The systems approach to training (SAT) is a comprehensive methodology for
analyzing, designing, developing, implementing, and evaluating the total
process of training.
The SAT ensures that:
•
Learning objectives are identified.
•
Students are evaluated on their ability to meet the objectives.
•
The tasks most critical to successful job performance are being
instructed.
•
The chosen instructional method is most time efficient and cost effective.
•
Revisions to instruction are identified and implemented.
Sometimes referred to as the ADDIE process or model, the SAT process is
made up of five distinct phases, each serving a specific purpose. The five
phases are:
•
Analyze
•
Design
•
Develop
•
Implement
•
Evaluate
Each phase involves inputs, a process, and outputs. The successive phases
of the SAT build upon the outcomes of the previous phase(s).
The training plan and schedule are put into action during the implementation
phase.
All Marines should have a clear understanding of the training objectives,
standards, required tasks, and the conditions under which training will occur.
Scenario:
Sergeant Gold implements the physical training schedule and makes sure his
Marines understand the objectives, standards, tasks, and
conditions. Another mock CFT should be conducted to assess improvement.
This phase is critical for the entire training program.
•
Identify the goals to be achieved.
•
Identify the material to be taught.
•
Identify the current capabilities of the Marines.
Scenario:
During this phase:
Sergeant Gold is the squad leader for his squad. Most of his Marines have
spent the past several months deployed to Afghanistan, and he wants to
apply the phases of the SAT process to improve their CFT scores and overall
physical fitness.
•
The goal is to improve the overall physical fitness of the Marines.
•
The materials needed are ammo cans, cones, practice grenades, stop
watches, a safety vehicle, and references.
•
Capabilities are identified by conducting a mock CFT.
The output from the analysis phase becomes the basis for the design
phase. During this phase:
•
Specify learning or training objectives.
•
Develop a detailed plan to accomplish the objectives.
Scenario:
During this phase, Sergeant Gold identifies the specific training objectives
needed to improve the squad's average score. He identifies which Marines
need improvement on the movement to contact, ammo can lift, and the
maneuver under fire. He then identifies the best methods for increasing
those scores and formulates a training strategy.
The development phase builds on the outcomes of the analyze and design
phases. During this phase:
•
Develop materials and coordinate resources needed for training.
•
Develop training plans and schedules.
•
Incorporate rehearsals and safety measures into the plans.
•
Ensure the trainers are prepared.
•
Establish control measures to ensure safe training.
Scenario:
During this phase, Sergeant Gold develops a physical training schedule. The
squad is divided into ability groups, and the fireteam leaders are utilized as
the trainers. The schedule and safety measures are discussed with the
fireteam leaders to ensure clear understanding.
The evaluation phase measures the training program for effectiveness and
efficiency. Evaluation and feedback should be conducted during each phase
of the SAT process.
Ask these questions during the evaluation phase:
1. Were the desired skills mastered?
2. How can training be improved?
Scenario:
Throughout the SAT process, Sergeant Gold conducted evaluations of his
training plan. During the implementation phase, he looked for benchmarks
to determine if training objectives and goals were achieved. In the
evaluation phase, he compared each individual's CFT scores.
The Marine Corps' philosophy of training is derived from the
mandate to provide combat ready units to the nation.
•
Combat ready units are manned with motivated, disciplined, and
proficient Marines led by tactically and technically competent leaders; and
conditioned through physically tough and mentally demanding training.
•
Successful combat units train as they intend to fight and fight as they
were trained.
Combat ready units and Marines have been, and always will be, essential as
the Marine Corps is often the first to the fight.
Certain fundamental principles that are applicable to all levels of Marine
Corps training were developed from the Marine Corps' philosophy of
training.
During training, leaders must take the opportunity to impart their knowledge
and wisdom onto their junior Marines. The sole purpose of training is to
teach or refine skills that will make Marines successful on the battlefield.
•
If a Marine does not master a training event, it is not the Marine who has
failed to learn but the leader who failed to impart knowledge.
•
Not all Marines learn at the same rate or through the same method.
•
Remember: If Marines do not demonstrate mastery during training, they
cannot be expected to perform at the desired level in a combat situation.
All Marines are part of the URP process. Although it is a top-down process,
commanders at all levels are expected to energize and sustain the
process. Likewise, Marines at all levels play a critical role in the process.
Listed here are the steps that outline the URP process.
The Battalion Commander’s analysis of the primary inputs, as well as input
from the higher and subordinate commander’s mission analysis, supports
the development of the unit’s METL. Once approved by the higher
commander, the unit's METL links the unit’s wartime mission with its
training.
To gain a better understanding of the unit's overall combat readiness,
leaders must be able to conduct assessments at any time.
Assessments are conducted by getting input from sources such as:
•
Small unit leaders
•
Staff members
•
After action reports
•
Marine Corps lessons learned
•
Combat readiness percentage
A unit's performance is assessed by asking:
•
Can the unit do what they are required to based on the METL?
•
What are the unit's proficiencies?
•
What are the unit's deficiencies?
Once the overall unit assessment is complete, an effective training strategy
must be deployed.
The training strategy is critical to ensure proper training. The commander
must:
•
Select training tasks that support training objectives.
•
Allocate sufficient time to retain critical collective and individual tasks.
•
Maximize the training value of each training event.
•
Allow decentralized training decisionmaking.
•
Emphasize sustainment training.
•
Allocate resources.
The commander's training guidance (CTG) and philosophy are developed
from the training strategy. It is published in the form of regulations, SOPs,
memoranda, or written letters of instruction on training.
The CTG tells subordinate leaders what is important to the commander, what
commanders expect of their leaders, and what capabilities the Marines need
to possess. It should include:
•
METL
•
Combined-arms training
•
Major training events
•
Leader training
•
Individual training
•
Mandatory training
•
New equipment training
•
Resource allocation guidance
•
Training management
The three types of training plans that are vital to successful unit training are:
•
Long-range - Covers a period of one to five years
•
Mid-range - Identifies training from the long-range plan that will take
place during the next four to twelve months
•
Short-range - Covers a period of one to four months
The training schedule is the unit's primary management tool used to ensure
that training is conducted to standard, in a timely manner, and with
necessary resources.
