise. Basic exercise principlesare important for developing an effective program. The principles apply to everyoneat all levels of physical training.14

C 3SHOW VGT-5, PRINCIPLES OF EXERCISENOTE: Display one bullet at a time as you discuss them with the students.PRINCIPLES OF EXERCISEREGULARITYPROGRESSIONBALANCEVARIETYSPECIFICITYRECOVERYOVERLOADT224/OCT03/VGT-5Primary Leadership Development CourseRef: SH-3, FM 21-20 w/C1, p 1-4Regularity. To achieve a training effect, a person must exercise often. Oneshould strive to exercise each of the first four fitness components at least three timesa week. Infrequent exercise can do more harm than good. Regularity is alsoimportant in resting, sleeping, and following a good diet.Progression. The intensity (how hard) and/or duration (how long) of exercisemust gradually increase to improve the level of fitness.Balance. To be effective, a program should include activities that address allof the fitness components, since overemphasizing any one of them may hurt theothers.Variety. Providing a variety of activities reduces boredom and increasesmotivation and progress.Specificity. You must gear training toward specific goals. For example,soldiers become better runners if their training emphasizes running. Althoughswimming is great exercise, it does not improve a 2-mile-run time as much as arunning program does.Recovery. You should follow a hard day of training for a given component offitness by an easier training day or rest day for that component and/or musclegroup(s) to help permit recovery. Another way to allow recovery is to alternate the15

muscle group(s) exercised every other day, especially when training for strengthand/or muscle endurance.Overload. The workload of each exercise session must exceed the normaldemands placed on the body in order to bring about a training effect.REMOVE VGT-5CHECK ON LEARNING:QUESTION: Why should you use a variety of exercises during physical fitness training?ANSWER: It reduces boredom and increases motivation and progress.Ref: SH-3, FM 21-20 w/C1, p 1-4QUESTION: Why is specificity an important part of exercise?ANSWER: Because it gears the training toward one specific goal.Ref: SH-3, FM 21-20 w/C1, p 1-4D. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:Determine how flexibility aids physical fitness.As a squad leader in a classroom environment and given an extractof FM 21-20 w/C1.STANDARDS: Determined how flexibility aids physical fitness IAW FM 21-20w/C1.1. Learning Step / Activity 1. How flexibility aids physical fitnessMethod of Instruction: Conference / DiscussionInstructor to Student Ratio: 1:8Time of Instruction: 20 minsMedia: Small Group Instruction (SGI)NOTE: Direct students to SH-3, FM 21-20 w/C1, p 1-3.Now let’s return to the five components of fitness we discussed earlier and takea more detailed look at flexibility. This component of fitness is very important and youshould take care not to exceed your limits of flexibility when you exercise. Let’s seewhat flexibility is, as defined on our next VGT.16

SHOW VGT-6, FLEXIBILITYFLEXIBILITYFLEXIBILITY IS THE ABILITY TO MOVE THEJOINTS OR ANY GROUP OF JOINTS THROUGHAN ENTIRE, NORMAL RANGE OF MOTION.T224/OCT03/VGT-6Primary Leadership Development CourseRef: SH-3, FM 21-20 w/C1, p 1-3NOTE: Ask a student to read the definition of flexibility aloud to the class. Ask thestudents to tell about any problems they have experienced with poor flexibility andrelated injuries.REMOVE VGT-6NOTE: Direct students to SH-3, FM 21-20 w/C1, p 4-1Now that we know the definition of flexibility, let’s take a look at the differentstretching techniques that will help improve your flexibility. There are various types ofstretching exercises and techniques designed to develop flexibility. Most of theseexercises fall under one of four general categories. You should understand thespecifics of these four categories so you can choose the exercises that best suit yoursituation and meet the needs of you and your soldiers. The next VGT lists the fourcategories of stretching techniques.17

C 3SHOW VGT-7, STRETCHING TECHNIQUESNOTE: Display one bullet at a time as you discuss them with the students.Have the students explain in their own words the different stretching techniques.STRETCHING TECHNIQUES STATIC PASSIVE PROPRIOCEPTIVENEUROMUSCULARFACILITATION (PNF) BALLISTICT224/OCT03/VGT-7Primary Leadership Development CourseRef: SH-3, FM 21-20 w/C1, pp 4-1 and 4-2REMOVE VGT-7The warm-up and cool-down are very important parts of physical trainingsessions, and stretching exercises should be a major part of both. Before beginningany vigorous physical activity, you should prepare your body for exercise. The warmupmay help prevent injuries and maximize performance. The warm-up increases thebody’s internal temperature and heart rate. The chance of injury decreases when thesoldier properly prepares the heart, muscles, ligaments, and tendons.The cool-down helps you taper off gradually before stopping completely. Thecool-down serves to gradually slow the heart rate and helps prevent pooling of bloodin the legs and feet. During exercise, the muscles squeeze the blood through theveins. This helps return the blood to the heart. After exercise however, the musclesrelax and no longer do this, and the blood can accumulate in the legs and feet. Thiscan cause a person to faint. A good cool-down will help avoid this possibility.Soldiers should walk and stretch until their heart rate returns to less than 100 beatsper minute. This usually happens five to seven minutes after the conditioningsession.18

The soldier should not limit flexibility training to just warm-up and cool-downperiods. You should sometimes use an entire PT session to work on flexibilityimprovement.NOTE: Refer the students to FM 21-20 w/C1, pp 4-2 thru 4-17 and give them aminute or two to scan the different stretching exercises.CHECK ON LEARNING: QUESTION: What is flexibility?ANSWER: Flexibility is the range of movement of a joint or series of joints and their associatedmuscles.Ref: SH-3, FM 21-20 w/C1, p 4-1QUESTION: What are the four categories of stretching techniques?ANSWER: Static, Passive, PNF, and Ballistic.Ref: SH-3, FM 21-20 w/C1, pp 4-1 and 4-2Break: TIME: 01:50 to 02:0019

C 3E. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:Identify the FITT factors and phases of fitness conditioning.As a squad leader in a classroom environment and given an extractof FM 21-20 w/C1.STANDARDS:Identified the FITT factors of physical fitness and determinedindividual heart rates IAW FM 21-20 w/C1.1. Learning Step / Activity 1. The FITT factorsMethod of Instruction: Conference / DiscussionInstructor to Student Ratio: 1:8Time of Instruction: 40 minsMedia: Small Group Instruction (SGI)NOTE: Direct students to SH-3, FM 21-20 w/C1, p 1-4.We know that the primary objective of our physical fitness training program is toimprove the overall fitness of our soldiers. The only way to do this is to improve thefive components of fitness. You have to make sure this happens for your soldiers byenforcing certain factors in your training program. A good way for you to rememberthese factors is to think “FITT,” F-I-T-T.QUESTION: What does the acronym “FITT” stand for?ANSWER: Frequency, Intensity, Time, and Type.Ref: SH-3, FM 21-20 w/C1, p 1-4SHOW VGT-8, FACTORS FOR A SUCCESSFUL TRAINING PROGRAMFACTORS FOR A SUCCESSFULTRAINING PROGAMF REQUENCYI NTENSITYT IMET YPET224/OCT03/VGT-8Primary Leadership Development CourseRef: SH-3, FM 21-20 w/C1, p 1-5, Fig 1-120

NOTE: Refer the students to Fig 1-1, p 1-5, in FM 21-20. Discuss each factor. Makesure the students understand what each one means. You may ask them to explaineach factor to promote discussion.Frequency. To get a “training effect,” you must exercise a targeted musclegroup at least 3 times per week. You should stretch at every exercise session anduse the “hard day/recovery day” principle if possible. The important thing is that youexercise consistently. For example, one week exercise on Monday, Wednesday, andFriday. The next week on Tuesday, Thursday and maybe Saturday, concentrate onstrength and endurance training.Intensity. Intensity relates to how hard you exercise, and it represents thedegree of effort with which you train. Intensity is probably the single most importantfactor for improving performance. The more energy you expend per unit of time, thegreater the intensity of exercise. To improve cardiorespiratory fitness, you need tosustain a training heart rate in the range of 60 to 90 percent of your heart ratereserve. If the intensity is less than 60 percent of the heart rate reserve, you probablywill not produce any training effect. We’ll look at the heart rate reserve and thetraining heart rate in a moment. For muscular strength and endurance, intensityrefers to the amount of resistance you overcome.Time. Time depends on the type of exercise you’re doing. The Army standardfor developing cardiorespiratory endurance is at least 20 minutes of exercise at thetraining heart rate (THR).For muscular strength and endurance, time equates to the number ofrepetitions performed. For the average soldier, 8 to 12 repetitions with enoughresistance to cause muscle failure will improve both strength and endurance. Forwarm-up and cool-down, you should hold stretches for 10 to 15 seconds. Forflexibility development, hold them for 30 to 60 seconds.Type. Type refers to the kind of exercise you’re doing. If you follow the basicprinciples of exercise and the “FITT” factors, you should notice an increase inperformance and overall fitness. This increase is the training effect. A training effect21

is a series of physiological changes made by the body which makes it healthier, moreefficient, stronger, and better able to perform. Remember: If your unit has specificfitness needs, your fitness training program should address those needs. Theprinciples of exercise work with any and all types of fitness training. The proper useof “FITT” factors makes your program effective.REMOVE VGT-8We mentioned a moment ago about the heart rate reserve or HRR and thetraining heart rate or THR. You need to know your training heart rate. This will tellyou how hard you need to exercise in order to achieve a training effect. If youexercise and never reach your training heart rate, you won’t improve your fitness.QUESTION: How do you determine your training heart rate?ANSWER: See VGT-9.Ref: SH-3, FM 21-20 w/C1, p 2-3SHOW VGT-9, TRAINING HEART RATETRAINING HEART RATE220 - _______ = ________AGE MAX HR________ - ________ = ________MAX HR RHR HRR(_______% x_______) + _______ = _______HRR RHR THRT224/OCT03/VGT-9Primary Leadership Development CourseRef: SH-3, FM 21-20 w/C1, p 2-3Every soldier is different, so each of you has to calculate your own trainingheart rate. We’ll start with your current physical condition. This is important becauseit determines how much exercise you need to do to achieve a training effect. If youare in reasonably good physical condition, you should exercise at 70 percent of yourheart rate reserve (HRR). If you are not in good shape, you should not use more than60 percent of your HRR. If you are in excellent physical condition, you should start at22

85 percent. As an example, let’s assume we are in reasonably good physicalcondition, and you want to exercise using 70 percent of your HRR. The first step is todetermine your maximum heart rate (MHR) based on your age. To do this, subtractyour age from the number 220. The end result is your MHR. This is the maximumyour heart should beat before suffering a dangerous overload.NOTE: Allow students a moment to complete this calculation. You should do thecalculation using your own age and writing on the chalkboard (e.g., 220 – 20 = 200).Ask if they have any questions; provide answers.Next, we need to calculate our resting heart rate (RHR) in beats per minute. Todo this, count your resting pulse for 30 seconds. Multiply that count by two.Completely relax before you take this count. If your count is 30, your RHR will be 60.NOTE: Allow students a few moments to count their resting pulse for 30 seconds. Ifnecessary, take a few moments and help them find their pulse on their wrist or neartheir Adam’s apple. Monitor the time with a stopwatch or with the second hand onyour wristwatch. Have students make a note of their RHR.You should know your resting heart rate. Let’s say it is 68. Take your RHRand subtract it from your maximum heart rate on the chalkboard. We said ourmaximum heart rate was 200. When we subtract our resting heart rate of 68 from200, we get 132. This is our Heart Rate Reserve (HRR). Now that we have our heartrate reserve, we can calculate our training heart rate. We know that since we’re inreasonably good physical condition, we want to exercise using 70 percent of our heartrate reserve.QUESTION: What is 70 percent of a heart rate reserve of 132?ANSWER: 92.4calculation.You have to change the percentage into decimal form (e.g., 0.70) to make theNOTE: Show the calculation: 0.70 x 132 = 92.4.Add your (percent x HRR) 92.4 to the resting heart rate, 68, to determine thetraining heart rate. In this case, 92.4 + 68 = 160.4. Whenever your calculation endsin a fraction, you need to round it off to the nearest whole number. This brings our23

training heart rate to 160. This means that for us to achieve a training effect, we needto exercise until our heart beats 160 times per minute.REMOVE VGT-9Most people should have a training heart rate between 138 to 168 beats perminute. Your goal is to exercise within your training heart rate range, which is plus orminus 10 beats per minute. To determine if you are working within this range,exercise steadily for 5 minutes; then stop and check your pulse for 10 seconds. In 10seconds, the heart rate should be between 23 to 28 beats. Multiply this by six to getthe minute equivalent. This works out to 138 to 168 beats per minute. Remember:your training heart rate is your personal intensity-monitoring device. Use it and youwill improve your fitness.Turn to SH-2, FM 21-20 w/C1, p 2-5, fig 2-2, and you will see that the chartmakes it easy for you to determine your THR just by using your age and generalfitness level.The one component of fitness that directly affects all others is thecardiorespiratory system. To train this component you must stress or overload thesystem that delivers oxygen to the actual working muscles. We call this system theoxygen transport system. Since we use oxygen to create energy and aerobic literallymeans “with oxygen,” we call this aerobic training. You’ve probably heard it referredto as simply aerobics. For an activity to be aerobic, it must meet certain criteria.24

SHOW VGT-10, CRITERIA FOR AN AEROBIC ACTIVITYCRITERIA FOR AN AEROBICACTIVITY• USES THE LARGE MUSCLES OF THE BODY• CONTINUOUS, RYTHMICAL, AND REPETITIVE• VIGOROUS ENOUGH TO RAISE AND SUSTAINTHE HEART RATE AT A TRAINING LEVEL FOR AMINIMUM OF 20 MINUTEST224/OCT03/VGT-10Primary Leadership Development CourseRef: SH-3, FM 21-20 w/C1, p 2-0You need a high level of CR fitness for prolonged, rhythmic use of the body’slarge muscle groups. A high level of CR fitness permits continuous physical activitywithout a decline in performance and allows for rapid recovery following fatiguingphysical activity.NOTE: After you’ve explained each item, have the students give some examples ofaerobic activities that meet the criteria on the VGT.REMOVE VGT-10SHOW VGT-11, EXAMPLES OF AEROBIC ACTIVITYEXAMPLES OF AEROBICACTIVITYPRIMARYRUNNING/JOGGINGWALKINGSWIMMINGCYCLINGEXERCISING TO MUSICSECONDARYTENNISHANDBALLBASKETBALLRACQUETBALLT224/OCT03/VGT-11Primary Leadership Development CourseRef: SH-3, FM 21-20 w/C1, p 2-6These are good activities to build up the cardiorespiratory component of fitness.You need to work these into your fitness program whenever possible. This is not anall-inclusive list; a number of other activities could meet the criteria to include crosscountryskiing, hiking, and others. As you know, the Army relies mostly on running for25

C 3unit aerobic training. Whenever you can, you should consider your soldier’slikes and dislikes when choosing an activity.REMOVE VGT-11NOTE: Refer the students to SH-3, FM 21-20 w/C1, p 1-7Now, let’s take a look at the phases of fitness conditioning.QUESTION: What are the three phases of conditioning?ANSWER: Preparatory, conditioning, and maintenance.Ref: FM 21-20 w/C1, p 1-7The progression of a soldier largely depends on his fitness level. A younghealthy person may be able to start with the conditioning phase while those who havebeen exercising regularly may already be in the maintenance phase. Health status,age, needs, and goals are also factors. The aerobic component of any exerciseprogram has three phases of progression (phases of conditioning).SHOW VGT-12, PHASES OF CONDITIONINGPHASES OF CONDITIONING• PREPARATORY• CONDITIONING• MAINTENANCET224/OCT03/VGT-12Primary Leadership Development CourseRef: SH-3, FM 21-20 w/C1, p 1-7The first phase is preparatory. Initially, poorly conditioned soldiers should run,or walk if need be, three times a week for 10 to 15 minutes. They should walk at apace that elevates their heart rate to a level equating to 60 percent using the percentof heart rate reserve method. Distribute your soldier’s recovery days evenlythroughout the week, and training should progress slowly. Soldiers should thenlengthen their exercise session to 16 to 20 minutes and/or elevate their heart rate to26

about 70 percent HRR. When soldiers can handle an intensity of 70 percent HRR for20 to 25 minutes, they are ready for the next phase.The second phase is conditioning. To reach the desired level of fitness,soldiers must increase the amount of exercise and/or workout intensity as theirstrength and/or endurance increases. Soldiers should start with the preparatoryphase and gradually increase until they reach their desired level of fitness.The last phase is maintenance. Maintenance phase sustains the high level offitness achieved in the conditioning phase. The emphasis here is no longer onprogression. You should always encourage soldiers to progress beyond minimumrequirements. Maintaining an optimal level of fitness should become part of everysoldier’s life-style. Soldiers should continue this level throughout their lives.REMOVE VGT-12CHECK ON LEARNING: QUESTION:What does the acronym “FITT” stand for?ANSWER: Frequency, Intensity, Time, and Type.Ref: SH-3, FM 21-20 w/C1, pp 1-4 thru 1-7QUESTION: In the acronym “FITT” what do we mean by time?ANSWER: The time spent exercising, at least 20 to 30 continuous minutes for CR and 8 to 12repetitions with enough resistance to cause muscle failure.Ref: SH-3, FM 21-20 w/C1, p 1-6QUESTION: Why is it important to know your Training Heart Rate?ANSWER: It is important because soldiers should be able to gauge the intensity of theirworkouts. Using the THR lets soldiers find and prescribe the correct level of intensity.Ref: SH-3, FM 21-20 w/C1, p 2-2QUESTION: Do all soldiers start out at the progression phase of fitness conditioning?ANSWER: No. Starting phases are different for individuals depending on their age, fitnesslevels, and previous physical activity.Ref: SH-3, FM 21-20 w/C1, p 1-727

QUESTION: What are the three phases of conditioning?ANSWER: Preparatory, conditioning, and maintenance.Ref: SH-3, FM 21-20 w/C1, p 1-7NOTE: Since you will conduct the remainder of this lesson on the physical fitness training field,at this time conduct the summary on p 35 of this TSP.Break: TIME: 02:50 to 03:0028

F. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:Demonstrate the extended rectangular formation.As a squad leader on a physical fitness training field and given anextract of FM 3-21.5.STANDARDS: Demonstrated the extended rectangular formation IAW FM 3-21.5.1. Learning Step / Activity 1. The extended rectangular formationMethod of Instruction: DemonstrationInstructor to Student Ratio: 1:8Time of Instruction: 1 hrMedia: Small Group Instruction (SGI)NOTE: This part of the lesson allows the students to demonstrate the extendedrectangular formation and warm-up/cool-down activities. Conduct this portion of thelesson outside the classroom. Have the students gather around you for the initialportion of this session. Tell the students that they will learn how to form and use theextended rectangular formation during their training sessions. Tell the students youwill show them how to properly form the extended rectangular formation and how toperform proper warm up/cool-down activities.Before you can do any type of organized physical training, you need toorganize your soldiers for control and supervision. The best way to do this is to formthem up in some type of formation. Basically, there are two different formations youcan use to conduct physical fitness training. They are the circle and extendedrectangular formation.Here at PLDC we’ll concentrate on the extended rectangular formation. Thereare eight commands you must give to put your soldiers into the extended rectangularformation for the physical fitness training session. You must give the propercommands in the proper order. Make sure when you form your group; you bring themto the position of attention before you begin your eight commands.NOTE: Have the students form into two ranks. Using the eight commands listed inSH-4, FM 3-21.5, demonstrate forming the extended rectangular formation andleading several warm-up/cool-down exercises. Have one student at a timedemonstrate the commands to form an extended rectangular formation and a fewwarm-up/cool-down exercises, then return to a normal interval formation. Thestudents may pick their own warm-up and cool-down exercises or the instructors willgive them the exercises to do. Ask the students if they have any questions.29

CHECK ON LEARNING: QUESTION: How many commands are there to form soldiers intothe extended rectangular formation?ANSWER: Eight commands.Ref: SH-4, FM 3-21.5, p 2-7, para c(1) thru (8)Break: TIME: 03:50 to 04:00G. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:Demonstrate push-up/sit-up improvement exercises.As a squad leader on a physical fitness training field and given anextract from FM 21-20 w/C1.STANDARDS: Demonstrated push-up/sit-up improvement exercises IAW FM 21-20 w/C1.1. Learning Step / Activity 1. Push-up/sit-up improvement exercisesMethod of Instruction: DemonstrationInstructor to Student Ratio: 1:8Time of Instruction: 1 hrMedia: Small Group Instruction (SGI)NOTE: During this session the students will perform push-up and sit-up improvementexercises. After your discussion, use SH-3, FM 21-20 w/C1, pp 3-7 thru 3-9 and leadthe students in push-up and sit-up improvement exercises using timed sets.During this session we’ll concentrate on improving push-up and sit-upperformance. If your soldiers fail their APFT, it reflects badly on you. You areresponsible for their development. This includes their physical fitness development.QUESTION: What’s the best way to improve push-up or sit-up performance?ANSWER: Specificity.Ref: SH-3, FM 21-20 w/C1, p 1-4Specificity is one of the principles of exercise. To get better at doing push-upand sit-ups, you have to practice doing push-ups and sit-ups. Most of us practice forthese events during physical training, but we usually don’t get the most out of ourtraining time. In most units during PT, soldiers do push-ups and sit-ups for 2 minutesor do 15 repetitions of the 4-count push-up and/or count cadence for 15 to 20 sit-ups.You cannot maintain a level of fitness that assures success on the APFT with this30

type training. You have to train at an intensity level that exceeds the minimumstandard. Most soldiers are unable to do push-ups or sit-ups continuously for 2minutes. A good alternative is to break down the 2-minute time frame into four 30-second sets. Your objective then is to do as many repetitions as you can per set.You’ll find that you can do more repetitions in these short timed sets than you can ifyou did them for two continuous minutes.NOTE: Conduct the PT session consisting of warm-up exercises, push-up/sit-upexercises, and cool-down exercises. Remain flexible during the activity session; theimportance is the use of timed sets, not to test the muscle failure of the students.Conduct an AAR with the class after cool-down.You’ll get the most from your push-up and sit-up improvement training if youcompletely train all of the major muscle groups involved in the push-up and sit-up.NOTE: Explain all of the major muscle groups involved in push-up improvement. SeeSH-3, FM 21-20 w/C1, p 3-10.This session maximized the time spent doing push-up and sit-up improvementexercises. Keep in mind that a well thought out PT session is more challenging andbeneficial to everyone concerned. By making the best use of the allotted time, yoursoldiers and the unit both achieve their goals. That goal is to develop physically fitsoldiers capable of performing their missions on the battlefield.CHECK ON LEARNING: QUESTION: What’s the best way to improve push-up or sit-upperformance?ANSWER: Specificity.Ref: SH-3, FM 21-20 w/C1, p 1-4Break: TIME: 04:50 to 05:0031

H. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:Identify the steps for using an ability group run.As a squad leader on a physical fitness training field and given anextract from FM 21-20 w/C1.STANDARDS:Identified steps for using an ability group run IAW FM 21-20 w/C1.1. Learning Step / Activity 1. The steps for using an ability group runMethod of Instruction: DemonstrationInstructor to Student Ratio: 1:8Time of Instruction: 1 hrMedia: Small Group Instruction (SGI)NOTE: During this session, the students will participate in a group run. Because of the 1:8instructor to student ratio, it is not realistic to break down eight students into ability groups.Traditionally, soldiers run in unit formations at a pace prescribed by the PT instructor.Unfortunately, the unit run is not challenging enough in intensity or duration to many soldiers.Ability group training allows everyone participating in the exercise to get the same trainingbenefit. Ability group running lets soldiers train in groups of near-equal ability. The best way toassign soldiers to ability groups is to make a list, in order, of the unit’s most recent APFT 2-mileruntimes. The number of groups depends on the unit size, number of leaders available toconduct the runs, and range of 2-mile-run times. A company-sized unit broken down into four tosix ability groups, each with a leader is the best for aerobic training.NOTE: Brief the students on timing techniques and how they are to conduct the run. Conduct awarm-up session before starting the run. After the warm-up, form the group in a column of twos.Run to the left rear of the column for control. The run should last for about thirty minutes. Every8 to 10 minutes, allow the students to check their training heart rate. Keep in mind that the paceof the group determines the length of the run. After the run, conduct a cool-down period.Whenever possible, design your exercise sessions to the different fitness levels of yoursoldiers. Ability groups allow for this. Running is not the only type of exercise where you canuse ability group training. There is: interval training, Fartlek training, last-man-up training, andcross country running. Ability group training allows you to get the maximum training effect fromyour limited training time.32

CHECK ON LEARNING: QUESTION: What is the best way to assign ability groups?ANSWER: Make a list, in order, of the unit’s most recent APFT 2-mile-run times.Ref: SH-3, FM 21-20 w/C1, p 2-7QUESTION: What are others types of training that you can use with ability groups?ANSWER: Interval training, Fartlek training, last-man-up training, and cross-country training.Ref: SH-3, FM 21-20 w/C1, pp 2-7 thru 2-10Break: TIME: 05:50 to 06:00I. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:Conduct a physical fitness session.As a squad leader on a physical fitness training field and given anextract from FM 21-20 w/C1.STANDARDS:Conducted a physical fitness session IAW FM 21-20 w/C1.1. Learning Step / Activity 1. Physical fitness sessionMethod of Instruction: Practical Exercise (Performance)Instructor to Student Ratio: 1:8Time of Instruction: 4 hrsMedia: Small Group Instruction (SGI)NOTE: This part of the lesson allows the students to demonstrate the extendedrectangular formation and warm-up/cool-down activities.NOTE: There are 4 hours of POI time allocated for the practical performanceexercises. After explaining the practical performance exercise requirements to thestudents IAW PE-1 (App C), ask if they have any questions and provide answers.Choose one student per group of eight a day to lead PT. Two students will conduct aPT session daily. Evaluate each student using the Army Physical Fitness TrainingPerformance Evaluation Sheet, Appendix C, p C-3.33

C 3CHECK ON LEARNING: The AAR conducted after each PT session serves as the check onlearning for the LS/A.J. ENABLING LEARNING OBJECTIVEACTION:CONDITIONS:Conduct the physical fitness training performance examination.As a squad leader on a physical fitness training field and given anextract from FM 21-20 w/C1 and TRADOC MSG 142012ZJUN95.STANDARDS:Conducted the physical fitness training performance examinationIAW App B of this TSP, FM 21-20 w/C1, and TRADOC MSG142012ZJUN95.1. Learning Step / Activity 1. Physical fitness training performance examinationMethod of Instruction: TestInstructor to Student Ratio: 1:8Time of Instruction: 4 hrsMedia: Small Group Instruction (SGI)NOTE: There are 4 hours of POI time allocated for the physical fitness trainingperformance examination. Explain the student evaluation (performance examination)from App B and SH-4 of this lesson. Conduct the physical fitness trainingperformance examination IAW App B. Use the Army Physical Fitness PerformanceTest Sheet, in Appendix B, p B-3, to record the results of the student’s evaluation.NOTE: Conduct a break after each student performs the physical fitness trainingperformance examination.34

SECTION IV.SUMMARYMethod of Instruction: Conference / DiscussionInstructor to Student Ratio is: 1:8Time of Instruction: 5 minsMedia: Small Group Instruction (SGI)Check onLearningDetermine if the students have learned the material presented by soliciting studentquestions and explanations. Ask the students questions and correctmisunderstandings.Review /SummarizeLessonAs noncommissioned officers, you are responsible for the well-being ofyour soldiers. Fitness/wellness is the foundation for all soldierly duties; whether ona battlefield or in an office, fitness is consideration for the well-being of yoursoldiers. This is a responsibility that the Army, your leaders, and your soldiersexpect you to initiate and maintain.35

SECTION V.STUDENT EVALUATIONTestingRequirementsNOTE: Describe how the student must demonstrate accomplishment of the TLO. Referstudent to the Student Evaluation Plan. Performance Examination Conducted duringELO J of this lesson.FeedbackRequirementsNOTE: Feedback is essential to effective learning. Schedule and provide feedback on theevaluation and any information to help answer students' questions about the test. Provideremedial training as needed.None36

Appendix A - Viewgraph MastersVIEWGRAPHS FOR LESSON 1: T224 version 1Terminal Learning ObjectiveVGT-1, Physical FitnessA-1

Enabling Learning Objective ALearning Step 1VGT-2, Physical Fitness Training Program ObjectiveA-2

VGT-3, Physical Fitness Training Program Objective (cont)A-3

Enabling Learning Objective BLearning Step 1VGT-4, Components of FitnessA-4

Enabling Learning Objective CLearning Step 1VGT-5, Principles of ExerciseA-5

Enabling Learning Objective DLearning Step 1VGT-6, FlexibilityA-6

VGT-7, Stretching TechniquesA-7

Enabling Learning Objective ELearning Step 1VGT-8, Factors for a Successful Training ProgramA-8

VGT-9, Training Heart RateA-9

VGT-10, Criteria for an Aerobic ActivityA-10

VGT-11, Examples of Aerobic ActivityA-11

VGT-12, Phases of ConditioningA-12

Appendix B Test(s) and Test Solution(s)This appendix contains the items listed in this table:Item/TitlePagesTE-1, Physical Fitness Performance Examination B-1 through B-3B-0

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Appendix B Test(s) and Test Solution (s)OverviewThis performance test measures the student’s ability to properly conduct an ArmyPhysical Fitness Training session.AdministrativeInstructionsBe sure you have resolved any problems you may have encountered duringPE-1.Ensure you have adequate copies of SH-3, extracted material from FM 21-20w/C1, and SH-4, FM 3-21.5.PersonnelRequirementsNumber of students to evaluate: Eight.Number of evaluators: One per group.EquipmentRequiredYou will not need any equipment unless required by your local SOP for conduct ofthis examination.Classroom ofTraining AreaPhysical training area large enough to accommodate a 1:8 instructor to student ratiofor entire class size.EvaluationPlanning TimeAdministrative: None.After Action Review: 5 minutes.BreakAccording to local academy commandant’s time for personal hygiene.B-1

Instruction toStudents1. You and a fellow classmate must plan the PT session and correctly perform16 or more of the 23 performance steps to achieve a “GO.” Although you areleading the PT session with another classmate, your SGL will grade youseparately. A “GO” complete this performance evaluation test. You may retestone time and must complete the evaluation in its entirety.2. You must:a. Form an extended rectangular formation.b. Lead the PT group in warm-up exercises.c. Lead a PT session that included at least one push-up/sit-upimprovement exercise or an aerobic event.d. Conduct a cool-down and reassemble the group into a normalinterval formation.3 The following ratings apply toward graduation and honors. Your academicscore derives from dividing the number of correct performance steps by thetotal number of performance steps. A score of:a. 0-69 rate UNSATISFACTORY.b. 70-89 rate SATISFACTORY.c. 90-100 rate SUPERIOR.d. Retest is SATISFACTORY with a maximum score of 70 percent.4 You may correct any erroneous commands without penalty by using thecommand of “As you were,” before the command of execution, making thecorrection, and then continuing. You may NOT use notes or cue cards duringthe evaluation.EnvironmentalConsiderationsYou must comply with all appropriate environmental considerations IAW your localSOP an FM 21-20w/C!, Chapter 12.SafetyConsiderationsYou must comply with all appropriate safety considerations IAW local SOP and FM21-20w/C1, Chapter 13.EvaluationCriteriaThe student must correctly perform 16 out of the 23 performance steps in order toachieve a “GO.” A “GO” is a graduation requirement IAW Course ManagementPlan, Chap 1, p 1-3.RetestThere is only one retest authorized. The Student must retake the entireperformance evaluation during the retest. A “GO” is a graduation requirement.B-2

C 3STUDENT RANK & NAME(Last, First, MI):Army Physical Fitness Performance Test Sheet (T224)STUDENT NO:SGL RANK & NAME: SQUAD: CLASS NO:Performance StepInitial Test RetestDate:Date:EXTENDED RECTANGULAR FORMATION: GO NO GO GO NO GOSquad, AttentionExtend to the left, MarchArms downward, MoveLeft, FaceExtend to the left, MarchArms downward, MoveRight, FaceFrom front to rear, Count offEven numbers to the left, UncoverCONDUCTS WARM-UP: GO NO GO GO NO GOIdentify each stretching exerciseLeads group in execution of stretchesHolds stretch for 10-15 seconds/rotations 5-10 secondsConduct warm-up for 5-7 minutes/focuses on muscles targeted.LEADS EXERCISE SESSION: GO NO GO GO NO GOPrepared / organized / confident / knowledgeableProvides sufficient training intensityAvoids extreme formality that emphasizes form over substanceAvoids long rest periods that interfere with progressCONDUCTS COOL-DOWN: GO NO GO GO NO GOIdentifies each cool-down stretchLeads group in execution of each stretchExecutes stretch for proper length of time (30 sec or more)Cool-down performed adequately (5-7 minutes - on muscles used)ENDS SESSION GO NO GO GO NO GOSquad, AttentionAssemble to the right, MarchRATING: 0-69 = Unsatisfactory | 70-89 = Satisfactory | 90-100 Superior ScoreScoreRetest is satisfactory with a minimum score of 70 percent.Superior -0=100% -1=96% -2=91% Satisfactory -3=87% -4=83% -5=78% -6=74% -7=70% Unsatisfactory -8=65%Strength:Weakness:Remarks:INITIAL TESTRE-TESTSGL SignatureSGL SignatureStudent SignatureStudent SignatureB-3

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C 3Appendix C Practical Exercises and Solutions)This appendix contains the items listed in this table:Item/TitlePagesPE-1, Conduct a Physical Fitness Training Session C-1 thru C-3C-0

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C 3PRACTICAL EXERCISE SHEET PE 1TitleLessonConduct a Physical Fitness Training SessionT224 version 1 / PHYSICAL FITNESSNumber / TitleIntroductionMotivatorLearningStep/ActivityThe emphasis of this practical exercise is whether or not the students have thecapability to form an extended rectangular formation, lead a PT group in warm-upexercises, lead a PT session, conduct cool-down exercises, and reassemble theformation. Emphasis is not on perfect performance.This practical exercise will provide students the hands on experience needed topass the physical fitness training session performance examination and toeffectively lead PT back at their units.NOTE: The instructor should inform the students of the following Learning Step/Activityrequirements. (ELO I. 1)At the completion of this lesson, you [the student] will:Action:Physical fitness sessionCONDITIONS: As a squad leader, on a physical fitness training field and givenan extract from FM 21-20 w/C1.SRANDARDS:Conduct a physical fitness session IAW 21-20 w/C1.SafetyRequirementsRiskAssessmentEnvironmentalConsiderationsEvaluationInstructionalLead-InResourceRequirementsBase safety considerations on local SOP and FM 21-20 w/C1, Chapter 13.LowMake students aware of any local policies pertaining to environmental hazards thatcould affect how they conduct physical training.This practical exercise measures the level of competence a student has leading aphysical fitness training session. The areas graded apply to every physical trainingevent on a “GO/NO GO” basis. At the end of each physical fitness trainingsession, conduct a brief AAR with the student on his/her performance. Ensure thestudents know that you will grade their PE using the evaluation sheet on C-3. ThePE will not affect your academic rating for the course.NoneInstructor Materials:Physical training area large enough to accommodate a 1:6-8 instructor to studentratio for entire class size.C-1

C 3SpecialInstructionsProceduresThe emphasis of this practical exercise is not on a perfect performance; it is toensure that the soldier is capable of conducting a physical fitness training session.Use the Army Physical Fitness Performance Sheet, App C, p C-3 to record theresults of this practical exercise.Tell the students they have 50 minutes, plus or minus 10 minutes, to complete thispractical exercise and during this time they must:Form an extended rectangular formation.Lead the PT group in warm-up exercises.Lead a PT session that includes push-up/sit-up improvement exercises and anaerobic event.Conduct a cool-down, and reassemble the group into a normal interval formation.FeedbackRequirementsNOTE: Explain to the students that this practical exercise will prepare them for theactual evaluation. The SGI will use the same evaluation form so the students becomefamiliar with the evaluation criteria and standards.Conduct an AAR at the end of each PT session..C-2

STUDENT RANK & NAME(Last, First, MI):Army Physical Fitness Performance Test Sheet (T224)C 3STUDENT NO:SGL RANK & NAME: SQUAD: CLASS NO:Performance StepInitial Test RetestDate:Date:EXTENDED RECTANGULAR FORMATION: GO NO GO GO NO GOSquad, AttentionExtend to the left, MarchArms downward, MoveLeft, FaceExtend to the left, MarchArms downward, MoveRight, FaceFrom front to rear, Count offEven numbers to the left, UncoverCONDUCTS WARM-UP: GO NO GO GO NO GOIdentify each stretching exerciseLeads group in execution of stretchesHolds stretch for 10-15 seconds/rotations 5-10 secondsConduct warm-up for 5-7 minutes/focuses on muscles targeted.LEADS EXERCISE SESSION: GO NO GO GO NO GOPrepared / organized / confident / knowledgeableProvides sufficient training intensityAvoids extreme formality that emphasizes form over substanceAvoids long rest periods that interfere with progressCONDUCTS COOL-DOWN: GO NO GO GO NO GOIdentifies each cool-down stretchLeads group in execution of each stretchExecutes stretch for proper length of time (30 sec or more)Cool-down performed adequately (5-7 minutes - on muscles used)ENDS SESSION GO NO GO GO NO GOSquad, AttentionAssemble to the right, MarchRATING: 0-69 = Unsatisfactory | 70-89 = Satisfactory | 90-100 Superior ScoreScoreRetest is satisfactory with a minimum score of 70 percent.Superior -0=100% -1=96% -2=91% Satisfactory -3=87% -4=83% -5=78% -6=74% -7=70% Unsatisfactory -8=65%Strength:Weakness:Remarks:INITIAL TESTRE-TESTSGL SignatureSGL SignatureStudent SignatureStudent SignatureC-3

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Appendix D, HANDOUTS FOR LESSON 1: T224 version 1This AppendixContainsThis appendix contains the items listed in this table--Title/SynopsisSH-1, Advance SheetSH-2, Extracted Material from AR 350-1SH-3, Extracted Material from FM 21-20 w/C1SH-4, Extracted Material from FM 3-21.5PagesSH-1-1 and SH-1-2SH-2-1SH-3-1SH-4-1D-1

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Student Handout 1Advance SheetLesson HoursThis lesson consists of three hours of small group instruction, two hours ofdemonstration, five hours of practical exercise, and four hours of testing.OverviewThis lesson will provide the techniques and procedures you need to know toconduct the Army’s physical fitness program. The primary focus of this lesson is toenhance your knowledge of physical fitness and show you how to conduct a varietyof fitness training exercises. This lesson offers you an opportunity to actuallyperform the different exercises. The performance evaluation provides you a handsonperformance oriented training opportunity. You will demonstrate, in a unitenvironment, your skills and knowledge as a trainer and receive immediatefeedback on your performance.LearningObjectiveTerminal Learning Objective (TLO).Action:Conduct your team’s/squad’s/section’s physical fitnesstraining.Conditions:Standards:As a team/squad/section leader, in a classroom or fieldenvironment, given extracts from AR 350-1, FM 21-20 w/C1,and FM 3-21.5.Conducted your team’s/squad’s/section’s physical fitnesstraining IAW AR 350-1, FM 21-20 w/C1, and FM 3-21.5.ELO AELO BELO CELO DELO EELO FELO GELO HELO IELO JIdentify the Army's Physical Fitness Training Program objective.Recognize the components of fitness.Identify the principles of exercise.Determine how flexibility aids physical fitness.Identify the FITT factors.Demonstrate the extended rectangular formation.Demonstrate push-up/sit-up improvement exercises.Identify steps for using an ability group run.Conduct a physical fitness session.Conduct the physical fitness training performance examination.SH-1-1

AssignmentsBefore class--Read SH-1. Read SH-2, pp 11 thru 13. Read SH-3, pp 1-1 thru 4-17. Skim SH-3, pp 5-0 thru 9-18, and 12-0 thru 13-2. Study, SH-4, p 2-7, para 2-4c. Read, SH-4, p 2-8, para 2-4d.During class--Participate in classroom discussion and practical exercise.After class--Review notes and lesson materials.Participate in performance evaluations.AdditionalSubject AreaResourcesNoneBring to Class Student Handouts 2, 3, and 4. Pencil or pen and writing paper.SH-1-2

Extracted Material from AR 350-1Student Handout 2This StudentHandoutContainsThis student handout contains 3 pages of extracted material from the followingpublication:AR 350-1, Army Training and Education, 9 April 2003Chapter 1 pages 11 thru 13Disclaimer: The training developer downloaded the extracted material from the U.S.Army Publishing Directorate Home Page. The text may contain passive voice,misspellings, grammatical errors, etc., and may not be in compliance with the ArmyWriting Style Program.RECOVERABLE PUBLICATIONYOU RECEIVED THIS DOCUMENT IN A DAMAGE-FREE CONDITION. DAMAGE IN ANY WAY, TOINCLUDE HIGHLIGHTING, PENCIL MARKS, OR MISSING PAGES WILL SUBJECT YOU TOPECUNIARY LIABILITY (STATEMENT OF CHARGES, CASH COLLECTION, ETC.) TO RECOVERPRINTING COST.SH-2-1

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equipment training plans are developed early to permit coordination for personnel and resources. NETP establishes,coordinates, and documents the milestones and resources for executing the NET strategy. In compliance with theacquisition charter, planning for NET covers the spectrum of the life-cycle management model. It addresses all trainingapplicable to the system and its software, to include the use of training devices throughout fielding. All NETPs aremaintained on the Army Modernization Training Automation System (AMTAS), the official NET database. Theguidelines for completing NETPs are contained in DA Pam 350–40.(2) Management of NETP is a joint effort among MATDEV, CBTDEV, TNGDEV, gaining MACOMs, andPERSCOM. MATDEV also provides detailed information in NETP pertaining to training courses, locations, NET team(NETT) members, facilities, MOS data, and contractor support. Whenever feasible and cost effective, MATDEV orprovider, in coordination with CBTDEV and TNGDEV, will use distance-learning techniques and contractor personnelto conduct NET in order to minimize impacts on Army manpower and funding requirements.c. In compliance with total package fielding, MATDEV plans, funds, develops, and acquires a system TSPnecessary to support and execute NET and other AMT requirements as prescribed in NETP, STRAP, and other trainingdocuments. Key areas of NET management consist of the evaluation of requirements documents, preparation of thequalitative and quantitative personnel requirements information (QQPRI), contract requirements packages, NET supportpackages, and identification of the resource requirements to support training development and fielding.Section VArmy Training Programs1–20. Training research and simulation programsa. Historically, the Army has relied on field training exercises to provide the combat training needed for success inwartime. There continues to be a need for live fire gunnery and training exercises, routine deployment exercises, andcrew drills. The use of simulators and simulations enhances these training exercises. The goal of the Army’s trainingresearch and development programs is to improve combat readiness across the full range of Army missions. To ensureaffordable training in the future, the Army must capitalize on technology to move toward a seamless, syntheticenvironment consisting of live, virtual, and constructive simulation. This environment must:(1) Provide environmentally sensitive, accessible, cost-effective training that provides the necessary fidelity.(2) Replicate actual operational conditions so soldiers can operate in the synthetic environment as they could expectto operate under wartime conditions.(3) Ensure leaders have needed technical and tactical skills and knowledge.(4) Support the Army as it executes operations at the tactical, operational, and strategic levels.(5) Support training for contingency missions.b. Continuing research into unit training strategies provides an empirical basis for developing unit training strategiesfor the Army. Validated training methods determine optimal mixes of TADSS, live fire, and field maneuver exercises.c. Escalating OPTEMPO costs and the increased range and lethality of modern weapons systems, coupled withenvironmental damage, create a demand for simulation-based training to augment field and range training. Simulationbasedtraining is the primary training vehicle for brigades through echelons above corps.d. The synthetic theater of war provides a training environment that networks actual combat systems, mannedsimulators, and other simulations together on a common, virtual battlefield. The simulated environment replicatesgeographical, climatic, and threat conditions to meet user training requirements.e. The Army must identify and incorporate training requirements early in the materiel acquisition process. Theseactions streamline the process for acquiring stand alone training systems and those that are embedded within thecombat system design. The emphasis on value engineering, top-down training strategies, and Manpower and PersonnelIntegration (MANPRINT) requirements also reinforces the need to describe weapons and training systems early in theacquisition process.1–21. Army Physical Fitness Training Programa. The objective of the Army Physical Fitness Training Program is to enhance combat readiness by developing andsustaining a high level of physical fitness in soldiers as measured by:(1) Cardiorespiratory endurance.(2) Muscular strength and endurance.(3) Flexibility.(4) Body composition standards as prescribed by AR 600–9.(5) Motor efficiency (coordination, agility, balance, posture, speed, power, and kinesthetic awareness).(6) Anaerobic conditioning.(7) Competitive spirit, the will to win, and unit cohesion.(8) Self-discipline.(9) A healthy lifestyle that includes good nutrition, excludes smoking, and avoids misuse of alcohol and drugs.AR 350–1 • 9 April 200311

(10) The ability to cope with all types of stress.b. The physical fitness policy applies Army-wide. It includes all soldiers, functional branches, units, and operatingagencies. Physical fitness provides a foundation for combat readiness and must be an integral part of every soldier’slife. Unit readiness begins with the physical fitness of soldiers and the NCOs and officers who lead them.(1) Commanders and supervisors will establish physical fitness programs consistent with this regulation, FM 21–20,and unit missions. Exercise periods will be conducted with sufficient intensity, frequency, and duration to maintainadequate cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition.(2) Soldiers must meet the physical fitness standards set forth in FM 21–20 and this regulation. Soldiers who areunable to meet these standards or the mission-related physical fitness standards required of their duty assignment maybe subject to administrative action.c. Personnel in the active Army, ARNG, and USAR will take part in either collective or individual physical fitnesstraining programs year-round. Active Army units, individuals, and RC soldiers on active duty will conduct regularlyscheduled (at least three to five times per week), vigorous physical fitness training during the unit’s normal duty day asdetermined by the commander.(1) Commanders of ARNG and USAR units incorporate mission and battle-focused physical fitness training intoappropriate inactive duty training periods.(2) Personnel will be excused from physical fitness training only during periods of temporary or permanent medicallimitations established in accordance with AR 40–501.(3) Personnel who cannot take part in physical fitness training because of a profile condition will be placed inrehabilitative programs and, within profile guidelines given by health care personnel, be supervised by the commander.(4) Soldiers age 40 and over will be evaluated for coronary heart disease risk factors as part of their periodicphysical examination. The medical procedures for the cardiovascular screening program (CVSP) are outlined in AR40–501. It is the soldier’s responsibility to ensure that the CVSP is conducted as close to the 40th birthday as possibleand as promptly as medical facilities permit.(5) All soldiers centrally selected for command positions and Command Sergeants Major (CSM) designees, regardlessof age, must have a CVSP, meet body composition standards set forth in AR 600–9, and pass the Army PhysicalFitness Test (APFT) or an alternate before assuming command or assignment to a CSM position. A CVSP clearancegranted during the soldier’s last periodic physical examination is sufficient to meet the CVSP requirement.d. Physical fitness standards are developed by TRADOC and approved by HQDA, DCS, G–3. The APFT provides ameasure of cardiorespiratory and upper and lower body muscular endurance. It is a performance test that indicates asoldier’s ability to perform physically and handle his or her own body weight. Standards are adjusted for age andphysiological differences between men and women. The APFT consists of push-ups, sit-ups, and a 2-mile run, done inthat order on the same day. (See repetition and time guidelines in FM 21–20.) For soldiers on a permanent profile, arecord test must include an aerobic event. The only approved aerobic events are the 2-mile run, 800-yard swim, 6.2-mile bike ride (stationary or track), or the 2.5-mile walk. Testing is prescribed for all soldiers as follows:(1) The APFT provides an assessment of the physical fitness training program. Physical conditioning or trainingperiods solely devoted toward meeting APFT requirements are discouraged.(2) Commanders may administer the APFT as often as they wish; however, they must specify beforehand when theresults are for record. The Active Army, Active Guard/Reserve (AGR), and USAR Troop Program Unit (TPU) soldierswill take the APFT at least twice each calendar year. A minimum of 4 months will separate record tests if only tworecord tests are given. The intent is for the Active Army, the AGR, and USAR TPU soldiers to take a record APFTevery 6 months. Mission requirements often prevent the even spacing of record tests. Therefore, commanders areencouraged to test soldiers for record as close to the record test window as possible.(3) Soldiers in the ARNG TPUs will take the APFT at least once each calendar year. A minimum of 8 months willseparate record tests if only one test is given. Soldiers that require makeup testing or re-testing for an APFT failure areexempt from the 8-months rule. Soldiers requiring makeup testing will be scheduled in accordance with the unitStandard Operating Procedures (SOP). Soldiers requiring retesting for an APFT failure will be scheduled as prescribedin para 1–21d(5) of this regulation(4) Personnel with permanent medical profiles that preclude participation in the pushup or situp event will take theremaining events if a physician or physician’s assistant approves. The 2-mile run event, or an approved alternate testevent as outlined in FM 21–20, must be taken if the test is for record. The alternate test is for soldiers with permanentphysical profiles that prevent them from running 2 miles. Soldiers with temporary profiles of long duration (more than3 months) may also take an alternate test if approved by the commander and health care personnel. Soldiers must begiven 3 months to prepare for the alternate test from either the date of the profile or the date recommended by healthcare personnel.(5) Soldiers who fail a record APFT for the first time or fail to take a record APFT within the required period willbe flagged in accordance with AR 600–8–2. In the event of a record test failure, commanders may allow soldiers toretake the test as soon as the soldier and the commander feel the soldier is ready. Soldiers without a medical profilewill be retested no later than 90 days following the initial APFT failure. Reserve component soldiers not on active dutyand without a medical profile will be tested no later than 180 days following the initial APFT failure.12 AR 350–1 • 9 April 2003

(6) Personnel who initially fail the CVSP and are subsequently cleared will have no more than 179 days ofconditioning before retaking a record APFT.(7) All soldiers must attain a score of at least 60 points on each test event or receive a “GO” on the alternate aerobicevents. If a soldier does not attain a minimum of 60 points in each event or a “GO” on an alternate aerobic event, thesoldier is an event failure. When a soldier fails one or more events, the soldier is a test failure. Exceptions are listedbelow:(a) Soldiers in basic training must attain 50 points on each event or a score as determined by HQDA, DCS, G–3, incoordination with TRADOC. (This exception does not apply to advanced individual training (AIT), one station unittraining (OSUT), or leader development schools.)(b) Soldiers awaiting IET may be tested, but no formal record of their score will be maintained.(8) Soldiers in IET will be tested near the end of the course to qualify for completion of basic training, AIT, andOSUT.(9) Soldiers in joint, North Atlantic Treaty Organization (NATO), Office of the Secretary of Defense, and other staffassignments will take the APFT. The senior Army soldier in the organization will ensure the APFT is conducted andscores are included in records and performance reports.(10) Individual Mobilization Augmentee (IMA) and Individual Ready Reserve (IRR) soldiers who are on tours ofAT, active duty training, or active duty special work will take the APFT when they are placed on tours of duty for 12or more consecutive calendar days. No APFT will be administered during those years in which an IMA and IRRsoldier does not serve an active duty tour. Those who fail the test will be retested in accordance with the provisions ofpara 1–21d(5). Reserve Component soldiers assigned or attached to active Army units and organizations for 30consecutive days or more will follow the physical fitness program for that unit or organization.(11) The TRADOC recommends physical fitness standards for entry into Ranger and Airborne training and intoother schools having separate physical fitness standards. The U.S. Army Special Operations Command (USASOC), inconjunction with TRADOC, sets the fitness standards for entry into Special Forces training. The HQDA, ODCS, G–3,reviews and approves these standards.e. Field Manual 21–20 provides guidance for preventing injuries during physical training.(1) Trainers will be alert to symptoms indicating that a soldier’s endurance limits have been reached or exceeded, ora serious medical condition exists.(2) If a trainer detects any symptoms, exercises will be stopped, and the soldier immediately referred for medicalevaluation.(3) Training intensity should be increased slowly so that the body can adapt to more strenuous training.(4) Environmental considerations, particularly weather and altitude, are important in planning physical trainingprograms.(5) If a soldier fails to meet the physical fitness standards in FM 21–20, the unit commander will remove the soldierfrom parachute, diving, or flight crew status. This action will be taken to ensure the safety of that soldier and other unitmembers.f. Policy governing military physical fitness standards during institutional training is contained in chapter 3.Guidance concerning physical fitness training in units is provided in chapter 4.1–22. The combat training center programThe CTC program consists of the National Training Center (NTC), Fort Irwin, CA; the Joint Readiness Training Center(JRTC), Fort Polk, LA; the Combat Maneuver Training Center (CMTC), Hohenfels, Germany; and the Battle CommandTraining Program at Fort Leavenworth, KS. The CTC program objectives are to: increase unit readiness; developbattlefield leaders; embed doctrine, provide feedback on unit tactical effectiveness to participants; and provide data toimprove DTLOMS input to the combat and training development processes. Army Regulation 350–50 establishesArmy policies for the management of the CTC program.1–23. The Army Distance Learning Programa. The Army Distance Learning Program (TADLP) will enhance the readiness posture of the Army through thedelivery of standardized training to soldiers and civilians and units and organizations at the right place and time usingtechnology. Distance-learning applications may be applied to individual, collective, and self-development training;AMT; the Army Correspondence Course Program (ACCP); the Army Civilian Training, Education, and DevelopmentSystem (ACTEDS), civilian academic education, and training in units. The distance learning program is a key tool infacilitating Army Continuing Education System (ACES) programs.b. Distance learning provides the Army with the capability to present standardized individual, collective, and AMTat sites other than in a formal school environment. This includes, but is not limited to, implementing training by way ofsimulators; simulations; correspondence courses; video teletraining; and interactive multimedia instruction (IMI) completedat home, in a learning center at an installation, or in a unit deployed at an operational site. The requirement forthese distance-learning products will be established in materiel requirements documents and detailed in the trainingdevelopment proponent’s STRAP and short- and long-range CATS or follow-on course design. All training andAR 350–1 • 9 April 200313

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Extracted Material from FM 21-20 w/C1Student Handout 3This StudentHandoutContainsThis student handout contains 167 pages of extracted material from the followingpublication:FM 21-20 w/C1, Physical Fitness Training, September 1992Chapters 1 thru 9 pages 1-1 thru 9-18Chapters 12 and 13 pages 12-0 thru 13-2Disclaimer: The training developer downloaded the extracted material from the U.S.Army Publishing Directorate Home Page. The text may contain passive voice,misspellings, grammatical errors, etc., and may not be in compliance with the ArmyWriting Style Program.RECOVERABLE PUBLICATIONYOU RECEIVED THIS DOCUMENT IN A DAMAGE-FREE CONDITION. DAMAGE IN ANY WAY, TOINCLUDE HIGHLIGHTING, PENCIL MARKS, OR MISSING PAGES WILL SUBJECT YOU TOPECUNIARY LIABILITY (STATEMENT OF CHARGES, CASH COLLECTION, ETC.) TO RECOVERPRINTING COST.SH-3-1

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FM 21-20C1HEADQUARTERSCHANGE 1 DEPARTMENT OF THE ARMYWashington, DC, 1 October 1998PHYSICAL FITNESS TRAINING1. Change FM 21-20, 30 September 1992, as follows:REMOVE OLD PAGESINSERT NEW PAGES14-3 to 14-8 14-3 to 14-8.214-21 to 14-22 14-21 to 14-222. A star (*) marks new or changed material.3. File this transmittal sheet in front of this publication.DISTRIBUTION RESTRICTION: proved for public release; distribution is unlimited.

