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Edexcel BTEC Level 3 Certificate in Personal Training (QCF)

Specification

BTEC specialist qualification First teaching March 2012

Edexcel, a Pearson company, is the UK's largest awarding body offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning in the UK and internationally. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas. Edexcel and BTEC qualifications are administered by Pearson Education Ltd.

Through initiatives such as onscreen marking and administration, Edexcel is leading the way in using technology to modernise educational assessment and support teachers and learners.

References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of going to publication.

Authorised by Martin Stretton Prepared by Alex Martin

Publications Code BA029356

All the material in this publication is copyright © Pearson Education Limited 2012

Contents

1 Introducing BTEC Specialist qualifications 1

What are BTEC Specialist qualifications? 1

2 Qualification summary and key information 2

QCF qualification title and Qualification Number 3

Objective of the qualification 3

Apprenticeships 3

Relationship with National Occupational Standards 4

3 Centre resource requirements 5

General resource requirements 5

4 Qualification structure 6

Edexcel BTEC Level 3 Certificate in Personal Training (QCF) 6

5 Assessment 7

6 Recognising prior learning and achievement 8

Recognition of Prior Learning 8

Credit transfer 8

7 Quality assurance of centres 9

8 Programme delivery 10

9 Access and recruitment 11

10 Access to qualifications for learners with disabilities or specific needs 12

11 Units 13

Unit format 13

Unit title 13

Unit reference number 13

QCF level 13

Credit value 13

Guided learning hours 13

Unit aim 13

Essential resources 13

Learning outcomes 14

Assessment criteria 14

Unit amplification 14

Information for tutors 14

Unit 1: Health, Safety and Welfare in a Fitness Environment 15

Unit 2: Principles of Exercise, Fitness and Health 24

Unit 3: Know How to Support Clients who Take Part in Exercise and Physical Activity 37

Unit 4: Anatomy and Physiology for Exercise and Health 44

Unit 5: Programming Personal Training with Clients 60

Unit 6: Delivering Personal Training Sessions 79

Unit 7: Applying the Principles of Nutrition to a Physical Activity Programme 92

12 Further information and useful publications 112

13 Professional development and training 113

Annexe A 114

Progression opportunities 114

Annexe B 116

Wider curriculum mapping 116

Spiritual, moral, ethical, social and cultural issues 116

Citizenship 116

Environmental issues 116

European developments 116

Health and safety considerations 116

Equal opportunities issues 116

Annexe C 117

National Occupational Standards/mapping with NOS 117

Annexe D 118

Mapping to Level 2 Functional Skills 118

Annexe E 120

BTEC Specialist and Professional qualifications 120

Purpose of this specification

This specification sets out:

the qualification’s objective

any other qualification which a learner must have completed before taking the qualification

any prior knowledge, skills or understanding which the learner is required to have before taking the qualification

units which a learner must have completed before the qualification will be awarded and any optional routes

any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded

the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

the method of any assessment and any associated requirements relating to it

the criteria against which learners’ level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.

BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012

1

1 Introducing BTEC Specialist qualifications

What are BTEC Specialist qualifications?

BTEC Specialist qualifications are qualifications from Entry to level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full time or part time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Some BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks (previously known as ‘Technical Certificates’).

There are three sizes of BTEC Specialist qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.


2

2 Qualification summary and key information

Qualification title Edexcel BTEC Level 3 Certificate in Personal Training (QCF)

QCF Qualification Number (QN) 600/4543/7

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/02/2012

Age range that the qualification is approved for

18+

19+

Credit value 36

Assessment Centre-devised assessment (internal assessment)

Guided learning hours 245

Grading information The qualification and units are at pass grade.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Edexcel Access and Recruitment policy (see Access and Recruitment, Section 9).


3

QCF qualification title and Qualification Number

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, QN and URNs are on learners’ final certification documentation. Learners need to know this when they are recruited by the centre and registered with Edexcel. Further information about certification is in the Edexcel Information Manual on our website, www.edexcel.com/iwantto/Pages/info-manual.aspx

The QN for the qualification in this publication is 600/4543/7.

Objective of the qualification

The Edexcel BTEC Level 3 Certificate in Personal Training (QCF) is for learners who work in, or want to work in the sports, leisure and recreation industries.

It gives learners the opportunity to:

develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life

achieve a nationally-recognised level 3 qualification

achieve a licence to practise

develop their own personal growth and engagement in learning.

Apprenticeships

The SSC, SkillsActive approve the Edexcel BTEC Level 3 Certificate in Personal Training (QCF) as a knowledge component of the Advanced Level Apprenticeship Framework in Advanced Fitness.

This apprenticeship framework is required in the health and fitness industry to provide a highly-skilled workforce, including advanced instructors, personal trainers and studio coordinators; delivering the government agenda for a healthier nation.

The advanced level programme can provide a progression opportunity for apprentices on an intermediate level programme as well as progression for those already working in the sector. This advanced programme is also suitable for those who wish to change their careers and retrain to enter the sector at this level.

Apprentices will be given the opportunity to gain literacy and numeracy qualifications alongside their industry related skills and qualifications.

It is not a mandatory part of this framework to achieve ICT qualifications, although apprentices are encouraged to take every opportunity to broaden their skills base.

There are no pre-defined entry routes into the Advanced fitness apprenticeship, however learners wishing to progress into this apprenticeship programme could come from a variety of backgrounds with a variety of qualifications. These might include diplomas, GCSEs, A levels or vocational training routes such as intermediate level apprenticeships.

Learners can also progress into this advanced level apprenticeship from the Intermediate level apprenticeship in exercise and fitness or any other intermediate level apprenticeship in the active leisure and learning sector.

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4

Learners can also progress into this advanced level apprenticeship if they are already employed in the sector and wish to develop their knowledge and skills to progress their careers.

Learners can also progress into this advanced apprenticeships programme from employment in a different sector as a career change.

On completion of this programme, apprentices can progress into full-time employment in a variety of roles, ranging from personal trainer to working alongside a GP doing GP referral. They can also progress onto a variety of vocational qualifications allowing them to further specialise for example in ante- and post-natal exercise or dealing with older adults.

Once level 3 qualifications are completed, there is a direct progression route for those interested in becoming specialist instructors for the conditions listed below:

cardiac

falls

stroke

mental health

back pain

obesity/diabetes

military rehab.

On completion of this programme, learners can progress onto further or higher education institutes or to study a variety of subjects ranging from those which are sports and fitness specific, such as sports and exercise science or sports nutrition, to general subjects such as management or business studies.

Further details on these progression routes are available on the Register of Exercise Professionals website, www.exerciseregister.org

Please also check the SkillsActive Careers site for further information on progression opportunities: http: //www.skillsactive.com/careers/

Relationship with National Occupational Standards

Where relevant, Edexcel BTEC level 3 qualifications are designed to provide some of the underpinning knowledge and understanding for the National Occupational Standards (NOS), as well as developing practical skills in preparation for work and possible achievement of NVQs in due course. NOS form the basis of National Vocational Qualifications (NVQs). Edexcel BTEC level 3 (QCF) qualifications do not purport to deliver occupational competence in the sector, which should be demonstrated in a work context.


5

3 Centre resource requirements

As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.

General resource requirements

Centres must have appropriate physical resources (for example equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to make sure continuing professional development for staff delivering the qualification.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation.


6

4 Qualification structure

Edexcel BTEC Level 3 Certificate in Personal Training (QCF)

The learner will need to meet the requirements outlined in the box below before Edexcel can award the qualification.

Minimum number of credits that must be achieved 36

Unit URN Mandatory units Level Credit GLH

1 T/600/9016 Health, safety and welfare in a fitness environment

2 2 16

2 A/600/9017 Principles of exercise, fitness and health

2 4 28

3 M/600/9015 Know how to support clients who take part in exercise and physical activity

2 2 13

4 A/600/9051 Anatomy and physiology for exercise and health

3 6 43

5 F/600/9052 Programming Personal Training with Clients

3 7 40

6 J/600/9053 Delivering personal training sessions 3 9 58

7 L/600/9054 Applying the Principles of Nutrition to a Physical Activity Program

3 6 40

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7

5 Assessment

Assessment method

All the units in this qualification are assessed through centre-devised assessments.

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the assessment criteria. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.

Centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly, which assessment criteria are being targeted.

Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit.

Unless otherwise indicated within Information for tutors, the centre can decide what form assessment evidence will take (eg performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.

Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.

Opportunities to link the delivery and assessment of units with other units should also be encouraged to avoid over assessment.

Further guidance about internal assessment is on the Edexcel website. See Section 12 for further details.


8

6 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in the policy document Recognition of Prior Learning Policy, which is on the Edexcel website.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve units with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.


9

7 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Edexcel quality assurance model will follow one of the processes listed below.

1 Delivery of the qualification as part of a BTEC apprenticeship (single click registration):

an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions.

2 Delivery of the qualification outside the apprenticeship:

an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems

Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

For further details, go to the UK BTEC Quality Assurance Handbook on our website: www.edexcel.com.

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10

8 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs.

Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers to make sure a course is relevant to learners’ specific needs

accessing and using non-confidential data and documents from learners’ workplaces

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

giving learners the opportunity to apply their learning in practical activities

including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

making full use of the variety of experience of work and life that learners bring to the programme.

Where a unit is externally assessed. it is essential that learners have covered all of the Unit amplification before they are tested.

Centres must make sure that current legislation is included when it is part of a unit.


11

9 Access and recruitment

Edexcel’s policy regarding access to our qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to BTEC specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 10, Access to qualifications for learners with disabilities or specific needs.


12

10 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Edexcel’s Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Details on how to make adjustments for learners with protected characteristics are in the policy document Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications, which are on our website: www.edexcel.com/Policies/


13

11 Units

Unit format

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are 9 levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in for example open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources that are needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Edexcel to offer the qualification.


14

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

Assessment criteria

The assessment criteria specify the standard required by the learner to achieve the learning outcome.

Unit amplification

This section gives further clarification on what a learner needs to know to achieve a learning outcome. Information in brackets gives exemplification for specific areas of knowledge.

Information for tutors

This section gives tutors’ information on delivery and assessment. It usually contains the following subsections.

Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


15

Unit 1: Health, Safety and Welfare in a Fitness Environment

Unit code: T/600/9016

QCF level: 2

Credit value: 2

Guided learning hours: 16

Unit aim

The aim of this unit is to develop learner knowledge and understanding of the requirements for health, safety and welfare in a fitness environment. The learner will understand how to assess and control any hazards and risks that compromise the health, safety and welfare of staff and customers. The unit also aims to develop learner knowledge and understanding of safeguarding children and vulnerable adults.

Learners will explore the organisational procedures, legislation and regulations in place to ensure a healthy, safe and secure work environment for employees, customers and visitors.

Learners will have the opportunity to investigate the main hazards, how to risk assess these hazards, how to control the associated risks and the security procedures that may be in place within fitness environments.

Finally, learners will explore the associated organisational procedures and policies, and the statutory agencies responsible, for safeguarding children and vulnerable adults.

Essential resources

For this unit, centres need to give learners access to:

computers, the internet and library facilities to enable them to carry out research, for example on current legislation and regulations

information on key factors that influence health and safety, specifically in the fitness sector. This information can be obtained from the Health and Safety Executive, governing bodies, local authorities and local education authorities.

It would also be beneficial for learners to see examples of the types of tools, equipment and materials needed to deal with the hazards found in a fitness environment.

BA029356 –

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tivi

ties

or

spec

ific

typ

es o

f ac

tivi

ties

2

Under

stan

d h

ealth

and s

afet

y re

quirem

ents

in a

fitn

ess

envi

ronm

ent

2.3

D

escr

ibe

Duty

of

Car

e an

d

pro

fess

ional

role

boundar

ies

in

rela

tion t

o s

pec

ial popula

tion

gro

ups

Spec

ial popula

tions

– 1

4-1

6 y

ear

old

s, o

lder

peo

ple

(50+

), a

nte

nat

al

and p

ost

nat

al w

om

en

Duty

of

care

— leg

al r

equirem

ent

that

indiv

idual

s ad

her

e to

a

reas

onab

le s

tandar

d o

f ca

re w

hen

car

ryin

g o

ut

activi

ties

that

could

har

m s

elf

or

oth

ers

Pro

fess

ional

boundar

ies

rela

ting t

o lac

k of

appro

priat

e qual

ific

atio

ns

eg

cannot

inst

ruct

exe

rcis

e se

ssio

ns

for

spec

ial popula

tions,

can

not

adve

rtis

e as

a s

pec

ial popula

tions

inst

ruct

or,

can

not

inst

ruct

spec

ial

popula

tion c

lients

1:1

or

in g

roups

on a

reg

ula

r or

pro

gre

ssiv

e bas

is,

cannot

pla

n p

rogre

ssiv

e lo

ng-t

erm

exe

rcis

e pro

gra

mm

es f

or

spec

ial

popula

tions,

clie

nts

to b

e m

ade

awar

e of

any

role

boundar

y is

sues

prior

to p

artici

pat

ion

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

18

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

Id

entify

the

typic

al r

ole

s of

indiv

idual

s re

sponsi

ble

for

hea

lth

and s

afet

y in

a f

itnes

s org

anis

atio

n

Spec

ific

role

s eg

qual

ifie

d f

irst

aid

ers,

Hea

lth a

nd S

afet

y Exe

cutive

in

spec

tors

, in

tern

al h

ealth a

nd s

afet

y offic

ers,

loca

l co

unci

l hea

lth a

nd

safe

ty a

dvi

sers

, fa

cilit

y m

anag

ers,

fitnes

s in

stru

ctors

Res

ponsi

bili

ties

eg c

arry

ing o

ut

and r

evie

win

g r

isk

asse

ssm

ents

, m

onitoring h

ealth a

nd s

afet

y, e

nsu

ring a

ppro

priat

e sa

fety

chec

ks a

re

carr

ied o

ut

on f

acili

ties

and e

quip

men

t ,

mai

nta

inin

g s

afet

y during

exer

cise

ses

sions

, re

port

ing a

ny

inci

den

ts p

rom

ptly

and in lin

e w

ith

org

anis

atio

nal

pro

cedure

s

2.5

D

escr

ibe

the

types

of

secu

rity

pro

cedure

s th

at m

ay a

pply

in a

fitn

ess

envi

ronm

ent

Proce

dure

s eg

res

tric

ting a

cces

s to

cer

tain

are

as,

ensu

ring a

ll vi

sito

rs

sign in a

nd o

ut,

use

of

CCTV,

pro

cedure

s fo

r re

port

ing inci

den

ts t

o t

he

appro

priat

e per

son

Use

of

secu

re s

tora

ge

area

s eg

per

sonal

bel

ongin

gs,

cle

anin

g p

roduct

s

2.6

D

escr

ibe

the

key

hea

lth a

nd

safe

ty d

ocu

men

ts t

hat

are

re

leva

nt

in a

fitnes

s en

viro

nm

ent

For

exam

ple

org

anis

atio

nal

polic

y an

d p

roce

dure

s fo

r hea

lth a

nd

safe

ty,

risk

ass

essm

ents

, re

cord

s of ex

tern

al insp

ections,

mai

nte

nan

ce

sched

ule

s

3

Under

stan

d h

ow

to

contr

ol risk

s in

a

fitn

ess

envi

ronm

ent

3.1

Id

entify

poss

ible

haz

ards

in a

fitn

ess

envi

ronm

ent,

rel

atin

g t

o:

□

faci

litie

s

□

equip

men

t

□

work

ing p

ract

ices

, in

cludin

g

lifting a

nd h

andlin

g o

f eq

uip

men

t

□

clie

nt

beh

avio

ur

□

secu

rity

□

hyg

iene

Haz

ards

rela

ting t

o f

acili

ties

eg s

lipper

y floors

, tr

ailin

g c

able

s,

inad

equat

e firs

t ai

d f

acili

ties

Haz

ards

rela

ting t

o e

quip

men

t eg

lac

k of

regula

r te

stin

g,

uncl

ean a

nd

bad

ly m

ainta

ined

equip

men

t, e

quip

men

t bei

ng lef

t unat

tended

Haz

ards

rela

ting t

o w

ork

ing p

ract

ices

eg lac

k of

or

poor

trai

nin

g,

no

contr

ol of

haz

ardous

was

te,

untidy

work

are

a, inap

pro

priat

e/unsa

fe

lifting a

nd h

andlin

g o

f eq

uip

men

t, inap

pro

priat

e ex

erci

se t

ype

or

inte

nsi

ty

Haz

ards

rela

ting t

o c

lient

beh

avio

ur

eg p

oor

attitu

de,

unsa

fe

beh

avio

ur,

dis

regar

d f

or

hea

lth a

nd s

afet

y re

quirem

ents

and s

afet

y of

oth

ers,

aggre

ssiv

e beh

avio

ur

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

19

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

Haz

ards

rela

ting t

o s

ecurity

eg o

pen

gat

es,

doors

or

oth

er b

arrier

s,

unau

thorise

d u

se o

f eq

uip

men

t, s

usp

icio

us

pac

kages

or

per

sons,

va

ndal

ism

to p

rem

ises

or

equip

men

t

Haz

ards

rela

ting t

o h

ygie

ne

eg r

isk

of

infe

ctio

n,

cross

conta

min

atio

n

3.2

D

escr

ibe

how

to r

isk

asse

ss t

he

types

of

poss

ible

haz

ards

in a

fitn

ess

envi

ronm

ent

Iden

tify

ite

ms/

area

to b

e as

sess

ed e

g e

quip

men

t oper

atio

n,

public

ar

ea

Car

ry o

ut

risk

ass

essm

ent

eg iden

tify

haz

ards,

iden

tify

those

at

risk

, as

sess

chan

ce o

f haz

ard c

ausi

ng h

arm

, gra

de

risk

s, r

ecord

fin

din

gs

3.3

D

escr

ibe

how

to c

ontr

ol risk

s as

soci

ated

with h

azar

ds

in a

fitn

ess

envi

ronm

ent

Tak

e ac

tion t

o r

educe

the

risk

of a

haz

ard a

ctual

ly c

ausi

ng h

arm

eg

follo

win

g c

orr

ect

pro

cedure

s, p

utt

ing u

p w

arnin

g s

igns

when

cle

anin

g,

rem

ovi

ng a

n u

nsa

fe p

iece

of

equip

men

t fr

om

use

, do n

ot

carr

y out

an

activi

ty o

r ex

erci

se s

essi

on,

pro

vide

appro

priat

e sa

fety

equip

men

t,

pro

vide

appro

priat

e su

per

visi

on f

or

par

tici

pan

ts,

seek

advi

ce f

rom

re

leva

nt

colle

agues

3.4

Id

entify

the

appro

priat

e per

son/p

osi

tion t

o c

onta

ct w

ithin

a

fitn

ess

org

anis

atio

n w

hen

haz

ards

and r

isks

can

not

be

contr

olle

d p

erso

nal

ly

Inte

rnal

eg h

ealth a

nd s

afet

y off

icer

, su

per

viso

r, m

anag

er,

qual

ifie

d

firs

t ai

der

, re

leva

nt

colle

agues

Ext

ernal

eg loca

l au

thority

hea

lth a

nd s

afet

y ad

vise

rs,

Hea

lth a

nd

Saf

ety

Exe

cutive

offic

ers

4

Under

stan

d h

ow

to

safe

guar

d c

hild

ren

and v

uln

erab

le

adults

4.1

D

escr

ibe

what

is

mea

nt

by

safe

guar

din

g t

he

wel

fare

of

child

ren a

nd v

uln

erab

le a

dults

□

Tak

ing r

easo

nab

le m

easu

res

to e

nsu

re t

he

risk

of

har

m t

o t

he

wel

fare

of

child

ren a

nd v

uln

erab

le a

dults

is m

inim

ised

,

□

Tak

ing a

ll ap

pro

priat

e ac

tions

to a

ddre

ss c

once

rns

about

child

ren

and v

uln

erab

le a

dults

4.2

D

escr

ibe

the

resp

onsi

bili

ties

and

limitat

ions

of

a fitn

ess

inst

ruct

or

in r

egar

d t

o s

afeg

uar

din

g

child

ren a

nd v

uln

erab

le a

dults

□

Res

ponsi

bili

ties

eg d

uty

of

care

, re

port

susp

ecte

d o

r dis

close

d

abuse

to t

he

appro

priat

e per

son w

ithin

the

org

anis

atio

n

□

Lim

itat

ions

eg r

efer

ral of

susp

ecte

d o

r dis

close

d a

buse

only

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

20

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

Id

entify

the

types

of

abuse

w

hic

h a

n inst

ruct

or

may

en

counte

r: p

hys

ical

, em

otional

, neg

lect

, bully

ing a

nd s

exual

□

Phys

ical

eg h

itting,

kick

ing,

bitin

g,

forc

ed p

artici

pat

ion

□

Em

otional

eg n

egat

ive

critic

ism

, use

of

sarc

asm

, del

iber

ate

isola

tion

□

Neg

lect

eg n

o r

egar

d f

or

safe

ty

□

Bully

ing e

g c

allin

g n

ames

, del

iber

ate

hum

iliat

ion,

phys

ical

thre

ats

□

Sex

ual

eg inap

pro

priat

e se

xual

beh

avio

ur,

exp

osu

re t

o

inap

pro

priat

e im

ages

4.4

Id

entify

poss

ible

sig

ns

of

abuse

: phys

ical

, em

otional

, neg

lect

, bully

ing a

nd s

exual

□

Phys

ical

eg b

ruis

ing,

unex

pla

ined

inju

ries

, fr

actu

res,

burn

s, s

cald

s,

refu

sal to

exp

lain

inju

ries

, av

oid

ance

of

phys

ical

conta

ct

□

Em

otional

eg p

assi

ve o

r co

mplia

nt

beh

avio

ur,

withdra

wn,

aggre

ssiv

e beh

avio

ur,

low

sel

f-es

teem

□

Neg

lect

eg p

oor

hyg

iene,

dirty

clo

thes

, hunger

rel

uct

ance

to g

o

hom

e

□

Bully

ing e

g u

nex

pla

ined

inju

ries

, lo

w s

elf-

confiden

ce a

nd e

stee

m,

withdra

wn,

dis

tres

s, p

oor

appet

ite

□

Sex

ual

eg d

ispla

ys s

exual

beh

avio

ur

4.5

D

escr

ibe

a fitn

ess

org

anis

atio

n’s

polic

ies

and p

roce

dure

s in

re

lation t

o s

afeg

uar

din

g c

hild

ren

and v

uln

erab

le a

dults,

incl

udin

g

typic

al r

eport

ing p

roce

dure

s

□

Cla

rifica

tion o

f ro

les

and r

esponsi

bili

ties

eg lin

es o

f co

mm

unic

atio

n,

syst

ems

for

reco

rdin

g info

rmat

ion

□

Provi

sion o

f st

aff

trai

nin

g e

g e

nsu

re s

taff

hav

e ad

equat

e in

duct

ion,

trai

nin

g a

nd u

p-t

o-d

ate

info

rmat

ion,

trai

n a

nd a

dvi

se s

taff

how

to

iden

tify

and m

anag

e risk

□

Ref

lect

rel

evan

t le

gis

lation a

nd r

egula

tions

eg S

afeg

uar

din

g

Vuln

erab

le G

roups

Act

, M

enta

l H

ealth A

ct,

Men

tal Cap

acity

Act

, Equal

ity

Act

2010,

Rac

e Rel

atio

ns

Act

, H

um

an R

ights

Act

, D

ata

Prote

ctio

n A

ct,

NSPC

C s

tandar

ds

for

safe

guar

din

g a

nd p

rote

ctin

g

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

Spec

ific

polic

ies

and p

roce

dure

s eg

act

ivity

area

s des

igned

to b

e tr

ansp

aren

t, e

nsu

re s

taffin

g lev

els

are

appro

priat

e, p

roce

dure

s fo

r re

port

ing a

ny

conce

rns

or

issu

es,

guid

ance

on c

onfiden

tial

ity

and

info

rmat

ion s

har

ing,

guid

ance

on a

ppro

priat

e/ex

pec

ted s

tandar

ds

of

beh

avio

ur,

pro

cess

es f

or

dea

ling w

ith b

ehav

iour

that

is

unac

cepta

ble

and/o

r dis

crim

inat

ory

4.6

D

escr

ibe

the

pro

cedure

s to

fo

llow

to p

rote

ct o

nes

elf

from

ac

cusa

tions

of

abuse

□

Rel

evan

t org

anis

atio

nal

polic

ies

and p

roce

dure

s

4.7

Id

entify

the

stat

uto

ry a

gen

cies

re

sponsi

ble

for

safe

guar

din

g

child

ren a

nd v

uln

erab

le a

dults

□

Rel

evan

t st

atuto

ry a

gen

cies

eg L

oca

l Saf

eguar

din

g C

hild

ren

Boar

ds,

Loca

l Adult S

afeg

uar

din

g B

oar

ds,

the

Indep

enden

t Saf

eguar

din

g A

uth

ority

(IS

A),

soc

ial se

rvic

es,

polic

e, N

SPCC

4.8

Exp

lain

when

it

may

be

nec

essa

ry t

o c

onta

ct s

tatu

tory

ag

enci

es

□

In c

ases

when

abuse

is

susp

ecte

d o

r has

bee

n d

iscl

ose

d

4.9

D

escr

ibe

how

to m

ainta

in t

he

confiden

tial

ity

of

info

rmat

ion

rela

ting t

o p

oss

ible

abuse

Follo

w o

rgan

isat

ional

polic

ies

and p

roce

dure

s re

gar

din

g c

onfiden

tial

ity

and info

rmat

ion s

har

ing e

g r

efer

ral to

the

appro

priat

e m

ember

of

staf

f, d

iscu

ss iss

ues

in a

n a

ppro

priat

e ar

ea


22


Delivery

This unit should be delivered in a way that develops knowledge and understanding of health, safety and welfare within a fitness environment. Learners need to know and understand:

the requirements for health, safety and security within a fitness environment, including organisational procedures and legal and regulatory requirements

the type of emergencies that can occur within fitness environments and how to respond to them correctly

hazards and risks within a fitness environment and how to deal with them

safeguarding children and vulnerable adults, including organisational policies and procedures and the associated statutory agencies.

A useful opening would be small-group discussions, during which learners can exchange their experiences of health, safety and security within fitness environments. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.

Although this unit is predominantly theoretical, it is recommended that centres combine it with a practical unit that requires learners to instruct an exercise session/physical activity. This will give learners a real situation on which to base their learning.

Learners should be encouraged to engage with employers and, where possible, other employees to gain knowledge and understanding of how to maintain health, safety and security within fitness environments.

Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible through learners working with those responsible for ensuring that any environment used for exercise and physical activities is healthy, safe and secure, for example, a gym instructor and through the use of guest speakers and video/DVD training programmes.

A presentation by a sports centre manager, will support delivery, as well as adding vocational relevance and currency by illustrating real situations that have occurred relating to health and safety. The visiting speaker could deliver a summary of the policies and procedures within their organisation relating to health, safety and security, the associated legal and regulatory requirements and the responsibilities of employers and employees to follow these procedures and meet legal requirements.

This could be supported by examples drawn from industry or through developed case studies that highlight the:

emergency situations that can occur within fitness environments, the importance of following emergency procedures calmly and correctly, and the possible consequences if this does not happen

hazards and risks that can occur in a fitness environment and the importance of carrying out appropriate risk assessments


23

importance of having procedures in place to safeguard children and vulnerable adults, including procedures for reporting, dealing with statutory agencies and maintaining confidentiality of information.

This unit could be delivered through distance learning. However, this will involve additional, and different, considerations, such as planning, and other measures to ensure learners can gain the required knowledge and understanding.

Assessment

The centre will devise and mark the assessment for this unit.

Learners must meet all assessment criteria to pass the unit.

A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Alternatives could be logbooks or workbooks completed in the workplace or during visits.

Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.

Indicative resource materials

Books

Crouch M – Protecting Children: A Guide for Sports People (Coachwise, 2002) ISBN 9780947850500

Duncan M, Cahill F, Heighway P – Health and Safety at Work Essentials: The One-stop Guide for Anyone Responsible for Health and Safety Issues in the Workplace (Lawpack Publishing Ltd, 5th revised edition, 2006) ISBN 9781905261246

Frosdick S et al – Safety and Security at Sports Grounds (Paragon Publishing, 2005) ISBN 9781899820146

Gervis M and Brierley J – Effective Coaching for Children (The Crowood Press, 1999) ISBN 9781861261373

Health and Safety Executive – Essentials of Health and Safety at Work (HSE Books, 2006) ISBN 9780717661794

Journals

Occupational Safety and Health

Policy and Practice in Health and Safety

Websites

Adventurous Activities Licensing Authority www.aals.org.uk

Central Council for Physical Recreation www.ccpr.org.uk

Health and Safety Executive www.hsegov.uk

National Society for the Prevention of Cruelty to Children (NSPCC) www.nspcc.org.uk

Royal Society for the Prevention of Accidents www.rospa.com

Safe Sport www.safesport.co.uk

SkillsActive www.skillsactive.com


24

Unit 2: Principles of Exercise, Fitness and Health

Unit code: A/600/9017

QCF level: 2

Credit value: 4


Unit aim

The aim of this unit is to develop knowledge and understanding of the key principles of exercise, fitness and health, including the components, principles and variables of fitness, the health benefits of physical activity and the importance of healthy eating.

Learners will cover the effects of exercise on the musculoskeletal, cardiovascular and respiratory systems, including how the various body systems adapt to training and the health benefits of physical activity.

Learners will have the opportunity to investigate how the principles and variables of fitness are applied in practice, including the principles of progression, adaptation, modification and regression, and exercise contraindications and key safety guidelines for working with special populations.

Finally, learners will explore key health eating advice, key nutrients and their sources, and the health risks associated with poor nutrition.

Essential resources

For this unit, centres need to give learners access to computers, the internet and library facilities to enable them to carry out research. Centres could invite independent health and fitness experts to be guest speakers.

