Canadian Society for Exercise Physiology (CSEP)
CSEP Certified Personal Trainer® (CSEP-CPT)
Certification & Study Guide 3rd Edition
Copyright © 2019 Canadian Society for Exercise Physiology.
All rights reserved. Except for use in a review, the reproduction or
utilization of this work in any form by any electronic, mechanical, or
other means, now known or hereafter invented, including
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Canadian Society for Exercise Physiology
101 – 495 Richmond Rd | Ottawa ON K2A 4B1 | Canada
1.877.651.3755 | info@csep.ca | csep.ca |
ISBN: 978-1-896900-44-5_E
Printed in Canada
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TABLE OF CONTENTS
NAVIGATING THE GUIDE
INFORMATION BEFORE YOU BEGIN
Background on the Canadian Society for Exercise Physiology
(CSEP)
Introduction to the CSEP Professional Standards Program®
About CSEP Certifications and Specializations
CSEP-CPT Scope of Practice
CSEP-CPT Core Competencies
CSEP-PSP® Code of Conduct:
PURSUING CERTIFICATION
Application Requirements and Process to Become a CSEP-CPT
Certification and Membership Process
CSEP-CPT Theory and Practical Exam Logistics
CSEP Membership
STUDY MATERIALS 30
Core Competency Examples in the CSEP-PATH®
Practical Exam Preparation
Practice Theory Exam Questions
Answer Key for Practice Theory Exam Questions
ACKNOWLEDGEMENTS
The Canadian Society for Exercise Physiology (CSEP) gratefully
acknowledges the many experts, past and present, who voluntarily
assisted in the creation of the CSEP Certified Personal Trainer®
(CSEP-CPT): Certification and Study Guide. CSEP would like to
recognize the CSEP-CPT Subcommittee volunteers who contributed
to previous and current editions of the Certification and Study
Guide.
CSEP-CPT SUBCOMMITTEE 2018-2019:
Kate Andrews, M.Sc., CSEP-CEP - Northern Alberta Institute of
Technology, Edmonton, AB
Greg duManior, PhD, CSEP-CEP - University of British Columbia
- Okanagan Campus, Kelowna, BC
Jacqueline Hay, M.Sc., CSEP-CEP - University of Manitoba and
Children’s Hospital Research Institute of Manitoba, Winnipeg,
MB
Krista Howarth, PhD, CSEP-CEP - McMaster University,
Hamilton, ON
Jessica Power Cyr, M.Sc., CSEP-CEP - Calgary, AB
Travis Saunders, PhD, CSEP-CEP - University of Prince Edward
Island, Charlottetown, PEI
PREVIOUS CONTRIBUTORS:
Kristal Anderson, PhD, CSEP-CEP - Camosun College, Victoria,
BC
Jennifer Copeland, PhD, CSEP-CEP - University of Lethbridge,
Lethbridge, AB
Lisa Cotie, PhD - Post Doctoral Fellow, CSEP-CEP - University of
Ottawa Heart Institute, Ottawa, ON
Randy Dreger, PhD, CSEP-CEP - Northern Alberta Institute of
Technology, Edmonton, AB
Kirstin Lane, PhD, CSEP-CEP - University of Victoria, Victoria,
BC
Stacey Reading, PhD, CSEP-CEP - The University of Auckland,
Auckland, New Zealand
Michael Williams-Bell, PhD, CSEP-CEP - Durham College,
Oshawa, ON
CSEP STAFF ACKNOWLEDGMENTS
Thank you to the hardworking team at the CSEP National Office for
their contributions.
To contact a member of the CSEP Team please e-mail
memberships@csep.ca or visit www.csep.ca for more information.
NAVIGATING THE GUIDE
Congratulations on taking a step forward in preparing
for the certification process and becoming a CSEP
certified member. This guide is filled with valuable
content designed to assist candidates in understanding
the steps toward certification, how to successfully
prepare for the required exams, and what happens upon
completion of this process.
The guide is divided into various topics that align with
specific areas related to certification.
INFO BEFORE YOU BEGIN
BACKGROUND ON CSEP: This section provides an introduction on
the Canadian Society for Exercise Physiology (CSEP), the Gold
Standard in exercise science and personal training.
INTRODUCTION TO THE CSEP PROFESSIONAL STANDARDS
PROGRAM® (CSEP-PSP®): This section provides an overview of the
CSEP Professional Standards Program®; the program which oversees
the certification process and ensures CSEP maintains the Gold
Standard in exercise science and personal training.
BACKGROUND ON CSEP CERTIFICATIONS: Refer to this section
for descriptions of current CSEP certifications, eligibility
requirements, and how to consider what path is best for your career
goals.
CSEP CERTIFIED PERSONAL TRAINER®
(CSEP-CPT) CERTIFICATION
CSEP-CPT SCOPE OF PRACTICE: Once a candidate successfully
completes the certification process and becomes a certified
member with CSEP, they are expected to work within their Scope of
Practice. The CSEP-CPT Scope of Practice specifically defines the
actions and activities that a CSEP-CPT is qualified and insured to
perform.
CSEP-CPT CORE COMPETENCIES: This section defines the
specific core competencies a CSEP-CPT Candidate is expected to
demonstrate (along with detailed descriptions and subcompetencies) in order to be successful in the certification process.
When applications are submitted, CSEP reviews the candidate’s
post-secondary studies to ensure it meets the prerequistes for
certification.
CODE OF CONDUCT: The Code of Conduct for all CSEP-CPTs is
clearly outlined and should be reviewed prior to pursuing
certification, and referred to once certified.
ONCE YOU’VE DECIDED TO PURSUE
CERTIFICATION
APPLICATION REQUIREMENTS AND PROCESS: This section
focuses on the specific eligibility requirements to become an
approved candidate including academic expectations and CPR-C
and First Aid certifications. Information on the required resource for
CSEP-CPT Candidates, the CSEP Physical Activity Training for
Health® (CSEP-PATH®) Resource Manual, is outlined as well.
STEPS TOWARD CERTIFICATION: This section focuses on the
steps that a candidate will follow, once eligible to challenge the
Theory and Practical Exams. A “5-Steps to Becoming CSEP
Certified” outline is included in this section. It describes the
required steps, timelines, specific things to consider, and what to do
upon successful completion of the exams.
CSEP-CPT THEORY EXAM AND PRACTICAL EXAM LOGISTICS:
This section describes the process for scheduling the exams and
what to expect in each exam situation. Each candidate is
responsible for following the specific instructions provided
throughout the assessment process, and should be confident with
the steps and requirements involved. This section should be
referred to when scheduling and completing both the CSEP-CPT
Theory Exam and the CSEP-CPT Practical Exam.
While we hope all candidates are successful during their exams, this
section provides details related to a failed exam attempt and
options available to the candidate.
CSEP MEMBERSHIP: Upon successful completion of the required
exams, candidates must ensure they have submitted all supporting
documents, and register to become CSEP certified members. There
are many benefits to membership which are outlined in this section.
STUDY MATERIALS
CORE COMPETENCIES CHART: This chart may be helpful in
reviewing notes from your post-secondary education, and where to
find information in the CSEP-PATH® Resource Manual. It helps guide
candidates toward resources aligned with the core competencies for
the CSEP-CPT certification.
PRACTICAL EXAM PREPARATION: This section outlines the
expectations and areas of assessment during a CSEP-CPT Practical
Exam. When preparing for a Practical Exam, it is recommended that
candidates participate in a Practical Skills Review Session as another
way to master the content.
PRACTICE THEORY EXAM QUESTIONS: This section provides
candidates with practice multiple-choice exam questions. These
questions should not be used as your only tool toward preparing for
certification. It is important to keep in mind that these are not actual
questions from the exam, but rather a sample of how questions are
phrased, how answers are listed, and some of the areas of content
that should be included in your study plan.
ANSWER KEY FOR PRACTICE THEORY EXAM QUESTIONS: This
section provides the answers to the practice multiple-choice exam
questions. There is an explanation provided for each question to
help understand the content.
INFORMATION BEFORE YOU
BEGIN
IN THIS SECTION:
Background on the Canadian Society for Exercise
Physiology (CSEP)
Background on the CSEP Professional Standards
Program®
About CSEP Certifications and Specializations
CSEP-CPT Scope of Practice
CSEP-CPT Core Competencies
Code of Conduct
BACKGROUND ON THE CANADIAN
SOCIETY FOR EXERCISE PHYSIOLOGY
(CSEP)
The Canadian Society for Exercise Physiology (CSEP) is the Gold
Standard in exercise science and personal training in Canada. CSEP
is the resource for translating advances in exercise science research
into the promotion of fitness, performance, and health outcomes for
Canadians. CSEP sets the highest standards for qualified exercise
professionals through evidence-informed practice and certification.
CSEP is a non-profit voluntary organization composed of
professionals interested and involved in the scientific study of
exercise physiology, exercise biochemistry, fitness, and health. CSEP
(then known as the Canadian Association of Sport Sciences), was
founded at the Pan American Games, in Winnipeg, Manitoba in
1967; the result of four years of cooperative efforts by the Canadian
Medical Association and the Canadian Association for Health,
Physical Education, Recreation and Dance.
CSEP’s 6000 members have extensive educational training and are
the most highly-qualified exercise science researchers and fitness
practitioners in Canada. The CSEP brand, The Gold Standard in
Exercise Science and Personal Training, identifies CSEP as the
scientific authority and the source of expertise in physical activity,
health, and fitness.
OUR COMMITMENT: CSEP is committed to upholding the highest
standards in all of our activities. We provide a forum for our
members to conduct innovative research and practice their trade.
We protect the safety of Canadians by ensuring that they are
properly informed and receive training advice from qualified
exercise professionals.
We strive to lead in exercise science knowledge development,
transfer, and application.
CSEP Certified Personal Trainers® and CSEP Clinical Exercise
Physiologists™ provide clients evidence-informed and
customized programs which meet their specialized needs and
requirements.
CSEP members provide services and information that are
supported by extensive education, training, and evidenceinformed research.
We value our members and their clients, and demonstrate this
in every interaction.
INTRODUCTION TO THE CSEP
PROFESSIONAL STANDARDS PROGRAM®
The CSEP Professional Standards Program® (CSEP-PSP®) sets the
highest standards for qualified exercise professionals through
certification and evidence-informed practice. Certifications are at
the core of the CSEP-PSP®.
The CSEP-PSP® is led by the CSEP Professional Standards Program®
Committee and two Subcommittees: the CSEP-CPT Technical
Subcommittee and the CSEP-CEP Technical Subcommittee. These
committees are composed of CSEP members who are experienced
in the field of exercise physiology and personal training. The CSEP
National Office staff support the program.
The CSEP Professional Standards Program® establishes clear and
evidence-informed certification expectations of health and fitness
professionals and establishes nation-wide standards in this largely
self-regulated industry. CSEP Professional Standards Program’s®
certifications, policies, and education initiatives are developed with
the most recent, up-to-date, evidence-informed research.
HISTORY OF THE PROGRAM: Previously known as the CSEP
Health and Fitness Program (HFP) and originally the Fitness
Appraisal Certification & Accreditation (FACA) Program, this flagship
program has had an important role in improving the health
outcomes of Canadians for over 35 years. In 1983 the Fitness
Appraisal Certification and Accreditation (FACA) Program was
developed at a national level, following years of discussion to
address the need for safe and reliable physical fitness appraisals and
training in Canada. This highly-regarded program continues to set
the highest standards for qualified exercise professionals across
Canada through certification and evidence-informed practice.
ABOUT CSEP CERTIFICATIONS AND
SPECIALIZATIONS
CSEP offers certified membership for individuals who have a postsecondary education in exercise science or related field, and meet a
required standard of knowledge. CSEP certifications are evidenceinformed. All of the assessments and standards that certified
members use are validated in research to best help clients.
CSEP-CPT APPLICATION REQUIREMENTS:
Applicants must show that they have completed, at minimum
60 credits, the equivalent of 2-years of full-time study, at the
post-secondary level in specific core competency areas related to
the exercise sciences.
CSEP CERTIFIED PERSONAL TRAINER® (CSEP-CPT): A CSEP-CPT
works with individuals to meet their healthy lifestyle goals using an
evidence-informed approach acquired through post-secondary
education.
A CSEP-CPT administers the CSEP-PATH® to apparently healthy
populations, or those with one stable medical condition, and
develops and implements a tailored physical activity, fitness, and
lifestyle plan.
Where can a CSEP-CPT Work?
As a CSEP-CPT, your certification will stand out among all other
fitness certifications in Canada for its foundations in evidenceinformed research and development.
Among the over 4000 CSEP-CPTs currently certified, members have
found employment in the areas of:
Private and Publicly funded Gyms and Fitness Facilities
Municipal Recreation Centres
University/College Fitness Facilities
Fitness establishments across Canada
Private Clinics
A CSEP-CPT’s clientele may include:
Apparently healthy individuals
Individuals with a stable health condition who are able to
exercise independently
Individuals of all ages
CSEP CLINICAL EXERCISE PHYSIOLOGIST™ (CSEP-CEP): A
CSEP-CEP works with individuals from diverse populations to meet
their healthy lifestyle, goals by applying advanced education, skills,
and experience.
A CSEP-CEP performs assessments, prescribes conditioning
exercise, as well as exercise supervision, counselling and healthy
lifestyle education in apparently healthy individuals and/or
populations with medical conditions, functional limitations or
disabilities associated with musculoskeletal, cardiopulmonary,
metabolic, neuromuscular, and aging conditions.
CSEP-CEP APPLICATION REQUIREMENTS:
Applicants must show that they have graduated (or be near
graduation) from an appropriate university program, with
successful completion of at least 120 credits at the postsecondary level.
CSEP-CEP Applicants must also provide documentation
confirming that they have completed 100 hours of practical
experience through a co-op, work and/or volunteer experience.
Health-related fitness (healthy and chronic condition
populations)
and/or
Volunteer experience in health-related fitness (healthy and
chronic condition populations)
An additional 150 hours of practical experience is strongly
recommended.
The CSEP-CEP Applicant must show that they meet all of the
core competencies for the CSEP-CEP certification through
coursework or a combination of coursework and practical
experience.
Where can a CSEP-CEP Work?
A CSEP-CEP certification is widely recognized across Canada. The
field of work may include; health promotion, fitness development,
instructing in colleges and universities, clinical rehabilitation, and
sport and athletic programs. CSEP-CEPs may also work in hospitals,
clinics, rehabilitation centres, and fitness centres.
A CSEP-CEP’s clientele may include:
Apparently healthy individuals
Individuals and/or populations with medical conditions,
functional limitations or disabilities associated with
musculoskeletal, cardiopulmonary, metabolic, neuromuscular,
and aging conditions
Clients with chronic disease and injury
CSEP SPECIALIZATIONS
Offered as an advanced complement to the CSEP-CPT and CSEPCEP certifications, CSEP specializations provide members with the
necessary in-depth knowledge to work with unique populations
through cutting-edge, evidence-informed learning modules and
assessments.
At the time of this publication, the following specializations are
available and/or under development:
CSEP High Performance Specialization™
CSEP Pregnancy and Exercise Specialization
CSEP Depression and Exercise Specialization
CSEP HIGH PERFORMANCE SPECIALIZATION™:
The first of its kind in Canada, the CSEP High Performance
Specialization™, focuses on performance and occupational testing
and training for qualified exercise professionals working with elite
athletes, emergency services personel, armed forces, and high
performance clients.
All CSEP certified members in good standing are eligible to pursue
the CSEP High Performance Specialization™, with qualified
candidates required to successfully challenge a theory exam.
Upon successful completion of the exam for the CSEP High
Performance Specialization™ the member’s current Scope of Practice
is enhanced:
For the CSEP-CPT
Previous restrictions on maximal aerobic and anaerobic
assessment protocols or exercise program development are
lifted.
Previous restrictions on muscular strength assessment protocols
or program design that exceed 90% 1-RM are lifted.
To learn more about the CSEP High Performance Specialization™
visit www.csep.ca/high-performance.
CSEP-CPT SCOPE OF PRACTICE
The Scope of Practice (SOP) defines the actions and activities that
CSEP-CPTs are qualified and insured to perform. It provides a
concise description, in broad, non-exclusive terms, of the activities
and areas of professional practice. The statements contained within
the SOP describe, in general, what each professional does and how
they implement their acquired skills. A Scope of Practice does not
list specific tasks or procedures, as these can become outdated as
practice evolves in response to changes in knowledge.
When professionals work outside their Scope of Practice, they not
only expose themselves to legal risk, they also may risk the safety of
their clients. Legal claims may arise when a CSEP-CPT fails to refer a
client to a CSEP-CEP, physician, or other appropriate healthcare
provider when warranted, or causes injury to a client due to working
beyond their Scope of Practice.