(See Figure 14-1.) The unit will complete theheight and weight data.Scorers record the raw score for eachevent and initial the results. If a soldier failsan event or finds it difficult to perform, thescorer should write down the reasons andother pertinent information in the commentblock. After the entire APFT has beencompleted, the event scorer will convert rawscores to point scores using the scoringstandards on the back of the scorecards. (SeeFigure 14-1.)See page 14-8.1 for instructions on completing DA Form 705.ARMY PHYSICAL FITNESS TEST SCORECARD*Figure 14-114-3

*Figure 14-1 (continued)14-4

*Figure 14-1 (continued)14-5

*Figure 14-1 (continued)14-6

*Figure 14-1 (continued)14-7

SUPERVISIONThe APFT must be properlysupervised to ensure that itsobjectives are met. Propersupervision ensures uniformityin the following:• Scoring the test.• Training of supervisors andscorers.• Preparing the test andcontrolling performancefactors.The goal of the APFT is toget an accurate evaluation of thesoldiers’ fitness levels.Preparations for administeringan accurate APFT include thefollowing:• Selecting and trainingsupervisors and scorers.• Briefing and orientingadministrators and participants.• Securing a location for theevents.Commanders must strictlycontrol those factors whichinfluence test performance.They must ensure that events,scoring, clothing, and equipmentare uniform. Commandersshould plan testingwhich permits each soldier toperform to his maximal level.They should also ensure thefollowing:• Soldiers are not tested whenfatigued or ill.• Soldiers do not have tiringduties just before taking theAPFT.• Weather and environmentalconditions do notinhibit performance.• Safety is the first consideration.Duties of Test PersonnelTesters must be totally familiarwith the instructions for each eventand trained to administer the tests.Correctly supervising testees andlaying out the test area are essentialduties. The group administering thetest must include the following:• OIC or NCOIC.• Event supervisor, scorers, and ademonstrator for each event.• Support personnel (safety,control, and medical asappropriate). There should be noless than one scorer for each 15soldiers tested. Twelve to 15scorers are required when acompany-sized unit is tested.OIC OR NCOICThe OIC or NCOIC does thefollowing:• Administers the APFT.• Procures all necessary equipmentand supplies.• Arranges and lays out the testarea.• Trains the event supervisors,scorers, and demonstrators.(Training video tape No. 21-191should be used for training thosewho administer the APFT.)• Ensures the test is properlyadministered and the events areexplained, demonstrated, andscored according to the teststandards in this chapter.• Reports the results after the test.EVENT SUPERVISORSEvent supervisors do thefollowing:• Administer the test events.• Ensure that necessary equipmentis on hand.• Read the test instructions, andhave the events demonstrated.• Supervise the scoring of events,and ensure that they are donecorrectly.• Rule on questions and scoringdiscrepancies for their event.SCORERSScorers do the following:• Supervise the performance oftestees.• Enforce the test standards in thischapter.• Count the number of correctlyperformed repetitions aloud.• Record the correct, raw score oneach soldier’s scorecard, andinitial the scorecard block.• Perform other duties assigned bythe OIC or NCOIC.Scorers must be thoroughlytrained to maintain uniform scoringstandards. They do not participate inthe test.The goal of the APFT is toget an accurate evaluation of thesoldier’s fitness levels.14-8

ALTERNATE TEST STANDARDS BY EVENT, SEX, AND AGEEVENTSEXAGE17-21 22-26 27-31 32-36 37-41 42-46 47-51 52-56 57-61 62+800-YARDSWIMMenWomen20:0021:0020:3021:3021:0022:0021:3022:3022:0023:0022:3023:3023:0024:0024:0025:0024:3025:3025:0026:006.2-MILEBIKE(Stationaryand track)MenWomen24:0025:0024:3025:3025:0026:0025:3026:3026:0027:0027:0028:0028:0030:0030:0032:0031:0033:0032:0034:002.5-MILEWALKMenWomen34:0037:0034:3037:3035:0038:0035:3038:3036:0039:0036:3039:3037:0040:0037:3040:3038:0041:0038:3041:30*Figure 14-9800-YARD-SWIM TESTThis event is used to assess cardiorespiratory(aerobic) fitness. (SeeFigure 14-10.)EquipmentTwo stopwatches, one clipboard and penfor each scorer, one copy each of the testinstructions and standards, and appropriatesafety equipment are needed.FacilitiesA swimming pool at least 25 yards longand 3 feet deep, or an approved facility, isneeded.PersonnelOne event supervisor and at least onescorer for every soldier to be tested arerequired. Appropriate safety, control, andmedical personnel must also be present.WITH THE WALL OF THE POOL. ONTHE COMMAND ‘GO,’ THE CLOCKWILL START. YOU SHOULD THENBEGIN SWIMMING AT YOUR OWNPACE, USING ANY STROKE ORCOMBINATION OF STROKES YOUWISH. YOU MUST SWIM (tell thenumber) LAPS TO COMPLETE THISDISTANCE. YOU MUST TOUCH THEWALL OF THE POOL AT EACH ENDOF THE POOL AS YOU TURN. ANYTYPE OF TURN IS AUTHORIZED. YOUWILL BE SCORED ON YOUR ABILITYTO COMPLETE THE SWIM IN A TIMEEQUAL TO, OR LESS THAN, THATLISTED FOR YOUR AGE AND SEX.WALKING ON THE BOTTOM TORECUPERATE IS AUTHORIZED.SWIMMING GOGGLES ARE PER-MITTED, BUT NO OTHER EQUIP-MENT IS AUTHORIZED. WHAT AREYOUR QUESTIONS ABOUT THISEVENT?”InstructionsThe event supervisor must read thefollowing statement: “THE 800-YARDSWIM IS USED TO ASSESS YOURLEVEL OF AEROBIC FITNESS. YOUWILL BEGIN IN THE WATER; NODIVING IS ALLOWED. AT THE START,YOUR BODY MUST BE IN CONTACT14-21

800-YARD SWIMFigure 14-10AdministrationAfter reading the instructions, the eventsupervisor answers only related questions.He assigns one soldier to each lane and tellsthe soldiers to enter the water. He givesthem a short warm-up period to acclimate tothe water temperature and loosen up. Aboveall, the event supervisor must be alert to thesafety of the testees throughout the test.Timing TechniquesThe event supervisor is the timer. Heuses the commands “Get set” and “Go.”Two stopwatches are used in case one fails.As the soldiers near the finish, the eventsupervisor begins calling off the elapsedtime in minutes and seconds (for example,“Nineteen-eleven, nineteen-twelve,nineteen-thirteen,” and so on). The time isrecorded when each soldier touches the endof the pool on the final lap or crosses a lineset as the 800-yard mark.Scorers’DutiesScorers must observe the swimmersassigned to the. They must be sure that eachswimmer touches the bulkhead at everyturn. The scorers record each soldier’s timein the 2-mile-run block on the scorecardand use the comment block to identify thetime as an 800-yard-swim time. If the poollength is measured in meters, the scorersconvert the exact distance to yards. Toconvert meters to yards, multiply thenumber of meters by 39.37 and divide theproduct by 36; that is, (meters x 39.37)/36= yards. For example, 400 meters equals437.4 yards; that is, (400 x 39.37)/36 =437.4 yards.6.2-MILE STATIONARY-BICYCLEERGOMETER TESTThis event is used to assess the soldier’scardiorespiratory and leg-muscleendurance. (See Figure 14-11.)EquipmentTwo stopwatches, one clipboard andpen for each scorer, a copy of the testinstructions and standards, and onestationary bicycle ergometer areneeded. The ergometers should measureresistance in kiloponds or newtons. Thebicycle should be one that can be usedfor training and testing. Its seat and14-22

*Instructions for Completing DA Form 705, Army Physical Fitness Scorecard, June 1998.NAME Print soldier’s last name, first name and middle initial in NAME block.SSN Print soldier’s social security number in SSN block.GENDER Print M for male or F for female in GENDER block.UNIT Print soldier’s unit designation in UNIT block.DATE Print date the APFT is administered in DATE block.GRADE Print soldier’s grade in GRADE block.AGE Print soldier’s age on the date the APFT is administered in AGE block.HEIGHT Print soldier’s height in HEIGHT block. Height will be rounded to the nearest inch. If the height fraction is less than 1/2inch, round down to the nearest whole number in inches. If the height fraction is greater than 1/2 inch, round up to the next highestwhole number in inches.WEIGHT Print soldier’s weight in WEIGHT block. Weight will be recorded to the nearest pound. If the weight fraction is less than1/2 pound, round down to the nearest pound. If the weight fraction is 1/2 pound or greater, round up to the nearest pound. CircleGO if soldier meets screening table weight IAW AR 600-9. Circle NO-GO if soldier exceeds screening table weight IAW AR 600-9.BODY FAT If soldier exceeds screening table weight, print the soldier’s body fat in the BODY FAT block. Percent body fat isrecorded from DA Form 5500-R, Body Fat Content Worksheet, Dec 85, for male soldiers and DA Form 5501-R, Body Fat ContentWorksheet, Dec 85, for female soldiers. Circle GO if soldier meets percent body fat for their age and gender IAW AR 600-9. CircleNO-GO if soldier exceeds percent body fat for their age and gender IAW AR 600-9. If soldier does not exceed screening tableweight or does not appear to have excessive body fat IAW AR 600-9, print N/A (not applicable) in the BODY FAT block.PU RAW SCORE The event scorer records the number of correctly performed repetitions of the push-up in the PU RAW SCOREblock and prints his or her initials in the INITIALS block.SU RAW SCORE The event scorer records the number of correctly performed repetitions of the sit-up in the SU RAW SCOREblock and prints his or her initials in the INITIALS block.2MR RAW SCORE The event scorer records the two-mile run time in the 2MR RAW SCORE block. The time is recorded inminutes and seconds. The event scorer then determines the point value for the two-mile run using the scoring standards on thereverse side of the scorecard. The point value is recorded in the 2MR POINTS block and the event scorer prints his or her initials inthe INITIALS block. In all cases when a point value falls between two point values, the lower point value is used and recorded.The two-mile run event scorer also determines the point value for push-ups and sit-ups using the scoring standards on the reverseside of the scorecard. The point values are recorded in the appropriate push-up and sit-up POINTS block and the event scorerprints his or her initials in the INITIALS block. The two-mile run event scorer totals the points from the three events and records thetotal APFT score in the TOTAL POINTS block.ALTERNATE AEROBIC EVENT The event scorer prints the alternate aerobic event administered (800-yard swim, 6.2-milestationarybicycle ergometer, 6.2-mile-bicycle test or 2.5-mile walk) in the ALTERNATE AEROBIC EVENT block. The time thesoldier completes the alternate aerobic event is recorded in minutes and seconds in the ALTERNATE AEROBIC EVENT block.The standards for the alternate aerobic event tests are listed in FM 21-20, Chapter 14, Figure 14-9. Scoring for all alternate aerobicevents is on a GO or NO-GO basis. No point values are awarded. Circle GO if the soldier completes the alternate aerobic eventwithin the required time or less. Circle NO-GO if the soldier fails to complete the alternate aerobic event within the required time.The alternate aerobic event scorer also determines the point value for push-ups and or sit-ups using the scoring standards on thereverse side of the scorecard. The point values are recorded in the appropriate push-up and or sit -up POINTS block and the eventscorer prints his or her initials in the 2MR INITIALS block. The alternate aerobic event scorer totals the points from the push-up andor sit-up events and records the total APFT score in the TOTAL POINTS block.NCOIC/OIC Signature The NCOIC/OIC checks all test scores for accuracy and signs their name in the NCOIC/OIC Signatureblock.COMMENTS The event supervisor, event scorer, NCOIC, or OIC may record comments appropriate to the APFT in theCOMMENTS block. Appropriate comments may include: weather conditions, injury during APFT and or appeals.14-8.1

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TABLE OF CONTENTS (CONT.)PAGEPAGECHAPTER 13INJURIESTypical Injuries Associated withPhysical Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..13-1Other Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..13-2APPENDIX BAPPENDIX CPOSITIVE PROFILE FORM . . . . . . . . . . . . . . . . . . .. B-0PHYSICAL FITNESS LOG . . . . . . . . . . . . . . . . . . . .. C-ICHAPTER 14APPENDIX AARMY PHYSICAL FITNESS TESTMethods of Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14-1Over-Forty Cardiovascular ScreeningProgram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..14-lOverview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..l4-2Test Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..l4-2Duties of Test Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...14-8Test Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..i4-9Test Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..l4-10Test Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..l4-11Test Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..l4-18Scores Above Maximum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..14-19Temporary Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...14-20Permanent Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...14-20Alternate Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...14-20PHYSIOLOGICAL DIFFERENCESBETWEEN THE SEXES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..A-OAPPENDIX DAPPENDIX EAPPENDIX FAPPENDIX GAPPENDIX HSTATIONARY BICYCLE TEST . . . . . . . . . . .. D-OSELECTING THE RIGHTRUNNING SHOE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..E-1CALCULATION OF V02MAX . . . . . . . . . . . . . . .. F-1PERCEIVED EXERTION . . . . . . . . . . . . . . . . . . . . . . .G-1THE MAJOR SKELETAL MUSCLESOF THE HUMAN BODY . . . . . . . . . . . . . . . . . . . . . .. H-OGLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Glossary-1REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References-O. . ..INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ịndex-Oii

PrefaceOn 5 July 1950, U.S. troops, who were unpreparedfor the physical demands of war, were sent to battle. Theearly days of the Korean war were nothing short ofdisastrous, as U.S. soldiers were routed by a poorlyequipped, but well-trained, North Korean People’s Army.As American soldiers withdrew, they left behindwounded comrades and valuable equipment theirtraining had not adequately prepared them to carryheavy loads.The costly lessons learned by Task Force Smith inKorea are as important today as ever. If we fail toprepare our soldiers for their physically demandingwartime tasks, we are guilty of paying lip service to theprinciple of “Train as you fight.” Our physical trainingprograms must do more for our soldiers than just getthem ready for the semiannual Army Physical FitnessTest (APFT’).FM 21 -20 is directed at leaders who plan andconduct physical fitness training. It provides guidelinesfor developing programs which will improve and maintain physical fitness levels for all Army personnel.These programs will help leaders prepare their soldiers to meet the physical demands of war. This manual canalso be used as a source book by all soldiers. FM 21-20 was written to conform to the principles outlined inFM 25-100, Training the Force.The benefits to be derived from a good physical fitness program are many. It can reduce the number ofsoldiers on profile and sick call, invigorate training, and enhance productivity and mental alertness. A goodphysical fitness program also promotes team cohesion and combat survivability. It will improve soldiers’combat readiness.The proponent of this publication is HQ TRADOC. Send comments and recommendations on DA Form2028 (Recommended Changes to Publications and Blank Forms) directly to Headquarters, US Army InfantryCenter, US Army Physical Fitness School (ATZB-PF), Fort Benning, GA31905-5000.Unless this publication states otherwise, masculine nouns and pronouns do not refer exclusively to men.iii

Components of physicalfitness include weightcontrol, diet, nutrition,stress management, andspiritual and ethicalfitness.A soldier’s level of physical fitness'has a direct impact on his combatreadiness. The many battles in whichAmerican troops have fought underscorethe important role physical fitnessplays on the battlefield. Therenewed nationwide interest in fitnesshas been accompanied by many researchstudies on the effects of regularparticipation in sound physical fitnessprograms. The overwhelming conclusionis that such programs enhance aperson’s quality of life, improve productivity,and bring about positivephysical and mental changes. Not onlyare physically fit soldiers essential tothe Army, they are also more likely tohave enjoyable, productive lives.This chapter provides an overviewof fitness. It defines physical fitness,outlines the phases of fitness, anddiscusses various types of fitness programsand fitness evaluation. Commandersand leaders can use this informationto develop intelligent, combatrelated,physical fitness programs.Physical fitness, the emphasis ofthis manual, is but one component oftotal fitness. Some of the “others areweight control, diet and nutrition,stress management, dental health, andspiritual and ethical fitness, as well asthe avoidance of hypertension, substanceabuse, and tobacco use. Thismanual is primarily concerned withissues relating directly to the developmentand maintenance of the fivecomponents of physical fitness.The Army’s physical fitness trainingprogram extends to all branches ofthe total Army. This includes theUSAR and ARNG and encompasses allages and ranks and both sexes. Itspurpose is to physically condition allsoldiers throughout their careers beginningwith initial entry training (IET).It also includes soldiers with limitingphysical profiles who must also participatein physical fitness training.Commanders and leaders must ensurethat all soldiers in their unitsmaintain the highest level of physicalfitness in accordance with this manualand with AR 350-15 which prescribespolicies, procedures, and responsibilitiesfor the Army physical fitnessprogram.Leadership ResponsibilitiesEffective leadership is critical tothe success of a good physical trainingprogram. Leaders, especially seniorleaders, must understand and practicethe new Army doctrine of physical fitness.They must be visible and activeparticipants in physical training programs.In short, leaders must lead PT!Their example will emphasize theimportance of physical fitness trainingand will highlight it as a key elementof the unit’s training mission.Leaders must emphasize the valueof physical training and clearly explainthe objectives and benefits of theprogram. Master Fitness Trainers(MFTs), graduates of a special coursetaught by the U.S. Army PhysicalFitness School, can help commandersdo this. However, regardless of thelevel of technical experience MFTshave, the sole responsibility for goodprograms rests with leaders at everylevel.A poorly designed and executedphysical fitness program hurts morale.A good program is well planned andorganized, has reasonable yet challengingrequirements, and is competitiveand progressive. It also hascommand presence at every level withleaders setting the example for theirsoldiers.Leaders should also continually assesstheir units to determine whichspecific components of fitness theylack. Once they identify the shortcomings,they should modify theirprograms to correct the weaknesses.Leaders should not punish soldierswho fail to perform to standard.Punishment, especially excessive repetitionsor additional PT, often doesmore harm than good. Leaders must1-1

plan special training to help soldierswho need it. The application of soundleadership techniques is especiallyimportant in bringing physically deficientsoldiers up to standard.‘COMMAND FUNCTIONSCommanders must evaluate the effectivenessof physical fitness trainingand ensure that it is focused on theunit’s missions. They can evaluate itseffectiveness by participating in andobserving training, relating their fitnessprograms to the unit’s missions,and analyzing individual and unit APFTperformance.Leaders should regularly measurethe physical fitness level of everysoldier to evaluate his progress and determinethe success of the unit’s program.Commanders should assure thatqualified leaders supervise and conductfitness training and use theirMFTs, for they have received comprehensivetraining in this area.Leaders can learn about fitness trainingin the following ways:• Attend the four-week MFT courseor one-week Exercise LeadersCourse.• Request a fitness workshop fromthe Army Physical Fitness School.• Become familiar with the Army'sfitness publications. Important examplesinclude this manual, AR350-15, and DA Pamphlets 350-15,350-18, and 350-22.Commanders must provide adequatefacilities and funds to support a programwhich will improve each soldier’slevel of physical fitness. They mustalso be sure that everyone participates,since all individuals, regardless of rank,age, or sex, benefit from regular exercise.In some instances, leaders willneed to make special efforts to overcomerecurring problems which interferewith regular training.Leaders must also make special effortsto provide the correct fitnesstraining for soldiers who are physicallysubstandard. “Positive profiling”(DA Form 3349) permits and encouragesprofiled soldiers to do as much asthey can within the limits of theirprofiles. Those who have been awayfrom the conditioning process becauseof leave, sickness, injury, or travelmay also need special consideration.Commanders must ensure that thetime allotted for physical fitness trainingis used effectively.Training times is wasted by the following:• Unprepared or unorganized leaders.• Assignment fo a group which us toolarge for one leader.• Insufficient training intensity: itwill result in no improvement.• Rates of progression that are tooslow or too fast.• Extreme faomality that usuallyemphasizes form over substance.An example would be too manyunits runs at slow paces or "dailydozen" activities that look impressivebut do not result in impovement.• Inadequate facilities which causelong waiting periods between exercisesduring a workout and/or betweenworkouts.• Long rest periods which interferewith progress.To foster a positive attitude, unitleaders and instructors must be knowledgeable,understanding, and fair, butdemanding. They must recognizeindividual differences and motivatesoldiers to put forth their best efforts.However, they must also emphasizetraining to standard. Attaining a highlevel of physical fitness cannot bedone simply by going through the motions.Hard training is essential.Commanders must ensure that leadersare familiar with approvedCommanders mustensure that the timealloted for physicalfitness training is usedeffectively.1-2

techniques, directives, and publicationsand that they use them. The objectiveof every commander should beto incorporate the most effective methodsof physical training into a balancedprogram. This program should resultin the improved physical fitness oftheir soldiers and an enhanced abilityto perform mission-related tasks.MFTs can help commanders formulatesound programs that will attaintheir physical training goals, but commandersmust know and apply thedoctrine. However, since the responsibilityfor physical training is thecommander’s, programs must be basedon his own training objectives. Thesehe must develop from his evaluation ofthe unit’s mission-essential task list(METL). Chapter 10 describes thedevelopment of the unit’s program.MASTER FITNESS TRAINERSA Master Fitness Trainer (MFT) isa soldier who has completed either thefour-week active-component, twoweekreserve-component, or U.S.Military Academy’s MFT course work.Although called “masters,” MFTs aresimply soldiers who know about all aspectsof physical fitness training andhow soldiers’ bodies function. Mostimportantly, since MFTs are taught todesign individual and unit programs,they should be used by commanders asspecial staff assistants for this purpose.MFTs can do the following:• Assess the physical fitness levels ofindividuals and units.• Analyze the unit's mission-relatedtasks and develop sound fitnesstraining programs to support thosetasks.• Train other trainers to conduct sound,safe physical training.• Understand the structure and functionof the human body, especiallyas it relates to exercise.Components of FitnessPhysical fitness is the ability to functioneffectively in physical work, training,and other activities and still haveenough energy left over to handle anyemergencies which may arise.The components of physical fitnessare as follows:• Cardiorespiratory (CR) endurancetheefficiency with which thebody delivers oxygen and nutrientsneeded for muscular activity andtransports waste products from thecells.• Muscular strength - the greatestamount of force a muscle or musclegroup can exert in a single effort.• Muscular endurance - the ability ofa muscle or muscle group to performrepeated movements with asub-maximal force for extendedperiods of times.• Flexibility-the ability to move thejoints (for example, elbow, knee) orany group of joints through anentire, normal range of motion.• Body composition-the amount ofbody fat a soldier has in comparisonto his total body mass.Improving the first three componentsof fitness listed above will havea positive impact on body compositionand will result in less fat. Excessivebody fat detracts from the other fitnesscomponents, reduces performance,detracts from appearance, andnegatively affects one’s health.Factors such as speed, agility, musclepower, eye-hand coordination, andeye-foot coordination are classified ascomponents of “motor” fitness. Thesefactors affect a soldier’s survivabilityon the battlefield. Appropriate trainingcan improve these factors withinthe limits of each soldier’s potential.The Army’s fitness program seeks toimprove or maintain all the componentsof physical and motor fitness1-3

through sound, progressive, missionspecificphysical training for individualsand units.Principles of ExerciseAdherence to certain basic exerciseprinciples is important for developingan effective program. The principlesof exercise apply to everyone at alllevels of physical training, from theOlympic-caliber athlete to the weekendjogger. They also apply to fitnesstraining for military personnel.These basic principles of exercisemust be followed:● Regularity. To achieve a trainingeffect, a person must exercise often. One should strive to exerciseeach of the first four fitness componentsat least three times a week.Infrequent exercise can do moreharm than good. Regularity isalso important in resting, sleeping,and following a good diet.● Progression. The intensity (howhard) and/or duration (how long)of exercise must gradually increaseto improve the level of fitness.e Balance. To be effective, a programshould include activities thataddress all the fitness components,since overemphasizing anyone of them may hurt the others.● Variety. Providing a variety of activitiesreduces boredom and increasesmotivation and progress.● Specificity. Training must begeared toward specific goals. Forexample, soldiers become betterrunners if their training emphasizesrunning. Although swimmingis great exercise, it does notimprove a 2-mile-run time asmuch as a running program does.● Recovery. A hard day of trainingfor a given component of fitnessshould be followed by an easiertraining day or rest day for thatcomponent and/or muscle group(s)to help permit recovery. Another●way to allow recovery is to alternatethe muscle groups exercised everyother day, especially when trainingfor strength and/or muscle endurance.Overload. The work load of eachexercise session must exceed thenormal demands placed on the bodyin order to bring about a trainingeffect.FITT FactorsCertain factors must be part of anyfitness training program for it to besuccessful. These factors are Frequency,Intensity, Time, and Type.The acronym FITT makes it easier toremember them. (See Figure 1- 1.)FREQUENCYArmy Regulation 350-15 specifiesthat vigorous physical fitness trainingwill be conducted 3 to 5 times perweek. For optimal results, commandersmust strive to conduct 5 days ofphysical training per week. Ideally, atleast three exercise sessions for CRfitness, muscle endurance, musclestrength, and flexibility should beperformed each week to improve fitnesslevels. Thus, for example, toobtain maximum gains in muscularstrength, soldiers should have at leastthree strength-training sessions perweek. Three physical activity periodsa week, however, with only one sessioneach of cardiorespiratory, strength,and flexibility training will not improveany of these three components.With some planning, a training programfor the average soldier can bedeveloped which provides fairly equalemphasis on all the components ofphysical fitness. The following trainingprogram serves as an example.In the first week, Monday, Wednesday,and Friday are devoted to CRfitness, and Tuesday and Thursday aredevoted to muscle endurance andstrength. During the second week, theFactors for a successfultraining program areFrequency, Intensity,Time, and Type;"FITT".1-4

Figure 1-1training days are flip-flopped: muscleendurance and strength are trained onMonday, Wednesday, and Friday, andCR fitness is trained on Tuesday andThursday. Stretching exercises aredone in every training session to enhanceflexibility. By training continuouslyin this manner, equal emphasiscan be given to developing muscularendurance and strength and to CRfitness while training five days perweek.If the unit’s mission requires it,some muscular and some CR trainingcan be done during each daily trainingsession as long as a “hard day/recovery1-5

day” approach is used. For example, ifa unit has a hard run on Monday,Wednesday, and Friday, it may alsochoose to run on Tuesday and Thursday.However, on Tuesday and Thursdaythe intensity and/or distance/timeshould be reduced to allow recovery.Depending on the time available foreach session and the way trainingsessions are conducted, all componentsof fitness can be developed using athree-day-per-week schedule. However,a five-day-per-week program ismuch better than three per week. (SeeTraining Program in Chapter 10.)Numerous other approaches can betaken when tailoring a fitness programto meet a unit’s mission as long as theprinciples of exercise are not violated.Such programs, when coupled withgood nutrition, will help keep soldiersfit to win.!NTENSITYTraining at the right intensity is thebiggest problem in unit programs. Theintensity should vary with the type ofexercise being done. Exercise for CRdevelopment must be strenuous enoughto elevate the heart rate to between 60and 90 percent of the heart rate reserve(HRR). (The calculation of percentHRR is explained in Chapter 2.) Thosewith low fitness levels should startexercising at a lower training heartrate (THR) of about 60 percent ofHRR.For muscular strength and endurance,intensity refers to the percentageof the maximum resistance that is usedfor a given exercise. When determiningintensity in a strength-trainingprogram, it is easier to refer to a“repetition maximum” or “RM.” Forexample, a 1O-RM is the maximumweight that can be correctly lifted 10times. An 8-12 RM is the weight thatcan be lifted 8 to 12 times correctly.Doing an exercise “correctly” meansmoving the weight steadily and withproper form without getting help fromother muscle groups by jerking, bending,or twisting the body. For theaverage person who wants to improveboth muscular strength and endurance,an 8-12 RM is best.The person who wants to concentrateon muscular strength should useweights which let him do three to sevenrepetitions before his muscles fatigue.Thus, for strength development, theweight used should be a 3-7 RM. Onthe other hand, the person who wantsto concentrate on muscular enduranceshould use a 12+ RM. When using a 12+RM as the training intensity, the morerepetitions performed per set, overtime, the greater will be the improvementin muscular endurance. Conversely,the greater the number ofrepetitions performed, the smaller willbe the gains in strength. For example,a person who regularly trains with aweight which lets him do 100 repetitionsper exercise (a 1OO-RM) greatlyincreases his muscular endurance butminimally improves his muscularstrength. (See Chapter 3 for informationon resistance training.)All exercise sessions should includestretching during the warm-up andcool-down. One should stretch sothere is slight discomfort, but nopain, when the movement is takenbeyond the normal range of motion.(See Chapter 4 for information onstretching.)TIMELike intensity, the time spent exercisingdepends on the type of exercisebeing done. At least 20 to 30 continuousminutes of intense exercise must beused in order to improve cardiorespiratoryendurance.For muscular endurance and strength,exercise time equates to the number ofrepetitions done. For the averagesoldier, 8 to 12 repetitions with enoughresistance to cause muscle failureimproves both muscular endurance andstrength. As soldiers progress, theyAll exercises sessionsshould includestretching duringthe warm-up and cooldown.1-6

will make better strength gains bydoing two or three sets of each resistanceexercise.Flexibility exercises or stretchesshould be held for varying times dependingon the objective of the session.For warming-up, such as before a run,each stretch should be held for 10 to 15seconds. To improve flexibility, it isbest to do stretching during the cooldown,with each stretch held for 30 to60 seconds. If flexibility improvementis a major goal, at least one session perweek should be devoted to developingit.TYPEType refers to the kind of exerciseperformed. When choosing the type,the commander should consider theprinciple of specificity. For example,to improve his soldiers’ levels of CRfitness (the major fitness component inthe 2-mile run), he should have themdo CR types of exercises. These arediscussed in Chapter 2.Ways to train for muscular strengthand endurance are addressed in Chapter3, while Chapter 4 discusses flexibility.These chapters will help commandersdesign programs which aretailor-made to their soldiers’ needs.The basic rule is that to improveperformance, one must practice theparticular exercise, activity, or skill hewants to improve. For example, to begood at push-ups, one must do pushups.No other exercise will improvepush-up performance as effectively.Warm-up and Cool-DownOne must prepare the body beforetaking part in organized PT, unit sportscompetition, or vigorous physical activity.A warm-up may help preventinjuries and maximize performance.The warm-up increases the body’sinternal temperature and the heart rate.The chance of getting injureddecreases when the heart, muscles,ligaments, and tendons are properlyprepared for exertion. A warm-upshould include some running-in-placeor slow jogging, stretching, and calisthenics.It should last five to sevenminutes and should occur just beforethe CR or muscular endurance andstrength part of the workout. After aproper warm-up, soldiers are readyfor a more intense conditioning activity.Soldiers should cool down properlyafter each exercise period, regardlessof the type of workout. The cooldownserves to gradually slow theheart rate and helps prevent pooling ofthe blood in the legs and feet. Duringexercise, the muscles squeeze the bloodthrough the veins. This helps returnthe blood to the heart. After exercise,however, the muscles relax and nolonger do this, and the blood canaccumulate in the legs and feet. Thiscan cause a person to faint. A goodcool-down will help avoid this possibility.Soldiers should walk and stretchuntil their heart rates return to lessthan 100 beats per minute (BPM) andheavy sweating stops. This usuallyhappens five to seven minutes afterthe conditioning session.Phases ofFitness ConditioningThe physical fitness training programis divided into three phases:preparatory, conditioning, and maintenance.The starting phases fordifferent units or individuals varydepending on their age, fitness levels,and previous physical activity.Young, healthy persons may be ableto start with the conditioning phase,while those who have been exercisingregularly may already be in the maintenancephase. Factors such as extendedfield training, leave time, andillness can cause soldiers to drop froma maintenance to a conditioning phase.1-7

Persons who have not been active,especially if they are age 40 or older,should start with the preparatory phase.Many soldiers who fall into this categorymay be recovering from illness orinjury, or they may be just out of highschool. Most units will have soldiers inall three phases of training at the sametime.PREPARATORY PHASEThe preparatory phase helps boththe cardiorespiratory and muscularsystems get used to exercise, preparingthe body to handle the conditioningphase. The work load in the beginningmust be moderate. Progression from alower to a higher level of fitnessshould be achieved by gradual, plannedincreases in frequency, intensity, andtime.Initially, poorly conditioned soldiersshould run, or walk if need be,three times a week at a comfortablepace that elevates their heart rate toabout 60 percent HRR for 10 to 15minutes. Recovery days should beevenly distributed throughout the week,and training should progress slowly.Soldiers should continue at this or anappropriate level until they have noundue fatigue or muscle soreness theday following the exercise. Theyshould then lengthen their exercisesession to 16 to 20 minutes and/orelevate their heart rate to about 70percent HRR by increasing their pace.To be sure their pace is faster, theyshould run a known distance and try tocover it in less time. Those who feelbreathless or whose heart rate risesbeyond their training heart rate (THR)while running should resume walkinguntil the heart rate returns to the correcttraining level. When they canhandle an intensity of 70 percent HRRfor 20 to 25 minutes, they should beready for the next phase. Chapter 2shows how to determine the THR, thatis, the right training level during aerobictraining.The preparatory phase for improvingmuscular endurance and strengththrough weight training should starteasily and progress gradually. Beginningweight trainers should select about8 to 12 exercises that work all thebody’s major muscle groups. Theyshould use only very light weights thefirst week (that is, the first two to threeworkouts). This is very important, asthey must first learn the proper formfor each exercise. Light weights willalso help minimize muscle soreness anddecrease the likelihood of injury to themuscles, joints, and ligaments. Duringthe second week, they should use progressivelyheavier weights on eachresistance exercise. By the end of thesecond week (four to six workouts),they should know how much weightwill let them do 8 to 12 repetitions tomuscle failure for each exercise.this point the conditioning phasegins.CONDITIONING PHASEAtbe-To reach the desired level of fitness,soldiers must increase the amount ofexercise and/or the workout intensityas their strength and/or enduranceincreases.To improve cardiorespiratory endurance,for example, they must increasethe length of time they run.They should start with the preparatoryphase and gradually increase the runningtime by one or two minutes eachweek until they can run continuouslyfor 20 to 30 minutes. At this point,they can increase the intensity untilthey reach the desired level of fitness.They should train at least three times aweek and take no more than two daysbetween workouts.For weight trainers, the conditioningphase normally begins during thethird week. They should do one set of8 to 12 repetitions for each of theselected resistance exercises. Whenthey can do more than 12 repetitions ofany exercise, they should increase theSoldiers and unitsshould be encouraged toprogress beyondminimum requirements.1-8

weight used on that exercise by aboutfive percent so they can again do only8 to 12 repetitions. This processcontinues throughout the conditioningphase. As long as they continue toprogress and get stronger while doingonly one set of each exercise, it is notnecessary for them to do more than oneset per exercise. When they stopmaking progress with one set, theyshould add another set on those exercisesin which progress has slowed. Astraining progresses, they may want toincrease the sets to three to help promotefurther increases in strength and/or muscle mass.For maximum benefit, soldiers shoulddo strength training three times a weekwith 48 hours of rest between workoutsfor any given muscle group. It helps toperiodically do a different type ofexercise for a given muscle or musclegroup. This adds variety and ensuresbetter strength development.The conditioning phase ends when asoldier is physically mission-capableand all personal, strength-related goalsand unit-fitness goals have been met.MAINTENANCE PHASEThe maintenance phase sustains thehigh level of fitness achieved in theconditioning phase. The emphasis hereis no longer on progression. A welldesigned,45- to 60-minute workout(including warm-up and cool-down) atthe right intensity three times a weekis enough to maintain almost any appropriatelevel of physical fitness. Theseworkouts give soldiers time to stabalizetheir flexibility, CR endurance, andmuscular endurance and strength.However, more frequent training maybe needed to reach and maintain peakfitness levels.Soldiers and units should always beencouraged to progress beyond minimumrequirements. Maintaining anoptimal level of fitness should becomepart of every soldier’s life-style andshould be continued throughout hislife.An effective program uses a varietyof activities to develop muscular enduranceand strength, CR endurance,and flexibility, and to achieve goodbody composition. It should also promotethe development of coordinationas well as basic physical skills. (SeeChapter 10 for guidance in constructinga unit program.)Types of Fitness ProgramsThe Army has too many types ofunits with different missions to haveone single fitness program for everyone.Therefore, only broad categoriesof programs and general considerationsare covered here. They areclassified as unit, individual, and specialprograms.UNIT PROGRAMSUnit programs must support unitmissions. A single unit may requireseveral types of programs. Some units,such as infantry companies, have generallythe same types of soldiers andMOSS. On the other hand, certaincombat--service-support units havemany different types of soldiers, eachwith unique needs. Commanders candevelop programs for their own unitby following the principles in thischapter. MFTs know how to helpcommanders develop programs for theirunits/soldiers.Commanders of units composed ofboth men and women must also understandthe physiological differencesbetween the sexes. These are summarizedin Appendix A. Although womenare able to participate in the samefitness programs as men, they mustwork harder to perform at the sameabsolute level of work or exercise.The same holds true for poorly-conditionedsoldiers running with wellconditionedsoldiers.To overcome this problem in thecase of running, for example, the unit1-9

should use ability group runs ratherthan unit runs. Soldiers in a givenability group will run at a set pace,with groups based on each soldier’smost recent 2-mile-run time. Threeto six groups per company-sized unitare usually enough. Within eachgroup, each soldier’s heart rate whilerunning should be at his own THR.When the run is not intense enough tobring one or more of the soldiers toTHR, it is time for those soldiers tomove up to the next ability group.Ability group running does twothings more effectively than unit runs:1) it lets soldiers improve to theirhighest attainable fitness level; and, 2)it more quickly brings subpar performersup to minimum standards.It also allows soldiers to train toexcel on the APFT which, in turn,helps promotion opportunities. Holdinga fit soldier back by making himrun at a slow, unit-run pace (normallyless than his minimum pace for the 2-mile run on the APFT) hurts hismorale and violates the principle oftraining to challenge.initial Entry Training (lET)The training program in basic training(BT) brings soldiers up to the levelof physical fitness they need to dotheir jobs as soldiers. However, theprogram requires good cadre leadershipto ensure that it is appropriate,demanding, and challenging.Trainees report to active duty atvarious levels of physical fitness andability. During basic training theypass through the preparatory into theconditioning phase. During “fill” periodsand the first week of training,the focus is on learning and developingthe basics of physical fitness.Training emphasizes progressiveconditioning of the whole body. Tominimize the risk of injury, exercisesmust be done properly, and the intensitymust progress at an appropriaterate. Special training should be consideredfor soldiers who fail to maintainthe unit’s or group’s rate of progression.Commanders should evaluateeach basic trainee who falls belowstandard and give him individualized,special assistance to improve his deficiencies.Additional training should not beused as punishment for a soldier'sinability to perform well.More PT is not necessarily better.Chapter 11 describes how to developphysical training programs in IET units.Advanced Individual Training (AIT)Although AIT focuses on technicaland MOS-oriented subjects, physicalfitness must be emphasized throughout.Most soldiers arriving from basic trainingare already well into the conditioningphase. Therefore, AIT unit trainingshould focus on preparing soldiers tomeet the physical requirements of theirinitial duty assignments. (See TRA-DOC Reg. 350-6, Chapter 4.)Walking, running, and climbingduring unit training contribute tophysical fitness, but they are not enough.Physical training in AIT requires continued,regular, vigorous exercise whichstresses the whole body and addressesall the components of fitness.By the end of AIT, soldiers mustmeet APFT standards. With good programsand special training, all healthyAIT graduates should easily be able todemonstrate that they, possess the requiredlevel of physical fitness.By the end of AIT,soldiers must meetAPFT standards.1-10

TOE and TDA Units–ActiveComponentfitness. MFTs can help developvidual fitness programs.indi -There must be apositive approach toall special fitnesst r a i n i n g .There are many types of units in theArmy, and their missions often requiredifferent levels of fitness. TOE andTDA units must emphasize attainingand maintaining the fitness level requiredfor the mission.The unit’s standards may exceed theArmy’s minimums. By regulation(AR 350- 15), the unit’s standards canbe established by the unit’s commander,based on mission requirements.TOE and TDA Units--ReserveComponentsThe considerations for the activecomponent also apply to reserve components(RCS). However, since membersof RC units cannot participatetogether in collective physical trainingon a regular basis, RC unit programsmust focus on the individual’s fitnessresponsibilities and efforts. Commanders,however, must still ensurethat the unit’s fitness level and individualPT programs are maintained.MFTs can give valuable assistance toRC commanders and soldiers.INDIVIDUAL PROGRAMSMany soldiers are assigned to dutypositions that offer little opportunityto participate in collective unit PTprograms. Examples are HQDA,MACOM staffs, hospitals, service schoolstaff and faculty, recruiting, and ROTC.In such organizations, commanders mustdevelop leadership environments thatencourage and motivate soldiers toaccept individual responsibility for theirown physical fitness. Fitness requirementsare the same for these personnelas for others. Section chiefs and individualsoldiers need to use the fundamentalprinciples and techniques outlinedin this manual to help them attainand maintain a high level of physicalSPECIAL PROGRAMSThe day-to-day unit PT programconducted for most soldiers may notbe appropriate for all unit members.Some of them may not be able to exerciseat the intensity or duration bestsuited to their needs.At least three groups of soldiers mayneed special PT programs. They are asfollows:• Those who fail the APFT and donot have medical profiles.• Those who are overweight/overfataccording to AR 600-9• Those who have either permanentor temporary medical profiles.Leaders must also give special considerationto soldiers who are age 40 orolder and to recent arrivals who cannotmeet the standards of their new unit.Special programs must be tailoredto each soldier’s needs, and trained,knowledgeable leaders should developand conduct them. This trainingshould be conducted with the unit, Ifthis is impossible, it should at leastoccur at the same time.There must be a positive approachto all special fitness training. Soldierswho lack enough upper body strengthto do a given number of push-ups orenough stamina to pass the 2-mile runshould not be ridiculed. Instead, theirshortcomings should be assessed andthe information used to develop individualizedprograms to help themremedy their specific shortcomings. Acompany-sized unit may have as manyas 20 soldiers who need special attention.Only smart planning will producegood programs for all of them.Commanders must counsel soldiers,explaining that special programs arebeing developed in their best interests.They must make it clear that standards1-11

will be enforced. Next, they shouldcoordinate closely with medical personnelto develop programs that fit thecapabilities of soldiers with medicallimitations. Each soldier should thenbegin an individualized program basedon his needs.MFTs know how to assess CR endurance,muscular strength andendurance, flexibility, and bodycomposition. They can also developthorough, tailor-made programs forall of a unit’s special population.APFT FailuresAlthough it is not the heart of theArmy’s physical fitness program, theAPFT is the primary instrument forevaluating the fitness level of eachsoldier. It is structured to assess themuscular endurance of specific musclegroups and the functional capacity ofthe CR system.Soldiers with reasonable levels ofoverall physical fitness should easilypass the APFT. Those whose fitnesslevels are substandard will fail. Soldierswho fail the APFT must receivespecial attention. Leaders should analyzetheir weaknesses and design programsto overcome them. For example,if the soldier is overweight,nutrition and dietary counseling maybe needed along with a special exerciseprogram. DA Pam 350-22 outlinesseveral ways to improve a soldier’sperformance on each of the APFTevents.When trying to improve APFT performances,leaders must ensure thatsoldiers are not overloaded to the pointwhere the fitness training becomescounterproductive. They should useability groups for their running programand, in addition to a total-bodystrength-training program, should includeexercises designed for push-upand sit-up improvement. When dealingwith special populations, two veryimportant principles are overload andrecovery. The quality, not just thequantity, of the workout should beemphasized. Two-a-day sessions, unlessdesigned extremely well, can becounter-productive. More PT is notalways better.Overweight SoldiersDesigners of weight loss and physicaltraining programs for overweightsoldiers should remember this: eventhough exercise is the key to sensibleweight loss, reducing the number ofcalories consumed is equally important.A combination of both actions isbest.The type of exercise the soldier doesaffects the amount and nature of theweight loss. Both running and walkingburn about 100 calories per mile. Onepound of fat contains 3,500 calories.Thus, burning one pound of fat throughexercise alone requires a great deal ofrunning or walking. On the other hand,weight lost through dieting alone includesthe loss of useful muscle tissue.Those who participate in an exerciseprogram that emphasizes the developmentof strength and muscular endurance,however, can actually increasetheir muscle mass while losing bodyfat. These facts help explain whyexercise and good dietary practicesmust be combined.Unit MFTs can help a soldier determinethe specific caloric requirementhe needs to safely and successfully loseexcess fat. They can devise a sound,individualized plan to arrive at thatreduced caloric intake. Likewise, unitMFTs can also develop training programswhich will lead to fat losswithout the loss of useful muscle tissue.Generally, overweight soldiers shouldstrive to reduce their fat weight by twopounds per week. When a soldier losesweight, either by diet or exercise orboth, a large initial weight loss is notunusual. This may be due to water lossassociated with the using up of thebody’s carbohydrate stores. Althoughthese losses may be encouraging to the1-12