•
Be mindful of the training objectives when selecting training events.
•
Have short-range training plans and T&R manuals on-hand when
developing the training schedule.
•
Write the training schedule according to unit SOP.
•
Ensure it is easily understood by all members of the unit.
Commanders must coordinate with both internal and external agencies to
create a training environment that provides real world relevance.
To establish sound coordination:
•
Issue well-written letters of instruction (LOI).
•
Issue a well-designed training support request (TSR).
•
Complete a thorough operational risk assessment (ORA) of the training.
Planning and coordinating with all agencies will ensure success in executing
training.
Preparation is the key to successful training. To prepare for training:
•
Create and obtain training materials.
•
Select and prepare trainers.
•
Create a performance checklist.
•
Review instructional materials and procedures.
•
Develop training aids.
•
Ensure the training area has required resources.
•
Ensure trainers have copies of training standards and performance
evaluation checklists (PECL).
The previously discussed training principles are central to the successful
preparation of a training exercise.
Prior to a unit's training event, a confirmation brief is presented to the unit's
commanding officer or senior leaders.
•
The purpose is to provide key information and to confirm final
preparations for the event.
•
Use the LOI as a script for the confirmation brief
Evaluations should be continuous at all levels to ensure commanders have
the most accurate information regarding the ability of their units to perform
assigned missions.
•
Record observations for later review. This allows the commander to
identify weaknesses or deficiencies and take the necessary steps to
correct them.
The purpose of an after action review (AAR) is to identify strengths and
weaknesses across the entire URP process. The AAR:
•
Is a professional discussion focused on performance standards and major
trends
•
Highlights lessons learned and identifies alternate courses of action
•
•
Is used to plan for re-training and assigning responsibilities
Helps to develop a plan to correct deficiencies
A good AAR answers three basic questions.
•
What happened? (Identify strengths and weaknesses.)
•
Why did it happen?
•
How can it be done better?
The Training and Readiness (T&R) Program is the Marine Corps' primary tool
for planning, conducting, and evaluating training; and for assessing training
readiness. The T&R program should:
•
Help to improve combat readiness by training more efficiently and
effectively.
•
Focus on expected combat missions.
•
Apply a building block approach to training.
•
Focus on individual skills and unit capabilities.
•
Organize tasks into executable events.
•
Sustain training.
Training and readiness (T&R) manuals provide commanders with
standardized training outlines for all occupational fields and units throughout
the Marine Corps.
•
They help plan, execute, and evaluate training by providing guidance on
equipment, ammunition, ranges, and support requirements.
The T&R Program is comprised of best practices from:
•
Individual Training Standards (ITS)
•
Marine Corps Combat Readiness Evaluation System (MCCRES)
•
Existing T&R programs
All T&R manuals have the same basic structure for consistency. However,
each manual is unique and has information that is MOS specific.
Core competencies are comprehensive measures of a unit's ability to
accomplish its assigned tasks.
•
Foundation of the T&R Program
•
Made up of individual and collective events
•
Skills range from 1000-level to 8000- level
•
1000-2000 level events are individual
•
3000-8000 level events are collective
Two measures of training are established in the T&R Program:
•
Proficiency - The accomplishment of a skill that is measured against a
standard. These are periodically demonstrated and evaluated.
•
Currency - The period wherein skills must be refreshed or reevaluated
(sustainment interval). By periodically demonstrating these skills within
the given time limit, proficiency is also maintained.
The Training and Education Command (TECOM) website provides both
completed and draft T&R manuals.
•
https://www.intranet.tecom.usmc.mil/sites/gtb/default.aspx
•
A common access card (CAC) is required.
T&R manuals are organized by one of the following methods:
•
Unit-based - Written to support a type of unit (infantry, artillery, tanks)
and contains individual and collective training standards.
•
Community-based - Written to support an occupational field, a group of
related MOS's, or billets within an organization (administrative, supply,
intelligence).
T&R events are coded for ease of reference.
Event Code - A three-part, alpha-numeric coding
•
MOS or community - These can be letters or numbers.
here is a Marine Corps common skills (MCCS) task.
The example
•
Functional or duty area - In the example, the task is within the functional
area called conditioning. Other functional areas for MCCS are:
- Core values - CORE
- Marine Corps history - HIST
- Marine Corps leadership - LDR
- Marine Corps martial Arts - MCMA
•
Sequence level - A numerical code is assigned to each training
event. The higher the number, the more advanced the skill. The
example shows a 2000-level event
Event Title - The name of the event is listed next to the event code. It is
usually a brief description of the task.
Evaluation Coded (E-Coded) - This is a yes/no category to indicate if the
event will be formally evaluated.
Sustainment Interval - This is the number of months between evaluations
or retraining requirements.
Grade - Training events will list the rank(s) that are required to learn or
sustain the event.
Initial Training Setting - The location of the initial instruction of the
training (formal school, managed on- the-job training, distance learning).
Condition - Describes the circumstances under which tasks are performed
•
Based on real world operational environment
•
Indicates what is provided (equipment, materials, manuals, aids),
identifies environmental constraints and any specific cues or indicators to
which the performers must respond
Standard - Indicates the basis for judging the effectiveness of the
performance
•
For collective events, the standard will likely be general, describing the
end-state or purpose.
•
For individual events, the standard will specifically describe to what
proficiency level the event is to be accomplished
Performance Steps / Event Components - Describes the actions that
compose the event
•
Use "Performance steps" for individual events and "Event component" for
collective events.
References - Used to develop detailed lesson plans, determine grading
criteria, and ensure standardization of training
Support Requirements - Identifies the resources required to train to the
standard
Other components found within a T&R event are:
Supported MET(s) - All METs that are supported by the training event
Related Events - Contains a list of all training events that are related to the
current T&R event
Miscellaneous - Additional information that will assist in the planning and
execution of the T&R event
Billet - A list of billets within the community that should perform the event
Prerequisite Events - Academic training or other T&R events that must be
completed prior to attempting the current T&R event
Distance Learning Products - Used when the T&R event can be taught via
computer-based training (CBT), interactive multimedia instruction (IMI), or
Marine Corps Institute (MCI) courses
The linking of events at different levels is called chaining.