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

25

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

card

iova

scula

r an

d

resp

irat

ory

adap

tations

to

endura

nce

/aer

obic

tra

inin

g

Car

dio

vasc

ula

r ad

apta

tions

eg incr

ease

d h

eart

rat

e, d

ecre

ased

blo

od

pre

ssure

, in

crea

se in s

troke

volu

me,

incr

ease

in c

ardia

c outp

ut,

dec

reas

e in

res

ting h

eart

rat

e, incr

ease

in b

lood v

olu

me,

im

pro

ved

blo

od f

low

Res

pirat

ory

adap

tations

eg incr

ease

in b

reat

hin

g r

ate,

dec

reas

e in

re

stin

g b

reat

hin

g r

ate,

incr

ease

d t

idal

volu

me,

incr

ease

d s

tren

gth

of

resp

irat

ory

musc

les,

incr

ease

in o

xygen

diffu

sion r

ate,

im

pro

ved lung

capac

ity

1.2

Id

entify

the

short

and long t

erm

ef

fect

s of

exer

cise

on b

lood

pre

ssure

Short

-ter

m e

ffec

t eg

sys

tolic

pre

ssure

ris

es,

dia

stolic

pre

ssure

sta

ys

alm

ost

the

sam

e

Long-t

erm

effec

t eg

sys

tolic

and d

iast

olic

pre

ssure

s ar

e re

duce

d

1.3

D

escr

ibe

the

‘blo

od p

oolin

g’

effe

ct f

ollo

win

g e

xerc

ise

Forc

e push

ing t

he

blo

od b

ack

to t

he

hea

rt s

tops

Blo

od a

nd w

aste

pro

duct

s st

ay in t

he

musc

les

Cau

ses

swel

ling a

nd p

ain

1

Under

stan

d t

he

effe

cts

of

exer

cise

on t

he

body

1.4

D

escr

ibe

the

effe

cts

of

exer

cise

on b

ones

and join

ts incl

udin

g t

he

signific

ance

of

wei

ght

bea

ring

exer

cise

Effec

ts e

g incr

ease

d r

ange

of

mov

emen

t, im

pro

ved b

one

den

sity

Wei

ght

bea

ring e

xerc

ise

eg r

unnin

g,

resi

stan

ce t

rain

ing;

Sig

nific

ance

eg p

reve

ntion o

f ost

eoporo

sis

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

D

escr

ibe

del

ayed

onse

t of

musc

le s

ore

nes

s (D

OM

S)

DO

MS e

g m

usc

le p

ain,

sore

nes

s or

stiffn

ess

occ

urr

ing in t

he

day

or

two a

fter

exe

rcis

e, s

truct

ura

l m

usc

le d

amag

e

1.6

Id

entify

exe

rcis

es o

r te

chniq

ues

lik

ely

to c

ause

del

ayed

onse

t of

musc

le s

ore

nes

s

Cau

ses

eg e

ccen

tric

exe

rcis

e, low

erin

g w

eights

, th

e dow

nw

ard m

otion

of

squat

s an

d p

ush

-ups,

unac

cust

om

ed o

r st

renuous

exer

cise

, dra

mat

ic incr

ease

to d

ura

tion o

r in

tensi

ty o

f an

exe

rcis

e ro

utine

1.7

D

escr

ibe

the

short

and long t

erm

ef

fect

s of

diffe

rent

types

of

exer

cise

on m

usc

le

Short

ter

m e

ffec

ts e

g h

eat

gen

erat

ion,

incr

ease

d e

last

icity,

incr

ease

d

exci

tabili

ty,

incr

ease

d p

roduct

ion o

f sy

novi

al f

luid

, im

pro

ved b

lood

flow

to m

usc

les,

im

pro

ved r

ange

of

join

t m

ove

men

t

Long-t

erm

effec

ts e

g incr

ease

d m

usc

le s

tren

gth

, in

crea

sed s

tren

gth

of

tendons

and lig

amen

ts,

incr

ease

d m

yoglo

bin

sto

res,

incr

ease

d

num

ber

of

mitoch

ondria

1.8

D

escr

ibe

diffe

rent

exer

cise

s th

at

can im

pro

ve p

ost

ure

Str

ength

enin

g c

ore

musc

les

eg b

asic

cru

nch

es,

side

pla

nks

, bac

k ex

tensi

ons

Str

etch

es e

g leg

, w

all, s

imple

ches

t

Progre

ssio

n e

g incr

ease

d r

ange

of m

otion,

incr

ease

spee

d,

com

bin

ed

move

men

ts

2.1

D

efin

e th

e co

mponen

ts o

f hea

lth

rela

ted f

itnes

s Com

ponen

ts e

g a

erobic

endura

nce

, m

usc

ula

r en

dura

nce

, flex

ibili

ty,

spee

d,

stre

ngth

, body

com

posi

tion

2.2

D

efin

e th

e co

mponen

ts o

f sk

ill

rela

ted f

itnes

s Com

ponen

ts e

g a

gili

ty,

bal

ance

, co

ord

inat

ion,

pow

er,

reac

tion t

ime

2

Under

stan

d t

he

com

ponen

ts o

f fitn

ess

2.3

Id

entify

the

fact

ors

that

aff

ect

hea

lth a

nd s

kill

rela

ted f

itnes

s Ph

ysic

al f

acto

rs e

g d

iet,

wei

ght,

gen

der

, body

type,

med

ical

his

tory

Life

styl

e fa

ctors

eg s

tres

s, a

lcohol, s

moki

ng,

dru

gs,

dem

ands

of

work

, le

vel of

activi

ty,

sport

s par

tici

pat

ion (

trai

nin

g a

nd c

om

pet

itio

n)

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

the

phys

iolo

gic

al

implic

atio

ns

of:

□

spec

ific

ity

□

pro

gre

ssiv

e ove

rload

□

reve

rsib

ility

□

adap

tabili

ty

□

indiv

idual

ity

□

reco

very

tim

e

Spec

ific

ity

eg m

usc

les

adap

t sp

ecific

ally

to t

he

nat

ure

of

the

exer

cise

st

ress

, m

usc

le e

xerc

ised

is

the

musc

le t

hat

adap

ts t

o t

rain

ing

Progre

ssiv

e ove

rload

eg s

tim

ula

tes

musc

le h

yper

trophy,

dev

elopm

ent

of

stro

nger

and d

ense

r bones

, lig

amen

ts,

tendons

and c

artila

ge,

more

re

sponsi

ve n

erve

connec

tion b

etw

een t

he

bra

in a

nd t

he

musc

les

invo

lved

Rev

ersi

bili

ty e

g e

xten

ded

res

t in

terv

als

reduce

phys

ical

fitnes

s,

phys

iolo

gic

al e

ffec

ts o

f fitn

ess

trai

nin

g d

imin

ish o

ver

tim

e, d

ecre

ased

st

rength

and m

usc

le m

ass

Adap

tabili

ty e

g b

ody

adap

ts t

o t

he

stre

ss o

f ex

erci

se w

ith incr

ease

d

fitn

ess,

musc

les

and c

ardio

resp

irat

ory

sys

tem

adap

t th

rough

consi

sten

t tr

ainin

g o

r ac

tivi

ty s

essi

ons

Indiv

idual

ity

eg p

eople

hav

e diffe

rent

phys

ical

and p

hys

iolo

gic

al

const

itutions,

tole

rate

tra

inin

g in d

iffe

rent

way

s

Rec

ove

ry t

ime

eg a

llow

s th

e body

to r

eple

nis

h e

ner

gy

store

s, r

epai

r dam

aged

tis

sues

, sh

ort

ter

m r

ecove

ry e

g im

med

iate

ly a

fter

inte

nse

ex

erci

se,

low

-inte

nsi

ty e

xerc

ise

during c

ool-

dow

n p

has

e, long t

erm

re

cove

ry e

g t

echniq

ues

that

are

built

in t

o a

sea

sonal

tra

inin

g

pro

gra

mm

e

3

Under

stan

d h

ow

to

apply

the

princi

ple

s an

d

variab

les

of

fitn

ess

to a

n e

xerc

ise

pro

gra

mm

e

3.2

Exp

lain

the

princi

ple

s of

FITT

(Fre

quen

cy,

Inte

nsi

ty,

Tim

e an

d

Typ

e)

Freq

uen

cy –

how

oft

en e

xerc

ise

is c

arried

out

Inte

nsi

ty –

how

har

d a

per

son w

ork

s during e

xerc

ise

Tim

e – len

gth

of

the

exer

cise

ses

sion

Typ

e – t

he

type

of

activi

ty/e

xerc

ise

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.3

Exp

lain

the

princi

ple

s of

a pro

gre

ssiv

e tr

ainin

g p

rogra

mm

e in

dev

elopin

g c

om

ponen

ts o

f fitn

ess

Applic

atio

n o

f FI

TT p

rinci

ple

s

Progre

ssiv

e tr

ainin

g e

g iden

tify

ing t

rain

ing n

eeds,

mak

ing p

rogre

ss

with e

ach s

essi

on,

incr

easi

ng t

he

inte

nsi

ty o

f se

ssio

ns,

incr

easi

ng

range

of

motion,

chan

gin

g s

essi

ons

(addin

g n

ew e

xerc

ises

, del

etin

g

old

ones

, ch

angin

g t

he

ord

er o

f ex

erci

ses)

, se

ttin

g S

MART g

oal

s

3.4

Exp

lain

how

to r

ecognis

e w

hen

an

d h

ow

to r

egre

ss a

tra

inin

g

pro

gra

mm

e

When

eg w

hen

par

tici

pan

ts a

re h

itting a

`pla

teau

’, c

om

ing b

ack

from

an

inju

ry,

trai

nin

g w

ith join

t pai

n,

work

ing t

he

sam

e ro

utine

for

long

per

iods

of

tim

e, f

rust

rate

d o

r not

seei

ng r

esults,

hav

e bee

n inac

tive

fo

r lo

ng p

erio

ds

How

eg r

ecognis

e si

gns

and s

ympto

ms,

follo

w a

ppro

priat

e guid

elin

es

to a

void

ove

r tr

ainin

g,

adap

t princi

ple

s an

d v

aria

ble

of

trai

nin

g,

stre

ss

the

import

ance

of

adeq

uat

e re

cove

ry t

ime

3.5

Exp

lain

the

princi

ple

s of

adap

tation,

modific

atio

n a

nd

pro

gre

ssio

n f

or

each

com

ponen

t of

FITT (

Freq

uen

cy,

Inte

nsi

ty,

Tim

e an

d T

ype)

Modific

atio

n e

g m

akin

g a

n e

xerc

ise

more

or

less

difficu

lt,

adju

stin

g

exer

cise

to m

eet

clie

nt’s

phys

ical

cap

abili

ties

Adap

tation e

g e

xerc

ise/

trai

nin

g f

orc

es a

dap

tation t

o incr

ease

per

form

ance

, va

ries

acc

ord

ing t

o t

he

initia

l le

vel of

fitn

ess

Pro

gre

ssio

n e

g b

uild

up t

he

leve

l of w

ork

inte

nsi

ty o

ver

a per

iod o

f tim

e, p

rogre

ss t

hro

ugh incr

easi

ng lev

els

of

fitn

ess

ove

r se

vera

l w

eeks

or

month

s

3.6

D

escr

ibe

the

effe

ct o

f sp

eed o

n

post

ure

, al

ignm

ent

and inte

nsi

ty

Effec

t of

slow

spee

ds

eg b

uild

musc

le s

tren

gth

, post

ure

eas

ier

to

contr

ol, a

lignm

ent

easi

er t

o c

ontr

ol

Effec

t of

fast

er s

pee

ds

eg incr

ease

d r

isk

of

inju

ry,

incr

ease

d inte

nsi

ty

of

exer

cise

3.7

D

escr

ibe

the

effe

ct o

f le

vers

, gra

vity

and r

esis

tance

on

exer

cise

Leve

rs e

g c

lass

ific

atio

n (

clas

s 1,

clas

s 2,

clas

s 3)

Effec

ts o

f le

vers

eg t

orq

ue,

push

es,

pulls

Effec

t of

gra

vity

eg m

ove

men

t co

ntr

ol

Effec

t of

resi

stan

ce e

g inte

nsi

ty

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.8

D

escr

ibe

the

diffe

rence

s bet

wee

n p

rogra

mm

ing e

xerc

ise

for

phys

ical

fitnes

s an

d f

or

hea

lth b

enef

its

Pro

gra

mm

ing e

xerc

ise

for

phys

ical

fitnes

s eg

im

pro

ving s

kill

leve

ls,

incr

easi

ng inte

nsi

ty,

incr

easi

ng s

tren

gth

Progra

mm

ing e

xerc

ise

for

hea

lth b

enef

its

eg u

sing m

usc

les,

m

ainta

inin

g b

one

stre

ngth

, m

ainta

inin

g g

ood b

lood f

low

, co

ntr

olli

ng

blo

od p

ress

ure

4.1

D

escr

ibe

the

exer

cise

co

ntr

aindic

atio

ns

and k

ey s

afet

y guid

elin

es f

or

work

ing w

ith o

lder

peo

ple

(50 p

lus)

Abso

lute

contr

aindic

atio

ns

eg r

ecen

t ECG

chan

ges

, re

cent

hea

rt

atta

ck,

unst

able

angin

a

Rel

ativ

e co

ntr

aindic

atio

ns

eg h

igh b

lood p

ress

ure

, jo

int

stiffn

ess,

poor

bal

ance

and p

ost

ure

, se

nso

ry d

eclin

e

Key

saf

ety

guid

elin

es e

g a

ppro

priat

e sc

reen

ing p

rior

to e

xerc

ise,

se

ek/r

efer

to s

pec

ialis

t ad

vice

, lo

nger

and g

radual

war

m u

p a

nd c

ool

dow

n,

ensu

re inte

nsi

ty lev

el is

appro

priat

e an

d s

afe,

em

phas

ise

corr

ect

use

of

exer

cise

tec

hniq

ues

, si

mplif

y/ad

apt

exer

cise

as

required

4

Under

stan

d t

he

Exe

rcis

e co

ntr

aindic

atio

ns

and k

ey s

afet

y guid

elin

es f

or

spec

ial popula

tions

4.2

D

escr

ibe

the

exer

cise

co

ntr

aindic

atio

ns

and k

ey s

afet

y guid

elin

es f

or

work

ing w

ith

ante

nat

al a

nd p

ost

nat

al c

lients

Abso

lute

contr

aindic

atio

ns

eg h

eart

dis

ease

, a

his

tory

of

sponta

neo

us

abort

ions

or

mis

carr

iages

Rel

ativ

e co

ntr

aindic

atio

ns

eg h

igh b

lood p

ress

ure

, an

aem

ia,

dia

bet

es,

thro

mbosi

s, p

elvi

c floor

pro

ble

ms

Key

saf

ety

guid

elin

es e

g a

ppro

priat

e sc

reen

ing p

rior

to e

xerc

ise,

se

ek/r

efer

to s

pec

ialis

t ad

vice

, en

sure

the

envi

ronm

ent

is a

t th

e co

rrec

t te

mper

ature

and h

um

idity,

avo

id a

ctiv

ity

whic

h p

lace

s undue

stra

in o

n v

uln

erab

le a

reas

of

the

body,

avo

id e

xces

sive

str

etch

ing,

avoid

hea

vy r

esis

tance

exe

rcis

e, a

void

hig

h im

pac

t ex

erci

se,

min

imis

e risk

s of

falls

or

slip

s, m

onitor

if join

ts h

ave

regai

ned

str

ength

and

stab

ility

in g

ood a

lignm

ent,

em

phas

ise

use

of

corr

ect

exer

cise

te

chniq

ues

, re

trai

nin

g m

oto

r sk

ills

(bal

ance

, co

ord

inat

ion)

BA029356 –

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ific

atio

n –

Edex

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ertifica

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ialis

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ific

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n in P

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Tra

inin

g –

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sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

D

escr

ibe

the

exer

cise

co

ntr

aindic

atio

ns

and k

ey s

afet

y guid

elin

es f

or

work

ing w

ith

young p

eople

(14-1

6)

Contr

aindic

atio

ns

eg s

tage

of

dev

elopm

ent,

inju

ries

, fr

actu

res

Key

guid

elin

es e

g a

ppro

priat

e sc

reen

ing p

rior

to e

xerc

ise

, se

ek/r

efer

to

spec

ialis

t ad

vice

, ta

ke r

egula

r bre

aks,

em

phas

ise

use

of

corr

ect

exer

cise

tec

hniq

ues

, av

oid

hea

vy r

esis

tance

tra

inin

g,

avoid

fle

xibili

ty

trai

nin

g,

ensu

re p

artici

pan

ts h

ydra

te b

efore

, during a

nd a

fter

exe

rcis

e

4.4

D

escr

ibe

the

key

safe

ty

consi

der

atio

ns

for

work

ing w

ith

dis

able

d p

eople

Consi

der

atio

ns

eg a

ppro

priat

e sc

reen

ing p

rior

to e

xerc

ise,

see

k/re

fer

to s

pec

ialis

t ad

vice

, en

sure

the

envi

ronm

ent

is a

ppro

priat

e an

d

acce

ssib

le,

ensu

re g

oal

s ar

e re

alis

tic

and m

otiva

ting,

pro

vide

appro

priat

e le

vel of

support

and s

uper

visi

on,

pro

vide

spec

ialis

t eq

uip

men

t

5

Under

stan

d h

ow

to

safe

ly m

onitor

exer

cise

inte

nsi

ty

5.1

D

escr

ibe

the

ben

efits

and

limitat

ions

of

diffe

rent

met

hods

of

monitoring e

xerc

ise

inte

nsi

ty

incl

udin

g:

□

the

talk

tes

t

□

Rat

e of

Perc

eive

d E

xert

ion

(RPE)

□

hea

rt r

ate

monitoring a

nd

the

use

of

diffe

rent

hea

rt

rate

zones

Ben

efits

and lim

itat

ions

eg u

sed t

o m

eet

clie

nt

nee

ds,

eas

y to

ad

min

iste

r, r

elia

bili

ty o

f re

sults,

val

idity

of

resu

lts

6

Under

stan

d t

he

hea

lth b

enef

its

of

phys

ical

act

ivity

6.1

D

escr

ibe

the

hea

lth b

enef

its

of

phys

ical

act

ivity

Red

uce

ris

k of

dev

elop

ing h

ealth c

onditio

ns

eg h

eart

dis

ease

, hyp

erte

nsi

on,

type

2 d

iabet

es,

obes

ity,

bac

k pai

n,

ost

eoporo

sis

Impro

ve o

vera

ll qual

ity

of

life

and w

ellb

eing e

g im

pro

ved c

ircu

lation,

incr

ease

d e

ner

gy,

incr

ease

d s

elf-

confiden

ce,

incr

ease

d m

oto

r sk

ills,

re

duce

d r

isk

of

inju

ry,

impro

ved p

ost

ure

BA029356 –

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ific

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n –

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ialis

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ific

atio

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erso

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inin

g –

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sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.2

D

escr

ibe

the

effe

ct o

f phys

ical

ac

tivi

ty o

n t

he

cause

s of

cert

ain

dis

ease

s in

cludin

g:

□

coro

nar

y hea

rt d

isea

se

□

som

e ca

nce

rs

□

type

2 d

iabet

es

□

hyp

erte

nsi

on

□

obes

ity

□

Ost

eoporo

sis

Coro

nar

y hea

rt d

isea

se e

g s

tren

gth

ens

hea

rt m

usc

le,

low

ers

blo

od

pre

ssure

, im

pro

ves

chole

ster

ol le

vels

, im

pro

ves

blo

od f

low

Som

e ca

nce

rs e

g p

rom

ote

s lif

esty

le c

han

ges

Typ

e 2 d

iabet

es e

g r

educe

s body

fat,

im

pro

ves

regula

tion o

f in

sulin

an

d b

lood g

luco

se

Hyp

erte

nsi

on e

g low

ers

blo

od p

ress

ure

, re

duce

s body

fat,

im

pro

ves

blo

od f

low

, re

duce

s m

usc

ula

r te

nsi

on,

reduce

s st

ress

lev

el

Obes

ity

eg r

educe

s body

fat,

build

s or

pre

serv

es m

usc

le m

ass,

im

pro

ves

body'

s ab

ility

to u

se c

alories

Ost

eoporo

sis

eg w

eight-

bea

ring e

xerc

ise

pro

mote

s bone

form

atio

n,

pre

vents

bone

loss

ass

oci

ated

with a

ge,

im

pro

ves

bones

den

sity

, re

duce

s risk

of

inju

ry

7.1

D

escr

ibe

the

nat

ional

food

model

/guid

e □

Guid

ance

on h

ealthy

eating a

nd n

utr

itio

n e

g d

ieta

ry inta

ke

guid

elin

es,

Food S

tandar

ds

Agen

cy (

FSA)

Nutr

ient

and F

ood

Bas

ed G

uid

elin

es f

or

UK I

nst

itutions,

FSA E

atw

ell pla

te,

Hea

lth

Eat

ing –

Liv

e W

ell (N

HS),

British

Nutr

itio

n F

oundat

ion G

uid

elin

es,

five

-a-d

ay r

ecom

men

dat

ions

7.2

D

escr

ibe

key

hea

lthy

eating

advi

ce t

hat

under

pin

s a

hea

lthy

die

t

□

Mea

l pla

ns

eg t

ype,

am

ount,

pre

par

atio

n

□

Str

ength

s an

d a

reas

for

impro

vem

ent

eg e

atin

g les

s or

more

food,

eating les

s or

more

of

a par

ticu

lar

food g

roup,

eating a

t diffe

rent

tim

es,

pre

par

ing f

ood in a

diffe

rent

way

, drinki

ng m

ore

flu

id o

r drinki

ng d

iffe

rent

types

of

fluid

7

Under

stan

d t

he

import

ance

of

hea

lthy

eating

7.3

Exp

lain

the

import

ance

of

adeq

uat

e hyd

ration

□

For

exam

ple

to m

ainta

in inte

rnal

conditio

ns

within

the

body(

hom

eost

asis

), e

nhan

ce p

erfo

rman

ce(p

hys

ical

and m

enta

l),

avoid

deh

ydra

tion,

pre

, during a

nd p

ost

-ses

sion

□

Sourc

es e

g w

ater

, sp

ort

s drinks

BA029356 –

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ific

atio

n –

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ialis

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ific

atio

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inin

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sue

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May

2012 ©

Pea

rson E

duca

tion L

imited

2012

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.4

Exp

lain

pro

fess

ional

role

boundar

ies

in r

elat

ion t

o o

ffer

ing

nutr

itio

nal

advi

ce

□

Iden

tify

nee

d t

o r

efer

clie

nt

eg t

o G

P, r

egis

tere

d d

ietici

an

7.5

Exp

lain

the

die

tary

role

of

the

key

nutr

ients

□

Prote

ins

eg m

ake

enzy

mes

, an

tibodie

s, b

ody

fluid

s, h

orm

ones

, im

port

ant

in b

uild

ing ,

mai

nta

inin

g a

nd r

epai

ring b

ody

tiss

ues

and

cells

, im

port

ant

for

gro

wth

and d

evel

opm

ent

during c

hild

hood,

adole

scen

ce,

and p

regnan

cy

□

Fats

eg n

eces

sary

for

good h

ealth,

mak

e ce

rtai

n v

itam

ins

(eg A

, D

, E,

K)

avai

lable

for

use

in t

he

body,

cush

ion v

ital

org

ans,

hel

p

mai

nta

in b

ody

tem

per

ature

, im

port

ant

for

pro

per

gro

wth

and

dev

elopm

ent

□

Fibre

eg k

eep d

iges

tive

sys

tem

hea

lthy

and f

unct

ionin

g p

roper

ly,

aids

and s

pee

ds

up t

he

excr

etio

n o

f w

aste

and t

oxi

ns

from

the

body

□

Car

bohyd

rate

s eg

pro

vide

the

body

with a

sourc

e of

fuel

and

ener

gy,

im

port

ant

for

the

corr

ect

work

ing o

f bra

in,

hea

rt a

nd t

he

ner

vous,

dig

estive

and im

mune

syst

ems

7.6

Id

entify

the

com

mon d

ieta

ry

sourc

es o

f th

e ke

y nutr

ients

Pr

ote

ins

eg lea

n m

eat

pro

duct

s, p

oultry

, fish

, eg

gs,

milk

, ch

eese

, dried

bea

ns

Fats

sat

ura

ted e

g b

utt

er,

chee

se,

whole

milk

, ic

e cr

eam

, cr

eam

, fa

tty

mea

ts;

unsa

tura

ted e

g m

ost

veg

etab

le o

ils,

fish

(sa

lmon,

tuna,

m

acke

rel, h

erring,

trout,

sar

din

es),

avo

cados,

oliv

es ,

nuts

Fibre

s in

solu

ble

eg b

ran,

whole

mea

l flour

and b

read

s, b

row

n r

ice,

w

hole

gra

in c

erea

ls,

veget

able

s, e

dib

le p

eels

of

fruit,

nuts

and s

eeds;

so

luble

eg f

ruits,

veg

etab

les,

len

tils

, pea

s, b

eans,

oat

s, b

arle

y,

oat

mea

l, p

ota

toes

, dried

fru

it,

soya

milk

and s

oya

pro

duct

s

Car

bohyd

rate

s co

mple

x eg

in m

ost

gra

ins,

cer

eals

, pota

toes

, bro

wn

rice

, bre

ad,

pas

ta,

legum

es a

nd c

erta

in f

ruits

and v

eget

able

s; s

imple

eg

nat

ura

l (f

ruit,

milk

), r

efin

ed (

cake

s, c

hoco

late

, ja

m,

fruit juic

e)

BA029356 –

Spec

ific

atio

n –

Edex

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evel

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ertifica

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ialis

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ific

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2012 ©

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.7

D

escr

ibe

the

ener

gy

bal

ance

eq

uat

ion

□

Fact

ors

affec

ting e

ner

gy

bal

ance

eg b

asal

met

abolis

m,

age,

gen

der

, cl

imat

e, p

hys

ical

act

ivity

□

Ener

gy

bal

ance

equat

ion –

diffe

rence

s bet

wee

n e

ner

gy

inta

ke

(fro

m f

ood)

and e

ner

gy

outp

ut

eg n

eutr

al e

ner

gy

bal

ance

(c

alories

tak

en in e

qual

to c

alories

exp

ended

, w

eight

is

mai

nta

ined

), p

osi

tive

ener

gy

bal

ance

(ca

lories

tak

en in a

re

gre

ater

than

cal

ories

exp

ended

, w

eight

is g

ained

, fa

t st

ore

s ar

e in

crea

sed),

neg

ativ

e en

ergy

bal

ance

(ca

lories

tak

en in a

re les

s th

an c

alories

exp

ended

)

7.8

Exp

lain

the

hea

lth r

isks

of

poor

nutr

itio

n

Hea

lth r

isks

eg low

er c

ore

str

ength

, in

crea

sed b

ody

fat,

slo

wer

m

enta

l pro

ble

m s

olv

ing,

less

ale

rtnes

s, s

low

er m

usc

le r

esponse

tim

e

Young a

dults-

aff

ect

pote

ntial

gro

wth

and d

evel

opm

ent

Incr

ease

d r

isk

of

dev

elop

ing s

erio

us

dis

ease

s an

d c

onditio

ns

eg t

ype

2 d

iabet

es,

hea

rt d

isea

se,

hig

h b

lood p

ress

ure

, hig

h c

hole

ster

ol,

obes

ity,

ost

eoporo

sis,

can

cer


34


Delivery

This unit should be delivered in a way that develops knowledge and understanding of the principles of exercise, fitness and health. Learners need to know and understand:

the effects of exercise on the main body systems, including how these systems adapt to training

components of and factors affecting health and skill-related fitness

how the principles and variables of fitness can be applied in practice

the special requirements associated with working with special populations, including exercise contraindications and key guidelines

the health benefits of physical activity and importance of healthy eating.

A useful opening would be small-group discussions, during which learners can exchange their experiences of exercise, fitness and health-related issues, either as employees or clients in the sector. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.

Learners can carry out activities where they identify the main nutrient(s) in a range of different foods, and discuss healthy eating guidelines and how to ensure a balanced diet.

Learners should be encouraged to engage with employers and, where possible, employees to gain knowledge and understanding of the principles of exercise, fitness and health.

Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others whose role it is to deliver fitness and exercise programmes to clients and work with them to maintain their health and fitness, for example a fitness instructor, where possible, and through the use of guest speakers and video/DVD training programmes.

For example, a presentation by a personal trainer will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the effects of exercise on the body, how the body’s systems adapt to training and the health benefits of physical activity. They could also provide real-life examples of applying the principles and variables of training and of, for example, progressing or regressing exercise/fitness programmes. This should be supported by examples drawn from industry or through developed case studies that highlight:

the components of health and skill-related fitness

working with special populations and what can happen if exercise contraindications or key guidelines are ignored

the importance of healthy eating and how a well-balanced diet contributes to health, including the effects of poor nutrition.



35

Assessment



A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Other alternatives could be logbooks or workbooks competed in the workplace or during visits.



Books

Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193

American Council on Exercise – Exercise for Older Adults: ACE's Guide for Fitness Professionals (American Council on Exercise, 1998) ISBN 9780880119429

Bean A – Food for Fitness (A&C Black, 2008) ISBN 9780713681284

Buckley J, Holmes J and Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth-Heinemann, 1999) ISBN 9780750632881

Burke L – Practical Sports Nutrition (Human Kinetics, 2007) ISBN 9780736046954

Dalgleish J and Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790

DiFiore J – The Complete Guide to Postnatal Fitness (Complete Guides) (A&C Black Publishers Ltd, May 2010) ISBN 9781408124550

Griffin J – Food for Sport: Eat Well, Perform Better (Crowood, 2001) ISBN 9781861262165

Griffin S – Training the Over 50s: Developing Programmes for Older Clients (Fitness Professionals) (A&C Black Publishers Ltd, 2006) ISBN 9780713672015

Manore M et al – Sport Nutrition for Health and Performance (Human Kinetics, 2000) ISBN 9780873229395

Sharkey B J and Gaskill S E – Fitness and Health (Human Kinetics, 2006) ISBN 9780736056144

Williamson P – Exercise for Special Populations (Lippincott Williams and Wilkins, 2010) ISBN 9780781797795

Winnick P – Adapted Physical Education and Sport (Human Kinetics Publishers, October 2010) ISBN 9780736089180

Journals

American College of Sport Medicine’s Health and Fitness Journal

International Journal of Sports Nutrition

International Journal of Sports Science and Coaching

Journal of Nutrition


36

Journal of Sports Nutrition

Research Quarterly for Exercise and Sport

Websites

British Association of Sport and Exercise Sciences www.bases.org.uk

British Nutrition Foundation www.nutrition-org.uk

Coachwise www.1st4sport.com

Peak Performance www.pponline.co.uk

Sports Coach UK www.sportscoachuk.org


37

Unit 3: Know How to Support Clients who Take Part in Exercise and Physical Activity

Unit code: M/600/9015

QCF level: 2

Credit value: 2


Unit aim

The aim of this unit is to develop knowledge and understanding of how to develop effective working relationships with clients, how to provide ongoing customer service, and how to support clients to adhere to exercise/physical activity.

This unit will give learners an overview of customer service within a fitness environment. Learners will explore the importance of meeting client needs to ensure client satisfaction, how to exceed client expectations and how to deal with client complaints promptly and effectively.

Learners will look at the communication skills that can help to motivate clients and at the importance of valuing equality and diversity when working with clients.

In this unit leaners will consider the barriers to exercise clients face and the strategies that can be used to help clients overcome these barriers.

Essential resources

For this unit, centres need to give learners with access to computers, the internet and library facilities to enable them to carry out research.