All profiled soldiersshould do as much ofthe regular fitnessprogram as they can,along with substituteactivities.soldier, little of this initial weight lossis due to the loss of fat.Soldiers should be weighed undersimilar circumstances and at the sametime each day. This helps avoid falsemeasurements due to normal fluctuationsin their body weight during theday. As a soldier develops muscularendurance and strength, lean musclemass generally increases. Because muscleweighs more per unit of volume thanfat. caution is advised in assessing hisprogress. Just because a soldier is notlosing weight rapidly does not necessarilymean he is not losing fat. In fact,a good fitness program often results ingaining muscle mass while simultaneouslylosing fat weight. If therereasonable doubt, his percentagebody fat should be determined.Soldiers with ProfilesisofThis manual stresses what soldierscan do while on medical profile ratherthan what they cannot do.DOD Directive 1308.1 requires that,“Those personnel identified with medicallylimiting defects shall be placed ina physical fitness program consistentwith their limitations as advised bymedical authorities.”AR 350-15 states, “For individualswith limiting profiles, commanderswill develop physical fitness programsin cooperation with health care personnel.”The Office of the Surgeon Generalhas developed DA Form 3349 to easethe exchange of information betweenhealth care personnel and the units. Onthis form, health care personnel list,along with limitations, those activitiesthat the profiled soldier can do tomaintain his fitness level. With thisinformation, the unit should directprofiled soldiers to participate in theactivities they can do. (An example ofDA Form 3349 is in Appendix B.)All profiled soldiers should takepart in as much of the regular fitnessprogram as they can. Appropriate activitiesshould be substituted to replacethose regular activities in whichthey cannot participate.Chapter 2 describes some aerobicactivities the soldier can do to maintaincardiorespiratory fitness when hecannot run. Chapter 3 shows how tostrengthen each body part. Applyingthis information should allow somestrength training to continue evenwhen body parts are injured. Thesame principle applies to flexibility(Chapter 4).Medical treatment and rehabilitationshould be aimed at restoring thesoldier to a suitable level of physicalfitness. Such treatment should useappropriate, progressive physical activitieswith medical or unit supervision.MFTs can help profiled soldiers byexplaining alternative exercises andhow to do them safely under thelimitations of their profile. MFTs arenot, however, trained to diagnose injuriesor prescribe rehabilitative exerciseprograms. This is the domain ofqualified medical personnel.The activity levels of soldiers usuallydecrease while they are recoveringfrom sickness or injury. As a result,they should pay special attention totheir diets to avoid gaining body fat.This guidance becomes more importantas soldiers grow older. Withmedical supervision, proper diet, andthe right PT programs, soldiers shouldbe able to overcome their physicalprofiles and quickly return to theirnormal routines and fitness levels.Age as a Factor in PhysicalFitnessSoldiers who are age 40 and olderrepresent the Army’s senior leadership.On the battlefield, they mustlead other soldiers under conditions ofsevere stress. To meet this challenge1-13

and set a good example, these leadersmust maintain and demonstrate a highlevel of physical fitness. Since theirnormal duties may be stressful butnonphysical, they must take part regularlyin a physical fitness program. Theneed to be physically fit does notdecrease with increased age.People undergo many changes asthey grow older. For example, theamount of blood the heart can pumpper beat and per minute decreasesduring maximal exercise, as does themaximum heart rate. This lowers aperson’s physical ability, and performancesuffers. Also, the percent ofbody weight composed of fat generallyincreases, while total muscle mass decreases.The result is that muscularstrength and endurance, CR endurance,and body composition suffer. Adecrease in flexibility also occurs.Men tend to maintain their peaklevels of muscular strength and enduranceand CR fitness until age 30.After 30 there is a gradual declinethroughout their lives. Women tend toreach their peak in physical capabilityshortly after puberty and then undergoa progressive decline.Although a decline in performancenormally occurs with aging, those whostay physically active do not have thesame rate of decline as those who donot. Decreases in muscular strengthand endurance, CR endurance, andflexibility occur to a lesser extent inthose who regularly train these fitnesscomponents.Soldiers who are fit at age 40 andcontinue to exercise show a lesserdecrease in many of the physiologicalfunctions related to fitness than dothose who seldom exercise. A trained60-year-old, for example, may havethe same level of CR fitness as asedentary 20-year-old. In short, regularexercise can help add life to youryears and years to your life.The assessment phase of a programis especially important for those age 40and over. However, it is not necessaryor desirable to develop special fitnessprograms for these soldiers. Those whohave been exercising regularly maycontinue to exercise at the same level asthey did before reaching age 40. Aprogram based on the principles of exerciseand the training concepts in thismanual will result in a safe, long-termconditioning program for all soldiers.Only those age 40 and over who havenot been exercising regularly may needto start their exercise program at alower level and progress more slowlythan younger soldiers. Years of inactivityand possible abuse of the bodycannot be corrected in a few weeks ormonths.As of 1 January 1989, soldiers reachingage 40 are no longer required to getclearance from a cardiovascular screeningprogram before taking the APFT.Only a medical profile will exemptthem from taking the biannual recordAPFT. They must, however, haveperiodic physical examinations in accordancewith AR 40-501 and NGR40-501. These include screening forcardiovascular risk factors.EvaluationTo evaluate their physical fitnessand the effectiveness of their physicalfitness training programs, all militarypersonnel are tested biannually usingthe APFT in accordance with AR 350-15. (Refer to Chapter 14.) However,commanders may evaluate their physicalfitness programs more frequentlythan biannually.SCORING CATEGORIESThere are two APFT categories oftesting for all military personnel InitialEntry Training (IET) and the ArmyStandard.1-14

Safety is a majorconsideration whenplanning and evaluatingphysical trainingprogramsIET StandardThe APFT standard for basic trainingis a minimum of 50 points perevent and no less than 150 pointsoverall by the end of basicGraduation requirements forOne Station Unit Trainingrequire 60 points per event.Army Standardtraining.AIT and(OSUT)All other Army personnel (activeand reserve) who are non-IET soldiersmust attain the minimum Army standardof at least 60 points per event. Toget credit for a record APFT, a mediccallyprofiled soldier must, as a minimum,complete the 2-mile run or oneof the alternate aerobic events.SAFETYSafety is a major considerationwhen planning and evaluating physicaltraining programs. Commandersmust ensure that the programs do notplace their soldiers at undue risk ofinjury or accident. They should addressthe following items:•Environmental conditions (heat/cold/traction).• Soldiers' levels of conditioning ( low/high/age/sex).•Facilities (availability/instruction/repair).•Traffic (routes/procedures/formations).•Emergency procedures (medical/communication/transport).The objective of physical trainingin the Army is to enhance soldiers’abilities to meet the physical demandsof war. Any physical training whichresults in numerous injuries or accidentsis detrimental to this goal. As inmost training, common sense mustprevail. Good, sound physical trainingshould challenge soldiers but shouldnot place them at undue risk nor leadto situations where accidents or injuriesare likely to occur.1-15

Cardiorespiratory (CR) fitness,sometimes called CR endurance, aerobicfitness, or aerobic capacity, is oneof the five basic components of physicalfitness. CR fitness is a condition inwhich the body’s cardiovascular (circulatory)and respiratory systemsfunction together, especially duringexercise or work, to ensure that adequateoxygen is supplied to the workingmuscles to produce energy. CRfitness is needed for prolonged, rhythmicuse of the body’s large musclegroups. A high level of CR fitnesspermits continuous physical activitywithout a decline in performance andallows for rapid recovery followingfatiguing physical activity.Activities such as running, roadmarching, bicycling, swimming, crosscountryskiing, rowing, stair climbing,and jumping rope place an extra demandon the cardiovascular and respiratorysystems. During exercise, these systemsattempt to supply oxygen to theworking muscles. Most of this oxygenis used to produce energy for muscularcontraction. Any activity that continuouslyuses large muscle groups for20 minutes or longer taxes these systems.Because of this, a wide varietyof training methods is used to improvecardiorespiratory endurance.Physiology of Aerobic TrainingAerobic exercise uses oxygen toproduce most of the body’s energyneeds. It also brings into play a fairlycomplex set of physiological events.To provide enough energy-producingoxygen to the muscles, the followingevents occur:• Greater movement of air throughthe lungs.• Increased movement of oxygen fromthe lungs into the blood stream.• Increased delivery of oxygen-ladenblood to the working muscles by theheart's accelerated pumping action.• Regulation of the blood vessel's sizeto distribute blood away from inactivetissue to working muscle.• Greater movemen t of oxygen fromthe blood into the muscle tissue.• Accelerated return of veinous bloodto the heart.CR fitness is needed forprolonged, rhythmic useof the body's largemuscle groups.2-0

Aerobic exercise is thebest type of activity forattaining andmaintaining a lowpercentage of body fat.The best way to determine aerobiccapacity is to measure it in the laboratory.It is much easier, however, to estimatemaximum oxygen uptake byusing other methods.It is possible to determine a soldier’sCR fitness level and get an accurateestimate of his aerobic capacity by usinghis APFT 2-mile-run time.(Appendix F explains how to do this.)Other tests - the bicycle, walk, and steptests - may also be used to estimateone’s aerobic capacity and evaluateone’s CR fitness level.In the presence of oxygen, musclecells produce energy by breaking downcarbohydrates and fats. In fact, fatsare only used as an energy source whenoxygen is present. Hence, aerobicexercise is the best type of activity forattaining and maintaining a low percentageof body fat.A person’s maximum aerobic capacitycan be modified through physicaltraining. To reach very high levels ofaerobic fitness, one must train hard.The best way to improve CR fitness isto participate regularly in a demandingaerobic exercise program.Many factors can negateively affectone's ability to perform well aerobically.These include the following:• Age.• Anemia.• Carbon monoxide from tobacco smokeor pollution.• High altitude (reduced oxygen pressure).• Illness (heart disease).• Obesity.• Sedentary life-style.Any condition that reduces the body’sability to bring in, transport, or useoxygen reduces a person’s ability toperform aerobically. Inactivity causesmuch of the decrease in physical fitnessthat occurs with increasing age.Some of this decrease in aerobic fitnesscan be slowed by taking part in aregular exercise program.Certain medical conditions alsoimpair the transport of oxygen. Theyinclude diseases of the lungs, whichinterfere with breathing, and disablingheart conditions. Another issevere blocking of the arteries whichinhibits blood flow to the heart andskeletal muscles.Smoking can lead to any or all of theabove problems and can, in the longand short term, adversely affect one’sability to do aerobic exercise.FITT FactorsAs mentioned in Chapter 1, a personmust integrate several factors into anysuccessful fitness training program toimprove his fitness level. These factorsare summarized by the followingwords which form the acronym FITT.Frequency, Intensity, Time, and Type.They are described below as theypertain to cardiorespiratory fitness. Awarm-up and cool-down should alsobe part of each workout. Informationon warming up and cooling down isgiven in Chapters 1 and 4.FREQUENCYFrequency refers to how often oneexercises. It is related to the intensityand duration of the exercise session.Conditioning the CR system can bestbe accomplished by three adequatelyintense workouts per week. Soldiersshould do these on alternate days. Bybuilding up gradually, soldiers can geteven greater benefits from workingout five times a week. However,leaders should recognize the need forrecovery between hard exercise periodsand should adjust the training intensityaccordingly. They must also beaware of the danger of overtrainingand recognize that the risk of injuryincreases as the intensity and durationof training increases.2-1

INTENSITYIntensity is related to how hard oneexercises. It represents the degree ofeffort with which one trains and isprobably the single most importantfactor for improving performance. Unfortunately,it is the factor many unitsignore.Changes in CR fitness are directlyrelated to how hard an aerobic exerciseis performed. The more energy expendedper unit of time, the greaterthe intensity of the exercise. Significantchanges in CR fitness are broughtabout by sustaining training heartrates in the range of 60 to 90 percentof the heart rate reserve (HRR). Intensitiesof less than 60 percent HRRare generally inadequate to produce atraining effect, and those that exceed90 percent HRR can be dangerous.Soldiers should gauge the intensityof their workouts for CR fitness bydetermining and exercising at theirtraining heart rate (THR). Using theTHR method lets them find and prescribethe correct level of intensityduring CR exercise. By determiningone’s maximum heart rate, restingheart rate, and relative conditioninglevel, an appropriate THR or intensitycan be prescribed.One’s ability to monitor the heartrate is the key to success in CRtraining. (Note: Ability-group runningis better than unit running becauseunit running does not accommodatethe individual soldier’s THR. Forexample, some soldiers in a formationmay be training at 50 percent HRRand others at 95 percent HRR. As aresult, the unit run will be too intensefor some and not intense enough forothers.)The heart rate during work or exerciseis an excellent indicator of howmuch effort a person is exerting.Keeping track of the heart rate lets onegauge the intensity of the CR exercisebeing done. With this information,one can be sure that the intensity isenough to improve his CR fitness level.Percent MHR MethodWith this method, the THR is figuredusing the estimated maximal heartrate. A soldier determines his estimatedmaximum heart rate by subtractinghis age from 220. Thus, a 20-year-old would have an estimatedmaximum heart rate (MHR) of 200beats per minute (220 -20 = 200).When using the MHR method, onemust compensate for its built-in weakness.A person using this method mayexercise at an intensity which is nothigh enough to cause a training effect.To compensate for this, a person whois in poor shape should exercise at 70percent of his MHR; if he is inrelatively good shape, at 80 percentMHR; and, if he is in excellent shape,at 90 percent MHR.2-2

Percent HRR MethodA more accurate way to calculateTHR is the percent HRR method. Therange from 60 to 90 percent HRR is theTHR range in which people shouldexercise to improve their CR fitnesslevels. If a soldier knows his generallevel of CR fitness, he can determinewhich percentage of HRR is a goodstarting point for him. For example, ifhe is in excellent physical condition, hecould start at 85 percent of his HRR; ifhe is in reasonably good shape, at 70percent HRR; and, if he is in poorshape, at 60 percent HRR.Most CR workouts should be conductedwith the heart rate between 70to 75 percent HRR to attain, or maintain,an adequate level of fitness. Soldierswho have reached a high level offitness may derive more benefit fromworking at a higher percentage ofHRR, particularly if they cannot findmore than 20 minutes for CR exercise.Exercising at any lower percentage ofHRR does not give the heart, muscles,and lungs an adequate training stimulus.Before anyone begins aerobic training,he should know his THR (the heartrate at which he needs to exercise to geta training effect).2-3

As shown, the percentage (70 percentin this example) is converted tothe decimal form (0.70) before it ismultiplied by the HRR. The result isthen added to the resting heart rate(RHR) to get the THR. Thus, theproduct obtained by multiplying 0.70and 131 is 91.7. When 91.7 is added tothe RHR of 69, a THR of 160.7 results.When the calculations produce a fractionof a heart beat, as in the example,the value is rounded off to the nearestwhole number. In this case, 160.7BPM is rounded off to give a THR of161 BPM. In summary, a reasonablyfit 20-year-old soldier with a restingheart rate of 69 BPM has a trainingheart rate goal of 161 BPM. To determinethe RHR, or to see if one iswithin the THR during and right afterexercise, place the tip of the thirdfinger lightly over one of the carotidarteries in the neck. These arteries arelocated to the left and right of theAdam’s apple. (See Figure 2-1A.)Another convenient spot from whichto monitor the pulse is on the radialartery on the wrist just above the baseof the thumb. (See Figure 2-lB.) Yetanother way is to place the hand overthe heart and count the number ofheart beats. (See Figure 2-1 C.)During aerobic exercise, the bodywill usually have reached a "SteadyState" after five minutes of exercise,and the heart rate will have leveled off.At this time, and immediately after exercising,the soldier should monitor hisheart rate.He should count his pulse for 10seconds, then multiply this by six to gethis heart rate for one minute. This willlet him determine if his training intensityis high enough to improve his CRfitness level.For example, use the THR of 161BPM figured above. During the 10-second period, the soldier should get acount of 27 beats (161/6= 26.83 or 27)if he is exercising at the right intensity.If his pulse rate is below the THR, hemust exercise harder to increase hispulse to the THR. If his pulse is abovethe THR, he should normally exerciseat a lower intensity to reduce the pulserate to the prescribed THR. He shouldcount as accurately as possible, sinceone missed beat during the 10-secondcount, multiplied by six, gives an errorof six BPM.IFigure 2-12-4

A soldier who maintains his THR exercise. have a THR of 23 beats in 10throughout a 20- to 30-minute exercise seconds. He can determine this fromperiod is doing well and can expect im- the table by locating his age and thenprovement in his CR fitness level. He tracking upward until he reaches theshould check his exercise and post-percent HRR for his fitness level.exercise pulse rate at least once each Again, those with a low fitness levelworkout. If he takes only one pulse should work at about 60 percent HRRcheck, he should do it five minutes into and those with a good fitness level atthe workout.Figure 2-2 is a chart that makes iteasy to determine what a soldier’s THRshould be during a 10-second count.Using this figure, a soldier can easilyfind his own THR just by knowing hisA soldier who maintainshis THR throughout a20-30-minute exerciseperiod is doing well andcan expect improvementin his CR fitness level.age and general fitness level. Forexample, a 40-year-old soldier with alow fitness level should, during aerobic70 percent HRR. Those with a highlevel of fitness may benefit most bytraining at 80 to 90 percent HRR.Another way to gauge exercise intensityis “perceived exertion.” Thismethod relies on how difficult theexercise seems to be and is describedin Appendix G.Figure 2-22-5

TIMETime, or duration, refers to howlong one exercises. It is inverselyrelated to intensity. The more intensethe activity, the shorter the time neededto produce or maintain a trainingeffect; the less intense the activity, thelonger the required duration. Toimprove CR fitness, the soldier musttrain for at least 20 to 30 minutes at hisTHR.TYPEOnly aerobic exercises that requirebreathing in large volumes of airimprove CR fitness. Worthwhile aerobicactivities must involve the use oflarge muscle groups and must be rhythmic.They must also be of sufficientduration and intensity (60 to 90 percentHRR). Examples of primary andsecondary exercises for improving CRfitness are as follows:PRIMARY• Running.• Rowing.• Jogging.• Skiing (cross-country).• Walking (vigorous).• Exercising to music.• Road marching.• Rope skipping.• Bicycling (stationary).•Swimming.• Bicycling (road/street).• Stair climbing.SECONDARY (Done with partners oropponents of equal or greater ability.)•Racquetball (singles).•Basketball (full court).•Handball (singles).•Tennis (singles).The primary exercises are more effectivethan the secondary exercises inproducing positive changes in CR fitness.The secondary activities may brieflyelevate the heart rate but may not keepit elevated to the THR throughout theentire workout.Every activity has its advantages and Every activity has itsdisadvantages. Trainers must weigh advantages andthese and design programs that fit theunit’s needs.RunningRunning enables the body to improvethe transport of blood and oxygento the working muscles and bringsabout positive changes in the muscles’ability to produce energy. Runningfits well into any physical training program‘because a training effect can beattained with only three 20-minuteworkouts per week.Some soldiers may need instructionto improve their running ability. Thefollowing style of running is desired.The head is erect with the body in astraight line or slightly bent forward atthe waist. The elbows are bent so theforearms are relaxed and held looselyat waist level. The arms swing naturallyfrom front to rear in straightlines. (Cross-body arm movementswaste energy. The faster the run, thefaster the arm action.) The toes pointstraight ahead, and the feet strike onthe heel and push off at the big toe.Besides learning running techniques,soldiers need information on ways toprevent running injuries. The mostcommon injuries associated with PT inthe Army result from running andoccur to the feet, ankles, knees, andlegs. Proper warm-up and cool-down,along with stretching exercises andwearing appropriate clothing and wellfittingrunning shoes, help preventinjuries. Important information onsafety factors and common running injuriesis presented in Chapter 13 andAppendix E.Failure to allow recovery betweenhard bouts of running cannot only leadto overtraining, but can also be a majordisadvantages. Trainersmust design programsthat fit the unit’s needs.Important informationon safety factors andcommon runninginjuries is presented inC hapter 13 andAppendix E .2-6

cause of injuries. A well-conditionedsoldier can run five to six times a week.However, to do this safely, he shoulddo two things: 1) gradually buildup torunning that frequently; and, 2) varythe intensity and/or duration of therunning sessions to allow recoverybetween them.ABILITY GROUP RUNNINGTraditionally, soldiers have run inunit formations at a pace prescribed bythe PT leader. Commanders have usedunit runs to improve unit cohesion andfitness levels. Unfortunately, too manysoldiers are not challenged enough bythe intensity or duration of the unitrun, and they do not receive a trainingbenefit. For example, take a companythat runs at a nine-minute-per-milepace for two miles. Only soldiers whocannot run two miles in a time fasterthan 18 minutes will receive a significanttraining effect. Therefore, interms of conditioning, most soldierswho can pass the 2-mile-run test arewasting their time and losing the chanceto train hard to excel. Ability grouprunning (AGR) is the best way toprovide enough intensity so each soldiercan improve his own level of CRfitness.AGR lets soldiers train in groups ofnear-equal ability. Each group runs ata pace intense enough to produce atraining effect for that group and eachsoldier in it. Leaders should programthese runs for specific lengths of time,not miles to be run. This procedure letsmore-fit groups run a greater distancethan the less-fit groups in the sametime period thus enabling every soldierto improve.The best way to assign soldiers toability groups is to make a list, inThe best way to assign order, of the unit’s most recent APFTsoldiers to ability 2-mile-run times. The number ofgroups is to, make a list, groups depends on the unit size, numinorder, of the unit’s ber of leaders available to conduct themost recent APFT runs, and range of 2-mile-run times.2-mile-run times. A company-sized unit broken downinto four to six ability groups, eachwith a leader, is best for aerobictraining, For activities like circuits,strength training, and competitiveevents, smaller groups are easier towork with than one large group.Because people progress at differentrates, soldiers should move to fastergroups when they are ready. To helpthem train at their THR and enhancetheir confidence, those who have ahard time keeping up with a groupshould be placed in a slower group. Asthe unit’s fitness level progresses, soshould the intensity at which eachgroup exercises. Good leadership willprevent a constant shifting of soldiersbetween groups due to lack of effort.AGR is best conducted at the rightintensity at least three times a week.As explained, the CR system shouldnot be exercised “hard” on consecutivedays. If AGR is used on hard CRtrainingdays, unit runs at lower intensitiesare good for recovery days.Using this rotation, soldiers can gainthe desired benefits of both unit andability-group runs. The problem comeswhen units have a limited number ofdays for PT and there is not enoughtime for both. In this case, unit runsshould seldom, if ever, be used andshould be recognized for what theyare -- runs to build unit cohesion.Leaders can use additional methodsto achieve both goals. The unit canbegin in formation and divide intoability groups at a predetermined releasepoint. The run can also beginwith soldiers divided into ability groupswhich join at a link-up point. Alternately,ability groups can be startedover the same route in a stagger, withthe slowest group first. Link-upsoccur as each faster group overtakesslower groups.With imagination and planning, AGRwill result in more effective trainingworkouts for each soldier. The argumentthat ability-group running detractsfrom unit cohesion is invalid.Good leadership and training in all2-7

areas promote unit cohesion and teamspirit; training that emphasizes formover substance does not.INTERVAL TRAININGInterval training also works the cardiorespiratorysystem. It is an advancedform of exercise training whichhelps a person significantly improvehis fitness level in a relatively shorttime and increase his running speed.In interval training, a soldier exercisesby running at a pace that isslightly faster than his race pace forshort periods of time. This may befaster than the pace he wants to maintainduring the next APFT 2-mile run.He does this repeatedly with periods ofrecovery placed between periods offast running. In this way, the energysystems used are allowed to recover,and the exerciser can do more fastpacedrunning in a given workout thanif he ran continuously without resting.This type of intermittent training canalso be used with activities such ascycling, swimming, bicycling, rowing,and road marching.The following example illustrateshow the proper work-interval timesand recovery times can be calculatedfor interval training so that it can beused to improve a soldier’s 2-mile-runperformance.The work-interval time (the speedat which a soldier should run each440-yard lap) depends on his actualrace pace for one mile. If a soldier’sactual 1-mile-race time is not known,it can be estimated from his last APFTby taking one half of his 2-mile-runtime. Using a 2-mile-run time of1600 minutes as an example, the pacefor an interval training workout is calculatedas follows:Step 1. Determine (or estimate) theactual 1-mile-race pace. The soldier's2-mile-run time is 16:00 minutes, andhis estimated pace for 1 mile is one halfof this or 8:00 minutes.Step 2. Using the time from Step 1,determine the time it took to run 440yards by dividing the 1-mile-race paceby four. (8:00 minutes/4 = 2:00 minutesper 440 yards.)Step 3. Subtract one to four secondsfrom the 440-yard time in Step 2 tofind the time each 440-yard lap shouldbe run during an interval trainingsession. (2:00 minutes - 1 to 4 seconds= 1:59 to 1:56.)Thus, each 440-yard lap should berun in 1 munute, 56 seconds to 1minute, 59 seconds during intervaltraining based on the soldier's 16:00, 2-mile run time. Recovery periods,twice the length of the work-intervalperiods. These recovery periods,therefore, will be 3 minutes, 52seconds long (1:56 + 1:56 = 3:52).Using the work-interval time foreach 440-yard lap from Step 3, thesoldier can run six to eight repetitionsof 440 yards at a pace of 1 minute, 56seconds (1:56) for each 440-yard run.This can be done on a 440-yard track(about 400 meters) as follows:1. Run six to eight 440-yard repetitionswith each interval run at a 1:56pace.2. Follow each 440-yard run done in1 minute, 56 secons by an easy jog of440 yards for recovery. Each 440-yardjog should take twice as much time asthe work interval (that is, 3:52). Foreach second of work, there are twoseconds of recovery. Thus, the workto-restratio is 1:2.2-8

Table 2-1In Fartlek training, thesoldier varies theintensity (speed) of therunning throughout theworkout.To help determine the correct timeintervals for a wide range of fitnesslevels, refer to Table 2-1. It showscommon 1 -mile times and the corresponding440-yard times.Monitoring the heart-rate responseduring interval training is not as importantas making sure that the workintervals are run at the proper speed.Because of the intense nature of intervaltraining, during the work intervalthe heart rate will generally climb to 85or 90 percent of HRR. During therecovery interval, the heart rate usuallyfalls to around 120 to 140 beats perminute. Because the heart rate is notthe major concern during interval training,monitoring THR and using it as atraining guide is not necessary.As the soldier becomes more conditioned,his recovery is quicker. As aresult, he should either shorten the recoveryinterval (jogging time) or runthe work interval a few seconds faster.After a soldier has reached a goodCR fitness level using the THR method,he should be ready for interval training.As with any other new trainingmethod, interval training should beintroduced into his training programgradually and progressively. At first,he should do it once a week. If heresponds well, he may do it twice aweek at the most, with at least onerecovery day in between. He may alsodo recovery workouts of easy joggingon off days. It is recommended thatinterval training be done two times aweek only during the last severalweeks before an APFT. Also, he shouldrest the few days before the test bydoing no, or very easy, running.As with any workout, soldiers shouldstart intervaI workouts with a warmupand end them with a cool-down.FARTLEK TRAININGIn Fartlek training, another type ofCR training sometimes called speedplay, the soldier varies the intensity(speed) of the running during theworkout. Instead of running at a constantspeed, he starts with veryslowjogging. When ready, he runs hard fora few minutes until he feels the needto slow down. At this time he recoversby jogging at an easy pace. This processof alternating fast and recovery running(both of varying distances) givesthe same results as interval training.However, neither the running nor recoveryinterval is timed, and the runningis not done on a track. For thesereasons, many runners prefer Fartlektraining to interval training.2-9

LAST-MAN-UP RUNNINGThis type of running, which includesboth sprinting and paced running,improves CR endurance andconditions the legs. It consists of 40-to 50-yard sprints at near-maximumeffort. This type of running is bestdone by squads and sections. Eachsquad leader places the squad in anevenly-spaced, single-file line on atrack or a smooth, flat course. Duringa continuous 2- to 3-mile run ofmoderate intensity, the squad leader,running in the last position, sprints tothe front of the line and becomes theleader. When he reaches the front, heresumes the moderate pace of thewhole squad. After he reaches thefront, the next soldier, who is now atthe rear, immediately sprints to thefront. The rest of the soldiers continueto run at a moderate pace. This patternof sprinting by the last person continuesuntil each soldier has resumed hisoriginal position in line. This patternof sprinting and running is repeatedseveral times during the run. The distancerun and number of sprints performedshould increase as the soldiers’conditioning improves.CROSS-COUNTRY RUNNINGCross-country running conditionsthe leg muscles and develops CR endurance.It consists of running acertain distance on a course laid outacross fields, over hills, through woods,or on any other irregular terrain. Itcan be used as both a physical conditioningactivity and a competitiveevent. The object is to cover thedistance in the shortest time.The unit is divided into abilitygroups using 2-mile-run times. Eachgroup starts its run at the same time.This lets the better-conditioned groupsrun farther and helps ensure that theyreceive an adequate training stimulus.The speed and distance can beincreased gradually as the soldiers’conditioning improves. At first, thedistance should be one mile or less,depending on the terrain and fitnesslevel. It should then be gradually increasedto four miles. Cross-countryruns have several advantages: theyprovide variety in physical fitness training,and they can accommodate largenumbers of soldiers. Interest can bestimulated by competitive runs aftersoldiers attain a reasonable level offitness. These runs may also be combinedwith other activities such ascompass work (orienteering).Road MarchesThe road or foot march is one of thebest ways to improve and maintainfitness. Road marches are classified aseither administrative or tactical, andthey can be conducted in garrison or inthe field. Soldiers must be able to movequickly, carry a load (rucksack) ofequipment, and be physically able toperform their missions after extendedmarching.BENEFITS OF ROAD MARCHESRoad marches are an excellent aerobicactivity. They also help developendurance in the muscles of the lowerbody when soldiers carry a heavy load.Road marches offer several benefitswhen used as part of a fitness program.They are easy to organize, and largenumbers of soldiers can participate. Inaddition, when done in an intelligent,systematic, and progressive manner,they produce relatively few injuries.Many soldier-related skills can beintegrated into road marches. They canalso help troops acclimatize to newenvironments. They help train leadersto develop skills in planning, preparation,and supervision and let leadersmake first-hand observations of thesoldiers’ physical stamina. Becauseroad marches are excellent fitnesstrainingactivities, commanders shouldmake them a regular part of their unit’sPT program.Cross-country runs canaccommodate largenumbers of soldiers.Road marches helptroops acclimatize tonew environments,2-10

Soldiers should receiveadvance notcie beforegoing on a march, tohelp morale and givethem time to prepare.TYPES OF MARCHESThe four types of road marches -day, limited visibility, forced, andshuttle - are described below. Formore information on marches, seeFM 21-18.Day MarchesDay marches, which fit easily intothe daily training plan, are most conduciveto developing physical fitness.They are characterized by dispersedformations and ease of control and reconnaissance.Limited Visibility MarchesLimited visibility marches requiremore detailed planning and supervisionand are harder to control than daymarches. Because they move moreslowly and are in tighter formations,soldiers may not exercise hard enoughto obtain a conditioning effect. Limitedvisibility marches do have someadvantages, however. They protectsoldiers from the heat of the day,challenge the ability of NCOS and officersto control their soldiers, andprovide secrecy and surprise in tacticalsituations.Forced MarchesForced marches require more thanthe normal effort in speed and exertion.Although they are excellent conditioners,they may leave soldiers toofatigued to do other required trainingtasks.Shuttle MarchesShuttle marches alternate riding andmarching, usually because there arenot enough vehicles to carry the entireunit. These marches may be modifiedand used as fitness activities. A shuttlemarch can be planned to move troopsof various fitness levels from one pointto another, with all soldiers arriving atabout the same time. Soldiers whohave high fitness levels can generallymarch for longer stretches than thosewho are less fit.PLANNING A ROAD MARCHAny plan to conduct a road march toimprove physical fitness should considerthe following:•Load to be carried.•Discipline and supervision.•Distance to be marched.•Route reconnaissance.•Time allotted for movement.•Water stops.•Present level of fitness.•Rest stops.•Intensity of the march.•Provisions for injuries.•Terrain an weather conditions.•Safety precautions.Soldiers should usually receive advancenotice before going on a march.This helps morale and gives them timeto prepare. The leader should choosean experienced soldier as a pacesetterto lead the march. The pacesettershould carry the same load as the othersoldiers and should be of mediumheight to ensure normal strides. Thenormal stride for a foot march, accordingto FM 21-18, is 30 inches.This stride, and a cadence of 106 stepsper minute, results in a speed of 4.8kilometers per hour (kph). When a 10-minute rest is taken each hour, a netspeed of 4 kph results.The pacesetter should keep in mindthat ground slope and footing affectstride length. For example, the lengthdecreases when soldiers march up hillsor down steep slopes. Normal strideand cadence are maintained easily onmoderate, gently rolling terrain unlessthe footing is muddy, slippery, orrough.Personal hygiene is important inpreventing unnecessary injuries. Beforethe march, soldiers should cuttheir toenails short and square them2-11

off, wash and dry their feet, andlightly apply foot powder. They shouldwear clean, dry socks that fit well andhave no holes. Each soldier shouldtake one or more extra pair of socksdepending on the length of the march.Soldiers who have had problems withblisters should apply a thin coating ofpetroleum jelly over susceptible areas.Leaders should check soldiers’ bootsbefore the march to make sure thatthey fit well, are broken in and in goodrepair, with heels that are even and notworn down.During halts soldiers should lie downand elevate their feet. If time permits,they should massage their feet, applypowder, and change socks. Stretchingfor a few minutes before resuming themarch may relieve cramps and sorenessand help prepare the muscles tocontinue exercising. To help preventlower back strain, soldiers should helpeach other reposition the rucksacksand other loads following rest stops.Soldiers can relieve swollen feet byslightly loosening the laces across theirarches.After marches, soldiers should againcare for their feet, wash and dry theirsocks, and dry their boots.PROGRAMS TO IMPROVELOAD-CARRYING ABILITYThe four generalized programs describedbelow can be used to improvethe soldiers’ load-carrying ability. Eachprogram is based on a different numberof days per week available for a PTprogram.If only two days are available for PT,both should include exercises forimproving CR fitness and muscularendurance and strength. Roughly equalemphasis should be given to each ofthese fitness components.If there are only three days availablefor PT, they should be evenly dispersedthroughout the week. Two ofthe days should stress the developmentof muscular endurance and strengthfor the whole body. Although all of themajor muscle groups of the body shouldbe trained, emphasis should be placed2-12

Leaders must train andmarch with their unitsas much as possible.Units should domaintenance marchesat least twice a month.on the leg (hamstrings and quadriceps),hip (gluteal and hip flexors), low back(spinal erector), and abdominal (rectusabdominis) muscles. These two daysshould also include brief (2-mile) CRworkouts of light to moderate intensity(65 to 75 percent HRR). On the oneCR fitness day left, soldiers shouldtake a long distance run (4 to 6 miles)at a moderate pace (70 percent HRR),an interval workout, or an aerobiccircuit. They should also do somestrength work of light volume andintensity. If four days are available, aroad march should be added to thethree-day program at least twicemonthly. The speed, load, distance,and type of terrain should be varied.If there are five days, leaders shoulddevote two of them to muscular strengthand endurance and two of them to CRfitness. One CR fitness day will uselong distance runs; the other can stressmore intense workouts including intervalwork, Fartlek running, or lastman-uprunning. At least two timesper month, the remaining day shouldinclude a road march.Soldiers can usually begin roadmarchtraining by carrying a total loadequal to 20 percent of their bodyweight. This includes all clothing andequipment. However, the gender makeupand/or physical condition of a unitmay require using a different startingload. Beginning distances should bebetween five and six miles, and thepace should be at 20 minutes per mileover flat terrain with a hard surface.Gradual increases should be made inspeed, load, and distance until soldierscan do the anticipated, worst-case,mission-related scenarios without excessivedifficulty or exhaustion. Unitsshould take maintenance marches atleast twice a month. Distances shouldvary from six to eight miles, with loadsof 30 to 40 percent of body weight.The pace should be 15 to 20 minutesper mile.A recent Army study showed thatroad-march training two times a monthand four times a month producedsimilar improvements in road-marchingperformance. Thus, twice-monthlyroad marches appear to produce afavorable improvement in soldiers’abilities to road march if they aresupported by a sound PT program(five days per week)Commanders must establish realisticgoals for road marching based onassigned missions. They should alsoallow newly assigned soldiers and thosecoming off extended profiles to graduallybuild up to the unit’s fitness levelbefore making them carry maximumloads. This can be done with abilitygroups.Road marching should be integratedinto all other training. Perhaps the bestsingle way to improve Ioad-earringcapacity is to have a regular trainingprogram which systematically increasesthe load and distance. It must also letthe soldier regularly practice carryingheavy loads over long distances.As much as possible, leaders at alllevels must train and march with theirunits. This participation enhancesleaders’ fitness levels and improvesteam spirit and confidence, both vitalelements in accomplishing difficultand demanding road marches.Alternate Forms ofAerobic ExerciseSome soldiers cannot run. In suchcases, they may use other activities assupplements or alternatives. Swimming,bicycling, and cross-countryskiing are all excellent endurance exercisesand are good substitutes forrunning. Their drawback is that theyrequire special equipment and facilitiesthat are not always available. Aswith all exercise, soldiers should startslowly and progress gradually. Thosewho use non-running activities to2-13

such training may not improve runningability. To prepare a soldier forthe APFT 2-mile run, there is no substitutefor running.SWIMMINGSwimming is a good alternative torunning. Some advantages of swimminginclude the following:o Involvement of all the major musclegroups.o Body position that enhances theblood’s return to the heart.o Partial support of body weight bythe water, which minimizes lowerbody stress in overweight soldiers.Swimming may be used to improveone’s CR fitness level and to maintainand improve CR fitness during recoveryfrom an injury. It is used tosupplement running and develop upperbody endurance and limited strength.The swimmer should start slowly witha restful stroke. After five minutes, heshould stop to check his pulse, compareit with his THR and, if needed,adjust the intensity.Compared with all the other modesof aerobic exercise presented in thismanual (e.g., running, walking, cycling,cross-country skiing, ropejumping, etc.) in swimming alone,one’s THR should be lower than whiledoing the other forms of aerobic exercise.This is because, in swimming, theheart does not beat as fast as whendoing the other types of exercise at thesame work rate. Thus, in order toeffectively train the CR system duringswimming, a soldier should set hisTHR about 10 bpm lower than whilerunning. For example, a soldier whoseTHR while running is 150 bpm shouldhave a THR of about 140 bpm whileswimming. By modifying their THRsin this manner while swimming, soldierswill help to ensure that they areworking at the proper intensity.Non-swimmers can run in waist-tochest-deep water, tread water, and dopool-side kicking for an excellentaerobic workout. They can also docalisthenics in the water. Togetherthese activities combine walking andrunning with moderate resistance workfor the upper body.For injured soldiers, swimming andaerobic water-training are excellentfor improving CR fitness without placingundue stress on injured weightbearingparts of the body.CYCLINGCycling is an excellent exercise fordeveloping CR fitness. Soldiers canbicycle outdoors or on a stationarycycling machine indoors. Road cyclingshould be intense enough to allow thesoldier to reach and maintain THR atleast 30 minutes.Soldiers can alter the cycling intensityby changing gears, adding hill Cycling should bework, and increasing velocity. Dis- intense enough to let thetance can also be increased to enhance soldier reach andCR fitness, but the distance covered is maintain THR at leastnot as important as the amount of time 30 minutes.spent training at THR. The intensityof a workout can be increased by increasingthe resistance against the wheelor increasing the pedaling cadence(number of RPM), For interval training,the soldier can vary the speed andresistance and use periods of active For swimming, a soldierrecovery at low speed and/or low should set his THR atresistance.about 10 beats perminute lower then whenWALKINGrunning.Walking is another way to developcardiorespiratory fitness. It is enjoyable,requires no equipment, and causesfew injuries. However, unless walkingis done for a long time at the correctintensity, it will not produce any significantCR conditioning.Sedentary soldiers with a low degreeof fitness should begin slowly with 12minutes of walking at a comfortablepace. The heart rate should be monitoredto determine the intensity. Thesoldier should walk at least four timesa week and add two minutes each week2-14

Cross-country skiingrequires vigorousmovement of the armsand legs, developingmuscular and CRendurance.to every workout until the durationreaches 45 to 60 minutes per workout.He can increase the intensity by addinghills or stairs.As the walker’s fitness increases, heshould walk 45 to 60 minutes at a fasterpace. A simple way to increase walkingspeed is to carry the arms the sameway as in running. With this techniquethe soldier has a shorter arm swing andtakes steps at a faster rate. Swingingthe arms faster to increase the pace isa modified form of race walking (powerwalking) which allows for more upperbodywork. This method may also beused during speed marches. Afterabout three months, even the mostunfit soldiers should reach a level ofconditioning that lets them move intoa running program.CROSS-COUNTRY SKIINGCross-country or Nordic skiing isanother excellent alternative to theusual CR activities. It requires vigorousmovement of the arms and legswhich develops muscular and CRendurance and coordination. Some ofthe highest levels of aerobic fitnessever measured have been found incross-country skiers.Although some regions lack snow,one form or another of cross-countryskiing can be done almost anywhere--on country roads, golf courses, openfields, and in parks and forests.Cross-country skiing is easy to learn.The action is similar to that used inbrisk walking, and the intensity may bevaried as in running. The work load isdetermined by the difficulty of terrain,the pace, and the frequency andduration of rest periods. Equipment isreasonably priced, with skis, boots,and poles often obtainable from theoutdoor recreation services.ROPE SKIPPINGRope skipping is also a good exercisefor developing CR fitness. Itrequires little equipment, is easilylearned, may be done almost anywhere,and is not affected by weather.Some runners use it as a substitute forrunning during bad weather.A beginner should select a jumprope that, when doubled and stood on,reaches to the armpits. Weightedhandles or ropes may be used bybetter-conditioned soldiers to improveupper body strength. Rope skippersshould begin with five minutes ofjumping rope and then monitor theirheart rate. They should attain andmaintain their THR to ensure a trainingeffect, and the time spent jumpingshould be increased as the fitness levelimproves.Rope jumping, however, may bestressful to the lower extremities andtherefore should be limited to no morethan three times a week. Soldiersshould skip rope on a cushioned surfacesuch as a mat or carpet and shouldwear cushioned shoes.HANDBALL ANDRACQUET SPORTSHandball and the racquet sports(tennis, squash, and racquetball) involvebursts of intense activity forshort periods. They do not provide thesame degree of aerobic training asexercises of longer duration done atlower intensities. However, thesesports are good supplements and canprovide excellent aerobic benefitsdepending on the skill of the players.If played vigorously each day, theymay be an adequate substitute for lowlevelaerobic training. Because runningincreases endurance, it helps2-15

improve performance in racket sports,but the reverse is not necessarily true.EXERCISE TO MUSICAerobic exercise done to music isanother excellent alternative to running.It is a motivating, challengingactivity that combines exercise andrhythmic movements. There is noprerequisite skill, and it can be totallyindividualized to every fitness level byvarying the frequency, intensity, andduration. One can move to varioustempos while jogging or doingjumping jacks, hops, jumps, or manyother calisthenics.Workouts can be done in a smallspace by diverse groups of varyingfitness levels. Heart rates should betaken during the conditioning phase tobe sure the workout is sufficientlyintense. If strengthening exercises areincluded, the workout addresses everycomponent of fitness. Holding relativelylight dumbbells during the workoutis one way to increase the intensityfor the upper body and improve muscularendurance. Warm-up and cooldownstretches should be included inthe aerobic workout.2-16

On today's battlefield, in addition tocardiorespiratory fitness, soldiers needa high level of muscular endurance andstrength. In a single day they maycarry injured comrades, move equipment,lift heavy tank or artillery rounds,push stalled vehicles, or do many otherstrength-related tasks. For example,based on computer-generated scenariosof an invasion of Western Europe,artillerymen may have to load from 300to 500, 155mm-howitzer rounds (95-lbrounds) while moving from 6 to 10times each day over 8 to 12 days. Infantrymenmay need to carry loadsexceeding 100 pounds over great distances,while supporting units willdeploy and displace many times. Indeed,survival on the battlefield may,in large part, depend on the muscularendurance and strength of the individualsoldier.Muscular FitnessMuscular fitness has two components:muscular strength and muscularendurance.Muscular strength is the greatestamount of force a muscle or musclegroup can exert in a single effort.Muscular endurance is the ability ofa muscle or muscle group to do repeatedcontractions against a less-thanmaximumresistance for a given time.Although muscular endurance andstrength are separate fitness components,they are closely related. Progressivelyworking against resistancewill produce gains in both of thesecomponents.Muscular ContractionsIsometric, isotonic, and isokineticmuscular endurance and strength arebest produced by regularly doing eachspecific kind of contraction. They aredescribed here.Isometric contraction produces contractionbut no movement, as whenpushing against a wall. Force is producedwith no change in the angle ofthe joint.Isotonic contraction causes a jointto move through a range of motionagainst a constant resistance. Commonexamples are push-ups, sit-ups, andthe lifting of weights.Isokinetic contraction causes theangle at the joint to change at aconstant rate, for example, at 180degrees per second. To achieve aconstant speed of movement, the loador resistance must change at differentjoint angles to counter the varyingforces produced by the muscle(s) atdifferent angles. This requires the useof isokinetic machines. There areother resistance-training machineswhich, while not precisely controllingthe speed of movement, affect it byvarying the resistance throughout therange of motion. Some of thesedevices are classified as pseudo-isokineticand some as variable-resistancemachines.Isotonic and isokinetic contractionshave two specific phases - the concentricor “positive” phase and the eccentricor “negative” phase. In the concentricphase (shortening) the musclecontracts, while in the eccentric phase(elongation) the muscle returns to itsnormal length. For example, on theupward phase of the biceps curl, thebiceps are shortening. This is a concentric(positive) contraction. Duringthe lowering phase of the curl thebiceps are lengthening. This is aneccentric (negative) contraction.A muscle can control more weightin the eccentric phase of contractionthan it can lift concentrically. As aresult, the muscle may be able tohandle more of an overload eccentrically.This greater overload, in return,may produce greater strength gains.3-1

The nature of the eccentric contraction,however, makes the muscle andconnective tissue more susceptible todamage, so there is more muscle sorenessfollowing eccentric work.When a muscle is overloaded, whetherby isometric, isotonic, or isokineticcontractions, it adapts by becomingstronger. Each type of contraction hasadvantages and disadvantages, and eachwill result in strength gains if doneproperly.The above descriptions are moreimportant to those who assess strengththan to average people trying to developstrength and endurance. Actually,a properly designed weight trainingprogram with free weights orresistance machines will result inimprovements in all three of thesecategories.Principles of MuscularTrainingTo have a good exercise program,the seven principles of exercise, describedin Chapter 1, must be appliedto all muscular endurance and strengthtraining. These principles are overload,progression, specificity, regularity,recovery, balance, and variety.OVERLOADThe overload principle is the basisfor all exercise training programs. Fora muscle to increase in strength, theworkload to which it is subjectedduring exercise must be increasedbeyond what it normally experiences.In other words, the muscle must beoverloaded. Muscles adapt to increasedworkloads by becoming largerand stronger and by developing greaterendurance.To understand the principle of overload,it is important to know thefollowing strength-training terms:• Full range of motion. To obtainoptimal gains, the overload must beapplied thoughout the full range ofmotion. Exercise a joint and its associatedmuscles through its completerange starting from the prestretchedposition (stretched pastthe relaxed position) and ending ina fully contratcted position. This iscrucial to strength development.• Repetition. When an exercise hasprogressed through one completerange of motion and back to thebeginning, one repetition has beencompleted.• One-repetition maximum (1-RM).This is a repetition performed againstthe greatest possible resistance (themaximum weight a person can liftone time). A 10-RM is the maximumweight one can lift correctly10 times. Similarly, an 8-12 RM isthat weight which allows a personto do from 8 to 12 correct repetitions.The intensity for muscularendurance and strength training isoften expressed as a percentage of.the 1-RM.• Set. This is a series of repetitionsdone without rest.• Muscle Failure. This is the inabilityof a person to do another correctrepetition in a set.The minimum resistance needed toobtain strength gains is 50 percent ofthe 1 -RM. However, to achieve enoughoverload, programs are designed torequire sets with 70 to 80 percent ofone’s 1 -RM. (For example, if a soldier’s1 -RM is 200 pounds, multiply200 pounds by 70 percent [200 X 0.70= 140 pounds] to get 70 percent of the1 -RM.)When a muscle isoverloaded by isometric,isotonic, or isokineticcontractions, it adapts bybecoming stronger.3-2

A better and easier method is therepetition maximum (RM) method. Theexerciser finds and uses that weightwhich lets him do the correct numberof repetitions. For example, to developboth muscle endurance and strength, asoldier should choose a weight for eachexercise which lets him do 8 to 12 repetitionsto muscle failure. (See Figure3-1.) The weight should be heavyenough so that, after doing from 8 to 12Figure 3-1repetitions, he momentarily cannotcorrectly do another repetition. Thisweight is the 8-12 RM for that exercise.MUSCULAR ENDURANCE/STRENGTH DEVELOPMENTTo develop muscle strength, theweight selected should be heavier andthe RM will also be different. For example,the soldier should find thatweight for each exercise which letshim do 3 to 7 repetitions correctly.This weight is the 3-7 RM for thatexercise. Although the greatest improvementsseem to come from resistancesof about 6-RM, an effectiverange is a 3-7 RM. The weight shouldbe heavy enough so that an eighthrepetition would be impossible becauseof muscle fatigue.The weight should also not be tooheavy. If one cannot do at least threerepetitions of an exercise, the resistanceis too great and should be reduced.Soldiers who are just beginninga resistance-training programshould not start with heavy weights.They should first build an adequatefoundation by training with an 8-12RM or a 12+ RM.To develop muscular endurance,the soldier should choose a resistancethat lets him do more than 12 repetitionsof a given exercise. This is his12+ repetition maximum (12+ RM).With continued training, the greaterthe number of repetitions per set, thegreater will be the improvement inmuscle endurance and the smaller thegains in strength. For example, whena soldier trains with a 25-RM weight,gains in muscular endurance will begreater than when using a 15-RMweight, but the gain in strength willnot be as great. To optimize a soldier’sperformance, his RM should be determinedfrom an analysis of the criticaltasks of his mission. However, mostsoldiers will benefit most from a resistance-trainingprogram with an 8-12RM.3-3

