SRFCHA001A PLAN AND DELIVER EXERCISE FOR CHILDREN...

SISFF IT313A P lan and de l iver e xerc ise to apparent ly hea l thy ch i ld ren and ado lescents

ABOUT this LEARNER WORKBOOK

The workbook covers the following unit and elements of competency

QualificationSIS30310 Certificate III in Fitness

Unit of Competency S I S F F I T 3 13 A P l a n a nd de l i v e r e x e r c i s e t o ap pa r e n t l y h e a l t h y c h i l d r en an d ad o l es c e n ts

Unit DescriptorThis unit describes the performance outcomes, skills and knowledge required to plan and deliver exercise for children and young adolescents. It involves planning, demonstration, instruction, review and modification of activities and instructional techniques to meet participant needs.

Application of the UnitThis unit applies to exercise instructors who work in facilities that provide a range of exercise programs to general populations, including children and young adolescents who present with no major health conditions.

Elements of Competency 1. Plan the exercise.Apply fitness assessment protocols and procedures to children and

young adolescents 2. Instruct the exercise session.Instruct an exercise class for children and young

adolescents 3. Evaluate the exercise session.

Evidence of the following is essential:

screens children and young adolescents prior to commencement of exercise sessions and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary

develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents

provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines

evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.

How do I use this learner workbook?This learner workbook is designed to provide support to knowledge learned to help plan and deliver exercise to children and young adolescents when working in a fitness workplace. Completing the activities throughout this resource will help you put this knowledge into practice.

The learning activities in this workbook are based around workplace practices. Your supervisor or trainer will inform you how and when learning activities are to be completed. For instance, your supervisor or trainer may request that all learning activities are to be documented in a separate document, thereby creating a portfolio of evidence, which you will be able to refer back to, or add to in the future. This will become a valuable tool in helping you to evaluate and improve your performance.

Learner Workbook



What resources do I need?The following resources provide access to information which can support you in completing the activities in this workbook. They can be accessed through the Web, public libraries or collections held in your workplace, or by the RTO you are enrolled with to complete your training.

Accessing websites requires caution as information contained on them can be biased according to the purpose of the website, or can quickly become outdated. Remember to check the currency of the site. You should also maintain your own list of any additional resources.

BooksDr Parker, R.J, Kids in Gyms Guidelines, copyright Fitness Australia Ltd and The Children’s Hospital at Westmead,

2003. An electronic copy can be downloaded here: http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gyms.pdf

Websites Australian Association for Exercise and Sports Science www.aaess.com.au

The Australian Counselling Association www.theaca.net.au

Australian Government - Government and financial services www.business.gov.au

Australian Medical Association www.ama.com.au

Australian Osteopathic Association www.osteopathic.com.au

Australian Physiotherapy Association www.physiotherapy.asn.au

The Australian Psychological Society www.psychology.org.au

Australasian Podiatry Council www.apodc.com.au

Children’s Hospital Institute of Sports Medicine www.chism.chw.edu.au

Chiropractors’ Association of Australia www.chiropractors.asn.au

Dieticians Association Australia www.daa.asn.au

National Training Information Service www.ntis.gov.au

The Royal Children’s Hospital Melbourne www.rch.org.au

Web pages 10 Steps Guides to Protecting Personal Information

http://www.privacy.gov.au/privacy_rights/steps/index.html

Australian Child Protection Legislationhttp://www.aifs.gov.au/nch/resources/legislation/legislation.html

Dietary Guidelines for Children and Adolescents in Australia http://www.nhmrc.gov.au/publications/synopses/_files/n30.pdf