CSEP CERTIFIED PERSONAL TRAINER® SCOPE OF PRACTICE
(EFFECTIVE NOVEMBER 1, 2018): The CSEP Certified Personal
Trainer® (CSEP-CPT) is a professional with at minimum, the
equivalent of 2-years of full-time study (or 60 credits) at the postsecondary level in a related field to exercise sciences from an
accredited post-secondary institution. A CSEP-CPT works with
apparently healthy individuals or those with a stable health
condition who are able to exercise independently.
The CSEP-CPT:
Conducts pre-participation health screening assessments on all
clients using evidence-informed tools, and gathers information
about physical activity and lifestyle behaviours.
Administers various fitness assessments on clients including
submaximal aerobic fitness, musculoskeletal fitness (muscular
strength, endurance, power, flexibility, and balance), and
anthropometry.
Gathers and applies information about the physical activity,
fitness, and lifestyle of a client or group of clients to design,
implement, and monitor client-tailored submaximal exercise
programs for healthier living.
Recognizes their own area of expertise and refers clients who
fall outside that expertise to a CSEP Clinical Exercise
Physiologist™(CSEP-CEP), physician, or other appropriate
healthcare provider.
A CSEP-CPT is NOT sanctioned by CSEP to:
Use an ECG for any purpose.
Utilize any assessment protocols or design exercise programs
that require maximal aerobic or anaerobic effort*.
Assess muscular strength using maximal 1RM assessment
protocols or design programs based on resistance loads
exceeding 90% of the predicted 1RM.
Administer fitness assessments, or design, implement, and
monitor client-tailored exercise prescription strategies for
populations with unstable medical conditions or more than one
medical condition, or that the CSEP-CPT feels ill-equipped to
address.
* If the CSEP-CPT has successfully completed the CSEP High
Performance Specialization™, they may use maximal assessment
protocols (including maximal 1-RM) and design programs that
require maximal aerobic or anaerobic effort for apparently healthy
clients.
CSEP-CPT SCOPE OF PRACTICE: The following table outlines
details within the Scope of Practice, and how it applies to your
future role as a CSEP Certified Personal Trainer®.
Scope of Practice
for the CSEP-CPT
What does this mean to the CSEP-CPT?
The CSEP
Certified Personal
Trainer® (CSEPCPT) is a
professional who
has completed
two years of
University/College
coursework.
In order to register with CSEP as a CSEP
Certified Personal Trainer®, you must
provide evidence (in the way of official
transcripts) of having completed at least
two years of study in a kinesiology/exercise
science/physical education program.
Coursework should specifically address the
following CSEP-CPT core competencies:
A CSEP-CPT
works with
apparently
healthy
Apparently healthy: Apparently healthy
individuals are generally considered to be
an individual who has not been diagnosed
with any health conditions, and does not
1. Human Anatomy, Human
Physiology, and Exercise Physiology
2. Theory and Methods of Behaviour
Modification
3. Theory and Methods of HealthRelated Physical Activity and Fitness
Assessment
4. Theory and Methods of HealthRelated Exercise Prescription and
Program Design
5. Safety and Emergency Procedures
6. Documentation, Administration and
Professionalism
individuals or
those with a
stable health
condition who are
able to exercise
independently.
have any overt signs and symptoms
suggesting the development of any health
conditions.
A CSEP-CPT
works with
apparently
healthy individuals
or those with a
stable health
condition who are
able to exercise
independently.
Stable health condition: A stable health
condition is generally considered to be an
individual who has been diagnosed with a
health condition such as cardiovascular
disease, diabetes, or cancer, but meets the
following criteria:
For example, if using the Get Active
Questionnaire, an apparently healthy
individual would have all ‘no’ answers on
page 1 and a signed, and dated
declaration on page 2.
Client is being medically managed
Client is asymptomatic
Client is not experiencing difficulty
controlling the condition with
medication (if prescribed), and
The benefits of physical activity for
the client clearly outweigh any risks
NOTE: This is a general example of what it
means to have a stable health condition.
Each health condition is different.
For example, if using the Get Active
Questionnaire, then a stable health
condition could be a ‘yes’ answer to
questions 1 A-F, on page 1, and a signed,
and dated declaration on page 2. The Get
Active Questionnaire Reference Document
will provide further support in determining
a client with a stable health condition.
Depending on the condition, a completed
Physician Physical Activity Clearance Form
may be required.
A CSEP-CPT
works with
apparently
healthy individuals
or those with a
stable health
condition who are
able to exercise
independently.
Exercise independently: Exercising
independently is generally considered to
mean that a client can be mobile on their
own without any assistance from another
person (i.e. client can stand from a seated
position without assistance).
The CSEP-CPT
conducts preparticipation
health screening
assessments using
evidenceinformed tools
and gathers
information about
physical activity
and lifestyle
behaviours.
A CSEP-CPT conducts pre-participation
health screening assessments and gathers
information about a client’s physical activity
and lifestyle behaviours using the tools and
strategies outlined in the CSEP-PATH®
Resource Manual.
The CSEP-CPT
administers
various fitness
assessments on
A CSEP-CPT conducts submaximal aerobic
fitness, musculoskeletal fitness, and body
composition assessment of apparently
healthy clients and those with one stable
clients including
submaximal
aerobic fitness,
musculoskeletal
fitness (muscular
strength,
endurance,
power, and
flexibility), and
body composition
assessment.
health condition, using the assessment
protocols outlined in the CSEP-PATH®
Resource Manual.
The CSEP-CPT
gathers and
applies
information about
the physical
activity, fitness,
and lifestyle of a
client or group of
clients to design,
implement, and
monitor clienttailored
submaximal
exercise programs
for healthier
living.
A CSEP-CPT designs, implements, and
monitors client-tailored exercise programs
for clients using the tools and strategies
outlined in the CSEP-PATH®.
The CSEP-CPT
recognizes their
own area of
expertise and
refers clients who
A CSEP-CPT works within their areas of
knowledge and training in relationship to
the Scope of Practice (SOP) in a reasonable
and prudent manner. When professionals
work outside of their Scope, they not only
fall outside that
expertise to a
CSEP Clinical
Exercise
Physiologist™,
physician, or other
appropriate
healthcare
provider.
expose themselves to legal risk, but also
may risk the safety of their clients. Legal
claims may arise because a CSEP-CPT has
failed to refer a client to a CSEP-CEP,
physician, or other appropriate healthcare
provider when warranted or causes injury
due to working beyond their SOP.
CSEP-CPT CORE COMPETENCIES
CORE COMPETENCIES AND SUB-COMPETENCIES
Each CSEP certification defines clear core competencies Candidates
are expected to demonstrate in order to be successful with the
Theory and Practical Exams and be ready for entry to practice.
CSEP-CPT Candidates will apply the knowledge and skills from their
post-secondary education to address these specific core
competencies, which are further defined by a series of specific subcompetencies.
Review each CSEP-CPT Core Competency and each itemized point
to determine whether you already possess the knowledge indicated
or you require further study or review before challenging the exams.
1. Basic Human Anatomy, Human Physiology, and
Exercise Physiology
1.1 Explain and identify typical values for: cardiac output, stroke
volume, systolic, and diastolic blood pressure for men and
women at rest and during exercise.
1.2 Identify and explain normal and abnormal cardiorespiratory
responses to submaximal exercise.
1.3 Describe the responses of the cardiorespiratory system to acute
and chronic exercise.
1.4 Differentiate between the anaerobic alactic, anaerobic lactic,
and aerobic energy systems. Identify the characteristics of each
system and how these characteristics apply to exercise
programming.
1.5 Identify and explain the most valid and direct measure of
maximal aerobic power (VO2max).
1.6 Identify and explain the difference between absolute and
relative oxygen consumption (VO2).
1.7 Explain the relationship between exercise workload, oxygen
uptake, and heart rate including factors that may influence these
relationships.
1.8 Explain METS and estimate the energy costs of physical activity
in metabolic equivalents (METS/Kcal/KJ) using established
energy expenditure tables.
1.9 Explain the purpose and physiological responses to warm-up,
active recovery, and passive recovery after aerobic or resistance
exercise.
1.10 Identify normal versus abnormal physiological responses
during the post-exercise recovery period.
1.11 Explain the dose-response relationships between physical
activity, health, and fitness.
1.12 Define muscular strength, endurance, power, and flexibility.
1.13 Explain the principles of force production and levers as they
apply to human movement.
1.14 Explain force production relative to muscle length, position of
muscle attachment, and velocity of contraction.
1.15 Identify and describe the action of major muscle groups.
1.16 Explain age and gender differences in muscular and
cardiovascular systems.
1.17 Describe the principles of overload, specificity, reversibility, and
individuality as they apply to training adaptations.
1.18 Define sedentary behaviour.
1.19 Explain the physiological responses to sedentary behaviour.
2. Theory and Methods of Behaviour Modification
2.1 Describe positive health behaviours.
2.2 Identify and suggest improvements for lifestyle behaviours and
physical activity participation using the Physical Activity and
Sedentary Behaviour Questionnaire (PASB-Q).
2.3 Identify and describe factors affecting participation in physical
activity. Describe the concepts of self-esteem, self-efficacy,
confidence, competence, and body image.
2.4 Describe various theories and models related to health
behaviour change (i.e. Social Cognitive Theory, Self
Determination Theory, Transtheoretical Model, Theory of Planned
Behaviour, and Health Action Process Approach).
2.5 Identify sources of self-efficacy (i.e. mastery experiences, etc.).
2.6 Demonstrate understanding of the factors influencing effective
communication by displaying good interpersonal and
verbal/non-verbal communication skills.
2.7 Demonstrate the client-centred approach to personal training.
2.8 Identify individual differences and apply appropriate
instructional techniques.
2.9 Demonstrate motivational interviewing skills such as openended questioning, active-listening, eliciting change talk,
managing resistances, and guiding clients to explore change.
2.10 Demonstrate selection and use of appropriate instructional
tools.
2.11 Explain and discuss the importance of: empathy, reinforcement
and incentives, and authenticity as they relate to personal
training.
2.12 Demonstrate the ability to assess readiness for change and
determine the needs, wants, lifestyle, abilities and limitations of
the client.
2.13 Describe and apply appropriate strategies (which may include
using the processes of change) designed to increase motivation,
overcome barriers, and encourage compliance for the clients.
2.14 Identify and explain the cognitive processes involved at each
stage of behavioural change.
2.15 Demonstrate the ability to apply the stages of behavioural
change and other intervention techniques to effectively
accommodate the needs, wants, lifestyle, abilities, and limitations
of each client in program design and planning.
2.16 Explain the importance of S.M.A.R.T. (Specific, Measurable,
Attainable, Relevant, Timed) goals and how they empower a
client to take action.
2.17 Demonstrate proficiency in utilizing applicable tools within the
CSEP-PATH® Resource Manual given a particular stage of
change.
2.18 Explain and provide specific examples of how extrinsic and
intrinsic factors may motivate and facilitate change to healthy
behaviours in different individuals.
2.19 Establish the client’s stage of motivational readiness for
becoming more physically active using the appropriate
instructional techniques and counselling styles.
2.20 Demonstrate the ability to apply a variety of exercise
motivation and adherence strategies, including: short- and longterm goal setting, methods of providing feedback, and the
provision of effective incentives.
2.21 Explain the goal setting process and work together with the
client to help them write clear concise goals that they are
confident in.
3. Theory and Methods of Health-Related Physical Fitness
Assessments
The CSEP-CPT must exhibit a comprehensive knowledge of the
assessment protocols, pre-and post-test procedures, test
termination criteria, and measurement sensitivities outlined in the
CSEP-PATH®.
3.1 Identify and explain the importance of informed consent and
pre-assessment health screening (i.e. Get Active Questionnaire,
PARmed-X for Pregnancy).
3.2 Explain the difference between clients that are apparently
healthy versus those with a stable health condition.
3.3 Provide examples of a client that is able to exercise
independently.
3.4 Recognize symptoms that may indicate a negative change in
health status in clients with a stable chronic condition.
3.5 Demonstrate the ability to correctly assess resting heart rate and
resting blood pressure, and identify the prescreening
requirements for safe participation.
3.6 Identify who is qualified to address the client’s needs (e.g. CSEPCEPs for conditioning exercises after rehabilitation of an injury).
3.7 Recognize when to refer clients to persons with more advanced
expertise (e.g. physician, CSEP-CEP, psychologist, etc.) for
evaluation and/or clearance.
3.8 Identify the steps to take when referring a client to another
exercise or allied healthcare professional.
3.9 Develop a network of credible exercise and medical/healthcare
practitioners to use as referrals.
3.10 Demonstrate the ability to administer correctly and explain the
purpose and scoring of the Stages of Change Questionnaire,
Abilities for Active Living Questionnaire (AAL-Q) and PASB-Q.
3.11 Evaluate anthropometry (i.e. height, weight, waist
circumference) according to the guidelines of the CSEP-PATH®.
3.12 Identify and explain the strengths and weaknesses of reporting
percent body fat versus the techniques used in the CSEP-PATH®.
3.13 Explain the theory behind various methods of estimating body
composition such as DXA, underwater weighing, air
plethysmography, and bioelectrical impedance for the
determination of percentage of body fat as well as the strengths
and weaknesses of each method.
3.14 Evaluate aerobic fitness via submaximal exercise assessment
protocols (e.g. mCAFT, the Rockport One Mile Walk, the YMCA
cycle ergometer and/or the Ebbeling treadmill protocols)
according to the guidelines of the CSEP-PATH®.
3.15 Explain the theory, limitations, and assumptions underlying
submaximal assessments of cardiovascular fitness (such as the
mCAFT, the Rockport One Mile Walk, the YMCA cycle ergometer
and/or the Ebbeling treadmill protocols).
3.16 Explain how to use submaximal exercise responses to estimate
relative VO2max during the mCAFT, the Rockport One Mile Walk,
the YMCA cycle ergometer and/or the Ebbeling treadmill
protocols.
3.17 Demonstrate the ability to collect accurate exercise heart rate
measures and demonstrate appropriate action should an
abnormal heart rate response occur.
3.18 Demonstrate the ability to administer all portions of the postexercise recovery protocol and demonstrate appropriate action
should an abnormal response occur.
3.19 Identify test termination criteria for all aerobic submaximal
protocols used in CSEP-PATH®.
3.20 Demonstrate the appropriate use of the Rating of Perceived
Exertion (RPE) scale.
3.21 Demonstrate the ability to evaluate muscular strength,
muscular power, muscular endurance, and balance according to
the guidelines of the CSEP-PATH®.
3.22 Identify and explain the strengths and weaknesses of
assessments of muscular strength, endurance, and power with
particular focus on protocols used in the CSEP-PATH®.
3.23 Demonstrate the ability to evaluate flexibility according to the
guidelines of the CSEP-PATH®.
3.24 Identify and explain the strengths and weaknesses of flexibility
assessments including functional range of motion protocols (e.g.
Sit and Reach Test).
3.25 Describe the validity and reliability of the protocols outlined in
CSEP-PATH®.
3.26 Explain the measurement sensitivity of all measures outlined in
CSEP-PATH®.
3.27 Identify and discuss sources of measurement error as it relates
to reliability, validity, and objectivity and why it is important to
minimize these sources of error.
4. Physical Activity/Exercise Prescription and Program
Design
4.1 Demonstrate the ability to design programs that consider client
data including:
a. Goals and expectations.
b. Current lifestyle demands that may present barriers to
physical activity (e.g. family and work responsibilities,
hectic schedule, extensive travel, access to facilities or
equipment).
c. Current physical activity and sedentary behaviour
patterns.
d. Current level of fitness, strengths and weakness (i.e. as
informed by a formal fitness assessment if one has been
conducted).
Where a client elects to forego a formal fitness assessment, the
CSEP-CPT will need to base training program recommendations
on observations and client feedback.
4.2 Apply the principles and techniques of client-centered exercise
prescription (e.g. monitoring adaptations or progressions).
4.3 Design appropriate submaximal exercise programs
incorporating the principles of progressive overload, specificity,
reversibility, and individuality.
4.4 Describe the difference between exercise prescription designed
for health, fitness, and/or performance (sport and occupational).
4.5 Demonstrate the ability to adjust work intensity on a variety of
fitness equipment during an exercise training session.
4.6 Explain the importance of an effective warm-up and cool-down.
4.7 Prescribe submaximal aerobic exercise programs according to
strategies outlined in the CSEP-PATH®, incorporating:
a.
b.
c.
d.
e.
f.
Goals and expectations.
Frequency and time.
Intensity using appropriate monitoring tools.
Structure.
Type of activity.
Progressions.
4.8 Prescribe submaximal aerobic exercise intensities that are
consistent with current guidelines as advocated by the Canadian
Society for Exercise Physiology (CSEP), and other organizations
publishing appropriate evidence-informed guidelines.
4.9 Demonstrate to clients the procedures required for the accurate
assessment of Heart Rate and Ratings of Perceived Exertion at
rest, and during physical activity/exercise.
4.10 Understand the benefits of healthy eating and a physically
active lifestyle as outlined in Canada’s Food Guide, Canadian
Physical Activity Guidelines, and Canadian 24-Hour Movement
Guidelines.
