Level 2
Mandatory Units
Syllabus
Manual
Workbook
Learner Assessment Record
Level 3
Level 2
Level 1
Central YMCA Qualifications
112 Great Russell Street
London
WC1B 3NQ
020 7343 1800
www.cyq.org.uk
Syllabus
Level 2 Mandatory Units for:
Level 2 Certificate in Fitness Instructing and
Level 3 Certificate in Personal Training
Syllabus for the following units:
Accredited Units
Unit Number
Unit
Title
H/600/9013
01
Anatomy and physiology for exercise
T/600/9016
02
Health, safety and welfare in a fitness environment
A/600/9017
03
Principles of exercise, fitness and health
M/600/9015
04
Know how to support clients who take part in exercise
and physical activity
Copyright © Central YMCA Qualifications (CYQ), 2010
All rights reserved. Without limiting the rights under copyright reserved above, limited photocopying by approved CYQ training providers is
permissible for INTERNAL USE to assist tutors and/or assessors only.
No other part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means
(electronic, photocopying, recording or otherwise), without the prior written permission of the copyright owners of this syllabus.
The information contained in this publication regarding assessment sheets may not be changed in any way. CYQ encourages approved centres
and training providers to use CYQ paperwork.
Level 2 Mandatory Units | Syllabus | Version 1.2
© Central YMCA Qualifications 2010
1
Contents
Introduction.............................................................................................................................. 4
Aim .......................................................................................................................................... 4
Qualification Structure .............................................................................................................. 4
Tutor and Assessor Requirements ............................................................................................ 7
Syllabus Information ................................................................................................................. 7
Supporting Resources .............................................................................................................. 7
Unit 1: Anatomy and Physiology for Exercise and Health........................................................ 8
Unit Aims . ................................................................................................................................ 8
1. Understand the structure and function of the circulatory system ........................................... 8
2. Understand the structure and function of the respiratory system ........................................ 10
3. Understand the structure and function of the skeleton ........................................................ 11
4. Understand joints in the skeleton......................................................................................... 13
5. Understand the muscular system........................................................................................ 14
6. Understand the life-course of the musculoskeletal system
and its implications for special populations exercise................................................................. 18
7. Understand energy systems and their relation to exercise.................................................... 19
8. Understand the nervous system and its relation to exercise................................................. 20
Assessment Specification Anatomy and Physiology for Exercise and Health............................ 22
Unit 2: Health, Safety and Welfare in a Fitness Environment................................................. 23
Unit Aims . .............................................................................................................................. 23
1. Understand emergency procedures in a fitness environment .............................................. 23
2. Understand health and safety requirements in a fitness environment .................................. 26
3. Understand how to control risks in a fitness environment . .................................................. 28
4. Understand how to safeguard children and vulnerable adults ............................................. 32
Assessment Specification Health, Safety and Welfare in a Fitness Environment ...................... 36
Worksheet Health, Safety and Welfare in a Fitness Environment ............................................. 37
Worksheet Answers Health, Safety and Welfare in a Fitness Environment ............................... 43
Unit 3: Principles of Exercise, Fitness and Health.................................................................. 49
Unit Aims . .............................................................................................................................. 49
1. Understand the effects of exercise on the body .................................................................. 49
2. Understand the components of fitness ............................................................................... 53
3. Understand how to apply the principles and variables
of fitness to an exercise programme ....................................................................................... 56
4. Understand the exercise contraindications and key safety guidelines
for special populations............................................................................................................. 59
5. Understand how to safely monitor exercise intensity ........................................................... 62
6. Understand the health benefits of physical activity .............................................................. 63
7. Understand the importance of healthy eating . .................................................................... 64
Assessment Specification Principles of Exercise, Fitness and Health ...................................... 66
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Unit 4: Know How to Support Clients Who Take Part in Exercise and Physical Activity....... 67
Unit Aims . .............................................................................................................................. 67
1. Understand how to form effective working relationships with clients ................................... 67
2. Understand how to address barriers to exercise that clients experience ............................. 71
3. Understand how to support clients to adhere to exercise.................................................... 73
4. Understand how to provide ongoing customer service to clients ........................................ 74
Assessment Specification Know How to Support Clients
Who Take Part in Exercise and Physical Activity ...................................................................... 77
Worksheet Know How to Support Clients
Who Take Part in Exercise and Physical Activity....................................................................... 78
Worksheet Answers Know How to Support Clients
Who Take Part in Exercise and Physical Activity....................................................................... 85
Notes...................................................................................................................................... 92
Level 2 Mandatory Units | Syllabus | Version 1.2
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3
Introduction
Central YMCA Qualifications
Level 2 Mandatory Units
Aim
The units in this syllabus are the core mandatory units that a learner must complete in order
to achieve the CYQ Level 2 Certificate in Fitness Instructing. The learner must complete units
1, 2, 3 and 4 plus an optional pairing in order to achieve the Certificate in Fitness Instructing.
Separate syllabuses are available from resources@cyq.org.uk for the optional pairing units.
Units 2, 3, and 4 also form part of the Level 3 Certificate in Personal Training (see the structure
diagram).
The units comprise essential information regarding anatomy and physiology, health and safety,
customer service and the principles behind planning a safe and effective exercise session.
As the content is applicable in four contexts – gym, exercise to music, water-based exercise
and children’s fitness - their content is generic and teaching of the learning outcomes should
consider this. Unit aims can be seen at the beginning of each unit in this syllabus.
The four mandatory units do not make up a full qualification and a level 2 optional pairing
must be successfully completed or the relevant units that form part of the Level 3 Certificate
Personal Training to gain a full qualification. Unit certificates can be awarded for the successful
completion of units only.
Qualification Structure
4
Unit Title
Level
Accreditation
number
Credit
GLH
Mandatory/
Optional
1. Anatomy and Physiology for
Exercise
2
H/600/9013
6
41
Mandatory
2. Health, Safety and Welfare in a
Fitness Environment
2
T/600/9016
2
16
Mandatory
3. Principles of Exercise, Fitness
and Health
2
A/600/9017
4
28
Mandatory
4. Know How to Support Clients
Who Take Part in Exercise
and Physical Activity
2
M/600/9015
2
13
Mandatory
Level 2 Mandatory Units | Syllabus | Version 1.2
© Central YMCA Qualifications 2010
CYQ Level 2 Certificate in Fitness Instructing (all contexts)
Level 2
Planning Gym-Based Exercise
Credit: 4 | GLH: 23
Level 2
Instructing Gym-Based Exercise
Credit: 6 | GLH: 37
Level 2
Anatomy and Physiology for
Exercise
Credit: 6 | GLH: 41
Level 2
Health, Safety and Welfare
in a Fitness Environment
Credit: 2 | GLH: 16
Level 2
Principles of Exercise,
Fitness and Health
Credit: 4 | GLH: 28
Level 2
Know How to Support Clients
Who Take Part in Exercise
and Physical Activity
Credit: 2 | GLH: 13
Mandatory
Optional
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© Central YMCA Qualifications 2010
Level 2
Planning Group Exercise
to Music Sessions
Credit: 4 | GLH: 24
Level 2
Instructing Group Exercise
to Music
Credit: 6 | GLH: 37
Level 2
Planning Water-Based Exercise
Credit: 5 | GLH: 26
Level 2
Instructing Water-Based Exercise
Credit: 6 | GLH: 38
Level 2
Planning Health-Related
Exercise and Physical Activity
for Children
Credit: 3 | GLH: 23
Level 2
Instructing Health-Related
Exercise and Physical Activity
for Children
Credit: 6 | GLH: 36
5
CYQ Level 3 Certificate in Personal Training
Level 3
Anatomy and Physiology
for Exercise
Credit: 6 | GLH: 43
Level 2
Health, Safety and Welfare
in a Fitness Environment
Credit: 2 | GLH: 16
Level 2
Principles of Exercise,
Fitness and Health
Credit: 4 | GLH: 28
Level 2
Know How to Support Clients
Who Take Part in Exercise
and Physical Activity
Credit: 2 | GLH: 13
Level 3
Applying the Principles of
Nutrition as Part of a Personal
Training Programme
Credit: 6 | GLH: 40
Level 3
Programming Personal Training
with Clients
Credit: 7 | GLH: 47
Level 3
Delivering Personal Training
Sessions
Credit: 9 | GLH: 58
6
Mandatory
Mandatory
Level 2 Mandatory Units | Syllabus | Version 1.2
© Central YMCA Qualifications 2010
Tutor and Assessor Requirements
For tutor and assessor requirements please refer to the CYQ web site, www.cyq.org.uk
Syllabus Information
All assessment paperwork is included within this syllabus.
Supporting Resources
The following resources are available to support the delivery of this qualification:
•• Tutor Resources
This tutor resources have been provided to facilitate the delivery of these units. They includes
schemes of work and a PowerPoint presentation.
•• Learner Assessment Record
This contains assessment paperwork required by the learner.
•• Manual
This learning aid suports the teaching of the contents of the syllabus.
To order the resources that support this qualification, email resources@cyq.org.uk
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7
Unit 1: Anatomy and Physiology for Exercise
and Health
Unit Aims:
This unit covers the knowledge an instructor needs about basic anatomy and physiology
relating to exercise programming for apparently healthy adults of all ages.
The learner will:
1. Understand the structure and function of the circulatory system
The learner can:
1.1 Identify the location of the heart
1.
Describe the location and basic structure of the heart, to include reference to the
four chambers and valves
a. Two halves (right — deoxygenated and left — oxygenated)
b. Four chambers (2 atria receiving blood, 2 ventricles pumping blood)
c. Major blood vessels – pulmonary arteries, veins, inferior/superior vena cavae
and aorta
d. Coronary arteries supplying the heart muscle itself with oxygenated blood
NB: No reference to names of valves at Level 2
The learner can:
1.2 Describe the function of the heart
As a pump to maintain circulation
The learner can:
1.3 Describe how blood moves through the four chambers of the heart
8
1.
Describe how blood is collected and pumped
2.
Describe how the different sides of the heart deal with oxygenated and
deoxygenated blood
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The learner can:
1.4 Describe the systemic and pulmonary circulation
1.
A brief overview of systemic and pulmonary circulation, to include: direction of
blood flow, gaseous exchange and the terms:
Oxygenated blood
from lungs
Aorta
Right atrium
Arteries, Arterioles
Right ventricle
Pulmonary vein
Capillaries
Deoxygenated blood to lungs
Left atrium
Venules, Veins
Left ventricle
Vena cava
The learner can:
1.5 Describe the structure and functions of blood vessels
1.
Describe the vascular network and how it connects the heart, lungs and muscles
2.
Compare the structure and function of arteries, veins and capillaries in terms of:
•
Thickness of vessel wall
•
Internal diameter
•
Blood pressure
•
Direction of blood flow
•
Function of non-return valves in veins
The learner can:
1.6 Define blood pressure
The pressure of the blood within the arteries. It is produced primarily by the contraction
of the heart muscle, measured by the systolic pressure (when the heart contracts) and
the diastolic pressure (when the heart relaxes).
The need for blood pressure in blood vessels and its relationship to the pumping
(systolic) and collecting/resting (diastolic) phases of the cardiac cycle.