State and Territory Privacy Lawshttp://www.privacy.gov.au/privacy_rights/laws/index.html

http://www.privacy.gov.au/privacy_rights/laws/index.html

http://www.nhmrc.gov.au/publications/synopses/_files/n30.pdf

http://www.aifs.gov.au/nch/resources/legislation/legislation.html


http://www.rch.org.au/

http://www.ntis.gov.au/

http://www.daa.asn.au/

http://www.chiropractors.asn.au/

http://www.chism.chw.edu.au/

http://www.apodc.com.au/

http://www.psychology.org.au/

http://www.physiotherapy.asn.au/

http://www.osteopathic.com.au/

http://www.ama.com.au/

http://www.business.gov.au/

http://www.theaca.net.au/

http://www.aaess.com.au/

Learner Workbook

Introduction

This learner workbook has been divided into 4 Chapters of learning to help you plan and deliver exercise for children and young adults;

CHAPTER 1: Qualifications needed when planning and delivering physical activity programs for children and young adolescents

CHAPTER 2: Overview of physical activity for children and young adolescents

CHAPTER 3: Equipment and activity ideas

CHAPTER 4: Additional Information

Throughout this learner workbook you will be expected to demonstrate that you have acquired the skills, knowledge and attitudes necessary to plan and deliver exercise to children and young adolescents, as specified in this workbook. You may be asked to:

Answer written and/or oral questions Demonstrate practical skills Create tables/plans or charts Search websites Observe and review

Assessment for this unit must be conducted by an assessor from a Registered Training Organisation (RTO). To find out the RTOs currently delivering this qualification go to www.ntis.gov.au


http://www.ntis.gov.au/


CHAPTER 1: Qualifications needed when planning and delivering physical activity programs for children and young adolescents

Elements of Competency covered:

Develop a consultative network of other fitness trainers, allied health professionals and medical advisers.

Apply fitness assessment protocols and procedures to children or young adolescents.

In planning and delivering exercise to children and adolescents you must be aware of the procedures and professional responsibilities you need to undertake.

This area will cover the following topics:

Qualifications and requirements needed to instruct children

Your professional responsibilities

Legalities

Other Professionals for referrals

Pre-exercise questionnaires

Special needs

Safety and duty of care

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1. What qualifications and requirements will I need to instruct children?This is a good question and a great place to start. There are certain pre-requisites that you need to have in order to attain the SRFCHA001A qualification. The requirements are:

Unit of competency SRFCHA001A – This will entail the additional completion of Certificate III in Fitness AND a minimum of four pre-requisite units from the stream of Certificate IV in Fitness

A current CPR and first aid certificate Insurance Working with Children Check

InsuranceThere are 2 different types of insurance you will need before you plan and deliver exercise for children and young adolescents. They are Public Liability Insurance and Professional Indemnity Insurance.

Use the www.business.gov.au website to search for these two types of insurance and fill in the table below.

ACTIVITY 1: Public Liability and Professional Indemnity Insurance

Insurance Type What does it cover? Why do I need it?

Public Liability Insurance

Public liability insurance protects you and your business against the financial risk of being found liable to a third party for death or injury, loss or damage of property or economic loss resulting from your negligence.

It protects you from being sued for negligence.

Professional Indemnity Insurance

Professional indemnity insurance protects advice-based businesses from legal action taken for losses incurred as a result of professional negligence. It provides indemnity cover if your client suffers a loss - material, financial or physical - directly attributed to negligent acts, errors or omissions.

it protects you from being sued by someone if they trip over your equipment


http://www.business.gov.au/

Learner Workbook

2. Do I have any professional responsibilities? Yes. You do have professional responsibilities you need to take care of before planning and delivering exercise for children and young adolescents.

The main consideration is a duty of care to the child (and the parent/guardian/carer). Essentially this is no different to the duty of care when training adults.

Duty of care would include consideration of the following: (this is not a definitive list)

Location Activity type Number of children in the session Medical considerations for each child Environmental conditions such as heat and humidity Etc….Refer to Page 15 – Section (6) Safety and Duty of Care

Another important consideration is the pre-exercise screening of the child. This involves including the parent/guardian/carer in any and all assessment of the child’s current and previous health status, both medical history and fitness level. We will learn more about pre-exercise questionnaires further along in this learner workbook on page 12 section (5) Pre-Exercise Questionnaires

You must remember that it is your responsibility as a professional to use this information under the relevant state and territory Acts. An important Act to familiarise yourself with is the Privacy Act. The act for each state and territory is different and each can be found at:


This is an informative website which has all the relevant documents for your state or territory.