Whichever RM range is selected,the soldier must always strive to overloadhis muscles. The key to overloadinga muscle is to make that muscleexercise harder than it normally does.An overload may be achieved by anyof the following methods:• Increasing the resistance.• Increasing the number of repetitionsper set.• Increasing the number of sets.• Reducing the rest time betweensets.• Increasing the speed of movementin the concentric phase.(Good form is more important thanthe speed of movement.)• Using any combination of the above.PROGRESSIONWhen an overload is applied to amuscle, it adapts by becoming strongerand/or by improving its endurance.Usually significant increases in strengthcan be made in three to four weeks ofproper training depending on the individual.If the workload is not progressivelyincreased to keep pace withnewly won strength, there will be nofurther gains. When a soldier can correctlydo the upper limit of repetitionsfor the set without reaching musclefailure, it is usually time to increasethe resistance. For most soldiers, thisupper limit should be 12 repetitions.For example, if his plan is to do 12repetitions in the bench press, thesoldier starts with a weight that causesmuscle failure at between 8 and 12repetitions (8- 12 RM). He shouldcontinue with that weight until he cando 12 repetitions correctly. He thenshould increase the weight by about 5percent but no more than 10 percent.In a multi-set routine, if his goal is todo three sets of eight repetitions of anexercise, he starts with a weight thatcauses muscle failure before he com -pletes the eighth repetition in one ormore of the sets. He continues to workwith that weight until he can completeall eight repetitions in each set, thenincreases the resistance by no morethan 10 percent.SPECIFICITYA resistance-training program shouldprovide resistance to the specific musclegroups that need to be strengthened.These groups can be identified bydoing a simple assessment. The soldierslowly does work-related movementshe wants to improve and, at the sametime, he feels the muscles on each sideof the joints where motion occurs.Those muscles that are contracting orbecoming tense during the movementare the muscle groups involved. If thesoldier’s performance of a task is notadequate or if he wishes to improve,strength training for the identifiedmuscle(s) will be beneficial. To improvehis muscular endurance andstrength. in a given task, the soldiermust do resistance movements that areas similar as possible to those of doingthe task. In this way, he ensuresmaximum carryover value to his soldieringtasks.REGULARITYExercise must be done regularly toproduce a training effect. Sporadicexercise may do more harm than good.Soldiers can maintain a moderate levelof strength by doing proper strengthworkouts only once a week, but threeworkouts per week are best for optimalgains. The principle of regularity alsoapplies to the exercises for individualmuscle groups. A soldier can work outthree times a week, but when differentmuscle groups are exercised at eachworkout, the principle of regularity isviolated and gains in strength areminimal.Exercise must be doneregularly to produce atraining effect.3-4

There should be atleast a 48-hour recoveryperiod between workoutsfor the same musclegroup.It is important toinclude exercises thatwork all the majormuscle groups in boththe upper and lowerbody.RECOVERYConsecutive days of hard resistancetraining for the same muscle group canbe detrimental. The muscles must beallowed sufficient recovery time toadapt. Strength training can be doneevery day only if the exercised musclegroups are rotated, so that the samemuscle or muscle group is not exercisedon consecutive days. There should beat least a 48-hour recovery periodbetween workouts for the same musclegroups. For example, the legs can betrained with weights on Monday,Wednesday, and Friday and the upperbody muscles on Tuesday, Thursday,and Saturday.Recovery is also important within aworkout. The recovery time betweendifferent exercises and sets depends, inpart, on the intensity of the workout.Normally, the recovery time betweensets should be 30 to 180 seconds.BALANCEWhen developing a strength trainingprogram, it is important to includeexercises that work all the major musclegroups in both the upper and lowerbody. One should not work just theupper body, thinking that running willstrengthen the legs.Most muscles are organized intoopposing pairs. Activating one muscleresults in a pulling motion, while activatingthe opposing muscle results inthe opposite, or pushing, movement.When planning a training session, it isbest to follow a pushing exercise witha pulling exercise which results inmovement at the same joint(s). Forexample, follow an overhead presswith a lat pull-down exercise. Thistechnique helps ensure good strengthbalance between opposing muscle groupswhich may, in turn, reduce the risk ofinjury. Sequence the program to exercisethe larger muscle groups first, thenthe smaller muscIes. For example, thelat pull-down stresses both the largerlatissimus dorsi muscle of the back andthe smaller biceps muscles of the arm.If curls are done first, the smallermuscle group will be exhausted andtoo weak to handle the resistanceneeded for the lat pull-down. As aresult, the soldier cannot do as manyrepetitions with as much weight as henormally could in the lat pull-down.The latissimus dorsi muscles will notbe overloaded and, as a result, theymay not benefit very much from theworkout.The best sequence to follow for atotal-body strength workout is to firstexercise the muscles of the hips andlegs, followed by the muscles of theupper back and chest, then the arms,abdominal, low back, and neck. Aslong as all muscle groups are exercisedat the proper intensity, improvementwill occur.VARIETYA major challenge for all fitnesstraining programs is maintaining enthusiasmand interest. A poorly designedstrength- training program canbe very boring. Using different equipment,changing the exercises, and alteringthe volume and intensity aregood ways to add variety, and theymay also produce better results. Thesoldier should periodically substitutedifferent exercises for a given musclegroup(s). For example, he can dosquats with a barbell instead of legpresses on a weight machine. Also, forvariety or due to necessity (for example,when in the field), he canswitch to partner-resisted exercises oranother form of resistance training.However, frequent wholesale changesshould be avoided as soldiers maybecome frustrated if they do not haveenough time to adapt or to see improvementsin strength.3-5

Workout TechniquesWorkouts for improving muscularendurance or strength must follow theprinciples just described. There arealso other factors to consider, namely,safety, exercise selection, and phasesof conditioning.SAFETY FACTORSMajor causes of injury when strengthtraining are improper lifting techniquescombined with lifting weightsthat are too heavy. Each soldier mustunderstand how to do each lift correctlybefore he starts his strengthtraining program.The soldier should always do weighttraining with a partner, or spotter,who can observe his performance as heexercises. To ensure safety and thebest results, both should know how touse the equipment and the properspotting technique for each exercise.A natural tendency in strength trainingis to see how much weight one canlift. Lifting too much weight forces acompromise in form and may lead toinjury. All weights should be selectedso that proper form can be maintainedfor the appropriate number of repetitions.Correct breathing is another safetyfactor in strength training. Breathingshould be constant during exercise.The soldier should never hold hisbreath, as this can cause dizziness andeven loss of consciousness. As ageneral rule, one should exhale duringthe positive (concentric) phase ofcontraction as the weight or weightstack moves away from the floor, andinhale during the negative (eccentric)phase as the weight returns toward thefloor.EXERCISE SELECTIONWhen beginning a resistance-trainingprogram, the soldier should chooseabout 8 to 16 exercises that work all ofthe body’s major muscle groups. Usuallyeight well-chosen exercises willserve as a good starting point. Theyshould include those for the muscles ofthe leg, low back, shoulders, and soforth. The soldier should choose exercisesthat work several muscle groupsand try to avoid those that isolate singlemuscle groups. This will help him traina greater number of muscles in a giventime. For example, doing lat pulldownson the “lat machine” works thelatissimus dorsi of the back and thebiceps muscles of the upper arm. Onthe other hand, an exercise like concentrationcurls for the biceps musclesof the upper arm, although an effectiveexercise, only works the arm flexormuscles. Also, the concentration curlrequires twice as much time as lat pulldownsbecause only one arm is workedat a time.Perhaps a simpler way to select anexercise is to determine the number ofjoints in the body where movement occursduring a repetition. For mostpeople, especially beginners, most ofthe exercises in the program should be“multi-joint” exercises. The exerciseshould provide movement at more thanone joint. For example, the pull-downexercise produces motion at both theshoulder and elbow joints. The concentrationcurl, however, only involvesthe elbow joint.PHASES OF CONDITIONINGThere are three phases of conditioning:preparatory, conditioning, andmaintenance. These are also describedin Chapter 1.Preparatory PhaseThe soldier should use very lightweights during the first week (thepreparatory phase) which includes thefirst two to three workouts. This isvery important, because the beginnermust concentrate at first on learningThe three phases ofconditioning arepreparatory, conditioning,and maintenance.3-6

the proper form for each exercise.Using light weights also helps minimizemuscle soreness and decreases thelikelihood of injury to the muscles,joints, and ligaments. During thesecond week, he should use progressivelyheavier weights. By the end ofthe second week (4 to 6 workouts), heshould know how much weight on eachexercise will allow him to do 8 to 12repetitions to muscle failure. If he cando only seven repetitions of an exercise,the weight must be reduced; if hecan do more than 12, the weight shouldbe increased.Conditioning PhaseThe third week is normally the startof the conditioning phase for the beginningweight trainer. During thisphase, the soldier should increase theamount of weight used and/or theintensity of the workout as his muscularstrength and/or endurance increases.He should do one set of 8 to 12repetitions for each of the heavyresistanceexercises. When he can domore than 12 repetitions of any exercise,he should increase the weightuntil he can again do only 8 to 12 repetitions.This usually involves an increasein weight of about five percent.This process continues indefinitely. Aslong as he continues to progress and getstronger, he does not need to do morethan one set per exercise. If he stopsmaking progress with one set of 8 to 12repetitions per exercise, he may benefitfrom adding another set of 8 to 12repetitions on those exercises in whichprogress has slowed. As time goes onand he progresses, he may increase thenumber to three sets of an exercise toget even further gains in strength and/or muscle mass. Three sets per exerciseis the maximum most soldiers willever need to do.Maintenance PhaseOnce the soldier reaches a highlevel of fitness, the maintenance phaseis used to maintain that level. Theemphasis in this phase is no longer onprogression but on retention. Althoughtraining three times a week formuscle endurance and strength givesthe best results, one can maintain themby training the major muscle groupsproperly one or two times a week.More frequent training, however, isrequired to reach and maintain peakfitness levels. Maintaining the optimallevel of fitness should become part ofeach soldier’s life-style and trainingroutine. The maintenance phase shouldbe continued throughout his careerand, ideally, throughout his life.As with aerobic training, the soldiershould do strength training threetimes a week and should allow at least48 hours of rest from resistance trainingbetween workouts for any givenmuscle group.TIMED SETSTimed sets refers to a method ofphysical training in which as manyrepetitions as possible of a given exerciseare performed in a specified periodof time. After an appropriateperiod of rest, a second, third, and soon, set of that exercise is done in anequal or lesser time period. Theexercise period, recovery period, andthe number of sets done should beselected to make sure that an overloadof the involved muscle groups occurs.The use of timed sets, unlike exercisesperformed in cadence or for aspecific number of repetitions, helpsto ensure that each soldier does asmany repetitions of an exercise as possiblewithin a period of time. Itdoes not hold back the more capable3-7

performer by restricting the numberof repetitions he may do. Instead, soldiersat all levels of fitness can individuallydo the number of repetitionsthey are capable of and thereby besure they obtain an adequate trainingstimulus.In this FM, timed sets will beapplied to improving soldier’s sit-upand push-up performance. (See Figures3-2 and 3-3. ) Many differentbut equally valid approaches can betaken when using timed sets to improvepush-up and sit-up performance.Below, several of these will begiven.It should first be stated that improvingsit-up and push-up performance,although important for the APFT,should not be the main goal of anArmy physical training program. Itmust be to develop an optimal level ofphysical fitness which will help soldierscarry out their mission duringcombat. Thus, when a soldier performsa workout geared to developmuscle endurance and strength, thegoal should be to develop sufficientstrength and/or muscle endurance inall the muscle groups he will be calledupon to use as he performs his mission.To meet this goal, and to be assuredthat all emergencies can be met, atraining regimen which exercises allthe body’s major muscle groups mustbe developed and followed. Thus, asa general rule, a muscle endurance orstrength training workout should notbe designed to work exclusively, orgive priority to, those muscle groupsworked by the sit-up or push-up event.For this reason, the best procedureto follow when doing a resistanceexercise is as follows. First, perform aworkout to strengthen all of the body’smajor muscles. Then, do timed sets toimprove push-up and sit-up performance.Following this sequence ensuresthat all major muscles are worked. Atthe same time, it reduces the amount oftime and work that must be devoted topush-ups and sit-ups. This is becausethe muscles worked by those two exerciseswill already be pre-exhausted.The manner in which timed sets forpush-ups and sit-ups are conductedshould occasionally be varied. Thisensures continued gains and minimizesboredom. This having been said, hereis a very time-efficient way of conductingpush-up/sit-up improvement.Alternate timed sets of push-ups andtimed sets of sit-ups with little or notime between sets allowed for recovery.In this way, the muscle groupsused by the push-up can recover whilethe muscles used in the sit-up areexercised, and vice versa. The followingis an example of this type ofapproach:Figure 3-23-8

If all soldiers exercise at the sametime, the above activity can be finishedin about 3.5 minutes. As the soldiers’levels of fitness improve, the difficultyof the activity can be increased. Thisis done by lengthening the time periodof any or all timed sets, by decreasingany rest period between timed sets, byincreasing the number of timed setsperformed, or by any combination ofthese.To add variety and increase theoverall effectiveness of the activity,different types of push-ups (regular,feet-elevated, wide-hand, close-hand,and so forth) and sit-ups (regular,abdominal twists, abdominal curls, andso forth) can be done. When performingthis type of workout, pay attentionto how the soldiers are responding, andmake adjustments accordingly. Forexample, the times listed in the chartabove may prove to be too long or tooshort for some soldiers. In the sameway, because of the nature of the situp,it may become apparent that somesoldiers can benefit by taking slightlymore time for timed sets of sit-upsthan for push-ups.When using timed sets for push-upand sit-up improvement, soldiers canalso perform all sets of one exercisebefore doing the other. For example,several timed sets of push-ups can bedone followed by several sets of situps,or vice versa. With this approach,rest intervals must be placed betweentimed sets. The following example canbe done after the regular strengthworkout and is reasonable startingroutine for most soldiers.During a timed set of push-ups, asoldier may reach temporary musclefailure at any time before the set isover. If this happens, he shouldimmediately drop to his knees andcontinue doing modified push-ups onhis knees.Finally, as in any endeavor, soldiersmust set goals for themselves. Thisapplies when doing each timed set andwhen planning for their next andfuture APFTs.Major Muscle GroupsIn designing a workout it is importantto know the major muscle groups,where they are located, and their primaryaction. (See Figure 3-4.)To ensure a good, balanced workout,one must do at least one set ofexercises for each of the major musclegroups.Figure 3-33-9

Figure 3-4Figure 3-5

The beginning weight-training programshown at Figure 3-5 will workmost of the important, major musclegroups. It is a good program for beginnersand for those whose time islimited. The exercises should be donein the order presented.The weight-training program shownat Figure 3-6 is a more comprehensiveprogram that works the major musclegroups even more thoroughly. It hassome duplication . with respect to themuscles that are worked. For example,lat pull-down, and biceps curl. Thus,for the beginner, this program mayoverwork some muscle groups. However,for the more advanced lifter, itwill make the muscles work in differentways and from different anglesthereby providing a better over-alldevelopment of muscle strength. Thisprogram also includes exercises tostrengthen the neck muscles.When doing one set of each exerciseto muscle failure, the average soldiershould be able to complete this routinethe quadriceps are worked by the leg and do a warm-up and cool-downpress/squat and leg extensions, and the within the regular PT time.biceps are worked by the seated row,Figure 3-63-11

Key Points to EmphasizeSome key points to emphasize whendoing resistance training tire as follows● Train with a partner if possible,This helps to increase motivation,the intensity of the workout, andsafety,● Always breathe when lifting. Exhaleduring the concentric (positive] phaseof contraction, and inhale duringthe eccentric (negative) phase,● Accelerate the weight through theconcentric phase of contraction,and return the weight to the startingposition in a controlled mannerduring the eccentric phase,● Exercise the large muscle groupsfirst, then the smaller ones.● Perform all exercises through theirfull range of motion. Begin from afully extended, relaxed position (prestretched),and end the concentricphase in a fully contracted position,● Always use strict form. Do nottwist, lurch, lunge, or arch thebody, This can cause serious injury.These motions also detractfrom the effectiveness of the exercisebecause they take much of thestress off the targeted muscle groupsand place it on other muscles.● Rest from 30 to 180 seconds betweendifferent exercises and setsof a given exercise.● Allow at least 48 hours of recoverybetween workouts, but not morethan 96 hours, to let the body recoverand help prevent over trainingand injury.● Progress slowly, Never increase theresistance used by more than 10percent at a time.● Alternate pulling and pushing exercises.For example, follow tricepsextensions with biceps curls.● Ensure that every training programis balanced. Train the whole body,not just specific areas. Concentratingon weak areas is all right, butthe rest of the body must also betrained.Exercise ProgramsWhen developing strength programsfor units, there are limits to the type oftraining that can be done. The availabilityof facilities is always a majorconcern. Although many installationshave excellent strength-training facilities,it is unreasonable to expect thatall units can use them on a regularbasis. However, the development ofstrength does not require expensiveequipment. All that is required is forthe soldier, three times a week, toprogressively overload his muscles.TRAINING WITHOUT SPECIALEQUIPMENTMuscles do not care what is supplyingthe resistance. Any regular resistanceexercise that makes the musclework harder than it is used to causes itto adapt and become stronger. Whetherthe training uses expensive machines,sandbags, or partners, the result islargely the same.Sandbags are convenient for traininglarge numbers of soldiers, as theyare available in all military units. Theweight of the bags can be varieddepending on the amount of fill.Sandbag exercises are very effective instrength-training circuits. Logs, ammoboxes, dummy rounds, or other equipmentthat is unique to a unit can alsobe used to provide resistance for strengthtraining. Using a soldier’s own bodyweight as the resistive force is anotherexcellent alternative method of strengthtraining. Pull-ups, push-ups, dips, situps,and single-leg squats are examplesof exercises which use a person’s bodyweight. They can improve an untrainedsoldier’s level of strength.Partner-resisted exercises (PREs) areanother good way to develop muscularstrength without equipment, especiallywhen training large numbers of soldiersat one time. As with all training,safety is a critical factor. Soldiersshould warm up, cool down, and followthe principles of exercise previouslyoutlined.3-12

PARTNER-RESISTED EXERCISEIn partner-resisted exercises (PREs)a person exercises against a partner’sopposing resistance. The longer thepartners work together, the moreeffective they should become in providingthe proper resistance for eachexercise. They must communicate witheach other to ensure that neither toomuch nor too little resistance is applied.The resister must apply enoughresistance to bring the exerciser tomuscle failure in 8 to 12 repetitions.More resistance usual] y can and shouldbe applied during the eccentric (negative)phase of contraction (in otherwords, the second half of each repetitionas the exerciser returns to thestarting position). The speed of movementfor PREs should always be slowand controlled. As a general rule, thenegative part of each exercise shouldtake at least as long to complete asthe positive part. Proper exerciseform and regularity in performanceare key ingredients whenusing PREs for improving strength.Following are descriptions andillustrations of several PREs. Theyshould be done in the order givento ensure that the exercising soldieris working his muscle groupsfrom the largest to the smallest.More than one exercise per musclegroup may be used. The PT leadercan select exercises which meet theunit’s specific goals while consideringindividual limitations:A 36-to 48-inch stick or bar oneinch in diameter may be used forsome of the exercises. This givesthe resister a better grip and/orleverage and also provides a feelsimilar to that of free weights andexercise machines.3-13

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TRAINING WITH EQUIPMENTUnits in garrison usually have access toweight rooms with basic equipment forresistance-training exercises. The exercisesdescribed here require freeweights and supporting equipment.Although not shown below for the sakeof simplicity, all exercises done withfree weights require a partner, orspotter, to ensure proper form and thesafety of the lifter.Free-Weight Exercises3-21

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Exercises Performed with anExercise Machineeccentric (negative) phase of con-traction, should be done in a delib-crate, controlled manner.If exercise machines are available,the exercises described below arealso good for strength training. Allmovements, particularly during the3-26

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obliques). As the soldier becomesmore conditioned on these exer-cises, resistance can be added.The following exercises can be performedto condition the muscles of themid-section (erector spinae, rectusabdominus and external and internal3-33

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Exercise ChartThe chart labeled Figure 3-5 will help thesoldier select appropriate exercises for use indeveloping a good muscular endurance and strengthworkout. For example, if the soldier wants todevelop his upper leg muscles, he has severaloptions. He may choose from the following: 1)PREs, concentrating on the split- or single-legsquat; 2) exercises with equipment, doing freeweight squats; or, 3) exercises with a machine,doing leg presses, leg curls, and leg extensions.3-35

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Flexibility refers to therange of movement of ajoint.The four categories ofstretching techniques arestatic,passive,proprioceptiveneuromuscularfacilitation (PNF), andballistic.Flexibility is a component of physicalfitness. Developing and maintainingit are important parts of a fitnessprogram. Good flexibility can help asoldier accomplish such physical tasksas lifting, loading, climbing, parachuting,running, and rappelling with greaterefficiency and less risk of injury.Flexibility is the range of movementof a joint or series of joints and theirassociated muscles. It involves theability to move a part of the bodythrough the full range of motion allowedby normal, disease-free joints.No one test can measure total-bodyflexibility. However, field tests can beused to assess flexibility in the hamstringand low-back areas. These areasare commonly susceptible to injurydue, in part, to loss of flexibility. Asimple toe-touch test can be used.Soldiers shouId stand with their legsstraight and feet together and bendforward slowly at the waist. A soldierwho cannot touch his toes withoutbouncing or bobbing needs work toimprove his flexibility in the musclegroups stretched by this test. Theunit’s Master Fitness Trainer can helphim design a stretching program toimprove his flexibility.Stretching during the warm-up andcool-down helps soldiers maintainoverall flexibility. Stretching shouldnot be painful, but it should cause somediscomfort because the muscles arebeing stretched beyond their normallength. Because people differ somewhatanatomically, comparing oneperson’s flexibility with another’s shouldnot be done. People with poor flexibilitywho try to stretch as far as othersmay injure themselves.Stretching TechniquesUsing good stretching techniquescan improve flexibility. There are fourcommonly recognized categories ofstretching techniques: static, passive,proprioceptive neuromuscular facilitation(PNF), and ballistic. These aredescribed here and shown later in thischapter.STATIC STRETCHINGStatic stretching involves the graduallengthening of muscles and tendonsas a body part moves around ajoint. It is a safe and effective methodfor improving flexibility. The soldierassumes each stretching position slowlyuntil he feels tension or tightness. Thislengthens the muscles without causinga reflex contraction in the stretchedmuscles. He should hold each stretchfor ten seconds or longer. This lets thelengthened muscles adjust to the stretchwithout causing injury.The longer a stretch is held, theeasier it is for the muscle to adapt tothat length. Static stretching shouldnot be painful. The soldier should feelslight discomfort, but no pain. Whenpain results from stretching, it is a signalthat he is stretching a muscle ortendon too much and may be causingdamage.PASSIVE STRETCHINGPassive stretching involves the soldier’suse of a partner or equipment,such as a towel, pole, or rubber tubing,to help him stretch. This produces asafe stretch through a range of motionhe could not achieve without help. Heshould talk with his partner to ensurethat each muscle is stretched safelythrough the entire range of motion.PNF STRETCHINGPNF stretching uses the neuromuscularpatterns of each muscle group tohelp improve flexibility. The soldierperforms a series of intense contractionsand relaxations using a partner orequipment to help him stretch. ThePNF technique allows for greater musclerelaxation following each contractionand increases the soldier’s ability tostretch through a greater range ofmotion.4-1

BALLISTIC STRETCHINGBallistic, or dynamic, stretching involvesmovements such as bouncing orbobbing to attain a greater range ofmotion and stretch. Although thismethod may improve flexibility, itoften forces a muscle to stretch too farand may result in an injury. Individualsand units should not use ballisticstretching.FITT FactorsCommanders should include stretchingexercises in all physical fitnessprograms.The following FITT factors applywhen developing a flexibility program.Frequency: Do flexibility exercisesdaily. Do them during the warm-upto help prepare the muscles for vigorousactivity and to help reduce injury.Do them during the cooldownto help maintain flexibility.Intensity: Stretch a muscle beyond itsnormal length to the point of tensionor slight discomfort, not pain.Time: Hold stretches for 10 to 15 secondsfor warming up and coolingdown and for 30 seconds or longerto improve flexibility.Type: Use static stretches, assumedslowly and gradually, as well as passivestretching and/or PNF stretching.Warm-Up and Cool-DownThe warm-up and cool-down arevery important parts of a physicaltraining session, and stretching exercisesshould be a major part of both.THE WARM-UPBefore beginning any vigorousphysical activity, one should preparethe body for exercise. The warm-upincreases the flow of blood to themuscles and tendons, thus helpingreduce the risk of injury. It alsoincreases the joint’s range of motionand positively affects the speed ofmuscular contraction.A recommended sequence of warmupactivities follows. Soldiers shoulddo these for five to seven minutesbefore vigorous exercise.• Slow joggin-in-place or walkingfor one to two minutes. This causesa gradual increase in the heart rate,blood pressure, circulation, and increasesthe temperature of the activemuscles.• Slow joint rotation exercises (forexample, arm circles, knee/anklerotations) to gradually increase thejoint's range of motion. Work eachmajor joint for 5 to 10 seconds.• Slow, static stretching of the musclesto be used during the upcoming activity.This will "loosen up" musclesand tendons so they can achievegreater ranges of motion with lessrisk of injury. Hold each stretchposition for 10 to 15 seconds, anddo not bounce or bob.• Calisthenic exerciese, as describedin Chapter 7, to increase the intensitylevel before the activity or conditioningperiod.• Slowly mimic the activities to beperformed. For example, lift alighter weight to warm-up beforelifting a heavier one. This helpsprepare the neuromuscular pathways.The warm-up warms themuscIes, increasing theflow of blood andreducing the risk ofinjury.4-2

THE COOL-DOWNThe following information explainsthe importance of cooling down andhow to do it correctly.• Do not stop suddenly after vigorousexercise, as this can be very dangerous.Gradually bring the body backto its resting state by slowly decreasingthe intensity of the activity.After running, for example,one should walk for one to two minutes.Stopping exercise suddenlycan cause blood to pool in themuscles, thereby reducing bloodflow to the heart and brain. Thismay cause fainting or abnormalrhythms in the heart which couldlead to serious complications.• Repeat the stretches done in thewarm-up to help ease muscle tensionand any immediate feeling ofmuscle soreness. Be careful notto overstretch. The muscles arewarm from activity and can possiblybe overstretched to the point ofinjury.• Hold stretches 30 seconds or moreduring the cool-down to improveflexiblity. Use partner-assisted orPNF techniques, if possible.The soldier should not limit flexibilitytraining to just the warm-up andcool-down periods. He should sometimesuse an entire PT session on a"recovery" or "easy"training day towork on flexibility improvement. Hemay also work on it at home. Stretchingis one form of exercise that takesvery little time relative to the benefitsgained.Rotation ExercisesRotation exercises are used to gentlystretch the tendons, ligments, andmuscles associated with a joint and tostimulate lubrication of the joint withsynovial fluid. This may providebetter movement and less friction inthe joint.The following exercises should beperformed slowly.4-3

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Common Stretching ExercisesThe following exercises improveflexibility when performed slowly,regularly, and with gradual progression.Static, passive and PNF stretchesare shown.CAUTION Some of these exercisesmay be difficult or too strenuous forunfit or medically limited soldiers.Common sense should be used ;n selectingstretching exercises.STATIC STRETCHESAssume all stretching positionsslowly until you feel tension or slightdiscomfort. Hold each position for atleast 10 to 15 seconds during thewarm-up and cool-down. Developmentalstretching to improve flexibilityrequires holding each stretch for30 seconds or longer.Choose the appropriate stretch forthe muscle groups which you will beworking.4-5

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PASSIVE STRETCHESPassive stretching is done with the help of apartner or equipment. The examples in this chaptershow passive stretching done with a towel orwith a partner. When stretching alone, using atowel may help the exerciser achieve a greaterrange of motion.4-14

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Soldiers can do PNF (ProprioceptiveNeuromuscular Facilitation)stretches for most major muscle groups.PNF stretches use a series of contractions,done against a partner’s resistance,and relaxations.Obtaining a safe stretch beyond themuscle’s normal length requires a partner’sassistance. The following foursteps provide general guidance as tohow PNF stretches are done. Both theexerciser and partner should followthese instructions:1. Assume the stretch position slowlywith the partner’s help.2. Isometrically contract the musclesto be stretched. Hold the contractionfor 5 to 10 seconds against the partner’sunyielding resistance.3. Relax. Next, contract the antagonisticmuscles for 5 to 10 seconds whilethe partner helps the exerciser obtain agreater stretch.4. Repeat this sequence three times,and try to stretch a little further eachtime. (Caution: The exerciser shouldnot hold his breath. He should breatheout during each contraction.)Several examples of PNF stretchesare provided below in a stepwise fashion.The numbers given above for eachstep correspond to the general descriptionlisted below.4-16

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Body composition, which refers tothe body’s relative amounts of fat andlean body mass (organs, bones, muscles),is one of the five components ofphysical fitness. Good body compositionis best gained through proper dietand exercise. Examples of poor bodycomposition are underdeveloped musculatureor excessive body fat. Beingoverweight (that is, overly fat) is themore common problem.Poor body composition causes problemsfor the Army. Soldiers withinadequate muscle development cannotperform as well as soldiers withgood body composition. As a soldiergets fat, his ability to perform physicallydeclines, and his risk of developingdisease increases. Soldiers withhigh percentages of body fat oftenhave lower APFT scores than thosewith lower percentages. Poor bodycomposition, especially obesity, has anegative effect on appearance, self--esteem, and negatively influences attitudeand morale.The Army’s weight control programis described in AR 600-9. It addressesbody composition standards,programs for the overly fat, and relatedadministrative actions.The amount of fat on the body,when expressed as a percentage oftotal body weight, is referred to as thepercent body fat. The Army’s maximumallowable percentages of bodyfat, by age and sex, are listed in Figure5-1.Evaluation MethodsThe Army determines body fatpercentage using the girth method.(This is described in AR 600-9, pages12 to 21.)Body composition is influenced byage, diet, fitness level, and geneticfactors (gender and body type). TheArmy’s screening charts for height andweight (shown in AR 600-9) make allowancesfor these differences. Asoldier whose weight exceeds the standardweight shown on the charts maynot necessarily be overfat. For example,some well-muscled athletes havebody weights that far exceed the valuesfor weight listed on the charts for theirage, gender, and height. Yet, only asmall percentage of their total bodymass may be fat. In such cases, the leanbody mass accounts for a large share oftheir total body composition, whileonly a small percentage of the totalbody mass is composed of fat.Soldiers who do not meet the weightstandards for their height and/or soldierswhose appearance suggests thatthey have excessive fat are to beevaluated using the circumference (girthmeasurement) method described inAR 600-9.Body composition isinfluenced by age,fitness level, andgenetic factors.Figure 5-15-0

A combination ofexercise and diet is thebest way to loseunwanted body fat.Aerobic exercise is bestfor burning fat.examples includejogging, walking, swimming,bicycling, crosscountryskiing, androwing.A more accurate way to determinebody composition is by hydrostatic orunderwater weighing. However, thismethod is very time-consuming andexpensive and usually done only athospitals and universities.Soldiers who do not meet Armybody fat standards are placed on formal,supervised weight (fat) loss programsas stipulated in AR 600-9. Suchprograms include sensible diet and exerciseregimens.Diet and ExerciseA combination of exercise and dietis the best way to lose excessive bodyfat. Losing one to two pounds a weekis a realistic goal which is best accomplishedby reducing caloric intake andincreasing energy expenditure. Inother words, one should eat less andexercise more. Dieting alone can causethe body to believe it is being starved.In response, it tries to conserve its fatreserves by slowing down its metabolicrate and, as a result, it loses fat at aslower rate.Soldiers must consume a minimumnumber of calories from all the majorfood groups, with the calories distributedover all the daily meals includingsnacks. This ensures an adequate consumptionof necessary vitamins andminerals. A male soldier who is notunder medical supervision when dietingrequires a caloric intake of at least1 ,500; women require at least 1,200calories. Soldiers should avoid dietsthat fail to meet these criteria.Trying to lose weight with fad dietsand devices or by skipping meals doesnot work for long-term fat loss, sinceweight lost through these practices ismostly water and lean muscle tissue,not fat. Losing fat safely takes timeand patience. There is no quick andeasy way to improve body composition.The soldier who diets and does notexercise loses not only fat but muscletissue as well. This can negativelyaffect his physical readiness. Not onlydoes exercise burn calories, it helps thebody maintain its useful muscle mass,and it may also help keep the body’smetabolic rate high during dieting.Fat can only be burned duringexercise if oxygen is used. Aerobicexercise, which uses lots of oxygen, isthe best type of activity for burningfat. Aerobic exercises include jogging,walking, swimming, bicycling,cross-country skiing, rowing, stairclimbing, exercise to music, and jumpingrope. Anaerobic activities, such assprinting or lifting heavy weights,burn little, if any, fat.Exercise alone is not the best way tolose body fat, especially in largeamounts. For an average-sized person,running or walking one mileburns about 100 calories. Becausethere are 3,500 calories in one poundof fat, he needs to run or walk 35 milesif pure fat were being burned. In reality,fat is seldom the only source ofenergy used during aerobic exercise.Instead, a mixture of both fats andcarbohydrates is used. As a result,most people would need to run or walkover 50 miles to burn one pound of fat.A combination of proper diet andaerobic exercise is the proven way tolose excessive body fat. Local dietitiansand nutritionists can help soldierswho want to lose weight by suggestingsafe and sensible diet programs. Inaddition, the unit’s MFT can designtailored exercise programs which willhelp soldiers increase their caloricexpenditure and maintain their leanbody mass.5-1

In addition to exercise, proper nutritionplays a major role in attainingand maintaining total fitness. Gooddietary habits (see Figure 6-1 ) greatlyenhance the ability of soldiers to performat their maximum potential. Agood diet alone, however, will notmake up for poor health and exercisehabits. This chapter gives basic nutritionalguidance for enhancing physicalperformance. Soldiers must know andfollow the basic nutrition principles ifthey hope to maintain weight controlas well as achieve maximum physicalfitness, good health, and mental alertness.Guidelines for Healthy EatingEating a variety of foods and maintainingan energy balance are basicguidelines for a healthy diet. Goodnutrition is not complicated for thosewho understand these dietary guidelines.To be properly nourished, soldiersshould regularly eat a wide variety offoods fro-m the major food groups,selecting a variety of foods from withineach group. (See Figure 6-2.) A wellbalanceddiet provides all the nutrientsneeded to keep one healthy.Most healthy adults do not needvitamin or mineral supplements if theyeat a proper variety of foods. Thereare no known advantages in consumingexcessive amounts of any nutrient, andthere may be risks in doing so.For soldiers to get enough fuel fromthe food they eat and to obtain thevariety of foods needed for nutrientbalance, they should eat three meals aday. Even snacking between meals cancontribute to good nutrition if theright foods are eaten.Another dietary guideline is toconsume enough calories to meet one’senergy needs. Weight is maintained aslong as the body is in energy balance,Figure 6-16-0

Figure 6-2that is, when the number of caloriesused equals the number of caloriesconsumed.The most accurate way to controlcaloric intake is to control the size offood portions and thus the total amountof food ingested. One can use standardhousehold measuring utensils and asmall kitchen scale to measure portionsof foods and beverages. Keeping adaily record of all foods eaten andphysical activity done is also helpful.Figure 6-3 shows the number ofcalories burned during exercise periodsof different types, intensities, anddurations. For example, while participatingin archery, a person will burn0.034 calories per pound per minute.Thus, a 150-pound person would burn5.1 calories per minute (150 lbs. x 0.034calories/minute/lb. = 5.1 calories/minute) or about 305 calories/hour, asshown in Figure 6-4. Similarly, aperson running at 6 miles per hour(MPH) will burn 0.079 cal./min./lb.and a typical, 150-pound male willburn 11.85 calories/minute (150 lbs. x0.079 cal./lb./min. = 11.85) or about710 calories in one hour, as shown inFigure 6-3.To estimate the number of caloriesyou use in normal daily activity, multiplyyour body weight by 13 if you aresedentary, 14 if somewhat active, and15 if moderately active. The result isa rough estimate of the number ofcalories you need to maintain yourpresent body weight. You will needstill more calories if you are more thanmoderately active. By comparingcaloric intake with caloric expenditure,the state of energy balance (positive,balanced, or negative) can bedetermined.6-1

Figure 6-36-2

Avoiding an excessiveintake of fats is animportant fundamentalof nutrition.Carbohydrates are theprimary fuel source formuscles during shortterm,high-intensityactivities.Avoiding an excessive intake of fatsis another fundamental dietary guideline.A high intake of fats, especiallysaturated fats and cholesterol, has beenassociated with high levels of bloodcholesterol.The blood cholesterol level in mostAmericans is too high. Blood cholesterollevels can be lowered by reducingboth body fat and the amount of fat inthe diet. Lowering elevated bloodcholesterol levels reduces the risk ofdeveloping coronary artery disease(CAD) and of having a heart attack.CAD, a slow, progressive disease, resultsfrom the clogging of blood vesselsin the heart. Good dietary habits helpreduce the likelihood of developingCAD.It is recommended that all personsover the age of two should reduce theirfat intake to 30 percent or less of theirtotal caloric intake. The current nationalaverage is 38 percent. In addition,we should reduce our intake ofsaturated fat to less than 10 percent ofthe total calories consumed. We shouldincrease our intake of polyunsaturatedfat, but to no more than 10 percent ofour total calories. Finally, we shouldreduce our daily cholesterol intake to300 milligrams or less. Figure 6-4 suggestsactions commanders can take tosupport sound dietary guidelines. Mostof these actions concern dining-facilitymanagement.Concerns for OptimalPhysical PerformanceCarbohydrates, in the form of gly -cogen (a complex sugar), are the primaryfuel source for muscles duringshort-term, high-intensity activities.Repetitive, vigorous activity can useup most of the carbohydrate stores inthe exercised muscles.The body uses fat to help provideenergy for extended activities such asa one-hour run. Initially, the chieffuel burned is carbohydrates, ‘but asthe duration increases, the contributionfrom fat gradually increases.The intensity of the exercise alsoinfluences whether fats or carbohydratesare used to provide energy.Very intense activities use more carbohydrates.Examples include weighttraining and the APFT sit-up andpush-up events.Eating foods rich in carbohydrateshelps maintain adequate muscle-gly -cogen reserves while sparing aminoacids (critical building-blocks neededfor building proteins). At least 50percent of the calories in the dietshould come from carbohydrates.Individual caloric requirements vary,depending on body size, sex, age, andtraining mission. Foods rich in complexcarbohydrates (for example, pasta,rice, whole wheat bread, potatoes) arethe best sources of energy for activesoldiers.6-3

Figure 6-46-4

Because foods eaten one to threedays before an activity provide part ofthe fuel for that activity, it is importantto eat foods every day that are richin complex carbohydrates. It is alsoimportant to avoid simple sugars, suchas candy, up to 60 minutes before exercising,because they can lead to lowblood sugar levels during exercise.Soldiers often fail to drink enoughwater, especially when training in theheat. Water is an essential nutrient thatis critical to optimal physical performance.It plays an important role inmaintaining normal body temperature.The evaporation of sweat helps cool thebody during exercise. As a result, waterlost through sweating must bereplaced or poor performance, andpossibly injury, can result. Sweatconsists primarily of water with smallquantities of minerals like sodium.Cool, plain water is the best drink touse to replace the fluid lost as sweat.Soldiers should drink water before,during, and after exercise to preventdehydration and help enhanceperformance. Figure 6-5 showsrecommendations for fluid intake whenexercising.Sports drinks, which are usuallysimple carbohydrates (sugars) andelectrolytes dissolved in water, arehelpful under certain circumstances.There is evidence that solutions containingup to 10 percent carbohydratewill enter the blood fast enough to deliveradditional glucose to the activemuscles. This can improve endurance.During prolonged periods of exercise(1.5+ hours) at intensities over 50percent of heart rate reserve, one canbenefit from periodically drinkingsports drinks with a concentration of 5to 10 percent carbohydrate. Soldierson extended road marches can alsobenefit from drinking these types ofglucose-containing beverages. Duringintense training, these beverages canprovide a source of carbohydrate forworking muscles. On the other hand,drinks that exceed levels of 10 percentcarbohydrate, as do regular soda popsand most fruit juices, can lead to abdominalcramps, nausea, and diarrhea.Therefore, these drinks should be usedwith caution during intense endurancetraining and other similar activities.Many people believe that bodybuilders need large quantities ofFigure 6-56-5

protein to promote better musclegrowth. The primary functions ofprotein are to build and repair bodytissue and to form enzymes. Protein isbelieved to contribute little, if any, tothe total energy requirement of heavyresistanceexercises. The recommendeddietary allowance of protein for adultsis 0.8 grams per kilogram of bodyweight. Most people meet this levelwhen about 15 percent of their dailycaloric intake comes from protein.During periods of intense aerobic training,one’s need for protein might besomewhat higher (for example, 1.0 to1.5 grams per kilogram of body weightper day). Weight lifters, who have ahigh proportion of lean body mass, caneasily meet their protein requirementwith a well-balanced diet which has 15to 20 percent of its calories providedby protein. Recent research suggeststhat weight trainers may need no moreprotein per kilogram of body weightthan average, nonathletic people. MostAmericans routinely consume theselevels of protein, or more. The bodyconverts protein consumed in excessof caloric needs to fat and stores it inthe body.Nutrition in the FieldSoldiers in the field must eat enoughfood to provide them with the energythey need. They must also drink plentyof water or other non-alcoholic beverages.The “meal, ready to eat” (MRE)supplies the needed amount of carbohydrates,protein, fat, vitamins, andminerals. It is a nutritionally adequateration when all of its components areeaten and adequate amounts of waterare consumed. Because the foods areenriched and fortified with vitaminsand minerals, each component is amajor source of nutrients. Soldiersmust eat all the components in order toget the daily military recommendeddietary allowances (MRDA) and havean adequate diet in the field. Soldierswho are in weight control programs orwho are trying to lose weight can eatpart of each MRE item, as recommendedby dietitians.6-6

A circuit is a group ofstations or areas wherespecific tasks orexercises are performed.This chapter gives commanders andtrainers guidance in designing andusing exercise circuits. It describescalisthenic exercises for developingstrength, endurance, coordination, andflexibility. It also describes grass drillsand guerilla exercises which are closelyrelated to soldiering skills and shouldbe regularly included in the unit’sphysical fitness program.Circuit training is a term associatedwith specific training routines. Commanderswith a good understanding ofthe principles of circuit training mayapply them to a wide variety of trainingsituations and environments.CircuitsA circuit is a group of stations orareas where specific tasks or exercisesare performed. The task or exerciseselected for each station and the arrangementof the stations is determinedby the objective of the circuit.Circuits are designed to provide exerciseto groups of soldiers at intensitieswhich suit each person’s fitnesslevel. Circuits can promote fitness ina broad range of physical and motorfitness areas. These include CR endurance,muscular endurance, strength,flexibility, and speed. Circuits can alsobe designed to concentrate on sportsskills, soldiers’ common tasks, or anycombination of these. In addition,circuits can be organized to exercise allthe fitness components in a short periodof time. A little imagination canmake circuit training an excellentaddition to a unit’s total physical fitnessprogram. At the same time, it canprovide both fun and a challenge tosoldiers’ physical and mental abilities.Almost any area can be used, and anynumber of soldiers can exercise forvarious lengths of time.TYPES OF CIRCUITSThe two basic types of circuits arethe free circuit and the fixed circuit.Each has distinct advantages.Free CircuitIn a free circuit, there is no set timefor staying at each station, and nosignal is given to move from onestation to the next. Soldiers work attheir own pace, doing a fixed numberof repetitions at each station. Progressis measured by the time needed tocomplete a circuit. Because soldiersmay do incomplete or fewer repetitionsthan called for to reduce thistime, the quality and number of therepetitions done should be monitored.Aside from this, the free circuit requireslittle supervision.Fixed CircuitIn a fixed circuit, a specific lengthof time is set for each station. Thetime is monitored with a stopwatch,and soldiers rotate through the stationson command.There are three basic ways to increasethe intensity or difficulty of a fixedcircuit:• Keep the time for completion thesame, but increase the number ofrepetitions.• Increase the time per station alongwith the number of repetitions.• Increase the number of times soldiersgo through the circuit.VARIABLES IN CIRCUIT TRAININGSeveral variables in circuit trainingmust be considered. These include thetime, number of stations, number of7-1

time, number of stations, number ofsoldiers, number of times the circuit iscompleted, and sequence of stations.These are discussed below.TimeOne of the first things to consider ishow long it should take to complete thecircuit. When a fixed circuit is run, thetime at each station should always bethe same to avoid confusion and helpmaintain control. Consider also thetime it takes to move from one stationto the next. Further, allow from fiveto seven minutes both before and afterrunning a circuit for warming up andcooling down, respectively.Number of StationsThe objective of the circuit andtime and equipment available stronglyinfluence the number of stations. Acircuit geared for a limited objective(for example, developing lower-bodystrength) needs as few as six to eightstations. On the other hand, circuits todevelop both strength and CR fitnessmay have as many as 20 stations.Number of SoldiersIf there are 10 stations and 40soldiers to be trained, the soldiersshould be divided into 10 groups offour each. Each station must then beequipped to handle four soldiers. Forexample, in this instance a rope jumpingstation must have at least four jumpropes. It is vital in a free circuit thatno soldier stand around waiting forequipment. Having enough equipmentreduces bottlenecks, slowdowns, andpoor results.Number of Times a Circuit isCompletedTo achieve the desired training effect,soldiers may have to repeat the samecircuit several times. For example, acircuit may have ten stations. Soldiersmay run through the circuit threetimes, exercising for 30 seconds ateach station, and taking 15 seconds tomove between stations. The exercisetime at each station may be reduced to20 seconds the second and third timethrough. The whole workout takes lessthan 45 minutes including warm-upand cool-down. As soldiers becomebetter conditioned, exercise periodsmay be increased to 30 seconds orlonger for all three rotations. Anotheroption is to have four rotations of thecircuit.Sequence of StationsStations should be arranged in a sequencethat allows soldiers some recoverytime after exercising at strenuousstations. Difficult exercises can bealternated with less difficult ones.After the warm-up, soldiers can starta circuit at any station and still achievethe objective by completing the fullcircuit.DESIGNING A CIRCUITpects of circuit development.Determine ObjectivesThe designer of a circuit mustconsider many factors. The six stepsbelow cover the most important as-The designer must consider thespecific parts of the body and thecomponents of fitness on which soldiersneed to concentrate. For example,increasing muscular strengthmay be the primary objective, whilemuscular endurance work may besecondary. On the other hand, improvingcardiorespiratory endurancemay be the top priority. The designermust first identify the training objectivein order to choose the appropriateexercises.The designer mustconsider the specificparts of the body andthe components offitness on which soldiersneed to concentrate.7-2

The choice of exercisesfor circuit trainingdepends on the objectivesof the circuit.Select the ActivitiesThe circuit designer should list allthe exercises or activities that can helpmeet the objectives. Then he shouldlook at each item on the list and ask thefollowing questions:● Will equipment be needed? Is itavailable?● Will supervision be needed? Is itavailable?● Are there safety factors to consider?Answering these questions helps thedesigner decide which exercises to use.He can choose from the exercises,calisthenics, conditioning drills, grassdrills, and guerrilla drills described inthis chapter. However, he should notlimit the circuit to only these activities.Imagination and field expediency areimportant elements in developing circuitsthat hold the interest of soldiers.(See Figures 7-1 through 7-3.)Arrange the StationsA circuit usually has 8 to 12 stations,but it may have as many as 20. Afterdeciding how many stations to include,the designer must decide how to arrangethem. For example, in a circuitfor strength training, the same musclegroup should not be exercised at consecutivestations.One approach is to alternate “pushing”exercises with “pulling” exerciseswhich involve movement at the samejoint(s). For example, in a strengthtraining circuit, exercisers may followthe pushing motion of a bench presswith the pulling motion of the seatedrow. This could be followed by thepushing motion of the overhead presswhich could be followed by the pullingmotion of the lat pull-down. Anotherapproach might be to alternate betweenupper and lower body exercises.By not exercising the same musclegroup twice in a row, each muscle hasa chance to recover before it is used inanother exercise. If some exercises areharder than others, soldiers can alternatehard exercises with easier ones.The choice of exercises depends on theobjectives of the circuit.Select the Training SitesCircuits may be conducted outdoorsor indoors. If the designer wantsto include running or jogging a certaindistance between stations, he may dothis in several ways. In the gymnasium,soldiers may run five laps or for20 to 40 seconds between stations.Outdoors, they may run laps or runbetween spread-out stations if space isavailable. However, spreading thestations too far apart may cause problemswith control and supervision.Prepare a SketchThe designer should draw a simplesketch that shows the location of eachstation in the training area. The sketchshould include the activity and lengthof time at each station, the number ofstations, and all other useful information.Lay Out the StationsThe final step is to lay out thestations which should be numberedand clearly marked by signs or cards.In some cases, instructions for thestations are written on the signs. Thenecessary equipment is placed at eachstation.Sample Conditioning CircuitsFigures 7-1, 7-2, and 7-3 showdifferent types of conditioning circuits.Soldiers should work at eachstation 45 seconds and have 15 secondsto rotate to the next station.7-3