Source the acceptable ‘normal’ range for blood pressure World Health Authority (WHO),
National Institute of Clinical Excellence (NICE), American College of Sports Medicine
(ACSM).
Identify the effects of exercise on blood pressure (increasing activity levels can lead to a
reduction/normalising in blood pressure).
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The learner can:
1.7 Identify blood pressure classifications
1.
Identify the acceptable ‘normal’ range for blood pressure:
Classification of Blood Pressure for Adults
BP Classification
Systolic BP (mmHg)
Diastolic BP (mmHg)
Normal
<120
And <80
Pre-hypertension
120-139
Or 80-89
Stage 1 Hypertension
140-159
Or 90-99
Stage 2 Hypertension
≥160
Or ≥100
Norms for blood pressure (ACSM 2006)
The learner will:
2. Understand the structure and function of the respiratory system
The learner can:
2.1 Identify the location of the lungs
The learner can:
2.2 Describe the function of the lungs
1.
Identify the function of the lungs explaining the process of gaseous exchange,
to include:
a. The relative composition of gases in both inhaled and exhaled air (focus on
oxygen and carbon dioxide) and the relationship to aerobic respiration
b. The mechanism of breathing (inspiration and expiration) and contraction and
relaxation of the muscles involved (see 2.4)
The learner can:
2.3 Describe the structure of the lungs
1.
Describe the anatomy of the lungs, to include two lungs, bronchi, bronchioles,
alveoli
The learner can:
2.4 Identify the main muscles involved in breathing
1. Intercostals (external and internal)
2. Diaphragm
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The learner can:
2.5 Describe the passage of air through the respiratory tract
The passage of air through nasal passages, pharynx, larynx, trachea, bronchi,
bronchioles and alveoli, capillaries and gaseous exchange of oxygen and carbon
dioxide in the lungs
The learner can:
2.6 Describe the process of gaseous exchange of oxygen and carbon dioxide in the
lungs
The relative composition of gases in both inhaled and exhaled air (focus on oxygen and
carbon dioxide) and the relationship to aerobic respiration.
1.
Describe the role of the alveoli and capillaries in gaseous exchange
The learner can:
2.7 Describe the effects of age, pregnancy and disability on the cardiovascular and
respiratory systems (provide a general overview only)
The learner will:
3. Understand the structure and function of the skeleton
The learner can:
3.1 Describe the basic functions of the skeleton
a. Protection of vital organs
b. Storage of minerals (calcium)
c. Muscle attachment and movement
d. Shape (link this with somatotypes, to include: ectomorph; endomorph; mesomorph)
e. Production of red blood cells
The learner can:
3.2 Identify the structures of the axial skeleton
a. Thoracic vertebrae
b. Sternum
c. Lumbar vertebrae
d. Ribs
e. Cervical vertebrae
f.
Sacral vertebrae
g. Coccyx
h. Cranium
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The learner can:
3.3 Identify the structures of the appendicular skeleton
f. Clavicle
k. Pubis
a. Humerus
g. Ulna
l. Femur
b. Carpals
h. Metacarpals
m. Tibia
c. Ilium
i. Scapula
n. Fibula
d. Patella
j. Ischium
o. Phalanges
e. Tarsals
The learner can:
3.4 Describe the structure and function of the spine and the range of possible
movements, to include:
a. The natural curves of the spine
b. Location and number of vertebrae in each of the following regions:
•• Cervical — 7
•• Thoracic — 12
•• Lumbar — 5
•• Sacral — 5
•• Coccygeal — 3 to 5 (usually 4)
c. Movement possible in each section of the vertebral column
d. The function of the intervertebral discs
•• Shock absorption
e. Spinal curvatures, where they occur and causes, to include:
• Lordotic (lumbar)
• Kyphotic (thoracic)
• Scoliotic (thoracic)
The learner can:
3.4 Explain the classification of bones
a. Long (e.g. femur, tibia, ulna)
c. Flat (e.g. scapula, pelvis)
b. Short (e.g. tarsals, carpals)
d. Irregular (e.g. vertebrae)
The learner can:
3.5 Explain the structure of long bone
a. Articular cartilage
b. Epiphysis
c. Diaphysis
d. Periosteum
e. Medullary cavity (contains yellow bone marrow)
f.
Epiphyseal plates (growth plates)
g. Compact bone
h. Spongy (cancellous bone, contains red bone marrow)
i.
12
Bone marrow (production of red and white blood cells)
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The learner can:
3.6 Explain the stages of bone growth
a. The development of bone from cartilage
b. The changes that occur with age
c. The term ossification and basic reference to osteoclasts (cell breakdown) and
osteoblasts (cell formation)
d. The importance of calcium to bone growth
e. Other factors influencing bone density, to include:
•
The effects and examples of weight bearing exercise
•
Activity and inactivity
•
Increased age (osteoporosis, fragile and brittle bones)
•
Pregnancy – hormonal effects on connective tissue
•
Disability – reduced bone mineral density, increased risk of breaks etc.
(depending on condition)
The learner will:
4. Understand joints in the skeleton
The learner can:
4.1 Describe the classification of joints
a. Immovable (fused/fibrous) – sacrum/skull
b. Slightly moveable (cartilaginous) – thoracic vertebrae
c. Freely movable (synovial) – knee/hip
The learner can:
4.2 Describe the structure of synovial joints
a. Articular cartilage (shock absorption, ease of movement)
b. Joint capsule
c. Synovial membrane
d. Synovial fluid (lubrication)
e. Ligaments (bone to bone/stability)
f.
Tendons (attach muscle to bone)
g. Cartilage (shock absorption, decrease friction between bones, ease of movement)
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The learner can:
4.3 Describe the types of synovial joints and their range of motion:
a. Gliding (carpals, tarsals, acromio clavicular in shoulder)
b. Hinge (knee, elbow)
c. Pivot (atlas and axis)
d. Ball and socket (hip and shoulder)
e. Saddle (base of thumb)
f.
Condyloid (wrist joint)
NB: Briefly reference condyloid and saddle at Level 2
The learner can:
4.4 Describe joint movement potential and joint actions:
a. Flexion
b. Extension
c. Adduction
d. Abduction
e. Rotation
f.
Circumduction
g. Horizontal flexion (horizontal adduction)
h. Horizontal extension (horizontal abduction)
i.
Elevation and depression
j.
Lateral flexion and extension
k. Pronation and supination
l.
Plantar flexion and dorsi flexion
m. Protraction and retraction
The learner will:
5. Understand the muscular system
The learner can:
5.1 Identify the three types of muscle tissue
1. Voluntary
2. Involuntary
3. Cardiac
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The learner can:
5.2 Define the characteristics and functions of the three types of muscle tissue
a. Voluntary – striated – under conscious control – e.g. biceps and triceps
b. Involuntary – visceral or smooth – under unconscious control e.g. the movement of
food through the gastrointestinal tract, blood flow etc.
c. Cardiac – striated and involuntary – under unconscious control – myocardium/heart
muscle e.g. the beating of the heart
The learner can:
5.3 Describe the basic structure of skeletal muscle
a. Fascia
b. Connective tissue (endomysium, perimysium, epimysium)
c. Muscle fibres
d. Myofibrils
e. Myofilaments (myosin, actin)
f.
Sarcomere
The learner can:
5.4 Identify how muscles attach to the skeleton:
a. Tendons
b. Via aponeurosis
c. Onto other muscles
The learner can:
5.5 Name and locate the anterior skeletal muscles
Biceps
Iliopsoas
Deltoids
Quadriceps
Pectorals
Adductors
Transverse abdominis
Brachialis
Rectus abdominis
Tibialis anterior
Obliques (internal/external)
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The learner can:
5.6 Name and locate the posterior skeletal muscles
Triceps
Erector spinae
Trapezius (upper/middle/lower)
Hamstrings
Latissimus dorsi
Gastrocnemius
Rhomboids
Soleus
Gluteals
Abductors
The learner can:
5.7 Describe the structure and function of the pelvic floor muscles
a. A double layered muscle consisting of a deep and superficial layer of muscle tissue
b. Consists of fast and slow twitch muscle fibres for immediate resistance and
endurance
c. Muscle attaches to the symphysis pubis, coccyx and ischium
d. Functions:
•
Provides stability for the pelvic girdle
•
Supports organs and growing foetus (when pregnant)
•
Controls continence of urine and faeces
The learner can:
5.8 Describe the different types of muscle action
1. Types of muscle contractions, to consist of:
2.
a.
Isometric (static)
b.
Isotonic (moving)
•
Concentric
•
Eccentric
Advantages and disadvantages of isotonic/isometric movement classification in
relation to everyday activity, activity for health and within an exercise and fitness
session, to include:
a. Delayed Onset Muscle Soreness (DOMS)
b. Valsalva effect/breath holding/increased blood pressure
c. Functionality
The learner can:
5.9 Identify skeletal muscle fibre types and their characteristics
a. Red (slow twitch) – endurance/aerobic
b. White (fast twitch) – strength/anaerobic
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The learner can:
5.10 Identify the joint actions brought about by specific muscle group contractions
See learning outcome 4.4 and identify the major muscles that bring about those joint
actions at each joint.
Muscle
Gastrocnemius
Joints crossed Prime action when contracting
concentrically
Ankle
Plantar flexion of the ankle
Knee
Assist flexion of the knee
Soleus
Tibialis anterior
Hamstrings
Ankle
Ankle
Knee
Hip
Quadriceps
Knee
Hip
Gluteus maximus Hip
Iliopsoas
Hip
Abductors
Hip
Adductors
Hip
Rectus
Spine
abdominis
Erector spinae
Vertebrae
Obliques
Spine
Transverse
Spine
abdominis
Pectorals
Trapezius
Latissimus dorsi
Deltoids
Biceps
Triceps
Rhomboids
Plantar flexion of ankle
Dorsi flexion of the ankle
Flexion of the knee
Extension of the hip
Extension of the knee
Flexion of the hip
Extension and outward rotation of the hip
Flexion of the hip
Abduction of the hip
Adduction of the hip
Flexion of the spine
Extension of the spine
Lateral flexion and rotation of the spine
Spine stabiliser – corset
Works isometrically to draw abdominal
contents back towards the spine
Shoulder
Adduction of the arm
Horizontal flexion of the arm
Shoulder girdle Extension of the neck
Elevation of the shoulder
Depression of the scapula
Retraction of the scapula
Shoulder
Adduction and inward rotation of the shoulder
Shoulder
Abduction of the shoulder (medial fibres)
Flexion and extension of the shoulder
(anterior and posterior fibres)
Elbow
Flexion of the elbow and supination of the
forearm
Elbow
Extension of the elbow
Shoulder girdle Retraction of scapula
The learner can:
5.11 Describe factors affecting the muscular system for age, pregnancy and disability
(provide a general overview only)
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The learner will:
6. Understand the life-course of the musculoskeletal system and its
implications for special populations exercise
The learner can:
6.1 Describe the life-course of the musculoskeletal system, including bone, and its
implications for working with:
Young people in the 14–16 age range
1.