The National Privacy Act provides 10 privacy principles regarding the collection, handling and storage of health information. It also provides a general right of access of individuals to their own health records, and requires health service providers to clearly set out their policies on management of personal information to the client/individual.

The website also provides a document for you with 10 helpful steps to protecting information.






ACTIVITY 2: Review your state or territory’s Privacy Act and fill out the table below:

Summarise the 10 principles to protect other people’s personal information in your state or territories Privacy Act.

Principle Number and Name Summary

For Example:

1: Only collect information that is necessary Consider what information is necessary and why you need it.

2:

Use and discloser Under the ‘Use and Disclosure’ principle in the model UPPs, an agency or organization must not use or disclose personal information about an individual for a purpose.

3:

Data quality

An agency or organization must take reasonable steps to make certain that the personal information it collects uses or discloses is, with reference to the purpose of that collection, use or disclosure, accurate, complete, up-to-date and relevant.

4:

Data security

This guide is based on UK law. It was last updated in February 2008. Data protection laws exist to strike a balance between the rights of individuals to privacy and the ability of organizations to.

5:

Openness

An agency or organization must create a Privacy Policy that sets out clearly its expressed policies on the management of personal information, including how it collects, holds, uses and discloses personal information.

6:

Access and correction An organisation must provide an individual with access to the personal information it holds about them, unless an exception applies

7:

Unique identifiers Unique product identifiers are product codes or other values associated with an individual product.

8:

anonymity

The first principle in the model UPPs should be called ‘Anonymity and Pseudonymity’.

9:

Trans border data flows Outlines how organisations should protect personal information that they transfer outside Australia.

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10:

Sensitive information

Information which is confidential or of high value, and if compromised could result in serious consequences, is considered to be sensitive information. Unauthorized disclosure, alteration, loss, or destruction of sensitive information will cause perceivable damage.



3. Legalities Before you begin training children or adolescents you will need to check and understand the following in relation to working with children and young adolescents.

Child protection legislation in your state or territory

Child protection legislation principles reflect the service goals to which governments aspire. They also provide the legal framework pursuant to which governments can intervene to protect children. The legislation in each state and territory differs.

You will need to have completed a Working with Children Check which may be processed by your employer or you will be required to undertake the check yourself. A Working with Children Check is a background check investigating your criminal history to ensure you are suitable to work with children.

The Australian Government website has many helpful documents and links. The legislation comes under the National Child Protection Clearinghouse. You may find the following link helpful to find the relevant legislations in your state or territory;


It is important for you to be clear about how all these legislative requirements impact on your role and responsibilities.

ACTIVITY 3: Child Protection LegislationGo to the above website and search for your state or territory’s relevant Child Protection legislation. Outline the main points that are relevant to you, and that you should be aware of when working with children.

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The legislation is to help prevent children or adolescents being abused by having a working with children’s check.

You have to have a working with children’s assessment before you can work with children.

It is an offence to get paid work with children if on a volunteer working with children check.

If you fail to provide the right information you can lose your working with children’s check

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4. Referring to other professionals This section requires you to become familiar with specialists who provide advice in certain fields of expertise. The following list may help you in compiling your own personal consultative network when working with children and adolescents;

Health Professionals- General Practitioner - Medical Specialist- Paediatrician

Allied Health Professionals such as:- Accredited Exercise Physiologist- Accredited Practising Dietician or Nutritionist- Counsellor- Psychologist- Physiotherapist- Osteopath- Chiropractor- Podiatrist

You may need to refer a child or young adolescent to one or more of these professionals either during their initial consultation with you, or at any time during the course of the physical activity program.