•
The concept is to identify subordinate training events that support a
specific collective event.
•
Sustainment interval credit will be given to the subordinate or lower-level
training event when the upper-level event is performed.
The horizontal linkage across training events is called branching.
•
For example, Marines performing T&R event code 0321-MOUT-4102,
Establish an Observation Post in an Urban Area is similar to 0321-SURV4401, Occupy an Observation Post/Perform Surveillance.
•
The unit commander can give credit for both events.
Training plans link the organizational mission essential task list (METL) with
the subsequent execution and evaluation of training.
Training plans:
•
Are normally developed at the battalion/squadron level and above
•
Provide an overview of major training events
•
Tie the commander's training strategy and guidance into actual training
events
To understand the differences, select each of the three types of training
plans below:
A training schedule is the primary management tool used to ensure that
training is conducted in a timely manner, with necessary resources, and to
established T&R manual standards.
•
Unit SOPs will dictate the format of training schedules, the level of
information provided, and the time period covered.
•
Ensure it is written in a straightforward manner and is easily understood.
Training schedule development will differ slightly for each unit. Use the
following action items to develop an effective training schedule. Select each
button for more information.
Identify Participants
The training event will dictate the individuals who need to be involved.
into consideration the need for:
•
Supervisors
•
Trainers
•
Evaluators
•
Support Personnel - Corpsman, ammunition technicians, drivers,
communicators
Take
Review the T&R Manual
The T&R manual outlines the condition, standards, and performance steps for
the training event. It also outlines necessary training support requirements
such as:
• Weapons
• Ammunition
• Equipment
• Training areas
Include the event number when building the training schedule so others can
easily reference the appropriate T&R manual
Identify Resources
Resources that are required for training were likely identified during the creation
of the training plan.
The training schedule will identify specific information such as:
•
Types of weapons
•
Uniforms
•
Other necessary equipment
Identify Deficiencies
Ensure that a progressive approach to training is used when developing the
training schedule.
If the squad has a major training event such as Conduct an Attack, you may
need to schedule the related fireteam- level event, Conduct Fire and Movement,
prior to the squad event.
Doing so will help to identify any deficiencies in individual and collective
training.
Formal and ancillary training requirements should be prioritized below missionoriented training.
•
Formal training includes: PFT, CFT, and rifle range qualification.
•
Ancillary training includes: Fraternization, suicide, and sexual harassment
Identify White Space
White space refers to open blocks of training dates that are available for lowerlevel units to conduct their own training.
Ensure small unit leaders are provided with plenty of white space.
White space can be filled with classes, hip-pocket training, physical training, or
time to conduct administrative matters.
When building the training schedule, ensure there is time to train the trainers
and evaluators.
The trainers should rehearse how the training will be conducted.
The evaluators should review the training standards that they will be evaluating.
Remediation Time
Not all tasks will be performed to the desired standard. Therefore, when
building the training schedule, ensure there is time for remediation or
retraining.
Place the emphasis on conducting the remediation in conjunction with the
associated training evolution rather than making it up later.
When possible, conduct a leader's reconnaissance of the training area prior to
scheduling.
The reconnaissance should be conducted by the unit leaders, trainers, and
evaluators.
The reconnaissance affords the
training schedule.
ability to confirm, modify, or formulate a better
Rehearsals ensure efficient and safe training—this is extremely important during
live-fire training.
Concurrent training allows a unit to train to many different events at one time.
Often tactical events include multiple events executed in logical order.
In this example, 0311-OFF- 1001: Perform Individual Actions in a Fireteam,
there are several supporting events that need to be conducted to complete the
event.
After gathering all inputs, prioritize the training events, and pencil them into a
calendar. Chances are, there will be more training requirements than available
time.
Ensure priority tasks identified by the commander are trained before any other
tasks.
Coordinating a training event requires a well-organized plan. To ensure
safe, efficient, and effective training, all facets of the training event must be
managed and supervised.
One way to accomplish this is through the use of a performance evaluation
checklist (PECL).
The purpose of the PECL is to ensure uniformity in training based upon
established standards.
The T&R manual is the primary source for PECL content. However, many
events that Marines execute do not appear in the T&R manual. This is due
to changes in equipment, operational environments and missions, and
emerging doctrine.
When an event is missing in the T&R manual, create a PECL from a
reference or with the help of a subject matter expert.
A PECL normally contains the information shown here.
Another way to coordinate training with internal and external agencies is to
issue a well-written letter of instruction (LOI).
An LOI is created during the development phase of the systems approach to
training (SAT) process and serves to inform all participants of the 5 Ws:
•
Who is responsible
•
What training event is being conducted
•
Where the training is taking place
•
When the training will occur
•
Why the training is needed
An LOI outlines:
•
Preparation tasks and responsible parties
•
Timetable
•
Schedule of events
•
Logistic and administrative requirements
•
Method of evaluation
An LOI can be organized using the five paragraph order format,
chronologically, or by section. Most LOIs use a combination of all three.
LOIs may also include:
•
Operational risk assessment (ORA) worksheet
•
Training support request (TSR)
•
Schedules
•
Maps
LOIs should be clear, concise, and compelling
Training coordination also includes generating training support requests
(TSR).
These are used to ensure all necessary resources are present during training
events.
Every unit will have their own version of a TSR.
Additionally, each TSR will be different based on the training event,
conditions, and the number of Marines participating.
Consider requesting these items on a TSR:
•
Transportation
•
Chow
•
Medical support
•
Ammunition
•
Training areas and ranges
•
Billeting
Operational risk management (ORM) is the continual, cyclical process that
includes conducting a risk assessment, making decisions regarding levels of
acceptable risk, and implementing risk controls.