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

38

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

why

it is

import

ant

to

form

effec

tive

work

ing

rela

tionsh

ips

with c

lients

Import

ance

eg b

uild

clie

nt

trust

and c

onfiden

ce,

clie

nts

fee

l va

lued

and

motiva

ted,

clie

nts

more

lik

ely

to a

dher

e to

exe

rcis

e an

d p

hys

ical

ac

tivi

ty p

rogra

mm

es,

clie

nts

under

stan

d y

our

role

and r

esponsi

bili

ties

, dev

elop m

utu

al t

rust

and r

espec

t

Req

uirem

ents

eg in lin

e w

ith g

ood p

ract

ice,

eth

ical

req

uirem

ents

, pro

fess

ional

conduct

Char

acte

rist

ics

eg o

bje

ctiv

ity,

pat

ience

, per

sist

ence

, em

pat

hy,

ap

pro

achab

le,

consi

sten

t, c

om

mitte

d,

empow

erin

g

1.2

Exp

lain

why

it’s

im

port

ant

to

pre

sent

ones

elf

and t

he

org

anis

atio

n p

osi

tive

ly t

o c

lients

Import

ance

eg c

reat

es p

osi

tive

im

pre

ssio

n o

f th

e org

anis

atio

n a

s a

whole

, build

s tr

ust

with t

he

clie

nt,

clie

nt

feel

s at

eas

e an

d a

ssure

d,

clie

nt

confiden

ce in o

rgan

isat

ion a

nd its

ser

vice

s

Clie

nt

loya

lty

eg r

epea

t busi

nes

s, c

lient

reco

mm

endat

ions

to f

rien

ds

and f

amily

1

Under

stan

d h

ow

to

form

effec

tive

w

ork

ing

rela

tionsh

ips

with

clie

nts

1.3

D

escr

ibe

how

diffe

rent

com

munic

atio

n s

kills

can

be

use

d t

o a

ssis

t cl

ients

with

motiva

tion

Ver

bal

com

munic

atio

n e

g a

ppro

priat

e to

ne

and p

itch

of

voic

e,

languag

e ap

pro

priat

e to

clie

nt,

use

of

posi

tive

lan

guag

e ,

use

of

pra

ise

and e

nco

ura

gem

ent,

avo

id u

se o

f sl

ang/j

argon,

opport

unitie

s to

dis

cuss

clie

nt

nee

ds

Non-v

erbal

com

munic

atio

n e

g p

ost

ure

, ex

pre

ssio

n,

ges

ture

s, e

ye

conta

ct,

posi

tive

body

languag

e

List

enin

g e

g a

skin

g a

ppro

priat

e ques

tions,

see

king c

lient

view

s on

thei

r per

form

ance

Tak

ing t

he

initia

tive

in c

om

munic

atin

g w

ith c

lients

eg if

they

see

m

unsu

re,

reco

gnis

ing w

hen

clie

nts

nee

d h

elp a

nd a

ssis

tance

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Exp

lain

the

import

ance

of

valu

ing e

qual

ity

and d

iver

sity

w

hen

work

ing w

ith c

lients

Com

plia

nce

with leg

al r

equirem

ents

eg R

ace

Rel

atio

ns

Act

2010,

Sex

D

iscr

imin

atio

n A

ct,

Equal

ity

Act

2010,

Gen

der

Rec

ognitio

n A

ct,

age

dis

crim

inat

ion leg

isla

tion,

REP E

xerc

ise

and F

itnes

s Code

of

Eth

ical

Pr

actice

Import

ance

eg m

ainta

in indiv

idual

's r

espec

t an

d d

ignity,

ser

ve t

he

nee

ds

of

the

whole

com

munity,

ensu

re f

air

and e

qual

tre

atm

ent,

en

sure

incl

usi

ve p

rovi

sion,

enco

ura

ge

par

tici

pat

ion,

rem

ove

bar

rier

s to

par

tici

pat

ion,

pro

vide

spec

ialis

t eq

uip

men

t to

enab

le p

artici

pat

ion

2.1

Id

entify

the

typic

al b

arrier

s to

ex

erci

se/p

hys

ical

act

ivity

that

cl

ients

exp

erie

nce

Typ

ical

bar

rier

s eg

hea

lth iss

ues

, ag

e, f

ear

of

inju

ry,

tim

e, a

cces

s,

tran

sport

, co

st,

faci

litie

s, lac

k of

self-m

otiva

tion,

lack

of

self-e

stee

m,

lack

of

self-c

onfiden

ce,

lack

of

enco

ura

gem

ent

or

support

2.2

Exp

lain

how

inco

rpora

ting

clie

nts

’ ex

erci

se/p

hys

ical

act

ivity

pre

fere

nce

s in

to t

hei

r pro

gra

mm

e ca

n s

tren

gth

en

motiva

tion a

nd a

dher

ence

Opport

unity

to iden

tify

and d

iscu

ss c

lient

pre

fere

nce

s fo

r ex

erci

se e

g

hea

lth,

fitn

ess,

soci

al

Support

s m

otiva

tion a

nd a

dher

ence

eg incr

ease

clie

nt

confiden

ce a

nd

auto

nom

y, a

llow

clie

nt

to t

ake

resp

onsi

bili

ty f

or

ow

n f

itnes

s

2.3

D

escr

ibe

diffe

rent

ince

ntive

s an

d

rew

ards

that

can

str

ength

en

clie

nts

’ m

otiva

tion a

nd

adher

ence

Ince

ntive

s eg

enjo

ymen

t, s

oci

al inte

ract

ion,

rela

ted h

ealth b

enef

its,

im

pro

vem

ent

in f

itnes

s an

d s

kill

leve

ls

Rew

ards

eg a

chie

vem

ent

of

goal

s, p

rais

e an

d e

nco

ura

gem

ent

from

oth

ers,

posi

tive

fee

dbac

k

Ser

vice

s eg

fre

e ex

erci

se s

essi

ons,

crè

che,

dis

counts

2

Under

stan

d h

ow

to

addre

ss b

arrier

s to

ex

erci

se/p

hys

ical

ac

tivi

ty t

hat

clie

nts

ex

per

ience

2.4

D

escr

ibe

diffe

rent

stra

tegie

s th

at

can h

elp c

lients

ove

rcom

e ty

pic

al

bar

rier

s to

exe

rcis

e/phys

ical

ac

tivi

ty

Str

ateg

ies

eg info

rm c

lient

of

ben

efits

of

taki

ng p

art

in e

xerc

ise

and

phys

ical

act

ivity,

look

at d

iffe

rent

types

of

phys

ical

act

ivity

appro

priat

e fo

r cl

ient,

ref

er c

lient

to o

ther

rel

evan

t pro

fess

ional

s, im

ple

men

t en

joya

ble

act

ivitie

s, h

old a

ctiv

itie

s at

appro

priat

e tim

es;

pro

vide

appro

priat

e fa

cilit

ies

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

why

it is

import

ant

for

a cl

ient

to t

ake

per

sonal

re

sponsi

bili

ty f

or

thei

r ow

n

fitn

ess

and m

otiva

tion

Import

ance

eg c

lient

more

lik

ely

to a

dher

e to

exe

rcis

e, c

lient

feel

s em

pow

ered

, pro

mote

s se

lf-r

efle

ctio

n o

n p

rogre

ss a

nd iden

tifica

tion o

f an

y nec

essa

ry im

pro

vem

ents

/chan

ges

to g

oal

s

3.2

D

escr

ibe

how

to a

ssis

t cl

ients

to

dev

elop t

hei

r ow

n s

trat

egy

for

motiva

tion a

nd a

dher

ence

Dis

cuss

iss

ues

with c

lient

eg c

lient

nee

ds,

bar

rier

s to

exe

rcis

e

Build

clie

nt

confiden

ce e

g s

elec

t si

tuat

ions

or

envi

ronm

ents

they

enjo

y ex

erci

sing in,

set

achie

vable

goal

s w

ith c

lients

, pro

vide

support

and

rein

forc

emen

t, o

ffer

alter

nat

ives

and r

ewar

ds

for

achie

ving g

oal

s

3.3

Id

entify

diffe

rent

beh

avio

ur

chan

ge

appro

aches

/str

ateg

ies

to

enco

ura

ge

adher

ence

to

exer

cise

/phys

ical

act

ivity

Sta

ges

in b

ehav

iour

chan

ge

eg p

re-c

onte

mpla

tion,

conte

mpla

tion,

pre

par

atio

n,

action,

mai

nte

nan

ce,

rela

pse

Appro

aches

/str

ateg

ies

eg p

rovi

din

g p

osi

tive

fee

dbac

k, e

nco

ura

gem

ent

and s

upport

, se

ttin

g a

nd r

evie

win

g g

oal

s, w

ork

ing w

ith c

lient

to

rem

ove

bar

rier

s, p

rovi

din

g a

dvi

ce a

nd info

rmat

ion

3.4

D

escr

ibe

how

to s

et s

hort

, m

ediu

m a

nd long t

erm

SM

ART

goal

s

SM

ART (

spec

ific

, m

easu

reab

le,

achie

vable

, re

alis

tic,

tim

e bound)

goal

s

Short

, m

ediu

m a

nd long t

erm

s goal

s eg

incr

ease

num

ber

of

pre

ss-u

ps

from

10 t

o 3

0 o

ver

two w

eek

per

iod c

om

men

cing n

ext

Sat

urd

ay

3

Under

stan

d h

ow

to

support

clie

nts

to

adher

e to

ex

erci

se/p

hys

ical

ac

tivi

ty

3.5

D

escr

ibe

how

to r

evie

w a

nd

revi

se s

hort

, m

ediu

m a

nd long

term

SM

ART g

oal

s

Rev

iew

and r

evis

e eg

agai

nst

clie

nt

targ

ets,

in r

esponse

to c

han

gin

g

clie

nt

nee

ds

and p

refe

rence

s, u

pdat

e ta

rget

s

4

Under

stan

d h

ow

to

pro

vide

ongoin

g

cust

om

er s

ervi

ce

to c

lients

4.1

Exp

lain

the

import

ance

of

clie

nt

care

both

for

the

clie

nt

and t

he

org

anis

atio

n

For

the

org

anis

atio

n e

g k

eep e

xist

ing c

lients

, re

pea

t cl

ients

and

busi

nes

s, c

lient

reco

mm

endat

ions

to f

amily

and f

rien

ds,

dev

elop a

good r

eputa

tion

For

the

clie

nt

eg c

lient

satisf

action,

ensu

re c

lient

safe

ty,

resp

onsi

ve t

o

clie

nt

nee

ds,

clie

nt

exer

cise

and f

itnes

s goal

s ar

e m

et

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.2

Exp

lain

why

it is

import

ant

to

dea

l w

ith c

lients

nee

ds

to t

hei

r sa

tisf

action

Import

ance

eg m

ainta

in c

lient

satisf

action a

nd t

rust

, cl

ient

more

lik

ely

to a

tten

d e

xerc

ise

sess

ions,

clie

nt

reco

mm

endat

ions

to f

amily

and f

rien

ds

4.3

Id

entify

wher

e to

sourc

e re

leva

nt

and a

ppro

priat

e in

form

atio

n t

o m

eet

clie

nts

nee

ds

Sourc

es e

g inte

rnet

, te

xtbooks

, jo

urn

als,

REP p

ublic

atio

ns

Appro

priat

e pro

fess

ional

s eg

GP,

phys

ioth

erap

ist

4.4

Exp

lain

the

import

ance

of

dea

ling w

ith a

ny

del

ay in

mee

ting c

lients

nee

ds

tim

ely

and

effe

ctiv

ely

Import

ance

eg c

lient

is a

war

e of

pro

gre

ss,

to m

ainta

in c

lient

trust

and c

onfiden

ce,

to m

ainta

in c

lient

satisf

action,

to

mai

nta

in p

rofe

ssio

nal

rep

uta

tion o

f th

e org

anis

atio

n,

sugges

t ap

pro

priat

e al

tern

ativ

es

4.5

G

ive

exam

ple

s of

how

to e

xcee

d

cust

om

er e

xpec

tations,

when

ap

pro

priat

e

Provi

din

g a

dditio

nal

hel

p a

nd a

ssis

tance

Dea

ling p

rom

ptly

with p

roble

ms

Offer

ing d

isco

unts

or

additio

nal

pro

duct

s or

serv

ices

Exc

eptional

hel

p a

nd a

ssis

tance

for

cust

om

ers

with s

pec

ial

requirem

ents

Del

iver

ing e

xcel

lent

stan

dar

ds

of

serv

ice

and f

acili

ties

4.6

Exp

lain

the

import

ance

of

han

dlin

g c

lient

com

pla

ints

posi

tive

ly f

ollo

win

g a

n

org

anis

atio

n’s

pro

cedure

Import

ance

eg m

ainta

in c

lient

trust

and c

onfiden

ce,

mai

nta

in

clie

nt

satisf

action,

mai

nta

in p

rofe

ssio

nal

rep

uta

tion o

f th

e org

anis

atio

n


42


Delivery

This unit should be delivered in a way that develops learner knowledge and understanding of supporting clients who are taking part in exercise and physical activity. Learners need to know and understand:

the importance of customer service within a fitness environment and of making a positive impression with clients

how to develop effective working relationships with clients, including valuing equality and diversity within the sector

typical barriers to exercise and physical activity, how to help clients overcome these barriers and adhere to exercise and physical activity.

A useful opening would be small-group discussions, during which learners can exchange their experiences of customer service and supporting clients within a fitness environment, including issues relating to equality and diversity. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.

Learners should be encouraged to engage with employers and, where possible, employees to gain knowledge and understanding of the importance of effective customer service and of supporting clients taking part in exercise and physical activity within a fitness environment.

Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others who work directly with clients within a fitness environment, for example a health fitness instructor, and through the use of guest speakers and video/DVD training programmes.

A presentation by a personal trainer will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they develop effective working relationships with their clients and provide ongoing customer service. They could also provide real-life examples of how they have helped clients to overcome barriers to exercise and physical activity. This should be supported by examples drawn from industry or through developed case studies that highlight:

the importance of making a positive impression on clients

the typical barriers to exercise and physical activity clients face

the different strategies that can be used to help overcome these barriers, motivate clients and support them in adhering to exercise and physical activity.



43

Assessment






Books

Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc,2005) ISBN 9781563088193

Bird S R et al – Exercise Benefits and Prescription (Stanley Thornes, 1998) ISBN 9780743733156

Carlaw P & Deming V K – The Big Book of Customer Service Training Games (McGraw Hill, 2007) ISBN 139780077114763

Dick F W – Sports Training Principles (A&C Black, 2007) ISBN 9780713682786

Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109

Jarvis, M – Sport Psychology: A Student’s Handbook (Routledge, 2006) ISBN 9781841695822

Leland K and Bailey K – Customer Service for Dummies (John Wiley & Sons, 2006) ISBN 139780471768692


Timm P – Customer Service: Career Success Through Customer Loyalty (Prentice Hall, 2010) ISBN 139780135063972

Journals

Customerfirst (Institute of Customer Service)

Exercise and Sport Sciences Reviews


Websites

BBC Sport www.bbc.co.uk/sportBritish



http://www.bases.org.uk/�


44

Unit 4: Anatomy and Physiology for Exercise and Health

Unit code: A/600/9051

QCF level: 3

Credit value: 6


Unit aim

The aim of this unit is to develop learner knowledge and understanding of the anatomy and physiology of the human body and how this relates to exercise and health, including postural and core stability.

In this unit learners will explore the anatomy and physiology of the main body systems (circulatory system, endocrine system, musculoskeletal system, energy system and nervous system) and how they affect and are affected by exercise.

Learners will also have the opportunity to investigate what is meant by postural and core stability and how this relates to exercise and health.

Essential resources

For this unit, centres need to provide learners with access to:

diagrams of the musculoskeletal, circulatory, endocrine and nervous systems. Models of each body system would be beneficial but are not essential for unit delivery

laboratory equipment and/or models/ images relating to the body systems

computers and the internet to enable them to carry out research as required.

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

45

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1

Under

stan

d t

he

hea

rt a

nd

circ

ula

tory

sys

tem

an

d its

rel

atio

n t

o

exer

cise

and

hea

lth

1.1

Exp

lain

the

funct

ion o

f th

e hea

rt

valv

es

□

Val

ves

– a

trio

venticu

lar

(mitra

l va

lve,

tricu

spid

val

ve),

sem

ilunar

(a

ort

ic v

alve

, pulm

onar

y va

lve)

□

Funct

ion —

ensu

re b

lood f

low

s in

one

direc

tion o

nly

thro

ugh t

he

hea

rt,

pre

vent

the

bac

kwar

d f

low

of

blo

od.

1.2

D

escr

ibe

coro

nar

y ci

rcula

tion

□

Sys

tem

ic c

ircu

lation e

g p

art

of th

e ca

rdio

vasc

ula

r sy

stem

, ca

rrie

s oxy

gen

ated

blo

od f

rom

the

lungs

away

fro

m t

he

hea

rt t

o t

he

body,

re

turn

s deo

xygen

ated

blo

od t

o t

he

hea

rt

□

Pulm

onar

y ci

rcula

tion e

g p

art

of ca

rdio

vasc

ula

r sy

stem

, ca

rrie

s de-

oxy

gen

ated

blo

od a

way

fro

m t

he

hea

rt t

o t

he

lungs,

ret

urn

s oxy

gen

ated

blo

od t

o t

he

hea

rt

1.3

Exp

lain

the

effe

ct o

f dis

ease

pro

cess

es o

n t

he

stru

cture

and

funct

ion o

f blo

od v

esse

ls

□

Cau

ses

chan

ges

in b

oth

str

uct

ure

and f

unct

ion o

f blo

od v

esse

ls.

□

Ath

erosc

lero

tic

pro

cess

es e

g a

bnorm

al d

eposi

tion o

f lip

ids

in t

he

vess

el w

all, p

laque

form

atio

n,

thic

kenin

g o

f th

e ve

ssel

wal

l,

rest

rict

ed b

lood f

low

, en

dot

hel

ial ce

ll dys

funct

ion

□

Art

erio

scle

rotic

pro

cess

eg h

arden

ing o

f ar

teries

, lo

ss o

f el

astici

ty,

build

up o

f fa

t an

d c

hole

ster

ol in

art

erie

s, p

laque

form

atio

n

1.4

Exp

lain

the

short

and long t

erm

ef

fect

s of

exer

cise

on b

lood

pre

ssure

, in

cludin

g t

he

vals

alva

ef

fect

□

Short

-ter

m e

ffec

t eg

sys

tolic

pre

ssure

ris

es,

dia

stolic

pre

ssure

sta

ys

alm

ost

the

sam

e

□

Long-t

erm

effec

t eg

sys

tolic

and d

iast

olic

pre

ssure

s ar

e re

duce

d

□

Val

salv

a ef

fect

http://en.wikipedia.org/wiki/Blood�





http://en.wikipedia.org/wiki/Heart�





BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

46

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

Exp

lain

the

card

iova

scula

r ben

efits

and r

isks

of

endura

nce

/aer

obic

tra

inin

g

□

Ben

efits

eg incr

ease

d h

eart

effic

iency

, dec

reas

ed b

lood p

ress

ure

, in

crea

se in s

troke

volu

me,

incr

ease

in c

ardia

c outp

ut,

dec

reas

e in

re

stin

g h

eart

rat

e, incr

ease

in b

lood v

olu

me,

im

pro

ved b

lood f

low

, im

pro

ved c

hole

ster

ol le

vels

□

Ris

ks e

g o

veru

se inju

ries

, ag

gra

vation

of

exis

ting inju

ries

or

med

ical

co

nditio

ns

1.6

D

efin

e blo

od p

ress

ure

cl

assi

fica

tions

and a

ssoci

ated

hea

lth r

isks

□

Cla

ssific

atio

ns

— low

, norm

al,

hig

h-n

orm

al,

mild

hyp

erte

nsi

on

(gra

de

1),

moder

ate

hyp

erte

nsi

on (

gra

de

2),

sev

ere

hyp

erte

nsi

on

(gra

de

3)

□

Hea

lth r

isks

eg c

oro

nar

y hea

rt d

isea

se,

dam

age

to t

he

arte

ries

, st

roke

s, k

idney

dam

age

2

Under

stan

d t

he

musc

ulo

skel

etal

sy

stem

and its

re

lation t

o e

xerc

ise

2.1

Exp

lain

the

cellu

lar

stru

cture

of

musc

le f

ibre

s □

Endom

ysiu

m —

fin

e sh

eath

of co

nnec

tive

tis

sue

laye

r th

at

surr

ounds

each

sin

gle

musc

le f

ibre

, in

cludes

cap

illar

ies

and n

erve

s.

□

Myo

fibril —

cyl

indrica

l st

ruct

ure

s th

at e

xten

d a

long t

he

com

ple

te

length

of

the

musc

le f

ibre

, co

nsi

sts

of

two t

ypes

of

pro

tein

fila

men

ts

— t

hic

k fila

men

ts,

and t

hin

fila

men

ts

□

Nucl

eus

— c

onta

ins

DN

A in t

he

form

of

gen

es,

and a

lso info

rmat

ion

for

the

form

atio

n o

f pro

tein

s.

□

Sar

cole

mm

a —

cel

l m

embra

ne

that

encl

ose

s ea

ch m

usc

le f

ibre

, co

nta

ins

exte

nsi

ons

tran

sver

se t

ubule

s,

□

Sar

copla

sm —

cyt

opla

sm o

f m

usc

le c

ells

surr

oundin

g t

he

nucl

eus,

co

nta

in m

itoch

ondria

□

Sar

copla

smic

ret

iculu

m —

net

work

of

mem

bra

ne-

encl

ose

d t

ubule

s,

exte

nds

thro

ughout

the

sarc

opl a

sm o

f th

e ce

ll

□

Myo

sin a

nd a

ctin

— c

ontr

actile

pro

tein

fila

men

ts

http://www.ivy-rose.co.uk/References/glossary_entry655.htm�





BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

47

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

D

escr

ibe

the

slid

ing f

ilam

ent

theo

ry

□

Exp

lanat

ion o

f how

musc

les

pro

duce

forc

e

□

Myo

sin (

thic

k) a

nd a

ctin

(th

in)

fila

men

ts w

ithin

the

sarc

om

ere

slid

e bet

wee

n e

ach o

ther

to p

roduce

a m

usc

le c

ontr

action

□

Length

of

sarc

om

ere

short

ened

2.3

Exp

lain

the

effe

cts

of

diffe

rent

types

of

exer

cise

s on m

usc

le

fibre

typ

e

□

Musc

le f

ibre

typ

e —

typ

e I

slow

oxi

dat

ive

fibre

s, t

ype

IIa

fast

oxi

dat

ive

fibre

s, t

ype

IIb f

ast

gly

coly

tic

fibre

s

□

Aer

obic

eg r

ecru

its

slow

oxi

dat

ive

(typ

e I)

fib

res,

incr

ease

d s

tora

ge

of

ener

gy

mole

cule

s su

ch a

s fa

ts a

nd c

arbohyd

rate

, in

crea

sed

endura

nce

, ca

pill

arie

s an

d o

ther

blo

od v

esse

ls e

xpan

d

(vas

odila

tion),

incr

ease

d g

lyco

gen

sto

res,

able

to u

se incr

ease

d

amount

of

fat

as a

sourc

e of fu

el,

incr

ease

d m

itoch

ondria

□

Res

ista

nce

eg r

ecru

its

fast

gly

coly

tic

(typ

e II

) fibre

s, incr

ease

d

musc

ula

r si

ze a

nd s

tren

gth

, pro

mote

s oxy

gen

del

iver

y an

d

utilis

atio

n,

incr

ease

d c

ontr

actile

pro

tein

(ac

tin a

nd m

yosi

n),

tougher

co

nnec

tive

tis

sue,

num

ber

of m

usc

le f

ibre

s m

ay incr

ease

2.4

Id

entify

and loca

te t

he

musc

le

atta

chm

ent

site

s fo

r th

e m

ajor

musc

les

of

the

body

□

Att

achm

ent

site

s an

d m

ajor

musc

les

— r

ota

tor

cuff (

tere

s m

inor,

su

pra

spin

atus,

subsc

apula

ris,

infr

aspin

atus)

, sh

ould

er g

irdle

lev

ator

scap

ula

e, p

ecto

ralis

min

or,

ser

ratu

s an

terior,

tra

pez

ius,

rhom

boid

s m

ajor/

min

or,

ter

es m

ajor)

, sp

inal

ext

enso

rs(e

rect

or

spin

ae:

ilioco

stal

is,

longis

sim

us,

spin

alis

, m

ultifid

us

lum

boru

m)

hip

fle

xors

(i

liopso

as)

(ilia

cus,

pso

as m

ajor)

, ad

duct

ors

(m

agnus,

bre

vis,

lo

ngus,

pec

tiniu

s, g

raci

lis,

sart

orius)

, ab

duct

ors

(glu

teus

med

ius,

glu

teus

min

imus,

piriform

is,

tenso

r fa

scia

lat

ae),

abdom

inal

s (i

nte

rnal

and e

xter

nal

obliq

ues

, tr

ansv

erse

abdom

inis

), q

uad

rice

ps

(rec

tus

fem

oris,

vas

tus

late

ralis

, va

stus

med

ialis

, va

stus

inte

rmed

ius)

, ham

strings

(sem

iten

din

osu

s, s

emim

embra

nosu

s,

bic

eps

fem

oris)

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.5

N

ame,

loca

te a

nd e

xpla

in t

he

funct

ion o

f sk

elet

al m

usc

le

invo

lved

in p

hys

ical

act

ivity

□

Ante

rior

skel

etal

musc

les

eg b

icep

s, r

ectu

s ab

dom

inis

, obliq

ues

, tr

ansv

erse

abdom

inis

pec

tora

lis,

hip

fle

xors

maj

or,

ante

rior

del

toid

s,

med

ial del

toid

s, q

uad

rice

ps,

adduct

ors

, an

terior

tibia

lis

□

Post

erio

r sk

elet

al m

usc

les

eg lat

issi

mus

dors

i, e

rect

or

spin

ae,

glu

teal

s, t

rapez

ius,

rhom

boid

s, t

rice

ps,

med

ial del

toid

s, p

ost

erio

r del

toid

s ab

duct

ors

, ham

strings,

gas

trocn

emiu

s, s

ole

us

□

Funct

ions

eg e

nab

le b

ody

move

men

t, m

ainta

in s

table

body

post

ure

□

Musc

le c

ontr

action —

iso

met

ric

(musc

le t

ensi

on a

nd len

gth

rem

ain

const

ant)

, is

oto

nic

(m

usc

le t

ensi

on r

emai

ns

const

ant

and m

usc

le

length

var

ies)

, is

oki

net

ic (

vary

ing m

usc

le t

ensi

on a

nd len

gth

)

□

Musc

le r

ole

s eg

anta

gonis

t ac

ts in c

ontr

ast

to a

gonis

t, s

tabili

ser

hold

s a

join

t in

pla

ce,

assi

stors

hel

p t

he

agonis

t

2.6

Id

entify

the

anat

om

ical

axi

s an

d

pla

nes

with r

egar

d t

o join

t ac

tions

and d

iffe

rent

exer

cise

s

□

Plan

es —

fro

nta

l, t

ransv

erse

, sa

gitta

l

□

Axi

s —

ante

ropost

erio

r, t

ransv

erse

, lo

ngitudin

al

□

Join

t ac

tions

— t

ransv

ers

axis

and s

agitta

l pla

nes

eg f

lexi

on,

dors

ifle

xion,

pla

nta

r flex

ion,

exte

nsi

on,

hyp

erex

tensi

on

ante

ropost

erio

r ax

is a

nd f

ronta

l pla

ne

eg a

dduct

ion,

abduct

ion,

radia

l dev

iation/f

lexi

on,

uln

ar d

evia

tion/f

lexi

on,

inve

rsio

n,

ever

sion,

elev

atio

n,

dep

ress

ion,

late

ral flex

ion,

longitudin

al a

xis

and t

ransv

ers

pla

ne

eg inte

rnal

and e

xter

nal

rota

tion,

supin

atio

n,

horizo

nta

l ex

tensi

on a

nd f

lexi

on,

rota

tion

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

49

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.7

Exp

lain

the

join

t ac

tions

bro

ught

about

by

spec

ific

musc

le g

roup

contr

actions

□

Musc

les

contr

actions

and join

t ac

tions

eg q

uad

s (h

ip a

nd k

nee

flex

ion),

glu

teus

max

imus

(hip

ext

ensi

on,

exte

rnal

rota

tion),

ad

duct

ors

(ad

duct

ion a

nd e

xter

nal

rota

tion,

adduct

ion,

flex

ion a

nd

inte

rnal

rota

tion),

gas

trocn

emiu

s (p

lanta

r flex

ion a

t an

kle)

, re

ctus

abdom

inus

(forw

ard s

pin

al f

lexi

on),

ext

ernal

and inte

rnal

obliq

ues

(t

ors

o r

ota

tion),

ere

ctor

spin

ae (

trunk

exte

nsi

on),

pec

tora

lis m

ajor

(fle

xion,

adduct

ion,

inte

rnal

rota

tion),

del

toid

(flex

ion,

inte

rnal

ro

tation,

exte

nsi

on,

exte

rnal

rot

atio

n),

tra

pez

ius

(ele

vation,

adduct

ion,

dep

ress

ion),

rhom

boid

maj

or

(adduct

ion a

nd e

leva

tion),

bic

eps

(elb

ow

fle

xion),

trice

ps

(ext

ensi

on a

t th

e el

bow

), lat

issi

mus

dors

i (e

xten

sion,

adduct

ion,

inte

rnal

rota

tion)

2.8

D

escr

ibe

join

ts/j

oin

t st

ruct

ure

w

ith r

egar

d t

o r

ange

of

motion/m

ove

men

t an

d inju

ry

risk

□

Syn

ovi

al join

ts-f

reel

y m

ove

able

, sy

novi

al c

avity,

syn

ovi

al

mem

bra

ne,

syn

ovi

al f

luid

, ar

ticu

lar

capsu

le,

ligam

ents

, ar

ticu

lar

cart

ilage

□

Fibro

us

join

ts –

fix

ed/i

mm

ova

ble

, no join

t ca

vity

, co

nnec

ted v

ia

fibro

us

connec

tive

tis

sue,

sku

ll an

d p

elvi

s hel

d t

oget

her

by

thes

e jo

ints

□

Car

tila

gin

ous

join

ts-

slig

htly

move

able

, jo

ints

in w

hic

h t

he

bones

are

at

tach

ed b

y ca

rtila

ge,

allo

w f

or

only

a little

move

men

t (i

n t

he

spin

e or

ribs)

□

Ran

ge

of

move

men

t of

synovi

al join

ts-

glid

ing (

glid

ing o

r sl

idin

g

move

men

ts o

nly

) eg

car

pal

s, h

inge

(fle

xion a

nd e

xten

sion in o

ne

pla

ne)

eg t

he

elbow

, el

lipso

idal

(flex

ion,

exte

nsi

on,

abduct

ion,

adduct

ion)

eg t

he

wrist

, sa

ddle

join

ts (

flex

ion,

exte

nsi

on,

abduct

ion,

adduct

ion)

eg t

hum

b b

etw

een t

he

met

acar

pal

and c

arpal

, bal

l an

d

sock

et join

ts (

all m

ove

men

ts e

xcep

t glid

ing)

eg t

he

should

er,

piv

ot

(rota

tion)

eg a

rms

outw

ard o

r in

war

d

□

Inju

ry r

isks

eg if

the

join

t is

ove

r ex

tended

, if t

he

join

t is

not

alig

ned

co

rrec

tly

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

50

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.9

D

escr

ibe

join

t m

ove

men

t pote

ntial

and join

t ac

tions

□

Join

t m

ove

men

t an

d p

ote

ntial

act

ion e

g f

lexi

on/b

endin

g t

he

elbow

, ex

tensi

on/s

trai

ghte

nin

g t

he

elbow

, horizo

nta

l flex

ion/a

dduct

ion/e

xten

sion/a

bduct

ion/s

hould

er m

ove

men

ts,

late

ral

flex

ion/m

ovi

ng s

pin

e le

ft t

o r

ight,

inve

rsio

n a

nd e

vers

ion /

turn

ing

the

ankl

e, r

ota

tion/a

rms

inw

ard a

nd o

utw

ard,

abduct

ion/l

ifting a

n

arm

horizo

nta

lly a

dduct

ion/r

eturn

ing t

he

arm

fro

m t

he

horizo

nta

l posi

tion t

o t

he

side

of

the

body,

ret

ract

ion/p

ulli

ng t

he

chin

bac

kwar

ds,

pro

trac

tion/

thru

stin

g t

he

chin

e fo

rwar

d,

elev

atio

n/s

hould

er s

hru

gs,

dep

ress

ion/d

roppin

g t

he

jaw

2.1

0

Des

crib

e th

e st

ruct

ure

of

the

pel

vic

girdle

and a

ssoci

ated

m

usc

les

and lig

amen

ts

□

Str

uct

ure

eg illi

um

, is

chiu

m p

ubis

□

Musc

les

eg r

ectu

s ab

dom

inus,

ilio

pso

as,

glu

teus

max

imus,

pec

tineu

s, r

ectu

s fe

moris

, sa

rtorius

□

Ligam

ents

- an

terior

sacr

oili

ac,

post

erio

r sa

croili

ac,

inte

ross

eous

sacr

oili

ac,

sacr

otu

ber

ous,

sac

rosp

inous

3

Under

stan

d

post

ura

l an

d c

ore

st

abili

ty

3.1

D

escr

ibe

the

stru

cture

and

funct

ion o

f th

e st

abili

sing

ligam

ents

and m

usc

les

of

the

spin

e

□

Key

lig

amen

ts (

ante

rior

and p

ost

erio

r lo

ngitudin

al,

supra

spin

ous,

in

ters

pin

ous,

lig

amen

tum

fla

vum

), f

ibro

us

ban

ds

of

connec

tive

tiss

ue

that

att

ach t

o b

one,

som

e el

astici

ty

□

Funct

ions

-pro

tect

the

spin

e fr

om

inju

ry e

g h

yper

- ex

tensi

on a

nd

flex

ion m

ove

men

ts,

keep

join

ts s

table

during r

est

and m

ove

men

t,

stop join

ts b

endin

g t

he

wro

ng w

ay

□

Key

musc

les

eg lum

bar

multifid

ius,

tra

nsv

ersu

s ab

dom

inus

(TA),

in

tern

al a

nd e

xter

nal

obliq

ues

, re

ctus

abdom

inus,

ere

ctor

spin

ae,

quad

arar

us

lum

borium

, glu

teus

max

imus

hip

fle

xors

□

Funct

ions

eg k

eep e

ach s

pin

al s

egm

ent

from

shifting a

nd s

lidin

g

during a

ctiv

ity,

fee

d f

orw

ard loop (

ner

ves

to t

he

TA a

lert

the

musc

le

in a

dva

nce

of

move

men

t),

exte

nd a

nd r

ota

te t

he

spin

e, p

rovi

de

pro

tect

ion a

nd s

tabili

ty

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

51

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

D

escr

ibe

loca

l m

usc

le c

han

ges

th

at c

an t

ake

pla

ce d

ue

to

insu

ffic

ient

stab

ilisa

tion

□

Chan

ges

eg w

eak

or

inac

tive

musc

les,

ove

ract

ive

musc

les,

co

mpen

sation,

dec

reas

e in

move

men

t ef

fici

ency

3.3

Exp

lain

the

pote

ntial

effec

ts o

f ab

dom

inal

adip

osi

ty a

nd p

oor

post

ure

on m

ove

men

t ef

fici

ency

□

Effec

ts e

g s

om

e m

usc

les

ove

rwork

, sh

ift

in c

entr

e of

gra

vity

, re

strict

s m

ove

men

t ef

fici

ency

and p

erfo

rman

ce,

incr

ease

s risk

of

inju

ry,

incr

ease

d t

ensi

on,

fatigue

3.4

Exp

lain

the

pote

ntial

pro

ble

ms

that

can

occ

ur

as a

res

ult o

f post

ura

l dev

iations

□

Dev

iation e

g k

yphosi

s, s

colio

sis,

lord

osi

s

□

Pote

ntial

pro

ble

ms

eg f

atig

ue,

hea

dac

hes

, m

usc

ula

r te

nsi

on,

poor

circ

ula

tion a

nd d

iges

tion,

low

er b

ack

pai

n,

limited

fle

xibili

ty a

nd

range

of

motion,

join

t st

iffn

ess

and p

ain,

incr

ease

d r

isk

of

inju

ry.