4.11 Prescribe safe, effective weight management programs that
promote long-term maintenance of healthy body composition
through lifestyle and healthy eating habits.
4.12 Prescribe a submaximal resistance exercise program according
to the strategies outlined in the CSEP-PATH®, incorporating:
a.
b.
c.
d.
e.
Goals and expectations.
Frequency.
Load, repetitions, sets, work-to-rest ratios.
Method of progression and volume of exercise.
Equipment choice.
f. Order of exercises (large to small muscle groups).
4.13 Demonstrate proper resistance training technique.
4.14 Prescribe resistance exercise intensities that are consistent with
current guidelines as advocated as advocated by the Canadian
Society for Exercise Physiology (CSEP), and other organizations
publishing appropriate evidence-informed guidelines.
4.15 Prescribe flexibility exercises that are consistent with current
guidelines as advocated by the Canadian Society for Exercise
Physiology (CSEP), and other organizations publishing
appropriate evidence-informed guidelines.
4.16 Select appropriate exercises (stretching and/or resistance) that
target designated muscle groups to improve range of motion
and work appropriate muscle pairs.
4.17 Demonstrate the ability to predict one-repetition maximum (1RM) to determine appropriate resistance exercise intensities
according to the protocols listed in the CSEP-PATH®.
4.18 Explain the strengths and weaknesses of doing a predictive 1RM versus actual 1-RM measurement.
4.19 Explain the relevance and purpose of the program and
modifications as they relate to the client.
4.20 Provide appropriate and detailed verbal instructions, physical
demonstration, precautions, and safety considerations, and
feedback to clients.
4.21 Select appropriate exercise equipment or techniques which suit
identified objectives.
4.22 Correctly monitor and modify exercise techniques or
prescription as required.
4.23 Describe the expected physiological responses (for all fitness
components) to a prescribed program.
4.24 Educate clients about appropriate self-monitoring techniques
so that they have the ability to decide whether to modify or
terminate a physical activity/exercise session.
4.25 Choose an appropriate tool to record a client’s response to
physical activity/exercise (e.g. training log, heart rate, sets-reps,
blood pressure, work load) and adjust the program accordingly.
5. Safety and Emergency Procedures
5.1 Demonstrate the ability to monitor a client during exercise and
identify normal and abnormal responses to exercise.
5.2 Recognize and properly respond to the following signs and
symptoms indicating an adverse event: asthmatic attack, angina,
myocardial infarction, hypoglycemia, hyperglycemia, stroke, etc.
5.3 Describe appropriate safety precautions (as outlined in the
CSEP-PATH®) for clients with a stable chronic condition such as a
musculoskeletal disorder, cancer, cardiovascular disease, insulin
or non-insulin dependent diabetes mellitus, mental health, or
asthma.
5.4 Demonstrate appropriate spotting techniques as required.
5.5 Provide technical corrections that help guide the client to
improve skill and physical safety.
5.6 Avoid or minimize excessive joint stress produced by a physical
activity/exercise (e.g. inappropriate equipment use,
inappropriate biomechanics, and repetitive participation in the
same activity).
5.7 Identify the benefits versus risks for clients performing moderate
to vigorous intensity aerobic exercise.
5.8 Identify and explain the importance of facility and equipment
safety standards.
5.9 Describe the elements of an Emergency Action Plan.
6. Documentation, Administration, and Professionalism
6.1 Explain the CSEP-PSP® Code of Conduct with particular focus on
client and professional relationships, competence, confidentiality,
marketing and promotion, and record keeping.
6.2 Provide advice to clients based on sound, current, and
evidence-informed information, using ethical and professional
conduct.
6.3 Understand the following legal concepts: nature of injury related
to physical activity, liability exposure, negligence, standard of
care, and risk management strategies.
6.4 Follow appropriate professional and ethical business practises
when promoting services or dealing with colleagues and clients.
6.5 Plan for ongoing professional development opportunities that
present the most recent scientific findings in the exercise
sciences.
CSEP-PSP® CODE OF CONDUCT:
CSEP certified members (CSEP-CPTs and CSEP-CEPs) shall
recognize that professional ethics are founded upon integrity,
competence, devotion to service, and to the advancement of
human welfare. This concept shall guide their conduct at all times. In
this way, each professional’s actions will enhance the dignity and
status of the profession. Members, through their practice, are
charged with extending public understanding of the profession and
should serve in public affairs when their professional knowledge
may be of benefit to the public. Members will build their reputation
on the basis of merit of the service performed or offered, and shall
not compete unfairly with others or compete primarily on the basis
of fees, without due consideration for other factors. Members will
maintain a special obligation to demonstrate understanding,
professionalism, and technical expertise to apprentice members
under their supervision.
CODE OF CONDUCT
CSEP-CPTs and CSEP-CEPs shall:
1. Have proper regard in all their work for the safety and welfare
of all persons.
2. Undertake only work they are competent to perform by virtue
of their training experience and shall express opinions on
matters relating to their Scope of Practice only on the basis of
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
adequate knowledge and honest conviction.
Sign and/or seal only programs, reports or documents that
they have prepared or that they have directly supervised and
controlled throughout their preparation.
Accord all individuals a reasonable level of respect,
understanding, and compassion in their professional practice.
Serve their clients or employers as faithful agents or trustees,
always acting independently, with fairness and justice to all
parties.
Not engage in activities or accept remuneration for services
rendered that may create a conflict of interest with their
clients or employers, without the knowledge and consent of
their clients and employers.
Not disclose confidential information without the written
consent of their clients or employer.
Present clearly to their clients or employers the consequences
to be expected if their professional judgment is overruled by
other authorities in matters pertaining to work for which they
are professionally responsible.
Not offer, nor accept, covert payment for the purpose of
securing work.
Represent their qualifications and competence, or advertise
professional services offered, only through factual
representation without exaggeration.
Conduct themselves towards other members, employees and
all others with fairness and in good faith.
Advise the certifying body of any practice by a member of the
Society that they believe to be contrary to this Code of
Conduct.
PURSUING CERTIFICATION
IN THIS SECTION:
Application Requirements and Process
Process Toward Certification and Membership
CSEP-CPT Theory Exam and Practical Exam
Logistics
APPLICATION REQUIREMENTS AND
PROCESS TO BECOME A CSEP-CPT
Helpful Terminology:
The following terms will be used throughout this section of the
guide. It may help bring clarity to key steps in the application and
approval process.
Application – Available in an online format for anyone interested
in challenging the CSEP-CPT certification exams. The application
must be completed to determine eligibility to challenge the
exams.
Applicant – Someone who has submitted an application to
become a CSEP-CPT. This term is used when an application is
under review i.e. not yet approved.
Eligibility – Once an application has been submitted, CSEP
reviews the submitted material to determine if an applicant is
eligible to become a CSEP-CPT Candidate and pursue CSEP
certification.
Required Supporting Documents – As CSEP is the Gold
Standard in certifying Personal Trainers and Exercise
Physiologists we require verification and evidence of
qualifications and experience through supporting
documentation. Course Transcripts are an example of required
supporting documents.
Candidate – Someone whose application has been approved
and is therefore eligible to challenge the exams.
All Applicants must complete and submit, with all supporting
documents, a CSEP-CPT Application Form online. No individual will
be eligible for the certification process, or to challenge the CSEPCPT Theory and Practical Exams, prior to submitting an application
and being approved by CSEP.
All applications are reviewed by the CSEP National Office. Once all
documentation is received, reviews take approximately 2-3 weeks to
be completed.
*Incomplete applications will not be reviewed
Should you have any questions about the certification application
and examination process, contact CSEP via email:
memberships@csep.ca.
ACADEMIC REQUIREMENTS
All CSEP certifications have specific academic requirements. CSEPCPT Applicants must show they have completed, at minimum, the
equivalent of two years of full-time study (or 60 credits) at the postsecondary level, in a related field. Applicants must show they have
completed this requirement through any one of the following:
1. Graduation from an appropriate two-year College Diploma
program;
2. Through university or college coursework toward graduation
in an appropriate program; or
3. From a combination of completed CEGEP DEC in the PreUniversity Science Stream and courses in an appropriate
Bachelor Degree*.
Note: The academic requirements need to be met through
courses from an accredited college or university program in
human kinetics, kinesiology, physical education, or exercise
sciences.
*In the case of Applicants using their CEGEP DEC courses, they
must show that at least one year of the full-time study (or 30 credits)
comes from the university system.
APPLICATION PROCEDURE
The CSEP-CPT Applicant completes their application online.
Applicants must complete their application in one sitting and should
be prepared with all information and supporting documentation.
The following information is requested on the application form:
Personal Contact Information
The name of the school(s) attended, program
name/specialization and year of graduation or expected
graduation
Electronic copy of official or unofficial transcripts
Payment of Application Fee
Complete the application, attach supporting documents, and
submit. CSEP will review your submission and contact you if there
are any additional questions. It takes two to three weeks to review
and approve applications once all required documentation is
submitted.
CSEP-CPT CORE COMPETENCIES
There are specific Core Competencies a CSEP-CPT Candidate is
expected to demonstrate in order to be successful in the
certification process. While CSEP reviews the program completed
during post-secondary education, it is the responsibility of the
Applicant/Candidate to ensure they have the knowledge and skills
necessary as outlined in the Core Competencies.
The six core competency areas must be covered through course
work. These shouldn’t be confused as course titles.
1. Human Anatomy, Human Physiology, and Exercise Physiology
May be integrated (in part) within courses dealing with the
understanding of the structure and function of the human body
including a basic understanding of the human body’s response to
exercise.
For example, some common course titles may include:
Introduction to Human Anatomy, Human Physiology II,
Physiology of Exercise, Structural Anatomy
2. Theory and Methods of Behaviour Modification
May be integrated (in part) within courses dealing with health
behaviour change, physical activity behaviour modification theories
and models, interpersonal communication, motivational
interviewing, health counselling, health and fitness promotion and
the determinants of physical activity and sedentary behaviour.
For example, some common course titles may include:
Psychology of Sport and Physical Activity, Sport Psychology,
Health Behaviour and Promotion, Exercise Counselling, Applied
Motivational Interviewing, Health Promotion
3. Theory and Methods of Health-Related Physical Activity &
Physical Fitness Assessment
May be integrated (in part) within courses dealing with: fitness
assessments, personal training, physical activity/exercise
prescription, training techniques, and methods of training.
For example, some common course titles may include: Fitness
Assessment and Evaluation, Active Health, Introduction to
Fitness Assessment
4. Theory and Methods of Health-Related Exercise Prescription and
Program Design
May be integrated (in part) within courses dealing with: personal
training, physical activity/exercise prescription, training techniques,
and methods of training. Optimal program design includes
appropriate demonstration, client observation, and exercise
modification.
For example, some common course titles may include: Exercise
Design and Prescription, Personal Training, Effective Fitness
Program Design, Applied Exercise Professional Strategies
5. Safety and Emergency Procedures
May be integrated (in part) within courses dealing with: emergency
response procedures, injury assessment, and treatment.
For example, some common course titles may include: Athletic
Injuries, Sport Injuries and Exercise Safety, Prevention and Injury
Care, Prevention and Care of Athletic Injuries
6. Documentation, Administration and Professionalism
May be integrated (in part) within courses dealing with material
related to marketing, administration, program documentation and
professionalism.
For example, some common course titles may include:
Healthcare Ethics for Kinesiologists, Marketing and
Entrepreneurship in Fitness, Healthcare Administration, Adult
Fitness & Exercise Management
CSEP Recommended Course Maps:
To assist applicants in determining which courses satisfy the CSEPCPT Core Competencies required for certification, CSEP, in
conjunction with a number of institutions, has developed CSEP
Recommended Course Maps (CSEP RCMs).
Each CSEP RCM aligns academic courses offered by a postsecondary institution with the core competencies required for
certification. Not having all the courses listed in a specific CSEP
RCM does not exclude you from pursuing the CSEP-CPT
certification. Should you review the CSEP-CPT Core Competencies
and feel that your courses address the knowledge and skills outlined
in the Core Competencies then you are encouraged to apply.
View the CSEP RCM for your institution at www.csep.ca/rcm
CPR-LEVEL C AND EMERGENCY FIRST AID
CPR Level C
While it is not necessary to have a CPR-C certification during the
application process, it is MANDATORY to complete this
requirement before registering as a CSEP Certified Personal
Trainer®.
CSEP-CPTs are required to renew their CPR-C annually, regardless of
the expiry date on the CPR-C certificate. CSEP certified members
receive Professional Liability Insurance as a membership benefit, and
as such, annual CPR-C renewal is mandatory.
CPR courses must be delivered entirely in person and include a
practical component; therefore, online CPR courses will not be
accepted. CSEP will only accept CPR certification issued by an
organization that adheres to the International Liaison Committee on
Resuscitation (ILCOR) standards. Most national organizations adhere
to the ILCOR Standards (e.g., Canadian Red Cross, Heart and Stroke
Foundation of Canada, St John Ambulance).
If are you unsure if the host organization offering a CPR-C
Certification adheres to ILCOR standards, visit www.ilcor.org.
Emergency First Aid
While it is not necessary to have completed an Emergency First Aid
Course during the application process, it is MANDATORY to
complete this requirement before registering as a CSEP Certified
Personal Trainer®.
CSEP-CPTs must show evidence of having completed an Emergency
First Aid Course. First Aid courses that are taken at a higher level of
certification (Standard, HCP) are also accepted. The First Aid course
may have been offered as part of your academic path, or from a
community-based organization. Often these courses are combined
with a CPR-C program.
A First Aid Course is typically valid for three years, depending on the
certifying organization. It is recommended that your Emergency First
Aid Course was completed in the last three years.
REQUIRED RESOURCE - CSEP-PATH® RESOURCE MANUAL
The CSEP Physical Activity Training for Health® (CSEP-PATH®)
Resource Manual offers a comprehensive, evidence-informed
foundation for the training and work of qualified exercise
professionals.
The CSEP-PATH® is a required resource for all CSEP-CPT
Candidates. This manual is an essential resource for preparing for
the Theory Exam and the Practical Exam. The CSEP-PATH® Resource
Manual includes a comprehensive set of evidence-informed physical
activity, fitness, and lifestyle assessment protocols.
Each CSEP-PATH® Resource Manual comes with a postcard (example
shown below) containing a unique registration code that MUST be
entered in order to schedule a CSEP-CPT Theory Exam attempt.
The CSEP-PATH® Resource Manual is available for purchase from the
CSEP online store at www.csep.ca/CSEP-PATH
CERTIFICATION AND MEMBERSHIP
PROCESS
Once an application has been submitted and the individual is
approved to challenge the exams, they are considered a CSEP-CPT
Candidate. Upon approval to challenge the exams, it is
recommended that a CSEP-CPT Candidate completes the
certification process within one year. Upon approval Candidates
must begin the process, ie. attempt one exam, within 12 months of
approval to remain an active Candidate. If there is no activity on a
file, it may be closed and the individual required to reapply.
A CSEP-CPT Candidate may complete either their Practical Exam or
Theory Exam first. Once the first exam is successfully completed, a
candidate has 6-months to take their second exam and register with
CSEP as a CSEP certified member.
CSEP-CPT Certification Timelines
Candidates have six months from the successful completion of
the first CSEP-CPT exam (Theory or Practical Exam), to
successfully complete the second CSEP-CPT exam (Theory or
Practical), and register as a CSEP certified member.
CSEP-CPT Candidate successfully completes Practical Exam or
Theory Exam
CSEP-CPT Candidate successfully completes Practical Exam or
Theory Exam
Candidate registers with CSEP to become a CSEP Certified
Personal Trainer®
This journey must be completed within 6 months
Example: Taylor passes the CSEP-CPT Theory Exam on June 5.
Taylor must now successfully pass CSEP-CPT Practical Exam AND
register with CSEP by December 5.
CSEP-CPT THEORY AND PRACTICAL EXAM
LOGISTICS
The CSEP-CPT exams are designed for candidates to demonstrate a
level of knowledge and practical skills that will enable them to
provide safe, appropriate, client-centred, and effective personal
fitness assessment and training sessions with clients.
THEORY EXAM LOGISTICS
The CSEP-CPT candidate will demonstrate appropriate theoretical
knowledge of all core competency areas by achieving a minimum
score of 70% on a 2-hour examination consisting of 60 multiplechoice questions (including a case study).
70 %
2 HOURS
60 MULTIPLE CHOICE QUESTIONS
The CSEP-CPT Theory Exam is administered at Computer-Based
Testing Centres in-person or through an online proctoring system.
PearsonVUE hosts CSEP Certification Theory Exams in testing
centres throughout Canada. Pearson VUE has more than 100 test
centre locations across Canada and CSEP-CPT Candidates are able
to test year round, on-demand at a nearby PearsonVUE test centre,
or by choosing online proctoring.