The four principles of operational risk management are:
1. Accept risk when benefits outweigh the cost.
2. Do not accept unnecessary risk.
3. Anticipate and manage risk by planning appropriately.
4. Make risk decisions at the right level.
Prior to conducting training, a thorough operational risk assessment (ORA)
must be conducted.
Whether in the classroom or in the field, an ORA should be conducted
because hazards exist in any environment where moving parts are involved.
ORM should not be an afterthought. It should be integrated into the entire
training coordination process.
ORM cannot factor out all risks, but it can mitigate and reduce training risks
to personnel and equipment to more acceptable levels.
The operational risk assessment worksheet (ORAW) is used to record the
results of an operational risk assessment.
Worksheet formats differ from unit to unit, but all include a five-step ORM
process.
Blocks A through D should be filled out first.
•
Block A - Mission or task
•
Block B - Date of the training
•
Block C - Date prepared
•
Block D - Prepared by
Threat identification is the foundation for the entire risk management
system.
•
First, consider the major steps in a training event.
•
Second, identify real or potential hazards associated with each step—
along with possible causes for those hazards.
List the threats and causes in the appropriate column on the ORAW.
For each hazard listed in column one, determine the initial risk level by
selecting steps A through C.
Step A: Assess Hazard Severity - For each hazard, consider all
consequences; and base your assessment on the worst-case scenario possible
in terms of injuries, property damage, or effect on mission. Use the table below
to determine which roman numeral is appropriate.
Step B: Assess Hazard Probability - For each hazard, estimate the likelihood
of it resulting in a mishap or loss. Use the table below to determine which letter
is appropriate.
Step C: Risk Assessment Code (RAC) - To determine the RAC for each
hazard, combine the hazard severity roman numeral and the hazard probability
letter in the risk assessment matrix below. Then transpose that number onto
the ORAW.
During step three of the ORM process, assess each hazard and develop
controls to alleviate or minimize their impact. Any remaining hazard or
threat after controls have been applied is considered residual risk.
Developing controls may include:
•
Administrative controls - Establish written policies or instructions.
•
Physical controls - Use barriers, signs, or guards to warn individuals.
•
Operational controls - Take corrective action while an event is in process.
With the selected controls in place, decide if the residual risk is acceptable
and if the benefit of the operation or event outweighs the risk.
The goal during step three is to reduce risks to the greatest extent possible.
During step four of the ORM process, identify who is responsible for
implementing the control measures; identify needed resources; and plan on
committing them to eliminate the hazards.
Most importantly, communicate this information to everyone involved.
Enter a brief description on the ORA worksheet of how the control measure
will be implemented and who has overall responsibility for it.
Step five of the ORM process includes monitoring the operation to ensure
risk controls are implemented correctly, remain in place, and have the
desired effect.
Re-evaluate risks and controls anytime tasks change or new operations are
anticipated.
Ensure the correct blocks of the ORA worksheet are completed.
The ORA worksheet is a critical tool during the ORM process.
Ensure blocks E and F are filled out after completing the five-step ORM
process.
Block E - Determine the overall risk assessment level by reviewing the RACs
from the residual risk level column. Identify the highest risk level, then
circle the corresponding text in block E.
Block F - Identify the individual who has overall authority to approve the
mission or task in spite of the associated risks. Decision-making at the
correct level is paramount when it comes to safety.
Continuous evaluation throughout training ensures that commanders have
accurate information regarding their unit's ability to perform assigned
missions.
Rigorous and continuous evaluation should be conducted by leaders at all
levels.
Ask the following questions during an evaluation:
•
Has the training met predetermined expectations?
•
Is the unit better able to accomplish its mission?
•
How can training be improved?
•
Are resources sufficient to accomplish the mission?
Remember that an evaluation is only as effective as the quality of the
feedback received.
Evaluations are important when assessing the unit's or individual's level of
combat readiness. Be sure to choose the most appropriate evaluation
method.
INFORMAL
EVALUATION
Generally used by small unit leaders to assess on- the-job performance of dayto-day activities
FORMAL
EVALUATION
Frequently used to assess training according to established standards in T&R
manuals; requires more regimented documentation than an informal evaluation
INTERNAL
EVALUATION
Allows internal unit leaders to assess readiness within their respective areas of
responsibility; can be done on short notice and requires less planning
EXTERNAL
EVALUATION
Requires more planning and logistical consideration, but evaluators from outside
entities are often more objective; usually formal in nature
Evaluators must be technically and tactically proficient in the tasks they will
be evaluating.
The entire evaluation process is dependent on useful feedback and using
that feedback to improve combat effectiveness.
Effective feedback comes from well-prepared evaluators. Ensure the
evaluators have detailed checklists to evaluate unit performance.
Careful observation during training is vital as the results will ultimately
determine the combat readiness percentage for a unit.
Key points to remember during observation are:
•
Do not coach or critique during the evaluation.
•
Look for trends—not just one individual making a mistake.
•
Comment on both negative and positive trends.
•
Immediately address any safety concerns.
Providing good feedback after observation is also critical. After most training
events, an after action review (AAR) normally occurs.
The purpose of an AAR is to identify strengths and weaknesses across the
entire unit readiness planning (URP) process, highlight lessons learned, and
identify alternate courses of action.
A good AAR should answer three basic questions:
•
What happened (address strengths and weaknesses)?
•
Why did failure or success happen?
•
How can training be better conducted?
There are two types of AARs: formal and informal. The type of review
utilized depends on the echelon of command involved, the size of the unit,
and the type of training being conducted.
FORMAL AAR
Normally conducted at company level and above.
Characteristics include:
•
Conducted or facilitated by external observers or controllers
•
Planned and scheduled in advance of the review
•
Conducted where presentations can be best supported
INFORMAL AAR
Normally conducted for individual, crew, squad, and platoon-level
training. They should be conducted at the training site by the chain of
command, when needed, and should use simple training aids.