Describe the implications of the incomplete fusing of the epiphyseal plate
a. Susceptibility to damage
b. Considerations for exercise, in particular avoiding high intensity strength training
Antenatal and postnatal women
2.
Describe the implications of increased levels of pregnancy hormones in relation to:
a. Decreased stability and increase range of movement of the joint
b. Changes in centre of gravity
c. Motor skills
3.
Considerations for exercise, in particular avoiding developmental stretching, impact
and supine exercises at certain times during pregnancy
Older people (50 plus)
4.
Describe the implications of a reduction in bone mineral density and connective
tissue:
a. Increased susceptibility to fractures
b. Decreased joint stability
c. Less shock absorbency
5.
Considerations for exercise in particular avoiding high impact activities
(when appropriate)
Disabled people
6.
18
Consider 6.1.1 – 4 and the implications these may present in terms of an
individual’s disability
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The learner will:
7. Understand energy systems and their relation to exercise
The learner can:
7.1 Describe how carbohydrates, fats and proteins are used in the production of energy
(adenosine triphosphate), to include:
1. The function of these foods in the formation of aerobic/anaerobic energy
production, to include the terms:
a. Phosphocreatine system
b. Lactic acid system
c. Aerobic system
d. ADP – ATP cycle (a simple explanation)
2.
The main factors affecting energy production:
a. Intensity
b. Duration of activity
c. Fitness level
The learner can:
7.2 Explain the use of the three energy systems during aerobic and anaerobic respiration
1. Describe each energy system and how it relates to exercise intensity
a. The main factors affecting energy production:
•• Intensity
•• Duration of activity
•• Fitness level
b. Intensity and duration
•• Creatine phosphate (CP) – high intensity (up to 6-10 seconds
[when trained])
•• Lactic acid – moderate to high intensity (up 90 seconds [when trained])
•• Oxygen – low to moderate intensity (beyond 90 seconds)
2.
State the characteristics for each energy system
The energy continuum relevant to the intensity of the activity, immediacy of activity and
fitness level of the participant
Duration
1 to 4 seconds
4 to 20 seconds
20 to 45 seconds
45 to 120 seconds
120 to 240 seconds
240 to 600 seconds
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Classification
Anaerobic
Anaerobic
Anaerobic
Anaerobic, Lactic
Aerobic + Anaerobic
Aerobic
Energy Supplied By
ATP (in muscles)
ATP + CP
ATP + CP + muscle glycogen
Muscle glycogen
Muscle glycogen + lactic acid
Muscle glycogen + fatty acids
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The learner can:
7.3 Describe the effects of age, pregnancy and disability on the energy systems (provide
general overview only)
The learner will:
8. Understand the nervous system and its relation to exercise
The learner can:
8.1 Describe the role and functions of the nervous system
a.
Sensory input
b.
Interpretation
c.
Motor output
Functions, to include:
•
Maintaining homeostasis
When exercising:
•
Increasing heart rate
•
Increasing breathing rate
•
Mobilising energy stores
•
Control of blood flow to active tissues
•
Control of blood pressure
The learner can:
8.2 Describe the principles of muscle contraction, to include:
1. Explain the principles of paired muscle actions
a. The definition of the terms and recognition of exercises working the muscles in
the following roles:
20
•
Prime mover (agonist)
•
Antagonist
•
Synergist (limited reference at Level 2)
•
Fixators (limited reference at Level 2)
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The learner can:
8.3 Describe the ‘all or none law’/motor unit recruitment
1. Explain motor unit recruitment in relation to strength of muscle contraction (all or
none law)
2.
Define the principles of muscle contraction:
•
Crosses over a joint
•
Muscles only pull
•
Contraction along the line of fibre
•
Working in pairs
The learner can:
8.4 Describe how exercise can enhance neuromuscular connections and improve motor
fitness, to include:
1. Strengthening/ growing new connections within the nervous system
2.
Speeding up frequency of nerve impulses to motor units
3.
Improved synchronous recruitment of motor units resulting in stronger muscle
contraction
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Assessment Specification
Anatomy and Physiology for Exercise and Health
Assessment Element 1: Theory Paper
Externally set and assessed theory test in the form of a multiple choice written theory paper,
externally set and marked by CYQ.
Questions will relate to the underpinning knowledge listed for the Level 2 Anatomy and
Physiology for Exercise Health.
The time allocation for the theory paper is 50 minutes. The theory paper will comprise of
40 questions where learners must achieve a minimum of 28 marks overall to pass.
Questions will be multiple choice and will conform to the following specifications:
•• Questions clearly relate to the underpinning knowledge
••
Language is free from ambiguity
••
The answer to one question will not be a prerequisite to, or provide help with, answering
another question
••
Questions are in plain, simple, grammatically correct language
••
Questions only have one correct answer
••
Distracters (incorrect answers) to questions will be attractive, grammatically consistent and
plausible to learners
Guidelines for centres requesting externally set and marked assessment materials may be
located on the CYQ website. This includes information regarding eAssessment (online) for
centres who prefer this method.
NB: Samples of theory paper questions are available on request.
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Unit 2: Health, Safety and Welfare in a Fitness
Environment
Unit Aims:
This aim of this unit is to provide the learner with the knowledge and understanding that
instructors need to maintain health, safety and welfare in a variety of fitness environments,
including the safeguarding of children and vulnerable adults.
Tutor note: This unit is intended for use by learners across a number of disciplines and
so its teaching should be as generic as possible considering the relevance of the learning
outcomes in a variety of disciplines and settings (e.g. gym, group exercise, and water-based
environments).
The learner will:
1. Understand emergency procedures in a fitness environment
The learner can:
1.1 Identify the types of emergencies that may occur in a fitness environment
a. Medical (e.g. angina, heart attack etc.)
b. Accidents (e.g. strains and sprains, fainting, over exertion, heat exhaustion, muscle
spasm, bruising, cuts)
c. Fire, suspected bomb
d. Missing person
e. Chemicals (i.e. plant room)
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The learner can:
1.2 Describe the roles that different staff and external services play during an emergency
a. General manager
••
To manage/implement/follow emergency procedures effectively
b. Duty manager
••
To follow emergency procedures effectively
••
May have overall responsibility in the absence of the general manager
c. Responsible first aid personnel, including those qualified in CPR and defibrillator,
and how to contact them
••
To follow the appropriate protocol according to their role/qualification
••
To administer first aid, CPR or to operate the defibrillator
d. Local GP surgery
••
Non-serious illnesses and injuries may be dealt with by the GP/practice nurse
e. The role of each emergency service
••
Fire brigade
••
Police
••
Ambulance service
The learner can:
1.3 Explain the importance of following emergency procedures calmly and effectively
a. The importance of dealing with accidents and emergencies promptly, calmly and
correctly
b. How to follow internal accident and emergency procedures
c. How to contact the emergency services and who to request
d. How to report an incident/accident in an emergency
e. What instructions you must give to the people involved – both staff and external
services
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The learner can:
1.4 Describe how to maintain the safety of people involved in typical emergencies,
including children, older people and disabled people
Tutor note: This learning outcome should be approached as if the learner is not a
qualified first aider.
a. Identify the boundaries of competence
i.
Need for additional training and qualifications to deal with and manage
accidents and emergencies and special populations
ii. How to identify the types of injuries and illnesses that may occur in the work
place, prior to the arrival of qualified assistance
iii. How to deal with these if not qualified and before qualified assistance arrives
iv. How to decide whether to contact the on-site first aider or immediately call the
emergency services
v. The procedures you should follow to protect the casualty and others
vi. How to obtain the necessary consent from parents/guardians for children and
disabled people involved in any emergency
vii. How to contact the relevant parent/guardian responsible adult responsible for
any children/older adults disabled people involved in the emergency
viii. Why it is important to provide comfort and reassurance and how to do so
ix. What special considerations are to be observed when dealing with children,
older adults and disabled persons including physical contact:
•
When physical contact is appropriate
•
When physical contact in not appropriate
•
Using appropriate language to ensure the participant is able to understand
the instructor and understand the situation they are involved in
•
Any medical issues including medications or mobility restrictions, that may
affect the participants’ immediate safety
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The learner will:
2. Understand health and safety requirements in a fitness environment
The learner can:
2.1 Outline why health and safety is important in a fitness environment, to include:
The fitness instructor contributes to providing a safe environment for participants and
could share accountability for accidents or breaches of health and safety
The learner can:
2.2 Identify the legal and regulatory requirements for health and safety relevant to
working in a fitness environment
a. Health and Safety at Work Act 1974
b. Code of Ethical Practice
c. The learner should understand that there are additional legal and regulatory
requirements for dealing with children, older adults and disabled/vulnerable adults
but there is no need to understand the detail of these
d. Criminal Record Bureau checks
The learner can:
2.3 Describe duty of care and professional role boundaries in relation to special
population groups
a. As outlined in the REP Code of Ethical Practice
b. Ensuring adequate qualifications are achieved to be able to deal with specific
populations, namely children, older adults, ante/post-natal women and disabled
people (e.g. Level 3 and appropriate registration on REPs)
c. Obtaining informed consent
d. Consent from appropriate adults, parents/guardians
e. Maintaining confidentiality
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The learner can:
2.4 Identify the typical roles of individuals responsible for health and safety in a fitness
organisation
a. General manager
Ensuring policies and procedures are adhered to
b. Duty manager
Ensuring policies and procedures are adhered to
c. First aid at work qualified staff
d. CPR qualified staff
e. Defibrillator qualified staff
f.
All on duty staff
Ensuring policies and procedures are adhered to
g. Health and safety officer
Specific responsibility for health and safety matters
h. Director for the company
Ultimate responsibility for health and safety
The learner can:
2.5 Describe the types of security procedures that may apply in a fitness environment,
to include:
a. Opening and closing the facility
b. Monitoring entry and exit
••
Swipe entry to a gym
••
Class participants
••
Recognising intruders
c. Fire and evacuation procedures
d. Roll call procedures
e. Chemical spillage procedures
f.
Fire alarm testing
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The learner can:
2.6 Describe the key health and safety documents that are relevant in a fitness
environment, to include:
a. First aid book
b. Accident recording book
c. Accident report forms
d. Manufacturer’s guidelines on safe use and maintenance of equipment
e. Health and safety policies and procedures manual in line with the Health and Safety
at Work Act (1974)
Tutor note: Learners should be made aware that the types and names of documents
vary depending on the organisation.
The learner will:
3. Understand how to control risks in a fitness environment
The learner can:
3.1 Identify possible hazards in a fitness environment, relating to:
•• Facilities
a. Collect current information about the exercise venue including:
i.
Machines
••
Cardiovascular machines available
••
Resistance machines available
ii. Free weights (barbells, dumbbells, collars, benches, cables) available
iii. Wet side
••
Shallow and deep water
••
Changes in water depth
••
Pool temperature
iv. Sufficient space to enable safe performance, and observing potential
obstructions (pillars)
v. Entry and exit points are noted
vi. Hydration stations identified
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••
Equipment
a. Carry out checks on equipment (to be used in accordance with the
manufacturer’s guidelines when appropriate), to include:
i.
