The Army Training System - AskTOP

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• 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
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WARRIOR LEADER COURSEMODIFIED (MOD)
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INTRUCTOR / STUDENT C 1RECOVERABLE
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L231 Commandant’s Orientation, Ve
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TRAINING SUPPORT PACKAGE (TSP)TSP N
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This TSPContainsTABLE OF CONTENTSPA
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Student StudyAssignmentsBefore clas
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SECTION II.INTRODUCTIONMethod of In
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SECTION III.PRESENTATIONNOTE: Learn
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SECTION IV.SUMMARYMethod of Instruc
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Appendix A - Viewgraph Masters (N/A
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Appendix C - Practical Exercises an
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L232 Introduction to PLDC Version 2
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TRAINING SUPPORT PACKAGE (TSP)TSP N
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This TSPContainsTABLE OF CONTENTSPA
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Student StudyAssignmentsBefore clas
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SECTION II.INTRODUCTIONMethod of In
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SECTION III.PRESENTATIONNOTE:Inform
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thousands. Since this is not an MOS
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SHOW VGT-8, TRAINING BLOCK (continu
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During your introduction, include t
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SECTION V.STUDENT EVALUATIONTesting
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Appendix A - Viewgraph MastersVIEWG
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VGT-3, COMMON TASKSCOMMON TASKSTECH
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VGT-5, LEADERSHIP BLOCKLEADERSHIP B
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VGT-7, TRAINING BLOCKTRAINING BLOCK
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VGT-9, WARFIGHTING BLOCKWARFIGHTING
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Enabling Learning Objective BLearni
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Appendix B - Test(s) and Test Solut
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Appendix D - Student Handouts (N/A)
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T240 Suicide Prevention OCT 03U.S.
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U.S. ARMY SERGEANTS MAJOR ACADEMY (
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C 1TRAINING SUPPORT PACKAGE (TSP)TS
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C 2This TSPContainsTABLE OF CONTENT
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C 1References Number Title Date Add
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C 1SECTION II.INTRODUCTIONMethod of
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C 1InstructionalLead-InThe Soldier
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SHOW VGT-2, GOAL OF THE ARMY SUICID
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REMOVE VGT-4Now we will watch a TVT
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REMOVE VGT-5SHOW VGT-6, SUICIDE POT
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SHOW VGT-8, SUICIDE IMMEDIATE DANGE
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C 2C. ENABLING LEARNING OBJECTIVEAC
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Page 121 and 122: Student Handout 2ARMY SUICIDE PREVE
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Page 127 and 128: Chapter One - Introduction“A lead
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Page 153 and 154: Annex A - Strategy MatrixesSTRATEGY
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Page 163 and 164: Annex D - Definitions.Anxiety disor
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Page 167 and 168: Annex E - Abbreviations/AcronymsAAF
Page 169 and 170: Annex F - References1. Healthy Peop
Page 171 and 172: Army Suicide DemographicsSuicide ca
Page 173 and 174: Student Handout 3This Student Hando
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SH-3-14
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SH-3-16
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T224 Physical Fitness OCT 03U.S. AR
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C 4References Number Title Date Add
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C 2ProponentLesson PlanApprovalsNam
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C 2group in the extended rectangula
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SHOW VGT-2, PHYSICAL FITNESS TRAINI
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C 3SHOW VGT-4, COMPONENTS OF FITNES
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C 3SHOW VGT-5, PRINCIPLES OF EXERCI
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SHOW VGT-6, FLEXIBILITYFLEXIBILITYF
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The soldier should not limit flexib
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NOTE: Refer the students to Fig 1-1
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85 percent. As an example, let’s
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SHOW VGT-10, CRITERIA FOR AN AEROBI
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about 70 percent HRR. When soldiers
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F. ENABLING LEARNING OBJECTIVEACTIO
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type training. You have to train at
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CHECK ON LEARNING: QUESTION: What i
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VGT-3, Physical Fitness Training Pr
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Enabling Learning Objective CLearni
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VGT-7, Stretching TechniquesA-7
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VGT-9, Training Heart RateA-9
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VGT-11, Examples of Aerobic Activit
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Appendix B Test(s) and Test Solutio
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Appendix B Test(s) and Test Solutio
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C 3STUDENT RANK & NAME(Last, First,
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C 3Appendix C Practical Exercises a
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C 3PRACTICAL EXERCISE SHEET PE 1Tit
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STUDENT RANK & NAME(Last, First, MI
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Appendix D, HANDOUTS FOR LESSON 1:
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Student Handout 1Advance SheetLesso
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Extracted Material from AR 350-1Stu
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equipment training plans are develo
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(6) Personnel who initially fail th
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Extracted Material from FM 21-20 w/
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FM 21-20C1HEADQUARTERSCHANGE 1 DEPA
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*Figure 14-1 (continued)14-4
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*Figure 14-1 (continued)14-6
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SUPERVISIONThe APFT must be properl
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800-YARD SWIMFigure 14-10Administra
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(THIS PAGE INTENTIONALLY LEFT BLANK
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PrefaceOn 5 July 1950, U.S. troops,
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plan special training to help soldi
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through sound, progressive, mission
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day” approach is used. For exampl
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Persons who have not been active,es
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should use ability group runs rathe
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will be enforced. Next, they should
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and set a good example, these leade
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Cardiorespiratory (CR) fitness,some
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INTENSITYIntensity is related to ho
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As shown, the percentage (70 percen
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TIMETime, or duration, refers to ho
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areas promote unit cohesion and tea
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LAST-MAN-UP RUNNINGThis type of run
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off, wash and dry their feet, andli
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such training may not improve runni