While formal and informal AARs have their differences, they also have the
following commonalities:
•
Conducted during or immediately following an event
•
Focus on intended training objectives
•
Encourage maximum participation
•
Use interactive discussion rather than a lecture
• Link performance and lessons-learned to future training
According to the American College of Sports Medicine, fitness is defined as,
"The ability to perform moderate
to vigorous levels of physical activities without undue fatigue and the
capability of maintaining such ability
throughout life."
The five components of physical fitness essential to maintaining or improving
health and wellness are:
Body composition - The ratio of lean body mass to fat body mass.
•
Lean body mass includes the structural and functional elements in the
body's cells, water, muscle, bone, heart, liver, and other organs.
•
Fat mass consists of essential fat needed to protect the organs and the
fat that is stored.
•
Increased body composition, also known as obesity, can put a person at
risk for:
- Heart disease
- Diabetes
- Hypertension
- High cholesterol
- Some cancers
Per MCO 6110.3, Marine Corps Body Composition and Military Appearance
Program, a weigh-in will be conducted semi-annually, per calendar year, for
all active duty Marines (annually for reserve Marines) regardless of age,
grade, gender, or duty assignment.
However, commanders and OICs are authorized to conduct weigh-ins as
often as deemed necessary.
Marines who do not meet the criteria of accepted Marine Corps height and
weight standards will have their body composition tested to ensure they
meet the body composition percentage range for their age.
When a Marine exceeds their maximum allowable weight, a second height
measurement will be taken and recorded to the nearest 1/2 inch for use in
body fat percentage estimation.
A Marine's weight is measured to the nearest pound on a calibrated digital or
balance beam scale. The Marine will be weighed in wearing green-on-green
PT gear (t-shirt and shorts) without running shoes.
A one pound reduction will be granted for the PT uniform.
Example - The Marine pictured here measures 62 and 1/8 inches tall. A
height of 62 inches is utilized when determining her body fat
percentage. Her weight is 141lbs, minus one pound for PT gear, puts her at
140 lbs.
Utilizing the height/weight table, this Marine is over her maximum allowable
weight and needs to have her body fat percentage calculated.
Body fat measurements and calculations are done slightly differently for
male and female Marines.
However, for both male and female Marines, measurements are taken three
times by two separate evaluators in order to ensure accuracy. Each set of
measurements will be completed sequentially to discourage assumption of
repeated measurements of a specific region. The lowest measurement
obtained will be utilized. Only female evaluators will measure female
Marines.
Measure the abdominal circumference at the end of a Marine's normal,
relaxed exhalation. The measuring tape is against the skin at the navel,
level and parallel to the deck. Round the measurement down to the nearest
half inch.
Measure the neck circumference by placing the edge of the tape measure
flush with the bottom of the larynx and perpendicular to the long axis of the
neck. Round the measurement up to the nearest half inch.
This Marine is 65 inches tall with a circumference value of 15. Utilizing the
DoD Body Composition Standards Table for male Marines, it states that his
body fat percentage is 11%. This Marine is within standards as he is 30
years old.
Measure the waist circumference at the end of a Marine's normal, relaxed
exhalation. The measuring tape is against the skin at the point of minimal
abdominal circumference. Round the measurement down to the nearest half
inch.
Measure the hip circumference while facing the Marine's right side. Place the
tape around the hips over the largest protrusion of the buttocks, ensure it is
level and parallel to the deck. Apply sufficient tension on the tape to
minimize the effect of clothing. Round the measurement down to the nearest
half inch.
Measure the neck circumference by placing the edge of the tape measure
flush with the bottom of the larynx and perpendicular to the long axis of the
neck. Round the measurement up to the nearest half inch.
This Marine is 62 inches tall with a circumference value of 51.5. Utilizing the
DoD Body Composition Standards Table for female Marines, it states that her
body fat percentage is 26%. This Marine is within standards as she is 36
years old.
Muscular strength is the greatest amount of force a muscle or muscle group
can exert in a single effort.
Muscular force is determined by the amount of Type I, IIa, or IIb muscle
fibers in use. Each type of muscle fiber has a specific purpose:
•
Type I - Produces slow twitch muscular movement, is efficient at using
oxygen to produce more fuel, extends muscle contractions, and can
operate for a long time without fatigue. Type I is beneficial for endurance
activities such as marathons or triathlons.
•
Type IIa - Produces fast twitch muscular movement, can use both
aerobic and anaerobic energy systems to create force, and shows greater
resistance to fatigue.
•
Type IIb - Produces fast twitch muscular movement; uses anaerobic
energy; excellent at producing quick, powerful bursts of speed; has the
highest rate of contraction; but it also has the highest rate of fatigue and
requires frequent rest.
Gender does not impact the quality of muscle; however, it does affect the
quantity.
•
Male and female muscle tissue is the same, but men normally have more
muscle tissue than women.
• Muscle size is increased by the male sex hormone testosterone.
Cardiovascular fitness refers to conditioning the heart and lungs.
•
The efficiency in which the heart and lungs provide adequate amounts of
oxygen to working muscles over long periods of time is improved with
consistent physical activity.
•
Cardiovascular fitness can take two forms: aerobic and anaerobic
Aerobic
Aerobic conditioning includes activities with long duration and lower intensity
such as running, swimming, cycling, rowing, and skiing. The health benefits of
aerobic conditioning include the following:
• Increased cardio-respiratory endurance
• Increased muscle strength - Slow twitch and connective tissue
• Increased blood volume and stroke volume
• Larger storage capacity of muscle glycogen
• Increased capillary development and increased mitochondria
• Decreased resting heart-rate
• Improved temperature regulation
• Decreased body fat
Anaerobic
Anaerobic conditioning consists of high intensity, intermittent bouts of exercise
such as weight training, plyometrics, interval training, and speed and agility
training. The health benefits of anaerobic conditioning include:
• Increased muscular strength
• Increased power
• Improved local muscular endurance
• Decreased body fat
• Improved flexibility
• Increased aerobic capacity
• Improved motor performance
Muscular endurance is the ability of a muscle or muscle group to perform
repeated movements with sub-maximal force for extended periods of
time. Listed here are the benefits of muscular strength and endurance
training:
•
Improves and maintains the body's resting metabolic rate
•
Enhances lean mass and bone mass
•
Enhances glucose tolerance
•
Enhances the integrity of muscles and tendons
•
Aids in the prevention of lower-back pain and joint or muscle injury
•
Reduces the risk of osteoporosis
•
Produces favorable changes in high-density lipoproteins (HDL or good
cholesterol) levels and blood pressure
•
Improves the ability of the body to carry out everyday living activities
Flexibility is the ability of a joint to move through its complete range of
motion (ROM).