3.5

Exp

lain

the

impac

t of

core

st

abili

sation e

xerc

ise

and t

he

pote

ntial

for

inju

ry/a

ggra

vation

of

pro

ble

ms

□

Core

sta

bili

sation e

xerc

ise

eg s

tatic

and d

ynam

ic f

loor

exer

cise

, m

edic

ine

bal

l ex

erci

ses

□

Impac

t eg

musc

les

of

the

arm

s an

d leg

s hav

e a

more

sta

ble

bas

e to

w

ork

fro

m,

impro

ves

the

qual

ity

of

move

men

t, im

pro

ves

musc

ula

r co

-ord

inat

ion d

uring m

ove

men

t, h

elp t

o m

ainta

in a

ppro

priat

e post

ure

and r

educe

str

ain o

n t

he

spin

e, c

orr

ect

post

ura

l im

bal

ance

s,

dev

elop f

unct

ional

fitnes

s;

□

Pote

ntial

for

inju

ry/a

ggra

vation o

f pro

ble

ms

eg w

ith s

om

e re

sist

ance

st

retc

hin

g,

risk

of

lum

bar

inju

ry w

ith f

ull

spin

al f

lexi

on,

post

ura

l pro

ble

ms

may

pre

vent

use

of

som

e ex

erci

ses,

nee

d t

o m

ainta

in

neu

tral

spin

e al

ignm

ent

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

52

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.6

Exp

lain

the

ben

efits,

ris

ks a

nd

applic

atio

ns

of

the

follo

win

g

types

of

stre

tchin

g:

□

stat

ic (

pas

sive

and a

ctiv

e)

□

dyn

amic

□

pro

prioce

ptive

neu

rom

usc

ula

r fa

cilit

atio

n

□

Act

ive

stre

tchin

g e

g incr

ease

s flex

ibili

ty,

incr

ease

s ra

nge

of

motion

in t

he

join

ts,

stre

ngth

ens

the

agonis

tic

musc

les,

can

wea

ken

musc

les

and m

ake

them

more

pro

ne

to inju

ry

□

Pass

ive

stre

tchin

g e

g u

sefu

l in

rel

ievi

ng s

pas

ms

in m

usc

les

that

are

hea

ling a

fter

an inju

ry,

‘coolin

g d

ow

n’ af

ter

a w

ork

out,

red

uce

s post

-work

out

musc

le f

atig

ue,

and s

ore

nes

s

□

Pro

prioce

ptive

neu

rom

usc

ula

r fa

cilit

atio

n e

g e

nco

ura

ges

fle

xibili

ty

and c

oord

inat

ion a

cross

entire

ran

ge

of

motion,

supple

men

ts d

aily

st

retc

hin

g,

not

reco

mm

ended

for

child

ren a

nd p

eople

whose

bones

ar

e st

ill g

row

ing,

very

str

enuous,

adds

stre

ss t

o t

arget

ed m

usc

le

gro

up,

incr

ease

s risk

of

soft

tis

sue

inju

ry.

□

Dyn

amic

str

etch

ing e

g g

entle

build

up t

o t

he

limits

of

range

of

motion,

impro

ves

dyn

amic

fle

xibili

ty,

use

ful as

par

t of

war

m-u

p f

or

an a

erobic

work

out,

incr

ease

s co

re a

nd m

usc

le t

emper

ature

, hel

ps

dec

reas

e th

e ch

ance

of

inju

ry

4

Under

stan

d t

he

ner

vous

syst

em

and its

rel

atio

n t

o

exer

cise

4.1

D

escr

ibe

the

spec

ific

role

s of:

□

the

centr

al n

ervo

us

syst

em

(CN

S)

□

the

per

ipher

al n

ervo

us

syst

em (

PNS)

incl

udin

g

som

atic

and a

uto

nom

ic

syst

ems

□

Cen

tral

ner

vous

syst

em e

g inte

gra

tes

info

rmat

ion r

ecei

ved f

rom

all

par

ts o

f th

e body,

coord

inat

es a

ctiv

ity

of

all par

ts o

f th

e body,

co

ntr

ols

the

various

body

funct

ions

(eg m

ove

men

t, s

ensa

tion,

thin

king,

mem

ory

, sp

eech

), v

isual

and s

pat

ial sk

ills

□

Peripher

al n

ervo

us

syst

em (

auto

nom

ic n

ervo

us

syst

em,

som

atic

ner

vous

syst

em,

sym

pat

het

ic s

yste

m,

par

asym

pat

het

ic s

yste

m)

eg

connec

ts c

entr

al n

ervo

us

syst

em t

o lim

bs

and o

rgan

s, c

oord

inat

es

body

move

men

ts,

rece

ives

ext

ernal

stim

uli,

reg

ula

tes

activi

ties

under

consc

ious

contr

ol, m

anag

es a

ll as

pec

ts o

f dig

estion,

resp

onse

to

im

pen

din

g d

anger

(in

crea

sed o

f hea

rtbea

t an

d b

lood p

ress

ure

, ‘fig

ht

or

flig

ht’ r

esponse

s),

in a

res

ting a

nd r

elax

ed p

erso

n

resp

onsi

ble

for

eg c

onst

rict

ion o

f pupils

, dila

tion o

f th

e blo

od v

esse

ls

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

53

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.2

D

escr

ibe

ner

vous

contr

ol an

d

tran

smis

sion o

f a

ner

vous

impuls

e

□

Impuls

es t

ransm

itte

d a

s el

ectr

ical

sig

nal

s

□

Neu

ron r

ecei

ves

an im

puls

e an

d t

ransm

its

it t

o t

he

nex

t neu

ron

□

Sta

ges

— p

ola

rise

d m

embra

ne

(sodiu

m o

n t

he

outs

ide,

and

pota

ssiu

m o

n t

he

insi

de)

, re

stin

g n

euro

n a

nd r

esting p

ote

ntial

, ac

tion p

ote

ntial

(so

diu

m ions

move

insi

de

the

mem

bra

ne)

as

neu

ron

rece

ive

a st

imulu

s, r

epola

risa

tion (

pota

ssiu

m ions

move

outs

ide,

an

d s

odiu

m ions

stay

insi

de

mem

bra

ne)

, re

frac

tory

per

iod –

ret

urn

to

res

ting s

tate

4.3

D

escr

ibe

the

stru

cture

and

funct

ion o

f a

neu

ron

□

Str

uct

ure

— n

ucl

eus,

den

drite

s, a

xon,

som

a, a

xon h

illock

, m

yelin

sh

eath

, N

odes

of

Ran

vier

, te

rmin

al b

utt

ons

□

Funct

ion —

tra

nsm

it info

rmat

ion t

hro

ughout

the

body.

in b

oth

ch

emic

al a

nd e

lect

rica

l fo

rms

4.4

Exp

lain

the

role

of

a m

oto

r unit

□

Bas

ic f

unct

ional

units

of

skel

etal

musc

le (

smal

l an

d lar

ge

moto

r units)

□

Role

in m

usc

le c

ontr

action (

num

ber

of

moto

r units

in a

musc

le

det

erm

ines

the

stre

ngth

of

musc

le c

ontr

action)

eg g

roups

of

moto

r units

oft

en w

ork

toget

her

to c

oord

inat

e th

e co

ntr

actions

of

a si

ngle

m

usc

le

□

Funct

ional

role

lar

gel

y def

ined

by

pro

per

ties

eg t

asks

req

uirin

g

pro

longed

musc

le f

orc

e ca

rrie

d o

ut

by

slow

, fa

tigue-

resi

stan

t m

oto

r units

□

Moto

r unit r

ecru

itm

ent,

incr

ease

d firin

g o

f re

cruited

moto

r units.

4.5

Exp

lain

the

pro

cess

of

moto

r unit r

ecru

itm

ent

and t

he

signific

ance

of

a m

oto

r unit’s

si

ze a

nd n

um

ber

of

musc

le f

ibre

s

□

Moto

r unit r

ecru

itm

ent

— p

rogre

ssiv

e ac

tiva

tion o

f a

musc

le t

hro

ugh

recr

uitin

g m

oto

r units

to s

tren

gth

en m

usc

le c

ontr

actions,

mea

sure

of

how

man

y m

oto

r neu

rons

are

activa

ted in a

par

ticu

lar

musc

le,

the

hig

her

the

recr

uitm

ent

the

stro

nger

the

musc

le c

ontr

action

□

Sig

nific

ance

of

size

and n

um

ber

of m

usc

le f

ibre

s – s

ize

princi

ple

ie

moto

r units

gen

eral

ly r

ecru

ited

in o

rder

of

smal

lest

/few

est

fibre

s to

la

rges

t/m

ost

fib

res

as c

ontr

action incr

ease

s

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

54

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.6

Exp

lain

the

funct

ion o

f m

usc

le

pro

prioce

pto

rs a

nd t

he

stre

tch

reflex

□

Musc

le p

roprioce

pto

rs t

ypes

eg m

usc

le s

pin

dle

s, g

olg

i te

ndon o

rgan

, pac

inia

n c

orp

usc

le

□

Funct

ions

— r

elay

info

rmat

ion a

bout

motion o

r posi

tion,

crea

te

awar

enes

s of

body

posi

tion a

nd m

ovem

ent

in s

pac

e, d

etec

t su

btle

chan

ges

in m

ove

men

t, p

ositio

n,

tensi

on,

and f

orc

e w

ithin

the

body,

ca

n t

rigger

cer

tain

pro

tect

ive

reflex

es e

g s

tret

ch r

efle

x

□

Str

etch

ref

lex

(myo

tatic

reflex

) – d

ynam

ic a

nd s

tatic

com

ponen

ts

□

Funct

ion —

musc

le c

ontr

action in r

esponse

to s

tret

chin

g w

ithin

the

musc

le,

pro

vides

auto

mat

ic r

egula

tion o

f sk

elet

al m

usc

le len

gth

, hel

ps

to m

ainta

in m

usc

le t

one

and t

o p

rote

ct t

he

body

from

inju

ry.

4.7

Exp

lain

rec

ipro

cal in

hib

itio

n a

nd

its

rele

vance

to e

xerc

ise

□

Rec

ipro

cal in

hib

itio

n —

ref

lex

causi

ng t

he

anta

gonis

t m

usc

le t

o r

elax

w

hen

the

syner

gis

t co

ntr

acts

□

Can

be

use

d in f

lexi

bili

ty t

rain

ing t

o incr

ease

ran

ge

of

motion

4.8

Exp

lain

the

neu

rom

usc

ula

r ad

apta

tions

asso

ciat

ed w

ith

exer

cise

/tra

inin

g

□

Neu

rom

usc

ula

r ad

apta

tions

eg h

yper

trophy,

incr

ease

in t

endon

stre

ngth

, in

crea

sed m

yoglo

bin

sto

res,

incr

ease

d n

um

ber

s of

mitoch

ondria,

incr

ease

d s

tora

ge

of gly

cogen

and t

rigly

cerides

, im

pro

ved a

bili

ty t

o r

ecru

it m

oto

r units,

im

pro

ved m

usc

le

coord

inat

ion,

incr

ease

d n

ervo

us

syst

em c

onnec

tions

4.9

Exp

lain

the

ben

efits

of

impro

ved

neu

rom

usc

ula

r co

ord

inat

ion/e

ffic

iency

to

exer

cise

per

form

ance

□

Ben

efits

eg im

pro

ved m

usc

le c

oord

inat

ion,

impro

ved s

tren

gth

, m

ove

men

ts m

ore

eff

icie

nt,

sta

bili

ty im

pro

ved

5

Under

stan

d t

he

endocr

ine

syst

em

and its

rel

atio

n t

o

exer

cise

and

hea

lth

5.1

D

escr

ibe

the

funct

ions

of

the

endocr

ine

syst

em

□

Mai

nta

in a

sta

ble

envi

ronm

ent

within

the

body

(hom

eost

asis

)

□

Reg

ula

te m

ood,

gro

wth

and d

evel

opm

ent,

tis

sue

funct

ion,

met

abolis

m

□

Horm

one

pro

duct

ion

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

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ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.2

Id

entify

the

maj

or

gla

nds

in t

he

endocr

ine

syst

em

□

Maj

or

gla

nds

— h

ypoth

alam

us

(mai

n lin

k bet

wee

n t

he

endocr

ine

and n

ervo

us

syst

ems)

, pituitar

y gla

nd (

contr

ols

sev

eral

oth

er

endocr

ine

gla

nds)

, th

yroid

(co

ntr

ols

the

rate

at

whic

h c

ells

burn

fu

els

from

food t

o p

roduce

ener

gy)

, par

athyr

oid

(re

gula

te t

he

leve

l of

calc

ium

in t

he

blo

od),

adre

nal

gla

nds

(reg

ula

te s

alt

and w

ater

bal

ance

in t

he

body,

the

body'

s re

sponse

to s

tres

s, m

etab

olis

m,

the

imm

une

syst

em,

and s

exual

dev

elopm

ent

and f

unct

ion),

pin

eal body

(may

hel

p s

leep

ing a

t nig

ht

and w

akin

g in t

he

morn

ing,

repro

duct

ive

gla

nds

(whic

h incl

ude

the

ova

ries

and t

este

s

5.3

Exp

lain

the

funct

ion o

f horm

ones

in

cludin

g:

□

gro

wth

horm

one

□

thyr

oid

horm

ones

□

cort

icost

eroid

s

□

cate

chola

min

es

□

insu

lin

□

glu

cagon

□

Funct

ion o

f horm

ones

— c

oord

inat

e th

e ac

tivi

ties

of

spec

ific

cel

ls in

cert

ain a

reas

of

the

body

□

Gro

wth

horm

one

eg s

tim

ula

tes

gro

wth

of

new

cel

ls,

stim

ula

tes

the

gro

wth

of

all in

tern

al o

rgan

s, s

tim

ula

tes

the

imm

une

syst

em,

spec

ific

diffe

rentiat

ion o

f ce

rtai

n t

ypes

of

cells

, ac

tive

in t

he

met

abolis

m o

f pro

tein

s, c

arbohyd

rate

s an

d f

ats

□

Thyr

oid

horm

ones

eg incr

ease

bas

al m

etab

olic

rat

e, e

nsu

re p

roper

dev

elopm

ent

and d

iffe

rentiat

ion o

f al

l ce

lls (

eg s

kele

tal dev

elopm

ent

in c

hild

ren),

reg

ula

te p

rote

in,

fat,

and c

arbohyd

rate

met

abolis

m,

stim

ula

te v

itam

in m

etab

olis

m,

stim

ula

tes

the

form

atio

n o

f re

d b

lood

cells

, co

ntr

ol of

ner

vous

syst

em

□

Cort

icost

eroid

s eg

contr

ol sa

lt a

nd w

ater

bal

ance

in t

he

body,

re

gula

te c

arbohyd

rate

, fa

t, a

nd p

rote

in m

etab

olis

m,

enab

le t

he

body

to c

ope

with s

tres

s (e

g infe

ctio

n,

trau

ma,

surg

ery,

em

otional

pro

ble

ms)

, su

pport

the

imm

une

syst

em (

blo

ck p

roduct

ion o

f su

bst

ance

s th

at t

rigger

alle

rgic

and inflam

mat

ory

act

ions)

□

Cat

echola

min

es e

g r

egula

te a

var

iety

of

the

centr

al n

ervo

us

syst

em

funct

ions,

gen

eral

phys

iolo

gic

al c

han

ges

that

pre

par

e th

e body

for

phys

ical

act

ivity

(fig

ht-

or-

flig

ht

resp

onse

) eg

incr

ease

s in

hea

rt r

ate,

blo

od p

ress

ure

, blo

od g

luco

se lev

els,

sym

pat

het

ic n

ervo

us

syst

em

contr

ol

http://www.medindia.net/patients/patientinfo/HumanGrowthHormone_Function.htm�













BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

56

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

Insu

lin e

g m

ainta

ins

low

blo

od g

luco

se lev

els,

stim

ula

tes

conve

rsio

n

of

exce

ss g

luco

se t

o g

lyco

gen

, re

gula

tes

carb

ohyd

rate

and f

at

met

abolis

m,

influen

ces

oth

er b

ody

funct

ions

□

Glu

cagon-

rais

es b

lood g

luco

se lev

els

(opposi

te e

ffec

t to

opposi

te

insu

lin),

stim

ula

tes

pro

duct

ion o

f glu

cose

fro

m a

min

o a

cids

and

lact

ic a

cid in t

he

liver

, st

imula

tes

the

rele

ase

of

fatt

y ac

ids

from

ad

ipose

tis

sue

6

Under

stan

d e

ner

gy

syst

ems

and t

hei

r re

lation t

o e

xerc

ise

6.1

Id

entify

the

contr

ibution o

f en

ergy

acco

rdin

g t

o:

□

dura

tion o

f ex

erci

se/a

ctiv

ity

bei

ng p

erfo

rmed

□

type

of

exer

cise

/act

ivity

bei

ng p

erfo

rmed

□

inte

nsi

ty o

f ex

erci

se/a

ctiv

ity

bei

ng p

erfo

rmed

□

Ener

gy

syst

ems

— a

erobic

, cr

eating p

hosp

hat

e, g

lyco

tic

□

Dura

tion o

f ex

erci

se/a

ctiv

ity

— a

erobic

long d

ura

tion e

ner

gy

syst

em,

crea

tine

phosp

hst

e sy

stem

— s

hort

` e

xplo

sive

’ dura

tions,

gly

coly

tic

syst

em —

supplie

s en

ergy

for

exer

cise

s la

stin

g les

s th

an

about

two m

inute

s

□

Typ

e of

exer

cise

— e

g a

erobic

sys

tem

mai

n c

ontr

ibuto

r to

mar

athon

runnin

g,

crea

tine

phosp

hat

e sy

stem

mai

n e

ner

gy

sourc

e eg

100 m

sp

rint,

short

set

of

wei

ght

lifting e

xerc

ise,

gly

cotic

syst

em m

ain

ener

gy

sourc

e in

400 m

sprint,

sin

gle

shift

in ice

hock

ey

□

Inte

nsi

ty —

aer

obic

sys

tem

low

to

moder

ate

inte

nsi

ty,

crea

tine

phosp

hat

e sy

stem

hig

h inte

nsi

ty `

exp

losi

ve’ ex

erci

se,

gly

cotic

syst

em h

igh inte

nsi

ty

6.2

Id

entify

the

by-

pro

duct

s of

the

thre

e en

ergy

syst

ems

and t

hei

r si

gnific

ance

in m

usc

le f

atig

ue

□

By

pro

duct

s —

lac

tic

acid

(gly

cotic)

, w

ater

and c

arbon d

ioxi

de

(aer

obic

)

□

Sig

nific

ance

in m

usc

le f

atig

ue

eg inte

rfer

ence

with m

usc

le

contr

action,

accu

mula

tion o

f la

ctic

aci

d w

ithin

the

musc

les

causi

ng

pai

n a

nd f

atig

ue.

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.3

D

escr

ibe

the

effe

ct o

f en

dura

nce

tr

ainin

g/a

dva

nce

d t

rain

ing

met

hods

on t

he

use

of

fuel

for

exer

cise

□

Use

s oxy

gen

more

effic

iently

to m

etab

olis

e ca

rbohyd

rate

s an

d f

at

□

Mak

es b

ody

more

eff

icie

nt

at u

sing f

at a

s fu

el

□

Dec

reas

es t

he

relia

nce

on c

arbohyd

rate

as

a fu

el

□

Incr

ease

d lac

tate

thre

shold

□

Aff

ects

body’

s ab

ility

to `

clea

r’ lac

tic

acid


58


Delivery

This unit should be delivered in a way that develops knowledge and understanding of anatomy and physiology in relation to exercise and health. Learners need to know and understand:

how the following body systems – circulatory, musculoskeletal, nervous, endocrine, energy- relate to exercise and health

postural and core stability and the impact of core stabilisation exercises and stretching on the body.

A useful opening would be small-group discussions focusing on the anatomy and physiology of the body and how they relate to, and impact on, exercise and health. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.

A variety of delivery methods could be used including lectures, tutorials, presentations, videos, worksheets, anatomy models, laboratory work and internet research. There will be a great deal of scientific anatomical language within the unit so practical application should be used wherever possible.

Study of the musculoskeletal system requires the use of diagrams, and preferably a life-sized, hinged model skeleton. X-rays can be used to illustrate the different joints of the skeleton. Learners will also need access to pictures of, or access to microscopes and slides so they can see the cellular structure of muscle fibres. Diagrams showing all the named muscle attachment sites and the skeletal muscles involved in exercise will also be required.

Learners should be encouraged to engage with employers and, employees to gain a broad knowledge and understanding of the relationship between anatomy and physiology and exercise and health. Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with those for whom this knowledge and understanding is a key requirement of their job role, for example a health fitness instructor, where possible, and through the use of guest speakers and video/DVD training programmes.

A presentation by a health education professional will support delivery, adding vocational relevance and currency. The visiting speaker could deliver a summary of how the main body systems affect and are affected by exercise and physical activity and how this impacts on the overall health of individuals. This should be supported by examples drawn from industry or through developed case studies that highlight:

specific example for each of the required body systems

postural and core stability including the stabilising muscles and ligaments of the spine, postural deviations and the associated problems.

This unit may be delivered through distance learning. However, this will involve additional considerations, such as planning, and other measures to ensure learners gain the required knowledge and understanding.


59

Assessment




Assessment tasks and activities should enable learners to produce valid, and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.


Books

Clegg C – Exercise Physiology and Functional Anatomy (Studies in Sport & Physical Education) (Feltham Press Ltd; Revised edition, 1994) ISBN 9780952074311

Hazeldine R – Fitness for Sport (The Crowood Press, 2000) ISBN 9781861263360


Palastanga N – Anatomy and Human Movement (Butterworth-Heinemann, 2006) ISBN 9780750688147

Rowett H G Q – Basic Anatomy and Physiology (Hodder Murray, 1999) ISBN 9780719585920

Sharkey B and Gaskill E – Fitness and Health (Human Kinetics, 2006) ISBN 9780736056144

Sharkey B J – Physiology of Fitness, 3rd Edition (Human Kinetics, 1990) ISBN 9780873222679

Tortora G J and Derrickson B H – Principles of Anatomy and Physiology (John Wiley and Sons, 2008) ISBN 9780470233474

Journals



Research Quarterly for Exercise and Sport

Websites

BBC Health www.bbc.co.uk/health


British Heart Foundation www.bhf.org.uk

Coachwise www.1st4sport.com

Health Development Agency www.nice.org.uk

NHS Information Centre www.ic.nhs.uk/


60

Unit 5: Programming Personal Training with Clients

Unit reference number: F/600/9052

QCF level: 3

Credit value: 7


Unit aim

The aim of this unit is to develop an understanding of and skills in planning, managing, adapting and reviewing personal training programmes for clients.

In this unit, learners will explore the principles of preparing personal training programmes. This will involve including the importance of clients committing to long-term behaviour change, the principles of collecting information to plan personal training programmes and how to identify personal training goals with clients. They will also look at how to adapt and monitor personal training programmes with clients.

Leaners will have the opportunity to put their knowledge and understanding into practice through collecting client information, agreeing goals with clients and planning, managing and adapting a personal training programme with clients. They will also have the opportunity to review client progress, including reviewing goals set, client monitoring progress and giving clients constructive and motivational feedback.

Essential resources

For this unit, centres need to provide learners with access to:

examples of informed consent forms and to normative data for interpreting fitness test results

the appropriate equipment and an appropriate area to carry out the practical activities required by this unit

computers, the internet and library facilities to enable them to carry out research as required.

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

61

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

the

range

of

reso

urc

es

required

to d

eliv

er a

per

sonal

tr

ainin

g p

rogra

mm

e, incl

udin

g:

□

envi

ronm

ent

for

the

sess

ion

□

port

able

equip

men

t

□

fixe

d e

quip

men

t

□

Envi

ronm

ent

eg g

ym,

hea

lth/l

eisu

re c

entr

e, h

ealth c

lub,

sport

s hal

l,

clie

nt’s

hom

e, c

lient’s

work

pla

ce,

outd

oor

area

□

Port

able

equip

men

t eg

res

ista

nce

ban

ds,

mat

s, s

kippin

g r

opes

, gym

bal

ls/S

wis

s bal

ls,

dum

bel

ls,

bar

bel

ls,

med

icin

e bal

ls,

step

□

Fixe

d e

quip

men

t eg

tre

adm

ills,

cro

ss t

rain

ers,

cyc

les,

row

ing

mac

hin

es

1

Under

stan

d h

ow

to

pre

par

e per

sonal

tr

ainin

g

pro

gra

mm

es

1.2

Exp

lain

how

to w

ork

in

envi

ronm

ents

that

are

not

spec

ific

ally

des

igned

for

exer

cise

/phys

ical

act

ivity

□

Hea

lth a

nd s

afet

y co

nsi

der

atio

ns

□

Envi

ronm

ents

eg c

lient’s

hom

e ,

clie

nt’s

work

pla

ce,

outd

oor

area

s

□

Exe

rcis

e/phys

ical

act

ivity

appro

priat

e fo

r th

e en

viro

nm

ent

2.1

Exp

lain

why

it is

import

ant

for

clie

nts

to u

nder

stan

d t

he

adva

nta

ges

of

per

sonal

tra

inin

g

□

Adva

nta

ges

eg m

otiva

tion,

suppor

t an

d e

nco

ura

gem

ent,

hea

lth-

rela

ted b

enef

its,

fitnes

s-re

late

d b

enef

its

□

Import

ance

eg a

dher

ence

to p

erso

nal

tra

inin

g p

rogra

mm

e,

com

mitm

ent

2

Under

stan

d t

he

import

ance

of

long

term

beh

avio

ur

chan

ge

for

per

sonal

tra

inin

g

2.2

Exp

lain

why

it is

import

ant

for

a per

sonal

tra

iner

to w

ork

to

get

her

with c

lients

to a

gre

e goal

s, o

bje

ctiv

es,

pro

gra

mm

es

and a

dap

tations

□

Import

ance

eg e

nsu

re c

lient

under

stan

din

g,

incl

usi

on,

motiva

tion

and a

dher

ence

□

Tak

e ac

count

of

rele

vant

fact

ors

eg a

ge,

abili

ty,

gen

der

, m

edic

al

issu

es,

spec

ific

nee

ds,

clie

nt

goa

ls a

nd o

ther

com

mitm

ents

, bar

rier

s to

ach

ieve

men

t

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

62

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Exp

lain

the

import

ance

of

long-

term

beh

avio

ur

chan

ge

in

dev

elopin

g c

lient

fitn

ess

□

Sta

ges

in b

ehav

iour

chan

ge

eg ,

con

tem

pla

tion,

pre

par

atio

n,

action,

mai

nte

nan

ce,

rela

pse

□

Import

ance

eg p

rom

ote

s ad

her

ence

and m

otiva

tion,

clie

nt

can s

ee

how

beh

avio

ur

chan

ge

affe

cts

thei

r fitn

ess

leve

ls a

nd p

rogre

ss

2.4

Exp

lain

how

to e

nsu

re c

lients

co

mm

it t

hem

selv

es t

o long-t

erm

ch

ange

□

Appro

aches

eg p

rovi

din

g p

osi

tive

fee

dbac

k, e

nco

ura

gem

ent

and

support

, se

ttin

g r

ealis

tic,

ach

ieva

ble

goal

s, r

evie

win

g g

oal

s, w

ork

ing

with c

lient

to r

emove

bar

rier

s, p

rovi

din

g a

dvi

ce a

nd info

rmat

ion

3.1

Exp

lain

the

princi

ple

s of

info

rmed

conse

nt

□

Exp

lain

the

pro

cess

and its

purp

ose

□

Ensu

re c

lient

is f

ully

aw

are

of w

hat

the

per

sonal

tra

inin

g

pro

gra

mm

e in

volv

es e

g,

type

of

exer

cise

/phys

ical

act

ivitie

s in

volv

ed,

phys

ical

and t

echnic

al d

eman

ds,

aim

s an

d o

bje

ctiv

es,

ben

efits,

iden

tify

any

pote

ntial

ris

ks

3.2

Exp

lain

why

info

rmed

conse

nt

should

be

obta

ined

bef

ore

co

llect

ing info

rmat

ion f

or

a per

sonal

tra

inin

g p

rogra

mm

e

□

Est

ablis

h c

lient

under

stan

din

g e

g g

ive

the

clie

nt

the

opport

unity

to

consi

der

info

rmat

ion p

rovi

ded

and t

o a

sk q

ues

tions

□

Obta

in s

igned

conse

nt

□

Legal

req

uirem

ents

eg d

ata

pro

tect

ion a

nd s

tandar

d indust

ry

pra

ctic

e eg

REP

Code

of

Conduct

3

Under

stan

d t

he

princi

ple

s of

colle

ctin

g

info

rmat

ion t

o p

lan

a per

sonal

tra

inin

g

pro

gra

mm

e

3.3

Sum

mar

ise

the

clie

nt

info

rmat

ion t

hat

should

be

colle

cted

when

des

ignin

g a

per

sonal

tra

inin

g p

rogra

mm

e to

in

clude:

□

per

sonal

goal

s

□

lifes

tyle

□

med

ical

his

tory

□

phys

ical

act

ivity

his

tory

□

Clie

nt

info

rmat

ion t

o incl

ude

per

sonal

goal

s, lifes

tyle

, m

edic

al

his

tory

, phys

ical

act

ivity

his

tory

, phys

ical

act

ivity

likes

and d

islik

es,

motiva

tion a

nd b

arrier

s to

par

tici

pat

ion,

curr

ent

fitn

ess

leve

l, s

tage

of

read

ines

s, p

ost

ure

and a

lignm

ent,

funct

ional

abili

ty

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

63

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

phys

ical

act

ivity

likes

and

dis

likes

□

motiva

tion a

nd b

arrier

s to

par

tici

pat

ion

□

curr

ent

fitn

ess

leve

l

□

stag

e of

read

ines

s

□

post

ure

and a

lignm

ent

funct

ional

abili

ty

3.4

Exp

lain

how

to s

elec

t th

e m

ost

ap

pro

priat

e m

ethods

of

colle

ctin

g c

lient

info

rmat

ion

acco

rdin

g t

o c

lient

nee

d

□

Saf

e an

d a

ppro

priat

e m

ethods

(str

ength

s an

d w

eakn

esse

s of

various

met

hods)

, av

aila

ble

res

ourc

es,

appro

priat

e to

the

clie

nt

and

thei

r nee

ds

□

Ques

tionnai

re e

g P

AR-Q

, lif

esty

le

□

Inte

rvie

w (

ques

tionin

g,

liste

nin

g)

□

Obse

rvat

ion e

g c

lient

carr

ying o

ut

set

exer

cise

, si

gns

of

fatigue

or

dis

com

fort

□

Phys

ical

ass

essm

ent

(eg b

lood p

ress

ure

hei

ght,

wei

ght,

BM

I, w

aist

ci

rcum

fere

nce

, w

aist

to h

ips

ratio),

body

com

posi

tion c

ardio

vasc

ula

r fitn

ess

range

of

motion m

usc

ula

r fitn

ess

3.5

Exp

lain

the

legal

and e

thic

al

implic

atio

ns

of

colle

ctin

g c

lient

info

rmat

ion,

incl

udin

g

confiden

tial

ity

□

Org

anis

atio

nal

req

uirem

ents

and p

roce

dure

s

□

Legal

req

uirem

ents

eg d

ata

pro

tect

ion

□

Indust

ry r

egula

tions

eg R

EP

Code

of

Conduct

□

Saf

eguar

din

g c

onfiden

tial

ity

eg s

ecure

sto

rage

arra

ngem

ents

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

64

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4

Under

stan

d h

ow

to

scre

en c

lients

prior

to a

per

sonal

tr

ainin

g

pro

gra

mm

e

4.1

Exp

lain

how

to inte

rpre

t in

form

atio

n c

olle

cted

fro

m t

he

clie

nt

in o

rder

to iden

tify

clie

nt

nee

ds

and g

oal

s

□

Inte

rpre

t in

form

atio

n e

g n

eeds

and g

oal

s, t

ype,

dura

tion a

nd

inte

nsi

ty o

f ex

erci

se,

any

nec

essa

ry a

dap

tations,

poss

ible

exc

lusi

on

from

cer

tain

exe

rcis

e/phys

ical

act

ivity,

ref

erra

l to

oth

er

pro

fess

ional

s

□

Use

of

norm

s fo

r co

mpar

isons

□

Anal

yse

clie

nt

resp

onse

s to

the

Phys

ical

Act

ivity

Rea

din

ess

Ques

tionnai

re (

PAR-Q

)

4.2

Exp

lain

how

to a

nal

yse

clie

nt

resp

onse

s to

the

Phys

ical

Act

ivity

Rea

din

ess

Ques

tionnai

re

(PAR-Q

)

□

Det

erm

ine

the

safe

ty o

r poss

ible

ris

k of

exer

cisi

ng f

or

an indiv

idual

bas

ed o

n t

hei

r an

swer

s to

spec

ific

hea

lth h

isto

ry q

ues

tions

eg n

eed

for

any

adap

tations

or

pro

gre

ssio

n,

nee

d f

or

refe

rral

4.3

D

escr

ibe

the

types

of

med

ical

co

nditio

ns

that

will

pre

vent

per

sonal

tra

iner

s fr

om

work

ing

with a

clie

nt

unle

ss t

hey

hav

e sp

ecia

list

trai

nin

g a

nd

qual

ific

atio

ns

□

Med

ical

conditio

ns

eg c

oro

nar

y hea

rt d

isea

se,

resp

irat

ory

conditio

ns,

ty

pe

2 d

iabet

es,

obes

ity,

ost

eoporo

sis/

bone

pro

ble

ms

join

t pro

ble

ms,

dep

ress

ion

□

Contr

aindic

atio

ns

for

spec

ial popula

tions

eg o

lder

clie

nts

ante

and

post

met

al c

lients

, yo

ung p

eople

, p

eople

with d

isab

ilities

4.4

Exp

lain

how

and w

hen

per

sonal

tr

ainer

s sh

ould

ref

er c

lients

to

anoth

er p

rofe

ssio

nal

□

Follo

w o

rgan

isat

ional

pro

cedure

s

□

Outs

ide

limits

of

ow

n c

om

pet

ence

and a

uth

ority

, nee

d f

or

spec

ialis

t ad

vice

, co

ntr

aindic

atio

ns

to e

xerc

ise

or

med

ical

conditio

ns

□

Proce

ssio

nal

s eg

GP,

phys

ioth

erap

ist,

spec

ial popula

tions

inst

ruct

or

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

65

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5

Under

stan

d h

ow

to

iden

tify

per

sonal

tr

ainin

g g

oal

s w

ith

clie

nts

5.1

Exp

lain

how

to iden

tify

clie

nts

’ sh

ort

, m

ediu

m a

nd long t

erm

goal

s to

incl

ude:

□

gen

eral

hea

lth a

nd f

itnes

s

□

phys

iolo

gic

al

□

psy

cholo

gic

al

□

lifes

tyle

□

soci

al

□

funct

ional

abili

ty

□

Goal

s to

incl

ude

gen

eral

hea

lth a

nd f

itnes

s, p

hys

iolo

gic

al,

psy

cholo

gic

al,

lifes

tyle

, so

cial

, fu

nct

ional

abili

ty

□

Bas

ed o

n a

nal

ysis

of

clie

nt

info

rmat

ion a

nd n

eeds

eg g

oal

ap

pro

priat

e to

clie

nt,

tak

e ac

count

of

any

real

or

per

ceiv

ed b

arrier

s to

par

tici

pat

ion,

take

acc

ount

of cl

ient

conce

rns

or

rese

rvat

ions

5.2

Id

entify

when

per

sonal

tra

iner

s sh

ould

invo

lve

oth

ers,

apar

t fr

om

thei

r cl

ients

, in

goal

set

ting

□

Outs

ide

limits

of

ow

n c

om

pet

ence

and a

uth

ority

eg n

eed f

or

spec

ialis

t ad

vice

, co

ntr

aindic

atio

ns

to e

xerc

ise

or

med

ical

conditio

ns

□

Provi

de

furt

her

info

rmat

ion a

nd s

upport

for

the

clie

nt

5.3

Exp

lain

how

to u

se s

pec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic

and t

ime

bound (

SM

ART)

obje

ctiv

es in a

per

sonal

tra

inin

g

pro

gra

mm

e

□

Spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic

and t

ime

bound (

SM

ART)

obje

ctiv

es

□

Cle

ar lin

ks t

o t

he

pro

gra

mm

e obje

ctiv

es

6.1

Id

entify

cre

dib

le s

ourc

es o

f guid

elin

es o

n p

rogra

mm

e des

ign

and s

afe

exer

cise

□

Sourc

es b

ased

on e

viden

ce w

hic

h s

upport

s th

eir

clai

ms

eg journ

als,

w

ebsi

tes,

books

□

Curr

ent

guid

elin

es o

n p

rogra

mm

e des

ign a

nd s

afe

exer

cise

6

Under

stan

d h

ow

to

pla

n a

per

sonal

tr

ainin

g

pro

gra

mm

e w

ith

clie

nts

6.2

Sum

mar

ise

the

key

princi

ple

s of

des

ignin

g p

rogra

mm

es t

o

achie

ve s

hort

, m

ediu

m a

nd long

term

goal

s, incl

udin

g t

he

ord

er

and s

truct

ure

of

sess

ions

□

FITT p

rinci

ple

s (f

requen

cy,

inte

nsi

ty,

tim

e, t

ype)

□

Tra

inin

g p

rinci

ple

s eg

adap

tation,

modific

atio

n,

pro

gre

ssio

n,

regre

ssio

n,

spec

ific

ity,

rev

ersi

bili

ty,

indiv

idual

ity,

rec

ove

ry t

ime

□

Ord

er a

nd s

truct

ure

of

exer

cise

mak

ing u

p s

essi

ons

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

66

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.3

D

escr

ibe

a ra

nge

of

safe

and

effe

ctiv

e ex

erci

ses/

phys

ical

ac

tivi

ties

to d

evel

op:

□

card

iova

scula

r fitn

ess

□

musc

ula

r fitn

ess

□

flex

ibili

ty

□

moto

r sk

ills

□

core

sta

bili

ty

□

Saf

e an

d a

ppro

priat

e ex

erci

se t

o h

elp c

lients

ach

ieve

thei

r goal

s

□

Car

dio

vasc

ula

r fitn

ess

eg c

yclin

g,

wal

king,

use

of

mac

hin

es e

g

upright

cycl

e, t

read

mill

, st

epper

, ro

win

g m

achin

e, e

lliptica

l tr

ainer

, cr

oss

tra

iner

□

Musc

ula

r fitn

ess

eg s

pec

ific

exe

rcis

e eg

push

-ups,

chin

-ups,

arm

cu

rls,

leg

lifts

, le

g e

xten

sion,

leg p

ress

, bac

k ex

tensi

on.

sit

ups/

crunch

es,

free

wei

ghts

, use

of

resi

stan

ce m

achin

es

□

Flex

ibili

ty –

str

etch

ing e

g s

tatic,

dyn

amic

□

Moto

r sk

ills

– e

xerc

ises

that

invo

lve

eg a

gili

ty,

coord

inat

ion,

bal

ance

, re

action t

ime

□

Core

sta

bili

ty e

g s

tatic

and d

ynam

ic f

loor

exer

cise

, m

edic

ine

bal

l ex

erci

se,

to im

pro

ve m

usc

les

asso

ciat

ed w

ith s

tabili

sation (

loca

l) o

r m

obili

sation (

glo

bal

)

6.4

Exp

lain

how

to incl

ude

phys

ical

ac

tivi

ties

as

par

t of

the

clie

nt’s

lifes

tyle

to c

om

ple

men

t ex

erci

se

sess

ions

□

Build

into

dai

ly r

outine

eg w

alki

ng inst

ead o

f drivi

ng/t

akin

g p

ublic

tr

ansp

ort

6.5

Exp

lain

how

to d

esig

n

pro

gra

mm

es t

hat

can

be

run in

envi

ronm

ents

not

des

igned

sp

ecific

ally

for

exer

cise

□

Hea

lth a

nd s

afet

y co

nsi

der

atio

ns

□

Envi

ronm

ents

eg c

lient’s

hom

e ,

clie

nt’s

work

pla

ce,

outd

oor

area

s

□

Exe

rcis

e/phys

ical

act

ivity

appro

priat

e fo

r th

e en

viro

nm

ent

6.6

Id

entify

when

it

mig

ht

be

appro

priat

e to

shar

e th

e pro

gra

mm

e w

ith o

ther

pro

fess

ional

s

□

Outs

ide

limits

of

ow

n c

om

pet

ence

and a

uth

ority

eg n

eed f

or

spec

ialis

t ad

vice

, co

nce

rn o

ver

med

ical

conditio

ns

or

inju

ries

, co

ntr

aindic

atio

ns

to e

xerc

ise

□

Provi

de

furt

her

info

rmat

ion a

nd s

upport

for

the

clie

nt

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

67

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

Exp

lain

how

the

princi

ple

s of

trai

nin

g c

an b

e use

d t

o a

dap

t th

e pro

gra

mm

e w

her

e:

□

goal

s ar

e not

bei

ng a

chie

ved

□

new

goal

s hav

e bee

n

iden

tified

□

FITT p

rinci

ple

s (f

requen

cy,

inte

nsi

ty,

tim

e, t

ype)

eg a

dap

tation,

modific

atio

n,

pro

gre

ssio

n,

regre

ssio

n,

spec

ific

ity,

rev

ersi

bili

ty,

indiv

idual

ity,

rec

ove

ry t

ime

□

Adap

tations

eg n

um

ber

of

exer

cise

s, o

rder

of

exer

cise

, ad

ditio

n o

f new

exe

rcis

es,

inte

nsi

ty,

repet

itio

ns,

dura

tion

7

Under

stan

d h

ow

to

adap

t a

per

sonal

tr

ainin

g

pro

gra

mm

e w

ith

clie

nts

7.2

D

escr

ibe

the

diffe

rent

trai

nin

g

syst

ems

and t

hei

r use

in

pro

vidin

g v

arie

ty a

nd in e

nsu

ring

pro

gra

mm

es r

emai

n e

ffec

tive

□

Car

dio

vasc

ula

r ap

pro

aches

-eg c

ontinuous

trai

nin

g,

fart

lek

trai

nin

g,

inte

rval

tra

inin

g

□

Musc

ula

r st

rength

/endura

nce

eg r

esis

tance

mac

hin

es,

free

wei

ghts

, re

sist

ance

appro

aches

(pyr

amid

sys

tem

s, s

uper

-set

ting,

gia

nt

sets

, tr

i se

ts,

forc

ed r

epet

itio

ns,

pre

/post

exh

aust

, neg

ativ

e/ec

centr

ic

trai

nin

g,

musc

ula

r st

rength

endura

nce

/musc

ula

r fitn

ess)

□

Flex

ibili

ty e

g s

tatic

stre

tchin

g,

dyn

amic

str

etch

ing,

pro

prioce

ptive

neu

rom

usc

ula

r fa

cilit

atio

n (

PN

F) s

tret

chin

g;

□

Core

sta

bili

ty e

g s

tatic

and d

ynam

ic f

loor

exer

cise

, m

edic

ine

bal

l ex

erci

se,

to im

pro

ve m

usc

les

asso

ciat

ed w

ith s

tabili

sation (

loca

l) o

r m

obili

sation (

glo

bal

)

7.3

Exp

lain

why

it is

import

ant

to

keep

acc

ura

te r

ecord

s of

chan

ges

and t

he

reas

ons

for

chan

ge

□

Import

ance

eg c

om

ply

with indust

ry s

tandar

ds,

info

rm f

utu

re

per

sonal

tra

inin

g p

rogra

mm

es a

nd g

oal se

ttin

g,

ensu

re c

lient

safe

ty

and m

inim

ise

risk

of

futu

re inju

ries

, m

otiva

te c

lients

□

Rea

sons

eg c

an s

ee t

hei

r pro

gre

ss,

clea

r w

hy

chan

ges

hav

e bee

n

mad

e

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

68

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.1

Est

ablis

h a

rap

port

with t

he

clie

nt

□

Import

ance

eg b

uild

clie

nt

trust

and c

onfiden

ce,

clie

nts

fee

l va

lued

an

d m

otiva

ted,

more

lik

ely

to a

dher

e to

exe

rcis

e an

d p

hys

ical

ac

tivi

ty p

rogra

mm

es

□

Adopt

appro

achab

le m

anner

eg e

nco

ura

ge

clie

nts

to a

sk q

ues

tions,

to

exp

ress

conce

rns,

pro

vide

clie

nts

with a

ccura

te info

rmat

ion,

posi

tive

fee

dbac

k, a

ctiv

e lis

tenin

g

8.2

Exp

lain

ow

n r

ole

and

resp

onsi

bili

ties

to c

lients

□

Role

eg t

o f

acili

tate

an a

ppro

priat

e tr

ainin

g p

rogra

mm

e sa

fely

and

effe

ctiv

ely

to m

eet

clie

nt

nee

ds

and g

oal

s

□

Res

ponsi

bili

ties

eg t

o e

nsu

re h

ealth a

nd s

afet

y of

clie

nts

during

pla

nned

exe

rcis

e/phys

ical

act

ivitie

s ,

monitor

clie

nt

pro

gre

ss,

pro

vide

const

ruct

ive

feed

bac

k an

d s

upport

8

Be

able

to c

olle

ct

info

rmat

ion a

bout

clie

nts

8.3

Colle

ct t

he

info

rmat

ion n

eeded

to

pla

n a

pro

gra

mm

e usi

ng

appro

priat

e m

ethods,

to incl

ude

phys

ical

/fitnes

s as

sess

men

ts

□

Clie

nt

info

rmat

ion e

g p

erso

nal

goal

s, lifes

tyle

, m

edic

al h

isto

ry,

phys

ical

act

ivity

his

tory

, phys

ical

act

ivity

likes

and d

islik

es,

motiva

tion a

nd b

arrier

s to

par

tici

pat

ion,

curr

ent

fitn

ess

leve

l, s

tage

of

read

ines

s, p

ost

ure

and a

lignm

ent,

funct

ional

abili

ty

□

Ques

tionnai

re e

g P

AR-Q

, lif

esty

le

□

Inte

rvie

w (

ques

tionin

g,

liste

nin

g)

□

Obse

rvat

ion e

g c

lient

carr

ying o

ut

set

exer

cise

, si

gns

of

fatigue

or

dis

com

fort

□

Phys

ical

ass

essm

ent

(eg b

lood p

ress

ure

hei

ght,

wei

ght,

BM

I, w

aist

ci

rcum

fere

nce

, w

aist

to h

ips

ratio),

body

com

posi

tion c

ardio

vasc

ula

r fitn

ess

range

of

motion m

usc

ula

r fitn

ess

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

69

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.4

Show

sen

sitivi

ty a

nd e

mpat

hy

to

clie

nts

and t

he

info

rmat

ion t

hey

pro

vide

□

Appro

priat

e ve

rbal

and n

on-v

erbal

com

munic

atio

n

□

Appro

priat

e m

anner

eg p

osi

tive

, fo

cus

on s

teps

that

clie

nt

can t

ake,

dis

cuss

any

bar

rier

s to

par

tici

pat

ion

8.5

Rec

ord

the

info

rmat

ion u

sing

appro

priat

e fo

rmat

s in

a w

ay

that

will

aid

anal

ysis

□

Cle

arly

rec

ord

info

rmat

ion e

g p

rogre

ss c

har

ts ,

gra

phs,

vis

ual

re

pre

senta

tion o

f dat

a to

dis

pla

y pro

gre

ss o

ver

giv

en p

erio

d.

Form

ats

eg P

aper

, co

mpute

r-bas

ed r

ecord

s

8.6

Tre

at c

onfiden

tial

info

rmat

ion

corr

ectly

□

Legal

req

uirem

ents

for

confiden

tial

ity

and d

ata

pro

tect

ion

□

Indust

ry r

egula

tions

eg R

EP

Code

of

Conduct

□

Saf

eguar

din

g c

onfiden

tial

ity

eg s

ecure

sto

rage

arra

ngem

ents

9.1

W

ork

with c

lients

to a

gre

e sh

ort

, m

ediu

m a

nd long-t

erm

goal

s ap

pro

priat

e to

thei

r nee

ds

□

Goal

s eg

gen

eral

hea

lth a

nd f

itnes

s, p

hys

iolo

gic

al,

psy

cholo

gic

al,

lifes

tyle

, so

cial

, fu

nct

ional

abili

ty

□

Anal

ysis

of

clie

nt

info

rmat

ion a

nd n

eeds

eg iden

tify

any

bar

rier

s to

par

tici

pat

ion a

nd e

nco

ura

ge

clie

nts

to f

ind a

solu

tion

□

Gai

n a

gre

emen

t eg

ensu

re c

lient

under

stan

din

g,

ensu

re c

lient

read

y to

par

tici

pat

e, u

se a

ppro

priat

e co

mm

unic

atio

n a

nd inte

rper

sonal

sk

ills,

giv

e cl

ient

opport

unity

to a

sk q

ues

tions

and m

ake

sugges

tions

9

Be

able

to a

gre

e goal

s w

ith c

lients

9.2

Ensu

re t

he

goal

s ar

e:

□

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic

and t

ime

bound

□

consi

sten

t w

ith indust

ry g

ood

pra

ctic

e

□

SM

ART (

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic

and t

ime

bound)

□

Consi

sten

t eg

REP

guid

elin

es a

nd c

odes

of

pra

ctic

e

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

70

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

9.3

Agre

e w

ith c

lients

thei

r nee

ds

and r

eadin

ess

to p

artici

pat

e □

Gai

n a

gre

emen

t eg

ensu

re c

lient

under

stan

din

g,

ensu

re c

lient

read

y to

par

tici

pat

e, d

iscu

ss a

ny

pote

ntial

bar

rier

s to

par

tici

pat

ion,

use

ap

pro

priat

e co

mm

unic

atio

n a

nd inte

rper

sonal

ski

lls

10.1

Pl

an s

pec

ific

outc

om

e m

easu

res,

st

ages

of

achie

vem

ent

and

exer

cise

s/phys

ical

act

ivitie

s th

at

are:

□

appro

priat

e to

clie

nts

’ goal

s an

d lev

el o

f fitn

ess

□

consi

sten

t w

ith a

ccep

ted

good p

ract

ice

□

Ord

er o

f ex

erci

ses

and a

ctiv

itie

s in

the

pro

gra

mm

e

□

Str

uct

ure

of

the

sess

ions

whic

h m

ake

up t

he

pro

gra

mm

e

□

Sta

ges

of

achie

vem

ent

eg s

hort

ter

m,

med

ium

ter

m,

long t

erm

s

□

Appro

priat

e to

clie

nt

goal

s (g

ener

al h

ealth a

nd f

itnes

s,

phys

iolo

gic

al,

psy

cholo

gic

al,

lifes

tyle

, so

cial

, fu

nct

ional

abili

ty)

and

leve

l of

fitn

ess

□

Consi

sten

t eg

REP

guid

elin

es a

nd c

odes

of

pra

ctic

e

10.2

Ensu

re t

he

com

ponen

ts o

f fitn

ess

are

built

into

the

pro

gra

mm

e

□

Hea

lth-r

elat

ed f

itnes

s eg

aer

obic

endura

nce

, m

usc

ula

r en

dura

nce

, flex

ibili

ty,

spee

d,

stre

ngth

, body

com

posi

tion

□

Ski

ll-re

late

d f

itnes

s eg

agili

ty,

bal

ance

, co

ord

inat

ion,

pow

er,

reac

tion t

ime

10.3

Apply

the

princi

ple

s of

trai

nin

g

to h

elp c

lients

to a

chie

ve s

hort

-,

med

ium

- an

d long-t

erm

goal

s

□

FITT p

rinci

ple

s (f

requen

cy,

inte

nsi

ty,

tim

e, t

ype)

eg a

dap

tation,

modific

atio

n,

pro

gre

ssio

n,

regre

ssio

n,

spec

ific

ity,

rev

ersi

bili

ty,

indiv

idual

ity,

rec

ove

ry t

ime

□

Built

into

tra

inin

g p

rogra

mm

e to

allo

w s

hort

-, m

ediu

m-

and long-

term

ach

ieve

men

t

10

Be

able

to p

lan a

per

sonal

tra

inin

g

pro

gra

mm

e w

ith

clie

nts

10.4

Agre

e th

e dem

ands

of

the

pro

gra

mm

e w

ith c

lients

□

Dem

ands

eg p

hys

ical

, te

chnic

al,

pote

ntial

ris

ks

□

Gai

n a

gre

emen

t eg

ensu

re c

lient

under

stan

din

g,

ensu

re c

lient

read

y to

par

tici

pat

e, u

se a

ppro

priat

e co

mm

unic

atio

n a

nd inte

rper

sonal

sk

ills,

giv

e cl

ient

opport

unity

to a

sk q

ues

tions

and m

ake

sugges

tions

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

10.5

Agre

e a

tim

etab

le o

f se

ssio

ns

with c

lients

□

Appro

priat

e to

clie

nts

eg o

ther

com

mitm

ents

, av

aila

ble

tim

e

□

Progre

ssiv

e tim

etab

le o

f se

ssio

ns

10.6

Agre

e ap

pro

priat

e ev

aluat

ion

met

hods

and r

evie

w d

ates

□

Eva

luat

ion m

ethods

eg o

bse

rvat

ion,

fitn

ess

test

,

□

Clie

nt

clea

r ab

out

what

will

tak

e pla

ce a

t ea

ch r

evie

w e

g s

hort

-,

med

ium

-, long-t

erm

10.7

Id

entify

the

reso

urc

es n

eeded

fo

r th

e pro

gra

mm

e, incl

udin

g

the

use

of

envi

ronm

ents

not

des

igned

for

exer

cise

□

Envi

ronm

ent

eg g

ym,

hea

lth/l

eisu

re c

entr

e, h

ealth c

lub,

sport

s hal

l,

clie

nt’s

hom

e, c

lient’s

work

pla

ce,

outd

oor

area

□

Port

able

equip

men

t eg

res

ista

nce

ban

ds,

mat

s, s

kippin

g r

opes

, gym

bal

ls/S

wis

s bal

ls,

dum

bbel

ls,

bar

bel

ls,

med

icin

e bal

ls,

step

,

□

Fixe

d e

quip

men

t eg

tre

adm

ills,

cro

ss t

rain

ers,

cyc

les,

row

ing

mac

hin

es

10.8

Rec

ord

pla

ns

in a

form

at t

hat

w

ill h

elp c

lients

and o

ther

s in

volv

ed t

o im

ple

men

t th

e pro

gra

mm

e

□

Form

at e

g t

rain

ing d

iary

, pap

er b

ased

, dig

ital

, ve

rbal

□

Progra

mm

e eg

goal

s, t

imes

cale

s, e

xerc

ises

, re

view

poin

ts

10.9

Agre

e how

to m

ainta

in c

onta

ct

with t

he

clie

nt

bet

wee

n s

essi

ons

□

Appro

priat

e to

the

clie

nt

eg t

elep

hone

, em

ail, a

t hom

e, a

t w

ork

, at

par

ticu

lar

tim

es,

on p

articu

lar

day

s

□

Gai

n a

gre

emen

t eg

ensu

re c

lient

under

stan

din

g,

use

appro

priat

e co

mm

unic

atio

n a

nd inte

rper

sonal

ski

lls

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

72

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

11.1

M

onitor

effe

ctiv

e in

tegra

tion o

f al

l pro

gra

mm

e ex

erci

ses/

phys

ical

act

ivitie

s an

d

sess

ions

□

Car

dio

vasc

ula

r fitn

ess

eg c

yclin

g,

wal

king,

use

of

mac

hin

es e

g

upright

cycl

e, t

read

mill

, st

epper

, ro

win

g m

achin

e, e

lliptica

l tr

ainer

, cr

oss

tra

iner

□

Musc

ula

r fitn

ess

eg s

pec

ific

exe

rcis

e eg

push

-ups,

chin

-ups,

arm

cu

rls,

leg

lifts

, le

g e

xten

sion,

leg p

ress

, bac

k ex

tensi

on.

sit

ups/

crunch

es,

free

wei

ghts

, use

of

resi

stan

ce m

achin

es

□

Flex

ibili

ty –

str

etch

ing e

g s

tatic,

dyn

amic

□

Moto

r sk

ills

– e

xerc

ises

that

invo

lve

eg a

gili

ty,

coord

inat

ion,

bal

ance

, re

action t

ime

□

Core

sta

bili

ty e

g s

tatic

and d

ynam

ic f

loor

exer

cise

, m

edic

ine

bal

l ex

erci

se,

to im

pro

ve m

usc

les

asso

ciat

ed w

ith s

tabili

sation (

loca

l) o

r m

obili

sation (

glo

bal

)

□

Met

hods

appro

priat

e fo

r th

e cl

ient

and e

xerc

ise

pro

gra

mm

e

11.2

Pr

ovi

de

alte

rnat

ives

to t

he

pro

gra

mm

ed e

xerc

ises

/phys

ical

ac

tivi

ties

if

clie

nts

can

not

take

par

t as

pla

nned

□

Appro

priat

e to

clie

nt

eg m

odific

atio

ns,

new

exe

rcis

e/phys

ical

ac

tivi

ties

□

Ensu

re c

lient

under

stan

din

g

11

Be

able

to m

anag

e a

per

sonal

tra

inin

g

pro

gra

mm

e

11.3

M

onitor

clie

nts

’ pro

gre

ss u

sing

appro

priat

e m

ethods

□

Appro

priat

e m

ethods

eg o

bse

rvat

ions,

dis

cuss

ions,

fitnes

s as

sess

men

ts

□

Monitor

pro

gre

ss a

gai

nst

pro

gra

mm

e obje

ctiv

es a

nd c

lient

goal

s

12

Be

able

to r

evie

w

pro

gre

ss w

ith

clie

nts

12.1

Exp

lain

the

purp

ose

of

revi

ew t

o

clie

nts

□

Purp

ose

eg m

onitor

pro

gre

ss,

hig

hlig

ht

achie

vem

ents

/succ

ess,

id

entify

any

furt

her

dev

elopm

ent

nee

ds,

adap

t ex

erci

se p

rogra

mm

e,

motiva

te c

lients

□

Ensu

re c

lients

under

stan

d t

he

purp

ose

of

revi

ew a

nd h

ow

it

fits

into

th

eir

pro

gra

mm

e

BA029356 –

Spec

ific

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erso

nal

Tra

inin

g –

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sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

73

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

12.2

Rev

iew

short

, m

ediu

m a

nd long

term

goal

s w

ith c

lients

at

agre

ed

poin

ts in t

he

pro

gra

mm

e, t

akin

g

into

acc

ount

any

chan

ges

in

circ

um

stan

ces

□

Am

end e

xist

ing g

oal

s or

set

new

goal

s

□

Chan

ges

in c

ircu

mst

ance

eg n

ew o

uts

ide

com

mitm

ents

, co

st iss

ues

, hea

lth-r

elat

ed c

han

ges

12.3

Enco

ura

ge

clie

nts

to g

ive

thei

r ow

n v

iew

s on p

rogre

ss

□

Adopt

appro

achab

le m

anner

eg e

nco

ura

ge

clie

nts

to a

sk q

ues

tions,

to

exp

ress

conce

rns

□

Posi

tive

ver

bal

and n

on-v

erbal

com

munic

atio

n,

active

lis

tenin

g

12.4

U

se s

uitab

le m

ethods

of

eval

uat

ion t

hat

will

hel

p t

o

revi

ew c

lient

pro

gre

ss a

gai

nst

goal

s an

d initia

l bas

elin

e dat

a

□

Goal

s to

incl

ude

gen

eral

hea

lth a

nd f

itnes

s, p

hys

iolo

gic

al,

psy

cholo

gic

al,

lifes

tyle

, so

cial

, fu

nct

ional

abili

ty

□

Obse

rvat

ions

and p

hys

ical

/fitnes

s as

sess

men

ts

12.5

G

ive

feed

bac

k to

clie

nts

during

thei

r re

view

that

is

likel

y to

st

rength

en t

hei

r m

otiva

tion a

nd

adher

ence

□

Feed

bac

k – p

osi

tive

, tim

ely,

motiva

tional

, en

coura

gin

g e

g p

rogre

ss

mad

e, s

tren

gth

s, p

osi

tive

enco

ura

gem

ent

in r

elat

ion t

o a

reas

for

dev

elopm

ent,

alter

nat

ive

or

additio

nal

exe

rcis

es

□

Appro

priat

e ve

rbal

and n

on-v

erbal

com

munic

atio

n

□

Ensu

re c

lients

under

stan

d t

he

feed

bac

k

12.6

Agre

e re

view

outc

om

es w

ith

clie

nts

□

Gai

n a

gre

emen

t eg

ensu

re c

lient

under

stan

din

g,

use

appro

priat

e co

mm

unic

atio

n a

nd inte

rper

sonal

ski

lls,

agre

e an

y ch

anges

/adap

tions

to e

xerc

ise,

clie

nt

clea

r ab

out

nee

d f

or

any

chan

ges

12.7

Kee

p a

n a

ccura

te r

ecord

of

revi

ews

and t

hei

r outc

om

e □

Rec

ord

eg p

aper

, dig

ital

rec

ord

s

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

74

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

13.1

Id

entify

goal

s an

d

exer

cise

s/phys

ical

act

ivitie

s th

at

nee

d t

o b

e re

def

ined

or

adap

ted

□

Iden

tify

goal

s th

at a

re n

ot

bei

ng a

chie

ved (

amen

d/

set

new

goal

s)

□

Adap

t ex

erci

se/p

hys

ical

act

ivitie

s to

enab

le a

chie

vem

ent

13.2

Agre

e ad

apta

tions,

pro

gre

ssio

ns

or

regre

ssio

ns

to m

eet

clie

nts

’ nee

ds

to o

ptim

ise

achie

vem

ent

□

In r

elat

ion t

o c

lient

goal

s, p

rogra

mm

e obje

ctiv

es,

indiv

idual

ex

erci

se/p

hys

ical

act

ivity

□

Gai

n a

gre

emen

t eg

ensu

re c

lient

under

stan

din

g,

use

appro

priat

e co

mm

unic

atio

n a

nd inte

rper

sonal

ski

lls,

clie

nt

clea

r ab

out

nee

d f

or

any

chan

ges

13

Be

able

to a

dap

t a

per

sonal

tra

inin

g

pro

gra

mm

e w

ith

clie

nts

13.3

Id

entify

and a

gre

e an

y ch

anges

to

res

ourc

es a

nd e

nvi

ronm

ents

w

ith t

he

clie

nt

□

Chan

ges

eg m

ore

appro

priat

e to

clie

nt

nee

ds

and a

chie

vem

ent

of

goal

s, t

o t

ake

acco

unt

of

clie

nt

pre

fere

nce

s

□

Gai

n a

gre

emen

t eg

ensu

re c

lient

under

stan

din

g,

use

appro

priat

e co

mm

unic

atio

n a

nd inte

rper

sonal

ski

lls,

clie

nt

clea

r ab

out

nee

d f

or

any

chan

ges

13.4

In

troduce

adap

tations

in a

way

th

at is

appro

priat

e to

clie

nts

and

thei

r nee

ds

□

Exp

lain

adap

tions

to c

lients

fully

and c

lear

ly

□

Ensu

re c

lient

under

stan

din

g

□

Ensu

re c

lient

is c

om

fort

able

with t

he

chan

ges

13.5

Rec

ord

chan

ges

to p

rogra

mm

e pla

ns

to t

ake

acco

unt

of

adap

tations

□

Follo

w o

rgan

isat

ional

pro

cedure

s, c

om

ply

with indust

ry s

tandar

ds

□

Cle

arly

spec

ify

chan

ges

/adap

tations,

rev

ised

goal

s, t

imes

cale

s eg

tr

ainin

g d

iary

□

Cle

ar t

o c

lient,

yours

elf

and o

ther

s w

ho m

ay b

e in

volv

ed

13.6

M

onitor

the

effe

ctiv

enes

s of

adap

tations

and u

pdat

e th

e pro

gra

mm

e as

nec

essa

ry

□

Monitor

agai

nst

obje

ctiv

es o

f th

e pro

gra

mm

e an

d c

lient

goal

s

□

Dis

cuss

any

issu

es w

ith c

lients

□

Intr

oduce

new

adap

tations

as n

eces

sary


75


Delivery

This unit should be delivered in a way that develops knowledge and understanding of and skills in programming personal training sessions for clients. Learners need to know and understand:

how to prepare, plan and adapt safe and effective personal training programmes, including working in environments not specifically designed for exercise/physical activity and the importance of clients committing to long-term behaviour change

the principles of collecting client information and of screening clients before a personal training programme

the process of identifying and agreeing appropriate personal training goals with clients.