Figure 7-17-4

Figure 7-27-5

Figure 7-37-6

Calisthenics can beused to help developcoordination. CR andmuscular encurance,flexibility, and strength.CalisthenicsCalisthenics can be used to exercisemost of the major muscle groups of thebody. They can help develop coordination,CR and muscular endurance,flexibility, and strength. Poorly-coordinatedsoldiers, however, will derivethe greatest benefit from many of theseexercisesAlthough calisthenics have somevalue when included in a CR circuit orwhen exercising to music, for theaverage soldier, calisthenics such as thebend and reach, squat bender, lunger,knee bender, and side-straddle hop canbest be used in the warm-up and cooldownperiods. Exercises such as thepush-up, sit-up, parallel bar dip, andchin-up/pull-up, on the other hand,can effectively be used in the conditioningperiod to develop muscular enduranceor muscular strength.Please note that exercises such as thebend and reach, lunger, and leg spreader,which were once deleted from FM 21-20 because of their potential risk to theexerciser, have been modified and reintroducedin this edition. All modificationsshould be strictly adhered to.Few exercises are inherently unsafe.Nonetheless, some people, because ofpredisposing conditions or injuries,may find certain exercises less safethan others. Leaders must considereach of their soldier’s physical limitationsand use good judgment beforeletting a soldier perform these exercises.However, for the average soldierwho is of sound body, following thedirections written below will producesatisfactory results with a minimumrisk of injury.Finally, some of the calisthenicslisted below may be done in cadence.These calisthenics are noted, and directionsare provided below with respectto the actions and cadence. Whendoing exercises at a moderate cadence,use 80 counts per minute. With a slowcadence, use 50 counts per minuteunless otherwise directed.SAFETY FACTORSWhile injury is always possible inany vigorous physical activity, fewcalisthenic exercises are really unsafeor dangerous. The keys to avoidinginjury while gaining training benefitsare using correct form and intensity.Also, soldiers with low fitness levels,such as trainees, shouId not do the advancedexercises highly fit soldiers cando. For example, with the lower backproperly supported, flutter kicks arean excellent way to condition the hipflexor muscles. However, without support,the possibility of straining thelower back increases. It is not sensibleto have recruits do multiple sets offlutter kicks because they probably arenot conditioned for them. On the otherhand, a conditioned Ranger companymay use multiple sets of flutter’ kickswith good results.The key to doing calisthenic exercisessafely is to use common sense.Also, ballistic (that is, quick-moving)exercises that combine rotation andbending of the spine increase the riskof back injury and should be avoided.This is especially true if someone hashad a previous injury to the back. Ifthis type of action is performed, slowstretching exercises, not conditioningdrills done to cadence, should be used.Some soldiers complain of shoulderproblems resulting from rope climbing,horizontal ladder, wheelbarrow,and crab-walk exercises. These exercisesare beneficial when the soldier isfit and he does them in a regular,progressive manner. However, a certainlevel of muscular strength isneeded to do them safely. Therefore,soldiers should progressively train tobuild up to these exercises. Using suchexercises for unconditioned soldiersincreases the risk of injury and accident.7-7

Progression and RecoveryOther important principles for avoidinginjury are progression and recovery.Programs that try to do too muchtoo soon invite problems. The dayafter a “hard” training day, if soldiersare working the same muscle groupsand/or fitness components, they shouldwork them at a reduced intensity tominimize stress and permit recovery.The best technique is to train alternatemuscle groups and/or fitnesscomponents on different days. Forexample, if the Monday-Wednesday-Friday (M-W-F) training objective isCR fitness, soldiers can do abilitygroup running at THR with some lightcalisthenics and stretching. If theTuesday-Thursday (T-Th) objectiveis muscular endurance and strength,soldiers can benefit from doing partner-resistedexercises followed by aslow run. To ensure balance andregularity in the program, the nextweek should have muscle enduranceand strength development on M-W-Fand training for CR endurance on T-Th. Such a program has variety,develops all the fitness components,and follows the seven principles ofexercise while, at the same time, itminimizes injuries caused by overuse.Leaders should plan PT sessions toget a positive training effect, not toconduct “gut checks.” They shouldknow how to correctly do all the exercisesin their program and teach theirsoldiers to train using good form tohelp avoid injuries.Key Points for SafetyDoing safe exercises correctly improvesa soldier’s fitness with a minimumrisk of injury.The following are key points for ensuringsafety during stretching andcalisthenic exercises:• Stretch slowly and without pain andunnatural stress to a joint. Usestatic (slow and sustained) stretchingfor warming up, cooling down,ballistic (bouncy or jerky) stretchingmovements.• Do not allow the angle formed bythe upper and lower legs to becomeless than 90 degrees when the legsare bearing weight.• A combination of spinal rotationand bending should generally beavoided. However, if done, useonly slow, controlled movementswith little or no extra weight.Leaders must be aware of the varietyof methods they may use to attaintheir physical training goals. Theunit’s Master Fitness Trainer is schooledto provide safe, effective training methodsand answer questions about trainingtechniques.CALISTHENIC EXERCISESThe following are some commoncalisthenic exercises.7-8

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7-10

7-11

7-12

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7-14

7-15

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Conditioning drills areintended to supplementmuscular strength andendurance trainingsessions.CONDITIONING DRILLSSome large units prefer to use sets ofcalisthenic exercises as part of their PTsessions. Figure 7-4 shows three calisthenicconditioning drills for boththe poorly conditioned and physicallyfit soldiers. The drills are designed tobe done progressively and are intendedto supplement muscular strength andendurance training sessions.Leaders can mix the exercises toprovide greater intensity, based on thefitness level of the soldiers being trained.However, they should choose andsequence them to alternate the musclegroups being worked. Soldiers shoulddo each exercise progressively from 15to 40 or more repetitions (20 to 60 secondsfor timed sets) based on theirlevel of conditioning. They may alsodo each exercise in cadence unlesstimed sets are specified. For timedsets, soldiers do as many repetitions ofan exercise as possible in the allowedtime. Using timed sets, both the wellconditionedand less-fit soldiers canwork themselves to their limits.The following conditioning drills(Figure 7-4) are arranged according tothe phase of training.Grass DrillsGrass drills are exercise movementsthat feature rapid changes in bodyposition. These are vigorous drillswhich, when properly done, exerciseall the major muscle groups. Soldiersshould respond to commands as fast aspossible and do all movements at topspeed. They continue to do multiplerepetitions of each exercise until thenext command is given. No cadence iscounted.7-17

Figure 7-4Performing grass drills can improve does all the activities so that he canCR endurance, help develop muscular gauge the intensity of the session. Theendurance and strength, and speed up commands for grass drills are given inreaction time. Since these drills are rapid succession without the usualextremely strenuous, they should last preparatory commands. To preventfor short periods (30 to 45 seconds per confusion, commands are given sharply Grass drills are exerciseexercise). The two drills described to distinguish them from comments or movements that featurehere each have four exercises. Leaders words of encouragement. rapid changes incan develop additional drills locally. As soon as the soldiers are familiar body position.The soldiers should do a warm-up with the drill, they do all the exercisesbefore performing the drills and do a as vigorously and rapidly as possible,cool-down afterward. The instructor and they do each exercise until the7-18

next command is given. Anything lessthan a top-speed performance decreasesthe effectiveness of the drills.Once the drills start, soldiers do nothave to resume the position of atten-tion. The instructor uses the command“Up” to halt the drill for instructions orrest. At this command, soldiers assumea relaxed, standing position.Grass drills can be done in a shorttime. For example, they may be usedwhen only a few minutes are availablefor exercise or when combined withanother activity. Sometimes, if time islimited, they are a good substitute forrunning.Most movements are done in place.The extended-rectangular formation isbest for a platoon- or company-sizedunit. The circle formation is moresuitable for squad- or section-sizedgroups.When soldiers are starting an exerciseprogram, a 10- to 15-minuteworkout may be appropriate. Progressionis made by a gradual increase inthe time devoted to the drills. As thefitness of the soldiers improves, thetimes should be gradually lengthenedto 20 minutes. The second drill isharder than the first. Therefore, assoldiers progress in the first drill, theinstructor should introduce the second.If he sees that the drill needs to belonger, he can repeat the exercises orcombine the two drills.Soldiers should do awarm - -up beforeperforming grassdrills and do a cooldownafterward.STARTING POSITIONSAfter the warm-up, bring the soldiersto a position of ATTENTION.Progression with grass The drills begin with the commanddrills is made by a GO. Other basic commands are FRONT,gradual increase in BACK, and STOP. (See Figure 7-5 forthe time devoted to the positions and actions associatedthe drills. with these commands. )● ATTENTION: The position of attention is described in FM 22-5,Drill and Ceremonies.● GO This involves running in placeat top speed on the balls of the feet.The soldier raises his knees high,pumps his arms, and bends forwardslightly at the waist.● FRONT The soldier lies pronewith elbows bent and palms directlyunder the shoulders as in thedown position of the push up. Thelegs are straight and together withthe head toward the instructor.BACK: The soldier lies flat on hisback with his arms extended alonghis sides and his palms facing downward. His legs are straight and together; his feet face the instructor.● STOP The soldier assumes the stanceof a football lineman with feetspread and staggered. His left armis across his left thigh; his right armis straight. His knuckles are on theground; his head is up, and his backis roughly parallel to the ground.To assume the FRONT or BACKposition from the standing GO orSTOP positions, the soldier changespositions vigorously and rapidly. (SeeFigure 7-5.)To change from the FRONT to theBACK position (Figure 7-5), the soldierdoes the following:● Takes several short steps to theright or left.Lifts his arm on the side towardwhich his feet move.● Thrusts his legs vigorously to thefront.To change from the BACK to theFRONT position, the soldier sits upquickly. He places both hands on theground to the right or left of his legs.He takes several short steps to the rearon the side opposite his hands. Whenhis feet are opposite his hands, hethrusts his legs vigorously to the rearand lowers his body to the ground.(See Figure 7-5.)7-19

Figure 7-57-20

GRASS DRILL ONEExercises for grass drill one aredescribed below and shown inFigure 7-6.Bouncing BallFrom the FRONT position, push upand support the body on the hands(shoulder-width apart) and feet. Keepthe back and legs generally in line andthe knees straight. Bounce up anddown in a series of short, simultaneous,upward springs from the hands, hips,and feet.Supine BicycleFrom the BACK position, flex thehips and knees. Place the palmsdirectly on top of the head, and interlacethe fingers. Bring the knee of oneleg upward toward the chest. At thesame time, curl the trunk and headupward while touching the oppositeelbow to the elevated knee. Repeatwith the other leg and elbow. Continuethese movements as opposite legs andarms take turns.Knee BenderFrom the position of ATTENTION,do half-knee bends with the feet inline and the hands at the sides. Makesure the knees do not bend to an angleless than 90 degrees.Roll Left and RightFrom the FRONT position, continueto roll in the direction commandeduntil another command isgiven. Then, return to the FRONTposition.GRASS DRILL TWOExercises for grass drill two aredescribed below and shown in Figure7-6.The SwimmerFrom the FRONT position, extendthe arms forward. Move the right armand left leg up and down; then, movethe left arm and right leg up and down.Continue in an alternating manner.Bounce and Clap HandsThe procedure is almost the same asfor the bouncing ball in grass drill one.However, while in the air, clap thehands. This action requires a morevigorous bounce or spring. The pushupmay be substituted for this exercise.Leg SpreaderFrom the BACK position, raise thelegs until the heels are no higher thansix inches off the ground. Spread thelegs apart as far as possible, then putthem back together. Keep the head offthe ground. Throughout, place thehands under the upper part of the buttocks,and slightly bend the knees toease pressure on the lower back. Openand close the legs as fast as possible.The curl-up may be substituted forthis exercise.Forward RollFrom the STOP position, place bothhands on the ground, tuck the head,and roll forward. Keep the headtucked while rolling.Stationary RunFrom the position of ATTENTION,start running in place at the GOcommand by lifting the left foot first.Follow the instructor as he counts tworepetitions of cadence. For example,“One, two, three, four; one, two, three,four.” The instructor then gives informalcommands such as the following:“Follow me,” “Run on the toes and ballsof your feet,” “Speed it up,” “Increaseto a sprint, raise your knees high, lean7-21

forward at your waist, and pump yourarms vigorously,” and “Slow it down.”To halt the exercise, the instructorcounts two repetitions of cadence asthe left foot strikes the ground: “One,two, three, four, one, two, three,HALT.”Figure 7-67-22

Guerilla ExercisesGuerrilla exercises, which can beused to improve agility, CR endurance,muscular endurance, and to somedegree muscular strength, combineindividual and partner exercises. Thesedrills require soldiers to change theirpositions quickly and do various basicskills while moving forward. Figures7-7 and 7-8 show these exercises.The instructor decides the durationSoldiers progress with for each exercise by observing itsguerilla exercises by effect on the soldiers. Depending onshortening the quick- how vigorously it is done, each exertimemarching periods cise should be continued for 20 to 40between exercises and seconds.by doing all theexercises a second time.The group moves in circle forma-tion while doing the exercises. If theplatoon exceeds 30 soldiers, concentriccircles may be used. A warm-upSoldiers progress by shortening thequick-time marching periods betweenexercises and by doing all exercises asecond time. This produces an overloadthat improves fitness.Many soldiers have not had a chanceto do the simple skills involved inguerrilla exercises. However, they cando these exercises easily and quickly inalmost any situation.The preparatory command is alwaysthe name of the exercise, and thecommand of execution is always “March.”The command “Quick time, march”ends each exercise.For the double guerrilla exercises (incircle formation) involving two sol-diers, the commands for pairing are asfollows:activity should precede these exercises,and a cool-down should followthem. After the circle is formed, theinstructor steps into the center andissues commands.EXERCISE AND PROGRESSIONFigure 7-77-23

● “Platoon halt.”● “From (soldier is designated), bytwos, count off.” (For example: 1-2, 1-2, 1-2.)● “Even numbers, move up behindodd numbers.” (Pairs are adjustedaccording to height and weight.)● “You are now paired up for doubleguerrillas.” The command “Change”is given to change the soldiers’positions.After the exercises are completed,the instructor halts the soldiers andpositions the base soldier or platoonguide by commanding, “Base man (orplatoon guide), post.” He then commands“Fall out and fall in on the baseman (or platoon guide).”EXERCISE DESCRIPTIONSBrief explanations of guerrilla exercisesfollow.All-Fours RunFace downward, supporting the bodyon the hands and feet. Advanceforward as fast as possible by movingthe arms and legs forward in a coordinatedway.Bottoms-Up WalkTake the front-leaning rest position,and move the feet toward thehands in short steps while keeping theknees locked. When the feet are asclose to the hands as possible, walkforward on the hands to the frontleaning-restposition.Crab WalkAssume a sitting position with thehips off the ground and hands and feetsupporting the body’s weight. Walkforward, feet first.The EngineStand with the arms straight and infront of the body. The arms should beparallel to the ground with the palmsfacing downward. While walkingforward, bring the left knee upward tothe left elbow. Return to the startposition. Continuing to walk forward,touch the right knee to the right elbow.Recover to the start position. Be sureto keep the arms parallel to the groundthroughout the entire exercise.Double TimeDo a double-time run while maintainingthe circle formation.Broad JumpJump forward on both feet in aseries of broad jumps. Swing the armsvigorously to help with the jumps.Straddle RunRun forward, leaping to the rightwith the left foot and to the left withthe right foot.Hobble HoppingHold one foot behind the back withthe opposite hand and hop forward.On the command “Change,” grasp theopposite foot with the opposite handand hop forward.Two-Man CarryFor two-man carries, soldiers aredesignated as number one (odd-numbered)and number two (even-numbered).A number-one and numbertwosoldier work as partners.7-24

Fireman’s CarryTwo soldiers do the carry. On command,number-two soldier bends atthe waist, with feet apart in a balancedstance. Number-one soldier movestoward his partner. He places himselfby his partner’s left shoulder and bendshimself over his partner’s shouldersand back. When in position, numbertwosoldier, with his left hand, reachesbetween his partner’s legs and graspshis left wrist. On command, they moveforward until the command for changeover.They then change positions. Thefireman’s carry can also be done fromthe other side.Single-Shoulder CarryTwo soldiers do the carry. On command,number-two soldier bends at thewaist with feet apart in a balancedstance. At the same time, number-onesoldier moves toward his partner. Heplaces his abdominal area onto his partner’sright or left shoulder and leansover. Number-two soldier puts hisarms around the back of his partner’sknees and stands up. On command,they move forward until the commandfor changeover. They then changepositions.Cross CarryOn command, number-two soldierbends over at the waist. He twistsslightly to the left with feet spreadapart in a balanced position. At thesame time, number-one soldier movestoward his partner’s left side and leansover his partner’s back. Number twosoldier, with his left arm, reachesaround his partner’s legs. At the sametime, he reaches around his partner’sback with his right arm, being carefulnot to grab his partner’s neck or head.He then stands up straight, holding hispartner on his back. On command,they move forward until the commandfor changeover. They then changepositions.Saddle-Back (Piggyback) CarryOn command, number-two soldierbends at the waist and knees with hishand on his knees and his head up. Toassume the piggyback position, number-onesoldier moves behind his partner,places his hands on his partner’sshoulders, and climbs carefully ontohis partner’s hips. As number-onesoldier climbs on, number-two soldiergrasps his partner’s legs to help supporthim. Number-one soldier places hisarms over his partner’s shoulders andcrosses his hands over his partner’supper chest. They move forward untilthe command for changeover is given.They then change positions.7-25

Figure 7-87-26

There are two types ofobstacle coursesconditioningandconfidence.This chapter describes obstaclecourses as well as rifle drills, log drills,and aquatic exercises. These are notdesigned to develop specific componentsof physical fitness. Commandersshould use them to add variety to theirPT programs and to help soldiers developmotor fitness including speed,agility, coordination, and related skillsand abilities. Many of these activitiesalso give soldiers the chance to planstrategy, make split-second decisions,learn teamwork, and demonstrate leadership.Obstacle CoursesPhysical performance and success incombat may depend on a soldier’sability to perform skills like thoserequired on the obstacle course. Forthis reason, and because they helpdevelop and test basic motor skills,obstacle courses are valuable for physicaltraining.There are two types of obstaclecourses--conditioning and confidence.The conditioning course has low obstaclesthat must be negotiated quickly.Running the course can be a test of thesoldier’s basic motor skills and physicalcondition. After soldiers receive instructionand practice the skills, theyrun the course against time.A confidence course has higher,more difficult obstacles than a conditioningcourse. It gives soldiers confidencein their mental and physicalabilities and cultivates their spirit ofdaring. Soldiers are encouraged, butnot forced, to go through it. Unlikeconditioning courses, confidence coursesare not run against time.NONSTANDARD COURSES ANDOBSTACLESCommanders may build obstaclesand courses that are nonstandard (thatis, not covered in this manual) in orderto create training situations based ont h e i r u n i t ' s M E T L .When planning and building such facilities,designers should, at a minimum,consider the following guidance:● Secure approval from the local installation'scommander.● Prepare a safety and health-risk assessmentto support constructiono f e a c h o b s t a c l e .● Coordinate approval for each obstaclewith the local or supportingsafety office. Keep a copy of theapproval in the permanent records.● Monitor and analyze all injuries.● Inspect all existing safety precautionson-site to verify their effectiveness.● Review each obstacle to determinethe need for renewing its approval.SAFETY PRECAUTIONSInstructors must always be alert tosafety. They must take every precautionto minimize injuries as soldiers gothrough obstacle courses. Soldiersmust do warm-up exercises beforethey begin. This prepares them for thephysically demanding tasks ahead andhelps minimize the chance of injury.A cool-down after the obstacle courseis also necessary, as it helps the bodyrecover from strenuous exercise.Commanders should use ingenuityin building courses, making good useof streams, hills, trees, rocks, andother natural obstacles. They mustinspect courses for badly built obstacles,protruding nails, rotten logs,unsafe landing pits, and other safetyhazards.There are steps which designers cantake to reduce injuries. For example,at the approach to each obstacle, theyshould post an instruction board orsign with text and pictures showinghow to negotiate it. Landing pits forjumps or vaults, and areas under oraround obstacles where soldiers mayfall from a height, should be filledwith loose sand or sawdust, All8-1

landing areas should be raked andrefilled before each use. Puddles ofwater under obstacles can cause a falsesense of security. These could result inimproper landing techniques and seriousinjuries. Leaders should postponetraining on obstacle courses when wetweather makes them slippery.Units should prepare their soldiersto negotiate obstacle courses by doingconditioning exercises beforehand. Soldiersshould attain an adequate level ofconditioning before they run the confidencecourse, Soldiers who have notpracticed the basic skills or run theconditioning course should not be allowedto use the confidence course.Instructors must explain and demonstratethe correct ways to negotiateall obstacles before allowing soldiers torun them. Assistant instructors shouldsupervise the negotiation of higher,more dangerous obstacles. The emphasisis on avoiding injury. Soldiersshould practice each obstacle until theyare able to negotiate it. Before they runthe course against time, they shouldmake several slow runs while the instructorwatches and makes neededcorrections. Soldiers should never beallowed to run the course against timeuntil they have practiced on all theobstacles.CONDITIONING OBSTACLE COURSESIf possible, an obstacle course shouldbe shaped like a horseshoe or figureeight so that the finish is close to thestart. Also, signs should be placed toshow the route.A course usually ranges from 300 to450 yards and has 15 to 25 obstaclesthat are 20 to 30 yards apart. Theobstacles are arranged so that thosewhich exercise the same groups ofmuscles are separated from one another.The obstacles must be solidly built.Peeled logs that are six to eight incheswide are ideal for most of them. Sharppoints and corners should be eliminated,and landing pits for jumps orvaults must be filled with sand or sawdust.Courses should be built andmarked so that soldiers cannot sidestepobstacles or detour around them.Sometimes, however, courses can providealternate obstacles that vary indifficulty.Each course should be wide enoughfor six to eight soldiers to use at thesame time, thus encouraging competition.The lanes for the first fewobstacles should be wider and theobstacles easier than those that follow.In this way, congestion is avoided andsoldiers can spread out on the course.To minimize the possibility of fallsand injuries due to fatigue, the lasttwo or three obstacles should not betoo difficult or involve high climbing.Trainers must always be aware thatfalls from the high obstacles couldcause serious injury. Soldiers must bein proper physical condition, closelysupervised, and adequately instructed.The best way for the timer to timethe runners is to stand at the finish andcall out the minutes and seconds aseach soldier finishes. If several watchesare available, each wave of soldiers istimed separately. If only one watch isavailable, the waves are started atregular intervals such as every 30seconds. If a soldier fails to negotiatean obstacle, a previously determinedpenalty is imposed.When the course is run against time,stopwatches, pens, and a unit rosterare needed. Soldiers may run thecourse with or without individualequipment.Obstacles for JumpingThese obstacles are ditches to clearwith one leap, trenches to jump into,heights to jump from, or hurdles. (SeeFigure 8-l.)Instructors must explainand demonstrate thecorrect ways tonegotiate all obstaclesbefore allowing soldiersto run them.8-2

Obstacles for DodgingThese obstacles are usually mazes ofposts set in the ground at irregularintervals. (See Figure 8-2.) The spacesbetween the posts are narrow so thatsoldiers must pick their way carefullythrough and around them. Lane guidesare built to guide soldiers in dodgingand changing direction.Figure 8-1Figure 8-28-3

Obstacles for Vertical Climbing and Obstacles for Horizontal TraversingSurmountingHorizontal obstacles may be ropes,These obstacles are shown at Figure pipes, or beams. (See Figure 8-4.)8-3 and include the following:● Climbing ropes that are 1 1/2 incheswide and either straight or knotted.● Cargo nets.● Walls 7 or 8 feet high.● Vertical poles 15 feet high and 6 to8 inches wide.Figure 8-3Figure 8-48-4

Obstacles for CrawlingObstacles for VaultingThese obstacles may be built of These obstacles should be 3 tolarge pipe sections, low rails, or wire. 3 1/2 feet high. Examples are fences(See Figure 8-5.) and low walls. (See Figure 8-6.)Figure 8-5Figure 8-68-5

Obstacles for BalancingBeams, logs, and planks may beused. These may span water obstaclesand dry ditches, or they may be raisedoff the ground to simulate natural depressions.(See Figure 8-7.)Figure 8-7CONFIDENCE OBSTACLE COURSESConfidence obstacle courses mustbe built in accordance with Folio No.1, “Training Facilities,” Corps of EngineersDrawing Number 28-13-95.You can obtain this publication fromthe Directorate of Facilities Engineeringat most Army installations.Confidence courses can developconfidence and strength by using obstaclesthat train and test balance andmuscular strength. Soldiers do not negotiatethese obstacles at high speed oragainst time. The obstacles vary fromfairly easy to difficult, and some arehigh. For these, safety nets are provided.Soldiers progress through thecourse without individual equipment.Only one soldier at a time negotiates anobstacle unless it is designed for use bymore than one.Confidence courses should accommodatefour platoons, one at eachgroup of six obstacles. Each platoonbegins at a different starting point. Inthe example below, colors are used togroup the obstacles. Any similar methodmay be used to spread a group over thecourse. Soldiers are separated intogroups of 8 to 12 at each obstacle. Atthe starting signal, they proceed throughthe course.Soldiers may skip any obstacle theyare unwilling to try. Instructors shouldencourage fearful soldiers to try theeasier obstacles first. Gradually, astheir confidence improves, they can8-6

take their places in the normal rotation.Soldiers proceed from one obstacle tothe next until time is called. They thenassemble and move to the next group ofobstacles.Rules for the CourseSupervisors should encourage, butnot force, soldiers to try every obstacle.Soldiers who have not run the coursebefore should receive a brief orientationat each obstacle, including an explanationand demonstration of thebest way to negotiate it. Instructorsshould help those who have problems.Trainers and soldiers should not try tomake obstacles more difficult by shakingropes, rolling logs, and so forth.Close supervision and common sensemust be constantly used to enhancesafety and prevent injuries.Soldiers need not conform to anyone method of negotiating obstacles,but there is a uniformity in the generalapproach. Recommended ways to negotiateobstacles are described below.Red GroupThis group contains the first six obstacles.These are described below andnumbered 1 through 6 in Figure 8-8.Belly Buster. Soldiers vault, jump, orclimb over the log. They must bewarned that it is not stationary. Therefore,they should not roll or rock thelog while others are negotiating it.Reverse Climb. Soldiers climb the reverseincline and go down the otherside to the ground.Weaver. Soldiers move from one endof the obstacle to the other by weavingtheir bodies under one bar andover the next.Hip-Hip. Soldiers step over each bar;they either alternate legs or use thesame lead leg each time.Balancing Logs. Soldiers step up on alog and walk or run along it whilekeeping their balance.Island Hopper. Soldiers jump fromone log to another until the obstacle isnegotiated.Figure 8-88-7

White GroupThis group contains the second sixobstacles. These are described belowand numbered 7 through 12 in Figure8-9.Tough Nut. Soldiers step over each Xin the lane.Inverted Rope Descent. Soldiers climbthe tower, grasp the rope firmly, andswing their legs upward. They hold therope with their legs to distribute theweight between their legs and arms.Braking the slide with their feet andlegs, they proceed down the rope. Soldiersmust be warned that they may getrope burns on their hands. This obstaclecan be dangerous when the ropeis slippery. Soldiers leave the rope ata clearly marked point of release.Only one soldier at a time is allowed onthe rope. Soldiers should not shake orbounce the ropes. This obstacle requirestwo instructors--one on theplatform and the other at the base.Low Belly-Over. Soldiers mount thelow log and jump onto the high log.They grasp over the top of the log withboth arms, keeping the belly area incontact with it. They swing their legsover the log and lower themselves tothe ground.Belly Crawl. Soldiers move forwardunder the wire on their bellies to theend of the obstacle. To reduce the tendencyto push the crawling surface, itis filled with sand or sawdust to the farend of the obstacle. The direction ofnegotiating the crawl is reversed fromtime to time.Easy Balancer. Soldiers walk up oneinclined log and down the one on theother side to the ground.Tarzan. Soldiers mount the lowest log,walk the length of it, then each higherlog until they reach the horizontal ladder.They grasp two rungs of theladder and swing themselves into theair. They negotiate the length of theladder by releasing one hand at a timeand swinging forward, grasping a moredistant rung each time.Figure 8-98-8

Blue Groupobstacle. The direction of negotiatingthe obstacle is alternated.Swing, Stop, and Jump. Soldiers gainmomentum with a short run, grasp therope, and swing their bodies forwardto the top of the wall. They release therope while standing on the wall andjump to the ground.Six Vaults. Soldiers vault over the logsusing one or both hands.Wall Hanger. Soldiers walk up thewall using the rope. From the top ofthe wall, they grasp the bar and gohand-over-hand to the rope on the oppositeend. They use the rope to de-scend,This group contains the third sixobstacles. These are described belowand numbered 13 through 18 in Figure8-10.High Step-over. Soldiers step overeach log while alternating their leadfoot or using the same one.Swinger. Soldiers climb over the swinglog to the ground on the opposite side.Low Wire. Soldiers move under thewire on their backs while raising thewire with their hands to clear theirbodies. To reduce the tendency to pushthe crawling surface, it is filled withsand or sawdust to the far end of theFigure 8-108-9

Black GroupThis group contains the last six obstacles.These are described below andnumbered 19 through 24 in Figure 8-11.Inclining Wall. Soldiers approach theunderside of the wall, jump up andgrasp the top, and pull themselves upand over. They slide or jump down theincline to the ground.Skyscraper. Soldiers jump or climb tothe first floor and either climb thecorner posts or help one another to thehigher floors. They descend to theground individually or help one anotherdown. The top level or roof isoff limits, and the obstacle should notbe overloaded. A floor must not becomeso crowded that soldiers arebumped off. Soldiers should not jumpto the ground from above the firstlevel.Jump and Land. Soldiers climb theladder to the platform and jump to theground.Confidence Climb. Soldiers climb theinclined ladder to the vertical ladder.they go to the top of the vertical ladder,then down the other side to the ground.Belly Robber. Soldiers step on thelower log and take a prone position onthe horizontal logs. They crawl overthe logs to the opposite end of theobstacle. Rope gaskets must be tied tothe ends of each log to keep the handsfrom being pinched and the logs fromfalling.The Tough One. Soldiers climb therope or pole on the lowest end of theobstacle. They go over or between thelogs at the top of the rope. They moveacross the log walkway, climb theladder to the high end, then climbdown the cargo net to the ground.Figure 8-118-10

Rifle DrillsRifle drills are suitable activities forfitness training while bivouacking orduring extended time in the field. Inmost situations, the time consumed indrawing weapons makes this activitycumbersome for garrison use. However,it is a good conditioning activity,and the use of individual weapons intraining fosters a warrior’s spirit.There are four rifle-drill exercisesthat develop the upper body. They arenumbered in a set pattern. The mainmuscle groups strengthened by rifledrills are those of the arms, shoulders,and back.Rifle drill is a fast-moving methodof exercising that soldiers can do in aslittle as 15 minutes. With imagination,the number of steps and/or rifle exercisescan be expanded beyond thosedescribed here.EXERCISE PROGRESSIONThe rifle-drill exercise normallybegins with six repetitions and increasesby one repetition for each threeperiods of exercise. This rate continuesuntil soldiers can do 12 repetitions.However, the number of repetitionscan be adjusted as the soldiers improve.In exercises that start from the rifledownwardposition, on the command“Move,” soldiers execute port arms andassume the starting position. At theend of the exercise, the command toreturn soldiers to attention is “Positionof attention, move.”In exercises that end in other thanthe rifle-downward position, soldiersassume that position before executingport arms and order arms.These movements are done withoutcommand and need not be precise.Effective rifle exercises are strenuousenough to tire the arms. When thearms are tired, moving them withprecision is difficult.RIFLE DRILL EXERCISESThe following exercises are for usein rifle drills.Up and ForwardThis is a four-count exercise doneat a fast cadence. (See Figure 8-12.)Fore-Up, SquatThis is a four-count exercise doneat a moderate cadence. (See Figure8-13.)Fore-Up, Behind BackThis is a four-count exercise doneat a moderate cadence. (See Figure 8-14.)Fore-Up, Back BendThis is a four-count exercise done atmoderate cadence. (See Figure 8- 15.)Figure 8-128-11

Figure 8-13Figure 8-14Figure 8-158-12

Log drills are excellentfor developing strengthand muscular endurance,because they require themuscles to contractunder heavy loads.Log DrillsLog drills are team-conditioningexercises. They are excellent for developingstrength and muscular endurancebecause they require the musclesto contract under heavy loads. Theyalso develop teamwork and add varietyto the PT program.Log drills consist of six differentexercises numbered in a set pattern.The drills are intense, and teams shouldcomplete them in 15 minutes. Theteams have six to eight soldiers perteam. A principal instructor is requiredto teach, demonstrate, and leadthe drill. He must be familiar withleadership techniques for conditioningexercises and techniques peculiar to logdrills.AREA AND EQUIPMENTAny level area is good for doing logdrills. All exercises are done from astanding position. If the group is largerthan a platoon, an instructor’s standmay be needed.The logs should be from six to eightinches thick, and they may vary from14 to 18 feet long for six and eight soldiers,respectively. The logs should bestripped, smoothed, and dried. The14-foot logs weigh about 300 pounds,the 18-foot logs about 400 pounds.Rings should be painted on the logs toshow each soldier’s position. When notin use, the logs are stored on a rackabove the ground.FORMATIONAll soldiers assigned to a log teamshould be about the same height at theshoulders. The best way to divide aplatoon is to have them form a singlefile or column with short soldiers infront and tall soldiers at the rear. Theytake their positions in the column accordingto shoulder height, not headheight. When they are in position, theyare divided into teams of six or eight.The command is “Count off by sixes(or eights), count off.” Each team, inturn, goes to the log rack, shoulders alog, and carries it to the exercise area.The teams form columns in front ofthe instructor. Holding the logs inchest position, they face the instructorand ground the log. Ten yards shouldseparate log teams within the columns.If more than one column is used, 10yards should separate columns.STARTING DOSAGE ANDPROGRESSIONThe starting session is six repetitionsof each exercise. The progressionrate is an increase of one repetitionfor each three periods of exercise.Soldiers continue this rate until theydo 12 repetitions with no rest betweenexercises. This level is maintained untilanother drill is used.START POSITIONSThe soldiers fall in facing their log,with toes about four inches away.Figure 8-16 shows the basic startingpositions and commands.Right-Hand Start Position, MoveOn the command “Move,” move theleft foot 12 inches to the left, andlower the body into a flatfooted squat.Keep the back straight, head up, andarms between the legs. Encircle thefar side of the log with the left hand.Place the right hand under the log.(See 1, Figure 8-16.)Left-Hand Start Position, MoveThis command is done the sameway as the preceding command.However, the left hand is under thelog, and the right hand encircles its farside. (See 2, Figure 8-16.)8-13

Right-Shoulder Position, Move left foot to the rear and stand up,facing left. Balance the log on the rightThis command is given from the shoulder with both hands. (See 3,right-hand-start position. On the Figure 8-16.) This movement cannotcommand “Move,” pull the log upward be done from the left-hand-start posiinone continuous motion to the right tion because of the position of theshoulder. At the same time, move the hands.Figure 8-168-14

Left-Shoulder Position, MoveThis command is given from theleft-hand-start position. On the command“Move, ” pull the log upward tothe left shoulder in one continuousmotion. At the same time, move theright foot to the rear, and stand upfacing right. Balance the log on the leftshoulder with both hands. (See 4,Figure 8-17.) This movement cannotbe done from the right-hand-startposition.Waist Position, MoveFrom the right-hand-start position,pull the log waist high. Keep the armsstraight and fingers laced under thelog. The body is inclined slightly to therear, and the chest is lifted and arched.(See 5, Figure 8-17.)Chest Position, MoveThis command is given after takingthe waist position. On the command“Move,” shift the log to a position highon the chest, bring the left arm underthe log, and hold the log in the bend ofthe arms. (See 6, figure 8-17.) Keepthe upper arms parallel to the ground.To move the log from the right tothe left shoulder, the command is“Left-shoulder position, move.” Pushthe log overhead, and lower it to theopposite shoulder.To return the log to the groundfrom any of the above positions, thecommand is “Start position, move.” Atthe command “Move,” slowly lower thelog to the ground. Position the handsand fingers so they are not under thelog.Figure 8-178-15

LOG-DRILL EXERCISESThe following are log-drillcises.exer-Exercise 1. Two-Arm Push-UpStart Position: Right- or leftshoulderposition, with feet aboutshoulder-width apart. (See 1, Figure8-18.)Cadence: Moderate.Movement: A four-count exercise;at the count of --“One’’-Push the log overhead untilthe elbows lock.“Two’’-Lower the log to the oppositeshoulder.“Three’’-Repeat the action of countone.“Four’’-Recover to the start position.Exercise 2. Forward BenderStart Position: Chest position, withfeet about shoulder-width apart.(See 2, Figure 8-18.)Cadence: Moderate.Movement A four-count exercise;at the count of --“One’’-Bend forward at the waistwhile keeping the back straightand the knees slightly bent.“Two’’-Recover to the start position.‘Three’’-Repeat the action of countone.“Four’’-Recover to the start position.Figure 8-188-16

Exercise 3. Straddle JumpStart Position Right- or left-shoulderposition, with feet together,and fingers locked on top of the log.Pull the log down with both hands tokeep it from bouncing on the shoulder.(See 3, Figure 8-19.)Cadence: Moderate.Movement A four-count exercise;at the count of--“One’’-Jump to a side straddle.“Two’’-Recover to the start position.‘Three’’-Repeat the action of countone.“Four’’-Recover to the start position.Exercise 4. Side BenderStart Position: Right-shoulder positionwith the feet about shoulder-widthapart. (See 4, Figure8- 19.)Cadence Moderate.Movement: A four-count exercise;at the count of--“One’’-Bend sideward to the leftas far as possible, bending theleft knee.“Two’’-Recover to the start position.“Three’’-Repeat the action ofcount one.“Four’’-Recover to the start position.NOTE: After doing the requirednumber of repetitions, change shouldersand do an equal number to theright side.Figure 8-198-17

Exercise 5. Half-Knee BendStart Position: Right- or leftshoulderposition, with feet aboutshoulder-width apart, and fingerslocked on top of the log. (See 5,Figure 8-20.)Cadence: Slow.Movement: A four-count exercise;at the count of --“One’’-Flex the knees to a halfkneebend.“Two’’-Recover to the start position.“Three’’-Repeat the action ofcount one.“Four’’-Recover to the start position.(NOTE: Pull forward and downwardon the log throughout the exercise.)Exercise 6. Overhead Toss (NOTE:Introduce this exercise only aftersoldiers have gained experience andstrength by doing the other exercisesfor several sessions.)Start Position: Right-shoulder positionwith the feet about shoulder-widthpart. The knees are at aquarter bend. (See 6, Figure 8-20.)Cadence: Moderate.Movement: A four-count exercise;at the count of --“One’’-Straighten the knees andtoss the log about 12 inchesoverhead. Catch the log withboth hands, and lower it towardthe opposite shoulder. As the logis caught, lower the body into aquarter bend.“Two’’-Again, toss the log intothe air and, when caught, returnit to the original shoulder.“Three’’-Repeat the action of countone.“Four’’-Recover to the start position.Figure 8-208-18

Aquatic ExerciseAquatics is a mode of physicaltraining which helps one attain andmaintain physical fitness through exercisesin the water. It is sometimescalled slimnastics. Aquatic trainingcan improve muscular endurance, CRendurance, flexibility, coordination,and muscular strength.Because of its very low impact to thebody, an aquatic exercise program isideal for soldiers who are overweightand those who are limited due topainful joints, weak muscles, or profiles.The body’s buoyancy helpsminimize injuries to the joints of thelower legs and feet. It exercises thewhole body without jarring the bonesand muscles. Leaders can tailor thevariety and intensity of the exercises tothe needs of all the soldiers in the unit.Aquatic training is a good supplementto a unit’s PT program. Not onlyis it fun, it exposes soldiers to waterand can make them more comfortablearound it. Most Army installationshave swimming pools for conductingaquatic, physical training sessions.SAFETY CONSIDERATIONSOne qualified lifeguard is neededfor every 40 soldiers at all aquatictraining sessions. Nonswimmers mustremain in the shallow end of the pool.They should never exercise in the deepend with or without flotation devices.EQUIPMENTSoldiers normally wear swim suitsfor aquatics, but they can wear bootsand fatigues to increase the intensity ofthe activities. The following equipmentis optional for training:● Goggles.● Kickboard.● Pull buoy.● Ear/nose plugs.● Fins.● Hand paddles.SAMPLE TRAINING PROGRAM‘Warm-UpAs in any PT session, a warm-up isrequired. It can be done in the wateror on the deck. Allow five to sevenminutes for the warm-up.Conditioning PhaseSoldiers should exercise vigorouslyto get a training effect. Energeticmusic may be used to keep up thetempo of the workout. The followingare some exercises that can be used inan aquatic workout. (See Figure 8-21.)Side Leg-Raises. Stand in chest toshoulder-deep water with either sideof the body at arm’s length to the wallof the pool, and grasp the edge withthe nearest hand. Raise the outside legsideward and upward from the hip.Next, pull the leg down to the startingposition. Repeat these actions. Then,turn the other side of the body to thewall, and perform the exercise withthe other leg. DURATION: 30 seconds(15 seconds per leg).Leg-Over. Stand in chest-to shoulder-deepwater, back facing the wallof the pool. Reach backward with thearms extended, and grasp the pool’sedge. Next, raise one leg in front ofthe body away from the wall, andmove it sideward toward the other legas far as it can go. Then, return the legto the front-extended position, andlower it to the starting position. Repeatthese actions with the other leg, andcontinue to alternate legs. DURA-TION: 30 seconds ( 15 seconds per leg).Rear Leg Lift. Stand in chest-toshoulder-deep water with hands onthe pool’s edge, chest to the wall. Raiseone leg back and up from the hip,extend it, and point the foot. Then,pull the leg back to the starting position.Alternate these actions back andforth with each leg. DURATION: 20seconds (10 seconds each leg).8-19

Figure 8-218-20

Alternate Toe Touch. Stand inwaist-deep water. Raise the left leg asin kicking while touching the elevatedtoe with the right hand. At the sametime, rotate the head toward the leftshoulder, and push the left arm backwardthrough the water. Alternatethese actions back and forth with eachleg and opposite hand. DURATION 2minutes.Side Straddle Hop. Stand in waistdeepwater with hands on hips and feettogether. Jump sideward and land withfeet about two feet apart. Then, returnto the starting position, and repeat thejumping action. DURATION 2 minutes.Stride Hop. Stand in waist-deepwater with hands on hips and feettogether. Jump, moving the left legforward and right leg backward. Then,jump again moving the right leg forwardand left leg backward. Repeatthese actions. DURATION 2 minutes.The Bounce. Stand in waist-deepwater with hands on hips and feettogether. Jump high with feet together.Upon landing, use a bouncing motion,and repeat the action. DURATION: 1minute.Rise on Toes. Stand in chest-toshoulder-deep water with arms at sidesand feet together. Rise up using thetoes. Then, lower the body to thestarting position. Repeat the action.DURATION: 1 minute.Side Bender. Stand in waist-deepwater with the left arm at the side andthe right arm extended straight overhead.Stretch slowly, bending to theleft. Recover to the starting position,and repeat the action. Next, reverse tothe right arm at the side and the leftarm extended straight overhead. Repeatthe stretching action to the rightside. DURATION: 1 minute.Walking Crawl. Walk in waist- tochest-deep water. Simulate the overhandcrawl stroke by reaching out withthe left hand cupped and pressing thewater downward to the thigh. Repeatthe action with the right hand. Alternateleft and right arm action. DURA-TION: 2 minutes.Bouncing. Stand in chest-deepwater, arms at sides. Bounce on the leftfoot while pushing down vigorouslywith both hands. Repeat the actionwith the right foot. Alternate bouncingon the left and right foot. DURA-TION: 2 minutes.Bounding in Place with AlternateArm Stretch, Forward. Bound inplace in waist-deep water using highknee action. Stretch the right arm farforward when the left knee is high andthe left arm is stretched backward.When the position of the arm is reversed,simulate the action of thecrawl stroke by pulling down andthrough the water with the hand.DURATION 1 minute.Poolside Knees Up, Supine. Standin chest-to shoulder-deep water, backagainst the wall of the pool. Extendthe arms backward, and grasp thepool’s edge. With feet together, extendthe legs in front of the torso, andassume a supine position. Then withthe legs together, raise the knees tothe chin. Return to the starting position,and repeat the action. DURA-TION: 2 minutes (maximum effort).Twisting Legs, Supine. Stand inchest-to shoulder-deep water, backagainst the wall of the pool. Extend thearms backward, and grasp the pool’sedge. With feet together, extend thelegs in front of the torso, and assumea supine position. Then, twist the legsslowly to the left, return to the startingposition, and twist the legs slowly tothe right. Repeat this twisting action.DURATION: 1 minute (2 sets, 30seconds each).Scissor Kick. Float in chest- toshoulder- deep water on either side ofthe body with the top arm extended,hand holding the pool’s edge. Bracethe bottom hand against the pool’s wallwith feet below the water’s surface.Next, assume a crouching position bygringing the heels toward the hips by8-21

ending the knees. Then, straightenand spread the legs with the top legextending backward. When the legs areextended and spread, squeeze themback together (scissoring). Pull withthe top hand, and push with thebottom hand. The propulsive force ofthe kick will tend to cause the body torise to the water’s surface. DURA-TION 1 minute (2 sets, 30 secondseach, maximum effort).Push Away. Stand in chest-toshoulder-deep water facing the pool’swall and at arm’s length from it. Graspthe pool’s edge, and bend the arms sothat the body is leaning toward thewall of the pool. Vigorously push thechest back from the wall by straighteningthe arms. Then, with equalvigor, pull the upper body back to thewall. Repeat these actions. DURA-TION: 2 minutes (maximum effort).Gutter Push-Ups. Stand in chesttoshoulder- deep water facing thepool’s wall. Place the hands on the edgeor gutter of the pool. Then, raise thebody up and out of the water while extendingthe arms. repeat this action.DURATION: 2 minutes (4 sets, 30seconds each with 5-second rests betweensets).The Engine. Stand in chest-toshoulder-deep water, arms straight andin front of the body and parallel to thewater with the palms facing downward.While walking forward, raisethe left knee to the left elbow, thenreturn to the starting position. Continuingto walk forward, touch theright knee to the right elbow, andreturn to the starting position. Be sureto keep the arms parallel to the waterthroughout the exercise. DURATION1 to 2 minutes (2 sets).Cool-DownThis is required to gradually bringthe body back to its pre-exercise state.It should last from five to seven minutes.Front Flutter Kick. Stand in chesttoshoulder-deep water facing the pool’swall. Grasp the pool’s edge or gutterand assume a prone position with legsextended just below the water’s surface.Then, kick flutter style, toespointed, ankles flexible, knee jointloose but straight. The Iegs shouldsimulate a whip’s action. DURATION1 minute (2 sets, 30 seconds each).Running. Move in a running gaitin chest-to shoulder-deep water witharms and hands under the water’ssurface. This activity can be stationary,or the exerciser may run from poolsideto poolside. Runners must concentrateon high knee action and good armmovement. DURATION 10 to 20minutes.8-22

Competitive fitnessactivities help in thedevelopment ofassets that are vital tocombat effectiveness.Physical fitness is one of the foundationsof combat readiness, and maintainingit must be an integral part ofevery soldier’s life. This chapter discussescompetitive fitness activitiesand athletic events that commanderscan use to add variety to a unit’sphysical fitness program. There is alsoa section on developing a unit intramuralprogram. Athletic and competitivefitness activities are sports eventswhich should only be used to supplementthe unit’s PT program. Theyshould never replace physical trainingand conditioning sessions but, rather,should exist to give soldiers a chancefor healthy competition. Only throughconsistent, systematic physical conditioningcan the fitness components bedeveloped and maintained.Crucial to the success of any programis the presence and enthusiasm ofthe leaders who direct and participatein it. The creativity of the physicaltraining planners also plays a large role.Competitive fitness and athletic activitiesmust be challenging. They must bepresented in the spirit of fair play andgood competition.It is generally accepted that competitivesports have a tremendous positiveinfluence on the physical andemotional development of the participants.Sports competition can enhancea soldier’s combat readiness by promotingthe development of coordination,agility, balance, and speed. Competitivefitness activities also help developassets that are vital to combat effectiveness.These include team spirit,the will to win, confidence, toughness,aggressiveness, and teamwork.IntramuralThe Army’s sports mission is to giveall soldiers a chance to participate insports activities. A unit-level intramuralprogram can help achieve thisimportant goal. DA Pam 28-6 describeshow to organize various unitlevelintramural programs.Factors that affect the content ofthe sports program differ at everyArmy installation and unit. Initiativeand ingenuity in planning are the mostvital assets. They are encouraged inthe conduct of every program.OBJECTIVESA well-organized and executedintramural program yields the following:• Team spirit, the will to win, confidence,aggressiveness, and teamwork.All are vital to combat effectiveness.• A change from the routine PT program.• The chance for all soldiers to takepart in organized athletics.ORGANIZATIONThe command level best suited toorganize and administer a broad intramuralprogram varies according to aunit’s situation. If the objective ofmaximum participation is to beachieved, organization should start atcompany level and then provide competitionup through higher unit levels.Each command level should have itsown program and support the nexthigher program level.To successfully organize and conductan intramural program, developersshould consider the following factorsand elements.AuthorityThe unit commander should publishand endorse a directive giving authorizationand guidance for a sportsprogram. A detailed SOP should alsobe published.PersonnelLeaders at all levels of the intramuralprogram should plan, organize, andsupervise it. Appointments at all9-1

echelons should be made for at leastone year to provide continuity. Thecommander must appoint a qualifiedperson to be the director, regardless ofthe local situation, type, and size of theunit. The director must be a good organizerand administrator and musthave time to do the job correctly. Heshould also have a sense of impartialityand some athletic experience.Commanders should form an intramuralsports council in units of battalionsize or larger and should appointmembers or require designated unitrepresentatives. The council shouldmeet at least once a month or as oftenas the situation requires. The councilserves as an advisory body to the unitcommander and intramural director. Itgives guidance about the organizationand conduct of the program.Facilities and EquipmentAdequate facilities and equipmentmust be available. When facilities arelimited, leaders must plan activities toensure their maximum use. In allcases, activities must be planned toensure the safety of participants andspectators.Funds and BudgetAdequate funds are essential tosuccessfully organize and operate asports program. Therefore, beforehand,organizers must determine howmuch money is available to support it.To justify requests for funds they mustprepare a budget in which they justifyeach sports activity separately. Thebudget must include special equipment,supplies, awards, pay for officials,and other items and services.Units can reduce many of their costsby being resourceful.AWARD SYSTEMCommanders can stimulate unitsand soldiers to participate in competitiveathletics by using an award system.One type is a point-award systemwhere teams get points based on theirwin/loss records and/or final leaguestandings. This reflects the unit’sstandings in the overall intramuralsports program. The recognition willhelp make units and individuals participatethroughout the year. Trophiescan then be given for overall performanceand individual activities.PROGRAM PLANNINGA successful program depends onsound plans and close coordinationbetween the units involved. Theintramural director should meet withsubordinate commanders or a sportsrepresentative to determine what programof activities is compatible withthe mission and training activities ofeach unit. Unless they resolve thisissue, they may not get commandsupport which, in turn, could result inforfeitures or lack of participation.The less-popular activities may not besupported because of a lack of interest.Commanders canstimulate soldiers toparticipate incompetitive athletics byusing an award system.9-2