Upon approval to challenge the Theory Exam, CSEP-CPT
Candidates will be emailed a Letter of Approval that contains all the
information required to purchase the Theory Exam. After purchasing
your Theory Exam attempt you will be provided instructions on how
to book your exam at a local PearsonVUE Testing Centre or through
online proctoring. When scheduling your Theory Exam you will need
to use the unique registration code found in your CSEP-PATH®
Resource Manual.
After scheduling a time to challenge the CSEP-CPT Theory Exam at
a PearsonVUE testing centre the CSEP-CPT Candidate arrives at the
appropriate location and is expected to:
Arrive at the test centre 30 minutes prior to their scheduled
appointment time to allow adequate time to complete the
necessary sign-in procedures.
Provide two forms of identification. The names on these
identification documents must exactly match the name on the
examination authorization.
1. One Primary ID: Valid, non-expired government issued
displaying a photo and a signature (e.g. driver’s license)
2. One Secondary ID: Valid, non-expired displaying signature
(e.g. credit card)
CSEP-CPT Candidates will not be allowed to bring the following
items into the testing room during the Theory Exams (this list may
not be exhaustive):
Pen and Paper (these will be provided by the test centre as
needed for the candidates)
Cell phones or any electronic devices
Calculator (a calculator is integrated into the exam for candidate
use)
Bags, purses, books, wallets, etc.
Individual lockers will be provided at the testing centres for
candidates to securely store their personal belongings and items not
allowed in the testing room for the duration of their scheduled
exam.
For those wishing to schedule an online exam, details related to
online proctoring for CSEP-CPT Theory Exams will be found at
www.csep.ca/pearsonvue
Note: Theory Exams cannot be scheduled or changed with less
than 24 hours notice. Plan your schedule and deadlines
accordingly. It may take a few days to find an available time.
PRACTICAL EXAM LOGISTICS
CSEP offers scheduled Practical Exams across Canada. These exams
are administered by CSEP Instructor-Examiners (CSEP IEs). To view
scheduling options, visit the CSEP website, www.csep.ca/exams, for
dates, locations, and times. Please plan ahead and organize your
schedule.
CSEP-CPT candidates are encouraged to participate in a Practical
Skills Review session prior to challenging a Practical Exam. A
Practical Skills Review session offers candidates an opportunity to
prepare to challenge the exams. These are hosted by CSEP IEs, and
are often scheduled one to two days prior to a CSEP-CPT Practical
Exam. To view scheduling options, visit www.csep.ca/workshops for
dates, locations, and times.
The CSEP-CPT candidate will demonstrate appropriate practical
skills and knowledge in an applied setting. This examination will be
conducted by a CSEP IE and assessed on a Pass/Fail basis (i.e.
Acceptable/Unacceptable practises).
The Practical Exam evaluates the candidate’s ability to:
Conduct the appropriate pre-participation health screening
assessments according to the CSEP-PATH®
Administer the CSEP-PATH® lifestyle appraisal and fitness
assessment protocols
Conduct client monitoring in the areas of resistance training and
flexibility, and demonstrate and modify exercises as appropriate
Coach appropriately using the tools and strategies outlined in
the CSEP-PATH®
Candidates are allowed to bring the following to the Practical
Exams:
Pen or Pencil
Clipboard
Calculator
Any tables/charts they need/want, including the CSEP-PATH®
Toolkit
The CSEP Instructor-Examiner will provide the following at the
examination site:
CSEP-PATH® Toolkit
Stopwatch
Blood pressure cuff/Stethoscope
Waist Circumference tape measure
Standing height and scale
Treadmill/cycle/steps
Heart Rate monitor and watch
Rating of Perceived Exertion Chart
Hand grip dynamometer
Mats/Barbells/Weight Machines/Home Exercise
Equipment/Bands/Balls
Table and chairs
ACCOMMODATIONS FOR CANDIDATES DURING EXAMS
The Canadian Society for Exercise Physiology is committed to the
equitable treatment of people with disabilities. CSEP certified
members are expected to provide services to people with and
without disabilities, within their own Scope of Practice.
While all CSEP certified members and candidates are expected to
satisfy the CSEP-CPT requirements for certification, CSEP and CSEP
Instructor-Examiners are expected to provide reasonable
accommodation to meet the needs of CSEP-CPT Candidates with a
disability.
Reasonable accommodation is the use of originality and flexibility in
adjusting to particular needs; it is not to be interpreted as the
lowering of certification standards. All certification standards must
be met. Reasonable accommodations may include such things as
special seating, wheelchair accessible tables, adjustments to lighting
or ventilation, use of a computer, tape recorder or FM system, and
extended time for tests or exams.
This statement recognizes the responsibility of the person with a
disability to identify their specific needs for which accommodation is
requested. It also recognizes the role of CSEP and their exam
delivery partners (PearsonVUE and CSEP-IEs) to preserve, as much
as possible, the confidentiality and privacy of individuals’ affairs.
Finally, it recognizes the joint effort to create and support an
environment where people with disabilities will have equitable
opportunities to participate in the programs of CSEP.
CSEP-CPT Certification Timelines
Candidates have six-months between the successful completion
of the first CSEP-CPT exam (Theory or Practical Exam), to
successfully complete the second CSEP-CPT exam (Theory or
Practical), and register as a certified member.
Candidate successfully completes Practical or Theory Exam
Candidate successfully completes Practical or Theory Exam
Candidate registers with CSEP to become a certified member
This journey must be completed within 6 months
Example: Louise passes the CSEP-CPT Theory Exam on June 5.
Louise must now successfully pass CSEP-CPT Practical Exam and
register with CSEP by December 5.
REQUESTS FOR ACCOMMODATION
CSEP-CPT Candidates with a disability may request reasonable
accommodations to enable them to fully participate in all CSEP
programs. The individual may be required to provide professional
reports which contain specific recommended accommodations that
are necessary for the completion of the CSEP-CPT Practical or
Theory Exams.
All accommodation requests must be submitted prior to scheduling
of either the CSEP-CPT Theory or Practical Exam. If submitted after
scheduling the candidate will be required to cancel their scheduled
exam and reschedule it after the accommodations needs have been
approved, arranged, and added to their file.
The CSEP Accommodations Form can be requested by emailing
memberships@csep.ca.
FAILED EXAM ATTEMPTS
A candidate is allowed a maximum of two attempts at each of the
CSEP-CPT Theory and Practical Exams. An individual who is not
successful after their second exam attempt of either exam will need
to apply for a third attempt, regardless of where they are in the six
month certification period.
The application for a third exam attempt should include a rationale
for why an extension should be granted and outline a study and
skills development plan that the individual will undertake to improve
their knowledge and skills prior to their third attempt. A template
will be provided to them by the CSEP Professional Standards
Program®.
If the application for a third attempt is approved, the individual will
be given an additional six-months in which to successfully complete
the exam and register with CSEP. The six-month extension period
will begin on the date the extension was granted. Any successful
exam grade that was achieved prior to the six-month extension
period will remain valid.
FAILED THIRD ATTEMPT
If a candidate is granted a third attempt, and they fail the third
attempt, there is a 6-month waiting period before any further action
may occur. After the six-month waiting period, a candidate may restart their certification journey. Any previous exams results are no
longer valid. While the candidate does not need to submit a new
application, they are starting the certification journey from the
beginning.
Scenarios for failed third attempt
Example: Candidate Puneet
NOVEMBER 1
Puneet successfully passes their Practical Exam. Their six month
certification timeline has started and they must successfully
complete the Theory Exam and register with CSEP by May 1.
JANUARY 5 & MARCH 10
Puneet is unsuccessful after two attempts at the Theory Exam.
They submit a request for a third attempt.
APRIL 1
Request for a third attempt is approved. There is a one month
study preparation waiting period before they can make their third
attempt.
The six-month extension period will start May 1 and they will not
be able to take the third exam attempt until May 1. Now they
must complete the Theory Exam and register by November 1.
Their Practical Exam result remains valid.
MAY 1
Puneet’s original 6 month certification window has now passed.
Their 6 month extension starts and they can now attempt the
Theory Exam again.
JULY 15
After additional study, Puneet successfully completes their Theory
Exam and registers with CSEP as a CSEP-CPT.
Example: Candidate Lee
NOVEMBER 1
Lee successfully completed their Practical Exam. The 6 month
certification period has started and they must successfully
complete their Theory Exam and register with CSEP by May 1.
JANUARY 5 & APRIL 20
Lee makes two unsuccessful attempts at the Theory Exam.
APRIL 30
Lee submits an application for a third attempt.
MAY 5
Application is approved and the six-month extension period
starts. Now, they must complete the Theory Exam and register by
November 5.
AUGUST 10
After additional study, Lee attempts the Theory Exam for a third
time and is unsuccessful. Lee must now complete a 6-month
waiting period. The waiting period ends February 5.
FEBRUARY 5
Lee can submit a special application to re-open their file. If
approved, they must start the exam process again and
successfully pass both exams. They have two more attempts at
each exam.
CSEP MEMBERSHIP
REGISTER AS A CSEP-CPT
Once a CSEP-CPT Candidate has passed both their Theory and
Practical Exams, the final step is to register as a CSEP Certified
Personal Trainer® (CSEP-CPT). This involves providing the required
documents and paying the annual membership fee. Some required
documents include:
Up-to-date CPR/AED Certification (completed within the last
year).
Proof of completion of an Emergency First Aid Course (this is
valid from any date).
Official transcripts showing proof of course completion, if this
has not already been submitted.
MEMBER BENEFITS
CSEP is the only organization in Canada that connects exercise
science researchers with qualified exercise professionals. The CSEP
Theory and Practical Exams are developed and delivered by
nationally known experts in the field, who are also CSEP certified
members.
Once a candidate becomes a CSEP Certified Personal Trainer®,
CSEP offers numerous quality and evidence-informed professional
development opportunities to assist in maintaining skills and
proficiency in their field. CSEP-CPTs are required to continue their
professional development and earn Professional Development
Credits (PDCs) to maintain their certification. CSEP continues to
ensure the certifications reflect the highest standards, industry
trends, and best practices while continually considering member
input.
Benefits include:
Insurance:
Professional Liability and Commercial Liability Insurance
included with membership fee (learn more at
www.csep.ca/insurance).
Opportunity to purchase additional professional insurance
products (i.e. kinesiology extension, additional insured for
training in specific locations).
Discounts:
Discounts on professional development and conference
registration fees.
Discount on web-based advertising on www.csep.ca and
Communiqué.
Receive discounted subscription rate on Applied Physiology,
Nutrition, and Metabolism (APNM), CSEP’s official journal.
Special member rates for Home and Auto Insurance, and
Extended Health Insurance.
Advocacy:
Voting privileges - eligible to vote and hold elected roles within
CSEP.
May nominate others to stand for election.
Quality Content:
Receive monthly member e-newsletter Communiqué.
Access to “member-only” content on the CSEP Portal.
Career Building Opportunities:
Public profile added to the CSEP Online Member Directory and
access to the CSEP online community.
Career postings shared on CSEP’s website and in newsletter.
Professional Development and continuous learning
opportunities.
Networking and access to future clients.
Increased visibility and leverage from being certified with CSEP,
the Gold Standard in Exercise Science and Personal Training.
MAINTAIN YOUR CSEP-CPT MEMBERSHIP
CSEP-CPTs must renew annually by March 31 to maintain their
membership. CSEP certified membership includes Professional
Liability Insurance for CSEP-CPTs, which is designed to support
your Scope of Practice.
STUDY MATERIALS
IN THIS SECTION:
Core Competencies Chart
Practical Exam Preparation
Practice Theory Exam Questions
Answer Key for Practice Theory Exam Questions
CORE COMPETENCY EXAMPLES IN THE CSEP-PATH®
This chart is designed to provide assistance in reviewing the core competencies
prior to challenging the CSEP-CPT Theory and Practical Exams. This chart is a tool
for you to use in your study planning.
Please note: Approved Candidates are expected to have gained this knowledge
and skills through their post-secondary education. This table is meant to serve as
a refresher and a guide to locate valuable content in the CSEP-PATH® Resource
Manual. In addition to referring to this chart, re-visit your course textbooks, class
notes, and other materials utilized during your post-secondary education.
CORE COMPETENCY 1: HUMAN ANATOMY, HUMAN PHYSIOLOGY, AND
EXERCISE PHYSIOLOGY
Knowledge and
Skills Statement
Knowledge of
typical values for
cardiac
measurements
including cardiac
output, stroke
volume, systolic
and diastolic
blood pressure
Explanation/Examples
(Sub-competencies
noted in brackets)
Examples of typical
values at work and at
rest for males (1.1)
Examples of typical
values at work and at
rest for females (1.1)
Where to find in the CSEPPATH® Resource Manual
Basic Anatomy and Physiology
Section
Knowledge and
Skills Statement
Knowledge of
cardiorespiratory
responses to
exercise
Knowledge of
the body’s three
basic energy
systems
including the
characteristics
and differences
of each system
Explanation/Examples
(Sub-competencies
noted in brackets)
Identify and explain
normal and
abnormal responses
to submaximal
exercise (1.2)
Describe the
responses of the
cardiorespiratory
system to acute and
chronic exercise (1.3)
Differentiate
between the
anaerobic alactic,
anaerobic lactic and
aerobic energy
systems (1.4)
Identify the
characteristics of
each system and
how these
characteristics apply
to exercise
programming (1.4)
Where to find in the CSEPPATH® Resource Manual
Basic Anatomy and Physiology
Section: Body Responses to
physical activity
CSEP-PATH® Section: ASSESS:
Physical Activity, Fitness &
Lifestyle
Basic Anatomy and Physiology
Section: Energy Systems &
Energy System Characteristics
Table
Knowledge and
Skills Statement
Knowledge of
oxygen
consumption
and how it
relates to
exercise
Skill in
estimating the
energy costs of
physical activity
in metabolic
equivalents
Explanation/Examples
(Sub-competencies
noted in brackets)
Identify and explain
the most valid and
direct measure of
maximal aerobic
power (VO2max) (1.5)
Identify and explain
the difference
between absolute
and relative oxygen
consumption (VO2)
(1.6)
Explain the
relationship between
exercise workload,
oxygen uptake, and
heart rate including
identifying factors
that may influence
these relationships
(1.7)
Explain METS (1.8)
Estimate METS
(METS/Kcal/KJ) using
established energy
expenditure tables
(1.8)
Where to find in the CSEPPATH® Resource Manual
Basic Anatomy and Physiology
Section: Heart Rate, Stroke
Volume and Blood Pressure
Responses to Aerobic Activity
Training for Health and
Performance Section
Lifestyle Behaviours & Health
Section: Physical Activity,
Fitness, and Health
Knowledge and
Skills Statement
Knowledge of
physiological
responses to
warm-up, and
post exercise
recovery
Explanation/Examples
(Sub-competencies
noted in brackets)
Identify and define
the terms: warm-up,
active recovery, and
passive recovery (1.9)
Explain the purpose
and physiological
responses to warmup, active recovery,
and passive recovery
(1.9)
Identify normal vs.
abnormal
physiological
responses during
post-exercise
recovery period
(1.10)
Where to find in the CSEPPATH® Resource Manual
CSEP-PATH® Section: ASSESS:
Physical Activity, Fitness &
Lifestyle - Aerobic Fitness Test
Termination and In Case of
Emergency
Training for Health and
Performance Section
Knowledge and
Skills Statement
Knowledge of
physiological
basis of the
components of
health-related
fitness
Knowledge of
the anatomy,
physiology and
function of the
muscular system
Explanation/Examples
(Sub-competencies
noted in brackets)
Explain the doseresponse relationship
between physical
activity, health and
fitness (1.11)
Define muscular
strength, endurance,
power, and flexibility
(1.12)
Describe the
principles of
overload, specificity,
reversibility, and
individuality as they
apply to training
adaptations (1.17)
Identify and describe
the action of major
muscles groups (e.g.,
trapezius, pectoralis
major, latissimus
dorsi, deltoids,
biceps, triceps,
rectus abdominis,
internal and external
obliques, erector
spinae, gluteus
maximus, hip flexors,
quadriceps,
hamstrings, hip
abductors, hip
adductors, anterior
tibialis, soleus,
Where to find in the CSEPPATH® Resource Manual
Basic Anatomy & Physiology
Section: Skeletal Muscle
Function
CSEP-PATH® Section: ASSESS:
Physical Activity, Fitness &
Lifestyle
Training for Health and
Performance Section: Training
for Health & Fitness Training
Principles
Basic Anatomy and Physiology
Section: Muscular System &
Skeletal System Section
(download full size posters in
the eToolkit at
www.csep.ca/CSEP-PATH)
Training for Health and
Performance Section: Joint
Action Muscle Chart
Knowledge and
Skills Statement
Explanation/Examples
(Sub-competencies
noted in brackets)
gastrocnemius) (1.15)
Identify major bones
(e.g., clavicle,
scapula, sternum,
humerus, carpals,
ulna, radius, femur,
tibia, fibula, tarsals.)