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improve performance in racket sport
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The nature of the eccentric contrac
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Whichever RM range is selected,the
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Workout TechniquesWorkouts for impr
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performer by restricting the number
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Figure 3-4Figure 3-5
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Key Points to EmphasizeSome key poi
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3-14
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3-16
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3-18
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3-20
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3-22
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3-24
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Exercises Performed with anExercise
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3-28
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3-30
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3-32
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3-34
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3-36
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BALLISTIC STRETCHINGBallistic, or d
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4-4
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4-6
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4-8
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4-10
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4-12
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PASSIVE STRETCHESPassive stretching
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Soldiers can do PNF (Proprioceptive
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Body composition, which refers toth
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In addition to exercise, proper nut
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Figure 6-36-2
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Figure 6-46-4
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protein to promote better musclegro
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time, number of stations, number of
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Figure 7-17-4
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Figure 7-37-6
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Progression and RecoveryOther impor
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7-10
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7-12
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7-14
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7-16
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Figure 7-4Performing grass drills c
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Figure 7-57-20
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forward at your waist, and pump you
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● “Platoon halt.”● “From
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Figure 7-87-26
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landing areas should be raked andre
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Obstacles for Vertical Climbing and
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Obstacles for BalancingBeams, logs,
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White GroupThis group contains the
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Black GroupThis group contains the
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Figure 8-13Figure 8-14Figure 8-158-
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Right-Shoulder Position, Move left
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LOG-DRILL EXERCISESThe following ar
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Exercise 5. Half-Knee BendStart Pos
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Figure 8-218-20
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ending the knees. Then, straightena
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echelons should be made for at leas
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Figure 9-1Figure 9-29-4
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a standard football field. The othe
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up across the field separated by th
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authority during play. Otherwise, t
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all, is used. The players need nopa
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for coded location markers, which a
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Figure 9-9leave the assembly area a
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devise a timed land-navigation even
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Adapting to differingenvironmental
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FROSTBITEFrostbite is the freezing
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Most injuries can beprevented by de
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Extracted Material from FM 3-21.5St
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FM 3-21.5front of and one step outs
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T221 Risk Management OCT 03U.S. ARM
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C 1Student StudyAssignmentsBefore c
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C 2SECTION II.INTRODUCTIONMethod of
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InstructionalLead-InIn every combat
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NOTE: Have students turn to SH-2, p
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B. ENABLING LEARNING OBJECTIVEACTIO
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Ref: FM 100-14, pp 2-2 thru 2-7A ha
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You accomplish Step 3 in two subste
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C 2assess variable hazards such as
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awareness on the part of all leader
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As you can see, the consequences ca
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Lapses in individual discipline can
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VGT-3, Risk Management Does Not—A
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VGT-5, Two Types of RisksA-5
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VGT-7, Risk Management Process Step
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VGT-9, Risk Management Process Step
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Enabling Learning Objective CLearni
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VGT-13, Effects of Fratricide (Cont
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VGT-15, Causes of Fratricide (Cont)
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Appendix B - Test(s) and Test Solut
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Appendix C Practical Exercises and
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C 2PRACTICAL EXERCISE 1TitleLesson
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RISK MANAGEMENT WORKSHEETA. Mission
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SOLUTION FORA. Mission or Task:B. D
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This appendix contains the items li
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STUDENT HANDOUT 1Advance SheetLesso
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Extract Material from FM 100-14Stud
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Chapter 1Risk Management Fundamenta
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FM 100-14during training exercises.
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FM 100-14Force DesignConcerns inclu
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FM 100-14CONSTRAINTSRisk management
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FM 100-14Risk Management StepsMilit
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FM 100-14Hazards are sources of dan
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FM 100-14Terrain. The five main mil
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FM 100-14time can result in shortag
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FM 100-14SELDOM (D) Remotely possib
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FM 100-14experience, and judgment.
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FM 100-14ammunition caches will cri
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FM 100-14Examples of Controls. Exam
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FM 100-14STEP 4. IMPLEMENT CONTROLS
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FM 100-14• Capture and disseminat
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FM 100-14Pitfalls arise when risk m
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Risk ManagementThe work sheet (Figu
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Appendix-4Figure A-4. Example of Co
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Extract Material from FM 3-20.98Stu
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13Appendix IFratricide Prevention57
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