Operation of equipment
ii. Removal of hazards that may hamper the operation of equipment (e.g.
water bottles and bags)
iii. Storage of equipment after use
iv. Specific safety checks (fixtures and fittings, such as collars, wires, cables,
weight pins)
v. Reporting mechanisms (for equipment that is out of order)
vi. Reporting mechanisms and removal of damaged/worn portable equipment
vii. Safety elements in relation to operating electrical equipment by poolside
vii. Portable equipment (discuss a range relevant to a number of disciplines
e.g. gym, group exercise to music, waterbased)
viii. Ensure that the equipment used is appropriate and safe to use by the
participants e.g. correct size for children etc.
ix. Music equipment is installed and complies with Health and Safety
regulations especially installation of electrical equipment in wet areas
••
Facilities
a. Identify and monitor manual handling and lifting in the exercise environment
b. Following operating procedures and understanding that deviating from these
could create hazards
••
Client behaviour
a. How to ensure participants behave appropriately for the session (e.g. follow a
gym etiquette policy)
b. How to manage groups of young adults and children to ensure they are using
the facilities and equipment in a safe and effective manner
c. How to approach a participant who is behaving in an unsafe manner and
advise them accordingly
d. What type of issues may need to be referred to an appropriate colleague, when
to refer them and who this colleague may be according to different situations
e. The importance of participant care to all in the facility
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••
Security
a. Individuals who should not be in the facility or session
b. Procedures in the event of a fire or other evacuation situation
c. Special considerations for children and vulnerable adults and immediately
reporting any concerns regarding their safety and security to the appropriate
person
d. How to report any concerns regarding an individual’s security and to whom,
especially in the case of children and vulnerable adults
e. Knowledge of the opening and closing of the facility procedures in the event of
an emergency and on a day to day basis
••
Hygiene
a. Ensuring the maintenance and cleaning rota for all equipment is followed
b. Encouraging participants to wipe down equipment after use
c. Ensuring all floors are kept clean and dry especially after group participation
d. Ensure that there are adequate facilities available for participants to clean down
equipment after use
e. Ensuring that personal hygiene at all times is of the highest quality
f.
Appropriate footwear is worn on poolside by participants and instructor
The learner can:
3.2 Describe how to risk assess the types of possible hazards in a fitness environment,
to include:
a. The organisation’s risk assessment policy
i.
How risk assessments should be carried out and who is responsible
b. Basic principles of risk assessment
i.
Principles and methods of identification
ii. Assessing
iii. Reviewing
c. Brief reference to the Health and Safety at Work Act (1974)
d. Regular checks on equipment and facilities
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The learner can:
3.3 Describe how to control risks associated with hazards in a fitness environment,
to include:
a. Undertake a risk assessment before the planned session to minimise risk,
to include:
••
Environment
••
Equipment
••
Clients
••
Other people exercising in the area
••
Activities
••
Emergency procedures
The learner can:
3.4 Identify the appropriate person/position to contact within a fitness organisation when
hazards and risks cannot be controlled personally, to include:
1. Who and how to contact from internal members of staff including:
a. When working in a typical health and fitness facility:
••
General manager
••
Duty manager
••
Gym manager
••
Studio coordinator
••
Health and safety officer
b. When working in other facilities (e.g. a church hall)
2. Who and how to contact external services, emergency services, fire, ambulance,
police (See also 1.2/1.3/2.4)
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The learner will:
4. Understand how to safeguard children and vulnerable adults
The learner can:
4.1 Describe what is meant by safeguarding the welfare of children and vulnerable adults
a. Understand the implications of the following acts in relation to working with children
and young adults
b. Briefly outline example Acts
••
The Children Act 1989
••
The Police Act 1997
••
The Protection of Children Act 1999
••
Every Child Matters and the Children Act 2004
••
Safeguarding Vulnerable Groups Act 2006
••
The Disability Discrimination Act (DDA) 1995
••
The Disability Discrimination Act 2005
Tutor note: The learner should be aware that there are Acts that affect working with
children but do not need to the know details thereof.
c. Understand the laws that have been implemented under the Safeguarding
Vulnerable Groups Act 2006
i.
Those who are working – or applying to work – with children or vulnerable
adults will apply under the Independent Safeguarding Authority scheme to the
Criminal Records Bureau (CRB)
The learner can:
4.2 Describe the responsibilities and limitations of a fitness instructor in regard to
safeguarding children and vulnerable adults
a. Up to date CRB checks
b. Internal safeguarding policy and procedures
c. Why it is important to be aware of possible abuse and to report any concerns
d. How to decide whether to report concerns about possible abuse and who to report
possible abuse to
e. How to report possible abuse
f.
32
Why confidentiality is important – who should and should not be informed of
possible abuse
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The learner can:
4.3 Identify the types of abuse which an instructor may encounter in their clients:
physical, emotional, neglect, bullying and sexual
a. Physical signs of abuse to children, older adults or vulnerable adults including those
with disabilities, to include unexplained bruising, injuries, cuts or breaks/fractures
b. Emotional abuse to children, older adults or vulnerable adults including those with
disabilities such as threatening behaviour towards them, discriminatory remarks,
taunting
c. Neglect to children, older adults or vulnerable adults including those with disabilities,
to include developmental problems, personal hygiene issues, lack of general care
d. Bullying including children, older adults or vulnerable adults including those with
disabilities
e. Sexual abuse including children, older adults or vulnerable adults including those
with disabilities
f.
Why it is important to observe the participants’ physical condition in a way that is
sensitive to the person and the situation and how to do so
g. Other types of information to consider when noting signs and indicators of possible
abuse
h. How to distinguish between directly observed signs and indicators of abuse, other
information and opinions and why it is important to do so in any reports
The learner can:
4.4 Identify possible signs of abuse: physical, emotional, neglect, bullying and sexual
a. Physical signs and indicators
b. Behavioural signs and indicators
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The learner can:
4.5 Describe a fitness organisation’s policies and procedures in relation to safeguarding
children and vulnerable adults, including typical reporting procedures
a. Identify who within the organisation is responsible for dealing with allegations or
suspicions of abuse and the correct protocol for reporting such suspicions or abuse
b. CRB checks, policy and procedure
c. Who are the appropriate people within the organisation and outside agencies to
report possible abuse to
d. Any internal code of behaviour policy which includes the appropriate conduct and
relationships with children and young adults
e. Internal anti-bullying procedures and policies
f.
Internal complaints procedures
g. Any additional training required to support children, older/vulnerable adults and
persons with a disability
The learner can:
4.6 Describe the procedures to follow to protect oneself from accusations of abuse
a. Up to date CRB checks
b. Know and apply the internal safeguarding policy and procedures relating specifically
to physical contact with participants and being alone with participants
c. Why it is important to note any evidence of possible abuse carefully and to include
this in any report
d. Obtain informed consent
e. Obtain parental/guardian consent
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The learner can:
4.7 Identify the statutory agencies responsible for safeguarding children and vulnerable
adults, to include a brief overview of the function of each:
a. Ofsted
••
Inspect and regulate the care of children and young people
b. Local Authority (Social Services)
••
Safeguard the welfare of children
c. Police
••
Mechanisms for agreeing how organizations will cooperate to safeguard and
promote the welfare of children
d. Local Safeguarding Children Boards (LSCBs)
••
Agree how the relevant organisations in each local area will cooperate to
safeguard the welfare of children
e. Independent Safeguarding Authority (ISA)
••
To help prevent unsuitable people from working with children and vulnerable
adults
The learner can:
4.8 Explain when it may be necessary to contact statutory agencies
The learner can:
4.9 Describe how to maintain the confidentiality of information relating to possible abuse
a. Review and ensure an awareness of the legal (and ethical) responsibilities regarding
client records and confidentiality e.g. all client records must be filed securely and not
disclosed to any other party without the client’s consent
b. Ensure any written reports are given to the appropriate statutory agencies and/or
their representatives
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Assessment Specification
Health, Safety and Welfare
in a Fitness Environment
Assessment 1 – Worksheet
Learners are required to complete the Health, Safety and Welfare in a Fitness Environment
worksheet successfully. This can be completed as part of a course or as part of summative
assessment. All questions must be satisfactorily completed. The worksheet will conform to
the following:
•
Questions will cover all aspects of underpinning knowledge not assessed elsewhere
•
When the learner fails to provide sufficient evidence of underpinning knowledge, the
assessor will ask supplementary questions to confirm competence. All questions and
answers must be recorded
•
Questions will be numbered and in grammatically correct, unambiguous language
•
Space for date, learner name and assessor name must be provided and filled in
•
Questions need not be equally weighted
•
Questions will be phrased so that it is clear to learners how many pieces of information
are to be included in the answer, and that the space allocated is sufficient for the length of
response required
The worksheet:
•
Must be the learner’s sole work and group completion of this worksheet is not permitted
•
May be completed on a continuous basis
•
May be completed away from the centre (i.e. as a homework task)
•
May be marked by the course tutor or an independent assessor
Learners are required to achieve a minimum of 70% of total marks in order to pass
this worksheet.
Suggested answers are provided in this syllabus.
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Worksheet
Health, Safety and Welfare
in a Fitness Environment
Learner name: Health and Safety
1. Identify three types of emergencies that may occur in a fitness environment: (3 marks)
1
2
3
2. Describe the responsibilities of the following individuals during an emergency: (3 marks)
Role
Responsibility
1. General manager
2. Duty manager
3. First aider
3. Explain the importance of following emergency procedures calmly and effectively: (2 marks)
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4. Describe how to maintain the safety of people involved in typical emergencies, including
children, older people and disabled people: (2 marks)
5. Outline why health and safety is important in a fitness environment: (1 mark)
In your role as a fitness instructor there are some legal and regulatory requirements you should
be aware of that may affect the way you work and behave.
6. Identify how the following affect your role: (3 marks)
How it affects your role
Health and Safety at Work Act
Code of Ethical Practice
CRB checks
38
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© Central YMCA Qualifications 2010
7. List three types of roles of individuals responsible for health and safety in a fitness
organisation and state the responsibility of each: (6 marks)
Role
Responsibility
8. Describe three types of security procedure that you may need to follow when working in a
fitness environment: (3 marks)
1
2
3
9. List two health and safety documents that you may need to be aware of and use in the
fitness environment: (2 marks)
1
2
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Assessing risk and identifying hazards are two essential parts of your role as a fitness instructor. Fitness suites, studios and wet-side areas all present potential hazards which need to be
identified and dealt with to ensure participant safety.
10. Identify one possible hazard for each of the following aspects of working in a fitness
environment: (6 marks)
Hazard
Facilities
Equipment
Working
practices
Client behaviour
Security
Hygiene
40
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11. Describe how to control risks associated with hazards in a fitness environment: (1 mark)
12. Name one individual you could contact within a fitness organisation if you were unable to
deal with a hazard or risk that you have identified? (1 mark)
In your role as a fitness instructor it is likely that at some point you may work with children or
vulnerable adults.