Identify the primary
action and joint
range of motion for
each major muscle
group (1.15)
Explain the
difference between
types of muscle
contractions
(isotonic, isometric,
and isokinetic)
Explain the principles
of force production
and levers as they
apply to human
movement. (1.13)
Explain force
production relative
to muscle length,
position of the
muscle attachment
and velocity of the
contraction (1.14)
Explain age and
gender differences in
the muscular system
(1.16)
Where to find in the CSEPPATH® Resource Manual
Knowledge and
Skills Statement
Knowledge of
the physiological
effects of
sedentary
behaviour
Explanation/Examples
(Sub-competencies
noted in brackets)
Define sedentary
behaviour (1.18)
Explain the
physiological
response to
sedentary behaviour
(1.19)
Where to find in the CSEPPATH® Resource Manual
Lifestyle Behaviours & Health
Section: Physical Activity,
Fitness, and Health and
Sedentary Behaviour
CSEP-PATH® Section: ASSESS:
Physical Activity, Fitness &
Lifestyle
Training for Health &
Performance Section: Training
for Health & Fitness - Physical
Activity Prescription for
Reducing Sedentary Behaviour
CSEP-PATH® Toolkit
Additional Resource: Sedentary
Behaviour Research Network
(www.sedentarybehaviour.org)
CORE COMPETENCY 2: THEORY AND METHODS OF BEHAVIOUR
MODIFICATION
Knowledge
and Skills
Statement
Explanation/Examples (Sub-competencies
noted in brackets)
Where to
find in the
CSEPPATH®
Resource
Manual
Knowledge
and Skills
Statement
Knowledge of
positive health
and lifestyle
behaviours
Explanation/Examples (Sub-competencies
noted in brackets)
Describe positive health behaviours (2.1)
Administer correctly and explain the
purpose and scoring of the Stage of
Change Questionnaire, AAL-Q and
PASB-Q. (3.10)
Identify and suggest improvements for
lifestyle behaviours and physical activity
participation using the PASBQuestionnaire (2.2)
Where to
find in the
CSEPPATH®
Resource
Manual
Lifestyle
Behaviours
& Health
Section:
Physical
Activity,
Fitness and
Health
CSEPPATH®
Section:
ASSESS:
Physical
Activity,
Fitness &
Lifestyle
CSEPPATH®
Toolkit
Knowledge
and Skills
Statement
Skill in
understanding
motivation and
factor affecting
physical activity
participation
Explanation/Examples (Sub-competencies
noted in brackets)
Identify and describe factors affecting
participation in physical activity (2.3)
Describe the concepts of self-esteem,
self-efficacy, confidence, competence,
and body image (2.3)
Describe various theories and models
related to health behaviour changes (i.e.,
Social Cognitive Theory, Self
Determination Theory, Transtheoretical
Model, Theory of Planned Behaviour, and
Health Action Process Approach) (2.4)
Identify sources of self-efficacy
(i.e. mastery experiences, etc.) (2.5)
Where to
find in the
CSEPPATH®
Resource
Manual
Lifestyle
Behaviours
& Health
Section:
Physical
Activity,
Fitness, and
Health
Behaviour
Change
Section
Knowledge
and Skills
Statement
Skill in basic
coaching,
instructional
techniques, and
communication
skills
Explanation/Examples (Sub-competencies
noted in brackets)
Identify factors influencing effective
communication (i.e. interpersonal, verbal
and non-verbal communication skills)
(2.6)
Demonstrate client-centred approach to
personal training (2.7)
Identify individual differences and apply
appropriate instructional techniques (2.8)
Demonstrate motivational interviewing
skills including open-ended questioning,
active listening, eliciting change talk,
managing resistances and guiding clients
to explore change (2.9)
Demonstrate selection and use of
appropriate instructional tools (2.10)
Explain and discuss the importance of:
empathy, reinforcement and incentives,
and authenticity as they relate to
personal training (2.11)
Where to
find in the
CSEPPATH®
Resource
Manual
Behaviour
Change
Section
CSEPPATH®
Section:
ASK: Get to
Know the
Client
CSEPPATH®
Section:
ADVISE:
Evaluate,
Report &
Discussion
CSEPPATH®
Toolkit
Knowledge
and Skills
Statement
Skill in applying
theories of
behavioural
change
including the
Stages and
Processes of
Change
Explanation/Examples (Sub-competencies
noted in brackets)
Demonstrate the ability to assess
readiness for change and determine the
needs, wants, lifestyle, abilities, and
limitations of the client (2.12)
Describe and apply appropriate
strategies (which may include using the
processes of change) designed to
increase motivation, overcome barriers,
and encourage compliance for clients
(2.13)
Identify and explain the cognitive
processes involved at each stage of
behavioural change (2.14)
Demonstrate the ability to apply the
stages of behavioural change and other
intervention techniques to effectively
accommodate the needs, wants, lifestyle
abilities, and limitations of each client in
program design and planning. (2.15)
Explain the importance of S.M.A.R.T.
(Specific, Measurable, Attainable,
Relevant, Timed) goals and how they
empower a client to take action (2.16)
Demonstrate proficiency in utilizing
applicable tools within the CSEP-PATH®
manual given a particular stage of
change. (2.17)
Where to
find in the
CSEPPATH®
Resource
Manual
Behaviour
Change
Section
CSEPPATH®
Section:
ASK: Get to
Know the
Client
CSEPPATH®
Section:
ADVISE:
Evaluate,
Report &
Discussion
CSEPPATH®
Section:
AGREE:
Devise an
Action Plan
CSEPPATH®
Toolkit
Knowledge
and Skills
Statement
Skill in the
application of
Exercise
Motivation and
Adherence
Strategies
Explanation/Examples (Sub-competencies
noted in brackets)
Explain and provide specific examples of
how extrinsic and intrinsic factors may
motivate and facilitate change to healthy
behaviours in different individuals. (2.18)
Establish the client’s stage of
motivational readiness for becoming
more physically active using the
appropriate instructional techniques and
counselling styles. (2.19)
Demonstrate the ability to apply a variety
of exercise motivation and adherence
strategies including: short-term and longterm goal setting, methods of providing
feedback, and the provision of effective
incentives. (2.20)
Explain the goal-setting process and
work together with your client to help
them write clear, concise goals that they
are confident in. (2.21)
Where to
find in the
CSEPPATH®
Resource
Manual
Behaviour
Change
Section
CSEPPATH®
Section:
ASSESS:
Physical
Activity,
Fitness &
Lifestyle
CSEPPATH®
Section:
ADVISE:
Evaluate,
Report &
Discussion
CSEPPATH®
Section:
AGREE:
Devise an
Action Plan
CORE COMPETENCY 3: THEORY AND METHODS OF HEALTH-RELATED
PHYSICAL ACTIVITY AND FITNESS ASSESSMENT
Knowledge and
Skills Statement
Skill in
conducting PreParticipation
Health
Screening
Assessments
Explanation/Examples (Subcompetencies noted in brackets)
Identify and explain the importance of
informed consent and pre-assessment
health screening (i.e. Get Active
Questionnaire, PARmed-X for
Pregnancy) (3.1)
Demonstrate the ability to administer
correctly and explain the purpose and
scoring of the Stage of Change
questionnaire, AAL-Q and PASB-Q.
(3.10)
Explain the difference between clients
that are apparently healthy versus those
with a stable health condition (3.2)
Provide examples of a client that is able
to exercise independently (3.3)
Recognize signs and symptoms that
may indicate a negative change in
health status in clients with a stable
chronic condition (3.4)
Demonstrate the ability to correctly
assess resting heart rate and resting
blood pressure and identify the prescreening requirements for safe
participation (3.5)
Where to
find in the
CSEPPATH®
Resource
Manual
CSEP-PATH®
Section:
ASK: Get to
Know the
Client
CSEP-PATH®
Section:
ASSESS:
Physical
Activity,
Fitness &
Lifestyle)
Training for
Health and
Performance
Section
Knowledge of
the CSEP-CPT
Scope of
Practice and
when to refer to
another exercise
or allied
healthcare
professional
Identify who is qualified to address the
client’s needs (e.g. CSEP-CEPs for
conditioning exercises after
rehabilitation of an injury). (3.6)
Recognize when to refer clients to
persons with more advanced expertise
(e.g., physician, CSEP-CEP,
psychologist, etc.) for evaluation and/or
clearance. (3.7)
Identify the steps to take when referring
a client to another exercise or allied
healthcare professional (3.8)
Develop a network of credible exercise
and medical/health practitioners to use
as referrals. (3.9)
CSEP-PATH®
Section:
ASK: Get to
Know the
Client
CSEP-PATH®
Section:
ADVISE:
Evaluate,
Report &
Discussion
Professional
Concepts
Section
Skill in
conducting
anthropometry
and body
composition
assessments
Evaluate anthropometry (i.e. height,
weight, waist circumference) according
to the guidelines of the CSEP-PATH®
(3.11)
Identify and explain the strengths and
weaknesses of reporting percent body
fat versus the techniques used in the
CSEP-PATH® (3.12)
Explain the theory behind the various
methods of estimating body
composition such as DXA, underwater
weighing, air plethysmography, and
bioelectrical impedance for the
determination of percentage of body
fat as well as the strengths and
weaknesses of each method. (3.13)
CSEP-PATH®
Section:
ASSSESS:
Physical
Activity,
Fitness &
Lifestyle
Skill in
administering
submaximal
aerobic exercise
assessments
Evaluate aerobic fitness via submaximal
exercise assessment protocols (e.g.
mCAFT, the Rockport One Mile Walk,
the YMCA cycle ergometer, and/or the
Ebbeling treadmill protocols) according
to the guidelines of the CSEP-PATH®
(3.14)
Explain the theory, limitations and
assumptions underlying submaximal
assessments of cardiovascular fitness
(e.g., mCAFT, the Rockport One Mile
Walk, the YMCA cycle ergometer,
and/or the Ebbeling treadmill
protocols) (3.15)
Explain how to use submaximal
exercise responses to estimate relative
VO2max during the mCAFT, the
Rockport One Mile Walk, the YMCA
cycle ergometer, and/or the Ebbeling
treadmill protocols (3.16)
Demonstrate the ability to collect
accurate exercise heart rate measures
and demonstrate appropriate action
should an abnormal heart rate response
occur (3.17)
Demonstrate the ability to administer
all components of the post-exercise
recovery protocol and demonstrate
appropriate action should an abnormal
response occur (3.18)
Identify test termination criteria for all
aerobic submaximal protocols used in
CSEP-PATH® (3.19)
Basic
Anatomy
and
Physiology
Section
CSEP-PATH®
Section:
ASSESS:
Physical
Activity,
Fitness &
Lifestyle
Demonstrate the appropriate use of the
Rating of Perceived Exertion (RPE) scale
(3.20)
Skill in
administering
muscular
strength, power
and muscular
endurance
assessment
protocols
Skill in
administering
flexibility
assessment
protocol
Demonstrate the ability to evaluate
muscular strength, muscular power,
muscular endurance, and balance
according to the guidelines of the
CSEP-PATH® (3.21)
Identify and explain the strengths and
weaknesses of muscular strength,
endurance, and power with particular
focus on protocols used in the CSEPPATH® (3.22)
Demonstrate the ability to evaluate
flexibility according to the guidelines of
the CSEP-PATH® (3.23)
Identify and explain the strengths and
weaknesses of flexibility assessments
including functional range of motion
protocols (e.g., Sit and Reach Test)
(3.24)
CSEP-PATH®
Section:
ASSESS:
Physical
Activity,
Fitness &
Lifestyle
CSEP-PATH®
Section:
ASSESS:
Physical
Activity,
Fitness &
Lifestyle
Knowledge of
fitness
assessment
theory and
application
Describe the validity and reliability of
the protocols outlined in the CSEPPATH® (3.25)
Explain the measurement sensitivity of
all measures outlined in the CSEPPATH® (3.26)
Identify and discuss sources of
measurement error as it relates to
reliability, validity, and objectivity and
why it is important to minimize these
sources of error. (3.27)
Refer to
course notes
on reliability,
sensitivity,
validity, and
objectivity.
CORE COMPETENCY 4: THEORY AND METHODS OF HEALTH-RELATED
EXERCISE PRESCRIPTION AND PROGRAM DESIGN
Knowledge
and Skills
Statement
Skill in
program
design,
training
options, and
basic training
progressions
Explanation/Examples (Subcompetencies noted in
brackets)
Demonstrate the ability to
design programs that
consider client data
including:
Goals and expectations
Current lifestyle demands
that may present barriers
to physical activity (e.g.
family and work
responsibilities, hectic
schedule, extensive travel,
access to facilities, or
Where to find in the
CSEP-PATH® Resource
Manual
CSEP-PATH® Section:
ASK: Get to Know the
Client
CSEP-PATH® Toolkit
CSEP-PATH® Section:
ASSESS: Physical
Activity, Fitness &
Lifestyle
Training for Health and
Performance Section
Other Resources:
Knowledge
and Skills
Statement
Explanation/Examples (Subcompetencies noted in
brackets)
equipment)
Current physical activity
and sedentary patterns
Current level of fitness,
strengths, weakness (i.e.,
as formed by a formal
fitness assessment if one
has been conducted).
Where a client elects for
forgo a formal fitness
assessment, the CSEP-CPT
will need to base training
program recommendations
on observations and client
feedback (4.1)
Apply the principles and
techniques of client-centered
exercise prescription (e.g.,
monitoring adaptions or
progressions) (4.2)
Design appropriate
submaximal exercise
programs incorporating the
principles of progressive
overload, specificity,
reversibility and individuality.
(4.3)
Describe the difference
between exercise
prescription designed for
health, fitness and/or
performance (sport or
occupation) (4.4)
Demonstrate the ability to
adjust work intensity on a
variety of exercise equipment
during an exercise training
session (4.5)
Canada’s
Guide:
Where toFood
find in
the
®
foodCSEP-PATH Resource
guide.canada.ca/en
Manual
CSEP Guidelines:
www.csep.ca/guidelines
Knowledge
and Skills
Statement
Explanation/Examples (Subcompetencies noted in
brackets)
Explain the importance of an
effective warm-up and cooldown (4.6)
Demonstrate to clients the
procedures required for
accurate assessment of heart
rate and ratings of perceived
exertion at rest and during
physical activity/exercise (4.9)
Describe the benefits of
healthy eating and a
physically active lifestyle as
outlined in Canada’s Food
Guide and Canadian Physical
Activity Guidelines. (4.10)
Prescribe safe, effective
weight management
programs that promote long
term maintenance of health
body composition through
lifestyle and healthy eating
habits. (4.11)
Prescribe flexibility exercises
that are consistent with
current guidelines as
advocated by the Canadian
Society for Exercise
Physiology (CSEP), and other
organizations publishing
appropriate evidence-based
guidelines (4.15)
Where to find in the
CSEP-PATH® Resource
Manual
Knowledge
and Skills
Statement
Skill in
designing a
submaximal
aerobic
exercise
program
Skill in
designing a
submaximal
resistance
exercise
program
Explanation/Examples (Subcompetencies noted in
brackets)
Prescribe submaximal
aerobic exercise programs
according to the strategies
outlined in the CSEP-PATH®
incorporating:
Goals and expectations
Frequency and time
Intensity using appropriate
monitoring tools
Structure
Type of activity
Progressions (4.7)
Prescribe submaximal
aerobic exercise intensities
that are consistent with
current guidelines advocated
by the Canadian Society for
Exercise Physiology (CSEP),
and other organizations
publishing appropriate
evidence-based guidelines.
(4.8)
Prescribe a submaximal
resistance exercise program
according to the strategies
outlined in the CSEP-PATH®,
incorporating:
Goals and Expectations
Frequency
Load, repetitions, sets,
work-to-rest ratios
Method of progression
and volume of exercise
Where to find in the
CSEP-PATH® Resource
Manual
Training for Health and
Performance Section
Training for Health and
Performance Section
Knowledge
and Skills
Statement
Explanation/Examples (Subcompetencies noted in
brackets)
Where to find in the
CSEP-PATH® Resource
Manual
Equipment choice
Order of exercises (large to
small muscle groups) (4.12)
Demonstrate proper
resistance training technique
(4.13)
Prescribe resistance exercise
intensities that are consistent
with current guidelines as
advocated by the Canadian
Society for Exercise
Physiology (CSEP), and other
organizations publishing
appropriate evidenceinformed guidelines. (4.14)
Demonstrate the ability to
predict one-repetition
maximum (1RM) to
determine appropriate
resistance exercise intensities
according to the protocols
listed in the CSEP-PATH®.