•
ROM will vary from person to person, but it can be improved through
static, dynamic, and contract-relax stretching.
•
A minimum of 30 seconds should be spent on each stretch.
be repeated three times and include all muscle groups.
•
Light stretching should be done after warm-up and as a cool- down
routine after exercise.
This should
The frequency, intensity, time, and type (FITT) principle is the basis for
exercise prescription and is applied to the cardiovascular, flexibility, and
muscular strength and endurance components of conditioning. Consider each
element of FITT when performing a workout.
•
Frequency - The number of days per week that exercise takes place
•
Intensity - The physiological stress on the body during exercise or the
load worked against resistance (repetitions, sets, miles, speed)
•
Time - The amount of time devoted to completing the conditioning
workout
•
Type - The activity being performed (cardio, strength training, flexibility)
Guidelines are provided for each type of exercise.
There are five conditioning principles inherent to developing an effective
conditioning program.
Functional fitness is a new approach to physical training. Once
implemented, major changes should occur in the way Marines view exercise
and how units build training programs.
Functional fitness:
•
Is based on the functions of combat operations
•
Must be balanced to develop power, strength, flexibility, speed,
endurance, agility, and coordination
•
Must be intense and have variety
•
Must be scalable and progressive
•
Must have an educational aspect
•
Should impose a "combat-like" form of stress on the body
Functional training is a system of conditioning activities designed to enhance
performance in life, combat, sport, and activity.
Functional training is:
•
Dynamic
•
Multi-planar
•
Multi-directional
•
Rotational
•
Specific to the sport or activity
Functional strength relates to movements applicable to combat and other
activities of daily living. Developing strength, flexibility, and agility will lead
to a more combat-ready Marine.
•
TRAIN with a purpose.
•
TRAIN with intent.
•
TRAIN for the mission.
Traditional training is mainly focused on running, standard weight-lifting,
and basketball. Combat fitness training should focus on preparing energy
systems and providing the functional training relied upon in combat.
The four pillars of human movement that are inherent when training are:
•
Locomotion - The ability to move in any direction
•
Rotation - Rotational movement
•
Change in center of gravity - When center of mass gets higher or lower
•
Push/Pull - The ability to push an object away or pull it closer to the body
A balanced workout is vital when training to be a tactical athlete. A Marine's
fitness routine should include: dynamic warm-ups, balance and coordination
exercises, core strengthening, speed and agility drills, power drills, and
flexibility training.
Dynamic warm-ups include integrated flexibility and joint stabilization
exercises. Their primary purpose is to prepare the body and mind for more
strenuous activity.
The benefits include:
•
Elevated tissue temperature
•
Increased range of motion
•
Elongated connective tissue
•
Reduction in muscular tension
•
Increased coordination
•
Development of body awareness
•
Improved posture
•
Prevention of injuries
Select each dynamic warm up for more information
Balance is the ability to maintain a desired posture while static or moving.
•
Critical for performing activities with ease and minimal injury
Barriers to good balance include:
•
Lack of endurance
•
Lack or strength
•
Lack of concentration
•
Sustaining an injury or illness
Coordination is the smooth and accurate movement of body parts.
•
The ability to use the senses (sight and hearing), along with body parts,
to perform motor tasks
•
Trains the nervous system to react and then move the feet as fast as
possible
•
The ability to react to a stimulus very quickly
Balance and coordination are developed through the continued application of
various exercises.
The core supports the spine and all movement of the body including the
trunk.
It must be strengthened and maintained to perform combat tasks with the
least potential for injury.
Movements take place along three planes:
•
Sagittal - Forward and backward movements (sit-ups, bicep curls)
•
Frontal - Side-to-side movements (side bends, lateral raises)
•
Transverse - Rotational movements (medicine ball overhead-to-floor
diagonals)
Speed and agility training is used to enhance a Marine's maneuverability and
conditioning in a combat situation.
•
Allows rapid change of direction without the loss of speed, balance, or
body control
•
Duplicates the physical needs of a Marine in a combat situation
Power is the time or rate at which work is done or energy is transferred.
•
It is the ability of the neuromuscular system to act with force.
•
Training for power exercises include:
- Clean and jerk
- Snatch
- Dead lift
- Kettle bell jerk
- Ammo can press
- Tire flip
- Sandbag squat
Plyometric exercises are used to increase a Marine's explosive power to
move dynamically across an obstacle-riddled environment.
•
A fundamental part of combat conditioning training
•
Allows the Marine to jump higher, run faster, and throw farther
•
Designed to produce fast, powerful movements
•
Helps develop speed, rhythm, and muscular endurance
•
Focuses on rapid acceleration and deceleration of muscles
•
Should strive for speed during execution
•
Should strive for quality versus quantity
Flexibility training assists in balancing muscle groups that may be overused
during exercise or physical activity or as a result of bad posture. Each
stretch is held for 20-30 seconds in the furthest comfortable position
(without pain).
The benefits include:
•
Reduced muscle soreness
•
Reduced risk of injury
•
Greater range of motion for joints
•
Improved muscular balance and posture
When implementing a workout, verify the commander's goal and the
method(s) that will be used to achieve this goal.
Verify expectations and instructions on the following:
•
Time - Time of formation, time per session
•
Location - Terrain, inclement weather plan
•
Execution - Equipment needed, breakdown (squads, teams, ability
groups)
•
Gear - Uniform, shoes, boots, reflective belt
•
Safety - Terrain, hydration, potential injuries
Injury prevention is a critical element of physical conditioning. Recognizing
how to avoid injury and what to do if an injury occurs will greatly impact the
amount of time needed to recover.