13. Describe what is meant by safeguarding the welfare of children and vulnerable adults:
(1 mark)
14. List the four types of abuse which an instructor may encounter: (4 marks)
1
2
3
4
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15. Describe one way to protect yourself from accusations of abuse: (1 mark)
16. Identify two statutory agencies responsible for safeguarding children and vulnerable adults
and state the function of each: (4 marks)
Statutory agency
Function
17. Describe how to maintain the confidentiality of information relating to possible abuse:
(1 mark)
31/44 required to pass (70%
/44
Final result Pass
Refer
I confirm that the information in this worksheet is entirely my own work.
Learner signature: Tutor/Assessor signature: 42
Date: Date: Level 2 Mandatory Units | Syllabus | Version 1.2
© Central YMCA Qualifications 2010
Worksheet Answers
Health, Safety and Welfare
in a Fitness Environment
Tutor note: The answers given on this worksheet are suggested in line with the assessment
criteria in the syllabus. Other answers derived from the syllabus or other plausible answers
should be awarded marks.
Health and Safety
1. Identify three types of emergencies that may occur in a fitness environment: (3 marks)
1
Medical
2
Fire
3
Missing person
2. Describe the responsibilities of the following individuals play during an emergency: (3 marks)
Role
Responsibility
1. General manager
Follow procedures correctly
2. Duty manager
Follow procedures correctly
3. First aider
To follow the appropriate protocol
according to their role/qualification
or
To administer first aid
3. Explain the importance of following emergency procedures calmly and effectively: (2 marks)
Learners should explain the need to remain calm in order to ‘manage’ the situation
effectively to help any injured or ill individual (1 mark) until the arrival of the qualified
first aider and/or contacting the emergency service (1 mark).
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4. Describe how to maintain the safety of people involved in typical emergencies, including
children, older people and disabled people: (2 marks)
Learners should explain that they should operate within the limits of their
competence and be guided by qualified individuals and how they may need
to contact the relevant parent/guardian responsible for any children/older
adults/disabled people involved in the emergency.
5. Outline why health and safety is important in a fitness environment: (1 mark)
Learners should outline that they have a responsibility to ensure the safe
working environment of their participants. They may also state that they are
partly responsible for ensuring accidents do not occur. (Either statement type
would attract the allocated mark.)
In your role as a fitness instructor there are some legal and regulatory requirements you should
be aware of that may affect the way you work and behave.
6. Identify how the following affect your role (3 marks):
How it affects your role
44
Health and Safety at Work Act
Define’s general duties of an employee
relating to health and safety.
Code of Ethical Practice
This outlines how instructors should
behave in the fitness environment in
relation to clients and duty of care.
CRB checks
If working with children instructors
should have a CRB check carried out.
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7. List three types of roles of individuals responsible for health and safety in a fitness
organisation and state the responsibility of each: (6 marks)
Role
Responsibility
1. Duty manager
Ensuring policies and procedures are
adhered to
2. Health and safety officer
Specific responsibility for health and
safety matters
3. Director of the company
Ultimate responsibility for health and
safety
8. Describe three types of security procedure that you may need to follow when working in a
fitness environment: (3 marks)
1
Opening and closing the facility
2
Monitoring entry and exit to the facility/session
3
Fire and evacuation procedures
9. List two health and safety documents that you may need to be aware of and use in the
fitness environment: (2 marks)
1
Accident report form
2
Manufacturer’s guidelines for equipment
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Assessing risk and identifying hazards are two essential parts of your role as a fitness
instructor. Fitness, suites, studios and wet-side areas all present potential hazards which
need to be identified and dealt with to ensure participant safety.
10. Identify one possible hazard for each of the following aspects of working in a fitness
environment: (6 marks)
Hazard
46
Facilities
One from the following:
• Machines and a relevant hazard
• Free weights and a relevant hazard
• Wet side and a relevant hazard e.g.
Shallow and deep water
Changes in water depth
Pool temperature
• Sufficient space to enable safe performance
• Potential obstructions
• Entry and exit points and a relevant hazard
Equipment
Relevant hazard listed relating to one from the following:
• Hazards that may hamper the operation of equipment
(e.g. water bottles and bags)
• Storage of equipment after use
• Specific safety checks
• Operating electrical equipment by poolside
• Portable equipment
• Ensure that the equipment used is appropriate and safe to use
by the participants e.g. correct size for children
• Music equipment
Working
practices
One from the following:
• Manual handling/lifting
• Not following procedures
Client behaviour
One from the following:
• Hazards associated with inappropriate participant behaviour
• Hazards associated with managing groups of young adults and
children
Security
One from the following:
• Procedures in the event of a fire or other evacuation situation
• Hazards associated with working with children and vulnerable
adults
• Hazards associated with the opening and closing of the facility
procedures
• Hazards associated with emergency procedures
Hygiene
One from the following and a relevant hazard:
• Personal hygiene (participants)
• Maintenance and cleaning rota for all equipment
• Wet floors following a session
• Equipment not being wiped down
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11. Describe how to control risks associated with hazards in a fitness environment: (1 mark)
Ensure risk assessment procedures are followed
or
Carry out risk assessments prior to sessions
12. Name one individual you could contact within a fitness organisation if you were unable to
deal with a hazard or risk that you have identified? (1 mark)
One from the following:
• General manager
• Duty manager
• Gym manager
• Studio coordinator
• Health and safety officer
In your role as a fitness instructor it is likely that at some point you may work with children or
vulnerable adults.
13. Describe what is meant by safeguarding the welfare of children and vulnerable adults:
(1 mark)
Learners should describe that there are additional responsibilities when working
with these groups that relate to legislation (the word legislation is not expected
to be used)
14. List the four types of abuse which an instructor may encounter: (4 marks)
1
Physical
2
Emotional
3
Neglect
4
Bullying/sexual
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15. Describe one way to protect yourself from accusations of abuse: (1 mark)
One from the following:
• CRB checks
• Know and apply the internal safeguarding policy and procedures relating
specifically to physical contact with participants and being alone with
participants
• Obtain informed consent
• Obtain parental/guardian consent
16. Identify two statutory agencies responsible for safeguarding children and vulnerable adults
and state the function of each: (4 marks)
Statutory agency
Function
Ofsted
Inspect and regulate the care of children
and young people
Independent Safeguarding Authority (ISA)
(abbreviations may be accepted)
To help prevent unsuitable people from
working with children and vulnerable
adults
17. Describe how to maintain the confidentiality of information relating to possible abuse:
(1 mark)
All client records must be filed securely and not disclosed to any other party
without the client’s consent
or
Ensure any written reports are given to the appropriate statutory agencies and/or
their representatives
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Unit 3: Principles of Exercise, Fitness and Health
Unit Aims:
This unit covers knowledge an instructor needs to programme safe and effective exercise for
a range of clients, the health benefits of physical activity and the importance of healthy eating.
The learner will:
1. Understand the effects of exercise on the body
The learner can:
1.1 Describe cardiovascular and respiratory adaptations to endurance/aerobic training
d. Define the following terms in relation to physical exercise:
••
Heart rate: number of beats/contractions per minute
••
Stroke volume: volume of blood pumped from the heart in one contraction
••
Cardiac output: volume of blood pumped from the heart in one minute
e. Describe the short and long term effects of exercise on the heart, lungs and
circulatory system, to include:
Short term effects:
Long term effects:
•
Increased heart rate
•
Stronger heart muscle
•
Increased blood flow
•
Increased lung efficiency
•
Increased oxygen uptake
•
•
Increased cardiac output
Increased efficiency of gaseous
exchange
•
Increased stroke volume
•
•
Increased breathing rate
Increased size in smooth muscles
tissue (blood vessels)
•
Dilation of blood vessels
•
Increased mitochondria
•
Increased muscle temperature
•
Increased capillarisation
•
Increases in overall core body
temperature
•
Improved blood flow
•
•
Increased build up of lactic acid in
blood
Increased efficientcy to deliver
oxygen and removal of waste
products
•
Decreased resting heart rate
•
Increased cardiac output
•
Increased stroke volume
•
Decreased risk of hypertension
•
Reduced risk of CHD
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f.
Describe the equation of cardiac output (CO = HR X SV) and its relevance to
exercise
g. Explain how changes in heart rate and strioke volume will affect cardiac output ••
↓CO = ↑HR x ↓SV
••
↑CO = ↑HR x ↑SV
h. Explain the short term effects of exercise include:
i.
••
Increases in heart rate
••
Increases in stroke volume
••
Increases in cardiac output
Explain the long term effects of exercise include:
••
Decreases in resting heart rate
••
Increases in stroke volume
••
Cardiac output remains the same with fewer heart beats (increased efficiency)
The learner can:
1.2 Identify the short and long term effects of exercise on blood pressure
a. Identify the short term effects of exercise on blood pressure
••
Increased blood pressure, in simple terms systolic pressure rises and diastolic
remains unchanged
b. Identify the long term effects of exercise on blood pressure
••
Increasing activity levels can lead to a reduction/normalising in blood pressure
••
Decreased risk of hypertension
The learner can:
1.3 Describe the ‘blood pooling’ effect following exercise
a. Describe the concept of blood pooling and its implications to safety during an
exercise session
For example:
••
Reduced oxygen supply to the brain increasing risk of fainting
b. Describe how to reduce the risk of blood pooling by reducing exercise intensity
gradually
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The learner can:
1.4 Describe the effects of exercise on bones and joints including the significance of
weight bearing exercise
a. The long and short term effects of exercise on the skeletal system, to include:
Short term:
Long term:
•
Increased range of movement
•
Increased bone density
•
Increased secretion of synovial
fluid (joint lubrication)
•
Decreased risk of osteoporosis
•
Increased stability of joints
Improved shock absorption
•
Increased joint mobility
•
Stronger connective tissue
(ligaments and tendons)
•
Development of range of motion
and increased range of motion
•
Improved posture
•
Improvement in coordination and
balance
•
For both short term and long term:
•
Decreased risk of injury
The learner can:
1.5 Describe delayed onset of muscle soreness (DOMS)
a. Identify that the term DOMS is where the muscle undergoes severe stress
producing micro-tears resulting in pain, swelling and inflammation
The learner can:
1.6 Identify exercises or techniques likely to cause delayed onset of muscle soreness
a. Explain the benefits of strength training on muscle tissue
b. Explain why eccentric training is more likely to increase DOMS. For example, the
increases in muscle contractile force which increases risk of DOMS
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The learner can:
1.7 Describe the short and long term effects of different types of exercise on muscle
Short term:
Long term:
•
Capillary dilation
•
Hypertrophy
•
Increased pliability
•
Atrophy (inactivity)
•
Increased metabolic activity
•
Increased metabolic activity
•
Increased neuro-muscular activity
•
Increased capillarisation
•
Increased temperature
•
•
Increased blood flow
Increase in number of
mitochondria
a. Describe the effects of different training systems (repetitions and resistance) on
muscle fibre recruitment (power, strength, endurance, muscular fitness)
b. Explain the progressive changes that can be made in terms of overload for all
components of a session and discuss the application of:
••
Repetitions
••
Resistance (levers, gravity, external weight, body weight, surface area in water)
••
Range of motion
••
Rate
••
Rest
••
Complexity/Choreography (if applicable)
••
Speed including music (if applicable)
NB. A session includes a warm up, main component and cool down.
