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Precision Nutrition Certification Textbook Table of Contents and Introduction

Precision Nutrition Certification Textbook Table of Contents and Introduction

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Published by Stew Houston

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Published by: Stew Houston on Aug 20, 2011
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PRAC
4
INRDCIN
What is good nutrition? 7Introductory case study 21
UNT 1
Nutritional science 23
CAPR 1
Cell structure and function 25
CAPR 2
Food intake, digestion and absorption 41
Case study 65
CAPR 3
Energy transformation and metabolism 67
Case study 94
CAPR 4
Energy balance in the body 97
Case study 116
CAPR 5
Aerobic and anaerobic metabolism 119
Case study 136
CAPR 6
Macronutrients 139
Case study 162
CAPR 7
Micronutrients 165
Case study 189
CAPR 8
Water and uid balance 191
Case study A 205Case study B 207
CAPR 9
Special needs 209
Case study 240
UNT 2
Nutritional practice 243
CAPR 10
Step 1: Preparing for your client 245
Case study 264
CAPR 11
Step 2: Collecting preliminaryclient information 267
Case study 301
CAPR 12
Step 3: nterpreting client information 303
Case study 323
CAPR 13
Step 4: Providing a nutrition plan 325
Case study 361
CAPR 14
Step 5: Nutritional supplementation 363
Case study 372
CAPR 15
Step 6: Setting behavior goalsand monitoring 375
Case study 395
CAPR 16
Step 7: Making nutritionaladjustments 397
Case study 420
CAPR 17
Step 8: Providing continuingeducation and support 423
Case study 441
GAR
443
APPNDIC
455
RRNC
 
Unit 1 462Unit 2 470
Tbl f TT
 
PRAC:
Hw T u TH TxT
Students usually wonder whether what they learn in school can be applied to the “realworld.” When the heck will they ever really need to know the cosine of a right angle, orKepler’s laws of planetary motion? When they’re 40-year-old accountants, will they need toremember the Krebs cycle and the enzyme responsible for forming citrate?I know this well. As a student, I asked those questions too. Now that I’m the teacher, it’stime for me to be frank with my students. Will you ever need to know this again? Probablynot. My students will probably never need to know cosines again, unless they becomeengineers. They’ll probably never concern themselves with the laws of planetary motionagain, unless they go to work for NASA. And they’ll probably never need to discuss the Krebscycle – ever. Unless they sign up for this certication, that is.If you’ll never need this information in the “real world”, then why should you learn it? Goodquestion. The typical answer – something along the lines of: “It’ll make you a smarter, well-rounded person” – isn’t all that inspiring. Thus, I usually respond with: “Well, very few of youknow what you’re going to be ‘when you grow up.’ Heck, I don’t even know and some mightargue – others not – that I’m already ‘grown up.’ You’d better get exposed to everything that’sout there now. Further, and call me crazy, some of this info might actually be
interesting
toyou. You might just decide to go down this career path because of it.”I know, I know. You’re still not convinced. Yet I think it makes a lot of sense. This basicinformation – math, physics, biology, etc. – may not seem relevant to your life right now.But you just never know what career path you’ll be on or what hobbies you’ll develop asyou roll down the road of life. If you’d told me 15 years ago that I’d earn a PhD studying thebiochemistry of nutrition, I’d have said you were nuts. But here I am, writing this manual andstudying nutritional biochemistry. So act like a Boy Scout, folks, and be prepared for anything.That said, some instructors (hopefully not me) can strip the fun right out of learning. Manyof them simply recite or expect you to regurgitate facts or foundational information. Oftenthis information lacks any practical application. It’s no wonder that students get lost anduninterested. There’s little to spark their imagination. That’s when they start wonderingwhether they’ll need to know things.I often wonder what would happen if these instructors came up with some reallyapplied stuff instead. For example, instead of just describing, dening, and deducing themathematical formulae Kepler used, why not create a NASA mission out of the exercise?Launch a hypothetical space craft into orbit, bound for Mars! Then, using Kepler’s laws,chart your course so that you connect with Mars at the right time and place. That’d probablybe fun, even with all the math. As you can see in this example, the foundational knowledgeis still critical. You’d have to know Kepler’s laws before ring up the rocket engines. Yetthere’s now a reason to get excited about the information – you’re going to Mars!
 
5
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Preface
How to use this text
In this course, I’ll provide a lot of foundational knowledge (information about your cells, yourdigestion and absorption, your energy transfer processes, your metabolic controls, and more)and a lot of applied knowledge (case studies, strategies for working with real-world clients,questionnaires and assessments to use with your clients, psychological strategies for gettingclients excited about working with you, and more). By the end of this course, I expect you tounderstand how the body works, how to troubleshoot based on physiological considerations,how to intelligently discuss a host of nutritional issues, and how to convince your clients thatyou have a deep knowledge of the subjects with which you’re helping them. You’ll need thisbasic science so that you can do your job properly, in the “real world.” However, thankfully,we won’t just stop at the science. This certication course is split up into two units sothat we can cover both nutritional science (Unit 1) and the art of nutritional coaching andpractice (Unit 2).
UNT 1 CERS A TE SCENCE U’ NEED T UNDERSTAND TNS E:
How and why your cells work the way they doHow carbohydrates, fats, vitamins, minerals, and other nutrients interact with your cellsHow food becomes energy for maintenance functions, physical work, and repairHow your body balances out the food you eat with the work it doesHow exercise affects nutritional needs and how nutrition affects exercise
UNT 2 CERS A TE ANDS-N, PRACTCA NWEDE U’ NEED TUNDERSTAND TNS E:
What it means to be a good coachHow to prepare for clientsHow to interact with different personalitiesWhich questionnaires and assessments are most valuableHow to meet clients where they are (not where you want them to be)How to keep clients progressing from day one until they reach their goalsThat may seem like a lot to learn. Don’t get overwhelmed. We’ve included tools to enhanceyour learning experience as you work your way through the two units. Look for things like:
CAPTER BJECTES
Each chapter contains clear objectives at the beginning. This will give you goals before youeven start reading. It’ll also help you review and self-test before the fateful exam time.
CAPTER SUMMARES
At the end of each chapter, we’ll clearly summarize the most important points made in thechapter. These will conrm that you’ve learned what was outlined in the objectives, andprovide another excellent tool for exam review.
E TERMS
At the beginning of each chapter, we’ll list a number of key terms used in that chapter. The rsttime one of these key terms appears in the text it’ll be highlighted and a denition will be providedin the margin. These terms will also appear in a glossary at the end of the manual. Familiarizeyourself with each key term, because you’ll likely see it again (you know, like, at exam time).

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