Risk factors of physical conditioning include:
•
Increasing the volume of training too quickly
•
Low levels of physical fitness
•
History of previous injury
•
High volume training
•
Smoking
•
Poor flexibility
•
Gear (shoes, orthotics)
Physical training and vigorous operational activities are the most common
causes of injuries requiring patient care and limited duty.
To reduce injuries:
•
Physical training should progress gradually.
•
Reduce the amount of running.
•
Implement functional exercises.
•
Replace running shoes every 3 months or 300 miles.
•
Stop smoking.
•
Use heat and ice on injuries.
•
Utilize braces (knee or ankle), if needed.
•
Seek medical attention.
Common athletic injuries are categorized as chronic or acute.
•
Chronic - Lasts over a period of time
•
Acute - Rapid onset and last over a short period of time
Injury warning signs include:
•
Pain
•
Tenderness
•
Swelling
•
Reduced range of motion
•
Numbness
•
Tingling
•
Injury site is red in color and warm to the touch
Treat an injury utilizing PRICE - Protect, Rest, Ice, Compression, and
Elevation.
Progress slowly and gradually, adding variety to workouts to avoid
overtraining.
General fatigue is good, pain is not; pain is a sign that something is wrong.
Signs and symptoms of overtraining:
•
Fatigue
•
Anemia
•
Sleep disturbances
•
Lack of motivation
•
Increased resting heart rate
•
Muscle spasms
•
Change in mood
•
Amenorrhea (loss of menstrual cycle)
•
Overuse injuries (stress fracture, tendonitis, bursitis, shin splints)
Detraining is a cessation in training or when training is substantially reduced
in frequency, volume, or intensity.
•
"Use it or lose it."
•
Combat readiness may be negatively impacted.
The rate at which Marines lose a fitness level depends on:
•
How conditioned they are
•
How long they have been exercising
•
How long since they stopped exercising
Heat injuries may occur during physical training or in any hot weather
operation or activity where an individual is not properly hydrated and/or
acclimatized while exposed to extreme heat. Heat injuries are divided into
three categories:
Hydration and acclimatization to heat and humidity levels are important in
the prevention of heat injuries.
•
Dehydration can occur in any weather condition.
•
Mental and physical activity is affected.
•
Thirst is an indicator; however, if you are thirsty, you are already
dehydrated.
•
Urine should be pale, yellow, and odorless.
•
Drink 8-10 glasses of cold water each day.
Heat acclimatization should take place over several days and is dependent
on:
•
Environmental conditions during each exercise session
•
The duration of heat exposure
•
The rate of internal heat production from the intensity of exercise
performed
Cold injuries are just as debilitating as heat injuries. If a cold injury is
suspected, get out of the cold as quickly as possible. Cold injuries include
frostbite, hypothermia, and trench foot.
Cold weather injuries can be decreased by:
•
Dressing in layers - Polypropylene or fleece material with a waterproof
and breathable outer layer
•
Staying dry - Especially feet
•
Wearing appropriate gear
•
Drinking plenty of fluids
•
Paying attention to the wind chill
Eating a balanced diet is important for maintaining a healthy weight and for
providing the nutrients to maintain good health. A balanced meal should
consist of 45-65 percent carbohydrates, 10-35 percent proteins, and 20-35
percent fats. However, depending upon your activity level, these
percentages can change. Proper nutrition is all about variety, moderation,
and portion size.
Adequate vitamins and minerals are needed for your body to function
properly. They do not provide energy, but they do facilitate energy-yielding
chemical reactions.
All vitamins serve a specific function:
•
Vitamin A - Helps maintain healthy skin tone, improves eyesight,
promotes growth, and helps build antibodies
•
Vitamin B - Maintains healthy skin, intestines, and nervous system
•
Vitamin C - Strengthens the walls of blood vessels and aids in wound
healing and immunity
•
Vitamin D - Processed by exposure to sunlight and helps build strong
bones and joints
•
Vitamin E - An antioxidant that delays the aging process and helps
promote healthy skin and hair
•
Vitamin K - Aids in blood coagulation
Eating throughout the day helps maintain energy levels and burns more
calories. By eating five to six meals per day, nutrients are supplied in more
manageable portions causing blood glucose levels to remain balanced.
•
Eat 30 minutes to two hours before exercise.
•
Eat carbohydrate (CHO) rich foods and beverages (chocolate milk, slice
of turkey with bagel, peanut butter and jelly sandwich) within 15 minutes
after exercise to replenish muscle glycogen.
•
Stay hydrated during exercise - Consume drinks containing electrolytes.
Water is essential for performance.
•
Regulates body temperature
•
Carries nutrients and oxygen cells
•
Cushions joints
•
Aids in weight management
A guided discussion is a training session where a designated discussion
leader guides up to 20 participants in a discussion of a given subject.
The discussion leader has:
•
A predetermined plan for the overall flow of the discussion
•
A set of training objectives for the group to learn
A guided discussion is NOT a lecture, meeting, or a time to gripe.
A guided discussion requires the following components:
•
A leader - This is an individual who controls the discussion and ensures
all group members are active participants.
•
A desired outcome or goal - Perhaps this is a solution to a problem or
a requirement to meet educational objectives.
•
A structure - The leader controls the structure and makes sure certain
points are covered
The two principle factors to consider when conducting a guided discussion
are:
•
Time - It usually takes longer to conduct a discussion of a subject than
to lecture about it.
•
Size - Guided discussions work best in small groups.
less is ideal
Twenty Marines or
The purpose of the instruction determines if a guided discussion is necessary
or if another form of training is required.
Example:
•
You are assigned to give a class on survival at sea, and your student
audience includes members of a Marine amphibious assault team, Navy
submarine crew members, and Navy fighter pilots.
•
All of these individuals are concerned with survival in the ocean because
they deploy aboard ships.