EvaluationsBefore the program is developed,leaders must study the training andavailability situation at each unit level.They should include the followingitems in a survey to help them determinethe scope of the program and todevelop plans:● General. Evaluate the commander’sattitude, philosophy, and policyabout the sports program. Understand the types of units to beserved, their location, the climate,and military responsibilities.● Troops. Determine the following:1) number and types of personnel;2) training status and general dutyassignment; 3) special needs, interests,and attitudes.● Time available. Coordinate thetime available for the sports programwith the military mission.Determine both the on-duty andoff-duty time soldiers have for takingpart in sports activities.● Equipment. Consider the equipmentthat will be needed for eachsport.● Facilities. Determine the number,type, and location of recreationalfacilities both within the unit and inthose controlled by units at higherlevels.• Funds. Determine how much eachunit can spend on the intramuralprogram.• Personnel. Assess how many peopleare needed to run the program. Thelist should include a director and assistants, sports council, officials,and team captains, as well as volunteers for such tasks as setting up aplaying field.• Coordination. Coordinate with theunits’ operations sections to avoidconflict with military training schedules.• Activities. The intramural directorshould plan a tentative program ofactivities based on the season, localsituation, and needs and interests ofthe units. Both team and individualsports should be included. Someteam sports are popular at all levelsand need little promotional effortfor success. Among these are volleyball,touch football, basketball,and softball. Some individual competitivesports have direct militaryvalue. They include boxing, wrestling,track and field, cross country,triathlon, biathlon, and swimming.While very popular, these sports areharder to organize than team sports.See Figures 9-1 and 9-2 for a list ofsports activities.9-3

Figure 9-1Figure 9-29-4

Table 9-1FunctionsOnce the evaluations have beenmade, the following functions shouldbe performed:● Make a handbook. An intramuralhandbook should be published ateach level of command from installationto company to serve as astanding operating procedure (SOP).This handbook should include theessential elements listed in Table9-1 above.● Plan the calendar. Local situationsand normal obstacles may conflictwith the intramural program. However, a way can be found to providea scheduled program for every seasonof the year.● Choose the type of competition.Intramural directors should be ableto choose the type of competitionbest suited for the sport and localcircumstances. They should alsoknow how to draw up tournaments.Unless the competition must takeplace in a short time, eliminationtournaments should not be used.The round-robin tournament hasthe greatest advantage because individualsand teams are never eliminated.This type of competition isadaptable to both team and individualplay. It is appropriate for smallnumbers of entries and league playin any sport.●Make a printed schedule. Usingscheduling forms makes this jobeasier. The form should includegame number, time, date, court orfield, and home or visiting team.Space for scores and officials is alsohelpful. Championship games ormatches should be scheduled totake place at the best facility.Unit ActivitiesThe following games and activitiesmay be included in the unit’s PTprogram, They are large-scale activitieswhich can combine many componentsof physical and motor fitness. Inaddition, they require quick thinkingand the use of strategy. When playedvigorously, they are excellent activitiesfor adding variety to the program.NINE-BALL SOCCERThe object of this game is forof a team’s five goalies to haveball.PlayerseachoneThere are 25 to 50 players on eachteam, five of whom are goalies. Theother players are divided into fourequal groups. The goalies play betweenthe goal line and 5-yard line of9-5

a standard football field. The otherfour groups start the game between thedesignated 10-yard segments of thefield. (See Figure 9-3.) The goaliesand all other players must stay in theirassigned areas throughout the game.The only exceptions are midfielderwho stand between the 35- and 45-yard lines. These players may occupyboth their assigned areas and the 10-yard free space at the center of thefield.The GameThe game starts with all playersinside their own areas and midfielderon their own 40-yard line. The nineballs are placed as follows. Four are oneach 45-yard line with at least fiveyards between balls. One is centeredon the 50-yard line. The signal to startplay is one long whistle blast. Playersmust pass the balls through the opposingteam’s defenses into the goal areausing only their feet or heads. Thefirst team whose goalies have five ballswins a point. The game then stops, andthe balls are placed for the start of anew set. The first team to score fivepoints wins.There are no time-outs except incase of injury, which is signaled by twosharp whistle blasts. The teams changepositions on the field after each set.Team members move to different zonesafter the set.RulesA ball is played along the ground orover any group or groups of players.The ball may travel any distance if it isplayed legally.Goalies may use their hands inplaying the ball and may give a ball toother goalies on their team. For a setto officially end, each goalie must havea ball.If players engage in unnecessaryroughness or dangerous play, the refereeremoves them from the game forthe rest of the set and one additionalset. He also removes players for therest of the set if they step on or over aboundary or sideline or use their handsoutside the goal area.If a goalie steps on or over aboundary or sideline, the referee takesthe ball being played plus another ballfrom the goalie’s team and gives theseballs to the nearest opposing player. IfFigure 9-39-6

the team has no other ball in the goalarea, the referee limits the penalty tothe ball that is being played.If a ball goes out of bounds, thereferee retrieves it. The team thatcaused it to go out of bounds or overthe goal line loses possession. Thereferee puts the ball back into play byrolling it to the nearest opposing player.PUSHBALLThis game requires a large pushballthat is five to six feet in diameter. Italso requires a level playing surfacethat is 240 to 300 feet long and 120 to150 feet wide. The length of the fieldis divided equally by a center line.Two more lines are marked 15 feetfrom and parallel to the end lines andextending across the entire field. (SeeFigure 9-4.)PlayersThere are 10 to 50 soldiers on eachof two teams.The GameThe object of the game is to sendthe ball over the opponent’s goal lineby pushing, rolling, passing, carrying,or using any method other than kickingthe ball.The game begins when the ball isplaced on the centerline with the opposingcaptains three feet away fromit. The other players line up 45 feetfrom the ball on their half of the field.At the referee’s starting whistle, thecaptains immediately play the ball,and their teams come to their aid.At quarter time, the ball stays deadfor two minutes where it was when thequarter ended. At halftime, the teamsexchange goals, and play resumes as ifthe game were beginning.A team scores a goal when it sendsthe ball across the opposing team’s endline. A goal counts five points. Theteam that scores a goal may then tryfor an extra point. For the extra point,the ball is placed on the opposingteam’s 5-yard line, and the teams lineFigure 9-49-7

up across the field separated by thewidth of the ball. Only one player mayplace his hands on the ball. The playerwho just scored is directly in front ofthe ball. At the referee’s signal, theball is put into play for one minute. Ifany part of the ball is driven across thegoal line in this period, the offensescores one point. The defense may notscore during the extra point attempt.The game continues until four 10-minute quarters have been played.Rest periods are allowed for two minutesbetween quarters and five minutesat halftime.RulesPlayers may use any means ofinterfering with the opponents’ progressexcept striking and clipping.Clipping is throwing one’s body acrossthe back of an opponent’s legs as he isrunning or standing. Force may legallybe applied to all opponents whetherthey are playing the ball or not. Aplayer who strikes or clips an opponentis removed from the game, and histeam is penalized half the distance toits goal.When any part of the ball goes outof bounds, it is dead. The teams lineup at right angles to the sidelines.They should be six feet apart at thepoint where the ball went out. Thereferee tosses the ball between theteams.When, for any reason, the ball istied up in one spot for more than 10seconds, the referee declares it dead.He returns the ball into play the sameway he does after it goes out ofbounds.STRATEGY PUSHBALLStrategy pushball is similar to pushballexcept that it is played on twoadjacent fields, and opposing teamssupply soldiers to the games on bothfields. Team commanders assess thesituation on the fields and distributetheir soldiers accordingly. The commanderdecides the number of soldiersused, within limits imposed by therules. This number may be adjustedthroughout the game. Play on bothfields occurs at the same time, but eachgame progresses independently. At theend of play, a team’s points from bothfields are added together to determinethe overall winner.This game requires two pushballsthat are five to six feet in diameter.Pull-over vests or jerseys of two differentcolors are used by each team fora total of four different colors. Startersand reserves should be easily distinguishable.Starters and substitutesshould wear vests of one color, whilethe team commander and reserves wearvests of the second color.Players may wear any type of athleticshoes except those with metalcleats. Combat boots may be worn, butextra caution must be used to preventinjuries caused by kicking or steppingon other players. Soldiers wearingillegal equipment may not play untilthe problem has been corrected.The playing area is two lined-offfields. These are 240 to 300 feet longby 120 to 150 feet wide. They areseparated lengthwise by a 20-footwidedivider strip. The length of eachfield is divided equally by a centerlinethat is parallel to the goal lines. Linesare also marked 45 feet from each sideof the centerline and parallel to it. Thelines extend across both fields. Dimensionsmay be determined locallybased on available space and the numberof players. The space between thefields is the team area. Each teamoccupies the third of the team spacethat immediately adjoins its initialplaying field.Time periods should be adjusted tosuit weather conditions and soldiers’fitness levels.9-8

PlayersThere are 25 to 40 soldiers on eachteam. A typical, 25-member team hasthe following:One team commander. He is responsiblefor overall game strategy andfor determining the number and positionsof players on the field.Sixteen starting members. Eight areon each field at all times; one isappointed field captain.Four reserve members. These areplayers the team commander designatesas reinforcements.Three substitutes. These are replacementsfor starters or reserves.One runner. He is designated toconvey messages from the teamcommander to field captains.The proportion of soldiers in eachcategory stays constant regardless ofthe total number on a team. Before theevent, game organizers must coordinatewith participating units and agreeon the number on each team.Runners serve at least one period;they may not play during that period.They are allowed on the field onlyduring breaks in play after a dead ballor goal.Reserves are used at any point inthe game on either field and are committedas individuals or groups. Theymay enter or leave the playing field atany time whether the ball is in play ornot. Team commanders may enter thegame as reserves if they see the needfor such action.Reserves, substitutes, and startingmembers may be redesignated into anyof the other components on a one-foronebasis only during dead balls, injurytime-outs, or quarter- and halftimebreaks. A reserve may becomea starter by switching vests with anoriginal starter, who then becomes areserve.When possible, senior NCOS andofficers from higher headquarters orother units should be used as officials.Players must not question an official’sFigure 9-59-9

authority during play. Otherwise, thegame can quickly get out of control.Chain-of-command personnelshould act as team commanders andfield captains whenever possible.The GameThe object is to propel the ball overthe opponent’s goal line by pushing,rolling, passing, carrying, or using anymeans other than kicking.The game is officiated by two refereeson each field, a chief umpire, anda scorekeeper. Referees concentrateon player actions so that they canquickly detect fouls and assess penalties.The chief umpire and scorekeeperoccupy any area where theycan best officiate the games. The chiefumpire monitors the use of substitutesand reserves and ensures smooth progressof the games on both fields. Thenumber of officials may be increasedif teams have more than 25 players.Referees use their whistles to stop andstart play except at the start and end ofeach quarter. The scorekeeper, whotimes the game with a stopwatch, startsand ends each quarter and stops playfor injuries with some noisemakerother than a whistle. He may use suchdevices as a starter’s pistol, klaxon, orair horn.The game begins after the ball isplaced on each field’s center mark.Opposing field captains are three feetfrom the ball (six feet from the centerline).The rest of the starters are linedup 45 feet from the ball on their halfof the field. (See Figure 9-5.) At thescorekeeper’s signal, field captainsimmediately play the ball, and theirteams come to their aid.Starters may be exchanged betweenthe fields if the minimum number ofstarters or substitutes per field ismaintained.Substitutes may enter the game onlyduring breaks in play after a deadball, goal, or time-out for injury.A substitute may not start to play untilthe player being replaced leaves thefield.When any part of the ball goes outof bounds, it is dead. The teams lineup at right angles to the sidelines; theyare 10 feet apart at the point where theball went out of bounds. The refereeplaces the ball between the teams at apoint 15 feet inside the sideline. Playresumes when the referee blows thewhistle.When the ball gets tied up in onespot for more than 10 seconds for anyreason, the referee declares it dead. Herestarts play as with an out-of-boundsdead ball, except that he puts the ballon the spot where it was stopped.Time does not stop for dead balls orgoals. Play continues on one fieldwhile dead balls are restarted on theother.At each quarter break, the ball stayson the spot where it was when thequarter ended. The next quarter, signaledby the scorekeeper, starts as itdoes after a ball goes out of bounds. Athalftime the teams exchange goals, andplay resumes as if the game werebeginning.A goal is scored when any part ofthe ball breaks the plane of the goalline between the sidelines. A goalcounts one point. At the end of thefourth quarter, the points of each teamfrom both fields are added together todetermine the winner.If there is a tie, a three-minuteovertime is played. It is played thesame as in regulation play, but only onefield is used, with starting squads fromboth teams opposing each other. Forcontrol purposes, no more than 15players per team are allowed on thefield at once. The team with morepoints at the end of the overtime winsthe game. If the game is still tied whentime expires, the winner is the teamthat has gained more territory.The game continues until four 10-minute quarters have been played.There is a 10-minute halftime between9-10

the second and third quarters. Theclock stops at quarter breaks andhalftime. Time-out is allowed only forserious injury. Play is then stopped onboth fields.RulesPlayers may use any means of interferingwith their opponents’ progress,but they are penalized for striking orclipping opponents or throwing themto the ground. These penalties areenforced by the referees. Force maybelegally applied to any opponent whetheror not they are playing the ball. Blockingis allowed if blockers stay on theirfeet and limit contact to the spacebetween waist and shoulders. Blockersmay not swing, throw, or flip theirelbows or forearms. Tackling opposingsoldiers who are playing the ball isallowed. The chief umpire or anyreferee may call infractions and imposepenalties for unsportsmanlikeconduct or personal fouls on eitherfield. Penalties may also be called forinfractions committed on the field orsidelines during playing time, quarterandhalftime breaks, and time-outs.Personal fouls are called for the following:● Illegal blocking (below an opponent’swaist).● Clipping (throwing the body acrossthe back of the opponent’s legs as heis running or standing).● Throwing an opponent to the ground(that is, lifting and dropping orslamming a player to the ground instead of tackling cleanly).● Spearing, tackling, or piling on anopponent who is already on theground.● Striking or punching with closedfist(s).● Grasping an opponent’s neck orhead.● Kicking.● Butting heads.Unsportsmanlike conduct is calledfor abusive or insulting language thatthe referee judges to be excessive andblatant. It is also called against aplayer on the sidelines who interfereswith the ball or with his opponents onthe field. A player who violates theserules should be removed from thegame and made to run one lap aroundboth playing fields. A penalizedplayer leaves the team shorthandeduntil he completes the penalty lap andthe next break in play occurs on thefield from which he was removed.The penalized player or a substitutethen enters the game. Referees andthe chief umpire may, at their discretion,eject any player who is a chronicviolator or who is judged to be dangerousto other players, Once ejected, theplayer must leave both the field ofplay and team area. Substitutes forejected players may enter during thenext break in play that follows a goalscored by either team. They enter onthe field from which the players wereejected.BROOM-BALL HOCKEYThis game is played on ice or afrozen field using hockey rules. Playerswear boots with normal soles andcarry broom-shaped sticks with whichthey hit the ball into the goals.The object of this game is for teamsto score goals through the opponent’sdefenses. Using only brooms, playerspass the ball through the opposingteam to reach its goal. The first teamto score five points wins. Broom ballprovides a good cardiorespiratory workout.PlayersThere are 15 to 20 players on eachteam. One is a goalie and the others aredivided into three equal groups. Thegoalie plays in the goal area of astandard soccer or hockey field oralong the goal line if the two opposinggoals are the same size. One soccerball, or some other type of inflated9-11

all, is used. The players need nopadding.The three groups begin the game incenter field. All players must stay intheir designated space throughout thegame. A diagram of the field is shownat Figure 9-6.The GameThe face-off marks the start of thegame, the second half, and the restartof play after goals. Each half lasts 15minutes. For the face-off, each playeris on his own half of the field. Allplayers, except the two centers, areoutside the center circle. The refereeplaces the ball in the center of thecircle between the two centers. Thesignal to begin play is one long blast onthe whistle. The ball must travelforward and cross the center circlebefore being played by another player.There are no time-outs except forinjury. The time-out signal is twosharp whistle blasts.RulesAll players, including goalies, muststay inside their legal boundaries at alltimes. Only goalies may use theirhands to play the ball, but they mustalways keep control of their sticks.Other players must stay in their respectivezones of play (Attack, Defense,Centerfield). The ball is playedalong the ground or over one or moregroups of players. It may travel anydistance as long as it is legally played.The referee calls infractions andimposes penalties. Basic penalties arethose called for the following:● Unnecessary roughness or dangerousplay. (The player is removedfrom the game; he stays in thepenalty box for two minutes.)● Ball out-of-bounds. (The team thatcaused it to go out loses possession,and the opposing team puts theball back into play by hitting it tothe nearest player.)● Use of hands by a player other thana goalie. (The player must stay inthe penalty box one minute.)● Improper crossing of boundaries.(When a member of the team in possessionof the ball crosses the boundary line of his zone of play, possessionwill be awarded to the otherteam.)Figure 9-69-12

Orienteering combinesmap reading, compassuse, and terrain studywith strategy,competition, andexercise.OrienteeringOrienteering is a competitive formof land navigation. It combines mapreading, compass use, and terrain studywith strategy, competition, and exercise.This makes it an excellent activityfor any training schedule.An orienteering course is set up byplacing control points or marker signsover a variety of terrain. The orienteeror navigator uses a detailed topographicalmap and a compass to negotiatethe course. The map should be 1:25,000scale or larger. A liquid-filled orienteeringcompass works best. The baseof the compass is transparent plastic,and it gives accurate readings on therun. The standard military, lensaticcompass will work even though it is notspecifically designed for the sport.The best terrain for an orienteeringcourse is woodland that offers variedterrain. Several different courses canbe setup in an area 2,000 to 4,000 yardssquare. Courses can be short andsimple for training beginners or longerand more difficult to challenge theadvanced competitors.The various types of orienteeringare described below.CROSS-COUNTRY ORIENTEERINGThis popular type of orienteering isused in all international and championshipevents. Participants navigate toa set number of check or control pointsin a designated order. Speed is importantsince the winner is the one whoreaches all the control points in theright order and returns to the finisharea in the least time.SCORE ORIENTEERINGQuick thinking and strategy aremajor factors in score orienteering. Acompetitor selects the check-points tofind based on point value and location.Point values throughout the course arehigh or low depending on how hard themarkers are to reach. Whoever collectsthe most points within a designatedtime is the winner. Points are deductedfor returning late to the finisharea.LINE ORIENTEERINGLine orienteering is excellent fortraining new orienteers. The route ispremarked on the map, but checkpointsare not shown. The navagatortries to walk or run the exact maproute. While negotiating the course, helooks for checkpoints or control-markersigns. The winner is determined bythe time taken to run the course andthe accuracy of marking the controlpoints when they are found.ROUTE ORIENTEERINGThis variation is also excellent forbeginners. The navigator follows aroute that is clearly marked with signsor streamers. While negotiating thecourse, he records on the map theroute being taken. Speed and accuracyof marking the route determine thewinner.NIGHT ORIENTEERINGCompetitors in this event carryflashlights and navigate with map andcompass. The night course for crosscountryorienteering is usually shorterthan the day course. Control points aremarked with reflective material or dimlights. Open, rolling terrain, which ispoor for day courses, is much morechallenging at night.URBAN ORIENTEERINGUrban orienteering is very similarto traditional types, but a compass,topographical map, and navigation skillsare not needed. A course can be set upon any installation by using a map ofthe main post or cantonment area.Soldiers run within this area looking9-13

for coded location markers, which arenumbered and marked on the mapbefore the start. This eliminates theneed for a compass. Soldiers only needa combination map-scorecard, a watch,and a pencil. (Figure 9-7 shows asample scorecard.)Urban orienteering adds varietyand competition to a unit’s PT programand is well suited for an intramuralprogram. It also provides a goodcardiovascular workout.Participants and RulesUrban orienteering is conductedduring daylight hours to ensure safetyand make the identification of checkpointmarkers easy. Soldiers form twomanteams based on their APFT 2-mile-run times. Team members shouldhave similar running ability. A handicapis given to slower teams. (See Figure9-8.) At the assembly area, eachteam gets identical maps that show theFigure 9-79-14

location of markers on the course.Location markers are color-coded onthe map based on their point value.The markers farthest from the assemblyarea have the highest point values.The maps are labeled with a locationnumber corresponding to the locationmarker on the course. A time limit isgiven, and teams finishing late arepenalized. Five points are deductedfor each minute a team is late. Whileon the course, team members must staytogether and not separate to get twomarkers at once. A team that separatesis disqualified. Any number of soldiersmay participate, the limiting factorsbeing space and the number ofpoints on the course.Playing the GameOnce the soldiers have been assigneda partner, the orienteeringmarshal briefs them on the rules andobjectives of the game. He gives themtheir time limitations and a reminderabout the overtime penalty. He alsogives each team a combination map/scorecard with a two-digit number onit to identify their team. When a teamreaches a location marker, it recordson the scorecard the letters that correspondto its two-digit number.Point values of each location markerare also annotated on the scorecard.When the orienteering marshal signalsthe start of the event, all competitorsFigure 9-89-15

Figure 9-9leave the assembly area at the sametime. One to two hours is the optimaltime for conducting the activity. Asample location marker is shown atFigure 9-9.For this example, team number 54found the marker. The letters correspondingto 54 are LD, so they place“LD” on line 39 of their scorecard.This line number corresponds to thelocation’s marker number. When thelocation marker code is deciphered,the team moves on to the next markerof its choice. Each team goes to asmany markers as possible within theallotted time. After all teams havefound as many location markers aspossible and have turned in their map/scorecards, the points are computed bythe orienteering marshal to determinethe teams’ standings. He has the keyto all the points and can determineeach team’s accuracy. Handicap pointsare then added. Each soldier getspoints if his 2-mile-run time is slowerthan 12 minutes. (See Figure 9-8.)The teams’ standings are displayedshortly after the activity ends.Safety BriefingThe orienteering marshal gives asafety briefing before the event starts.He reminds soldiers to be cautiouswhile running across streets and toemphasize that team members shouldalways stay together.Set Up and MaterialsThe course must be well thought outand set up in advance. Setting uprequires some man-hours, but the coursecan be used many times. The majortasks are making and installing locationmarkers and preparing map/scorecardcombinations. Once the location markernumbers are marked and color codedon the maps, they are covered withcombat acetate to keep them useful fora long time. Combat acetate (alsocalled plastic sheet) can be purchasedin the self-service supply center storeunder stock number 9330-00-618-7214.The course organizer must decidehow many location markers to makeand where to put them. He should usecreativity to add excitement to thecourse. Suggestions for locations to putpoint markers are as follows: at intersections,along roads in the tree line, onbuilding corners, and along creek bedsand trails. They should not be too hardto find. To help teams negotiate thecourse, all maps must be preciselymarked to correspond with the placementof the course-location markers.9-16

Unit olympicsincorporate athleticevents that represent allfive fitness components.Unit OlympicsThe unit olympics is a multifacetedevent that can be tailored to any unit toprovide athletic participation for allsoldiers. The objective is to incorporateinto a team-level competitionathletic. events that represent all fivefitness components. The competitioncan be within a unit or between competingunits. When conducted with enthusiasm,it promotes team spirit andprovides a good workout. It is a gooddiversion from the regular PT session.A unit olympics, if well promotedfrom the top and well staged by theproject NCO or officer, can be a goodprecursor to an SDT or the EIB test.TYPES OF EVENTSThe olympics should include eventsthat challenge the soldiers’ muscularstrength and endurance, aerobic endurance,flexibility, agility, speed, andrelated sports skills.Events can be held for both individualsand teams, and they should bedesigned so that both male and femalesoldiers can take part. Each soldiershould be required to do a minimumnumber of events. Teams should weara distinctively marked item such as aT-shirt or arm band. This adds characterto the event and sets teams apartfrom each other. A warm-up shouldprecede and a cool-down should followthe events.The following are examples of athleticevents that could be included in aunit olympics:Push-Up DerbyThis is a timed event using fourmemberteams. The objective is for theteam to do as many correct push-ups aspossible within a four-minute timelimit. Only one team member doespush-ups at a time. The four teammembers may rotate as often as desired,Sandbag RelayThis event uses four-man teams fora running relay around a quarter-miletrack carrying sandbags. One playerfrom each team lines up at the startingline with a full sandbag in each hand.He hands the sandbags off to a teammatewhen he finishes his part of therace. This continues until the last teamplayer crosses the finish line. Placingsare determined by the teams’ order offinish.Team FlexibilityIn this event, if teams are numericallyequal, all members of each teamshould participate. If not, as manyteam members should participate aspossible. Each team’s anchor personplaces his foot against a wall or a curb.He stretches his other foot as far awayas possible as in doing a split. The nextteam member puts one foot against theanchor man’s extended foot and does asplit-stretch. This goes on until allteam members are stretched. Theycover as much distance as possiblekeeping in contact with each other.The team that stretches farthest fromthe start point without a break in theirchain is the winner.Medicine-Ball ThrowThis event uses four-member teams.The teams begin by throwing the ballfrom the same starting line. When itlands, the ball is marked for each teamthrower, and the next team playerthrows from this spot. This is repeateduntil all the team’s players have thrown.The team whose combined throwscover the most distance is the winner.Job-Related EventsThe organizer should use his imaginationwhen planning activities. Hemay incorporate soldier skills requiredof an MOS. For instance, he could9-17

devise a timed land-navigation eventgeared toward soldiers with an MOS of11 C. The team would carry an 81 -mmmortar (tube, tripod, and baseplate) tothree different locations, each a mileapart, and set it up in a firing configuration.This type of event is excellentfor fine-tuning job skills and is alsophysically challenging.OPENING CEREMONYThe commander, ranking person,or ceremony host gives an inspirationalspeech before the opening ceremonies,welcoming competitors andwishing them good luck. The olympicsis officially opened with a torch lighting.This is followed by a shortsymbolic parade of all the teams. Theteams are then put back into formation,and team captains lead motivatingchants. The master of ceremonies(MC) announces the sequence of eventsand rules for each event. The gamesthen begin.JUDGING AND SCORINGThe MC should have one assistantper team who will judge that one teamduring each event. Assistants giveinput on events that need a numericalcount. The MC monitors the pointaccumulation of each team. Points areawarded for each event as follows:• First = 4 points.• Second = 3 points.• Third = 2 points.• Fourth = 1 point.When two teams tie an event, thepoints are added together and splitequally between them. After thecompetition ends, the totaled pointscores for each team are figured. Thefirst- through fourth-place teams arethen recognized.9-18

In today’s Army, soldiers may deployanywhere in the world. They may gointo the tropical heat of CentralAmerica, the deserts of the MiddleEast, the frozen tundra of Alaska, orthe rolling hills of Western Europe.Each environment presents uniqueproblems concerning soldiers’ physicalperformance. Furthermore, physicalexertion in extreme environments canbe life-threatening. While recognizingsuch problems is important, preventingthem is even more important.This requires an understanding of theenvironmental factors which affectphysical performance and how thebody responds to those factors.Temperature RegulationThe body constantly produces heat,especially during exercise. To maintaina constant normal temperature, itmust pass this heat on to the environment.Life-threatening circumstancescan develop if the body becomes toohot or too cold. Body temperaturemust be maintained within fairly narrowlimits, usually between 74 and 110degrees Fahrenheit. However, hypothermiaand heat injuries can occurwithin much narrower limits. Therefore,extreme temperatures can have adevastating effect on the body’s abilityto control its temperature.Overheating is a serious threat tohealth and physical performance.During exercise, the body can produceheat at a rate 10 to 20 times greaterthan during rest. To survive, it mustget rid of the excess heat.The four ways in which the bodycan gain or lose heat are the following:• Conduction-the transfre of heatfrom a warm object to a cool onethat is touching it. (Warming bootsby putting them on is an example.)• Convection-the transfer of heat bycirculation or movementof air. (Using a fan on a hot day isan example.)• Radiation-the transfer of heat byelectromagnetic waves. (Sitting undera heat lamp is an example.)• Evaporation- the transfer of heatby changing a liquid into a gas.(Evaporating sweat cooling the skinis an example.)Heat moves from warm to coolareas. During exercise, when the bodyis extremely warm, heat can be lost bya combination of the four methods.Sweating, however, is the body’s mostimportant means for heat loss, especiallyduring exercise. Any conditionthat slows or blocks the transfer of heatfrom the body by evaporation causesheat storage which results in an increasein body temperature.The degree to which evaporativecooling occurs is also directly related tothe air’s relative humidity (a measureof the amount of water vapor in theair). When the relative humidity is 100percent, the air is completely saturatedat its temperature. No more water canevaporate into the surrounding air. Asa result, sweat does not evaporate, nocooling effect takes place, and thebody temperature increases. This causeseven more sweating. During exercisein the heat, sweat rates of up to twoquarts per hour are not uncommon.12-0

Adapting to differingenvironmental conditionsis called acclimatization.If the lost fluids are not replaced, dehydrationcan occur. This condition,in turn, can result in severe heatinjuries.Thus, in hot, humid conditions whena soldier’s sweat cannot evaporate,there is no cooling effect through theprocess of evaporation. High relativehumidities combined with high temperaturescan cause serious problems.Weather of this type occurs in thetropics and equatorial regions such asCentral America and southern Asia.These are places where soldiers havebeen or could be deployed.Heat Injuries and SymptomsThe following are common types ofheat injuries and their symptoms.● Heat cramps-muscles cramps of theabdomen, legs, or arms.● Heat exhaustion-headache, excessivesweating, dizziness, nausea,clammy skin.● Heat stroke-hot, dry skin, cessationof sweating, rapid pulse, mentalconfusion, unconsciousness.To prevent heat injuries while exercising,trainers must adjust the intensityto fit the temperature and humidity.They must ensure that soldiersdrink enough water before and duringthe exercise session. Body weight is agood gauge of hydration. If rapidweight loss occurs, dehydration shouldbe suspected. Plain water is the bestreplacement fluid to use. Highly concentratedliquids such as soft drinksand those with a high sugar contentmay hurt the soldier’s performancebecause they slow the absorption ofwater from the stomach.To prevent heat injuries, the followinghydration guidelines should beused:● Type of drink: cool water (45 to 55degrees F).● Before the activity: drink 13 to 20ounces at least 30 minutes before.● During the activity: drink 3 to 6ounces at 15 to 30 minute intervals.● After the activity: drink to satisfythirst, then drink a little more.Acclimatization to Hot, HumidEnvironmentsAdapting to differing environmentalconditions is called acclimatization.Soldiers who are newly introduced toa hot, humid climate and are moderatelyactive in it can acclimatize in 8 to14 days. Soldiers who are sedentarytake much longer. Until they are acclimatized,soldiers are much morelikely to develop heat injuries.A soldier’s ability to perform effectivelyin hot, humid conditionsdepends on both his acclimatizationand level of fitness. The degree ofheat stress directly depends on therelative workload. When two soldiersdo the same task, the heat stress is lessfor the soldier who is in better physicalcondition, and his performance is likelyto be better. Therefore, it is importantto maintain high levels of fitness.Increased temperatures and humiditycause increased heart rates. Consequently,it takes much less effort toelevate the heart rate into the trainingzone, but the training effect is thesame. These facts underscore the needto use combat-development running12-1

and to monitor heart rates when running,especially in hot, humid conditions.Some important changes occur as aresult of acclimatization to a hot climate.The following physical adaptationshelp the body cope with a hotenvironment● Sweating occurs at a lower bodytemperature.● Sweat production is increased.● Blood volume is increased.● Heart rate is less at any given workrate.Exercising in ColdEnvironmentsContrary to popular belief, there arefew real dangers in exercising at temperatureswell below freezing. Sincethe body produces large amounts ofheat during exercise, it has little troublemaintaining a normal temperature.There is no danger of freezing thelungs. However, without proper precautions,hypothermia, frostbite, anddehydration can occur.HYPOTHERMIAIf the body’s core temperature dropsbelow normal, its ability to regulate itstemperature can become impaired orlost. This condition is called hypothermia.It develops because the bodycannot produce heat as fast as it is losingit. This can lead to death. The chanceof a soldier becoming hypothermic is amajor threat any time he is exposed tothe cold.Some symptoms of hypothermia areshivering, loss of judgment, slurredspeech, drowsiness, and muscle weakness.During exercise in the cold, peopleusually produce enough heat to maintainnormal body temperature. As they getfatigued, however, they slow down andtheir bodies produce less heat. Also,people often overdress for exercise inthe cold. This makes the body sweat.The sweat dampens the clothing next tothe skin making it a good conductor ofheat. The combination of decreased heatproduction and increased heat loss cancause a rapid onset of hypothermia.Some guidelines for dressing for coldweather exercise are shown in Figure12-1.Hypothermia developswhen the body cannotproduce heat as fast asit is losing it.GUIDELINES FOR DRESSING FOR EXERCISE IN THE COLDClothing for cold weather should protect,insulate, and ventilate.●●●Protect by covering as large an area ofthe body as possible.Insulation will occur by trapping airwhich has been warmed by the bodyand holding it near the skin.Ventilate by allowing a two-wayexchange of air through the variouslayers of clothing.40% HEAT LOSS THROUGH HEAD J:q(([l’AND NECK WHEN UNCOVEREDt i=$LIGHIWEIGHTWARM-UPS(NOT WATERPROOF)Clothing should leave your body slightlycool rather than hot.\/ “Clothing should also be loose enough to /allow movement.i l lClothing soaked with perspiration shouldbe removed if reasonably possible.FEET SHOULDBE KEPT DRY J ! ! ! !Figure 12-112-2

FROSTBITEFrostbite is the freezing of bodytissue. It commonly occurs in bodyparts located away from the core andexposed to the cold such as the nose,ears, feet, hands, and skin. Severecases of frostbite may require amputation.Factors which lead to frostbite arecold temperatures combined with windyconditions. The wind has a greatcooling effect because it causes rapidconvective heat transfer from the body.For a given temperature, the higher thewind speed, the greater the coolingeffect. Figure 12-2 shows how thewind can affect cooling by providinginformation on windchill factors.A person’s movement through theair creates an effect similar to thatcaused by wind. Riding a bicycle at 15mph is the same as standing in a 15-mph wind. If, in addition, there is a5-mph headwind, the overall effect isequivalent to a 20-mph wind. Therefore,an exercising soldier must bevery cautious to avoid getting frostbite.Covering exposed parts of thebody will substantially reduce therisks.DEHYDRATIONDehydration can result from losingbody fluids faster than they are replaced.Cold environments are oftendry, and water may be limited. As aresult, soldiers may in time becomedehydrated. While operating in extremelycold climates, trainers shouldcheck the body weights of the soldiersregularly and encourage them to drinkliquids whenever possible.Figure 12-212-3

Acclimatization to HighAltitudesElevations below 5,000 feet havelittle noticeable effect on healthy people.However, at higher elevations theatmospheric pressure is reduced, andthe body tissues get less oxygen. Thismeans that soldiers cannot work orexercise as well at high altitudes. Thelimiting effects of high elevation areoften most pronounced in older soldiersand persons with low levels offitness.Due to acclimatization, the longer asoldier remains at high altitude, thebetter his performance becomes.Generally, however, he will not performas well as at sea level and shouldnot be expected to. For normal activities,the time required to acclimatizedepends largely on the altitude. Inorder to insure that soldiers who arenewly assigned to altitudes above 5,000feet are not at a disadvantage, it isrecommended that 30 days of acclimatization,including regular physicalactivity, be permitted before they areadministered a record APFT.Before acclimatization is complete,people at high altitudes may sufferacute mountain sickness. This includessuch symptoms as headache,rapid pulse, nausea, loss of appetite,and an inability to sleep. The primarytreatment is further acclimatization orreturning to a lower altitude.Once soldiers are acclimatized toaltitudes above 5,000 feet, deacclimatizationwill occur if they spend 14 ormore days at lower altitudes. For thisreason, soldiers should be permittedtwice the length of their absence, notto exceed 30 days, to reacclimatizebefore being required to take a recordAPFT. A period of 30 days is adequatefor any given reacclimatization.Air Pollution and ExercisePollutants are substances in the environmentwhich lower the environment’squality. Originally, air pollutantswere thought to be only byproductsof the industrial revolution.However, many pollutants are producednaturally. For example, volcanoesemit sulfur oxides and ash, andlightning produces ozone.There are two classifications of airpollutants - primary and secondary.Primary pollutants are produced directlyby industrial sources. Theseinclude carbon monoxide (CO), sulfuroxides (SO), hydrocarbons, and particulate(ash). Secondary pollutantsare created by the primary pollutant’sinteraction with the environment. Examplesof these include ozone (03),aldehydes, and sulfates. Smog is acombination of primary and secondarypollutants.Some pollutants have negative effectson the body. For example, carbonmonoxide binds to hemoglobin inthe red blood cells and reduces theamount of oxygen carried in the blood.Ozone and the oxides irritate the airpassageways in the lungs, while otherpollutants irritate the eyes.When exercisers in high-pollutionareas breathe through the mouth, thenasal mucosa’s ability to remove impuritiesis bypassed, and many pollutantscan be inhaled. This irritates therespiratory tract and makes the personless able to perform aerobically.The following are some ways to dealwith air pollution while exercising:• Avoid exposure to pollutants beforeand during exercise, if possible.• In areas of high ozone concentration,train early in the day and afterdark.• Avoid exercising near heavily traveledstreets and highways duringrush hours.• Consult your supporting preventive-medicineactivity for advicein identifying or defining trainingrestrictions during periods of heavyair pollution.Pollutants can irritatethe respiratory tractand make the personless able to performaerobically.12-4

Most injuries can beprevented by designinga well-balanced PTprogram.Injuries are not an uncommon occurrenceduring intense physical training.It is, nonetheless, a primaryresponsibility of all leaders to minimizethe risk of injury to soldiers.Safety is always a major concern.Most injuries can be prevented bydesigning a well-balanced PT programthat does not overstress any body parts,allows enough time for recovery, andincludes a warm-up and cool-down.Using strengthening exercises and soft,level surfaces for stretching and runningalso helps prevent injuries. If,however, injuries do occur, they shouldbe recognized and properly treated ina timely fashion. If a soldier suspectsthat he is injured, he should stop whathe is doing, report the injury, and seekmedical help.Many common injuries are causedby overuse, that is, soldiers oftenexercise too much and too often andwith too rapid an increase in the workload.Most overuse injuries can betreated with rest, ice, compression, andelevation (RICE). Following any requiredfirst aid, health-care personnelshould evaluate the injured soldier.Typical Injuries Associatedwith Physical TrainingCommon injuries associated withexercise are the following:Abrasion (strawberry) - the rubbingoff of skin by friction.Dislocation - “the displacement ofone or more bones of a joint fromtheir natural positions.Hot spot - a hot or irritated feelingof the skin which occurs just beforea blister forms. These can be preventedby using petroleum jellyover friction-prone areas.Blister - a raised spot on the skinfilled with liquid. These can generallybe avoided by applying lubricantssuch as petroleum jelly toareas of friction, keeping footwear(socks, shoes, boots) in good repair,and wearing the proper size ofboot or shoe.● Shinsplints - a painful injury to thesoft tissues and bone in the shinarea. These are generally causedby wearing shoes with inflexiblesoles or inadequate shock absorption,running on the toes or on hardsurfaces, and/or having calf muscleswith a limited range of motion.● Sprain - a stretching or tearing ofthe ligament(s) at a joint.● Muscle spasm (muscle cramp) - asudden, involuntary contraction ofone or more muscles.● Contusion - a bruise with bleedinginto the muscle tissue.● Strain - a stretching or tearing ofthe muscles.● Bursitis - an inflammation of thebursa (a sack-like structure wheretendons pass over bones). Thisoccurs at a joint and produces painwhen the joint is moved or touched.Sometimes swelling occurs.● Tendinitis - an inflammation of atendon that produces pain when theattached muscle contracts. Swellingmay not occur.● Stress fractures of the feet.● Tibial stress fractures - overuseinjuries which seem like shinsplintsexcept that the pain is in a specificarea.● Knee injuries - caused by runningon uneven surfaces or with wornout shoes, overuse, and improperbody alignment. Soldiers who haveproblems with their knees can benefitfrom doing leg exercisesthat strengthen the front (quadriceps)and rear (hamstrings) thighmuscles.● Low back problems - caused bypoor running, sitting, or liftingtechniques, and by failing to stretchthe back and hip-flexor musclesand to strengthen the abdominalmuscles.The most common running injuriesoccur in the feet, ankles, knees, and13-1

legs. Although they are hard toeliminate, much can be done to keepthem to a minimum. Preventive measuresinclude proper warm-up and cooldownalong with stretching exercises.Failure to allow recovery between hardbouts of running can lead to overtrainingand can also be a major cause of injuries.A well-conditioned soldier canrun five to six times a week. However,to do this safely, he should do twothings: gradually build up to runningthat frequently and vary the intensityof the running sessions to allow recoverybetween them.Many running injuries can be preventedby wearing proper footwear.Soldiers should train in running shoes.These are available in a wide range ofprices and styles. They should fitproperly and have flexible, multilayeredsoles with good arch and heelsupport. Shoes made with leather andnylon uppers are usually the mostcomfortable. See Appendix E for moreinformation on running shoes.Since injuries can also be caused byrunning on hard surfaces, soldiersshould, if possible, avoid running onconcrete. Soft, even surfaces are bestfor injury prevention. Whenever possible,soldiers should run on grasspaths, dirt paths, or park trails. However,with adequate footwear and recoveryperiods, running on roads andother hard surfaces should pose noproblem.Common running injuries includethe following:● Black toenails.● Ingrown toenails.● Stress fractures of the feet.● Ankle sprains and fractures.●Achilles tendinitis (caused by improperstretching and shoes that donot fit.● Upper leg and groin injuries (whichcan usually be prevented by usinggood technique in stretching anddoing strengthening exercises).Tibial stress fractures, knee injuries,low back problems, shinsplints,and blisters, which were mentionedearlier, are also injuries which commonlyoccur in runners.Other FactorsProper clothing can also help preventinjuries. Clothes used for physicalactivity should be comfortable andfit loosely. A T-shirt or sleevelessundershirt and gym shorts are best inwarm weather. In cold weather, clothingmay be layered according to personalpreference. For example, soldierscan wear a BDU, sweat suit,jogging suit, or even Army-issuedlong underwear. In very cold weather,soldiers may need gloves or mittensand ear-protecting caps. Rubberizedor plastic suits should never be wornduring exercise. They cause excessivesweating which can lead to dehydrationand a dangerous increase in bodytemperature.Army Regulation 385-55 (paragraphB- 12, C) prohibits the use ofheadphones or earphones while walking,jogging, skating, or bicycling onthe roads and streets of military installations.However, they may be wornon tracks and running trails.Road safety equipment is requiredon administative-type walks, marches,or runs which cross highways, roads,or tank trails or which are conductedon traffic ways. If there is reducedvisibility, control personnel must useadded caution to ensure the safety oftheir soldiers.Many running injuriescan be prevented bywearing properfootwear.13-2

Extracted Material from FM 3-21.5Student Handout 4This StudentHandoutContainsThis student handout contains 2 pages of extracted material from the followingpublication:FM 3-21.5, Drill and Ceremonies, 7 Jul 03Chapter 2 p 2-7 and 2-8Disclaimer: The training developer downloaded the text in this student handout fromthe General Dennis J. Reimer Digital Library. The text may contain passive voice,misspellings, grammatical errors, etc., and may not conform to the Army Writing StyleProgram.RECOVERABLE PUBLICATIONYOU RECEIVED THIS DOCUMENT IN A DAMAGE-FREE CONDITION. DAMAGE IN ANY WAY, TOINCLUDE HIGHLIGHTING, PENCIL MARKS, OR MISSING PAGES WILL SUBJECT YOU TOPECUNIARY LIABILITY (STATEMENT OF CHARGES, CASH COLLECTION, ETC.) TO RECOVERPRINTING COSTSH-4-1

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FM 3-21.5front of and one step outside the flanks of the third squad before commandingAT EASE beginning the instruction.(4) To re-form the platoon in a line formation, the commands are: FALL OUT(pause); FALL IN. The members of the platoon execute in the reversre manner asprescibed above, taking the same number of steps.b. When instructing using the line formation at normal interval, it is recommendedthat the first rank kneels (right knee), second rank executes one 15-Inch Step to the Leftand kneels (left knee), third rank stands fast, and the fourth rank takes one 15-Inch Stepto the Left. The instructor adjusts any additional ranks as necessary to ensure they areuncovered. This formation can quickly be formed by commanding InstructionalFormation, MARCH. To re-form the unit into a line formation, the command is FALLIN. The members of the platoon execute in the reverse manner as prescribed above.c. The instructor may find using the extended rectangular formation more suitablefor use.(1) To form the extended rectangular formation, the instructor commands Extend tothe left, MARCH. All right flank soldiers stand fast and extend their arms at shoulderlevel, elbows locked, fingers and thumbs extended and joined, palms facing down. Allother soldiers turn to the left and double-time forward. After taking a sufficient numberof steps, the soldiers stop and face to the front and extend their arms in the same manneras the right flank soldiers, ensuring that there is about 12 inches between all soldiers.Dress is to the right and cover is to the front. The remainder of the body is in the positionof attention.(2) The instructor then commands Arms downward, MOVE. The soldiers lower theirarms sharply to the sides as in the position of attention.(3) The instructor then commands Left, Face. All soldiers execute a left face.(4) The instructor then commands Extend to the left, MARCH. All soldiers executeas previosly described.(5) The instructor then commands Arms downward, MOVE. All soldiers execute aspreviously described.(6) The instructor then commands Right, FACE. All soldiers execute a right face.(7) The instructor then commands From front to rear, COUNT OFF. (COUNTOFF is the entire command of execution). Each member of the first rank turns their headand eyes to the right and counts off with “ONE,” then faces back to the front. Theremaining ranks execute in the same manner as the first rank counting off in the samemanner as the first rank until the entire formation has counted off. The members of thelast (rear) rank do not turn their head and eyes.(8) The instructor then commands Even numbers to the left, UNCOVER. All evennumbered soldiers jump squarely in the center of the interval, resuming the position ofattention. The formation is now prepared for instruction.(9) To return the formation to the original configuration, the instructor commandsAssemble to the right, MARCH. All soldiers double-time to their original position information.d. The instructor may find the circular formation more suitable for training.(1) The instructor positions himself in front of the lead soldier in the lead squad andcommands Circle formation, FOLLOW ME. The instructor double-times in a circlelarge enough for the formation and moves to the center of the circle. The members of the2-7

FM 3-21.5lead squad follow at an arms length plus 6 inches (approximately 40 inches total). Thesquad leaders of the following squads begin double-timing at the correct distance fromthe last soldier in the preceding squad without command. After the entire formation is ina circle, the instructor comes to the position of attention and commands Quick time,MARCH. The soldiers begin marching normally. The instructor then gives directives toindividual soldiers and corrects the distance between them until each member is atapproximately double arm interval.(2) The instructor then commands the formation to Halt using the appropriatepreparatory command.(3) The instructor then commands Left, FACE. All personnel face toward theinstructor. The formation is now ready for instruction.(4) To return the formation to its original configuration, the instructor commands theformation to attention and commands FALL OUT, and then FALL IN. On the commandFALL IN, all soldiers return to their original position in formation.NOTE:When conditions do not warrant this formation, soldiers may be directed toremain standing and to uncover. To assemble the unit, the command FALLIN is given.2-5. INSTRUCTORSWhen acting as instructors or assistant instructors, officers and noncommissioned officersgo wherever they are needed. They correct mistakes and ensure steadiness and properperformance in ranks. When an individual shows that he is unable to execute the propermovements or assume the proper position, the instructor may physically assist the soldier.2-6. CADENCE COUNTINGTo enable soldiers to learn or maintain cadence and develop rhythm, the instructor shouldhave them count cadence while marching.a. To count cadence while marching at quick time, the instructor gives thepreparatory command, Count Cadence, as the left foot strikes the marching surface, andthe command of execution, COUNT, the next time the left foot strikes the marchingsurface. The soldier begins to count the next time the left foot strikes the marchingsurface and counts as each foot strikes the marching surface—ONE, TWO, THREE,FOUR; ONE, TWO, THREE, FOUR. To count cadence while double-timing, theprocedures are basically the same, except the soldier only counts each time the left footstrikes the marching surface. To maintain cadence when marching, soldiers will beallowed to sing, or a drummer’s beat may provide cadence.b. For stationary movements of two or more counts, the instructor commands InCadence, Right, FACE. The soldier simultaneously executes the first count of themovement on the command of execution and sounds off, ONE; as he executes the secondcount he sounds off, TWO.NOTE:To halt execution of movements in cadence, the instructor commands WithoutCadence, and resumes normal drill methods. For example, Without Cadence,MARCH when marching at Count Cadence or Without Cadence, Left,FACE for stationary movements.2-8

T221 Risk Management OCT 03U.S. ARMY SERGEANTS MAJOR ACADEMYPrimary Leadership Development Course(PLDC)The Army Training SystemTRAINING SUPPORT PACKAGE"NO ONE IS MORE PROFESSIONAL THAN I"

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U.S. ARMY SERGEANTS MAJOR ACADEMY (PLDC)T221 18 Nov 04Risk ManagementCHANGE SHEET 21. Synopsis. This change sheet corrects minor administrative errors in the T221, Risk ManagementTraining Support Package.2. Pen and ink changes: none.3. Page change(s): Remove old pages and insert revised page(s) as indicated.Remove PagesInsert Pages3 and 4 3 and 47 and 8 7 and 819 19C-1 and C-2 C-1 and C-24. Additional changes that need explaining: none.5. File this sheet in front of the TSP for reference purposes.6. Approval of change sheet.Name/Signature Rank Position DateBilly R. Williams GS-9 Training SpecialistVictor A. LeGloahec SGM Chief, PLDCMarion Lemon SGM Chief, CDDDCS-2-1