A useful opening would be small-group discussions, during which learners can exchange their experiences of personal training programmes, either as employees in the sector or as clients. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.

Learners should be encouraged to engage with employers and employees to gain knowledge and understanding of the importance of planning and preparing personal training programmes correctly to meet the needs of individual clients, including how to adapt and review these programmes.

Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom designing and monitoring personal training programmes with clients is a key part of their role, for example a personal trainer, where possible, and through the use of guest speakers and video/DVD training programmes.

A presentation by a health fitness instructor will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they plan, prepare and manage personal training programmes with clients and how they ensure that all planned exercise sessions are safe and effective. This could include the importance of knowing when and how to adapt personal training programmes and of reviewing client progress in a structured way.

They could also talk about the methods they use to collect client information and to screen clients prior to any exercise/physical activity.

This should be supported by examples drawn from industry or through developed case studies that highlight:

the importance of collecting the correct client information and what could happen if this is not carried out

the importance of agreeing appropriate and realistic personal training goals with clients, including methods of review and evaluation

safe and unsafe practice.


76

To meet the practical aspect of collecting client information learners could either use documentation from their place of work or the tutor could supply learners with standard templates.

The importance of health and safety, for both clients and instructors, needs to be emphasised throughout the delivery of this unit. Appropriate risk assessments must be carried out before learners undertake any practical activities.

Tutors need to ensure that there are appropriate and sufficient opportunities to observe learners planning and managing personal training programmes with clients and that the appropriate records are kept to evidence learner ability and achievement.

Learners can produce exemplar case studies, logbooks/diaries, witness testimonies and presentations that demonstrate their involvement in personal training programmes.


Assessment



There must be evidence that the learner has carried out appropriate screening (eg. use of the PARQ and informed consent) and taken physical measurements as for the client, from the following:

blood pressure (manual and digital where available)

anthropometrics (eg height and weight, BMI, waist circumference or waist to hips ratio)

body composition (eg callipers, bio-electrical impedance etc.)

cardiovascular fitness (using validated/recognised protocols such as Astrand bike test, Rockport walking test etc)

range of motion (eg. using validated/recognised protocols such as sit and

reach test, visual assessment during stretch positions etc)

muscular fitness (eg. using validated/recognised protocols such as abdominal

curl/sit-up test, press-up test etc).

The learner should demonstrate the ability to provide sensitive feedback and any

relevant healthy lifestyle advice to clients (within the limits of their knowledge and competence) based on collected information and test results/'norms'.

There must be evidence that a learner has planned for exercise/physical activity that can be run in environments not designed specifically for exercise. This should include physical activities the client can undertake as part of their lifestyle (eg at home or outdoors) to complement exercise sessions.

Learners must provide evidence that they have planned a progressive programme for a client ensuring effective integration of all exercises and physical activities to allow clients to achieve short-, medium- and long-term goals.


77

There must be evidence that a learner has planned for the use of the following type of equipment:

cardiovascular machines.

Learners must also show planning for a minimum of two of the following cardiovascular approaches to training:

interval

fartlek

continuous.

There must be evidence that a learner has planned for the use of the following types of equipment:

resistance machines

free weights including barbells and dumbbells and cables where available.

Learners must also show planning the use of different resistance machines and free weights, of a minimum of four of the following resistance approaches to training:

pyramid systems

super-setting

giant sets

tri sets

forced repetitions

pre/post exhaust

negative/eccentric training

muscular strength endurance/muscular fitness.

NB The number of machines/items of equipment will depend upon the learners plan but the minimum number of training approaches must be adhered to.

They should demonstrate their ability to review client progress and make any necessary adaptations to the programme where goals are not being achieved or new goals are identified.


Books

American College of Sports Medicine – ACM’s Resources for the Personal Trainer (Lippincott Williams and Wilkins, 2009) ISBN 9780781797726

Brooks D – The Complete Book of Personal Training (Human Kinetics, 2004) ISBN 9780736000130

Coulson M – The Fitness Instructor’s Handbook: A Complete Guide to Health and Fitness – Fitness Professionals (A&C Black, 2007) ISBN 9780713682250

Dalgleish J, Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790

Franks B D and Howley E T – Fitness Leader’s Handbook (Human Kinetics Europe, 1998) ISBN 9780880116541


78


O’ Brien T S – The Personal Trainer's Handbook (Human Kinetics Publishers, 2003) ISBN 978 0736045018

Journals



Journal of Physical Activity and Health

Websites

American College of Sports Medicine www.acsm.org/


Human Kinetics www.humankinetics.com



79

Unit 6: Delivering Personal Training Sessions

Unit reference number: J/600/9053

QCF level: 3

Credit value: 9


Unit aim

The aim of this unit is to develop understanding of and skills in preparing, instructing, adapting and reviewing personal training sessions with clients.

In this unit, learners will explore why it is important to instruct, adapt and review exercise during personal training sessions to meet client needs. This will include communicating with and motivating clients, monitoring client progress and giving clients constructive feedback during and after the personal training session.

Learners will then have the opportunity to put their knowledge and understanding into practice through preparing, instructing and adapting personal training sessions, using a range of exercises and physical activities to meet client goals and objectives.

The final part of the unit focuses on reviewing the outcomes of the exercise session, including client feedback. Learners will have the opportunity to reflect on their practice and identify how to improve.

Essential resources

For this unit, centres need to give learners access to:

the appropriate equipment and an appropriate area to carry out the practical activities required by this unit

computers, the internet and library facilities to enable them to carry out research.

BA029356 –

Spec

ific

atio

n –

Edex

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evel

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ertifica

te s

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t qual

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inin

g –

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sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

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2012

80

Learn

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ou

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ass

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to a

dap

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Modify

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stru

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dem

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to m

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met

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mai

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espec

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clie

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are

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difficu

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□

Met

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of

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g u

se o

f al

tern

ativ

e ex

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adju

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inte

nsi

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obse

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signs

of

fatigue,

pro

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dbac

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essi

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o b

oost

clie

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self-c

onfiden

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, re

cognitio

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rew

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, pra

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hel

p c

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thei

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1

Under

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to

inst

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exe

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tr

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essi

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1.4

Exp

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the

import

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of

corr

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lient

tech

niq

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□

Import

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eg e

nsu

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safe

ty,

min

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of

inju

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rein

forc

es c

orr

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tech

niq

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for

use

in f

utu

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2

Under

stan

d h

ow

to

adap

t ex

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se t

o

mee

t cl

ient

nee

ds

during p

erso

nal

tr

ainin

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essi

ons

2.1

Exp

lain

why

it is

import

ant

to

monitor

indiv

idual

pro

gre

ss

espec

ially

if

more

than

one

clie

nt

is invo

lved

in t

he

sess

ion

□

Import

ance

eg E

nsu

re c

lients

exe

rcis

e sa

fely

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spond

appro

priat

ely

to s

igns

of

fatigue

or

poss

ible

inju

ry,

pro

vide

indiv

idual

fee

dbac

k

□

Ensu

re c

lients

are

mak

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rogre

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motiva

te a

nd e

nco

ura

ge

clie

nts

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

81

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

D

escr

ibe

diffe

rent

met

hods

of

monitoring c

lients

’ pro

gre

ss

during e

xerc

ise

□

Typ

es o

f m

onitoring e

g r

ate

of

per

ceiv

ed e

xert

ion (

RPE

), t

alk

test

, ta

rget

hea

rt r

ate

zones

, tim

ed e

xerc

ise

2.3

Exp

lain

when

it

may

be

nec

essa

ry t

o a

dap

t pla

nned

ex

erci

ses

to m

eet

clie

nts

’ nee

ds

□

To m

eet

clie

nt

nee

ds

eg h

ealth, sa

fety

, fitn

ess

leve

ls,

, in

juries

, m

edic

al c

onditio

ns,

chan

ge

in t

imes

cale

, re

sourc

e is

sues

, num

ber

of

par

tici

pan

ts,

2.4

Exp

lain

how

to a

dap

t ex

erci

se/e

xerc

ise

posi

tions

as

appro

priat

e to

indiv

idual

clie

nts

an

d c

onditio

ns

□

Adap

t ex

erci

se e

g a

dju

st c

orre

ct p

ost

ure

, use

diffe

rent

exer

cise

s/phys

ical

act

ivitie

s, a

dju

st inte

nsi

ty,

adju

st t

ime

adap

t se

ssio

ns

to s

uit t

he

exer

cise

envi

ronm

ent

2.5

Exp

lain

how

to m

odify

the

inte

nsi

ty o

f ex

erci

se a

ccord

ing t

o

the

nee

ds

and r

esponse

of

the

clie

nt

□

Modific

atio

n e

g a

dju

st d

ifficu

lty

of ex

erci

se t

o m

eet

clie

nt

nee

ds

and a

bili

ty,

obse

rve

signs

of

fatigue.

obse

rve

signs

of

poss

ible

in

jury

,, v

ary

range

of

move

men

t in

rel

atio

n t

o r

ecove

ry t

ime

3.1

Exp

lain

why

per

sonal

tra

iner

s sh

ould

giv

e cl

ients

fee

dbac

k on

thei

r per

form

ance

during a

se

ssio

n

□

Giv

e cl

ient

feed

bac

k eg

Iden

tify

pro

gre

ss s

tren

gth

s, a

reas

for

impro

vem

ent,

additio

nal

/alter

nat

ive

exer

cise

, pro

vide

enco

ura

gem

ent,

motiva

tion a

nd p

osi

tive

fee

dbac

k

3.2

Exp

lain

why

clie

nts

should

be

giv

en t

he

opport

unity

to a

sk

ques

tions,

pro

vide

feed

bac

k an

d

dis

cuss

thei

r per

form

ance

□

Provi

de

feed

bac

k eg

effec

tive

nes

s of

sess

ion u

nder

stan

din

g o

f ,

inst

ruct

ions,

thei

r ex

per

ience

.

□

Ask

ques

tions

eg d

iscu

ss t

hei

r per

form

ance

, re

flec

t on t

he

sess

ion,

updat

e pro

gre

ss t

ow

ards

mee

ting t

hei

r goal

s, e

xpre

ss

area

s of

conce

rn,

gai

n,

impro

ve k

now

ledge,

to a

dap

t fu

ture

se

ssio

n

3

Under

stan

d h

ow

to

revi

ew p

erso

nal

tr

ainin

g s

essi

ons

with c

lients

3.3

Exp

lain

how

to g

ive

clie

nts

fe

edbac

k on t

hei

r per

form

ance

in

a w

ay t

hat

is

accu

rate

but

mai

nta

ins

clie

nt

motiva

tion a

nd

com

mitm

ent

□

Giv

ing c

lients

fee

dbac

k eg

pro

vide

tim

ely,

cle

ar a

nd c

onst

ruct

ive

feed

bac

k ,

use

posi

tive

tone

and lan

guag

e, p

osi

tive

body

languag

e, h

ighlig

ht

stre

ngth

s an

d g

ood p

ract

ice,

rei

nfo

rcem

ent

of

corr

ect/

good t

echniq

ues

, posi

tive

pre

senta

tion o

f ar

eas

for

dev

elopm

ent,

ensu

re c

lient

under

stan

din

g

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

82

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

Exp

lain

why

clie

nts

nee

d t

o s

ee

thei

r pro

gre

ss a

gai

nst

obje

ctiv

es

in t

erm

s of

thei

r ove

rall

goal

s an

d p

rogra

mm

e

□

Motiva

tion,

build

s se

lf-c

onfiden

ce

□

Iden

tify

dis

tance

fro

m a

chie

ving g

oal

□

Iden

tify

are

as f

or

dev

elopm

ent

3.5

Exp

lain

why

clie

nts

nee

d

info

rmat

ion a

bout

futu

re

exer

cise

and p

hys

ical

act

ivity,

both

super

vise

d a

nd

unsu

per

vise

d

□

Exe

rcis

e in

form

atio

n e

g o

bje

ctiv

es o

f ex

erci

se s

essi

ons,

im

port

ance

of

not

ove

r ex

erci

sing,

tim

ings

of

super

vise

d a

nd

unsu

per

vise

d e

xerc

ise

, build

ing e

xerc

ise

into

dai

ly r

outines

4

Be

able

to p

lan

and p

repar

e per

sonal

tra

inin

g

sess

ions

4.1

Pl

an a

ran

ge

of

exer

cise

s/phys

ical

act

ivitie

s to

hel

p c

lients

ach

ieve

thei

r obje

ctiv

es a

nd g

oal

s, c

ove

ring:

ca

rdio

vasc

ula

r fitn

ess

m

usc

ula

r fitn

ess

flex

ibili

ty

m

oto

r sk

ills

co

re s

tabili

ty

□

Clie

nts

eg indiv

idual

s, g

roups,

with s

pec

ific

fitnes

s nee

ds

□

Exe

rcis

es e

g s

afe

and a

ppro

priat

e fo

r cl

ients

, hel

p c

lients

to

achie

ve t

hei

r goal

s

□

Car

dio

vasc

ula

r fitn

ess

eg u

pright

cycl

e, t

read

mill

, st

epper

, ro

win

g

mac

hin

e, e

lliptica

l tr

ainer

, cr

oss

tra

iner

, ca

rdio

vasc

ula

r ap

pro

aches

(in

terv

al,

continuous,

far

tlek

)

□

Musc

ula

r – e

g f

ree

wei

ghts

, use

of

resi

stan

ce m

achin

es,

resi

stan

ce a

ppro

aches

(pyr

amid

sys

tem

s, s

uper

-set

ting,

gia

nt

sets

, tr

i se

ts,

forc

ed r

epet

itio

ns,

pre

/post

exh

aust

, neg

ativ

e/ec

centr

ic t

rain

ing,

musc

ula

r st

rength

en

dura

nce

/musc

ula

r fitn

ess)

□

Flex

ibili

ty –

str

etch

ing e

g s

tatic,

dyn

amic

□

Moto

r sk

ills

– e

xerc

ises

that

invo

lve

eg a

gili

ty,

coord

inat

ion,

bal

ance

, re

action t

ime

□

Core

sta

bili

ty e

g s

tatic

and d

ynam

ic f

loor

exer

cise

, m

edic

ine

bal

l ex

erci

se,

to im

pro

ve m

usc

les

asso

ciat

ed w

ith s

tabili

sation (

loca

l)

or

mobili

sation (

glo

bal

)

□

Use

of

appro

priat

e ex

erci

ses

for

clie

nts

eg t

o m

axim

ise

clie

nt

pro

gre

ss a

nd m

otiva

tion

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

83

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

Pla

n r

ealis

tic

tim

ings,

inte

nsi

ties

and s

equen

ces

of

exer

cise

s

□

Ensu

re e

ffec

tive

bal

ance

of in

stru

ctio

n,

activi

ty a

nd

dem

onst

rations

4.2

Id

entify

, obta

in a

nd p

repar

e th

e re

sourc

es n

eeded

for

pla

nned

ex

erci

ses/

phys

ical

act

ivitie

s,

impro

visi

ng s

afel

y w

her

e nec

essa

ry

□

Envi

ronm

ent

eg g

ym,

studio

, sp

ort

s hal

l, p

lace

s not

des

igned

sp

ecific

ally

for

exer

cise

(cl

ient’s

hom

e, o

utd

oor

area

)

□

Port

able

equip

men

t eg

res

ista

nce

ban

ds,

mat

s, s

kippin

g r

opes

, gym

bal

ls/S

wis

s bal

ls,

dum

bbel

ls,

bar

bel

ls,

med

icin

e bal

ls,

step

□

Fixe

d e

quip

men

t eg

tre

adm

ills,

cro

ss-t

rain

ers,

cyc

les,

row

ing

mac

hin

es

□

Saf

e pre

par

atio

n o

f re

sourc

es e

g follo

w o

rgan

isat

ional

pro

cedure

s,

indust

ry s

tandar

ds,

man

ufa

cture

r’s

inst

ruct

ions

5.1

H

elp c

lients

fee

l at

eas

e in

the

exer

cise

envi

ronm

ent

□

Profe

ssio

nal

beh

avio

ur

eg d

ress

, punct

ual

ity

□

Adopt

appro

achab

le m

anner

eg e

nco

ura

ge

clie

nts

to a

sk

ques

tions,

to e

xpre

ss c

once

rns,

pro

vide

clie

nts

with a

ccura

te

info

rmat

ion

□

Colle

ct a

ny

new

info

rmat

ion f

rom

clie

nts

about

thei

r re

sponse

to

pre

vious

activi

ty a

nd a

ny

chan

ges

sin

ce t

hen

□

Envi

ronm

ent

eg g

ym,

studio

, sp

ort

s hal

l, c

lient’s

hom

e, o

utd

oor

area

5

Be

able

to p

repar

e cl

ients

for

per

sonal

tr

ainin

g s

essi

ons

5.2

Exp

lain

the

pla

nned

obje

ctiv

es

and e

xerc

ises

/phys

ical

act

ivitie

s to

clie

nts

□

Exe

rcis

es/p

hys

ical

act

ivitie

s eg

car

dio

vasc

ula

r fitn

ess,

musc

ula

r fitn

ess,

fle

xibili

ty,

moto

r sk

ills,

core

sta

bili

ty

□

Any

scre

enin

g/t

esting r

equirem

ents

□

Ensu

re c

lient

under

stan

din

g e

g h

ow o

bje

ctiv

es/a

ctiv

itie

s re

late

to

thei

r goal

s

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

84

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.3

Exp

lain

to c

lients

how

obje

ctiv

es

and e

xerc

ises

/phys

ical

act

ivitie

s su

pport

thei

r goal

s

□

Goal

s eg

hea

lth a

nd f

itnes

s, l,

, lif

esty

le,

soci

al,

funct

ional

abili

ty

□

Links

to a

chie

vem

ent

of

clie

nt

goal

s

5.4

Exp

lain

the

phys

ical

and

tech

nic

al d

eman

ds

of

the

pla

nned

exe

rcis

es/p

hys

ical

ac

tivi

ties

to c

lients

□

Phys

ical

dem

ands

eg c

ardio

vasc

ula

r fitn

ess,

musc

ula

r fitn

ess,

flex

ibili

ty,

moto

r sk

ills,

core

sta

bili

ty

□

Tec

hnic

al d

eman

ds

eg s

kill

or

tech

niq

ue

□

Chec

k cl

ient

under

stan

din

g a

nd g

ive

clie

nt

opport

unity

to a

sk

ques

tions

5.5

Exp

lain

to c

lients

how

pla

nned

ex

erci

se/p

hys

ical

act

ivity

can b

e pro

gre

ssed

or

regre

ssed

to m

eet

thei

r goal

s

□

Adap

t ex

erci

se p

rogra

mm

e eg

typ

e of

exer

cise

, dura

tion,

inte

nsi

ty,

add n

ew e

xerc

ise,

chan

ge

ord

er o

f ex

erci

se,

reduce

ex

erci

se

□

Set

SM

ART (

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic,

tim

e-bound)

targ

ets

to m

eet

clie

nt

goal

s

5.6

Ass

ess

clie

nts

’ st

ate

of

read

ines

s an

d m

otiva

tion t

o t

ake

par

t in

th

e pla

nned

exe

rcis

es/p

hys

ical

ac

tivi

ties

□

Met

hods

eg o

ne-

to-o

ne

dis

cuss

ions

with c

lients

, fitn

ess

test

, hea

lth c

hec

ks

□

Leve

l of

pre

par

atio

n e

g c

orr

ect

cloth

ing/f

ootw

ear,

follo

wed

advi

ce

on d

iet

prior

to t

he

sess

ion

□

Leve

l of

motiva

tion a

nd c

om

mitm

ent

to a

chie

ve g

oal

5.7

N

egotiat

e an

d a

gre

e w

ith c

lients

an

y ch

anges

to t

he

pla

nned

ex

erci

ses/

phys

ical

act

ivitie

s th

at:

□

mee

t th

eir

goal

s an

d

pre

fere

nce

s

□

enab

le t

hem

to m

ainta

in

pro

gre

ss

□

Goal

s eg

hea

lth a

nd f

itnes

s, lifes

tyle

, so

cial

, fu

nct

ional

abili

ty

□

Agre

emen

t fo

r ch

anges

eg e

nsu

re c

lient

under

stan

din

g,

giv

e cl

ient

opport

unity

to a

sk q

ues

tions,

clie

nt

clea

r ab

out

nee

d f

or

any

chan

ges

use

appro

priat

e co

mm

unic

atio

n a

nd inte

rper

sonal

ski

lls

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

85

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.8

Rec

ord

chan

ges

to c

lients

pla

ns

□

Kee

p c

lient

dia

ry,

chan

ges

cle

ar t

o cl

ient,

yours

elf

and o

ther

s w

ho

may

be

invo

lved

□

Rec

ord

s eg

pap

er,

dig

ital

,

6

Be

able

to inst

ruct

an

d a

dap

t pla

nned

ex

erci

ses

6.1

U

se m

otiva

tional

sty

les

that

:

□

are

appro

priat

e to

the

clie

nts

□

are

consi

sten

t w

ith a

ccep

ted

good p

ract

ice

□

Motiva

tional

sty

les

eg u

se o

f posi

tive

tone

and lan

guag

e, p

osi

tive

body

languag

e, r

ecognitio

n a

nd r

ewar

d f

or

corr

ect/

good

tech

niq

ues

□

Appro

priat

e to

the

clie

nt

eg b

uild

ing c

lient

self-c

onfiden

ce,

enco

ura

gem

ent,

pra

ise,

hel

p c

lients

dev

elop a

nd m

ainta

in t

hei

r ow

n m

otiva

tional

str

ateg

ies

□

Consi

sten

t eg

REP

guid

elin

es a

nd c

odes

of

pra

ctic

e

6.2

Exp

lain

the

purp

ose

and v

alue

of

a w

arm

-up t

o c

lients

□

Exp

lain

purp

ose

and v

alue

eg p

repar

e body

for

exer

cise

, en

han

ce

flex

ibili

ty,

min

imis

e dis

com

fort

, pre

vent

inju

ry

6.3

Pr

ovi

de

war

m-u

ps

appro

priat

e to

th

e cl

ients

, pla

nned

exe

rcis

e an

d

the

envi

ronm

ent

□

War

m u

p s

truct

ure

eg m

obili

ty,

puls

e ra

isin

g,

stat

ic s

tret

chin

g

□

Appro

priat

e fo

r cl

ients

eg n

um

ber

of

war

m-u

p e

xerc

ises

, in

tensi

ty

of

war

m-u

p s

essi

on,

dura

tion

□

Appro

priat

e fo

r th

e en

viro

nm

ent

eg a

vaila

ble

spac

e, a

vaila

ble

re

sourc

es

6.4

M

ake

bes

t use

of

the

envi

ronm

ent

in w

hic

h c

lients

are

ex

erci

sing

□

Envi

ronm

ent

eg g

ym,

studio

, sp

ort

s hal

l, c

lient’s

hom

e, o

utd

oor

area

□

Hea

lth a

nd s

afet

y of

clie

nts

eg e

nsu

re e

nvi

ronm

ent

suitab

le f

or

the

pla

nned

exe

rcis

e se

ssio

n

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

86

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.5

Pro

vide

inst

ruct

ions,

ex

pla

nat

ions

and d

emonst

rations

that

are

tec

hnic

ally

corr

ect,

saf

e an

d e

ffec

tive

□

Tec

hniq

ues

eg lifting a

nd p

assi

ng t

echniq

ues

□

Dem

onst

rations

of

move

men

ts a

nd t

echniq

ues

appro

priat

e to

the

envi

ronm

ent,

appro

priat

e te

achin

g p

oin

ts a

nd p

osi

tions

□

Tec

hnic

ally

corr

ect

verb

al e

xpla

nat

ions

, pro

vide

accu

rate

in

form

atio

n

□

Chec

k cl

ient

under

stan

din

g o

f in

stru

ctio

ns,

exp

lanat

ions

and

dem

onst

rations

6.6

Adap

t ve

rbal

and n

on-v

erbal

co

mm

unic

atio

n m

ethods

to

mak

e su

re c

lients

under

stan

d

what

is

required

□

Use

appro

priat

e co

mm

unic

atio

n m

ethods

to e

nsu

re c

lients

in

terp

ret

info

rmat

ion inco

rrec

tly

eg v

erbal

and n

on v

erbal

□

Cle

ar e

xpla

nat

ions

and d

emonst

rations

6.7

Ensu

re c

lients

can

car

ry o

ut

the

exer

cise

s sa

fely

on t

hei

r ow

n

Provi

de

clea

r in

stru

ctio

ns

and d

emon

stra

tions

on h

ow

to e

xerc

ise

safe

ly,

pro

vide

nec

essa

ry info

rmat

ion a

nd inst

ruct

ions

on h

ow

ex

erci

se c

an b

e ad

apte

d,

expla

in t

he

import

ance

of

not

ove

r ex

erci

sing,

dem

onst

rate

how

to c

arry

out

exer

cise

□

rein

forc

e co

rrec

t te

chniq

ues

to

min

imis

e risk

of

inju

ry

6.8

Anal

yse

clie

nts

’ per

form

ance

, pro

vidin

g p

osi

tive

rei

nfo

rcem

ent

thro

ughout

□

Ensu

re a

ll cl

ients

tak

ing p

art

are

obse

rved

and t

hei

r nee

ds

met

eg

corr

ect

tech

niq

ue,

clie

nts

are

exe

rcis

ing s

afel

y, lev

el o

f par

tici

pat

ion,

exer

cise

s ap

pro

priat

e fo

r cl

ients

6.9

Corr

ect

tech

niq

ues

at

appro

priat

e poin

ts

□

Iden

tify

and c

orr

ect

poor

tech

niq

ue

eg u

se o

f ex

pla

nat

ions,

dem

onst

rations

□

Reg

ula

te t

each

ing p

oin

ts t

o m

eet

indiv

idual

nee

ds

6.1

0

Progre

ss o

r re

gre

ss e

xerc

ises

ac

cord

ing t

o c

lients

’ per

form

ance

□

Appro

priat

e pro

gre

ssio

ns

and r

egre

ssio

ns

eg a

mount

of

exer

cise

s,

spee

d,

inte

nsi

ty,

repet

itio

ns,

dura

tion

□

Clie

nt

per

form

ance

eg f

itnes

s an

d s

kill

leve

ls,

adap

ting r

espond

appro

priat

ely

to s

igns

of dis

com

fort

or

inju

ry

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

87

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

Allo

w s

uff

icie

nt

tim

e fo

r th

e cl

osi

ng p

has

e of

the

sess

ion

□

Plan

tim

ings

eg s

afe

and e

ffec

tive

cool dow

n a

ctiv

itie

s fo

r cl

ients

□

Opport

unity

for

clie

nt

to a

sk q

ues

tions,

□

Provi

de

posi

tive

fee

dbac

k to

clie

nts

on t

he

sess

ion

7.2

Exp

lain

the

purp

ose

and v

alue

of

cool-

dow

n a

ctiv

itie

s to

clie

nts

□

Exp

lain

the

import

ance

of

cool-

dow

n a

nd e

nsu

re c

lient

under

stan

din

g

□

Purp

ose

and v

alue

eg e

nhan

ce f

lexi

bili

ty,

min

imis

e dis

com

fort

, pre

vent

inju

ry,

avoid

del

ayed

onse

t of

musc

le s

ore

nes

s, p

rovi

de

reco

very

tim

e

7.3

Sel

ect

cool-

dow

n a

ctiv

itie

s ac

cord

ing t

o t

he

type

and

inte

nsi

ty o

f phys

ical

exe

rcis

e an

d

clie

nt

nee

ds

and c

onditio

n

□

Cool dow

n s

truct

ure

eg p

uls

e lo

wer

ing,

stat

ic s

tret

chin

g,

dev

elopm

enta

l st

retc

hin

g

□

Appro

priat

e fo

r cl

ients

eg n

um

ber

of

cool-

dow

n e

xerc

ises

, in

tensi

ty o

f co

ol-

dow

n s

essi

on,

dura

tion,

acco

rdin

g t

o t

ype

and

inte

nsi

ty o

f phys

ical

exe

rcis

e, c

lient

nee

ds

and c

onditio

ns

7

Be

able

to b

ring

exer

cise

ses

sions

to a

n e

nd

7.4

Pr

ovi

de

clie

nts

with f

eedbac

k an

d p

osi

tive

rei

nfo

rcem

ent

□

Feed

bac

k eg

pro

vide

enco

ura

gem

ent

and m

otiva

tion,

rein

forc

e good/c

orr

ect

tech

niq

ues

, st

rength

s, p

osi

tive

pre

senta

tion o

f ar

eas

for

dev

elopm

ent

7.5

Exp

lain

to c

lients

how

thei

r pro

gre

ss lin

ks t

o t

hei

r goal

s □

Goal

s eg

hea

lth a

nd f

itnes

s, lifes

tyle

, so

cial

, fu

nct

ional

abili

ty

□

Progre

ss t

o a

chie

ve t

hei

r ove

rall

goal

s

□

per

form

ance

eg s

hort

-, m

ediu

m-,

long-t

erm

goal

s

□

Provi

de

advi

ce a

nd info

rmat

ion e

g a

lter

nat

ive

activi

ties

, ad

ditio

nal

ac

tivi

ties

7.6

Le

ave

the

envi

ronm

ent

in a

co

nditio

n s

uitab

le f

or

futu

re u

se

□

Corr

ect

pro

cedure

s fo

r ch

ecki

ng a

nd h

andlin

g e

quip

men

t use

d e

g

clea

ring t

he

area

, st

oring a

nd c

lean

ing e

quip

men

t co

rrec

tly,

re

port

ing a

ny

faults

□

Envi

ronm

ent

eg c

lean

, sa

fe,

tidy,

info

rm a

ppro

priat

e per

son a

bout

any

hea

lth a

nd s

afet

y is

sues

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

88

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.1

Rev

iew

the

outc

om

es o

f w

ork

ing

with c

lients

incl

udin

g t

hei

r fe

edbac

k

□

Rev

iew

clie

nt

pro

gre

ss e

g o

ffer

fitnes

s ad

vice

in r

esponse

to

chan

gin

g n

eeds

of

clie

nts

, in

rel

atio

n t

o g

oal

s/obje

ctiv

es

□

Clie

nt

opport

unity

to a

sk q

ues

tions

and p

rovi

de

feed

bac

k

8

Be

able

to r

efle

ct

on p

rovi

din

g

per

sonal

tra

inin

g

sess

ions

8.2

Id

entify

:

□

how

wel

l th

e se

ssio

ns

met

cl

ients

’ goal

s

□

how

effec

tive

and

motiva

tional

the

rela

tionsh

ip

with t

he

clie

nt

was

□

how

wel

l th

e in

stru

ctin

g

styl

es m

atch

ed t

he

clie

nts

’ nee

ds

□

How

wel

l th

e ex

erci

ses

met

clie

nt

goal

s eg

effec

tive

nes

s of

pla

nned

act

ivitie

s, a

chie

vem

ent

of

goal

/obje

ctiv

es

□

How

effec

tive

and m

otiva

tional

the

sess

ion w

as e

g c

lient

felt

support

ed,

enco

ura

ged

and m

otiva

ted,

clea

r an

d a

ppro

priat

e co

mm

unic

atio

n,

mutu

al r

espec

t

□

Use

of

appro

priat

e in

stru

ctin

g s

tyle

eg d

emonst

rations,

cle

ar,

accu

rate

exp

lanat

ions,

motiva

tion a

nd s

upport

8.3

Id

entify

how

to im

pro

ve p

erso

nal

pra

ctic

e □

Iden

tify

str

ength

s an

d a

reas

for

impro

vem

ent

□

Set

SM

ART (

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic,

tim

e-bound)

targ

ets

□

Pers

onal

dev

elopm

ent

pla

n

□

Dev

elopm

ent

opport

unitie

s eg

tra

inin

g,

cours

es;

mod

ify

exer

cise

pro

gra

mm

es e

g f

utu

re p

lannin

g t

o e

nsu

re f

itnes

s pro

gre

ssio

n

8.4

Exp

lain

the

valu

e of

reflec

tive

pra

ctic

e □

Lear

nin

g f

rom

ow

n e

xper

ience

s

□

Import

ant

sourc

e of

per

sonal

pro

fess

ional

dev

elopm

ent

and

impro

vem

ent

□

Allo

ws

for

continuous

updat

ing o

f sk

ills

and k

now

ledge

eg t

o p

lan

and inst

ruct

more

effec

tive

exe

rcis

e se

ssio

ns

and p

erso

nal

tr

ainin

g p

rogra

mm

es


89


Delivery

This unit needs be delivered in a way that enables learners to demonstrate the ability to prepare, instruct and adapt personal training sessions safely and effectively. Learners need to demonstrate that they can:

communicate effectively with clients, including explaining the purpose and demands of the exercise/physical activity and how these support client goals

instruct and adapt exercise sessions safely and effectively , providing technically correct instructions and demonstrations and progressing or regressing exercises in response to client performance

instruct and observe clients, correcting poor technique as necessary and ensuring clients carry out exercise safely.

A useful opening would be small-group discussions, during which learners can exchange their experiences of personal training sessions, either as employees in the sector or as clients. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.

Tutor input will need to cover the theoretical aspect of the unit relating to the principles of instructing and adapting exercise and of reviewing personal training sessions.

Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom preparing, instructing and adapting personal training sessions is a key part of their role, for example a personal trainer, where possible, and through the use of guest speakers and video/DVD training programmes.

Guest speakers, for example a health fitness instructor, will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they prepare the environment and clients for personal training sessions, how they ensure that the sessions they instruct are safe and effective and how they adapt exercises to meet client needs. They could include the use of appropriate motivational styles and communication methods, how to analyse client performance during the session and the importance of reinforcing good technique and of correcting poor technique as appropriate. This could be supported by examples drawn from industry or through developed case studies which highlight safe and unsafe practice.

The importance of health and safety, for both clients and instructors, needs to be emphasised throughout delivery of this unit. Appropriate risk assessments must be carried out before learners undertake any practical activities.

Tutors need to ensure that there are appropriate and sufficient opportunities to observe learners instructing and adapting personal training sessions with clients and that the appropriate records are kept to evidence learner ability and achievement.

Learners should be encouraged to reflect positively on the outcomes of the exercise session and use client feedback constructively when identifying how to improve their personal performance.


90

Learners can produce exemplar case studies, logbooks/diaries, witness testimonies and presentations that demonstrate their involvement in personal training sessions.

Assessment



This unit must involve a practical assessment.

There must be evidence that a learner has planned and instructed participants in the use of the following type of equipment:

cardiovascular machines.

Learners must also show planning and instructing of a minimum of two of the following cardiovascular approaches to training:

interval

Fartlek

continuous.

There must be evidence that a learner has planned and instructed participants in the use of the following types of equipment:

resistance machines

free weights including barbells and dumbbells and cables where available.

Learners must demonstrate correct lifting and passing techniques, including dead lifting the barbell safely from the floor and spotting.

Learners must also show planning and instructing using different resistance machines and free weights, of a minimum of four of the following resistance approaches to training:

pyramid systems

super-setting

giant sets

tri sets

forced repetitions

pre/post exhaust

negative/eccentric training

muscular strength endurance/muscular fitness.

N.B. the number of machines/items of equipment will depend upon the learner’s plan but the minimum number of training approaches must be adhered to.

There must be evidence that a learner has planned and instructed participants in a minimum of one core stability exercise (eg an exercise to improve muscles associated with stabilisation (local) and mobilisation (global)).


91


Books

Adams G M – Exercise Physiology Laboratory Manual: Health and Human Performance (McGraw Hill Higher Education, 2001) ISBN 9780072489125

Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193

American College of Sports Medicine – Resources for the Personal Trainer (Lippincott Williams and Wilkins, 2009) ISBN 9780781797726

Brooks D – The Complete Book of Personal Training (Human Kinetics, 2004) ISBN 9780736000130

Buckley J, Holmes J, Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth- Heinemann, 1999) ISBN 9780750632881

Coulson M – The Fitness Instructor’s Handbook: A Complete Guide to Health and Fitness – Fitness Professionals (A&C Black, 2007) ISBN 9780713682250


Franks B D and Howley E T – Fitness Leader’s Handbook (Human Kinetics Europe, 1998) ISBN 9780880116541


O’ Brien T S – The Personal Trainer's Handbook (Human Kinetics Publishers, 2003) ISBN 978 0736045018

Journals



Journal of Physical Activity and Health

Websites

American College of Sports Medicine www.acsm.org/


Human Kinetics www.humankinetics.com



92

Unit 7: Applying the Principles of Nutrition to a Physical Activity Programme

Unit reference number: L/600/9054

QCF level: 3

Credit value: 6


Unit aim

The aim of this unit is to develop understanding of nutrition in relation to physical activity programmes and of the strong links between diet and physical activity.

In this unit learners will explore the principles of nutrition, including key terminology, the main food groups and the relationship between nutrition, physical activity and health.

They will also look at the key guidelines which relate to nutrition and the national recommended practice to follow when providing nutritional advice.

To ensure that any physical activity programme is safe it is important that accurate nutritional information is obtained from clients. In this unit learners will develop an understanding of how to collect and use this information and of how to set nutritional goals with clients.

Learners will then have the opportunity to apply their knowledge and understanding through collecting and analysing nutritional information and applying the principles of nutrition when designing physical activity programmes with clients.

Essential resources

For this unit, centres need to ensure that learners have access to computers, the internet and library facilities to enable them to carry out research.

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

93

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

the

stru

cture

and f

unct

ion o

f th

e dig

estive

sys

tem

□

Str

uct

ure

: gas

troin

test

inal

tra

ct ie

the

mouth

, phar

ynx,

oes

ophag

us,

sto

mac

h,

smal

l in

test

ine

and

larg

e in

test

ine;

acc

esso

ry o

rgan

s ie

tee

th,

tongue,

sa

livar

y gla

nds,

gal

lbla

dder

, liv

er a

nd p

ancr

eas

□

Funct

ion:

dig

estion e

g t

o b

reak

dow

n f

ood into

a f

orm

th

e body

can u

se f

or

nourish

men

t. g

row

th,

repai

r an

d

ener

gy;

abso

rption;

excr

etio

n

1

Under

stan

d t

he

princi

ple

s of

nutr

itio

n

1.2

Exp

lain

the

mea

nin

g o

f ke

y nutr

itio

nal

te

rms

incl

udin

g:

□

die

t

□

hea

lthy

eating

□

nutr

itio

n

□

bal

ance

d d

iet

□

Die

t eg

am

ount

and t

ype

of

food a

nd d

rink

inta

ke o

r pla

nned

inta

ke t

o m

eet

spec

ific

req

uirem

ents

of

the

indiv

idual

, in

cludin

g o

r ex

cludin

g c

erta

in f

oods

□

Hea

lthy

eating e

g d

iet

bas

ed o

n s

ound n

utr

itio

nal

princi

ple

s eg

hig

h c

onsu

mption o

f fr

uits

and

veget

able

s, incl

usi

on o

f lo

w p

rote

in f

oods

□

Nutr

itio

n e

g p

roce

ss o

f obta

inin

g e

ner

gy

from

food

and d

rink

for

the

purp

ose

of

hea

lthy

body

gro

wth

and

mai

nte

nan

ce

□

Bal

ance

d d

iet

eg a

var

iety

of

foods

from

eac

h f

ood

gro

up in t

he

right

pro

port

ions

for

good h

ealth

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

94

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.3

D

escr

ibe

the

funct

ion a

nd m

etab

olis

m o

f:

□

mac

ro n

utr

ients

□

mic

ro n

utr

ients

□

mac

ronutr

ients

eg c

arbohyd

rate

s (s

imple

, co

mple

x),

pro

tein

s, f

ats

□

Funct

ion e

g t

o p

rovi

de

the

body

with b

ulk

cal

ories

or

ener

gy

nee

ded

for

gro

wth

, m

etab

olis

m,

and f

or

oth

er

body

funct

ions.

Met

abolis

m e

g b

roke

n d

ow

n into

glu

cose

or

fatt

y ac

ids

and e

ither

use

d im

med

iate

ly b

y th

e body

or

store

d a

nd u

sed w

hen

sto

res

of

oth

er

nutr

ients

are

dep

lete

d

□

Mic

ronutr

ients

eg v

itam

ins,

min

eral

s

□

Funct

ion e

g t

o h

elp m

ainta

in n

orm

al m

etab

olis

m

gro

wth

, m

ainta

in h

ealthy

body

funct

ions,

aid

men

tal

shar

pnes

s an

d f

ight

off d

isea

se

□

Met

abolis

m e

g h

elps

with t

he

met

abolis

m o

f fa

ts

pro

tein

s an

d c

arbohyd

rate

s

1.4

Exp

lain

the

mai

n f

ood g

roups

and t

he

nutr

ients

they

contr

ibute

to t

he

die

t □

Gra

ins

eg r

ice,

bre

ads,

pas

ta,

pota

toes

, pro

vide

carb

ohyd

rate

s, f

ibre

□

Fruits

and v

eget

able

s –pro

vide

fibre

, vi

tam

ins

and

min

eral

s

□

Milk

and d

airy

pro

duct

s-pro

vide

pro

tein

and c

alci

um

□

Mea

t, f

ish,

eggs,

nuts

and b

eans-

pro

vide

pro

tein

, zi

nc

and iro

n,

vita

min

s an

d m

iner

als

□

Food c

onta

inin

g f

ats,

oils

and s

ugar

s, u

nsa

tura

ted

fats

pro

vide

fatt

y ac

ids,

little

nutr

itio

nal

val

ue

in

gen

eral

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

95

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

Id

entify

the

calo

rific

valu

e of

nutr

ients

□

Mea

sure

s eg

cal

ories

, jo

ule

s, k

iloca

lories

, ki

lojo

ule

s

□

Prote

in:

4 c

alories

per

gra

m

□

Car

bohyd

rate

: 4 c

alories

per

gra

m

□

Fat:

9 c

alories

per

gra

m

1.6

Exp

lain

the

com

mon t

erm

inolo

gy

use

d in

nutr

itio

n incl

udin

g:

□

UK d

ieta

ry r

efer

ence

val

ues

(D

RV)

□

reco

mm

ended

dai

ly a

llow

ance

(RD

A)

□

reco

mm

ended

dai

ly inta

ke (

RD

I)

□

gly

caem

ic I

ndex

□

Die

tary

ref

eren

ce v

alues

(D

RVs)

— s

erie

s of

estim

ates

of

the

amount

of

ener

gy

and n

utr

ients

nee

ded

by

diffe

rent

gro

ups

of

hea

lthy

peo

ple

, th

ree

par

ts-

refe

rence

nutr

ient

inta

ke (

RN

I) ,

est

imat

ed a

vera

ge

requirem

ent

(EAR),

low

er r

ecom

men

ded

nutr

itio

nal

in

take

(LR

NI)

□

Rec

om

men

ded

dai

ly a

llow

ance

(RD

A)

— a

mount

of

a nutr

ient

that

is

nee

ded

for

most

peo

ple

to s

tay

hea

lthy

□

Rec

om

men

ded

dai

ly inta

ke (

RD

I) —

est

imat

e of

dai

ly

die

tary

inta

ke o

f a

nutr

ient

□

Gly

caem

ic index

(G

I) —

ran

king o

f fo

ods

bas

ed o

n

thei

r ove

rall

effe

ct o

n b

lood g

luco

se lev

els.

1.7

In

terp

ret

food lab

ellin

g info

rmat

ion

□

Nutr

itio

nal

lab

els

— n

utr

itio

nal

anal

ysis

of

mac

ronutr

ients

, m

icro

nutr

ients

, RD

A,

RD

I, D

RV

□

info

rmat

ion o

n e

ner

gy

valu

e (k

joule

s/kc

als)

□

May

pro

vide

additio

nal

info

rmat

ion o

n a

mount

of

satu

rate

d f

at,

sugar

s, s

odiu

m,

salt a

nd f

ibre

eg t

raff

ic

light

colo

ur

codin

g

□

Info

rmat

ion p

rovi

ded

per

100 g

ram

s or

per

port

ion o

f fo

od

□

Additio

nal

info

rmat

ion e

g a

llerg

y ad

vice

, use

by

dat

e,

bes

t bef

ore

, st

ora

ge

advi

ce,

origin

of

the

pro

duct

, hea

lth b

enef

its

bas

ed o

n s

cien

ce/r

esea

rch

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

96

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.8

Exp

lain

the

signific

ance

of

hea

lthy

food

pre

par

atio

n

□

Sig

nific

ance

eg r

etai

n n

utr

ients

during t

he

pre

par

atio

n/c

ooki

ng p

roce

ss,

□

Hea

lthy

food p

repar

atio

n m

ethods

eg s

team

ing

grilli

ng,

bla

nch

ing,

bak

ing,

stir f

ryin

g,

poac

hin

g,

raw

, dim

inis

h u

se o

f fa

t su

bst

itute

s an

d c

ooki

ng o

ils t

hat

ca

n lea

d t

o a

build

-up o

f ch

ole

ster

ol

1.9

Exp

lain

the

rela

tionsh

ip b

etw

een n

utr

itio

n,

phys

ical

act

ivity,

body

com

posi

tion a

nd

hea

lth incl

udin

g:

□

links

to d

isea

se/d

isea

se r

isk

fact

ors

□

chole

ster

ol

□

types

of

fat

in t

he

die

t

□

Links

to d

isea

se e

g h

eart

dis

ease

, hyp

erte

nsi

on,

type

2 d

iabet

es,

obes

ity,

bac

k pai

n,

ost

eoporo

sis

□

Chole

ster

ol – d

esirab

le lev

els

of

HD

L, t

ota

l ch

ole

ster

ol, L

DL:

HD

L ra

tio

□

Typ

es o

f fa

t – lin

k to

body

com

posi

tion,

reduci

ng f

at

leve

ls in t

he

body

2.1

Id

entify

the

range

of

pro

fess

ional

s an

d

pro

fess

ional

bodie

s in

volv

ed in t

he

area

of

nutr

itio

n

□

Profe

ssio

nal

s eg

nutr

itio

nal

ther

apis

ts,

die

tici

ans,

re

gis

tere

d n

utr

itio

nis

t, n

utr

itio

n/d

ieta

ry a

dvi

ser

□

Profe

ssio

nal

bodie

s eg

British

Ass

oci

atio

n f

or

Applie

d

Nutr

itio

n a

nd N

utr

itio

nal

Ther

apy

(BAN

T),

Ass

oci

atio

n

for

Nutr

itio

n,

The

Feder

atio

n o

f N

utr

itio

nal

Ther

apy

Prac

titioner

s, C

om

ple

men

tary

and N

atura

l H

ealthca

re

Counci

l (C

NH

C),

Hea

lth P

rofe

ssio

ns

Counci

l (H

PC),

The

Nutr

itio

n S

oci

ety

2

Under

stan

d k

ey

guid

elin

es in

rela

tion t

o

nutr

itio

n

2.2

Exp

lain

key

hea

lthy

eating a

dvi

ce t

hat

under

pin

s a

hea

lthy

die

t □

Key

advi

ce e

g b

ase

mea

ls o

n s

tarc

hy

foods,

eat

at

leas

t five

port

ions

of

fruit a

nd v

eget

able

s ev

ery

day

, in

clude

a va

ried

bal

ance

of

foods

from

the

five

mai

n

food g

roups

dai

ly,

stay

within

the

reco

mm

ended

ca

lorie

inta

ke,

2500 f

or

men

2000 f

or

wom

en

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

97

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

D

escr

ibe

the

nutr

itio

nal

princi

ple

s an

d k

ey

feat

ure

s of

the

Nat

ional

food m

odel

/guid

e □

Eat

wel

l pla

te,

Bal

ance

of

Good H

ealth

□

Nutr

itio

nal

princi

ple

s an

d k

ey f

eatu

res

eg m

ake

hea

lthy

food c

hoic

es,

eat

the

right

pro

port

ions

of

each

fo

od g

roup t

hat

mak

e up a

bal

ance

d d

iet

2.4

D

efin

e port

ion s

izes

in t

he

conte

xt o

f th

e nat

ional

food m

odel

/guid

e □

Gra

ins

– s

ix t

o e

leve

n s

ervi

ngs

a day

□

Fruits

and v

eget

able

s – a

t le

ast

five

port

ions

of

a va

riet

y of

fruit a

nd v

eget

able

s ev

ery

day

□

Mea

t an

d p

rote

in –

tw

o t

o t

hre

e se

rvin

gs

a day

□

Milk

and d

airy

pro

duct

s – t

wo t

o t

hre

e se

rvin

gs

a day

□

Foods

conta

in f

at,

oil

and s

ugar

– m

oder

ate

inta

ke

□

Dep

artm

ent

of

Hea

lth a

dvi

ce f

or

pro

port

ions

of

food

gro

ups

– 3

5%

fro

m f

at,

50%

fro

m c

arbohyd

rate

s an

d

15%

fro

m p

rote

in e

ach d

ay,

18gm

of

fibre

2.5

Exp

lain

how

to a

cces

s re

liable

sourc

es o

f nutr

itio

nal

info

rmat

ion

□

Nat

ional

, es

tablis

hed

org

anis

atio

ns

eg F

ood S

tandar

ds

Agen

cy (

FSA)

Nutr

ient

and F

ood B

ased

Guid

elin

es f

or

UK I

nst

itutions,

FSA E

atw

ell pla

te-

Bal

ance

of

Good

Hea

lth,

Hea

lth E

atin

g –

Liv

e W

ell (N

HS),

British

N

utr

itio

n F

oundat

ion G

uid

elin

es,

Dep

artm

ent

of

Hea

lth

□

Sourc

es b

ased

on e

viden

ce w

hic

h s

upport

s cl

aim

s eg

jo

urn

als,

web

site

s, b

ooks

2.6

D

istinguis

h b

etw

een e

viden

ce-b

ased

kn

ow

ledge

vers

us

the

unsu

bst

antiat

ed

mar

keting c

laim

s of

supplie

rs

□

Evi

den

ce-b

ased

eg c

laim

s bas

ed o

n s

cien

tific

rese

arch

, cl

aim

s su

pport

ed b

y nutr

itio

nal

conte

nt

□

unsu

bst

antiat

ed m

arke

ting c

laim

s eg

mis

lead

ing

clai

ms,

cla

ims

not

bas

ed o

n f

acts

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

98

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

pro

fess

ional

role

boundar

ies

with

regar

d t

o o

ffer

ing n

utr

itio

nal

advi

ce t

o

clie

nts

□

refe

r cl

ient

eg t

o G

P, r

egis

tere

d d

ietici

an/n

utr

itio

nis

t ,

com

ply

with r

ule

s of

REPs

Code

of

Conduct

3

Under

stan

d

nat

ional

ly

reco

mm

ended

pra

ctic

e in

rel

atio

n

to p

rovi

din

g

nutr

itio

nal

advi

ce

3.2

Exp

lain

the

import

ance

of

com

munic

atin

g

hea

lth r

isks

ass

oci

ated

with w

eight

loss

fad

s an

d p

opula

r die

ts t

o c

lients

□

asso

ciat

ed r

isks

eg ,

som

e cl

aim

s ar

e unsu

pport

ed,

advi

se o

n b

enef

its

of

a hea

lth d

iet,

enco

ura

ge

safe

pra

ctic

e in

rel

atio

n t

o w

eight

man

agem

ent

3.3

Eva

luat

e th

e pote

ntial

hea

th a

nd

per

form

ance

im

plic

atio

ns

of

seve

re e

ner

gy

rest

rict

ion,

wei

ght

loss

and w

eight

gai

n

□

Sev

ere

ener

gy

rest

rict

ion e

g d

ecre

ased

BM

R,

reduce

d

fat,

musc

le o

r bone

mas

s, c

ram

ps,

fat

igue,

diz

zines

s

□

Wei

ght

loss

eg r

educe

d a

bili

ty t

o f

ight

off

infe

ctio

n,

ost

eoporo

sis,

dec

reas

ed m

usc

le s

tren

gth

, tr

ouble

re

gula

ting b

ody

tem

per

ature

□

Wei

ght

gai

n e

g incr

ease

d r

isk

for

dia

bet

es,

coro

nar

y hea

rt d

isea

se,

hyp

erte

nsi

on,

reduce

d m

ove

men

t

3.4

Id

entify

clie

nts

at

risk

of

nutr

itio

nal

def

icie

nci

es

□

Clie

nts

at

risk

eg t

hose

on s

ever

ely

ener

gy

rest

rict

ed

die

ts,

extr

eme

die

ters

, th

ose

with c

erta

in d

iagnose

d

med

ical

conditio

ns/

dis

ease

s

3.5

Exp

lain

how

cultura

l an

d r

elig

ious

die

tary

pra

ctic

es c

an influen

ce n

utr

itio

nal

advi

ce

□

Influen

ces

eg f

asts

, fe

stiv

als,

food r

estr

ictions

and

law

s, d

ieta

ry a

nd f

ood p

repar

atio

n p

ract

ices

as

soci

ated

with r

itual

s

3.6

D

escr

ibe

safe

ty,

effe

ctiv

enes

s an

d

contr

aindic

atio

ns

rela

ting t

o p

rote

in a

nd

vita

min

supple

men

tation

□

Saf

ety

eg p

urc

has

e su

pple

men

ts f

rom

rep

uta

ble

so

urc

es,

stic

k to

the

corr

ect

dosa

ge

as p

er

reco

mm

ended

guid

elin

es

□

Effec

tive

nes

s eg

supple

men

t die

ts t

hat

exc

lude

cert

ain p

roduct

s or

food g

roups

□

Contr

aindic

atio

ns

eg p

regnan

cy,

med

ical

conditio

n

such

as

dia

bet

es,

hyp

erte

nsi

on o

r hea

rt d

isea

se,

inte

ract

ion w

ith m

edic

atio

n e

g c

alci

um

with h

eart

m

edic

ine,

vitam

in K

with b

lood t

hin

ner

s

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

99

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.7

Exp

lain

why

det

aile

d o

r co

mple

x die

tary

an

alys

is t

hat

inco

rpora

tes

maj

or

die

tary

ch

ange

should

alw

ays

be

refe

rred

to a

Reg

iste

red D

ietici

an

□

Ensu

re s

afet

y of

clie

nt

– r

efer

to s

ourc

e of

spec

ialis

t,

exper

t ad

vice

□

Confo

rms

to r

ecom

men

ded

nat

ional

pra

ctic

e

□

Outs

ide

ow

n a

uth

ority

and c

om

pet

ence

4

Under

stan

d t

he

rela

tionsh

ip

bet

wee

n n

utr

itio

n

and p

hys

ical

ac

tivi

ty

4.1

D

efin

e th

e ro

le o

f ca

rbohyd

rate

, fa

t an

d

pro

tein

as

fuel

s fo

r ae

robic

and a

nae

robic

en

ergy

pro

duct

ion

□

Car

bohyd

rate

— m

ain f

uel

for

exer

cise

of

a m

oder

ate

to h

igher

inte

nsi

ty,

anae

robic

ener

gy

pat

hw

ay

(gly

coly

sis)

cre

ates

ener

gy

excl

usi

vely

fro

m

carb

ohyd

rate

s, u

sed in a

erobic

sys

tem

□

Fat-

fuel

low

er inte

nsi

ty e

xerc

ise

for

long p

erio

ds

of

tim

e, u

sed in a

erobic

sys

tem

□

Prote

in-

gen

eral

ly u

sed t

o m

ainta

in a

nd r

epai

r body

tiss

ues

, as

a f

uel

rep

rese

nts

only

a v

ery

smal

l co

ntr

ibution.

use

d w

hen

sto

res

of

oth

er n

utr

ients

are

dep

lete

d

4.2

Exp

lain

the

com

ponen

ts o

f en

ergy

expen

diture

and t

he

ener

gy

bal

ance

eq

uat

ion

□

Com

ponen

ts e

g b

asal

met

abolic

rat

e (B

MR),

th

erm

ogen

esis

(th

erm

ogen

ic e

ffec

t of

food),

phys

ical

ac

tivi

ty (

all m

usc

le m

ove

men

t)

□

Ener

gy

bal

ance

equat

ion –

diffe

rence

s bet

wee

n e

ner

gy

inta

ke (

from

food)

and e

ner

gy

outp

ut

eg n

eutr

al

ener

gy

bal

ance

(ca

lories

tak

en in e

qual

to c

alories

ex

pen

ded

, w

eight

is m

ainta

ined

), p

osi

tive

ener

gy

bal

ance

(ca

lories

tak

en in a

re g

reat

er t

han

cal

ories

ex

pen

ded

, w

eight

is g

ained

, fa

t st

ore

s ar

e in

crea

sed),

neg

ativ

e en

ergy

bal

ance

(ca

lories

tak

en in a

re les

s th

an c

alories

exp

ended

)

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

Exp

lain

how

to c

alcu

late

an e

stim

ate

of

Bas

al M

etab

olic

Rat

e (B

MR)

□

Fact

ors

affec

ting B

MR e

g g

ender

, ag

e, w

eight,

body

surf

ace

area

, die

t, e

xerc

ise

□

Use

of

equat

ions

eg S

chof

ield

, H

arris-

Ben

edic

t,

Mifflin

-St

Jeor

□

Indirec

t ca

lorim

etry

4.4

Exp

lain

how

to e

stim

ate

ener

gy

requirem

ents

bas

ed o

n p

hys

ical

act

ivity

leve

ls a

nd o

ther

rel

evan

t fa

ctors

□

Fact

ors

affec

ting d

aily

ener

gy

expen

diture

eg a

ge,

gen

der

, w

eight,

hei

ght,

phys

ical

act

ivity

leve

l,

lifes

tyle

□

Bas

ed o

n t

he

ener

gy

inta

ke n

eeded

to m

ainta

in

ener

gy

bal

ance

in indiv

idual

s w

ith h

ealthy

wei

ghts

□

Use

of

pre

dic

tive

equat

ions

4.5

Id

entify

ener

gy

expen

diture

for

diffe

rent

phys

ical

act

ivitie

s □

Phys

ical

act

ivitie

s eg

sw

imm

ing,

runnin

g,

joggin

g,

team

sport

s

□

Dep

ends

on d

ura

tion a

nd t

ype

of

activi

ty

□

Met

abolic

equiv

alen

t of

task

(M

ET)

— p

hys

iolo

gic

al

mea

sure

exp

ress

ing t

he

ener

gy

cost

of

phys

ical

ac

tivi

ties

□

Num

ber

of

kcal

s use

d

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.6

Eva

luat

e th

e nutr

itio

nal

req

uirem

ents

and

hyd

ration n

eeds

of

clie

nts

engag

ed in

phys

ical

act

ivity

□

Clie

nts

eg w

ith s

pec

ific

fitnes

s nee

ds,

with g

ener

al

hea

lth n

eeds

□

Eva

luat

ion a

ppro

priat

e to

clie

nt

eg a

ge,

lev

el o

f ab

ility

an

d s

kill,

wei

ght,

med

ical

conditio

ns,

lev

el o

f phys

ical

ac

tivi

ty

□

Eva

luat

ion a

ppro

priat

e to

phys

ical

act

ivity

(bef

ore

,

during a

nd a

fter

)