•
How you train them depends on the purpose of the instruction.
Example 1 - If the purpose of the instruction is to identify and describe
essential survival items, a lecture or demonstration of the articles might be
sufficient.
Example 2 - If the purpose of the instruction is to have the feeling of being
on a raft for two days, then experience or practical application might be
best.
Example 3 - If the purpose of the instruction is to discuss the mental
preparation for coping with different survival situations, then a guided
discussion might work.
Remember that guided discussions are dependent on the group members.
•
In the survival at sea example, the group members have a lot of
experience and knowledge to offer, so the conversation would be
abundant.
•
However, if the group members are recruits or entry level Marines,
perhaps a lecture would be better because they have little or no
experience at sea.
Often guided discussions require more preparation, patience, and mental
quickness than other kinds of instruction.
Three rules for guided discussions are:
•
Allow practice - Practice is an important part of learning. During
guided discussions, Marines are repeating and thinking about what they
know, and they are learning from others.
•
Determine strengths and weaknesses - Good guided discussions
allow leaders to assess whether or not their Marines are studying and if
they know what they are supposed to know.
•
Motivate the Marines - Involve all group members, and encourage
their participation. Allowing them the opportunity to participate makes
them feel valuable.
The advantages of a guided discussion are:
•
Groups usually have more resources than individuals - Varying
backgrounds and experiences ensure new or different approaches.
•
Group members are motivated by the presence of others - It is
natural for Marines to want to look good in front of a group. A desire to
impress the group motivates each group member.
•
Group members may feel a stronger commitment and esprit de
corps - When Marines solve their own problems or contribute to the
unit's success, they tend to be more motivated to accomplish the tasks.
•
Participation leads to increased understanding - New ideas,
thoughts, opinions, or approaches will increase each Marine's knowledge
and skill level. Informed Marines perform better than those who are
uninformed.
•
Group members acquire or improve communication skills - By
discussing issues, problems, requirements, or plans, Marines gain more
information, new insights and knowledge, and an increased ability to
analyze the situation and develop a course of action.
•
Group members teach each other by discussing their experiences
- The real learning experience comes from listening and participating as a
group member.
The disadvantages of a guided discussion are:
•
More time-consuming than other methods - Discussion takes time
and does not always end in consensus or complete understanding.
•
Discussion can suppress convictions - If the senior Marine expresses
their feelings on a subject first and then asks subordinates to give their
opinions or views, many of the junior Marines will agree without giving
their own true opinions. A leader's opinions and group pressure may
suppress other viewpoints.
•
Discussion may substitute talk for action - Talking about how to
solve a problem is not enough. Marines must be prepared to take action
based on the group's impact. Do not say something will be accomplished
or changed unless it can truly happen. Marines want action, not talk.
Prior to a guided discussion, the leader is responsible for ensuring that these
tasks are accomplished.
•
Select an appropriate subject - This should be based on the needs of
the Marines. Examples: Ethical leadership, core values, hazing or sexual
harassment. Utilize MCRP 6-11B Marine Corps Values: A User's Guide for
Discussion Leaders for guided discussion topics and information.
•
Select appropriate training objectives - Determine what the Marines
need to know.
•
Acquire knowledge and understanding of the subject - The leader's
knowledge and expertise of the subject will ensure learning occurs. If the
group cannot answer a question, the leader must be able to do so.
•
Know your Marines - Based on experiences and assignments, some
Marines will be more knowledgeable on certain aspects of a subject than
others. Relate questions to their experiences to get everyone involved.
Prepare a discussion-leader's outline - This is a working guide with
built-in flexibility. List the purpose, training objectives, possible
questions, and a direction. Decide how each point will be covered (slide
presentation, short video clip, sand table) and how long to spend on
each.
•
•
Prepare extra material - In case parts of the discussion go quicker
than expected, ensure extra material or topics are available to cover.
•
Check materials and facilities - Arrange the seating, check the
lighting, and set up any equipment or training aids. Also, have an
assistant discussion leader available, if possible
The discussion leader needs to accomplish the following tasks during the
discussion:
•
Set the stage - Tell the Marines what will be discussed. State the
purpose, objectives, and major points to be covered.
•
Start the discussion - Use an open-ended question to begin the
dialogue. Create a relaxed atmosphere, and obtain the Marines' trust
early on in the discussion.
•
Control the flow of discussion - Guide the discussion towards the
objectives, and keep the Marines on subject. Cut-off dialogue, when
necessary, to keep the discussion moving forward.
•
Example: "That's an interesting point. I'd like to come back to it later if
there's time."
Control group participation - Ensure all Marines are involved and
adding to the discussion. Control the over-talkative Marines, and involve
the quiet ones. Utilize open-ended questions (these require more than a
"yes" or "no" answer) and proper questioning techniques:
- Direct - Ask a specific question to an individual.
- Overhead - Ask a question to the entire group.
- Redirect - This is a question directed at the discussion leader but
returned to the group as an overhead or direct question.
•
Interject appropriate material from prior discussions - Points made
in previous leadership training that now apply to the current discussion
should be pointed out and "tied-in."
•
Accomplish the training objectives - Ensure the Marines have an
understanding of the training objectives or goals of the discussion.
•
Summarize and end the discussion - Everything discussed should be
periodically summarized. Summarize at the end of each main point and
at the end of the discussion by restating the objectives and the purpose.
Many of the techniques for good counseling such as setting targets, active
listening, and questioning are applicable to good discussion-leading.
Other techniques to consider:
•
Eliminate useless formalities - Requesting to speak and standing while
talking are not necessary.
•
Listen to what everyone has to say.
•
Set aside personal evaluations of ideas offered.
•
Avoid preaching, teaching, or moralizing.
•
Avoid pushing group members to participate before they are ready.
Common mistakes of a discussion leader:
•
Failing to be prepared
•
Becoming the duty expert
•
Answering questions from the group
•
Failing to use interim summaries
•
Failing to accomplish the training objectives
•
Allowing side conversations
•
Allowing arguments to develop
•
Losing track of the discussion flow