The learner can:
1.8 Describe different exercises that can improve posture.
a. Identify a range of exercises that can improve posture from the following categories:
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••
Muscular strength. For example, compound push and pull type exercises with
heavy resistance and lower repetitions
••
Muscular endurance. For example, functional compound push and pull type
exercises with low resistance and higher repetitions
••
Flexibility. For example, stretching main muscle groups. In particular,
hamstrings, chest, adductors, quadriceps, hip flexors, erector spinae (lumbar
region) and calves (gastrocnemius and soleus)
••
Core stability. For example, functional exercises targeting deep postural
muscles; spinal articulation, extension, flexion, lateral flexion, rotation, in
particular thoracic extension. Pelvic stabilisers (gluteal group) – squats, lunges
etc. Shoulder stability: four point kneeling, press ups etc.
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The learner will:
2. Understand the components of fitness
The learner can:
2.1 Define the components of health related fitness
a. Identify the components of total fitness
b. To include definition of the following with discussion and consideration of their interrelationship(s) as a model for health:
••
Social fitness
••
Emotional fitness
••
Medical fitness
••
Mental fitness
••
Physical fitness
••
Nutritional fitness
••
Spiritual fitness
c. Identify the components of physical fitness, to include:
••
Cardiovascular – the ability of the body to take in, transport and utilise oxygen
••
Muscular strength – ability of a muscle or muscle group to use maximum force.
For example, 1 Rep Max (RM)
••
Muscular endurance – the ability of a muscle or muscle group to perform
continual repetitions. For example, 10+ repetitions
••
Flexibility – the ability of a joint or joint complex to work to its full range of
movement
••
Motor skills – the ability to perform a range of skills such as balance,
coordination, speed, agility, power and reaction time
The learner can:
2.2 Define the components of skill related fitness to include:
•• Agility – ability to rapidly change the position of the entire body in space with speed
and accuracy
••
Coordination – the ability to perform smooth and accurate movements requiring
good awareness and integration of senses, muscles and body positions involved in
the movement
••
Power – the amount of work done per unit of time i.e. the rate of work; for example:
work ÷ time; force x speed
••
Speed – the pace of work; for example: distance ÷ time
••
Reaction time – the interval between a stimulus and a response
••
Balance – the ability to keep the body centred over a base of support
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The learner can:
2.3 Identify the factors that affect health and skill related fitness
a. Identify factors that affect physical fitness, to include:
••
••
Genetic factors influencing training potential:
••
Body type: ectomorph, mesomorph, endomorph
••
Gender
••
Heredity (some medical conditions)
Lifestyle factors influencing training potential:
••
Level of fitness
••
Health status
••
Heredity
••
Drugs
••
Age
••
Smoking
••
Alcohol
••
Diet
b. Identify factors that affect skill related fitness such as:
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••
Skill level
••
Previous experience
••
Balance
••
Co ordination
••
Power
••
Agility
••
Speed
••
Kinaesthetic awareness
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The learner can:
2.4 Explain the relationship between physical fitness and health related exercise
a. Explain the relevant FITT guidelines for fitness and health (see also 3.2).
Using ACSM and/or NICE guidelines for specific components of fitness to meet different
training needs (health and fitness)
b. Explain the relationship of the training zones to physical fitness and health related
exercise
••
Moderate zone
••
Fitness zone
••
Performance (OBLA) zone
••
Performance (anaerobic) zone
Health is a state of complete physical, mental and social wellbeing; not merely the
absence of disease or infirmity (WHO, 1946)
Fitness is the ability to meet the demands of life safely and effectively, without exhaustion
or undue stress.
Exercise is any bodily activity that enhances or maintains physical fitness and overall
health.
Physical activity is any bodily movement produced by skeletal muscles that result in an
expenditure of energy.
Recognise the key benefits for health, fitness, exercise and physical activity (as of
learning outcome 1)
c. Explain the barriers to health, fitness and exercise, for example:
••
Age
••
Family commitments
••
Anxiety and fear/out of comfort zone
••
Lack of support
••
Appropriate clothing
••
Ill health
••
Lack of enjoyment
••
Injury
••
Lack of time
••
Finance
••
Work commitments
••
Lack of motivation
d. Explain the issues of remaining physically inactive.
••
Continued support
••
Finance
••
Lack of motivation and enthusiasm
••
Family commitments
••
Boredom
••
Work commitments
••
Weather constraints/winter/dark nights
e. Recognise the FITT guidelines for the above to produce relevant benefit
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The learner will:
3. Understand how to apply the principles and variables of fitness to an
exercise programme
The learner can:
3.1 Describe the physiological implications of:
•• Specificity – training should be relevant and appropriate to the activity for which the
individual is training in order to produce a training effect
••
Progressive overload – the gradual increase of stress placed upon the body during
exercise training. For example, increasing resistance once a plateau in training has
been reached
••
Reversibility – decreases in physiological gains if training is ceased. For example,
decreases in muscle mass or ability to run as fast
••
Adaptability – the ability for the body to cope with specific training needs
••
Individuality – training should be relevant and appropriate for the individual and their
own training requirements
••
Recovery time – the period that it takes for the body to recover from a given
training period. For example, a rest period in between sets can be 30 seconds to 5
minutes or full recovery can 48 hours for muscular strength type activities until the
next session
••
Plateau – where continued adaptations no longer occur. In order for further
adaptations and responses to take place, FITT principles would need to be altered
Apply the above to a variety of exercises within a chosen discipline. For example,
exercise to music programmes (e.g. body conditioning, stretch), gym training (weights,
CV, stretch etc.)
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The learner can:
3.2 Explain the principles of FITT (Frequency, Intensity, Time and Type) and how they can
be applied in relation to the five components of fitness
F – Frequency – the number of sessions in a given period
I – Intensity – the level of work performed in any one activity or session
T – Time – the duration of a given session
T – Type – the choice of activity. For example, running, weight training etc.
ACSM Guidelines:
For cardiorespiratory (CR) fitness:
64% and 70%–94% of maximum heart rate (HR)
Those who are already physically active (in aerobic activity) require intensities at the high
end of the continuum to further augment their cardiorespiratory fitness.
For most individuals intensities within a range of 77% to 90% HR max are sufficient to
achieve improvements in CR fitness (when combined with an appropriate frequency and
duration of training).
Muscular Strength and Endurance (MSE) – a minimum 2-3 x per week 75% RM, 8-12
reps, 1 set; whole body approach, minimum of 8-10 exercises; 20 minutes.
Flexibility – a minimum of 2-3 x per week, 3-4 reps per muscle group gentle discomfort,
10-30 seconds to mild discomfort, whole body approach, minimum 8 exercises. On a
Proprioceptive Neuromuscular Facilitation (PNF) stretches, ACSM suggests a contract 6
seconds followed by a 10 to 30 second assisted stretch.
The learner can:
3.3 Explain the principles of a progressive training programme in developing
components of fitness
The learner can:
3.4 Explain how to recognise when and how to regress a training programme
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The learner can:
3.5 Explain the principles of adaptation, modification and progression for each
component of FITT (Frequency, Intensity, Time and Type)
a. Explain that any aspect of the principles can be changed which would lead to
overall adaptations. For example, an additional session per week may increase the
overall volume of activity
b. List the reasons for modifications, adaptations and progressions of exercises to meet:
••
Individual needs
••
Fitness level
••
Experience
••
Skill level
••
Injury
••
Medical conditions
••
Environment
The learner can:
3.6 Describe the effect of speed on posture, alignment and intensity
a. Describe how speed may determentally affect posture (e.g. exercise to music)
b. Describe how greater muscular control may be required to maintain good posture at
speed
c. Describe how increasing will increaseintensity and vice versa
d. Describe how speed is one of a number of methods of increasing intensity and
others may be more appropriate
The learner can:
3.7 Describe different exercises that can improve posture
a. Explain how lever length affects the intensity of the activity
b. Explain that the shorter lever is closer to the pivot point, decreasing the exercise
intensity
c. Explain the longer lever is further away from the pivot point, increasing the exercise
intensity
d. Explain how gravity and body position can affect exercise intensity. For example,
a weight bearing exercise such as a squat where the whole body is being used
against gravity is more intense than a lying leg lift where the leg only is being used
e. Explain the eccentric control needed during an activity (with and without additional
resistance) and its increases the intensity. For example, a press up, a squat or
dumbbell curl
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The learner can:
3.8 Describe the differences between programming exercise for physical fitness and for
health benefits
a. Explain the FITT guidelines for health (ACSM, British Heart Foundation (BHF), NICE)
F – 5-7 days per week
I – Low – Moderately active (50-69%MHR)
T – 30 minutes
T – physical activity and every day tasks; cycling, walking, heavy housework, DIY,
gardening
b. Explain the FITT guidelines for cardiorespiratory fitness (ACSM)
– See learning outcome 3.2
The learner will:
4. Understand the exercise contraindications and key safety guidelines for
special populations
The learner can:
4.1 Describe the exercise contraindications and key safety guidelines for working with
older people (50 plus)
As defined by National Occupational Standard
Exercises to avoid: (depending on the individual)
••
High impact (when conditions prohibit this
••
Prone/flexion type activities
••
Complex choreography
Exercises to perform:
•
Back extension (in particular thoracic extension)
•
Interval type activities
•
Functional activities
•
Multi-joint/compound type activities
•
Balance activities
•
Core stability activities
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The learner can:
4.2 Describe the exercise contraindications and key safety guidelines for working with
antenatal and postnatal clients
a. Exercises to avoid:
••
Supine exercises after First trimester (American College of Gynaecologists
(ACOG) Guidelines 2002)
••
Developmental stretching
••
High impact exercises
b. Exercises to perform:
••
Interval-type exercises
••
Maintenance stretches
••
Core stability exercises
••
Balance exercises
••
Low risk balance exercise with minimum risk of falling
The learner can:
4.3 Describe the exercise contraindications and key safety guidelines for working with
young people (14-16)
a. Exercises to avoid:
••
Prolonged high intensity (anaerobic) activity
••
High resistance
b. Exercises to perform:
••
Interval-based aerobic training
••
Body weight
••
Functional activities such as pulling, pushing
••
Activities to develop motor skills; balance, coordination
c. Describe how young people (14-16) can attend a regular exercise session
d. Describe what adaptations may need to be incorporated to cater for the client
group in relation to safe and effective exercise
e. Describe what information that may be needed prior to attending an exercise
session
f. Describe what information may require the instructor to refer the client to another
fitness or medical professional
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g. Explain how the flow of an exercise session, in particular group exercise, can still be
maintained to cater for the rest of the group whilst providing adaptations for any of
the client group below
••
Older people – For example, using chairs or additional tools for balance
••
Ante and postnatal clients – For example, providing pregnant clients alternative
to supine exercises
••
Young people (14-16) – For example, advising on interval-type training by
reducing the impact and intensity in between heavier bouts of exercise
••
Disabled people – For example, placing the individual with a hearing/visual
impairment in a position so that they can best follow the instructor
The learner can:
4.4 Describe the key safety considerations for working with disabled people
a. Recognise when the limitations to qualifications and experience
b. Recognise a range health and medical professionals that can be used for
sign-posting. For example, a Level 3 instructor/personal trainer or other fitness
professional, physiotherapist or other medical professional, if applicable
c. Explain how to integrate a disabled person into a regular exercise session
d. Recognise adaptations that may be required depending an individual’s condition,
ability and/or experience
e. Recognise when further training is necessary for the fitness instructor
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The learner will:
5. Understand how to safely monitor exercise intensity
The learner can:
5.1 Describe the benefits and limitations of different methods of monitoring exercise
intensity including:
The talk test
Advantages
Disadvantages
Easy to use
Not scientifically accurate
Ability for instructor to interpret how
hard the individual is working by
conversation, breathlessness as
well as observe individual facial
expressions, technique
On its own can lead to an inaccurate
reading of intensity
Rate of perceived exertion (RPE)
Advantages
Disadvantages
Use of a variety of scales (Borg 0-10,
6-20; how it feels 1-10) that are easy
to use
Individual interpretation of scales may
vary
Scientifically valid
Heart rate monitoring and the use of different heart rate zones
Advantages
Disadvantages
Individual heart rate zones can be
calculated and adhered to during
exercise
Calculations are produced using
a standard formula which is an
approximate guideline
Individual heart rate zones can be
calculated and adhered to during
exercise
Heart rate zones can allow
individuals to work at a lower
intensity than is beneficial
Hard to monitor without a heart rate
monitor
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The learner will:
6. Understand the health benefits of physical activity
The learner can:
6.1 Describe the health benefits of physical activity to include:
•• Decreased risk of CHD
••
Normalise blood pressure
••
Decreases in high cholesterol
••
Improved posture
••
Reduced risk of osteoporosis
••
Weight management
••
Improved confidence
••
Improved wellbeing
••
Improved joint stability
The learner can:
6.2 Describe the effect of physical activity on the causes of certain diseases, including:
•• Coronary heart disease
••
Some cancers
••
Type 2 diabetes
••
Hypertension
••
Obesity
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The learner will:
7. Understand the importance of healthy eating
The learner can:
7.1 Describe the national food model/guide (Food Standards Agency)
The learner can:
7.2 Describe key healthy eating advice that underpins a healthy diet
•• Eat predominantly complex carbohydrates
••
5-7 portions of fruit and vegetables per day
••
Moderate intakes of protein, less protein from animal sources
••
Restrict intakes of food containing high saturated fat and sugar
••
Eat less saturated fat and replace these with mono-unsaturated and
poly-unsaturated fats,
••
Drink 2 litres of water per day
••
Reduce salt intake
The learner can:
7.3 Explain the importance of adequate hydration
Suitable hydration levels equal optimum sport performance, prevents headaches and
fatigue caused by dehydration, prevents lack of concentration, constipation
The learner can:
7.4 Explain professional role boundaries in relation to offering nutritional advice
•• Offer advice in relation to Food Standards Agency healthy eating guidelines
The learner can:
7.5 Explain the dietary role of the key nutrients
•• Carbohydrate provides energy
••
Fat provides insulation and energy
••
Protein provides repair and growth of body tissue
The learner can:
7.6 Identify the common dietary sources of the key nutrients
•• Carbohydrates: rice, pasta, bread, cereals, grains
64
••
Fat: dairy, meat, oils, nuts, seeds, fish
••
Protein: meat, dairy, nuts, pulses, fish
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The learner can:
7.7 Describe the energy balance equation
•• Energy in > Energy out = Weight gain
••
Energy in < Energy out = Weight loss
••
Energy in = Energy out = Weight maintenance
The learner can:
7.8 Explain the health risks of poor nutrition
•• General vitamin and mineral deficiencies = Anaemia
••
Reduced bone mineral density i.e. osteoporosis
••
Digestive disorders i.e. constipation or diarrhoea
••
Reduced muscle mass
••
Weight loss/gain
••
Deficiencies in essential fatty acids
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Assessment Specification
Principles of Exercise, Fitness and Health
Assessment Element 1: Theory Paper
Externally set and assessed theory test in the form of a multiple choice written theory paper,
externally set and marked by CYQ.
Questions will relate to the underpinning knowledge listed for the Level 2 Principles of Exercise,
Fitness and Health.
The time allocation for the theory paper is 50 minutes. The theory paper will comprise
of 40 questions where learners must achieve a minimum of 28 marks overall to pass.
Questions will be multiple choice and will conform to the following specifications:
•• Questions clearly relate to the underpinning knowledge
••
Language is free from ambiguity
••
The answer to one question will not be a prerequisite to, or provide help with, answering
another question
••
Questions are in plain, simple, grammatically correct language
••
Questions only have one correct answer
••
Distracters (incorrect answers) to questions will be attractive, grammatically consistent and
plausible to learners
Guidelines for centres requesting externally set and marked assessment materials may be
located on the CYQ website. This includes information regarding eAssessment (online) for
centres who prefer this method.
NB: Samples of theory paper questions are available on request.
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Unit 4: Know How to Support Clients Who Take
Part in Exercise and Physical Activity
Unit Aims:
This unit covers the learner’s ability to have the necessary knowledge and skills required to
communicate with their clients effectively, and motivate their clients to adhere to an exercise
programme. Learners will apply the knowledge and skills they have learned to provide a
more client focused approach to their training.
The learner will:
1. Understand how to form effective working relationships with clients
The learner can:
1.1 Explain why it is important to form effective working relationships with clients:
a. To include the importance of:
i.
Mutual trust between the instructor and client
ii. Clearly defined roles and responsibilities of the client and instructor
iii. Openness and honesty, empathy, unconditional positive regard
(Rogers – Core conditions)
iv. Legal and ethical requirements, e.g.
••
Data Protection Act
••
REPs Code of Ethical Pratice
v. Motivation and enthusiasm
vi. Customer retention, adherence, satisfaction and success
vii. The importance of giving people opportunities to be honest, discuss problems
and how to provide such opportunities
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The learner can:
1.2 Explain why it is important to present oneself and the organisation positively to
clients
a. Paying particular attention to:
i.
Professional conduct (e.g. dress and behaviour)
ii. Respect for the clients
iii. Reflection of equal opportunity (use of language and communication)
iv. Inclusion/exclusion (screening, deferral, referral)
v. Punctuality (arriving in time to set up and welcome clients)
b. Explain professional boundaries that exist to protect both the professional and
the participant and identify the effective and appropriate interaction between
professionals and public they serve:
i.
Understand who is at risk – anyone in a fiduciary relationship is at risk
ii. What constitutes boundary violation? (Any behaviour or interaction that
damages the client or the professional)
iii. REPS Code of Ethical Practice
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The learner can:
1.3 Describe how different communication skills can be used to assist with motivation
a. Briefly revise various forms of communication when dealing with a client and the
advantages and disadvantages of each, to include:
i.
Written (questionnaires, handouts, posters, email, websites)
ii. Verbal (telephone, face to face, language, voice intonation, accent, dialect)
iii. Non verbal (body language, gesture, eye contact, facial expressions, posture)
b. Understand the importance of effective communication and how an effective
message changes the receiver’s
i.
Knowledge
ii. Attitudes
iii. Behaviour
iv. Motivation
c. Recognise and discuss potential barriers to effective communication, to include:
i.
Poor listening skills and barriers to listening
ii. Inappropriate non verbal communication – body language, facial expressions
iii. Set patterns of thinking (prejudice/preconceived ideas)
iv. Making assumptions
v. Labelling and stereotypes
vi. Lack of trust
vii. Lack of clarity
viii. Personal style
ix. Social and cultural differences (age, gender, social class, ethnicity, language)
x. Learning difficulties
d. Revise a range of skills that improve the ability to listen interactively, to include:
i.
Use of open and closed questions
ii. Use of eye contact
iii. Mirroring of body posture
iv. Speed of speech
v. Paraphrasing at regular intervals
vi. Obtaining feedback (clarifying)
vii. Focusing on the individual
viii. Removing other distractions (e.g. mobile phones)
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e. Understand non verbal communication and how it can affect motivation, to include:
i.
The process of communication through sending and receiving wordless
messages
ii. Facial expressions
iii. Body Language
iv. Posture
v. Eye contact
vi. Gestures
f.
Revise a range of skills that allows the instructor to communicate effectively and
motivate the client with their programme, to include:
•
Positive body language to encourage confidence and professionalism in the
instructor
•
Questioning skills – open questions to obtain information necessary to motivate
the client to adhere to the programme
•
Providing positive feedback (praise and encouragement)
•
Observation skills to ensure the client is performing exercises correctly, and
enjoying the programme
The learner can:
1.4 Explain the importance of valuing equality and diversity when working with clients
a. Professional boundaries
b. Equal opportunity
c. Non-judgemental approach
d. Recognising the different cultural diversities that exist and may impact upon the
content of the exercise session
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The learner will:
2. Understand how to address barriers to exercise that clients experience
The learner can:
2.1 Identify the typical barriers to exercise that clients experience, to include:
•• Time
•• Previous experience
••
Cost
••
Like/dislikes
••
Preconceptions
The learner can:
2.2 Explain how incorporating clients’ exercise preferences into their programme can
strengthen motivation and adherence
a. Clients are more likely to be motivated to adhere to an exercise programme if they
enjoy the content of the session and find it fun and engaging:
i.
Include exercises the client enjoys
ii. Omit exercises the client dislikes
b. Previous exercise history:
iii. If a participant used to really enjoy running, it would be important to include this
element in their programme to aid motivation and adherence
iv. Ensure the programme is pitched at the right intensity to maximise motivation
and adherence, based on client’s previous exercise history
v. Emphasise the importance of fun in an exercise session
The learner can:
2.3 Describe different incentives and rewards that can strengthen clients’ motivation and
adherence
a. Enthusiasm
b. Praise
c. Encouragement
d. Health benefits of regular exercise
e. External rewards e.g. prizes for achieving goals
f.
Internal rewards e.g. feel good factor for achieving goals
g. Social events
h. Gym challenges
i.
Taster sessions
j.
Review sessions
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The learner can:
2.4 Describe different strategies that can help clients overcome typical barriers to
exercise
a. Problem solving strategies for overcoming barriers
b. Increase client’s confidence – rewards, praise and encouragement, social support,
commitment
c. Agree SMART goals, both long term and short term
d. Agree an action plan with the clients
e. Promoting autonomy and interdependence (relational skills)
f. Recognise the role of ‘relationship’ as a key determinant for promoting adherence,
to include:
i.
Differentiation between dependent, independent and interdependent
relationships
ii. Activities and additional services which promote interdependence
g. Identify the appropriate approaches to use with varying clients, to include:
i.
How to plan an intervention to increase the likelihood of participation
h. Develop an understanding of the different types of social support available within
the exercise context, how to use different approaches to social support to aid
motivation and adherence:
i.
Friends
ii. Family
iii. Other service users or clients
iv. Buddy systems and training partners
v. Group exercise
vi. Personal trainers
i.
Discuss how the teaching approach may need to be adapted to suit individual
needs, to include:
i.