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U.S. ARMY SERGEANTS MAJOR ACADEMY (PLDC)T221 20 AUG 04Risk ManagementCHANGE SHEET 11. Synopsis. This change sheet corrects minor administrative errors in the T221, Risk ManagementTraining Support Package.2. Pen and ink changes: none.3. Page change(s): Remove old pages and insert revised page(s) as indicated.Remove PagesInsert Pages1 thru 7 1 thru 74. Additional changes that need explaining: none.5. File this sheet in front of the TSP for reference purposes.6. Approval of change sheet.Name/Signature Rank Position Date/s/ Billy R. WilliamsBilly R. Williams GS-9 Training Specialist/s/ Victor A. LeGloahecVictor A. LeGloahec SGM Chief, PLDC/s/ Marion LemonMarion Lemon SGM Chief, CDDD9 Sept 049 Sept 049 Sept 04CS-1-2

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C 1TRAINING SUPPORT PACKAGE (TSP)TSP Number /TitleT221 / RISK MANAGEMENTEffective Date 01 Dec 2003SupersedesTSP(s) /Lesson(s)TSP UsersProponentImprovementCommentsT221, Risk Management, Oct 03.600-PLDC, Primary Leadership Development Course600-PLDC (MOD), Primary Leadership Development Course (Modified)The proponent for this document is the Sergeants Major Academy.Users are invited to send comments and suggested improvements on DA Form2028, Recommended Changes to Publications and Blank Forms. Completedforms, or equivalent response, will be mailed or attached to electronic e-mail andtransmitted to:COMDT USASMAATTN ATSS DCPBLDG 11291 BIGGS FIELDFORT BLISS, TX 79918-8002Telephone (Comm) (915) 568-8875Telephone (DSN) 978-8875E-mail: atss-dcd@bliss.army.milSecurityClearance /AccessForeignDisclosureRestrictionsSecurity Level: UnclassifiedRequirements: There are no clearance or access requirements for the lesson.FD5. This product/publication has been reviewed by the product developers incoordination with the USASMA foreign disclosure authority. This product isreleasable to students from all requesting foreign countries without restrictions.1

C 1PREFACEPurposeThis Training Support Package provides the instructor with a standardized lessonplan for presenting instruction for:Task NumberTask TitleIndividual154-385-6263 Conduct a Risk Assessment154-385-6465 Employ Risk Management Process During MissionPlanning850-001-2000 Employ Accident Prevention Measures and RiskAssessment Process2

C 2This TSPContainsTABLE OF CONTENTSPAGEPreface............................................................................................................................................. 2Lesson Section I Administrative Data ...................................................................................... 4Section II Introduction.................................................................................................. 7Terminal Learning Objective - Implement the risk managementprocess in order to minimize the frequency and severity ofaccidents in the activities you lead............................................................... 7Section III Presentation .............................................................................................. 10Enabling Learning Objective A - Identify the basic principles forimplementing the risk management process. ............................................ 10Enabling Learning Objective B - Identify the five steps of the riskmanagement process................................................................................. 13Enabling Learning Objective C - Identify the causes and effects offratricide...................................................................................................... 20Section IV Summary................................................................................................... 27Section V Student Evaluation.................................................................................... 28Appendix A - Viewgraph Masters..................................................................................................A-1Appendix B - Test(s) and Test Solution(s) (N/A) .........................................................................B-1Appendix C - Practical Exercises and Solutions.......................................................................... C-1Appendix D - Student Handouts ................................................................................................. D-13

C 2RISK MANAGEMENTT221 / Version 101 Dec 2003SECTION I.ADMINISTRATIVE DATAAll CoursesIncluding ThisLessonTask(s)Taught(*) orSupportedCourse Number Version Course Title600-PLDC 1 Primary Leadership Development Course600-PLDC MOD 1 Primary Leadership Development Course(Modified)Task NumberTask TitleINDIVIDUAL154-385-6263 (*) Conduct a Risk Assessment154-385-6465 (*) Employ Risk Management Process During Mission Planning850-001-2000 (*) Employ Accident Prevention Measures and Risk AssessmentProcessReinforcedTask(s)Task NumberNoneTask TitleAcademicHoursThe academic hours required to teach this lesson are as follows:TestTest ReviewResidentHours/Methods1 hr 15 mins / Conference / Discussion35 mins / Practical Exercise (Performance)0 hrs0 hrsTotal Hours:2 hrsTest LessonNumberHoursLesson No.Testing(to include test review) 2hrs. 30 min WEO1PrerequisiteLesson(s)Lesson NumberNoneLesson TitleClearanceAccessForeignDisclosureRestrictionsSecurity Level: UnclassifiedRequirements: There are no clearance or access requirements for the lesson.FD5. This product/publication has been reviewed by the product developers incoordination with the USASMA foreign disclosure authority. This product isreleasable to students from all requesting foreign countries without restrictions.References Number Title Date AdditionalInformationFM 3-20.98 RECONNAISSANCE PLATOON 23 Apr 1998FM 100-14 RISK MANAGEMENT 14 Dec 20024

C 1Student StudyAssignmentsBefore class--• Read the Student Handouts.During class--• Participate in classroom discussions.• Complete PE-1.After class--• Turn in recoverable reference materials after the examination for this lesson.InstructorRequirements1:8, SSG, PLDC graduate, ITC and SGITC qualified.Additional NameSupportPersonnelRequirementsNoneEquipment IDRequiredNamefor Instruction 6730-00-577-4813SCREEN, PROJECTION6730-00-P53-8147Projector, Overhead7110-00-132-6651CHALKBOARD7520-01-424-4867EASEL, DISPLAY AND TRAINING7530-00-619-8880PAD, WRITING PAPER* Before Id indicates a TADSSStuRatioStuRatioQtyInstrRatioMan HoursSpt Qty Exp1:16 No 0 No1:16 No 0 No1:16 No 0 Yes1:16 No 0 Yes1:16 No 0 YesMaterialsRequiredInstructor Materials:• VGTs: 1 thru 15.• Chalk and eraser.Student Materials:• Pencils and writing paper.• Reading material listed on the advance sheet.Classroom,Training Area,and RangeRequirementsCLASSROOM (40X40 PER 16 STUDENTS)AmmunitionRequirementsId Name Exp StuRatioNoneInstrRatioSptQty5

C 1InstructionalGuidanceNOTE: Before presenting this lesson, instructors must thoroughly prepare by studying thislesson and identified reference material.This TSP requires one small group leader (SGL) who meets the requirementslisted in the Course Management Plan. In addition the SGL will--Before class--• Read all TSP material.During class--• Conduct the class in accordance with this TSP.After class--• Collect all recoverable materials after the examination for this lesson.ProponentLesson PlanApprovalsName/s/ Robert Santa BarbaraRankPositionDateSanta Barbara, RobertGS-09Training Specialist19 Nov 03/s/ Frank W. BertaBerta, Frank W. GS-09 Chief, PLDC 21 Nov 03/s/ Brian H. LawsonLawson, Brian H. SGM Chief, NCOES 22 Nov 03/s/ Marion LemonLemon, Marion SGM Chief, CDDD 21 Nov 036

C 2SECTION II.INTRODUCTIONMethod of Instruction: Conference / DiscussionTechnique of Delivery: Small Group Instruction (SGI)Instructor to Student Ratio is: 1:8Time of Instruction: 5 minsMedia: NoneMotivatorSoldiering is tough, demanding, and risky. It has a high potential for danger;soldiering is not for the faint of heart. Soldiering attracts men and women with the"can do" and warfighting spirit. That’s an American soldier, a warrior, and amember of a team who serves the people of the United States and lives the Armyvalues. We take risks and don't shirk responsibility. We always place the missionfirst, we never accept defeat, we never quit, and we never leave a fallen comrade.That is why risk management is a process that assists decision makers in reducingor offsetting risk by systematically identifying, assessing, and controlling riskarising from operational factors and making decisions that weigh risks againstmission benefits.Therefore, we must have discipline, be physically and mentally tough, andtrained to become proficient soldiers in our warrior tasks and drills, who alwaysmaintain our arms, equipment, and ourselves. We are experts and professionalswho stand ready to deploy, engage, and destroy the enemies of the United Statesof America in close combat. We are guardians of freedom and the American wayof life. We are American Soldiers.Accidents took a heavy toll of US Army resources during operation DesertShield/Storm, causing over half of the deaths. As a result of Desert Shield/Storm,we had to rethink the role of safety in combat. After safety experts analyzed theaccidents, they found that the same accidents soldiers had in peacetime occurredin combat. Because we train as we fight, we must place great emphasis ontraining safely.7

C 2TerminalLearningObjectiveNOTE: Inform the students of the following Terminal Learning Objective requirements.At the completion of this lesson, you [the student] will:Action:Conditions:Standards:Implement the risk management process in order to minimize thefrequency and severity of accidents in the activities you lead.In a classroom environment and in an STX while serving as aleader.Implemented the risk management process in order to minimize thefrequency and severity of accidents by:• Identifying the basic principles that provide a framework forimplementing the risk management process.• Identifying the five steps of the risk management process.• Identifying the causes and effects of fratricide.• Conducting a risk assessment for training activities you willlead.IAW FM 100-14 and FM 3-20.98.SafetyRequirementsRiskAssessmentLevelEnvironmentalConsiderationsNoneLowNOTE: It is the responsibility of all soldiers and DA civilians to protect the environment fromdamage.NoneEvaluationThe examination will contain questions from this lesson. You must correctlyanswer 70 percent or more of the questions on the examination to receive a GO.Failure to receive a GO on the examination will result in a retest. Failure of theretest could result in your dismissal from the course..8

InstructionalLead-InIn every combat mission, there is a fight with two enemies. One is thedeclared enemy, the threat to national security. The other enemy is human error.It watches us, and it waits. It singles out individual soldiers and equipment: anaircraft perhaps, a tank, an artillery crew, or a truck driver. Then it strikes andbrings terrible effects. It sneaks up on us in indirect ways, plays on our peace ofmind, and often attacks without warning. The process you will learn today will helpyou defeat both enemies during war or in peace.9

SECTION III.PRESENTATIONNOTE:Inform the students of the Enabling Learning Objective requirements.A. ENABLING LEARNING OBJECTIVEACTION: Identify the basic principles for implementing the risk managementprocess.CONDITIONS:In a classroom environment and in an STX while serving as aleader.STANDARDS:Identified the basic principles that provide a framework forimplementing the risk management process, IAW FM 100-14.1. Learning Step / Activity 1. Principles of Risk ManagementMethod of Instruction: Conference / DiscussionInstructor to Student Ratio: 1:8Time of Instruction: 10 minsMedia: Small Group Instruction (SGI)Basic PrinciplesThe fundamental goal of risk management is to enhance operational capabilitiesand mission accomplishment, with minimal acceptable loss. The basic principles thatprovide the framework for implementing the risk management process are--• Integrating risk management into mission, planning, preparation, and execution.• Making risk decisions at the appropriate level in the chain of command.• Accepting no unnecessary risk.SHOW VGT-1, BASIC PRINCIPLESRef: FM 100-14, p 1-310

NOTE: Have students turn to SH-2, p 1-3 (FM 100-14). Read and discuss each ofthe principles.REMOVE VGT-1ApplicabilityRisk management applies to all situations and environments across the widerange of Army operations, activities, and processes. The next two visual aidssummarize the key aspects of risk management for commanders and leaders.NOTE: As you show the next two visual aids, ask the students what they think theirrole is in each of the actions.SHOW VGT-2, RISK MANAGEMENT ASSISTS THE COMMANDER OR LEADERIN--Ref: FM 100-14, Fig 1-2, p 1-4REMOVE VGT-2SHOW VGT-3, RISK MANAGEMENT DOES NOT--Ref: FM 100-14, Fig 1-2, p 1-411

REMOVE VGT-3ConstraintsRisk management does not give you the authority to violate the law-of-landwarfare,or deliberately disobey local, state, national, or host nation laws. It does notjustify ignoring regulatory restrictions and applicable standards. Risk managementdoes not justify bypassing risk controls required by law, such as safety and fireprotection codes. Nor does it justify shortcuts in physical security, transport anddisposal of hazardous material and waste, or storage of classified material.Risk management assists the commander in complying with regulatory and legalrequirements by--• Identifying applicable legal standards that affect the mission.• Identifying alternate courses of action or alternate standards that meet the intentof the law.• Ensuring better use of limited resources through establishing priorities to correctknown hazardous conditions that will result in projects with the highest return oninvestment funded first.CHECK ON LEARNING: NOTE: Check on learning by asking the following or similar questions. Brieflysummarize the covered material and correct misunderstandings the students may have.QUESTION: What are the basic principles for implementing the risk management process?ANSWER:• Integrate risk management into mission planning, preparation, and execution.• Make risk decisions at the appropriate level in the chain of command.• Accept no unnecessary risk.Ref: FM 100-14, p 1-3QUESTION: What is the applicability of risk management?ANSWER: Risk management applies to all situations and environments across the wide range ofArmy operations, activities, and processes.Ref: FM 100-14, p 1-412

B. ENABLING LEARNING OBJECTIVEACTION: Identify the five steps of the risk management process.CONDITIONS: In a classroom environment and a STX, given FM 100-14.STANDARDS:Identified the five steps of the risk management process IAW FM100-14.1. Learning Step / Activity 1. Risk Management ProcessMethod of Instruction: Conference / DiscussionInstructor to Student Ratio: 1:8Time of Instruction: 35 minsMedia: Small Group Instruction (SGI)The Five-Step Risk Management ProcessRisk management is the process of identifying and controlling hazards toconserve combat power and resources. We will now discuss the five steps of the riskmanagement process.SHOW VGT-4, THE FIVE STEPSRef: FM 100-14, p 2-0The risk management process integrates the five-step process into the militarydecision-making process.NOTE: Have students turn to SH-2, (FM 100-14) p 2-0 and review. Briefly discussfigure 2-1on SH-2, (FM 100-14) p 2-1 to see the correlation between the riskmanagement process and the military decision-making process.REMOVE VGT-413

There are two types of risk that exist across the wide range of Army operations,tactical risk and accident risks.SHOW VGT-5, TWO TYPES OF RISKSRef: FM 100-14, p 2-2NOTE: Briefly discuss the difference between the two types of risk.REMOVE VGT-5Now that we understand the types of risks, let’s discuss the five steps, in detail,as they apply to risk assessment.Step 1 and Step 2 of the risk management process make up the actual riskassessment. It is during these steps that commanders and leaders identify thehazards (Step 1) and then determine the direct impact of each hazard (Step 2).Steps 3 through 5 are the essential follow-through actions to effectively manage risk.Look at Step 1.SHOW VGT-6, RISK MANAGEMENT PROCESS STEP ONE14

Ref: FM 100-14, pp 2-2 thru 2-7A hazard is an actual or potential condition where the following can occur:• Injury, illness, or death.• Damage to or loss of equipment and property.• Mission degradation.NOTE: Civil considerations were added after FM 100-14 was published.Commanders and leaders use METT-TC factors as a framework for identifyinghazards when planning, preparing and executing operations. When applying riskmanagement to METT-TC during mission analysis, leaders and staffs should look forhazards that affect both tactical and accident risks. They must identify all hazardsthat may present significant risks to the mission.REMOVE VGT-6SHOW VGT-7, RISK MANAGEMENT PROCESS STEP TWORef: FM 100-14, pp 2-7 thru 2-1315

Leaders and staffs assess each hazard in relation to the probability of ahazardous incident, in other words how likely it is that incident will occur.NOTE: Have students turn to SH-2, (FM 100-14) p 2-8 and 2-9 and review theHazard Probability chart in Figure 2-2.Substep B addresses the severity of each hazard, which the commander thenexpresses in terms of--• Degree of injury or illness.• Loss or damage to equipment or property.• Environmental damage.• Other mission-impairing factors such as lost combat power.NOTE: Have students turn to SH-2, (FM 100-14) p 2-10 to review and discuss Figure2-3, Hazard Severity.In Substep C leaders and staffs must expand on what they understand aboutprobable hazardous incidents into estimates of levels of risk for each identified hazardand an estimate of the overall risk for the operation. They would use the RiskAssessment Matrix to assist them in summarizing this assessment.NOTE: Have students turn to SH-2, (FM 100-14) p 2-11 to review and discuss theRisk Assessment Matrix.REMOVE VGT-7SHOW VGT-8, RISK MANAGEMENT PROCESS STEP THREERef: FM 100-14, pp 2-13 thru 2-1616

You accomplish Step 3 in two substeps: develop controls and make riskdecisions. After assessing each hazard, leaders develop controls that eithereliminate the hazard or reduce the risk (probability and/or severity) of a hazardousincident. They consider the reason for the hazard, not just the hazard itself.Controls can take many forms, but fall into three basic categories.QUESTION: What are the three categories?ANSWER:• Educational controls--based on the knowledge and skills of the units andindividuals.• Physical controls--barriers, guards, or signs to warn individuals and units that ahazard exists.• Avoidance--actions taken to prevent contact with an identified hazard.Ref: FM 100-14, p 2-14QUESTION: What criteria must the controls meet to be effective?ANSWER:• Suitability--it must remove the hazard or reduce the residual risk to an acceptablelevel.• Feasibility--the unit must have the capability to implement the control.• Acceptability--the benefit gained by implementing the control must justify the costin resources and time.Ref: FM 100-14, p 2-14The last thing to consider in this substep is residual risk.QUESTION: What is residual risk?ANSWER: It is the risk remaining after selecting controls for the hazard.Ref: FM 100-14, p 2-16You determine the overall residual risk of a mission when you identify more thanone hazard. Each of these hazards may have a different level you determine theoverall residual mission risk based on the incident having the greatest residual risk.REMOVE VGT-817

SHOW VGT-9, RISK MANAGEMENT PROCESS STEP FOURRef: FM 100-14, p 2-17Leaders and staffs integrate controls into SOPs, written and verbal orders,mission briefings, and staff estimates. The critical check for this step is to ensure thatthey convert the controls into clear, simple execution orders understood at all levels.REMOVE VGT-9Now we will discuss the last step in the risk management process.SHOW VGT-10, RISK MANAGEMENT PROCESS, STEP FIVERef: FM 100-14, pp 2-17 thru 2-19Leaders supervise mission rehearsal and execution to ensure enforcement ofstandards and controls. Techniques may include spot-checks, inspections, situationreports and brief-backs, buddy checks and close supervision. You must continually18

C 2assess variable hazards such as fatigue, equipment serviceability, and theenvironment and modify controls to keep risks at an acceptable level.After a mission, leaders and individuals evaluate how well they executed the riskmanagementprocess.NOTE: Have the students turn to SH-2, (FM 100-14) pp 2-18 and 2-19 and read thebullets about evaluating the risk management process. Then as a final review, turn toSH-2, (FM 100-14) p 2-20 and discuss Figure 2-7, Continuous Application of RiskManagement.REMOVE VGT-10BREAK TIME: 00:50 to 01:002. Learning Step / Activity 2. Practical ExerciseMethod of Instruction: Practical Exercise (Performance)Instructor to Student Ratio: 1:8Time of Instruction: 30 minsMedia: Small Group Instruction (SGI)Practical ExerciseThe next 30 minutes of this lesson is a non-graded practical exercise whereyou will complete a risk management worksheet.NOTE: Pass out the practical exercise and explain the procedures outlined in PE-1.Break the class into groups of 3 to 4 students and allow 15 minutes to complete theexercise, then allow 15 minutes to discuss the answers. Tell the students they mustselect one person from the group to brief their solution. Have one student from eachgroup read the answers from that group. After all the groups have presented theirsolutions, pass out SPE-1.3. Learning Step / Activity 3. Conduct a Risk AssessmentMethod of Instruction: Practical Exercise (Performance)Instructor to Student Ratio: 1:8Time of Instruction: 5 minsMedia: Small Group Instruction (SGI)Conduct a Risk AssessmentNOTE: Inform the students that they will do a risk assessment on two trainingexercises T224, Plan and Conduct Physical Fitness and T223, Conduct IndividualTraining) that they will conduct later in this course. All five steps of the riskassessment (identify hazards, assess hazards to determine risk, develop controls andrisk decision, implement controls, and supervise and evaluate) will be part of theevaluation for those exercises.19

C. ENABLING LEARNING OBJECTIVEACTION: Identify the causes and effects of fratricide.CONDITIONS: Given a classroom environment.STANDARDS:Identifed the main causes and the contributing factors of fratricideIAW FM 3-20.98.1. Learning Step / Activity 1. Identify Causes and Effects of Fratricide.Method of Instruction: Conference / DiscussionInstructor to Student Ratio: 1:8Time of Instruction: 10 minsMedia: Small Group Instruction (SGI)FratricideNOTE: Have students follow along in SH-3 (FM 3-20.98).QUESTION: What is the definition of fratricide?NOTE: Ask the student body for a response before providing the answer.ANSWER: See VGT-11.SHOW VGT-11, FRATRICIDE DEFINEDRef: FM 3-20.98, p I-1REMOVE VGT-11Fratricide prevention is the commander’s responsibility. You and all leaders across alloperating systems assist in accomplishing this mission. This portion of the lesson focuses onactions leaders and can take with current resources to reduce the risk of fratricide. Situational20

awareness on the part of all leaders is critical not only to mission success but also to survival. Inany tactical situation, it is critical that you know where other friendly elements are operating. Withthis knowledge, you can anticipate dangerous conditions and take steps to either avoid ormitigate them. Leaders must always be vigilant of changes and developments in the situationthat may place their elements in danger. They must also ensure that all section or squadpositions constantly report to higher headquarters so that all other friendly elements are aware ofwhere they are and what they are doing. At company and battalion level, they can designate nofireareas to control friendly, direct, and indirect fire into an area in which friendly personnel are orwill be operating. When a leader perceives a potential fratricide situation, he must personally usethe higher echelon net to coordinate directly with the friendly element involved.The Role of TrainingThe underlying principle of fratricide prevention is simple: leaders, who know where theirsoldiers are and where they want them to fire, can keep those soldiers alive to kill the enemy. Atthe same time, leaders must avoid at all costs any reluctance to employ, integrate, andsynchronize all required operating systems at the critical time and place. They must avoidbecoming tentative out of fear of fratricide; rather, they strive to eliminate fratricide risk throughtough, realistic, combined arms training in which each soldier and unit achieves the establishedstandard. Training allows units and soldiers to make mistakes, with the goal of reducing oreliminating the risk of errors occurring in combat. A key role of a training program is to teachsoldiers which targets to engage and when to engage them. Just as important, soldiers must learnand practice restraint in what and when to engage; for example, every commander must know toconfirm the target as hostile before issuing and executing any fire command. Eliminating the riskof fratricide is no less critical as a training standard than are other mission requirements. Allleaders must know all aspects of the applicable training standard, including fratricide prevention,and then ensure that their soldiers train to that standard.21

Effects of FratricideFratricide causes you unacceptable losses and increases the risk of mission failure; it almostalways affects the unit’s ability to survive and function. Units experiencing fratricide suffer theseconsequences:SHOW VGT-12, EFFECTS OF FRATRICIDERef: FM 3-20.98, p I-2NOTE: Select a student or students to read the bullets.REMOVE VGT-12SHOW VGT-13, EFFECTS OF FRATRICIDE (Cont)Ref: FM 3-20.98, p I-222

As you can see, the consequences can definitely have a grave impact upon you, your soldiers,and your unit.REMOVE VGT-13Now let’s discuss some of the causes of fratricide.You, as a leader, must identify any of the following factors that may affect your unit andthen strive to eliminate or correct them.SHOW VGT-14, CAUSES OF FRATRICIDERef: FM 3-20.98, p I-3 and I-4Failures in the Direct Fire Control PlanThese occur when units do not develop effective fire control plans, particularly in the offense.Units may fail to designate target engagement areas or adhere to target priorities, or they mayposition their weapons incorrectly. Under such conditions, fire discipline often breaks down uponcontact.Land Navigation FailuresUnits often stray out of assigned sectors, report wrong locations, and become disoriented. Muchless frequently, they employ fire support weapons from the wrong locations. In either type ofsituation, units that unexpectedly encounter an errant unit may fire their weapons at the friendlyforce.23

Failures in Combat IdentificationVehicle commanders and gunners cannot accurately identify thermal or optical signatures nearthe maximum range of their systems. In limited visibility, units within that range may mistake oneanother for the enemy.Inadequate Control MeasuresUnits may fail to disseminate the minimum necessary maneuver fire control measures and firesupport coordination measures; they may also fail to tie control measures to recognizable terrainor events. When this happens, synchronization fails.REMOVE VGT-14SHOW VGT-15, CAUSES OF FRATRICIDE (Cont)Ref: FM 3-20.98, p I-3 and I-4Failures in Reporting and CommunicationsUnits at all levels may fail to generate timely, accurate, and complete reports as locationsand tactical situations change. This distorts the tactical “picture” available at each level and canlead to erroneous clearance of supporting fires.Weapons Errors24

Lapses in individual discipline can result in fratricide. These incidents include charge errors,accidental discharges, mistakes with explosives and hand grenades, and use of incorrect gundata.Battlefield HazardsA variety of explosive devices and materiel may create danger on the battlefield. These includeunexploded ordnance, unmarked or unrecorded minefields (including scatterable mines), andbooby traps. Your failure to mark, record, remove, or otherwise anticipate these threats will leadto casualties.Reliance On InstrumentsA unit that relies too heavily on systems such the FBCB2 and GPS devices will find itscapabilities severely degraded if these systems fail. The unit will be unable to maintain situationalawareness.REMOVE VGT-15Let’s review some methods of prevention. The measures we are about to discussprovide a guide to actions for you to take to reduce and/or prevent fratricide risk. These guidelinesare not directive in nature, nor intended to restrict initiative. Commanders and leaders must learnto apply them as appropriate based on the specific situation and METT-TC factors. At the heart offratricide reduction and prevention are five key principles:• Identify and assess potential fratricide risks in the estimate of the situation. Expressthese risks in the OPORD and/or applicable FRAGOs.• Maintain situational awareness. Focus on such areas as current intelligence; unitlocations/dispositions; denial areas (minefields/scatterable mines); contaminated areas, such asICM and NBC; SITREPs; and METT-TC factors.• Ensure positive target identification. Review vehicle and weapons identification (ID) cards.Become familiar with the characteristics of potential friendly and enemy vehicles, including theirsilhouettes and thermal signatures. Know at what ranges and under what conditions positiveidentification of various vehicles and weapons is possible.25

• Maintain effective fire control. Ensure fire commands are accurate, concise, and clearlystated. Make it mandatory for crewmen to ask for clarification of any portion of the fire commandthat they do not completely understand. Stress the importance of the chain of command in the firecontrol process; ensure crewmen get in the habit of obtaining target confirmation and permissionto fire from their leaders before engaging targets they assume are enemy elements.• Establish a command climate that emphasizes fratricide prevention. Enforce fratricideprevention measures, placing special emphasis on the use of doctrinally sound Tactics,Techniques, and Procedures (TTP). Ensure constant supervision in the execution of orders and inthe performance of all tasks and missions to standard.Ref: FM 3-20.98, pp I-6 and I-7In conclusion, you must be ready to take immediate actions to prevent friendly casualties as wellas damage or destruction of friendly equipment.CHECK ON LEARNING:NOTE: Conduct a check on learning by asking the following or similar questions. Brieflysummarize the covered material and correct any misunderstanding the students may have.QUESTION: What are the causes of fratricide?ANSWER: Failures in the direct fire control plan, land and navigation failures, failures in combatidentification, inadequate control measures, failures in reporting and communications, weaponserrors, and battlefield hazards.Ref: FM 3-20.98, pp I-3 and I-4QUESTION: What are the key principles to fratricide reduction and prevention?ANSWER: Identify and assess potential fratricide risks, maintain situational awareness. Ensurepositive target identification, maintain effective fire control, and establish a command climate thatemphasizes fratricide prevention.Ref: FM 3-20.98, pp I-6 and I-726

SECTION IV.SUMMARYMethod of Instruction: Conference / DiscussionInstructor to Student Ratio is: 1:8Time of Instruction: 5 minsMedia: Small Group Instruction (SGI)Check onLearningQUESTION: What is risk management?ANSWER: Risk management is the process of identifying, assessing andcontrolling risks arising from operational factors and making decisions that balancethe risk costs with mission benefits.Ref: FM 100-14, p 1-1QUESTION: What are the basic principles for implementing the risk managementprocess?ANSWER:• Integrating risk management into mission planning, preparation, andexecution.• Making risk decisions at the appropriate level in the chain of command.• Accepting no unnecessary risk.Ref: FM 100-14, p 1-3Review /SummarizeLessonIf we are comfortably safe in peacetime, must we defer tough, realistictraining? Of course not, but we must decide when it is prudent to crawl asopposed to walking or running in our training sessions. Risk management is notrisk elimination. The only way to eliminate risk is to stop training. It’s important todiscover a potential risk, assess its impact on operations, decide where and whenthe risk is acceptable, and take action to reduce or eliminate the risk. Leadersmust know and use the risk assessment/management process.Transition toNext LessonNone27

SECTION V.STUDENT EVALUATIONTestingRequirementsNOTE: Describe how the student must demonstrate accomplishment of the TLO. Referstudent to the Student Evaluation Plan.You will take a written examination. The examination will contain somequestions from this lesson. You must answer correctly 70 percent or more of thequestions on the examination to receive a GO.FeedbackRequirementsNOTE: Feedback is essential to effective learning. Schedule and provide feedback on theevaluation and any information to help answer students' questions about the test. Provideremedial training as needed.NOTE: Inform the students of where the examination will take place as posted onthe training schedule and when they will receive feedback on the test. Includeany retest information. Inform the students that they must turn in all recoverablereference material after the examination.28

Appendix A - Viewgraph MastersVIEWGRAPHS FOR LESSON 1: T221 version 1Enabling Learning Objective ALearning Step 1VGT-1, Basic PrinciplesA-1

VGT-2, Risk Management Assists the Commander or Leader In—A-2

VGT-3, Risk Management Does Not—A-3

Enabling Learning Objective BLearning Step 1VGT-4, The Five StepsA-4

VGT-5, Two Types of RisksA-5

VGT-6, Risk Management Process Step OneA-6

VGT-7, Risk Management Process Step TwoA-7

VGT-8, Risk Management Process Step ThreeA-8

VGT-9, Risk Management Process Step FourA-9

VGT-10, Risk Management Process Step FiveA-10

Enabling Learning Objective CLearning Step 1VGT-11, Fratricide DefinedA-11

VGT-12, Effects of FratricideA-12

VGT-13, Effects of Fratricide (Cont)A-13

VGT-14, Causes of FratricideA-14

VGT-15, Causes of Fratricide (Cont)A-15

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Appendix B - Test(s) and Test Solution(s) (N/A)B-1

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Appendix C Practical Exercises and SolutionsThis appendix contains the items listed in this table:Item/TitlePagesPE-1, Risk Management Assessment C-1 thru C-3SPE-2, Risk Management Assessment C-4C-0

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C 2PRACTICAL EXERCISE 1TitleLesson Number/ TitleIntroductionRisk Management AssessmentT221 version 1 / RISK MANAGEMENTThe next 30 minutes of this lesson contains a practical exercise. As agroup, you will do a risk assessment of the given situation. You will have 15minutes to make the assessment and 15 minutes to discuss your assessment inthe classroom.MotivatorThis practical exercise evaluates your knowledge of the material coveredin this lesson. Your ability to identify hazards and recommend controls will assistyou in increasing the safety levels in your unit and during unit activities.TerminalLearningObjectiveNOTE: The instructor should inform the students of the following Terminal LearningObjective covered by this practical exercise.At the completion of this lesson, you [the student] will:Action: Implement the risk management process in order to minimize thefrequency and severity of accidents in the activities you lead.Conditions: In a classroom environment and in an STX while serving as a leader.Standards: Implemented the risk management process in order to minimize thefrequency and severity of accidents by:• Identifying the basic principles that provide a framework forimplementing the risk management process.• Identifying the five steps of the risk management process.• Identifying the causes and effects of fratricide.• Conducting a risk assessment for training activities you will lead.IAW FM 100-14 and FM 3-20.98.SafetyRequirementsRiskAssessmentEnvironmentalConsiderationsNoneLowNoneC-1

C 2EvaluationInstructionalLead-InResourceRequirementsThis is a nongraded practical exercise.This PE requires you to apply the information you learned in this lesson todevelop a risk assessment from the given situation.Instructor Materials:NoneStudent Materials:• Pencils or pens.• Advance packet.• Risk Management worksheet.SpecialInstructionsProceduresInform the group that they will each have to brief a portion of their findings.This practical exercise is thirty minutes total.• This is a group exercise. Select one student from your group to brief your solution.• You will have 15 minutes to read the situation and prepare a risk assessment usingthe Risk Management Worksheet, C-3.• During the second 15 minutes each the selected student from each group will briefthe groups risk assessment.Situation• After the briefings the instructor will pass out the solution and ask for questions andcomments.You are a squad leader assigned to a Combat Service Support Unit. Your Platoonreceived a refueling mission to support the 3 rd ACR at Doha Kuwait three days fromtoday at 1900 hours. This mission requires four tankers. Of the four tankers you havetwo newly assigned soldiers who are drivers in your squad. Visibility is less than 3 milesdue to high winds for the last two days. The weather report forecasts continued windsgusts up to 30 miles per hour the night of the mission.FeedbackRequirementsAsk the group if they came up with different results and for any other feedback theymay have. Finish by adding any points they may have overlooked from the solutionsheet.C-2

RISK MANAGEMENT WORKSHEETA. Mission or Task: B. Date/Time GroupBegin:End:C. Prepared By: (Rank, Last Name, Duty Position)C. DatePrepared:E. Task F. IdentifyHazardsG. AssessHazardsH. DevelopControlI. DetermineResidualRiskJ.ImplementControl(“HowTo”)K. Determine overall mission/task risk level after controls are implemented (circleone)LOW (L) MODERATE (M) HIGH (H) EXTREMELY HIGH (E)FeedbackRequirementsNoneC-3

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SOLUTION FORA. Mission or Task:B. Date/Time GroupBegin: 010700NOVXXRefuelingEnd: 011000NOVXXC. Prepared By: (Rank, Last Name, Duty Position)C. DatePrepared:SGT Smith, Squad LeaderE. Task F. IdentifyHazardsNavigate fromone point on theground toanother pointwhile mounted.InexperiencedsoldiersSeasonal Risk(winds)G. AssessHazardsHigh (H)Moderate (M)H. Develop Control I. DetermineResidualRiskAdditional instruction Moderate (M)and increasedsupervisionGoggles, desert parkerwind protectionequipment;Low (L)J. ImplementControl(“How To”)Modified trainingschedule, additionalinstructionSevere weatheralert/action planPerformrefuelingprocedures.Night visionExtremely High(E)Soldier/leaderawareness trainingHigh (H)Modified trainingschedule, additionalinstruction.Additional instructionand increasedsupervision.Moderate (M)Unit SOPK. Determine overall mission/task risk level after controls are implemented (circle one)LOW (L) MODERATE (M) HIGH (H) EXTREMELY HIGH (E)PRACTICAL EXERCISE SHEET PE-1RISK MANAGEMENT WORKSHEETC-4

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This appendix contains the items listed in this table--Title/SynopsisSH-1, Advance SheetSH-2, Extracted Material from FM 100-14SH-3, Extracted Material from FM 3-20.98PagesSH-1-1SH-2-1SH-3-1D-1

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STUDENT HANDOUT 1Advance SheetLesson HoursThis lesson consists of two hours of small group instructionOverviewLearningObjectiveIn every mission, there is a fight against two enemies. One is the declared enemy (thethreat to national security). The other enemy is human error. Human error watches us,and it waits. It singles out individual soldiers. Soldiering is tough, demanding and risky.It has a high potential for danger and accidents. Soldiering attracts men and womenwith the "can do" and warfighting spirit. This means we take risks and don't shrink fromresponsibility. In this lesson we show you how risk management can assist in missionaccomplishmentTerminal Learning Objective (TLO).Action:Conditions:Standard:Implement the risk management process to minimize the frequencyand severity of accidents in the activities you lead.In a classroom environment and in an STX while serving as a leader.Implemented the risk management process to minimize the frequencyand severity of accidents in the activities you lead by:• Identifying the basic principles for implementing the riskmanagement process.• Identifying the five steps of risk management process.• Identifying the causes and effects of fratricide.• Conducting a risk assessment for training activities you will lead.IAW FM 100-14 and FM 17-98.ELO AELO BELO CIdentify the basic principles for implementing the risk management process.Identify the five steps of the risk management process.Identify the causes and effects of fratricide.AssignmentThe student assignment for this lesson are:Before class, read Student Handout 1 (SH-1) and Student Handout 2 (SH-2).AdditionalSubject AreaResourcesNoneBring to Class • Student Handouts 1 and Student Handout 2.• Pencil or pen and writing paper.SH-1-1

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Extract Material from FM 100-14Student Handout SH 2This student handout contains 33 pages of extracted material from the followingpublication:FM 100-14, Risk Management 23, Apr 1998Chapter 1 pages 1-1 thru 1-7Chapter 2 pages 2-0 thru 2-21Appendix A pages A-1 thru A-4Disclaimer: The training developer downloaded the extracted material from theGeneral Dennis J. Reimer Training and Doctrine Digital Library Home Page. The textmay contain passive voice, misspellings, grammatical errors, etc., and may be incompliance with the Army Writing Style Program.SH-2-1

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Chapter 1Risk Management FundamentalsSizing up opponents to determine victory, assessing dangersand distances is the proper course of action for military leaders.Sun Tzu, The Art of War, “Terrain”Risk management is the process of identifying, assessing,and controlling risks arising from operational factorsand making decisions that balance risk costs withmission benefits. Leaders and soldiers at all levels userisk management. It applies to all missions andenvironments across the wide range of Armyoperations. Risk management is fundamental indeveloping confident and competent leaders and units.Proficiency in applying risk management is critical toconserving combat power and resources. Commandersmust firmly ground current and future leaders in thecritical skills of the five-step risk management process.Risk is characterized by both the probability and severityof a potential loss that may result from hazards due to thepresence of an enemy, an adversary, or some otherhazardous condition. Perception of risk varies fromperson to person. What is risky or dangerous to oneperson may not be to another. Perception influencesleaders’ decisions. A publicized event such as a trainingaccident or a relatively minor incident may increase thepublic’s perception of risk for that particular event andtime—sometimes to the point of making such risksunacceptable. Failure to effectively manage the riskmay make an operation too costly—politically,economically, and in terms of combat power (soldierslives and equipment). This chapter presents thebackground, principles, applicability, and constraintsrelating to the risk management process.1-1

Risk ManagementBACKGROUNDThroughout the history of armed conflict, government andmilitary leaders have tried to reckon with the effect of casualties onpolicy, strategy, and mission accomplishment. Government andmilitary leaders consider battle losses from different perspectives.However, both must balance the following against the value ofnational objectives:• Effects of casualties.• Impact on civilians.• Damage to the environment.• Loss of equipment.• Level of public reaction.War is inherently complex, dynamic, and fluid. It is characterizedby uncertainty, ambiguity, and friction. Uncertainty results fromunknowns or lack of information. Ambiguity is the blurring or fog thatmakes it difficult to distinguish fact from impression about a situationand the enemy. Friction results from change, operational hazards,fatigue, and fears brought on by danger. These characteristics cloud theoperating environment; they create risks that affect an army’s ability tofight and win. In uncertainty, ambiguity, and friction, both danger andopportunity exist. Hence, a leader’s ability to adapt and take risks arekey traits. Chapter 2 of FM 100-5 provides information on thechallenging circumstances of military operations during conflict.Historically, the Army has had more accidental losses, includingfratricide (friendly fire), than losses from enemy action. See Figure 1-1.These accidental losses are the same types experienced in peacetimeArmyWorld War II1942–1945Korea1950–1953Vietnam1965–1972Desert Shield/Storm 11990–1991Accidents56%44%54%75%Friendly Fire1%1%1%5%Enemy Action43%55%45%20%1 These numbers include the relatively long buildup time and shortperiod of combat actionFigure 1-1. Battle and Nonbattle Casualties1-2

FM 100-14during training exercises. These losses are not caused by the enemy oran adversary. Factors include—• An ever-changing operational environment.• Effects of a fast-paced, high-operational tempo (OPTEMPO) anda high-personnel tempo (PERSTEMPO) on unit and humanperformance. Examples include leader or soldier error or failureto train or perform to standards.• Equipment failure, support failure, and the effects of thephysical environment.PRINCIPLESThe basic principles that provide a framework for implementingthe risk management process are—• Integrating risk management into mission planning, preparation, andexecution. Leaders and staffs continuously identify hazards andassess both accident and tactical risks. They then develop andcoordinate control measures. They determine the level of residualrisk for accident hazards in order to evaluate courses of action(COAs). They integrate control measures into staff estimates,operation plans (OPLANs), operation orders (OPORDs), andmissions. Commanders assess the areas in which they might taketactical risks. They approve control measures that will reducerisks. Leaders ensure that all soldiers understand and properlyexecute risk controls. They continuously assess variable hazardsand implement risk controls.• Making risk decisions at the appropriate level in the chain of command.The commander should address risk guidance in hiscommander’s guidance. He bases his risk guidance onestablished Army and other appropriate policies and on hishigher commander’s direction. He then gives guidance on howmuch risk he is willing to accept and delegate. Subordinates seekthe higher commander’s approval to accept risks that mightimperil the next higher commander’s intent.• Accepting no unnecessary risk. Commanders compare and balancerisks against mission expectations and accept risks only if thebenefits outweigh the potential costs or losses. Commandersalone decide whether to accept the level of residual risk toaccomplish the mission.1-3

Risk ManagementAPPLICABILITYRisk management applies to all situations and environmentsacross the wide range of Army operations, activities, andprocesses. Risk management is useful in developing, fielding, andemploying the total Army force. Figure 1-2 summarizes the keyaspects of risk management.DEVELOPMENTDevelopment concerns include force design, manpowerallocation, training and training developments, and combat andmateriel developments (equipment and weapons systems) andbattle laboratories.Risk management assists the commander or leader in—• Conserving lives and resources and avoidingunnecessary risk.• Making an informed decision to implement a COA.• Identifying feasible and effective control measures wherespecific standards do not exist.• Providing reasonable alternatives for missionaccomplishment.Risk management does not—• Inhibit the commander’s and leader's flexibility andinitiative.• Remove risk altogether, or support a zero defectsmindset.• Require a GO/NO-GO decision.• Sanction or justify violating the law.• Remove the necessity for standard drills, tactics,techniques, and procedures.Figure 1-2. Key Aspects of Risk Management1-4

FM 100-14Force DesignConcerns include risks introduced in trade-off decisions thatinvolve the design and equipping of—• Tables of organization and equipment (TOE).• Modification tables of organization and equipment (MTOE).• Tables of distribution and allowances (TDA) organizations.Manpower AllocationsConcerns include shortfalls in manning that put unit readinessand full use of combat system capabilities at risk.Training and Training DevelopmentsConcerns include hazardous and critical training tasks andfeasible risk reduction measures that provide leaders with theflexibility to safely conduct tough, realistic training.Combat and Materiel Developments and Battle LaboratoriesConcerns include providing a means to assist in making informedtrade-off decisions such as—• Balancing equipment form, fit, and function.• Balancing the durability and cost of equipment and spare partsagainst their reliability, availability, and maintainabilityrequirements.• Determining the environmental impact.• Determining whether to accept systems with less than the fullcapabilities prescribed in requirement documents andexperimental procedures.ARs 70-1 and 385-16 and MIL-STD-882 provide details on riskmanagement application in the Army materiel acquisition process.FIELDINGFielding concerns include personnel assignments, sustainmentand logistics, training, and base operations.Personnel AssignmentsConcerns include making informed decisions in assigningreplacement personnel. For example, a risk is associated withassigning a multiple launch rocket system crewmember as areplacement for a tube artillery cannon crewmember.1-5

Risk ManagementSustainment and LogisticsConcerns include enhancing one’s ability to determine supportrequirements, the order in which they should be received, and thepotential impact of logistics decisions on operations.TrainingConcerns include helping leaders determine the—• Balance between training realism and unnecessary risksin training.• Impact of training operations on the environment.• Level of proficiency and experience of soldiers and leaders.Base OperationsConcerns include prioritizing the execution of base operationsfunctions to get the most benefit from available resources. Examplesinclude allocating resources for pollution prevention, correcting safetyand health hazards, and correcting violations of environmentalprotection regulations. FM 20-400 provides specific guidance onenvironmental protection in military operations.EMPLOYMENTEmployment concerns include force protection and deployment,operations, and redeployment.Force ProtectionConcerns include developing a plan that identifies threats and theirassociated hazards and balancing resource restraints against the risk.Deployment, Operations, and RedeploymentConcerns include—• Analyzing the factors of mission, enemy, terrain, troops, andtime available (METT-T) to determine both tactical and accidentrisks and appropriate risk reduction measures.• Determining the correct units, equipment composition, andsequence.• Identifying controls essential to safety and environmentalprotection.1-6

FM 100-14CONSTRAINTSRisk management does not convey authority to violate the law-oflandwarfare or deliberately disobey local, state, national, or hostnation laws. It does not justify ignoring regulatory restrictions andapplicable standards. Neither does it justify bypassing risk controlsrequired by law, such as life safety and fire protection codes, physicalsecurity, transport and disposal of hazardous material and waste, orstorage of classified material. Commanders may not use riskmanagement to alter or bypass legislative intent. However, whenrestrictions imposed by other agencies adversely affect the mission,planners may negotiate a satisfactory COA if the result conforms tothe legislative intent.Risk management assists the commander in complying withregulatory and legal requirements by—• Identifying applicable legal standards that affect the mission.• Identifying alternate COAs or alternate standards that meet theintent of the law.• Ensuring better use of limited resources through establishingpriorities to correct known hazardous conditions that will resultin projects with the highest return on investment funded first.1-7

Chapter 2Risk Management ProcessFirst reckon, then riskField Marshal Helmuth von MoltkeThis chapter provides the essence of the five-step riskmanagement process. It illustrates the application ofeach step to military operations through the factorsof METT-T.THE FIVE STEPS: AN OVERVIEWRisk management is the process of identifying and controllinghazards to conserve combat power and resources. The five steps ofrisk management are—• Step 1. Identify hazards.• Step 2. Assess hazards to determine risks.• Step 3. Develop controls and make risk decisions.• Step 4. Implement controls.• Step 5. Supervise and evaluate.This five-step process is integrated into the military decision-makingprocess as shown in Figure 2-1.FM 100-40 provides insight into the context in which the riskmanagement process is applied herein. Areas of particular interest inFM 100-40 include—• Solving tactical problems (Chapter 1).• The science and art of tactics (Chapter 1).• Hasty versus deliberate operations (Chapter 1).• The plan-prepare-execute cycle (Chapter 1).• Basic tactical control measures (Chapter 2).• The factors of METT-T (Chapter 2).2-0

FM 100-14Risk Management StepsMilitary Decision-Making ProcessStep 1IdentifyHazardsStep 2AssessHazardsStep 3DevelopControlsandMake RiskDecisionStep 4ImplementControlsStep 5Supervise andEvaluateMission ReceiptXMission AnalysisXXCOA DevelopmentXXXCOA AnalysisXXXCOA ComparisonXCOA ApprovalXOrders ProductionXRehearsal 1X X XXXExecution and 1AssessmentX X XXX1 All boxes are marked to emphasize the continued use of the risk managementprocess throughout the missionFigure 2-1. Risk Management Steps Correlated withMilitary Decision-Making TasksRisk decisions should be based upon awareness rather thanmechanical habit. Leaders should act on a keen appreciation for theessential factors that make each situation unique instead of fromconditioned response. Throughout the entire operational continuum,the commander must consider US Government civilians and contractsupport personnel in his risk management process. Hazards can exist,regardless of enemy or adversary actions, in areas with no directenemy contact and in areas outside the enemy’s or adversary’s2-1

Risk Managementinfluence. The two types of risk that exist across the wide range ofArmy operations are tactical risks and accident risks.• Tactical risk is risk concerned with hazards that exist because ofthe presence of either the enemy or an adversary. It applies to alllevels of war and across the spectrum of operations.• Accident risk includes all operational risk considerations otherthan tactical risk. It includes risks to the friendly force. It alsoincludes risks posed to civilians by an operation, as well as anoperations impact on the environment. It can include activitiesassociated with hazards concerning friendly personnel,civilians, equipment readiness, and environmental conditions.STEPS 1 AND 2Steps 1 and 2 together comprise the risk assessment. In Step 1,individuals identify the hazards that may be encountered in executinga mission. In Step 2, they determine the direct impact of each hazard onthe operation. The risk assessment provides for enhanced situationalawareness. This awareness builds confidence and allows soldiers andunits to take timely, efficient, and effective protective measures.STEPS 3 THROUGH 5Steps 3 through 5 are the essential follow-through actions toeffectively manage risk. In these steps, leaders balance risk againstcosts—political, economic, environmental, and to combat power—and take appropriate actions to eliminate unnecessary risk. Duringexecution, as well as during planning and preparation, leaderscontinuously assess the risk to the overall mission and to thoseinvolved in the task. Finally, leaders and individuals evaluate theeffectiveness of controls and provide lessons learned so that othersmay benefit from the experience.THE FIVE STEPS APPLIEDSTEP 1. IDENTIFY HAZARDSA hazard is an actual or potential condition where the followingcan occur due to exposure to the hazard:• Injury, illness, or death of personnel.• Damage to or loss of equipment and property.• Mission degradation.2-2

FM 100-14Hazards are sources of danger or risks due to enemy or adversarypresence and other conditions not due to enemy or adversarycapabilities. Hazards are found in all operational environments.Combat operations, stability operations, base support operations, andtraining present unique hazards for units involved in these kinds ofmissions. Hazards are identified during the first four steps of themilitary decision-making process: mission receipt, mission analysis, COAdevelopment, and COA analysis.The ability of unit leaders and staffs to identify hazards is key. Onereality of today’s missions is that the aspect of a hazard can changerapidly. Things of little risk initially can quickly become major threatsdue to unforeseen natural or man-made events. Leaders should beaware of this possibility. Complacency to the fact that existing controlsmay not continue to control hazards in rapidly changing situationsshould be viewed as a hazard in itself.The factors of METT-T provide a sound framework for identifyinghazards when planning, preparing, and executing operations. Whenapplying risk management to METT-T during mission analysis,leaders and staffs should look for hazards that affect both tactical andaccident risks. They must identify all hazards that may presentsignificant risks to the mission.MissionLeaders first analyze the assigned mission. They look at the typeof mission to be accomplished and consider possible subsequentmissions. Certain kinds of operations are inherently more dangerousthan others. For example, a deliberate frontal attack, because of theassociated movement, is more likely to expose a unit to losses thanwould a defense from prepared positions. Identifying missions thatroutinely present great risk is imperative. Leaders also look forhazards associated with complexity of the plan such as—• A scheme of maneuver that is difficult to understand or toocomplex for accurate communications down to the lowest level.• The impact of operating under a fragmentary order (FRAGO).EnemyCommanders look for enemy capabilities that pose significanthazards to the operation. For example, “What can the enemy do to2-3