□

How

to e

nsu

re c

lients

are

aw

are

of

thes

e re

quirem

ents

5.1

Exp

lain

why

it is

import

ant

to o

bta

in c

lients

’ in

form

ed c

onse

nt

bef

ore

colle

ctin

g

nutr

itio

nal

info

rmat

ion

□

Est

ablis

h c

lient

under

stan

din

g e

g g

ive

the

clie

nt

the

opport

unity

to c

onsi

der

info

rmat

ion p

rovi

ded

and t

o

ask

ques

tions,

red

uce

ris

k of

mis

under

stan

din

gs

□

Legal

req

uirem

ents

, st

andar

d indust

ry p

ract

ice

eg

REP C

ode

of

Conduct

5

Under

stan

d h

ow

to

colle

ct info

rmat

ion

rela

ting t

o

nutr

itio

n

5.2

D

escr

ibe

the

info

rmat

ion t

hat

nee

ds

to b

e co

llect

ed t

o o

ffer

nutr

itio

nal

advi

ce t

o

clie

nts

□

Info

rmat

ion e

g p

erso

nal

goal

s, lifes

tyle

, m

edic

al

his

tory

, phys

ical

act

ivity

his

tory

, die

t his

tory

, fo

od

pre

fere

nce

s, s

upple

men

t use

, nutr

itio

nal

know

ledge

5.3

Exp

lain

the

legal

and e

thic

al im

plic

atio

ns

of

colle

ctin

g n

utr

itio

nal

info

rmat

ion

□

Confiden

tial

ity

□

Legal

req

uirem

ents

eg d

ata

pro

tect

ion

□

Indust

ry r

egula

tions

eg R

EP

Code

of

Conduct

5.4

D

escr

ibe

diffe

rent

form

ats

for

reco

rdin

g

nutr

itio

nal

info

rmat

ion

□

Form

at e

nab

les

inte

rpre

tation a

nd a

nal

ysis

of

info

rmat

ion

□

Food d

iary

/rec

ord

, ques

tionnai

res

□

Paper

or

com

pute

r-bas

ed r

ecord

s

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.5

Exp

lain

why

confiden

tial

ity

is im

port

ant

when

colle

ctin

g n

utr

itio

nal

info

rmat

ion

□

Clie

nt

feel

s re

assu

red a

nd lik

ely

to s

har

e in

form

atio

n

□

Legal

req

uirem

ents

□

Indust

ry r

egula

tions

eg R

EP

Code

of

Conduct

5.6

D

escr

ibe

issu

es t

hat

may

be

sensi

tive

when

co

llect

ing n

utr

itio

nal

info

rmat

ion

□

Rel

atin

g t

o w

eight

and b

ody

com

posi

tion

□

Rel

atin

g t

o h

ealth e

g m

edic

al c

onditio

ns,

sm

oki

ng,

alco

hol co

nsu

mption

□

Rel

atin

g t

o q

ual

ity

of

an indiv

idual

's d

iet

eg y

oyo

die

ting

□

Rel

atin

g t

o e

atin

g d

isord

ers

5.7

Exp

lain

diffe

rent

met

hods

that

can

be

use

d

to m

easu

re b

ody

com

posi

tion a

nd h

ealth

risk

in r

elat

ion t

o w

eight

□

Met

hods

eg b

ody

mas

s in

dex

(BM

I),w

aist

to h

ip r

atio

, w

aist

circu

mfe

rence

, sk

in-f

old

tes

ts (

calip

ers)

, bio

elec

tric

al im

ped

ance

, hyd

rost

atic

(under

wat

er)

wei

ghin

g-

□

Loca

tion o

f body

fat

in r

elat

ion t

o h

ealth r

isk

eg

around t

he

abdom

en m

ay p

rese

nt

a gre

ater

ris

k of

hea

lth p

roble

ms

□

Hea

lth r

isks

in r

elat

ion t

o w

eight

— o

verw

eight

and

obes

e in

div

idual

s in

crea

sed r

isk

of

eg h

yper

tensi

on,

coro

nar

y hea

rt d

isea

se,

type

2 d

iabet

es;

under

wei

ght

eg infe

rtili

ty in w

om

en,

type

1 d

iabet

es,

ost

eoporo

sis,

an

aem

ia

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

D

escr

ibe

bas

ic d

ieta

ry a

sses

smen

t m

ethods

□

Met

hod d

epen

ds

on inte

nded

purp

ose

eg m

easu

re

nutr

ients

, fo

ods

or

eating h

abits

□

Food d

iary

/rec

ord

(w

eighed

or

estim

ated

)eg t

ime

of

consu

mption,

pre

par

atio

n a

nd c

ooki

ng m

ethods,

port

ion s

izes

□

Die

tary

rec

all —

tra

ined

inte

rvie

wer

ask

s in

div

idual

to

rem

ember

food a

nd d

rink

consu

med

ove

r a

per

iod o

f tim

e

□

Food f

requen

cy q

ues

tionnai

res

□

Die

t his

tory

– u

sed o

ver

a lo

nger

per

iod o

f tim

e th

an

oth

er m

ethods

6

Under

stan

d h

ow

to

use

nutr

itio

nal

in

form

atio

n

6.2

Exp

lain

how

to a

nal

yse

and inte

rpre

t co

llect

ed info

rmat

ion s

o t

hat

clie

nts

’ nee

ds

and n

utr

itio

nal

goal

s ca

n b

e id

entified

with

refe

rence

to t

he

Nat

ional

food m

odel

/guid

e re

com

men

dat

ions

□

Cal

cula

te inta

ke (

ener

gy,

cal

orific)

and e

xpen

diture

(e

ner

gy)

□

Com

par

ison o

f in

take

s eg

to e

stim

ated

ave

rage

requirem

ent,

to r

ecom

men

ded

dai

ly a

llow

ance

/inta

ke,

eval

uat

ion in t

erm

s of

adeq

uac

y

□

How

clie

nt’s

die

t re

late

s to

nat

ional

guid

elin

es a

nd

reco

mm

endat

ions

6.3

D

escr

ibe

how

to inte

rpre

t in

form

atio

n

gai

ned

fro

m m

ethods

use

d t

o a

sses

s body

com

posi

tion a

nd h

ealth r

isk

in r

elat

ion t

o

wei

ght

□

Use

of

norm

s fo

r co

mpar

isons

□

Hea

lth r

isks

in r

elat

ion t

o w

eight

— o

verw

eight

and

obes

e in

div

idual

s in

crea

sed r

isk

of

eg h

yper

tensi

on,

coro

nar

y hea

rt d

isea

se,

type

2 d

iabet

es;

under

wei

ght

eg infe

rtili

ty in w

om

en,

type

1 d

iabet

es,

ost

eoporo

sis,

an

aem

ia

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.4

Exp

lain

how

to s

ensi

tive

ly d

ivulg

e co

llect

ed

info

rmat

ion a

nd ‘re

sults’

to c

lients

□

Ensu

re p

riva

cy a

nd c

onfiden

tial

ity

when

spea

king w

ith

clie

nts

□

Appro

priat

e ve

rbal

and n

on-v

erbal

com

munic

atio

n

□

Appro

priat

e m

anner

eg p

osi

tive

, fo

cus

on s

teps

that

cl

ient

can t

ake

6.5

Exp

lain

how

to r

ecognis

e th

e si

gns

and

sym

pto

ms

of

dis

ord

ered

eat

ing a

nd h

ealthy

eating p

atte

rns

□

Dis

ord

ered

eg d

ram

atic

wei

ght

loss

in a

rel

ativ

ely

short

per

iod o

f tim

e, o

bse

ssio

n w

ith w

eight

and

com

pla

inin

g o

f w

eight

pro

ble

ms,

obse

ssio

n w

ith

calo

ries

and f

at c

onte

nt

of

foods,

exc

use

s to

avo

id

eating,

hai

r lo

ss,

diz

zines

s an

d h

eadac

hes

, co

mpla

ints

of

oft

en f

eelin

g c

old

, blo

odsh

ot

eyes

; lig

ht

bru

isin

g

under

the

eyes

and o

n t

he

chee

ks,

mood s

win

gs,

dep

ress

ion,

fatigue,

low

sel

f-es

teem

□

Hea

lthy

eating e

g b

alan

ced d

iet,

sta

ble

wei

ght

6.6

D

escr

ibe

the

key

feat

ure

s of

the

indust

ry

guid

ance

note

on ‘M

anag

ing u

sers

with

susp

ecte

d e

atin

g d

isord

ers’

□

Sig

ns

and s

ympto

ms

of

eating d

isord

ers

□

What

to d

o if

you s

usp

ect

som

eone

usi

ng y

our

faci

lity

has

an e

atin

g d

isord

er e

g d

o n

ot

use

aggre

ssiv

e la

nguag

e or

thre

aten

to t

ake

thei

r m

ember

ship

aw

ay,

do n

ot

com

men

t on t

hei

r w

eight

or

appea

rance

, en

coura

ge

them

to c

onta

ct t

hei

r G

P

□

Appro

priat

e ed

uca

tion a

nd t

rain

ing f

or

staf

f w

ithin

the

indust

ry

□

Duty

of

care

to indiv

idual

s usi

ng y

our

faci

lity

□

Oper

atio

nal

im

plic

atio

ns

6.7

Exp

lain

the

circ

um

stan

ces

in w

hic

h a

clie

nt

should

be

reco

mm

ended

to v

isit t

hei

r G

P ab

out

the

poss

ibili

ty o

f re

ferr

al t

o a

Reg

iste

red D

ietici

an

□

Susp

ecte

d e

atin

g d

isord

er

□

Under

lyin

g m

edic

al c

onditio

ns

eg h

eart

dis

ease

□

Wei

ght-

rela

ted iss

ues

eg o

bes

e, u

nder

wei

ght

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

Exp

lain

how

to a

pply

the

princi

ple

s of

goal

se

ttin

g w

hen

off

erin

g n

utr

itio

nal

advi

ce

□

Goal

seg h

ealthy

eating,

wei

ght

man

agem

ent,

im

pro

ved f

itnes

s, im

pro

ved s

elf-

imag

e, S

MART

□

Short

, m

ediu

m a

nd long-t

erm

goal

s

□

Ref

lect

acc

epte

d g

ood p

ract

ice

7.2

Exp

lain

how

to t

ransl

ate

nutr

itio

nal

goal

s in

to b

asic

hea

lthy

eating a

dvi

ce t

hat

ref

lect

s cu

rren

t N

atio

nal

guid

elin

es

□

Use

ter

ms

that

clie

nts

under

stan

d

□

Avo

id u

se o

f te

chnic

al t

erm

s an

d jar

gon

7.3

Exp

lain

when

peo

ple

oth

er t

han

the

clie

nt

should

be

invo

lved

in n

utr

itio

nal

goal

set

ting □

Outs

ide

leve

l of

ow

n c

om

pet

ence

and a

uth

ority

□

Susp

ecte

d e

atin

g d

isord

er o

r m

edic

al c

onditio

ns

□

Provi

de

furt

her

info

rmat

ion o

r su

pport

for

the

clie

nt

7

Under

stan

d t

he

princi

ple

s of

nutr

itio

nal

goal

se

ttin

g w

ith c

lients

7.4

D

efin

e w

hic

h o

ther

peo

ple

could

be

invo

lved

in

nutr

itio

nal

goal

set

ting

□

Oth

er p

eople

eg R

egis

tere

d n

utr

itio

nis

t, N

utr

itio

nal

th

erap

ist,

Die

tary

/nutr

itio

n a

dvi

ser,

Die

tici

an,

GP

7.5

Id

entify

the

bar

rier

s w

hic

h m

ay p

reve

nt

clie

nts

ach

ievi

ng t

hei

r nutr

itio

nal

goal

s □

Bar

rier

s eg

tim

e co

nst

rain

ts ,

cost

fac

tors

, die

tary

hab

its,

eat

ing junk

foods

or

conve

nie

nce

foods

, fo

llow

ing a

res

tric

ted d

iet,

lim

ited

know

ledge

of

die

t an

d n

utr

itio

n,

lack

of

support

, cu

ltura

l or

relig

ious

fact

ors

7.6

Exp

lain

how

to a

pply

bas

ic m

otiva

tional

st

rate

gie

s to

enco

ura

ge

hea

lthy

eating a

nd

pre

vent

non-c

om

plia

nce

or

rela

pse

□

Pro

vide

clie

nts

with a

ppro

priat

e in

form

atio

n a

nd

advi

ce e

g r

einfo

rce

ben

efits

of

hea

lth e

atin

g

□

Posi

tive

enco

ura

gem

ent

eg h

ighlig

ht

posi

tive

asp

ects

, re

cognis

e an

d h

ighlig

ht

achie

vem

ents

and p

rogre

ss

□

Set

goal

s an

d invo

lve

clie

nts

in g

oal

set

ting

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

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ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.7

Exp

lain

the

nee

d f

or

reap

pra

isal

of

clie

nts

’ body

com

posi

tion a

nd o

ther

rel

evan

t hea

lth

par

amet

ers

at a

gre

ed s

tages

of

the

pro

gra

mm

e

□

Opport

unity

to r

evie

w c

lient

pro

gre

ss a

nd

achie

vem

ents

□

Opport

unity

to r

evie

w iss

ues

rel

atin

g t

o c

lient

hea

lth

□

Rev

ise

or

add n

utr

itio

nal

goal

s

□

Motiva

te a

nd e

nco

ura

ge

clie

nts

8.1

Colle

ct info

rmat

ion n

eeded

to p

rovi

de

clie

nts

with a

ppro

priat

e hea

lthy

eating

advi

ce

□

Info

rmat

ion e

g p

erso

nal

goal

s, lifes

tyle

, m

edic

al

his

tory

, phys

ical

act

ivity

his

tory

, die

t his

tory

, fo

od

pre

fere

nce

s, s

upple

men

t use

, nutr

itio

nal

know

ledge,

at

titu

des

and m

otiva

tion,

stag

e of

read

ines

s

□

Clie

nts

– w

ith s

pec

ific

fitnes

s nee

ds,

with g

ener

al

hea

lth n

eeds

□

Met

hods

eg q

ues

tionnai

res,

one-

to-o

ne

dis

cuss

ion

with c

lients

, fo

od d

iary

/rec

ord

□

Import

ance

of

colle

ctin

g a

ccura

te n

utr

itio

nal

in

form

atio

n

□

Use

of

info

rmat

ion t

o g

ive

clie

nts

saf

e an

d e

ffec

tive

nutr

itio

nal

advi

ce

8

Be

able

to c

olle

ct

and a

nal

yse

nutr

itio

nal

in

form

atio

n

8.2

Rec

ord

info

rmat

ion a

bout

clie

nts

and t

hei

r nutr

itio

nal

goal

s in

an a

ppro

ved f

orm

at

□

Cle

ar t

o c

lient,

yours

elf

and o

ther

s w

ho m

ay b

e in

volv

ed

□

Form

at e

nab

les

inte

rpre

tation a

nd a

nal

ysis

of

info

rmat

ion

□

Form

at e

g p

aper

, dig

ital

□

Goal

s- e

g h

ealthy

eating,

wei

ght

man

agem

ent,

im

pro

ved f

itnes

s, im

pro

ved s

elf-

imag

e

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.3

Anal

yse

colle

cted

info

rmat

ion incl

udin

g

nutr

itio

nal

nee

ds

and p

refe

rence

s in

rel

atio

n

to t

he

clie

nts

curr

ent

stat

us

and n

utr

itio

nal

goal

s

□

Use

of

norm

s fo

r co

mpar

isons

□

Cal

cula

te inta

ke (

ener

gy,

cal

orific)

and e

xpen

diture

(e

ner

gy)

□

Com

par

ison o

f in

take

s eg

to e

stim

ated

ave

rage

requirem

ent,

to r

ecom

men

ded

allo

wan

ces/

inta

kes,

ev

aluat

ion in t

erm

s of

adeq

uac

y

□

How

clie

nt’s

die

t re

late

s to

nat

ional

guid

elin

es a

nd

reco

mm

endat

ions

9

Be

able

to a

pply

th

e princi

ple

s of

nutr

itio

n t

o a

phys

ical

act

ivity

pro

gra

mm

e

9.1

Acc

ess

and m

ake

use

of

cred

ible

sourc

es o

f ed

uca

tional

info

rmat

ion a

nd a

dvi

ce in

esta

blis

hin

g n

utr

itio

nal

goal

s w

ith c

lients

□

Clie

nt

rece

ives

up-t

o-d

ate

info

rmat

ion a

nd a

dvi

ce

□

Nat

ional

, es

tablis

hed

org

anis

atio

ns

eg F

ood S

tandar

ds

Agen

cy (

FSA)

Nutr

ient

and F

ood B

ased

Guid

elin

es f

or

UK I

nst

itutions,

FSA E

atw

ell pla

te —

Bal

ance

of

Good

Hea

lth,

Hea

lth E

atin

g –

Liv

e W

ell (N

HS),

British

N

utr

itio

n F

oundat

ion G

uid

elin

es,

Dep

artm

ent

of

Hea

lth

□

Sourc

es b

ased

on e

viden

ce w

hic

h s

upport

s th

eir

clai

ms

eg journ

als,

web

site

s, b

ooks

9.2

D

esig

n a

nd a

gre

e nutr

itio

nal

goal

s th

at a

re

com

pat

ible

with t

he

anal

ysis

, ac

cepte

d g

ood

pra

ctic

e an

d n

atio

nal

guid

elin

es

□

Des

ign d

iet

pla

n in r

elat

ion t

o c

lient’s

die

tary

re

quirem

ents

, ex

pla

in t

pro

cess

es,

ensu

re b

alan

ce o

f m

ain f

ood g

roups

incl

uded

in d

iet

pla

n,

set

and a

gre

e Spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic

and t

ime

bound (

SM

ART)

goal

s

9.3

Ensu

re t

hat

the

nutr

itio

nal

goal

s su

pport

an

d inte

gra

te w

ith o

ther

pro

gra

mm

e co

mponen

ts

□

Enab

le a

chie

vem

ent

of

pro

gra

mm

e co

mponen

ts e

g

exer

cise

□

Clie

nt

can s

ee t

he

rela

tionsh

ip b

etw

een g

oal

s an

d t

he

pro

gra

mm

e co

mponen

ts

BA029356 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

3 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in P

erso

nal

Tra

inin

g –

Is

sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

2012

10

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

9.4

Agre

e re

view

poin

ts w

ith t

he

clie

nts

□

Appro

priat

e to

the

clie

nt

□

Appro

priat

e to

the

phys

ical

act

ivity

pro

gra

mm

e

□

Clie

nt

clea

r ab

out

what

will

tak

e pla

ce a

t ea

ch r

evie

w

eg s

hort

, m

ediu

m,

long t

erm

9.5

Rev

iew

the

clie

nts

under

stan

din

g o

f how

to

follo

w t

he

nutr

itio

nal

advi

ce a

s par

t of

thei

r phys

ical

act

ivity

pro

gra

mm

e

□

Ask

clie

nts

ques

tions

in a

sen

sitive

man

ner

□

Giv

e cl

ient

opport

unitie

s to

ask

ques

tions

□

Ensu

re a

ppro

priat

e tim

e al

loca

ted f

or

dis

cuss

ion

9.6

M

onitor,

eva

luat

e an

d r

evie

w t

he

clie

nts

’ pro

gre

ss t

ow

ards

thei

r nutr

itio

nal

goal

s □

In r

elat

ion t

o p

revi

ousl

y se

t goal

s

□

Rev

iew

clie

nt’s

fitn

ess

leve

ls

□

Ensu

re c

lient

under

stan

din

g

□

Ensu

re c

lient

has

opport

unity

to a

sk q

ues

tions

□

Rev

ise

and a

dd n

utr

itio

nal

goal

s eg

bas

ed o

n

iden

tified

str

ength

s an

d a

reas

for

impro

vem

ent


109


Delivery

This unit should be delivered in a way that develops l knowledge and understanding of how to apply the principles of nutrition to a physical activity programme. Learners need to know and understand:

the principles of nutrition , including the key terminology used and the relationship between nutrition, physical activity and health

the key guidelines and recommended national practice relating to nutrition and providing nutritional advice

the methods used to collect nutritional information, including legal and ethical implications and issues of sensitivity and confidentiality

how to analyse and use this information to set nutritional goals for clients, including barriers to achievement and the use of motivational strategies with clients.

A useful opening would be through small-group discussions, during which learners can exchange their knowledge and experience of applying the principles of nutrition when planning physical activity programmes with clients. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.

Learners should be encouraged to engage with employers and, where possible, other employees to gain knowledge and understanding of the importance of collecting, analysing and using nutritional information correctly to meet the needs of individual clients.

Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom this is a key part of their role, for example a personal trainer, where possible, and through the use of guest speakers and video/DVD training programmes.

For example, a presentation by a health fitness instructor will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the methods they use to analyse nutritional information and how they then use this information to design and agree nutritional goals with clients.

They could also talk about the importance of ensuring nutritional goals are compatible with accepted good practice and national guidelines, and of monitoring and reviewing client progress towards their goals. This should be supported by examples drawn from industry or through developed case studies that highlight:

the importance of collecting the correct nutritional information and what could happen if this is not carried out

how nutritional information affects the setting of nutritional goals in the context of physical activity programmes, including referring clients to other professionals

the importance of working within the associated key guidelines and nationally recommended practice

the methods trainers and instructors use to interpret nutritional information supplied by clients.


110

To meet the practical aspect of the unit, in terms of analysing nutritional information and using it to set nutritional goals with clients, learners could either use documentation from their place of work or the tutor could supply learners with standard templates.

Learners need to be observed agreeing nutritional goals and how they will be reviewed with clients and confirming client understanding of how to follow the nutritional advice they have been given.


Assessment



Learners must provide evidence of their ability to apply the principles of

nutrition to a physical activity programme by collecting and analysing appropriate

information and agreeing nutritional goals with clients that are compatible with the analysis, accepted good practice and national guidelines.

A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Other alternatives could be logbooks or workbooks completed in the workplace or during visits.



Books

Bean A – Food for Fitness (A&C Black, 2008) ISBN 9780713681284

Burke L – Practical Sports Nutrition (Human Kinetics, 2007) ISBN 9780736046954


Griffin J – Food for Sport, Eat Well, Perform Better (Crowood, 2001) ISBN 9781861262165

McArdle W et al – Sports and Exercise Nutrition (Lippincott, Williams and Wilkins, 2005) ISBN 9780781749930


Journals and/or magazines

American College of Sport Medicine’s Health and Fitness Journal

British Journal of Nutrition

International Journal of Sports Nutrition

Journal of Nutrition

Journal of Sports Nutrition


111

Websites


British Nutrition Foundation www.nutrition-org.uk

Food Standards Agency www.foodstandards.gov.uk

Institute of Food www.ifrn.bbsrc.ac.uk


112

12 Further information and useful publications

For further information about the qualification featured in this specification, or other Edexcel qualifications, please call Customer Services on 0844 576 0026 (calls may monitored for quality and training purposes) or visit our website (www.edexcel.com).

Related information and publications include:

Equality Policy

Information Manual (updated annually)

Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually).

Publications on the quality assurance of BTEC qualifications is on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/publications/home.aspx


http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://www.edexcel.com/resources/publications/home.aspx�


113

13 Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.

The support we offer focuses on a range of issues including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing student-centred learning and teaching approaches

building Functional Skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website www.edexcel.com/training. You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DiDA and other qualifications 0844 576 0031

Edexcel may monitor calls for quality and training purposes.

The training we provide:

is practical – ideas are developed and applied

is designed to be supportive and thought provoking

builds on best practice.

http://www.edexcel.com/resources/training/Pages/home.aspx�

BA029356 –

Spec

ific

atio

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Edex

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ertifica

te s

pec

ialis

t qual

ific

atio

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erso

nal

Tra

inin

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sue

1 –

May

2012 ©

Pea

rson E

duca

tion L

imited

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11

4

An

nexe A

Pro

gre

ssio

n o

pp

ort

un

itie

s

Progre

ssio

n o

pport

unitie

s w

ithin

the

fram

ework

.

Level

Gen

era

l q

uali

fica

tio

ns

BTEC

fu

ll v

oca

tio

nall

y-

rela

ted

qu

ali

fica

tio

ns

BTE

C s

peci

ali

st c

ou

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NV

Q/

occ

up

ati

on

al

5

5

Edex

cel BTEC L

evel

5 H

ND

D

iplo

ma

in S

port

and E

xerc

ise

Sci

ence

s (Q

CF)

Edex

cel BTEC L

evel

5 H

ND

D

iplo

ma

in S

port

(Coac

hin

g

and S

port

s D

evel

opm

ent)

(Q

CF)

Edex

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evel

5 H

ND

D

iplo

ma

in S

port

(Le

isure

M

anag

emen

t) (

QCF)

BA029356 –

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ific

atio

n –

Edex

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ertifica

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pec

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ific

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erso

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Tra

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sue

1 –

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2012 ©

Pea

rson E

duca

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imited

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11

5

Level

Gen

era

l q

uali

fica

tio

ns

BTEC

fu

ll v

oca

tio

nall

y-

rela

ted

qu

ali

fica

tio

ns

BTE

C s

peci

ali

st c

ou

rses

NV

Q/

occ

up

ati

on

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4

4

Edex

cel BTEC L

evel

4 H

NC

Dip

lom

a in

Sport

(H

ealth,

Fitn

ess

and E

xerc

ise)

(Q

CF)

Edex

cel BTEC L

evel

4 H

NC

Dip

lom

a in

Sport

(Coac

hin

g

and S

port

s D

evel

opm

ent)

(Q

CF)

Edex

cel BTEC L

evel

4 H

NC

Dip

lom

a in

Sport

(Le

isure

M

anag

emen

t) (

QCF)

BA029356 –

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ific

atio

n –

Edex

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ertifica

te s

pec

ialis

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ific

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erso

nal

Tra

inin

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Is

sue

1 –

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2012 ©

Pea

rson E

duca

tion L

imited

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11

6

Level

Gen

era

l q

uali

fica

tio

ns

BTEC

fu

ll v

oca

tio

nall

y-

rela

ted

qu

ali

fica

tio

ns

BTE

C s

peci

ali

st c

ou

rses

NV

Q/

occ

up

ati

on

al

3

3

Adva

nce

d S

ubsi

dia

ry G

CEs

Phys

ical

Educa

tion a

nd L

eisu

re

Stu

die

s

Adva

nce

d G

CEs

Phys

ical

Educa

tion a

nd L

eisu

re S

tudie

s

Edex

cel BTEC L

evel

3

Cer

tifica

te in S

port

(Q

CF)

Edex

cel BTEC L

evel

3

Subsi

dia

ry D

iplo

ma

in S

port

(Q

CF)

Edex

cel BTEC L

evel

3 D

iplo

ma

in S

port

(Q

CF)

Edex

cel BTEC L

evel

3

Ext

ended

Dip

lom

a in

Sport

(Q

CF)

Edex

cel BTEC L

evel

3 T

ech

Cer

t in

Per

sonal

Tra

inin

g

(QCF)

Edex

cel BTEC L

evel

3 T

ech

Cer

t in

Lei

sure

Oper

atio

ns

(QCF)

2

2

GCSE P

hys

ical

Educa

tion (

full

and s

hort

cours

e)

Edex

cel BTEC L

evel

2

Cer

tifica

te in S

port

(Q

CF)

Edex

cel BTEC L

evel

2

Ext

ended

Cer

tifica

te in S

port

(Q

CF)

Edex

cel BTEC L

evel

2 D

iplo

ma

in S

port

(Q

CF)

Edex

cel BTEC L

evel

2 T

ech

Cer

t in

Lei

sure

Oper

atio

ns

(QCF)

BTEC L

evel

2 S

ubsi

dia

ry

Cer

tifica

te a

nd C

ertifica

te in

Sai

ling a

nd W

ater

sport

s (Q

CF)

1

1

BTEC I

ntr

oduct

ory

Cer

tifica

te

and D

iplo

ma

in S

port

and

Leis

ure

BTEC

Aw

ard/C

ertifica

te/D

iplo

ma

in

Sport

and A

ctiv

e Le

isure

En

try

Entr

y Entr

y Le

vel Cer

tifica

te in

Phys

ical

Educa

tion

Entr

y le

vel Cer

tifica

te in S

kills

fo

r W

ork

ing L

ife

(Sport

and

Rec

reat

ion)

Entr

y le

vel BTEC A

war

d in

Sport

and A

ctiv

e Le

isure


117

Annexe B

Wider curriculum mapping

Edexcel BTEC level 3 qualifications give learners opportunities to develop an understanding of spiritual, moral, ethical, social and cultural issues as well as an awareness of citizenship, environmental issues, European developments, health and safety considerations and equal opportunities issues.

Spiritual, moral, ethical, social and cultural issues

Throughout the delivery of these qualifications learners will have the opportunity to actively participate in different kinds of decision making. They will have to consider fair and unfair situations and explore how to resolve conflict. Working in small groups they will learn how to respect and value others’ beliefs, backgrounds and traditions.

Citizenship

Learners undertaking these qualifications will have the opportunity to develop their understanding of citizenship issues.

Environmental issues

Developing a responsible attitude towards the care of the environment is an integral part of this qualification. Learners are encouraged to minimise waste and discuss controversial issues.

European developments

Much of the content of the qualification applies throughout Europe, even though the delivery is in a UK context.

Health and safety considerations

Health and safety is embedded within many of the units in this qualification. Learners will consider their own health and safety at work, how to identify risks and hazards and how to minimise those risks.

Equal opportunities issues

There will be opportunities throughout this qualification to explore different kinds or rights and how these affect both individuals and communities, for example learners will consider their rights at work and the rights of employers and how these rights affect the work community.


118

Annexe C

National Occupational Standards/mapping with NOS

The grid below maps the knowledge covered in the Edexcel BTEC Level 3 Specialist qualification in Personal Training (QCF) against the underpinning knowledge of the Level 3 National Occupational Standards in Advanced Fitness.

KEY

indicates partial coverage of the NVQ unit

a blank space indicates no coverage of the underpinning knowledge

Units

A3

55

B2

42

C2

2

C3

17

D4

59

D4

60

D4

61

D4

62

Health, Safety and Welfare in a Fitness Environment

Principles of Exercise, Fitness and Health

Know How to Support Clients Who Take Part in Exercise and Physical Activity

Anatomy and Physiology for Exercise and Health

Programming Personal Training with Clients

Delivering Personal Training Sessions

Apply the Principles of Nutrition as Part of a Personal Training Programme


119

Annexe D

Mapping to Level 2 Functional Skills

Level 2 Unit Number

English – Speaking, Listening and Communication 1 2 3 4 5 6 7

Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations

English – Reading

Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions

English – Writing

Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively

Level 2 Unit Number

Mathematics – Representing 1 2 3 4 5 6 7

Understand routine and non-routine problems in familiar and unfamiliar contexts and situations

Identify the situation or problems and identify the mathematical methods needed to solve them

Choose from a range of mathematics to find solutions


120

Mathematics – Analysing

Apply a range of mathematics to find solutions

Use appropriate checking procedures and evaluate their effectiveness at each stage

Mathematics – Interpreting

Interpret and communicate solutions to multistage practical problems in familiar and unfamiliar contexts and situations

Draw conclusions and provide mathematical justifications

BA029356 –

Spec

ific

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Edex

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pec

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n in P

erso

nal

Tra

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May

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Pro

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BTEC P

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Level 6

Pro

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BTEC L

evel

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BTEC

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Pro

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al

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BTEC P

rofe

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Level 5

Pro

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BTEC L

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Level 5

Hig

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Nati

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BTEC L

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Level 4

Pro

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Level 4

Pro

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war

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Level 4

Hig

her

Nati

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BTEC L

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NC D

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BTEC

Level 3

qu

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BTEC A

war

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Ext

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nd D

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BTEC

Level 3

Sp

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BTEC L

evel

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war

d,

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BTEC

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BA029356 –

Spec

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atio

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Edex

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evel

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pec

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BA02

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BTE

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29/1

Publications Code BA029356 May 2012 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121


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