(4.17)
Explain the strengths and
weaknesses of doing a
predictive 1-RM versus actual
1-RM measurement. (4.18)
Skill in Client
Program
Demonstration
and
Monitoring
Explain the relevance and
purpose of the program and
modifications as they relate
to the client (4.19)
Provide appropriate and
detailed verbal instructions,
physical demonstrations,
precautions and safety
Training for Health and
Performance Section
Basic Anatomy and
Physiology Section
CSEP-PATH® Section:
ADVISE: Evaluate,
Report & Discussion
Knowledge
and Skills
Statement
Explanation/Examples (Subcompetencies noted in
brackets)
considerations, and feedback
to clients (4.20)
Select appropriate exercise
equipment or techniques
which suit identified
objectives (4.21)
Correctly monitor and modify
exercise techniques or
prescription as required
(4.22)
Describe the expected
physiological responses (for
all fitness components) to a
prescribed program (4.23)
Educate clients about
appropriate self-monitoring
techniques so that they have
the ability to decide whether
to modify or terminate a
physical activity/exercise
session (4.24)
Choose an appropriate tool
to record a client’s response
to physical activity/exercise
(e.g. training log, heart rate,
sets-reps, blood pressure,
work load) and adjust the
program accordingly. (4.25)
Training
forfind
Clients
with
Where to
in the
®
Chronic
Conditions
CSEP-PATH
Resource
Section
Manual
CSEP-PATH® Toolkit
CORE COMPETENCY 5: SAFETY AND EMERGENCY PROCEDURES
Knowledge
and Skills
Statement
Skill in
ensuring
client safety
and injury
prevention
Explanation/Examples (Sub-competencies
noted in brackets)
Demonstrate the ability to monitor a client
during exercise and identify normal and
abnormal responses to exercise (5.1)
Recognize and properly respond to signs
and symptoms indicating the following
adverse events: asthmatic attack, angina,
myocardial infarction, hypoglycemia,
hyperglycemia, stroke, etc. (5.2)
Describe appropriate safety precautions (as
outlined in the CSEP-PATH®) for clients with
a stable chronic condition such as a
musculoskeletal disorder, cancer,
cardiovascular disease, insulin or non-insulin
dependent diabetes mellitus, mental health,
or asthma (5.3)
Demonstrate appropriate spotting technique
as required (5.4)
Provide technical corrections that help guide
the client to improve skill and physical safety
(5.5)
Avoid or minimize excessive joint stress
produced by a physical activity/exercise (e.g.
inappropriate equipment use, inappropriate
biomechanics, and repetitive participation in
the same activity) (5.6)
Identify the benefits versus risks for clients
performing moderate to vigorous intensity
aerobic exercise (5.7)
Where to
find in the
CSEPPATH®
Resource
Manual
Basic
Anatomy
and
Physiology
Section
Training for
Health &
Performance
Section
Training for
Clients with
Chronic
Conditions
Section
Knowledge
of
Emergency
Procedures
Identify and explain the importance of
facility and equipment safety standards (5.8)
Describe the elements of an Emergency
Action Plan (5.9)
CORE COMPETENCY 6: DOCUMENTATION, ADMINISTRATION AND
PROFESSIONALISM
Knowledge and
Skills Statement
Knowledge of the
CSEP code of
conduct and its
implications for
CSEP Certified
Personal Trainers®
Explanation/Examples (Subcompetencies noted in brackets)
Explain the CSEP Code of Conduct
with particular focus on client and
professional relationships,
competence, confidentiality,
marketing and promotion, and
record keeping (6.1)
Provide advice to clients based on
sound, current, and evidencebased information using ethical
and professional conduct (6.2)
Where to find
in the CSEPPATH®
Resource
Manual
Professional
Concepts
Section:
Professional
Standards &
Credentials
Section
Knowledge and
Skills Statement
Knowledge of
basic legal
considerations
Knowledge of
business practices
Explanation/Examples (Subcompetencies noted in brackets)
Explain the following legal
concepts: nature of injury related
to physical activity, liability
exposure, negligence, standard of
care, and risk management
strategies (6.3)
Follow appropriate professional
and ethical business practices
when promoting services or
dealing with colleagues and clients
(6.4)
Plan for ongoing professional
development opportunities that
present the most recent scientific
findings in the exercise sciences
(6.5)
Where to find
in the CSEPPATH®
Resource
Manual
Professional
Concepts
Section: Basic
Legal & Ethical
Considerations
Professional
Concepts
Section:
Professional
Reputation &
Marketing
PRACTICAL EXAM PREPARATION
The Practical Exam is administered by a CSEP Instructor-Examiner (CSEP IE).
Schedule your exam well in advance, and ensure you are prepared to
demonstrate your knowledge and skills in assessing a client and prescribing
exercise. When your Practical Exam date and time is confirmed, plan to arrive
early.
Candidates will be given a scenario with detailed background information on the
“client”. They will be given a few minutes to review the scenario before the
assessment begins.
As Candidates are preparing to demonstrate their practical skills and knowledge
with this “client”, they are encouraged to demonstrate these techniques:
Explain what you are doing and why throughout the entire process.
Talk with your client throughout the process, and work to establish rapport.
Demonstrate Motivational Interviewing skills at any time throughout the
process.
Sample scenario:
You will be given a handout, explaining background details on a mock client.
Candidates will be given some time to review the client details before starting
the Practical Exam. The scenario will describe the required assessments to
demonstrate your knowledge, skills, and abilities. Before you begin, confirm
that your client is ready and able to complete an assessment today.
You can expect the following background details:
age
sex
some background on their goals, and/or health concerns
a completed Get Active Questionnaire.
Sample Scenario: The client is a 57-year-old female with lower back pain, and
goals to maintain weight. Their Get Active Questionnaire indicates no specific
health concerns at this time.
Candidates will be asked to demonstrate a selection of the following skills:
Pre-Screening: Get Active Questionnaire, Blood Pressure, Heart Rate.
Anthropometry: Weight/Height and Waist Circumference.
Aerobic Assessment: Any of the Aerobic Assessments in the CSEP-PATH®.
Musculoskeletal (MSK) Assessments: Any of the MSK Protocols in the CSEPPATH®.
Once the candidate has completed all of the required assessments, the CSEP
Instructor-Examiner (CSEP IE) will provide candidates with a handout of specific
results for the given scenario. Candidates will provide the results of the
assessment to the client ensuring to demonstrate the following skills:
Ability to effectively communicate and build rapport while providing the
interpretation of results:
Review the summary of the findings using language the client will
comprehend,
Demonstrate the ability to ask open-ended questions, and
Demonstrate the ability to practice active listening.
Demonstrate, Explain/Cue, and Justify a Strength and Stretch.
Provide appropriate feedback as client executes movement.
Following the Practical Exam, the CSEP IE will provide the results of the exam. In
the event the candidate is unsuccessful, CSEP will explain the process for an
additional attempt if specific stations or a complete re-exam is required.
TIP: Before you begin, ALWAYS introduce yourself to the client and welcome
them to the session.
TIP: Be sure to ask permission, “Is it okay if I touch your wrist for heart rate?”.
Explain what you are doing, and why. Why is this test the appropriate choice
for this client? Explain the importance of the particular assessment being used.
Ask open-ended questions to get to know your client during passive recovery.
TIP: Make eye contact when explaining and use accessible language
(remember, the client will not have the same depth of language as you with
respect to assessments). Pause after an open-ended question and demonstrate
listening skills (e.g. nodding, eye contact, etc.) Choose positive supportive
language (e.g. room for improvement, it sounds like this is important to you).
PRACTICAL EXAM PREPARATION CHECKLIST
Check
once
complete
General Tips
Review all of the assessments found in the CSEP-PATH®: List
them and ensure you have confidence in implementing each of
the assessments.
Review the tools in the CSEP-PATH® Toolkit, including the Get
Active Questionnaire, and the Health Benefit Rating Charts.
If possible, observe a CSEP-CPT in practice, take notes, ask
questions.
Subscribe to the CSEP Certified Personal Trainer® (CSEP-CPT)
Certification Exam Study Modules to expand your knowledge in
preparing for the Practical Exam. (Available for purchase in
CSEP’s online learning platform www.csep.ca/onlinelearning)
Subscribe to CSEP’s Get Active Questionnaire Online Learning
Module to review how to effectively use the tool for preassessment. Available for free on CSEP’s website.
Attend a Practical Skills Review Session. Look for available
sessions on CSEP’s website.
Recruit a friend and practice all of the assessments found in the
CSEP-PATH®.
TIPS FOR THE DAY OF EXAM
Check
once
complete
General Tips
Arrive early. If the CSEP Instructor-Examiner has provided
specifics on what to bring and how to prepare, be sure to follow
their recommendations.
Remember to follow the instructions of your CSEP InstructorExaminer throughout the exam.
Before you begin, confirm that your client is ready and able to
complete an assessment today.
Remember to ALWAYS introduce yourself to the client, and
welcome them to the session. Remember, treat this as an actual
session with a new client you are meeting for the first time (even
if you know this person from class or from preparing for the exam
together).
Make eye contact when explaining and use accessible language
(remember, the client will not have the same depth of language
as you with respect to assessments).
Remember to explain what you are doing, and why. Explain the
importance of the particular assessment being used.
Ask open-ended questions to get to know your client during
passive recovery. Pause after an open-ended question and
demonstrate listening skills (nodding, eye contact, etc.)
Choose positive supportive language (i.e. room for improvement,
it sounds like this is important to you)
PRACTICE THEORY EXAM QUESTIONS
The following questions are designed to help candidates practice their
knowledge. These questions should not be the only tool you use toward
preparing for certification. It is important to keep in mind, these are not actual
questions from the exam, but rather a sample of how questions are phrased, how
answers are listed, and some of the areas of content that should be included in
study plans.
In the next section, the answers have been provided with information on how
to obtain more information.
1. The ‘Alternatives for Action’ tool:
a.
b.
c.
d.
Asks clients to identify short-term and long-term goals
Is designed to help pre-contemplative and contemplative stage clients
Asks clients to set small obtainable goals
Involves all of the above
2. Adherence may be enhanced for a client in the early part of the Action stage of
change if the qualified exercise professional:
a. Increases the awareness of the health benefits for the client
b. Supports the client to avoid relapse
c. Adds variety to the client’s program
d. Sets a target date to start
3. One source of error when taking blood pressure is:
a.
b.
c.
d.
The cuff is too wide
The arm is supported at heart level
The rate of deflation is equal to 2 mmHg per second
The stethoscope is positioned over the brachial artery
4. When using the %HRR formula it would be best to:
a. Have a very accurate reading of resting heart rate
b. Change the values for younger and very old clients
c. Calculate max HR using a percentage of the client’s resting heart rate
reserve
d. None of the above are correct
5. Using an elliptical trainer, it is estimated that an individual will expend
approximately 8 Kcal/min while exercising. If an individual weighs 83 kg and
exercises for 25 minutes 3 times a week using the elliptical trainer, how long
would you approximate it to take for this individual to lose 2.3kg? (note: assume
to that no adjustment was made to the diet)
a.
b.
c.
d.
34 weeks
19 weeks
29 weeks
26 weeks
6. To help you determine your client’s cardiovascular fitness you need to convert
3.6 L/min to a relative reading. The client’s weight is 61 kg and she is 26 years old.
What is the correct answer?
a.
b.
c.
d.
41 ml · kg-1 · min-1
59 ml · kg-1 · min-1
64 ml · kg-1 · min-1
32 ml · kg-1 · min-1
7. Performing a bicep curl, a client stands erect and holds the barbell at waist
level with a shoulder width underhand grip. Keeping elbows away from hips, he
curls the barbell to his chin, pauses briefly, and then slowly lowers to the starting
position. An essential correction that needs to be pointed out is the following:
a.
b.
c.
d.
The barbell should initially be held at chest level
Elbows should be kept as close to the hips as possible
Hands should be wider apart than shoulder width
An overhand grip should be used
8. A previously sedentary male client is interested in starting an aerobic training
program. Which of the following exercise intensities would be the most
appropriate for this client during the initial stage of his program?
a.
b.
c.
d.
20-30% of heart rate reserve for 20-30 minutes
40-50% of heart rate reserve for 20-30 minutes
75-84% of heart rate reserve for 45-50 minutes
65-75% of heart rate reserve for 50-60 minutes
9. What would FITT look like in the Improvement stage for the individual
identified in the previous question?
a.
b.
c.
d.
2 times per week for 45-60 minutes at 75-85% of heart rate reserve
3 times per week for 15 minutes for at 50-60% max heart rate
3 times per week for 25-30 minutes at 60-70% of heart rate reserve
6 times per week for 15 minutes at 70-80% of heart rate reserve
10. Perfect Sit-Ups primarily work the:
a.
b.
c.
d.
Iliopsoas
Erector spinae
Rectus abdominus
Biceps femoris
11. The first step to handling price objections is to:
a.
b.
c.
d.
Have confidence and value your service
Lower your price
Avoid the discussion
Invite comparisons among different personal fitness trainers
12. Aerobic Fitness Assessment results from the Rockport One Mile Walk Test
Jill (female, 33 years old, 72.7 kg) completed the Rockport One Mile Walk Test in
11 min 20 sec. Her final post-exercise HR and BP were 160 bpm and
126/80 mmHg, respectively. What is Jill’s predicted VO2max based on the results
of the Rockport One Mile Walk Test?
Rockport One Mile Walk Test Formula: Estimated VO2max (ml · kg-1 · min-1) =
132.853 - (0.16918 x weight in kgs) - (0.3877 x age in years) +
(6.315 for males only) - (3.2649 x time) - 0.1565 x HR)
a.
b.
c.
d.
e.
41.7 ml · kg-1 · min-1
45.7 ml · kg-1 · min-1
52.0 ml · kg-1 · min-1
36.5 ml · kg-1 · min-1
17.9 ml · kg-1 · min-1
13. Sue is a 23-year-old female and recently had her body mass, standing height,
and waist circumference assessed. Answer the following questions based on her
results:
Weight: 61.3 kg
Height: 170.5 cm
Waist Circumference: 81.0 cm
a.
b.
c.
d.
e.
Sue’s BMI is:
27.9 kg · m2
24.7 kg · m2
21.1 kg · m2
None of the above
14. Given Sue’s BMI and waist circumference and the BMI-WC Scoring for Adults
20-65 years below, what is her health risk?
BMI
BMI Category
BMI Risk
WC for Men
WC for Women
BMI-WC Risk
(cm)
(cm)
<18.5
Underweight
Increased
-
-
-
18.524.9
Normal weight
Least
≥90
≥80
High
25.029.9
Overweight
Increased
≥100
≥90
Very High
3034.9
Obese Class I
High
≥110
≥105
Extremely High
35.039.9
Obese
Class II
Very High
≥125
≥115
Extremely
High
≥40
Obese
Class III
Extremely
High
≥125
≥125
Extremely
High
a.
b.
c.
d.
e.
Least
High
Increased
Very high
None of the above
15. Health behaviour change refers to:
a. People learning through experience
b. A person who is not ready to change their behaviour, but decides to
meet with an exercise professional
c. Replacing health compromising habits with health enhancing habits
d. Changing health habits through external motivation
16. “I’m going to start with my certified personal training next week at the local
fitness club” is a statement that would reflect which stage of change?
a.
b.
c.
d.
Preparation
Action
Pre-contemplation
Maintenance
17. Successful experience will boost self-efficacy is an example of:
a.
b.
c.
d.
Recovery self-efficacy
External motivation
Vicarious experience
Mastery experience
18. All of the following below are examples of why motivational interviewing is
helpful EXCEPT:
a.
b.
c.
d.
Enhances self-efficacy by observing a peer being successful
Helps client discover his or her own intentions and reason for changing
Strengthens their commitment to change
Enhances confidence for taking action
19. “So, you see no benefit in trying out a new group fitness class” is what type of
reflection tactic?
a.
b.
c.
d.
Content
Amplified negative
Action
Double-sided
20. Using a readiness ruler is a tactic for what...?
a.
b.
c.
d.
Eliciting “change talk”
Increasing external motivation
Assists with double-sided reflections
Enhancing active listening
21. Which of the following statements with regards to sedentary behaviours is
FALSE?
a. Children and youth should limit screen time to less than 2 hours per day
b. Sedentary behaviour is identical to physical inactivity
c. Any waking activity with an energy expenditure < 1.5 METS while in a
sitting, inclining, or lying posture refers to sedentary behaviour
d. Sedentary behaviour increases the risk of type 2 diabetes, coronary
heart disease, and pre-mature mortality
e. Breaking up sedentary behaviour decreases the negative impact on
health
22. Jumping jacks are performed in the ___________ plane of movement.
a.
b.
c.
d.
e.
Sagittal
Vertical
Frontal
Transverse
Oblique
23. The primary fuels for aerobic activity are__________.
a.
b.
c.
d.
e.