Risk Managementdefeat my operation?” Common shortfalls that can create hazardsduring operations against an enemy include failure to—• Assess potential advantages to the enemy provided by thebattlefield environment.• Fully assess the enemy’s capabilities.• Understand enemy collection capabilities and friendlyvulnerabilities to those capabilities.• Accurately determine the enemy’s probable COAs.• Plan and coordinate active ground and aerial reconnaissanceactivities.• Disseminate intelligence about the enemy to lower levels.• Identifying terrorist threats and capabilities.Intelligence plays a critical part in identifying hazards associatedwith tactical risk. Intelligence-preparation-of-the-battlefield (IPB) is adynamic staff process that continually integrates new information andintelligence that ultimately becomes input to the commander’s riskassessment process. Intelligence assists in identifying hazards duringoperations by—• Identifying the opportunities and constraints the battlefieldenvironment offers to threat and friendly forces.• Thoroughly portraying threat capabilities and vulnerabilities.• Collecting information on populations, governments, andinfrastructures.FMs 34-130 and 34-60, respectively, provide detailed information onIPB and on counterintelligence operations and multidisciplinecounterintelligence analysis.Terrain and WeatherIn addition to those due to the enemy or adversaries, the mostobvious hazards to military operations are due to terrain and weather.Terrain and weather affect the type of hazard encountered. When theenemy uses terrain to his advantage, the risk is clearly tactical. Theaspects of terrain and weather may create situations where accidentrisks predominate. When looking at this from a purely missionperspective, familiarity of the unit with the terrain and its associatedenvironment must be paramount. Basic issues include—• How long the unit has operated in the environment and climate.• Whether the terrain has been crossed before.2-4

FM 100-14Terrain. The five main military aspects of terrain—observation andfields of fire, cover and concealment, obstacles, key terrain and decisive terrain,and avenues of approach (OCOKA)—can be used to identify and assesshazards impacting on friendly forces. Chapter 2 of FM 100-40 hasdetails on OCOKA. The terrain analysis includes both map and on-thegroundreconnaissance to identify how well unit capabilities andmission demands can be accommodated by the terrain.• Observation and fields of fire. Hazards associated with this usuallyinvolve when the enemy will be able to engage a friendly unit andwhen friendly unit weapons capabilities allow it to effectivelyengage the enemy.• Cover and concealment. Hazards associated with cover andconcealment are created by the enemy’s ability to place direct orindirect fire on friendly forces.• Obstacles. Hazards associated with obstacles may be accident ortactical. They may be due to natural conditions such as rivers orswamps or man-made such as minefields or built-up areas.• Key terrain and decisive terrain. Hazards are a marked advantageterrain provides to the enemy if he controls such terrain ordenies its use to friendly forces.• Avenues of approach. Hazards associated with avenues ofapproach can affect both tactical and accident risks. Suchhazards include conditions where an avenue of approachimpedes deployment of friendly combat power or where itsupports deployment of enemy combat power.Weather. Weather works hand-in-hand with terrain to createhazards. To identify weather hazards, leaders and soldiers mustassess the impact on operating systems. Mistakes include notconsidering the—• Adverse effects of heat and cold hazards on the performanceof soldiers.• Effects of climate and weather on maintenance of vehicles andequipment before beginning an operation.• Hazardous effects of weather on the five military aspectsof terrain.2-5

Risk ManagementTroopsLeaders analyze the capabilities of available friendly troops.Associated hazards impact both the soldier and unit. Keyconsiderations are level of training, manning levels, the condition andmaintenance of vehicles and equipment, morale, availability ofsupplies and services, and the physical and emotional health ofsoldiers. Leaders and soldiers must be vigilant to the fact that hazardsin these areas can adversely affect a mission, even when all tacticalconsiderations point to success. Mission failure can be caused by—• Hazards to the physical and emotional health of soldiers. Inadequatesanitation facilities, water purification capabilities, medicalattention, and evacuation capabilities are key hazards that canarise from incomplete logistical planning. Care of troops requireslong-range projections of all classes of supply, with closemonitoring of mission changes that could impact availability ordepletion of supplies. When beginning an operation immediatelyupon arriving in theater, hazards include not implementingmeasures to help soldiers overcome fatigue or acclimatize them tothe geographical area and associated climate.• Hazards to task organization or units participating in an operation.Hazards include how long units have worked together under aparticular command relationship. During stability operations,task organizations may change often. Hazards include poorcommunication, unfamiliarity with higher headquarters SOPs,and insufficient combat power to accomplish the mission.• Hazards associated with long-term missions. Long-term missionsinclude nation building, peacekeeping, or insurgency/counterinsurgency operations. Hazards associated with thesemissions include the turmoil of personnel turnover, lack ofcontinuity of leadership, inexperience, and lack of knowledge ofthe situation and the unit’s operating procedures. An especiallyinsidious hazard is critical-skills atrophy that results from notperforming METL-related missions.Time AvailableThe hazard is insufficient time to plan, prepare, and executeoperations. Planning time is always at a premium. Leaders routinelyapply the one-third/two-thirds rule to ensure their subordinate unitsare given maximum time to plan. Failure to accomplish a mission on2-6

FM 100-14time can result in shortages of time for subordinate and adjacent unitsto accomplish their mission.CiviliansThe commander’s legal responsibility is to consider hazards to,and safeguarding of, civilians in his area of operations. Civiliansinclude nongovernmental organizations (NGOs), private voluntaryorganizations (PVOs), US Government civilians, foreign nationalcivilians, the media, and dislocated civilians put at risk by militaryoperations. The commander must consider hazards that can occuracross the range of operations, such as—• In a wartime environment. The commander must consider thehazard of collateral damage which may result in creatingnew adversaries.• In a peacetime environment. The commander must consider thepolitical attitudes and previous actions of civilians in identifyinghazards to friendly forces and the populace itself.Adversaries are hostile elements other than the enemy that may beencountered during any operation. They present additional hazards.They may be organized opposition or individuals that challengeauthority. They may include such diverse elements as rioters,criminals, rogues, or gangs that might want to harass a peaceenforcement mission.STEP 2. ASSESS HAZARDSStep 2 completes the risk assessment. Risk is the chance of hazardor bad consequences. This step examines each hazard in terms ofprobability and severity to determine the risk level of one or morehazardous incidents that can result from exposure to the hazard. Thisstep is conducted during three steps of the military decision-makingprocess—mission analysis, COA development, and COA analysis. Thisstep is also conducted after controls are developed.The incident must be credible in that it must have a reasonableexpectation of happening. The end result is an estimate of risk fromeach hazard and an estimate of the overall risk to the mission causedby hazards that cannot be eliminated. Leaders must also assess therisk to civilians posed by the operation. They may need to assess theoperations’ impact on the environment. This step is conducted inthree substeps.2-7

Risk ManagementSubstep ALeaders and staffs assess each hazard in relation to the probabilityof a hazardous incident. The probability levels estimated for eachhazard may be based on the mission, COAs being developed andanalyzed, or frequency of a similar event. Figure 2-2 provides asummary of the five degrees of probability. The letters in parenthesesfollowing each degree (A through E) provide a symbol for depictingprobability. For example, the letter A represents frequent probability.FREQUENT (A) Occurs very often, continuously experiencedSingle itemFleet or inventory ofitemsIndividual soldierAll soldiers exposedOccurs very often in service life. Expected to occurseveral times over duration of a specific mission oroperation. Always occurs.Occurs continuously during a specific mission oroperation, or over a service life.Occurs very often in career. Expected to occur severaltimes during mission or operation. Always occurs.Occurs continuously during a specific mission oroperation.LIKELY (B) Occurs several timesSingle itemFleet or inventory ofitemsIndividual soldierAll soldiers exposedOccurs several times in service life. Expected to occurduring a specific mission or operation.Occurs at a high rate, but experienced intermittently(regular intervals, generally often,).Occurs several times in career. Expected to occur duringa specific mission or operation.Occurs at a high rate, but experienced intermittently.OCCASIONAL (C) Occurs sporadicallySingle itemFleet or inventory ofitemsIndividual soldierOccurs some time in service life. May occur about asoften as not during a specific mission or operation.Occurs several times in service life.Occurs some time in career. May occur during a specificmission or operation, but not often.All soldiers exposed Occurs sporadically (irregularly, sparsely, or sometimes).Figure 2-2. Hazard Probability2-8

FM 100-14SELDOM (D) Remotely possible; could occur at some timeSingle itemFleet or inventory ofitemsIndividual soldierAll soldiers exposedOccurs in service life, but only remotely possible. Notexpected to occur during a specific mission or operation.Occurs as isolated incidents. Possible to occur some timein service life, but rarely. Usually does not occur.Occurs as isolated incident during a career. Remotelypossible, but not expected to occur during a specificmission or operation.Occurs rarely within exposed population as isolatedincidents.UNLIKELY (E) Can assume will not occur, but not impossibleSingle itemFleet or inventory ofitemsIndividual soldierAll soldiers exposedOccurrence not impossible, but can assume will almostnever occur in service life. Can assume will not occurduring a specific mission or operation.Occurs very rarely (almost never or improbable). Incidentsmay occur over service life.Occurrence not impossible, but may assume will not occurin career or during a specific mission or operation.Occurs very rarely, but not impossible.Figure 2-2. Hazard Probability (continued)Substep BSubstep B addresses the severity of each hazard. It is expressed interms of—• Degree of injury or illness.• Loss of or damage to equipment or property.• Environmental damage.• Other mission-impairing factors such as lost combat power.The degree of severity estimated for each hazard may be based onknowledge of the results of similar past events. Figure 2-3 provides asummary of the four degrees of hazard severity. The Roman numeralsin parentheses following each degree (I through IV) provide aconvenient symbol for depicting severity. For example, I representsthe catastrophic degree of severity.2-9

Risk ManagementCATASTROPHIC (I)CRITICAL (II)Loss of ability to accomplish the mission ormission failure. Death or permanent totaldisability (accident risk). Loss of major ormission-critical system or equipment. Majorproperty (facility) damage. Severeenvironmental damage. Mission-criticalsecurity failure. Unacceptable collateraldamage.Significantly (severely) degraded missioncapability or unit readiness. Permanentpartial disability, temporary total disabilityexceeding 3 months time (accident risk).Extensive (major) damage to equipment orsystems. Significant damage to property orthe environment. Security failure.Significant collateral damage.MARGINAL (III) Degraded mission capability or unitreadiness. Minor damage to equipment orsystems, property, or the environment. Lostday due to injury or illness not exceeding 3months (accident risk). Minor damage toproperty or the environment.NEGLIGIBLE (IV)Little or no adverse impact on missioncapability. First aid or minor medicaltreatment (accident risk). Slight equipmentor system damage, but fully functional andserviceable. Little or no property orenvironmental damage.Figure 2-3. Hazard SeveritySubstep CIn this substep leaders and staffs expand what they understandabout probable hazardous incidents into estimates of levels of risk foreach identified hazard and an estimate of the overall risk for theoperation. Estimating risk follows from examining the outcomes ofSubsteps A and B; that is, both the probability and severity ofhazardous incidents. This substep is more art than science. Muchdepends on the use of historical lessons learned, intuitive analysis,2-10

FM 100-14experience, and judgment. Uncertainty can arise in the assessment ofboth the probability and severity of a hazardous incident. Uncertaintyresults from unknowns about a situation; from incomplete, inaccurate,undependable, or contradictory information; and from unforeseencircumstances. Therefore, assessment of risk requires good judgment.Figure 2-4 is a standardized matrix that can be used to assist in thisprocess. Leaders and staffs enter the estimated degree of severity andprobability for each hazard in Substeps A and B from the severity rowand probability column, respectively. The point where the severityrow and probability column intersect defines the level of risk. Forexample, if the hazard is estimated to have a critical severity (II) and alikely probability (B), the level of risk is high (H).Figure 2-5 provides a summary of the levels of risk. It alsoprovides examples of hazardous incidents for each risk level. Severalexamples illustrate the trade-off between tactical and accident risks.Risk Assessment MatrixProbabilitySeverityFrequentALikelyBOccasionalCSeldomDUnlikelyECatastrophicIEEHHMCriticalIIEHHMLMarginalIIIHMMLLNegligibleIVMLLLLE – Extremely High RiskH – High RiskM – Moderate RiskL – Low RiskFigure 2-4. Risk Assessment Matrix2-11

Risk ManagementE - Extremely High: Loss of ability to accomplish the mission if hazardsoccur during mission. A frequent or likely probability of catastrophic loss(IA or IB) or frequent probability of critical loss (IIA) exists.Example: A commander finds that one of his implied tasks to attack anobjective involves crossing a normally shallow riverbed. After looking atthe factors of METT-T, he discovers that three days of intense rain haveraised the water level to rise above flood stage, with currents far inexcess of his ability to safely ford with armored vehicles. Afterdiscussing COAs with his staff, he determines the accident risk isextremely high because of the likely probability and catastrophicseverity of losing vehicles and killing soldiers. His conclusions arebased on his experience with and knowledge of fording armoredvehicles under the existing conditions of water depth and currentspeed.H - High: Significant degradation of mission capabilities in terms of therequired mission standard, inability to accomplish all parts of themission, or inability to complete the mission to standard if hazardsoccur during the mission. Occasional to seldom probability ofcatastrophic loss (IC or ID) exists. A likely to occasional probabilityexists of a critical loss (IIB or IIC) occurring. Frequent probability ofmarginal losses (IIIA) exists.Example: During a preplanned ambush, the leader discovers that theforce he intends to ambush has significantly more combat power thanhis own force can accommodate. He realizes that he could only delayrather than destroy the enemy. He knows his casualty estimates wouldbe very high if the enemy reorganized and counterattacked. He alsoknows that the size of the enemy force could seriously impact adjacentunits conducting a movement to contact. He determines the situation ishigh risk because he estimates (based on his training and experience)there is a likely probability of the enemy reorganizing andcounterattacking and the severity of loss to his unit would be critical.M - Moderate: Expected degraded mission capabilities in terms of therequired mission standard will have a reduced mission capability ifhazards occur during mission. An unlikely probability of catastrophicloss (IE) exists. The probability of a critica loss is seldom (IID). Marginallosses occur with a likely or occasional probability (IIIB or IIIC). Afrequent probability of negligible (IVA) losses exists.Example: A commander in a defensive position receives a warning orderto be prepared to counterattack if the enemy attacks again. He choosesto use pre-positioned ammunition caches to support his defense, asopposed to moving his ammunition resupply forward by truck. Hedetermines that the severity of not having an immediate resupply ofammunition available during the counterattack will have a critical impacton his combat power. He realizes that if the enemy forces him toabandon his forward positions, the severity of the loss of hisFigure 2-5. Levels of Risk2-12

FM 100-14ammunition caches will critically impact his combat power. Heconsiders that his unit is deployed in excellent defensive positions. Hehas repelled two attacks that resulted in the destruction of an estimated50 percent of the enemy’s combat power. He receives information thatthe probability of the enemy attacking is likely, but that the probabilityof the enemy being reinforced and attacking in overwhelming force isremote (seldom). The commander concludes that the risk of conductinga counterattack with limited ammunition is greater than the moderaterisk of the enemy pushing him back.L - Low: Expected losses have little or no impact on accomplishing themission. The probability of critical loss is unlikely (IIE), while that ofmarginal loss is seldom (IIID) or unlikely (IIIE). The probability of anegligible loss is likely or less (IVB through (IVE).Example: A mechanized task force (TF) conducting a movement tocontact in a desert environment is overtaken by nightfall beforereaching its limit of advance (LOA). The terrain along the axis ofadvance is flat and open. Visibility is about 800 meters under a clear skyilluminated by a full moon. Estimates put the enemy, which has beenhastily withdrawing for the past three days, at approximately 30 percentstrength. Contact has been light with no defensible terrain along theTF’s axis. The TF commander considers all the factors. In addition, theTF is 100 percent operational in using night vision devices. The TFcommander estimates that it is unlikely that his unit will incur losses ofcritical severity by being surprised by the enemy or lose critical combatpower due to an accident. He estimates the risk to his force incontinuing a nighttime movement is low.Figure 2-5. Levels of Risk (continued)STEP 3. DEVELOP CONTROLS AND MAKE RISK DECISIONSRisk management is the recognition that decision makingoccurs under conditions of uncertainty. Decisions must remainconsistent with the commander’s stated intent and offer a goodexpectation of success. The risk-taking skill requirescompetency as a prerequisite.FM 100-7, Decisive Force:The Army in Theater Operations, May 1995Step 3 is accomplished in two substeps: develop controls andmake risk decisions. This is done during the COA development, COAanalysis, COA comparison, and COA approval of the militarydecision-making process.Substep A - Develop ControlsAfter assessing each hazard, leaders develop one or more controlsthat either eliminate the hazard or reduce the risk (probability and/or2-13

Risk Managementseverity) of a hazardous incident. When developing controls, theyconsider the reason for the hazard not just the hazard itself.Types of Controls. Controls can take many forms, but fallinto three basic categories—educational controls, physical controls,and avoidance.• Educational controls. These controls are based on the knowledgeand skills of the units and individuals. Effective control isimplemented through individual and collective training thatensures performance to standard.• Physical controls. These controls may take the form of barriersand guards or signs to warn individuals and units that a hazardexists. Additionally, special controller or oversight personnelresponsible for locating specific hazards fall into this category.• Avoidance. These controls are applied when leaders take positiveaction to prevent contact with an identified hazard.Criteria for Controls. To be effective, each control developedmust meet the following criteria:• Suitability. It must remove the hazard or mitigate (reduce) theresidual risk to an acceptable level.• Feasibility. The unit must have the capability to implementthe control.• Acceptability. The benefit gained by implementing the controlmust justify the cost in resources and time. The assessment ofacceptability is largely subjective. Figure 2-6 gives criteria fordetermining acceptability of controls for each identified hazard.2-14SupportStandardsAvailability of adequate personnel, equipment,supplies, and facilities necessary to implement asuitable controls.Guidance and procedures for implementing a controlare clear, practical, and specific.Training Knowledge and skills are adequate to implement acontrol.Leadership Leaders are competent to implement a control.IndividualIndividual soldiers are sufficiently self-disciplined toimplement a control.Figure 2-6. Criteria for Determining Acceptability of Controls

FM 100-14Examples of Controls. Examples of controls include—• Engineering or designing to eliminate or control hazards.• Selecting a COA that avoids identified hazards.• Limiting the number of people and the amount of time they areexposed to hazards, consistent with mission requirements.• Selecting personnel with appropriate mental, emotional, andphysical capabilities.• Providing protective clothing, equipment, and safety andsecurity devices.• Providing such services as adequate sanitation facilities andwater purification capabilities.• Providing warning signs and signals.• Scheduling vehicle and aircraft silhouette drills.• Planning training, including rehearsals, rock drills, battle drills,and so forth.• Programming communications links for key civilian organizations.• Establishing battlefield controls such as areas of operations andboundaries, direct fire control measures, fire supportcoordination measures, rules of engagement, airspace controlmeasures, bridge classification, traffic control, and so forth.• Developing terrorist attack warning systems and response plans.The key is to specify who, what, where, when, and how eachcontrol is to be used. For example—• Planning and scheduling intensive threat and friendly vehicleidentification refresher training for all antiarmor and air defenseweapons crews before the mission reduces the probability ofengaging a friendly vehicle or aircraft (fratricide).• Programming installation of crashworthy passenger seats in theUH-60 Blackhawk, when mission circumstances do not indicatetheir removal, can reduce the severity of injuries in crashes.• Requiring soldiers to wear flak vests and helmets duringmovement to contact, or when riding in vehicles in areas whereenemy fire is likely, can reduce the probability and severity of awound from small arms fire or fragments.2-15

Risk Management• Establishing strong continuity documents and planning overlaptours for key leaders facilitate smooth transitions duringextended operations.Residual Risk. Once the responsible leader develops andaccepts controls, he determines the residual risk associated with eachhazard and the overall residual risk for the mission.• Residual risk is the risk remaining after controls have beenselected for the hazard. Residual risk is valid (true) only if thecontrols for it are implemented. As controls for hazards areidentified and selected, the hazards are reassessed as in Step 2and the level of risk is then revised. This process is repeated untilthe level of residual risk is acceptable to the commander or leaderor cannot be further reduced. See Figures A-3 through A-5.• Overall residual risk of a mission must be determined when morethan one hazard is identified. The residual risk for each of thesehazards may have a different level, depending on the assessedprobability and severity of the hazardous incident. Overallresidual mission risk should be determined based on the incidenthaving the greatest residual risk. Determining overall mission riskby averaging the risks of all hazards is not valid. If one hazard hashigh risk, the overall residual risk of the mission is high, no matterhow many moderate or low risk hazards are present.Substep B - Make Risk DecisionA key element of the risk decision is determining if the risk isjustified. The commander must compare and balance the risk againstmission expectations. He alone decides if controls are sufficient andacceptable and whether to accept the resulting residual risk. If hedetermines the risk level is too high, he directs the development ofadditional controls or alternate controls, or he modifies, changes, orrejects the COA.Leaders can use the risk assessment matrix in Figure 2-4—inconjunction with their commanders’ guidance—to communicate howmuch risk they are willing to delegate. For example, a commander mayplace constraints on his subordinates that restrict their freedom of actionto accept risk in instances where the risk might imperil his intent, hishigher commander’s intent, or a critical capability of the unit.2-16

FM 100-14STEP 4. IMPLEMENT CONTROLSLeaders and staffs ensure that controls are integrated into SOPs,written and verbal orders, mission briefings, and staff estimates. Thecritical check for this step, with oversight, is to ensure that controlsare converted into clear, simple execution orders understood at alllevels. Implementing controls includes coordination andcommunication with—• Appropriate superior, adjacent, and subordinate units and thoseexecuting the mission.• Logistics Civil Augmentation Program (LOGCAP) organizationsand civilian agencies that are part of the force.The media, NGOs, and PVOs must be included in coordination whentheir presence impacts or is impacted by the force.Leaders must explain how supervisors will implement controls.Examples of control implementation include—• Conducting vehicle and aircraft silhouette drills.• Conducting rehearsals, rock drills, battle drills, and so forth.• Conducting intensive threat and friendly vehicleidentification refresher training for all antiarmor and airdefense weapons crews.• Conducting orientation for replacement personnel.• Installing and maintaining communications links for keycivilian organizations.• Operating in convoys of four vehicles minimum.• Carrying weapons and wearing flak jackets and helmets whenoutside secure compounds.STEP 5. SUPERVISE AND EVALUATELeaders must supervise the execution of their orders. The moreuntrained the troops, the more detailed this supervision must be.Infantry in Battle, 1939During mission preparation and execution, leaders must ensurethat their subordinates understand how to execute risk controls.Leaders continuously assess risks during the conduct of operations,2-17

Risk Managementespecially during long-term missions. Leaders maintain situationalawareness. They guard against complacency to ensure that riskcontrol standards are not relaxed or violated. To gain insight into areasneeding improvement, leaders must continuously evaluate theirunits’ effectiveness in managing mission risks.SuperviseLeaders supervise mission rehearsal and execution to ensurestandards and controls are enforced. Techniques may include spotchecks,inspections, situation reports and brief-backs, buddy checks,and close supervision. During the mission, leaders continuouslymonitor controls to ensure they remain effective. They modify them asnecessary. Leaders and individuals anticipate, identify, and assess newhazards to implement controls. They continually assess variablehazards such as fatigue, equipment serviceability, and the environment.Leaders modify controls to keep risks at an acceptable level.During sustained operations, leaders continue planning to ensurethat controls emplaced at the beginning of the mission apply tochanges in the operation’s current situation and to hazardousconditions. Leaders must maintain an extraordinary degree ofdiscipline. They must avoid complacency, which can result fromboredom and overconfidence. Leaders must ensure that soldiers donot relax their vigilance due to performing repetitive tasks—despitechanging roles and missions, unit turbulence and turnover, anddeclining skills. Leaders maintain a close overwatch on controls put inplace to reduce risks over a prolonged period. For example, duringstability operations, land mine hazards may not be solved in the nearterm, but may require continual attention. Other examples of longtermhazards that may be encountered include—• Climatic extremes.• NBC and hazardous waste contamination.• Diseases native to a particular area of operation or indigenouspopulation.• Terrorist threats.EvaluateAfter a mission, leaders and individuals evaluate how well therisk management process was executed. They—• Determine how to ensure that successes are continued to thenext mission.2-18

FM 100-14• Capture and disseminate lessons learned so that others maybenefit from the experience.• Consider the effectiveness of the risk assessment in identifyingand accurately assessing the probability and severity of hazardsthat resulted in mission degradation.• Determine whether the level of residual risk of each hazard andof the overall mission were accurately estimated.• Evaluate the effectiveness of each control in reducing orremoving risk, including whether controls were effectivelycommunicated, implemented and enforced.Leaders and individuals determine why some controls wereineffective and what should be done when the hazard is encounteredagain. A control may be altered; the way it is implemented orsupervised may be changed to make it effective; or a completelydifferent control may be more effective. Leaders must energize thesystem to fix systemic problems that hinder combat effectiveness.Figure 2-7 shows that the risk management process continuesthroughout a mission as well as from mission to mission. It isintegral to the military decision-making process. Its applicationrequires good judgment and intuitive analysis borne of confidence,experience, and situational awareness.TOOLS AND PITFALLSThe appendix provides examples of risk management tools tohelp leaders assess identified hazards, develop controls, and makerisk decisions. The tools should be tailored to suit particular situationsand missions. The examples in Figures A-3 through A-5 are tools tomanage risk at the tactical level. The example in Figure A-6 is a tool tomanage risk at the operational level. Units may develop additionaltools suitable for their needs.Units train to a standard. They operate and train regardless of thedegree of real or perceived difficulty. Risk reduction begins withcommanders identifying their METLs. Commanders use the riskmanagement process to assess the degree of risk related to each METLtheir unit must perform. From this assessment, risk reducing standardoperating procedures evolve.Figure A-7 provides an example of risk managementconsiderations integrated into a mission training plan (MTP) task.2-19

Risk ManagementStep 1. Identify HazardsApply METT-TMISSIONSLessonsLearnedNewHazardsStep 2. Assess HazardsEstimateprobabilityStep 5. Supervise and EvaluateEstimateseveritySuperviseEvaluateNewControlsDetermine risk level foreach hazard and overallmission riskStep 4. Implement ControlsStep 3. Develop Controls andMake Risk DecisionDevelopcontrolsDetermine residual risklevel for each hazardand overall residualmission risk 1Makedecision1 As controls for hazards are identified and selected the hazards arereassessed as in Step 2Figure 2-7. Continuous Application of Risk Management2-20

FM 100-14Pitfalls arise when risk management tools are used withoutadaptation to the factors of METT-T. Using a standardized riskassessment card or checklist may be of some value initially in themission analysis and COA development or in cases where a routinetask is performed in an unchanging environment or static situation.However, such a tool used alone will not likely identify all hazards forevery mission in a changing operational environment.Completing the risk assessment alone, but failing to identifyeffective controls, usually results in a GO or NO-GO decision based onthe initial risk. If the risk assessment does not accurately identify thehazards and determine the level of residual risk, the leader is likely tomake his risk decision based upon incomplete or inaccurateinformation. If the risk assessment places missions in a routine, lowriskcategory, the commander may not be informed of a risk decisionresulting in an accepted risk level that could imperil his or his highercommander’s intent or other affected organizations. The riskmanagement process is intended to provide reasonable controls tosupport mission accomplishment without exposing the force tounnecessary residual risk.2-21

AppendixExamples of Risk Management ApplicationThe examples in this appendix are designed to helpthose charged with managing risk.BlockTRACKING TOOLThe work sheet instructions are in Figure A-1.Work Sheet InstructionsA – DEFGHIJKSelf explanatoryIdentify task relating to the mission or task in Block AIdentify Hazards – Identify hazards by reviewing METT-T factors forthe mission or task. Additional factors include historical lessons learned,experience, judgment, equipment characteristics and warnings, andenvironmental considerations.Assess Hazards – Assessment includes historical lessons learned,intuitive analyses, experience, judgment, equipment characteristics andwarnings, and environmental considerations. Determine initial risk for eachhazard by applying risk assessment matrix (Figure 2-4). Enter the risk levelfor each hazard.Develop Controls – Develop one or more controls for each hazardthat will either eliminate the hazard or reduce the risk (probabilityand/or severity) of a hazardous incident. Specify who, what, where, why,when, and how for each control. Enter controls.Determine Residual Risk – Determine the residual risk for eachhazard by applying the risk assessment matrix (Figure 2-4). Enter theresidual risk level for each hazard.Implement Controls – Decide how each control will be put intoeffect or communicated to the personnel who will make it happen (written orverbal instruction; tactical, safety, garrison SOPs, rehearsals). Enter controls.Determine Overall Mission/Task Risk – Select the highest residualrisk level and circle it. This becomes the overall mission or task risk level.The commander decides whether the controls are sufficient to accept thelevel of residual risk. If the risk is too great to continue the mission or task,the commander directs development of additional controls or modifies,changes, or rejects the COA.Supervise and Evaluate – This last step is not on the worksheet.Plan how each control will be monitored for implementation (continuoussupervision, spot-checks) and reassess hazards as the situation changes.Determine if the controls worked and if they can be improved. Pass onlessons learned.Figure A-1. Risk Management Work Sheet InstructionsAppendix-1

Risk ManagementThe work sheet (Figure A-2) provides a starting point to logicallytrack the process of hazards and risks. It can be used to document riskmanagement steps taken during planning, preparation, and executionof training and combat missions and tasks.A. Mission or Task: B. Date/Time GroupC. Date Prepared:Begin:End:D. Prepared By: (Rank, Last Name, Duty Position)E. Task F. Identify G.HazardsAssessHazardsH. Develop Controls I.DetermineResidualRiskJ.ImplementControls("How To")SAMPLEK. Determine overall mission/task risk level after controls are implemented (circle one)LOW (L) MODERATE (M) HIGH (H) EXTREMELY HIGH (E)Appendix-2Figure A-2. Sample Risk Management Work Sheet

Appendix-3Figure A-3. Example of Completed Risk Management Work Sheetfor Squad/PlatoonA. Mission or Task: B. Date/Time GroupC. Date Prepared:Begin: 010035R May XXPrepare defensive positionsEnd: 010600R May XX29 April XXD. Prepared By: (Rank, Last Name, Duty Position) LT Jones, Plt LdrE. Task F. Identify G. Assess H. Develop Controls I. DetermineHazards HazardsResidualJ. ImplementControlsRisk("How To")Constructnonstandardantivehicularwire obstacleBack injuriesand wire cutsduring materieloffloadBlunt traumaand cuts inpounding ofU-shapedpicketsCuts whenunrollingconcertinaCuts wheninstallingconcertinaCuts wheninstallingbarbed wireModerate (M)Moderate (M)Moderate (M)Moderate (M)Moderate (M)Use proper lift and carrymethods and wear concertinawire gloves and safety gogglesWear helmet and increasesituational awarenessWear concertina wire glovesand maintain situationalawarenessWear concertina wire glovesand maintain situationalawarenessWear concertina wire glovesand maintain situationalawarenessLow (L)Low (L)Low (L)Low (L)Low (L)Unit TACSOP,ARTEP 5-145 DRILL(pg 2-44)ARTEP 5-335-11-MTPUnit TACSOP,ARTEP 5-145 DRILL(pg 2-44)ARTEP 5-335-11-MTPUnit TACSOP,ARTEP 5-145 DRILL(pg 2-44)ARTEP 5-335-11-MTPUnit TACSOP,ARTEP 5-145 DRILL(pg 2-44)ARTEP 5-335-11-MTPUnit TACSOP,ARTEP 5-145 DRILL(pg 2-44)ARTEP 5-335-11-MTPK. Determine overall mission/task risk level after controls are implemented (circle one)LOW (L) MODERATE (M) HIGH (H) EXTREMELY HIGH (E)Examples provided in Figures A-3 through A-6 should helpindividuals manage risk at the tactical level.FM 100-14

Appendix-4Figure A-4. Example of Completed Risk Management Work Sheetfor Company/TeamA. Mission or Task: B. Date/Time GroupC. Date Prepared:Begin: 010035R May XXConduct a deliberate attackEnd: 010600R May XX29 April XXD. Prepared By: (Rank, Last Name, Duty Position) CPT William Wallace, CdrE. Task F. Identify G. Assess H. Develop Controls I. Determine J. ImplementHazards HazardsResidual ControlsRisk("How To")ConductobstaclebreachingoperationsObstaclesInexperiencedsoldiersOperating underlimited visibilitySteep cliffsInsufficientplanning timeHigh (H)High (H)Moderate (M)High (H)High (H)Develop and use obstaclereduction planAdditional instruction andincreased supervisionUse NVDs; use IR markers onvehiclesRehearse use of climbingropesPlan and prepare concurrentlyLow (L)Moderate (M)Low (L)Moderate (M)Moderate (M)K. Determine overall mission/task risk level after controls are implemented (circle one)Unit TACSOP, OPORD,training handbookModified training schedule,additional instructionUnit TACSOP, OPORDFM 90-6, Mountain OperationsTC 90-6-1, MountaineeringOPORD, troop-leadingproceduresLOW (L) MODERATE (M) HIGH (H) EXTREMELY HIGH (E)Risk Management

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Extract Material from FM 3-20.98Student Handout SH 3This student handout contains nine pages of extracted material from the followingpublication:FM 3-20.98, Reconnaissance Platoon, 02 Dec 2002Appendix I pages I-1 thru I-9Disclaimer: The training developer downloaded the extracted material from theGeneral Dennis J. Reimer Training and Doctrine Digital Library Home Page. The textmay contain passive voice, misspellings, grammatical errors, etc., and may be incompliance with the Army Writing Style Program.SH-3-1

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13Appendix IFratricide Prevention57911131517192123252729313335373941434547Fratricide is defined asthe employment offriendly weapons thatresults in the unforeseenand unintentional deathor injury of friendlypersonnel or damage tofriendly equipment.Fratricide prevention isthe commander’sresponsibility. He isassisted by all leadersacross all operatingsystems in accomplishingthis mission. Thisappendix focuses onactions the reconnaissanceplatoon leader andhis subordinate leaderscan take with currentresources to reduce therisk of fratricide.CONTENTSGeneral Considerations ...................................... I-1The Reconnaissance Platoon’sFratricide Risk ............................................ I-1Role of Training in Fratricide Prevention .... I-2Effects of Fratricide .............................................. I-2Causes of Fratricide ............................................. I-3Failures in the Direct Fire Control Plan ....... I-3Land Navigation Failures .............................. I-3Failures in Combat Identification ................. I-3Inadequate Control Measures ...................... I-3Failures and Reporting andCommunications ........................................ I-3Weapons Errors ............................................. I-4Battlefield Hazards ........................................ I-4Reliance on Instruments ............................... I-4Fratricide Risk Assessment ................................. I-4Fratricide Prevention Measures .......................... I-6Principles of Fratricide Prevention .............. I-6Additional Guidelines .................................... I-7Stopping a Friendly Fire Incident ........................ I-8Actions as Victim of Friendly Fire ................ I-8Actions as Firing Element ............................. I-8Actions as Observer of Friendly Fire ........... I-8Leader Responsibilities ................................ I-9484950SECTION I – GENERAL CONSIDERATIONS515253545556575859606162636465I-1. The underlying principle of fratricide prevention is simple:Leaders who know where their soldiers are, and where they want them tofire, can keep those soldiers alive to kill the threat. At the same time,leaders must avoid at all costs any reluctance to employ, integrate, andsynchronize all required operating systems at the critical time and place.They must avoid becoming tentative out of fear of fratricide; rather, theystrive to eliminate fratricide risk through tough, realistic, combined armstraining in which each soldier and unit achieves the established standard.THE RECONNAISSANCE PLATOON’S FRATRICIDE RISKI-2. More than any other maneuver element, the reconnaissanceplatoon is at risk of being the victim of fratricide. The platoon isparticularly vulnerable because it often maneuvers in dispersed elementsforward and to the flanks of other friendly combat forces. In a battalion,company teams often do not keep up with the plan or with the dispositionI-1

FM 3-20.98__________________________________________________________________________1234567891011121314151617181920212223242526272829of the reconnaissance platoon. For these reasons, situational awarenesson the part of all reconnaissance leaders, particularly the platoon leader,is critical not only to mission success but also to survival.I-3. In any tactical situation, it is critical that all scouts know whereother friendly elements are operating. With this knowledge, they mustanticipate dangerous conditions and take steps to either avoid or mitigatethem. The platoon leader must always be vigilant of changes anddevelopments in the situation that may place his elements in danger. Hemust also ensure that all section or squad positions are constantlyreported to higher headquarters so that all other friendly elements areaware of where the scouts are and what they are doing. At troop level,NFAs can be designated to control friendly direct and indirect fire intoareas in which the platoon is or will be operating. When the platoonleader perceives a potential fratricide situation, he must personally usethe higher net to coordinate directly with the friendly element involved.ROLE OF TRAINING IN FRATRICIDE PREVENTIONI-4. Training allows units and soldiers to make mistakes, with thegoal of reducing or eliminating the risk of errors occurring in combat. Akey role of the reconnaisance platoon training program is to teach vehiclecrews what targets to engage and when to engage them. Just asimportant, crews must learn and practice restraint in what and when toengage; for example, every vehicle commander must know that he mustconfirm the target as hostile before issuing and executing any firecommand.I-5. Eliminating the risk of fratricide is no less critical as a trainingstandard than are other mission requirements. All leaders must know allaspects of the applicable training standard, including fratricideprevention, and then ensure that their soldiers train to that standard.30SECTION II – EFFECTS OF FRATRICIDE3132333435363738394041424344I-6. Fratricide results in unacceptable losses and increases the risk ofmission failure; it almost always affects the unit’s ability to survive andfunction. Units experiencing fratricide suffer these consequences:Loss of confidence in the unit’s leadership.Increasing self-doubt among leaders.Hesitancy in the employment of supporting combat systems.Oversupervision of units.Hesitancy in the conduct of night operations.Loss of aggressiveness in maneuver (fire and movement).Loss of initiative.Disrupted operations.General degradation of unit cohesiveness, morale, and combatpower.I-2

_______________________________________________________ Appendix I – Fratricide Prevention1SECTION III – CAUSES OF FRATRICIDE234567891011121314151617181920212223242526272829303132333435363738394041424344I-7. The following discussion covers the primary causes of fratricide.Leaders must identify any of the factors that may affect their units andthen strive to eliminate or correct them.FAILURES IN THE DIRECT FIRE CONTROL PLANI-8. These occur when units do not develop effective fire control plans,particularly in the offense. Units may fail to designate target engagementareas or adhere to target priorities, or they may position their weaponsincorrectly. Under such conditions, fire discipline often breaks down uponcontact.I-9. The reconnaissance platoon can use a number of techniques andprocedures to help prevent such incidents. An example is “staking in”vehicle and individual positions in the defense, using pickets to indicatethe left and right limits of each position. An area of particular concern isthe additional planning that must go into operations requiring closecoordination between mounted elements and infantry squads. Forexample, because of the danger posed by discarding petals, sabot roundsshould be fired over friendly infantry elements only in extremeemergencies.LAND NAVIGATION FAILURESI-10. Units often stray out of assigned sectors, report wrong locations,and become disoriented. Much less frequently, they employ fire supportweapons from the wrong locations. In either type of situation, units thatunexpectedly encounter an errant unit may fire their weapons at thefriendly force.FAILURES IN COMBAT IDENTIFICATIONI-11. Vehicle commanders and gunners cannot accurately identifythermal or optical signatures near the maximum range of their systems.In limited visibility, units within that range may mistake one another fora threat target.INADEQUATE CONTROL MEASURESI-12. Units may fail to disseminate the minimum necessary maneuverfire control measures and fire support coordination measures; they mayalso fail to tie control measures to recognizable terrain or events. As thebattle develops, the plan then cannot address obvious branches andsequels as they occur. When this happens, synchronization fails.FAILURES IN REPORTING AND COMMUNICATIONSI-13. Units at all levels may fail to generate timely, accurate, andcomplete reports as locations and tactical situations change. This distortsI-3

FM 3-20.98__________________________________________________________________________123456789101112131415161718192021222324WEAPONS ERRORSI-14.BATTLEFIELD HAZARDSI-15.the tactical “picture” available at each level and can lead to erroneousclearance of supporting fires.Lapses in individual discipline can result in fratricide. Theseincidents include charge errors, accidental discharges, mistakes withexplosives and hand grenades, and use of incorrect gun data.A variety of explosive devices and materiel may create danger onthe battlefield: unexploded ordnance; unmarked or unrecordedminefields, including scatterable mines; booby traps. Failure to mark,record, remove, or otherwise anticipate these threats will lead tocasualties.RELIANCE ON INSTRUMENTSI-16.A unit that relies too heavily on systems such the FBCB2 andGPS devices will find its capabilities severely degraded if these systemsfail. The unit will be unable to maintain situational awareness. Toprevent potential dangers when system failure occurs, the reconnaissanceplatoon leader must ensure that his he and his scouts use a balance oftechnology and traditional basic soldier skills in observation, navigation,and other critical activities.25SECTION IV – FRATRICIDE RISK ASSESSMENT2627282930313233343536373839404142434445I-17. Figure I-1 is a worksheet for evaluating fratricide risk in thecontext of mission requirements. The worksheet lists six missionaccomplishmentfactors that affect the risk of fratricide, along withrelated considerations for each factor. Leaders should assess the potentialrisk in each area (low, medium, or high) and assign a point value to each(one point for low risk, two for medium risk, three for high risk). Theythen add the point values to calculate the overall fratricide assessmentscore.I-18. The resulting score is used only as a guide, however. The leader’sfinal assessment must be based both on observable risk factors, such asthose listed on the worksheet, and on his “feel” for the intangible factorsaffecting the operation. Note that descriptive terms are listed only in thelow- and high-risk columns of the worksheet. The assessment of eachfactor will determine whether the risk matches one of these extremes orlies somewhere between them as a medium risk.I-4

_______________________________________________________ Appendix I – Fratricide Prevention1Factors affectingfratricidePotential risk categories(with variable conditions and point values)Low risk(1 point)Medium risk(2 points)UNDERSTANDING OF THE PLANHigh risk(3 points)Commander’s intentComplexityThreat situationFriendly situationROE/ROIIntervisibilityObscurationBattle tempoPositive target IDClearSimpleKnownClearClearENVIRONMENTAL FACTORSFavorableClearSlow100 %CONTROL MEASURESVagueComplexUnknownUnclearUnclearUnfavorableObscuredFastNone (0 %)Command relationships OrganicAudio communications Loud / clearVisual communications Easily seenGraphicsStandardSOPsStandardLiaison personnelProficientLocation/navigationSureEQUIPMENT (compared to US equipment)Joint/combinedJammedObscuredNot understoodNot usedUntrainedUnsureFriendlyThreatSimilarDifferentTRAININGDifferentSimilarIndividual proficiency MOS-qualifiedUnit proficiencyTrainedRehearsalsRealisticHabitual relationshipsYesEnduranceAlertPLANNING TIME (based on 1/3 - 2/3 rule)UntrainedUntrainedNoneNoFatiguedHigher headquartersOwn unitSubordinate elementsAdequateAdequateAdequateInadequateInadequateInadequateOverall risk assessment(by total point value)Low risk26 - 46 pointsMedium risk42 - 62 pointsHigh risk58 - 78 pointsNOTE:Point values alone may not accurately reflect fratricide risk. The commandermust tailor his assessment to the unit’s requirements.2Figure I-1. Fratricide Risk Assessment Worksheet3I-5

FM 3-20.98__________________________________________________________________________1SECTION V – FRATRICIDE PREVENTION MEASURES2345678910111213141516171819202122232425262728293031323334353637383940414243SPECIAL NOTEIn many situations, the primary cause of fratricide is thelack of positive target identification. To prevent fratricideincidents, commanders and leaders at all levels mustensure positive target identification before they issuecommands to fire. In addition, all units must accuratelyreport their locations during combat operations, and allTOCs and CPs must carefully track the location of allsubordinate elements in relation to all friendly forces.I-19. The measures outlined in this section, including those listed inthe special note above, provide the platoon with a guide to actions it cantake to reduce and/or prevent fratricide risk. These guidelines are notdirective in nature, nor are they intended to restrict initiative.Commanders and leaders must learn to apply them as appropriate basedon the specific situation and METT-TC factors.PRINCIPLES OF FRATRICIDE PREVENTIONI-20. At the heart of fratricide reduction and prevention are five keyprinciples.IDENTIFY AND ASSESS POTENTIAL FRATRICIDE RISKSIN THE ESTIMATE OF THE SITUATIONI-21. Express these risks in the OPORD and/or applicable FRAGOs.MAINTAIN SITUATIONAL AWARENESSI-22. Focus on such areas as current intelligence; unit locations and/ordispositions; denial areas (minefields/scatterable mines); contaminatedareas, such as ICM and NBC; SITREPs; and METT-TC factors. FBCB2will provide the reconnaissance platoon with a distinct advantage insituational awareness.ENSURE POSITIVE TARGET IDENTIFICATIONI-23. Review vehicle and weapons identification (ID) cards. Becomefamiliar with the characteristics of potential friendly and threat vehicles,including silhouettes and thermal signatures. Learn the conditions,including distance (range) and weather, under which positiveidentification of various vehicles and weapons is possible. Enforce the useof challenge and password, especially during dismounted operations.(NOTE: Refer to the special note earlier in this discussion.)MAINTAIN EFFECTIVE FIRE CONTROLI-24. Ensure fire commands are accurate, concise, and clearly stated.Make it mandatory for crewmen to ask for clarification of any portion ofthe fire command they do not completely understand. Stress theimportance of the chain of command in the fire control process; ensureI-6

_______________________________________________________ Appendix I – Fratricide Prevention12345678910111213141516171819202122232425262728293031323334353637383940414243444546crewmen get in the habit of obtaining target confirmation and permissionto fire from their leaders before engaging targets they assume are threatelements. Know who will be in and around the area of operations.ESTABLISH A COMMAND CLIMATE THAT EMPHASIZES FRATRICIDEPREVENTIONI-25. Enforce fratricide prevention measures, placing special emphasison the use of doctrinally sound TTP. Ensure constant supervision in theexecution of orders and in the performance of all tasks and missions tostandard.ADDITIONAL GUIDELINESI-26. Additional guidelines and considerations fratricide reduction andprevention include the following:Recognize the signs of battlefield stress. Maintain unitcohesion by taking quick, effective action to alleviate stress.Conduct individual, leader, and collective (unit) trainingcovering fratricide awareness, target identification andrecognition, and fire discipline.Develop a simple, decisive plan.Strive to provide maximum planning time for leaders andsubordinates.Give complete and concise mission orders. Include allappropriate recognition signals in paragraph 5 of the OPORD.To simplify mission orders, use SOPs that are consistent withdoctrine. Periodically review and update SOPs as needed.Use common language/vocabulary and doctrinally correctstandard terminology and control measures, such as theFSCL, zone of engagement, and RFL.Ensure thorough coordination is conducted at all levels.Plan for and establish effective communications.Plan for collocation of CPs whenever it is appropriate to themission, such as during a passage of lines.Designate and employ LOs as appropriate.Make sure ROE are clear.Conduct rehearsals whenever the situation allows the platoonadequate time to do so.Be in the right place at the right time. Use positionlocation/navigation devices (GPS and POSNAV); know yourlocation and the locations of adjacent units (left, right,leading, and follow-on); and synchronize tactical movement. Ifthe platoon or any element becomes lost or misoriented,leaders must know how to contact higher headquartersimmediately for instructions and assistance.Establish, execute, and enforce strict sleep and rest plans.Include a discussion of fratricide incidents in all AARs.I-7

FM 3-20.98__________________________________________________________________________1SECTION VI – STOPPING A FRIENDLY FIRE INCIDENT234567891011121314151617181920212223242526272829303132333435363738394041I-27. The reconnaissance platoon may become involved in a friendlyfire incident in one of several ways: as the victim of the fire; as the firingelement; or as an observer intervening in an attack of one friendlyelement on another. This section covers actions that leaders and crewmenmust be prepared to take when they encounter such situations.ACTIONS AS VICTIM OF FRIENDLY FIREI-28. The following are recommended actions at crew and leader levelin the event the crew falls victim to friendly fires:ACTIONS AS FIRING ELEMENTI-29.React to contact until you recognize friendly fire.Cease-fire.Take immediate actions to protect soldiers and vehicles.Use a visual recognition signal directing the firing unit tocease fire.Report the following on the next higher unit net: Announce that you are receiving friendly fire. Request medical assistance as needed. Give the location and direction of the firing vehicles. Warn the higher unit not to return fire if you identify thefiring unit as friendly.The following are recommended actions at crew and leader levelwhen the crew has engaged friendly forces:Cease-fire.Report the following on the next higher net: Identification of the engaged friendly force (if the unit isunidentified, report number and type of vehicles). The location of the incident. Direction and distance to the engaged force. The type of fire. The target effects.ACTIONS AS OBSERVER OF FRIENDLY FIREI-30.The following are recommended actions at crew and leader levelin the event the crew observes a friendly fire incident:Seek cover and protect yourself.Use a visual recognition signal directing the firing unit tocease-fire.I-8

_______________________________________________________ Appendix I – Fratricide Prevention12345678910111213141516171819LEADER RESPONSIBILITIESI-31.Report the following on the next higher net: Identification of the engaged friendly force (if the unit isunidentified, report number and type of vehicles). The location of the incident. Direction and distance to the victim and the firing unit. The type of fire. The target effects.Provide assistance as needed (when it is safe to do so).In all situations involving the risk of fratricide and friendly fire,leaders must be prepared to take immediate actions to prevent casualtiesas well as equipment damage or destruction. Recommended actions infratricide situations include the following:Identify the incident and order the parties involved to ceasefire.Conduct an in-stride risk assessment.Identify and implement controls to prevent the incident fromrecurring.I-9

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