Learning style
ii. Verbal and non verbal communication
iii. Equal opportunities (e.g. age, gender, race, disability)
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The learner will:
3. Understand how to support clients to adhere to exercise
The learner can:
3.1 Explain why it is important for a client to take personal responsibility for their own
fitness and motivation
a. Achievement of goals
b. Increasing activities of daily living
c. Maintenance of the programme
d. Adherence to exercise
The learner can:
3.2 Describe how to assist clients to develop their own strategy for motivation and
adherence
a. Recognise the range of information that needs to be established from the client’s
first appointment, to include:
i.
Expectations and fears
ii. Specific personal goals
iii. Available time and level of commitment
iv. Specific needs (PAR-Q and screening)
v. Personal motivation (intrinsic and extrinsic)
b. Recognise a range of goals clients have for participation in activity/exercise,
to include:
i.
Physical (fitness, weight management)
ii. Psychological (mental and emotional wellbeing/stress management)
iii. Lifestyle (health, mobility, improving/managing medical conditions)
iv. Social (make friends, develop social network)
v. Adherence (changing behaviour and developing positive habits)
c. Recognise a range of factors that motivate/deter clients from taking part in
gym-based exercise
The learner can:
3.3 Identify different behaviour change approaches/strategies to encourage adherence
to exercise and physical activity, to include:
a. An understanding that there are theories that relate to a client’s readiness to
participate
b. Their client’s exercise adherence may be affected by the stage they are at
Tutor note: Learners do not need to name or describe the actual theories at Level 2.
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The learner can:
3.4 Describe how to set short, medium and long term SMART goals
a. How a long term goal can be broken down into short-term and medium goals
b. How to set appropriate goals to meet client needs
The learner can:
3.5 Describe how to review and revise short, medium and long term SMART goals
a. Identify and agree appropriate goal evaluation procedures
b. Show support and encouragement throughout the goal setting process, including
review
c. Plan for goal setting reviews
d. Adopt a flexible approach according to the client’s needs and abilities
e. Regular reviews of goals
The learner will:
4. Understand how to provide ongoing customer service to clients
The learner can:
4.1 Explain the importance of client care both for the client and the organisation
a. Enhanced customer experience
b. Retention
c. Achieving short, medium and long term goals
d. Potential referral opportunities – friends and family
e. Reputation
f.
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The learner can:
4.2 Explain why it is important to deal with clients needs to their satisfaction
a. Repeat custom
b. Achievement of goals
c. Referral of service to friends and family
d. Customer satisfaction
The learner can:
4.3 Identify where to source relevant and appropriate information to meet the client’s
needs
a. Research on appropriate forms of exercise for the client e.g. Internet, exercise
libraries
b. Asking the customer – feedback
The learner can:
4.4 Explain the importance of dealing with any delay in meeting client’s needs timely and
effectively
a. Meeting client expectations
b. Delays reflect badly on an organisation
c. Instructor’s responsibility to ensure client needs are fulfilled
The learner can:
4.5 Give examples of how to exceed customer expectations when appropriate
a. Under promise, over deliver
b. Ensure goals are realistic and achievable
c. Goals are exceeded or achieved more quickly than expected, within safe
parameters
d. Exemplary service
e. Client engagement in the activity (e.g. on the gym floor in a group exercise
environment)
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The learner can:
4.6 Handle client complaints positively and follow agreed procedures
a. Acknowledge the complaint immediately
b. Deal with the complaint personally if able to do so in a timely fashion
c. Refer the complaint to the appropriate person as necessary
d. Record all details of the complaint
e. Ensure complaint is resolved satisfactorily
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Assessment Specification
Know How to Support Clients Who Take Part in
Exercise and Physical Activity
Assessment 1 – Worksheet
Learners are required to successfully complete the Client Communication and Motivation
worksheet. This can be completed as part of a course or as part of the summative assessment.
All questions must be satisfactorily completed. The worksheet will conform to the following:
•
Questions will cover all aspects of underpinning knowledge not assessed elsewhere
•
If the learner fails to provide sufficient evidence of underpinning knowledge, the assessor
will ask supplementary questions to confirm competence. All questions and answers must
be recorded
•
Questions will be numbered and in grammatically correct, unambiguous language
•
Space for date, learner name and assessor name must be provided and filled in
•
Questions need not be equally weighted
•
Questions will be phrased so that it is clear to learners how many pieces of information are
to be included in the answer, the space allocated is sufficient for the length of response
required
The worksheet:
•
Must be the learner’s sole work and group completion of this worksheet is not permitted
•
May be completed on a continuous basis
•
May be completed away from the centre (i.e. as a homework task)
•
May be marked by the course tutor or an independent assessor
Learners are required to achieve a minimum of 70% of total marks in order to pass
this worksheet.
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Worksheet
Know How to Support Clients Who Take Part in
Exercise and Physical Activity
Learner name: Forming good relationships with clients and making a good impression on them is a crucial part
of any fitness instructor’s role.
1. List three ways in which you can make a positive impression on clients: (3 marks)
1
2
3
2. Explain what you understand by the term ‘professional boundaries’. Your explanation
should be relevant to the health and fitness industry. (2 marks)
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Communication is vital in establishing and maintaining effective relationships. In addition,
communication can assist clients with their motivation.
3. List three techniques you could use to ensure you are communicating effectively: (3 marks)
1
2
3
4. List three barriers to effective communication (you should consider different aspects of
communication than those given in your previous answer): (3 marks)
1
2
3
5. What three incentives or rewards could you use to improve your client’s motivation?
(3 marks)
1
2
3
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6. Explain what you understand valuing equality and diversity to mean. (2 marks)
Equality:
Diversity:
Your client(s) may feel as if there are certain barriers which prevent them from taking part in
exercise sessions.
7. Give three examples of the potential barriers your client may state as reasons for not being
able to take part in regular exercise: (3 marks)
1
2
3
8. How would you help your client to overcome the barriers you have listed above? (3 marks)
a.
b.
c.
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Setting goals is one way to ensure that clients adhere to their exercise programme. SMART is
one approach to goal setting.
9. What does SMART stand for? (5 marks)
S
M
A
R
T
10. How would you divide a long term goal? (1 mark)
11. Explain how you could assist a client in taking responsibility for their own fitness
programme: (2 marks)
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As part of your role as a fitness instructor you may have to deal with client complaints. It is vital
that you ensure these complaints are resolved to the client’s satisfaction.
12. Outline the steps you would take in order to resolve a client’s complaint: (3 marks)
1.
2.
3.
13. Why is client care important? (4 marks – a. 2 marks and b. 2 marks)
a. From the point of view of the client (give two examples):
b. From the point of view of an organisation or company (give two examples):
14. State two ways in which you could try to exceed client expectations: (2 marks)
1
2
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15. Write a short personal statement outlining your own skills, qualities and commitment to
ensuring a client’s best possible experience in your session. At the end of the statement list
two things you could work on in the future: (5 marks)
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Things to work on:
1
2
31/44 required to pass
Final result Pass
/44
Refer
I confirm that the information in this worksheet is entirely my own work.
Learner signature: Tutor/Assessor signature: 84
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Worksheet Answers
Know How to Support Clients Who Take Part in
Exercise and Physical Activity
Forming good relationships with clients and making a good impression on them is a crucial part
of any fitness instructor’s role.
1. List three ways in which you can make a positive impression on clients: (3 marks)
1
Dress appropriately, clean kit, personal hygiene
2
Arrive punctually to welcome clients
3
Smile, show empathy etc.
2. Explain what you understand by the term ‘professional boundaries’. Your explanation
should be relevant to the health and fitness industry. (2 marks)
The learner should explain what they understand by professional boundaries and
the second mark is awarded for demonstrating they understand that they should
abide by the Code of Ethical Practice.
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Communication is vital in establishing and maintaining effective relationships. In addition,
communication can assist clients with their motivation.
3. List three techniques you could use to ensure you are communicating effectively: (3 marks)
1
2
3
Answer. The learner may list three from the following: use of open questions, use of eye
contact, active listening and so on. Tutors may use their discretion and award marks for
appropriate answers.
4. List three barriers to effective communication (you should consider different aspects of
communication than those given in your previous answer): (3 marks)
1
2
3
Answer. The learner may list three from the following: poor listening skills, inappropriate
non verbal communication, lack of eye contact, having preconceived ideas, making
assumptions, not clear when talking and so on. Ideally responses given should not
be the direct opposite of those offered in the previous answer. Tutors may use their
discretion and award marks for appropriate answers.
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5. What three incentives or rewards could you use to improve your client’s motivation?
(3 marks)
1
2
3
Answer. The learner may list three from the following: praise, encouragement, external
rewards (prizes), taster sessions, internal rewards (i.e. feeling good for achieving goals)
and so on. Tutors may use their discretion and award marks for appropriate answers.
6. Explain what you understand valuing equality and diversity to mean. (2 marks)
Equality:
Learners should refer to equal opportunities. They may be also describe how
equality protects people from being discriminated against on the grounds of
belonging to a group e.g. sex, race, disability, sexual orientation etc.
Diversity:
Learners should refer to diversity being about respecting indvidual differences
which may be many and varied.
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Your client(s) may feel as if there are certain barriers which prevent them from taking part in
exercise sessions.
7. Give three examples of the potential barriers your client may state as reasons for not being
able to take part in regular exercise: (3 marks)
1
Time
2
Cost
3
Likes / dislikes
Tutors may use their discretion and award marks for other plausible answers.
8. How would you help your client to overcome the barriers you have listed above? (3 marks)
a.
Ensuring any programme took into account time restrictions
b.
Incorporate activities of daily living in a programme to reduce attendance at
paid sessions
c.
Incorporate activities into the session that appeal to the client
Tutors may use their discretion and award marks for other plausible answers.
Setting goals is one way to ensure that clients may adhere to their exercise programme. SMART
is one approach to goal setting.
9. What does SMART stand for? (5 marks)
S PECIFIC
M EASURABLE
A GREED
R EALISTIC
T IME FRAMED
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10. How would you divide a long term goal? (1 mark)
Into medium and short term goals.
Learners must specify both short term and medium term.
11. Explain how you could assist a client in taking responsibility for their own fitness
programme: (2 marks)
As part of your role as a fitness instructor you may have to deal with client complaints. It is vital
that you ensure these complaints are resolved to the client’s satisfaction.
12. Outline the steps you would take in order to resolve a client’s complaint (3 marks)
1.
Respond positively or follow organisation’s procedure/Refer problem to
relevant individual
2.
Agree a response time with the client
3.
Ensure complaint is resolved/check complaint is resolved to client’s
satisfaction
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13. Why is client care important? (4 marks – a. 2 marks and b. 2 marks)
a. From the point of view of the client (give two examples):
It enhances their experience.
They are more likely to adhere to exercise/achieve goals.
b. From the point of view of an organisation or company (give two examples):
Increases potential income (repeat custom).
Reputation is enhanced.
14. State two ways in which you could try to exceed client expectations: (2 marks)
1
Under promise – over deliver
2
Ensure goals are achieved more quickly
Tutors may use their discretion and award marks for other plausible answers.
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15. Write a short personal statement outlining your own skills, qualities and commitment to
ensuring a client’s best possible experience in your session. At the end of the statement list
two things you could work on in the future: (5 marks)
Tutor’s description should be used here.
Things to work on:
1
2
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Notes:
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