Carbohydrates and fats
Protein and carbohydrates
Fats and protein
ATP and CP
ATP and carbohydrates
24. Which of the following acute responses to aerobic activity is ABNORMAL?
a. An increase in heart rate with an increase in exercise intensity
b. Both systolic and diastolic pressure increases
c. An increase in stroke volume with activity intensity until ~ 50% of
maximal oxygen uptake
d. Systolic blood pressure increases and diastolic pressure decreases or
remains unchanged
e. Less fit individuals will have higher heart rate for any given activity
compared to more fit individuals
25. A 39-year-old individual visits your establishment and wants to start a training
program. As a qualified exercise professional, what is the most appropriate initial
course of action?
a. Start them on an exercise program to determine how well they respond
b. Have them report to a physician for a medical check-up
c. Administer the Get Active Questionnaire and informed consent
documents
d. Determine their present activity level before prescribing an exercise
program
26. When taking resting heart rate:
a.
b.
c.
d.
Take it for a count of 10 seconds
Take it again after a 5-minute rest if it is initially greater than 99 bpm
Use a heart rate monitor
If it is too high the client cannot do the aerobic portion of the appraisal
but can do the remaining portions
27. What is the purpose of the Physical Activity and Sedentary Behaviour
Questionnaire (PASB-Q)?
a. To estimate the client’s physical activity and sedentary behaviour for a
typical week
b. To estimate the client’s muscle strengthening activity for a typical week
c. To estimate the client’s aerobic physical activity for a typical day
d. To estimate the client’s physical activity and sedentary behaviour for a
typical day
28. Which of the following statements is true about BMI?
a. BMI indicates the amount of fat on the body.
b. BMI may classify trained athletes as overweight because of increased
muscularity.
c. BMI is the ratio of height divided by body weight.
d. BMI provides a more robust estimate of health benefit or risk than any
other body composition measure.
29. During the aerobic fitness assessment, the CSEP-CPT should attempt to:
a.
b.
c.
d.
Take blood pressure at 1 and 3 minutes after exercise
Stop a test if heart rate increases with an increasing workload
Stop a test if blood pressure increases with an increasing workload
Use a maximal test instead of a submaximal test
30. What is a major component of the treadmill walking test?
a. The client completes four 4 minute walking stages
b. The treadmill grade remains constant while the speed increases
c. The target heart rate during the final exercise workload is 50-70% of
HRmax
d. The client’s heart rates in the last 2 minutes of exercise must be ≤ 5bpm
apart
31. Which of the following is true when monitoring a client during the cycle
ergometer test?
a. The first workload is set at 450 kgm/min (1.5 kp)
b. The test is terminated when the client’s heart rate reaches 85% of the
age-predicted maximum heart rate
c. The pedalling cadence is maintained at 80 rpm throughout the test
d. If the client’s resting heart rate is above 100 bpm they would start at an
intensity of 300 kgm/min (1.0 kp)
32. What is the rationale for including grip strength as a musculoskeletal fitness
assessment test?
a.
b.
c.
d.
Grip strength is a measure of eccentric strength
Grip strength is an indicator of upper body strength only
Grip strength is predictive of functional limitations later in life
Grip strength is a measure of isotonic strength
33. Which of the following would be representative of advanced exercise
selection when training for performance-related fitness?
a. Selections of exercises that stress the primary movers, antagonists,
synergists or stabilizers to achieve the movement
b. Selection of exercises that develop strength in both the agonists and
antagonists involved to develop appropriate muscle balance
c. Selection of a variety of exercises that that incorporate core and joint
stabilizers and work all muscles for optimal balance and injury
prevention
d. Selection of exercise that involve primary and core musculature in ways
that are similar to how they are used in the sport or task, such as
unilaterally, unbalanced, in multiple degrees of freedom and using a
variety of loading implements
34. Health-related physical fitness is:
a. The portion of physical fitness which is directed toward the prevention
of, or rehabilitation from, disease as well as the development of a high
level of functional capacity for the necessary and discretionary tasks of
life
b. The portion of physical fitness directed toward optimizing athletic
performance
c. Physical training for a specific task such as recreational sport or
physically demanding job
d. Agility, speed, power, motor skills
35. In order for overload to bring about positive changes to a client’s fitness, an
exercise overload must be applied:
a.
b.
c.
d.
Above their habitual level as a stimulating load
At their habitual level as a retaining load
Below their habitual level as a stimulating load
Above their habitual level as a retaining load
36. During a predictive 1-RM testing session, a client was able to move a 75-kg
load 8 times during the bench press movement. Please determine their 1-RM in
this movement:
a.
b.
c.
d.
60 kg
94 kg
100 kg
60 kg
37. Which of the following is NOT a recommended method of assessing the
intensity of a dynamic resistance training workout?
a.
b.
c.
d.
Percentage of heart rate reserve (%HRR)
Percentage of maximal repetition (%1RM)
A fixed repetition maximum (e.g., 8RM, 10RM)
RPE
38. While measuring your client’s HR during the mCAFT test, you notice your
client becoming pale and they start to complain of dizziness. What do you do?
a.
b.
c.
d.
e.
Lie client down in supine position and elevate legs on step
Call 911
Monitor BP and HR
Have them stop the mCAFT and proceed to active recovery
A&C
39. A client complains of chest pains during an exercise session with you. You
instruct them to stop exercising and then they faint. Which of the following
actions would be included in your response?
a.
b.
c.
d.
e.
Apply a cold compress to their head and try to revive them
Call 911 and monitor their vital signs until help arrives
Call their emergency contact person
B&C
All of the above
40. When working with a client who has stable Type II diabetes, which of the
following is NOT a safety consideration you would need to keep in mind
compared to a client free from chronic disease?
a. Their shoes are properly fitting and not tied too tight
b. The temperature of the room is too hot
c. You have candies or juice readily available during the exercise session
d. You try to have the client exercise at the same time of day for each
session
e. All of the above are safety considerations for a client who has diabetes
41. You have a new client who has never exercised before and they have elevated
blood pressure, but are still within the Scope of Practice of a CSEP-CPT. They are
worried that exercise might cause a heart attack. Which of the following would be
most appropriate to say about the benefits of exercise vs. risks to alleviate their
fears?
a. Research shows that exercise can reduce your blood pressure and that
the risk of an adverse event is not elevated if your blood pressure is
below 160/90
b. It is normal to feel intimidated with a new activity, but there isn’t any risk
associated with exercise and it will help reduce your risk of a heart attack
c. Exercise will not only reduce your blood pressure and increase your life
expectancy, but if you start with higher intensities, you can reduce the
risk of a cardiac event even more quickly
d. There is nothing to fear, exercise is like a magic pill that helps reduce the
risk of most chronic diseases without any side effects
42. A parent is concerned that their 13-year-old child is starting to do a resistance
training program with their friends after school. They ask you for advice on
resistance training for kids. Which of the following is correct advice to give the
parent?
a. Resistance training is not recommended for adolescents because it may
affect their growth, so it is better to wait until they are over age 16.
b. Resistance training is actually good for your child because it can help to
strengthen their bones and improve their muscle strength and power.
c. Resistance exercise is good for kids, but should not be done more than
once per week at this age and only at low intensity.
d. Resistance exercise is recommended 2-3 times per week and should
focus on proper form instead of load lifted.
e. B & D.
43. Children’s physiological responses to acute exercise differ from those of
adults. Which of the following have a higher/greater response in children
compared to adults?
a.
b.
c.
d.
Absolute oxygen uptake
Heart Rate
Stroke Volume
Cardiac Output
44. Which of the following does not contribute to the typical age-related decrease
in VO2 max?
a.
b.
c.
d.
blood pressure with aging
max HR with aging
muscle mass with aging
stroke volume with aging
45. CSEP Certified Personal Trainers® are encouraged to use what type of notes
when working with clients?
a.
b.
c.
d.
SMART
SOAP
SWIFT
SPOT
46. The CSEP-PSP® Code of Conduct shall guide the conduct of a CSEP-CPT:
a.
b.
c.
d.
When working with children and youth
Unless it conflicts with the Code of Conduct at their local facility
At all times
All of the above
47. A CSEP-CPT may work in:
a. A private or public fitness facility
b. Their own home
c. Outdoors
d. A & C
e. All of the above
48. CSEP-CPTs may disclose personal information about a client when:
a.
b.
c.
d.
It is in the best interest of the client
It is requested by the client’s healthcare provider
They have the client’s written consent to share the information
CSEP-CPTS should never disclose personal information about a client
49. During pre-participation screening, a client tells their trainer that they have
chest pain during exercise. Their trainer has them complete a cycle ergometer
test, during which the client suffers a cardiac event. This is an example of:
a.
b.
c.
d.
An inherent risk of physical activity
Ordinary negligence
Limited negligence
Gross negligence
50. A CSEP-CPT may have access to sensitive or personal medical information
about their clients. This information should be:
a.
b.
c.
d.
Shared easily from trainer to trainer without concern
Safeguarded in accordance with privacy laws
Saved to a portable flash drive for easy retrieval
Shredded immediately after reading and reviewing with the client
ANSWER KEY FOR PRACTICE THEORY EXAM
QUESTIONS
1. The ‘Alternatives for Action’ tool
b. Is designed to help pre-contemplative and contemplative stage clients
The answer is B: In the CSEP-PATH® Manual review the CSEP-PATH®
section, ASSIST: Assist clients in considering the potential benefits and
downsides of increasing physical activity as well as identifying specific
coping strategies.
2. Adherence may be enhanced for a client in the early part of the Action
stage of change if the CSEP-CPT:
b. Supports the client to avoid relapse
The answer is B: In the CSEP-PATH® section of the CSEP-PATH® Manual:
Anticipating issues and exploring potential coping strategies in the action
phase will assist with exercise adherence. The Relapse Planning tool will
assist the exercise professional and client in preventing relapse.
3. One source of error when taking Blood Pressure is:
a. The cuff is too wide
The answer is A: In the CSEP-PATH® section of the CSEP-PATH® Manual:
Proper cuff size is important for accurate readings. The inflatable part of the
blood pressure cuff should cover about 80% of the circumference of the
upper arm, and the cuff should cover two-thirds of the distance between
the elbow and shoulder. When taking a blood pressure having the arm
supported at heart level, using a rate of deflation equal to 2 mmHG per
second and positioning the stethoscope over the brachial artery are correct
steps.
4. When using the %HRR formula it would be best to:
a. Have a very accurate reading of resting heart rate
The answer is A: In the CSEP-PATH® Resource Manual, review the aerobic
training variables content in the training for health and performance
section. The Karvonen formula uses the heart rate reserve to calculate
training zones based on both maximum AND resting heart rate (Heart Rate
reserve (HRR)= [(HRmax-HRrest) x intensity]+HRrest)
5. Using an elliptical trainer, it is estimated that an individual will expend
approximately 8 Kcal/min while exercising. If an individual weighs 83 kg
and exercises for 25 minutes 3 times a week using the elliptical trainer, how
long would you approximate it to take for this individual to lose 2.3 kg?
(note: assume to that no adjustment was made to the diet)
c. 29 weeks
The answer is C: 2.3 kg is equivalent to 5.07 lbs. To lose a pound you must
burn 3500 Kcal (to lose 5 lbs you must burn 17,745 Kcal) This individual is
exercising 75 minutes a week and burning 8 Kcal per minute for a weekly
total of 600 Kcal. 17,745÷600=29.58 weeks
6. To help you determine your client’s cardiovascular fitness you need to
convert 3.6 L/min to a relative reading. The client’s weight is 61 kg and she
is 26 years old. What is the correct answer?
b. 59m · kg-1 · min-1
The answer is B:
3.6 l · min-1 =3600 ml · min-1
3600 ml · min-1 ÷ 61 kg
= 59 ml · kg-1 · min-1
7. Performing a bicep curl, a client stands erect and holds the barbell at waist
level with a shoulder width underhand grip. Keeping elbows away from
hips, he curls the barbell to his chine, pauses briefly and then slowly lowers
to the starting position. An essential correction that needs to be pointed
out is the following:
b. Elbows should be kept as close to the hips as possible
The answer is B: Refer to the Training for Health & Performance Section of
the CSEP PATH® Resource Manual. In the section An Illustrated Selection of
Resistance Exercises, in the trainer cue it outlines that upper arms should
remain stationary and tight to the sides.
8. A previously sedentary male client is interested in starting an aerobic
training program. Which of the following exercise intensities would be the
most appropriate for this client during the initial stage of his program?
b. 40-50% of heart rate reserve for the 20-30 minutes
The answer is B: The recommended intensity for previously sedentary
people is 40-50% HRR for the first 2 weeks. Review the Physical Activity
Prescription for Reducing Sedentary Behaviour portion of the Training for
Health & Performance section of the CSEP-PATH® manual.
9. What would FITT look like in the improvement stage for the individual
identified in the previous question?
c. 3 times per week for 25-30 minutes at 60-70% of heart rate reserve
The answer is C: 3 times per week for 25-30 minutes at 60-70% of heart
rate reserve is what is recommended for the improvement stage. Review
the Physical Activity Prescription for Reducing Sedentary Behaviour portion
of the Training for Health & Performance section of the CSEP-PATH®
Resource Manual.
10. Perfect Sit-Ups primarily work the:
c. Rectus abdominus
The answer is C: Rectus abdominus. Refer to the Training for Health &
Performance Section of the CSEP-PATH® Resource Manual. In the section
An Illustrated Selection of Resistance Exercises, the Perfect Sit-Up lists the
targeted muscles as Rectus abdominus
11. The first step to handling price objections is to:
a. Have confidence and value your service
The answer is A: In the CSEP-PATH® Professional Concepts section under
Price section: Generally speaking, the pricing of services offered by offered
by qualified exercise professionals will largely be set by local market
conditions. The degree to which one’s service offering is unique or
differentiated from competitors, will dictate the opportunity to charge a
premium for those services.
12. Aerobic Fitness Assessment results from the Rockport One Mile Walk Test
Jill (female, 33-years-old, 72.7 kgs) completed the Rockport One Mile Walk
Rest in 11 min 20 sec. Her final post-exercise HR and BP were 160 bpm and
126/80 mmHg, respectively. What is Jill’s predicted VO2max based on the
results of the Rockport One Mile Walk Test?
Rockport 1 Mile Walk Test Formula:
Estimated VO2max (ml · kg-1 · min-1) = 132.853 - (0.16918 x weight in kgs) (0.3877 x age in years) + (6.315 for males only) - (3.2649 x time) 0.1565 x HR)
b. 45.7 mL · kg-1 · min-1
The answer is B: Review the Aerobic Fitness Assessments in the CSEPPATH® Section
* convert Jill’s time into minutes: (20 seconds= 20/60+ =.33 minutes
Therefore walk time is 11.33 minutes * calculate to three decimal places
Estimated VO2max (ml · kg-1 · min-1) = 132.853 - (0.16918 x weight in kgs) -
(0.3877 x age in years) - (3.2649 x time) - 0.1565 x HR)
Estimated VO2max (ml · kg-1 · min-1) = 132.853 - (0.16918 x 72.7) (0.3877 x 33) - (3.2649 x 11.33) - (0.1565 x 160) = 45.7 ml · kg-1 · min-1
13. Sue is a 23-year-old and recently had her body mass, standing height, and
waist circumference assessed. Answer the following questions based on her
results:
Weight: 61.3 kg
Height: 170.5 cm
Waist Circumference: 81.0 cm
Sue’s BMI is:
d. 21.1 kg · m2
The answer is D: Review the ASSESS: Physical Activity, Fitness, and Lifestyle
in the CSEP-PATH® Section
BMI= weight (kg)/height (m2)
BMI= 61.3/1.7052
BMI=61.3/2.907
BMI=21.087
14. Given Sue’s BMI and waist circumference from question #13 and the BMIWC Scoring for Adults 20-65 years below, what is her health risk?
b. High
The answer is B: Review the ASSESS: Physical Activity, Fitness, and Lifestyle
in the CSEP-PATH® Section.
15. Health behaviour change refers to:
c. Replacing health compromising habits with health enhancing habits
The answer is C: In the CSEP-PATH® Resource Manual, review the
introductory content on Sedentary Behaviour: Making a change from a
sedentary or inactive lifestyle to a regularly active lifestyle.
16. “I’m going to start my personal training program next week at the local
fitness club” is a statement that would reflect which stage of change?
a. Preparation
The answer is A: In the CSEP-PATH® Resource Manual, review the
information on Behaviour Change: When a client is going to make a
change in the near future (next week), they would be in the preparation
phase. No immediate plans, but thinking about starting to exercise would
still be considered as the pre-contemplation stage of change.
17. Successful experience will boost self-efficacy is an example of:
d. Mastery experience
The answer is D: In the CSEP-PATH® Resource Manual, review the
information on Behaviour Change. When clients are successful at a task,
they gain self-efficacy (the belief in their abilities). The more self-efficacy,
the more the client will be willing to try an activity again.
18. All of the following below are examples of why motivational interviewing is
helpful EXCEPT:
a. Enhances self-efficacy by observing a peer being successful
The answer is A: In the CSEP-PATH® Resource Manual, review the
information on Behaviour Change and the CSEP-PATH® Process. Enhances
self-efficacy by observing a peer being successful is an example of mastery
experience, but not an example based on motivational interviewing
techniques.
19. “So, you see no benefit in trying out a new group fitness class” is what type
of reflection tactic?
b. Amplified negative
The answer is B: In the CSEP-PATH® Resource Manual, review the
information on Behaviour Change and the CSEP-PATH® Process: Amplified
negative reflections help to draw out and exhaust the client’s negative
perception for making a change. Often clients will hear the exercise
professional reflect their own negativity and realize this may not actually be
how they feel.
20. Using a readiness ruler is a tactic for what...?
a. Eliciting “change talk”
The answer is A: In the CSEP-PATH® Resource Manual, review the
information on Behaviour Change: Using a readiness ruler (“on a scale of
1 to 10”) assists clients in working through ambivalence by exploring how
the client sees their life with or without the behaviour change.
21. Which of the following statements with regards to sedentary behaviours is
FALSE?
b. Sedentary behaviour is identical to physical inactivity
The answer is B: In the CSEP-PATH® Resource Manual, review the
information on Sedentary Behaviour: Time spent in sedentary pursuits is
now recognized as not simply the absence of physical activity, but rather a
distinct set of behaviours with unique detrimental health effects
independent of those associated with lack of physical activity. In other
words, physical inactivity is not synonymous with sedentary behaviour. Even
among those who are physically active, sedentary behaviour is associated
with adverse health outcomes, including Type II diabetes, cardiovascular
disease, and all-cause mortality.
22. Jumping jacks are performed in the ___________ plane of movement.
c. Frontal
The answer is C: In the CSEP-PATH® Resource Manual, review Basic
Anatomy and Physiology.
23. The primary fuels for aerobic activity are______.
a. Carbohydrates and fats
The answer is A: In the CSEP-PATH® Resource Manual, review the
information on Basic Anatomy and Physiology (Energy Systems).
Carbohydrates and fats are the primary fuels for aerobic activity.
Carbohydrates are the primary source at the onset of exercise and during
high intensity work. During prolonged exercise there is a shift in reliance on
distal (to the muscle) fuel sources so that plasma-derived Free Fatty Acids
(FFAs) and glucose are preferentially used over muscle glycogen and
intramuscular triglycerides to sustain the exercise.
24. Which of the following acute responses to aerobic activity is ABNORMAL?
b. Both systolic and diastolic pressure increases
The answer is B: In the CSEP-PATH® Manual, review the information on
Basic Anatomy and Physiology. Specifically review heart rate, stroke volume
and blood pressure responses to aerobic activity. During physical activity,
the systolic blood pressure increases from its normal resting value as the
body attempts to force blood through the vigorously contracting muscles.
In contrast, the diastolic pressure shows little change during aerobic
physical activity but may elevate in resistance activity. Increases in blood
pressure during any type of activity are greater if resting values are already
high, and in such circumstances, may reach dangerous levels.
25. A 39-year old individual visits your establishment and wants to start a
training program. As a qualified CSEP-CPT, what is the most appropriate
initial course of action?
c. Administer the Get Active Questionnaire and informed consent
documents.
The answer is C: In the CSEP-PATH® Manual review the CSEP-PATH®
section, ASK: In a perfect scenario, a client would have received
documentation prior to coming for an initial meeting. However, when they
arrive, be sure to provide a Welcome Letter and package with key
screening forms, and preparation instructions (i.e., for clients who plan to
take part in the physically active components of a fitness assessment or
training appointment). Review their responses to the Get Active
Questionnaire questions and answer any additional questions they may
have.
26. When taking resting heart rate:
b. Take it again after a 5-minute rest if it is initially greater than 99 bpm
The answer is B: In the CSEP-PATH® Resource Manual review the CSEPPATH® section, ASK: Ask the client to sit and rest, with the feet flat on the
floor and arms on the chair rests for at least 5 minutes before taking the
measurement. If the RHR is > 99 bpm after the second reading, do not
proceed with the active portions of the assessment (i.e., aerobic fitness and
musculoskeletal protocols). Instead, recommend that the client see their
physician and provide them with the Physician Physical Activity Readiness
Clearance Form.
27. What is the purpose of the Physical Activity and Sedentary Behaviour
Questionnaire (PASB-Q)?
a. To estimate the client’s physical activity and sedentary behaviour for a
typical week
The answer is A: In the CSEP-PATH® Manual review the CSEP-PATH®
section, ASSESS: The PASB-Q will provide an approximation of clients’
physical activity and sedentary behaviour for a typical week. Consider
including the PASB-Q in the pre-meeting information package and asking
clients to track and log their physical activity and sedentary behaviour for
one week, basing their PASB-Q answers on that record. Some clients may
also be interested in tracking their physical activity more objectively by
wearing a pedometer or fitness tracker to count their steps for one week.
28. Which of the following statements is true about BMI?
b. BMI may classify trained athletes as overweight because of increased
muscularity
The answer is B: In the CSEP-PATH® Resoucre Manual review the CSEPPATH® section, ASSESS: BMI does not distinguish between fat mass and
fat-free mass, and provides no information on the distribution of body fat.
The correlation between BMI and body fatness can vary by gender and age
(e.g., at the same BMI, women tend to have more body fat than men, and
older people tend to have more body fat than younger individuals). As
well, trained athletes may have higher BMI (i.e., in the overweight category)
because of increased muscularity rather than body fatness.
29. During the aerobic fitness assessment, the CSEP-CPT should attempt to:
a. Take blood pressure at 1 and 3 minutes after exercise
The answer is A: In the CSEP-PATH® Manual review the CSEP-PATH®
section, ASSESS: Upon completion of the aerobic fitness test, have the
client continue to move at a light intensity/resistance for 3 minutes [e.g.,
walking slowly following the mCAFT, treadmill, or one mile walk; pedaling
slowly on the cycle ergometer at little resistance (i.e., 25 W)]. Record the
heart rate (HR) each minute of the active recovery. If the client does not feel
sufficiently recovered by 3 minutes, complete another 2 minutes of very
light recovery before sitting. Once the client is sitting, measure the client’s
HR and blood pressure at 1 and 3 minutes. If at 3 minutes the client’s values
have returned below the cutoffs, the client is ready to move on to the
musculoskeletal fitness tests.
30. What is a major component of the treadmill walking test?
d. The client’s heart rates in the last 2 minutes of exercise must be
≤5 bpm apart
The answer is D: In the CSEP-PATH® Resource Manual review the CSEPPATH® section, ASSESS: During the Treadmill Walking Test, Ask the client to
warm-up for 4 minutes at a 0% grade and a speed that brings the HR within
the 50–70% range (about 3.4–4.0 mph). If the HR is not in this range within
the first minute of walking, adjust the speed accordingly. At the end of the
warm-up, increase the grade to 5% and have the client continue walking
another 4 minutes. Record the HR during the final 15 seconds of each
minute. The steady-state HR (SSHR) is reached when the HR does not vary
by >5 bpm. If the HR differs by >5 bpm from 3:00–4:00 minutes, extend
the walking by another minute. SSHR is taken as an average of the HRs
from each of the last two minutes of the walking stage.
31. Which of the following is true when monitoring a client during the cycle
ergometer test?
b. The test is terminated when the client’s heart rate reaches 85% of the
age-predicted maximum heart rate
The answer is B: In the CSEP-PATH® Manual review the CSEP-PATH®
section, ASSESS: Calculate the client’s 85% of predicted HRmax. Ask the
client to begin pedaling at a rate of 50 rpm for 3 minutes. Record the HR
during the final 15 seconds of each minute. The steady-state HR (SSHR) is
the average of the HR taken during the 2nd and 3rd minute of each
workload. If the HR differs by >5 bpm, then extend the workload period by
1 minute. The HR during the last minute of the 1st workload determines the
load sequence for subsequent workload periods. Continue to increase the
workload until the client’s SSHR is within 10 bpm of the 85% predicted
HRmax.
32. What is the rationale for including grip strength as a musculoskeletal fitness
assessment test?
c. Grip strength is predictive of functional limitations later in life
The answer is C: In the CSEP-PATH® Resource Manual review the CSEPPATH® section, ASSESS: Hand grip is a measure of isometric strength and is
a widely used indicator of total body strength. It has been shown to be
predictive of functional limitations and disability later in life. Good muscle
strength in midlife may protect people from mobility limitations later in life.
33. Which of the following would be representative of advanced exercise
selection when training for performance-related fitness?
d. Selection of exercise that involve primary and core musculature in ways
that are similar to how they are used in the sport or task, such as
unilaterally, unbalanced, in multiple degrees of freedom and using a
variety of loading implements
The answer is D: In the CSEP-PATH® Manual review the Training for Health
& Performance section: To design an effective training program for a sport
or job activity, one must understand the particular demands involved and
select exercises with the job activity or sport in mind.
34. Health-related physical fitness is:
a. The portion of physical fitness which is directed toward the prevention
of, or rehabilitation from, disease as well as the development of a high
level of functional capacity for the necessary and discretionary tasks of life
The answer is A: In the CSEP-PATH® Manual review the Training for Health
& Performance section: Once the qualified exercise professional and client
have made decisions about the types and volume (frequency, duration,
intensity and structure) of physical activity to be pursued, some
consideration should be given to a plan for progression. As outlined in the
training principles, as an individual adheres to a well-designed program of
aerobic activity, their aerobic power will adapt, requiring a progression in
the overall volume of effort to achieve further improvement. This
progression schedule can be shortened if the client continually adapts
without any prevailing fatigue or injury concerns, or lengthened if the client
is not adapting at the expected rate.
35. In order for overload to bring about positive changes to a client’s fitness, an
exercise overload must be applied:
a. Above their habitual level as a stimulating load
The answer is A: In the CSEP-PATH® Resource Manual review the Training
for Health & Performance section: Doing more than what one has been
doing is the principle of overload. The body’s physiological capacity must
be challenged beyond a certain threshold to stimulate adaptation so that it
can better handle that demand the next time the challenge occurs. The
trick here is to find the training zones for aerobic and musculoskeletal
fitness that are sufficiently challenging to evoke physiological adaptation.
36. During a predictive 1-RM testing session, a client was able to move a 75 kg
load 8 times during the bench press movement. Please determine their 1RM in this movement:
b. 94 kg
The answer is B: In the CSEP-PATH® Resource Manual review the Training
for Health & Performance section: Ensure an adequate warm-up (5 minutes)
before attempting a 1-RM test. Select a starting weight you believe the
client can lift 10 times with no loss of form. Review the technique with the
client to ensure each exercise is performed with correct form. If
10 repetitions were completed with ease, add more weight and repeat the
process until 6–10 repetitions are completed where there is no loss of form
and the client would not be able to perform another repetition. This
process should not take more than 3 sets (excluding the warm-up set). If it
does, try again 48 hours later.
Calculate 1-RM using the formula:
1-RM = Weight (kg or lbs) ÷ [% 1-RM value from the table below ÷ 100]
Reps Completed
% 1RM
1
2
3
4
5
6
7
8
9
10
100
95
93
90
87
85
83
80
77
75
RM = 75 ÷ (80 ÷ 100)
37. Which of the following is NOT a recommended method of assessing the
intensity of a dynamic resistance training workout?
a. Percentage of heart rate reserve (%HRR)
The answer is A: In the CSEP-PATH® Resource Manual review the Training
for Health & Performance section: For resistance training, workload is the
primary measure of intensity and has three components: the amount lifted
in an exercise (% of predicted 1-RM); the number of repetitions completed
for a particular exercise; and the length of time to complete all exercises in
a set or total training session. So, one can increase workload by lifting
heavier weights or increase the number of repetitions with the same
weight. Finally, one may lift the same weight for the same number of
repetitions, but decrease the rest time between sets.
38. While measuring your client’s HR during the mCAFT test, you notice your
client becoming pale and they start to complain of dizziness. What do you
do?
e. A & C
The answer is E: In the CSEP-PATH® Resource Manual review the CSEPPATH® section: If a client shows signs of physiological stress during an
anaerobic fitness test, end the test and begin a cool-down. If during the
cool-down stress is still evident, lie the client down in a supine position,
and check the client’s HR and blood pressure.
39. A client complains of chest pains during an exercise session with you. You
instruct them to stop exercising and then they faint. Which of the following
actions would be included in your response?
d. B & C
The answer is D: In the CSEP-PATH® Resource Manual review the CSEPPATH® section: If a client experiences dizziness or loss of consciousness,
provide emergency treatment, request emergency services, and advise the
client’s emergency contact.
40. When working with a client who has stable Type II diabetes, which of the
following is NOT a safety consideration you would need to keep in mind
compared to a client free from chronic disease?
e. All of the above are safety considerations for for a client who has
diabetes.
The answer is E: In the CSEP-PATH® Resouce Manual review the Training for
Clients with Chronic Conditions section: These and other safety
considerations for clients with diabetes are outlined in the Diabetes section
under the header Safety Considerations.
41. You have a new client who has never exercised before and they have
elevated blood pressure, but are still within the Scope of practice of a
CSEP-CPT. They are worried that exercise might cause a heart attack.
Which of the following would be most appropriate to say about the
benefits of exercise vs risks to alleviate their fears?
a. Research shows that exercise can reduce your blood pressure and that
the risk of an adverse event is not elevated if your blood pressure is below
160/90
The answer is A: The blood pressure-lowering benefits of exercise for a
blood pressure below 160/90 outweigh any risks of exercise. In the CSEPPATH® Resource Manual review the CSEP-PATH® section ASK and the Get
Active Questionnaire – Reference Document in the CSEP-PATH® Toolkit
section.
42. A parent is concerned that their 13-year-old child is starting to do a
resistance training program with their friends after school. They ask you for
advice on resistance training for kids. Which of the following is correct
advice to give the parent?
e. B & D
The answer is E: In the CSEP-PATH® Resource Manual Training for Children
& Youth section: review Resistance Training Appropriate for Children and
Youth
43. Children’s physiological responses to acute exercise differ from those of
adults. Which of the following have a higher/greater response in children
compared to adults?
b. heart rate
The answer is B: In the CSEP-PATH® Resource Manual Training for Children
& Youth section: review the Children’s Physiological Responses to Acute
Exercise Differ from that of Adults box.
44. Which of the following does not contribute to the typical age-related
decrease in VO2max?
a. blood pressure with aging
The answer is A: Blood pressure is generally higher with aging. Refer to the
Biological Changes Associated with Aging and Cardiac Function and Aging
portions of the CSEP-PATH® Resource Manual Training for Older Adults
section.
45. CSEP Certified Personal Trainers® are encouraged to use what type of
notes when working with clients?
b. SOAP
The answer is B: In the CSEP-PATH® Resource Manual review the
Professional Concepts section. SOAP stands for Subjective, Objective,
Assessment, Plan.
46. The CSEP-PSP® Code of Conduct shall guide the conduct of a CSEP-CPT:
c. At all times
The answer is C: In the CSEP-PATH® Resource Manual review the CSEPPSP® Code of Conduct located in the Professional Concepts section. The
CSEP-PSP® Code of Conduct shall guide the conduct of CSEP-CPTs at all
times.
47. A CSEP-CPT may work in:
e. All of the above
The answer is E: In the CSEP-PATH® Resource Manual review the
Professional Concepts section. The profession is generally not restricted by
venue, and professionals may work in private or community fitness facilities,
in their own or clients’ homes, or outdoors.
48. CSEP-CPTs may disclose personal information about a client when:
c. They have the client’s written consent to share the information
The answer is C: In the CSEP-PATH® Resource Manual review the
Professional Concepts section. Beyond sharing of information with
professional colleagues (for which they will have the client’s expressed
permission), exercise professionals are to safeguard confidential
information relating to clients in accordance with privacy laws.
49. During pre-participation screening, a client tells their trainer that they have
chest pain during exercise. Their trainer has them complete a cycle
ergometer test, during which the client suffers a cardiac event. This is an
example of:
d. Gross negligence
The answer is D: In the CSEP-PATH® Resource Manual review the Basic
Legal Considerations portion of the Professional Concepts section. Gross
negligence refers to deliberate or reckless conduct (e.g., where an exercise
professional has prior knowledge of risk and does not take steps to correct
it). The trainer had prior knowledge of elevated risk of cardiac event but did
not take steps to prevent it.
50. A CSEP-CPT may have access to sensitive or personal medical information
about their clients. This information should be:
b. Safeguarded in accordance with privacy laws
The answer is B: In the CSEP-PATH® Resource Manual review the
Professional Concepts section. Clients may share sensitive and personal or
medical information with CSEP-CPTs. When providing this information,
clients will trust the qualified exercise professional will use it only to
information their assessment and exercise prescription. Beyond the
necessary sharing of information with professional colleagues (for which
they have the client’s expressed permission), qualified exercise
professionals are to safeguard confidential information related to clients in
accordance with privacy laws.
Canadian Society for Exercise Physiology
101 – 495 Richmond Rd | Ottawa ON K2A 4B1 | Canada
1.877.651.3755 | info@csep.ca | csep.ca |
ISBN: 978-1-896900-44-5_E
Printed in Canada
@CSEPdotCA