You might also need to consult one or more of these professionals with any questions you might come across during your work delivering fitness programs to children and young adolescents.

ACTIVITY 4: Health and Allied Health ProfessionalsResearch each of the above health and allied health professional categories and write a brief summary of what their role is and the type of service they may be able to offer Exercise Professionals working with children.

The following web sites may be of assistance:

Accredited Exercise Physiologists: www.aaess.com.au

Dieticians: Dieticians provide food and nutrition information to help people improve their health. Qualified dieticians also have the clinical training to modify diets to treat or help to manage conditions such as diabetes, heart disease, obesity, cancer, food allergies and intolerances. www.daa.asn.au

Counsellors: A counsellor is a trained professional who can help you work out your personal problems. The counsellor helps you to resolve your problems in a positive way by helping you to clarify the issues, explore options, develop strategies and increase self-awareness. Counselling is usually a short-term treatment for a specific problem.

www.theaca.net.au

Psychologists: One definition, still current,is the science of behaviour and mental processes. Slightly over half of all psychologists are engaged in psychology as a helping profession (some form of counselling or consultation aimed at helping people with their problems). Other psychologists perform a wide variety of different professional activities.

www.psychology.org.au

Physiotherapists: Physiotherapy uses manual therapies, exercise progams and eletrotherapy techniques to treat musculoskeletal conditions (such as arthritis, sport injuries or back pain), neurological conditons (such as stroke, mutliple sclerosis ansd spinal cord injuries) and cardiothoracic conditons (such as emphysema, ashma, chronic bronchitis). www.physiotherapy.asn.au

Podiatrists: Podiatrists diagnose, treat and prevent foot and lower limb problems. Their work includes routine foot care, the care of lower limbs for people with diseases such as diabetes, the diagnosis and treatment of sports-related injuries, nail and skin surgery, and biomechanical assessment. www.apodc.com.au


http://www.apodc.com.au/

http://www.physiotherapy.asn.au/

http://www.psychology.org.au/

http://www.theaca.net.au/

http://www.daa.asn.au/

http://www.aaess.com.au/


Osteopaths: Osteopathy involves soft tissue work, stretching and manipulation of the bones and muscles to promote mobility and restore the body’s balance. Osteopaths treat disorders such as back and neck pain, headache, joint pain, arthritis, repetitive strain injuries (RSI), vertigo, sciatica, sports injuries and tendonitis. www.osteopathic.com.au

Chiropractors: Chiropractors use a specific type of manipulation called an adjustment to improve many health problems that are related to the skeleton and muscular system. Spinal conditions such as lower back or neck pain, conditions of areas such as the knees and shoulders, as well as other health problems such as headaches and period pain, may all be helped by chiropractic treatment. www.chiropractors.asn.au

General Practice Doctors: A general practitioner (GP) is a medical practitioner who treats acute and chronic illnesses and provides preventive care and health education to patients.

www.ama.com.au

Medical Specialists: Emergency medicine specialists identify and immediately manage serious and life-threatening situations. They face a wide range of medical and surgical problems, and as such need general expertise across many areas. Their main role is to care for and stabilise critically-ill patients of all age groups. www.ama.com.au

Paediatrician: Paediatrics (or paediatrics) is the branch of medicine that deals with the medical care of infants, children, and adolescents. A medical practitioner who specializes in this area is known as a paediatrician, or paediatrician www.ama.com.au




http://www.chiropractors.asn.au/

http://www.osteopathic.com.au/

Learner Workbook

5. Pre-exercise questionnaires Pre-exercise questionnaires must be completed by a parent/guardian/carer and can only be assessed by a suitably qualified person before a child begins any form of physical activity program.

Pre-exercise questionnaire documents should include the following information:

Contact details and emergency contact details Medical history – If any risks are identified, refer to a GP for medical clearance for exercise

participation Exercise history – type and level of intensity A disclaimer – this would usually contain a statement to the effect that all information given is

correct according to the parent/guardian/carer knowledge at the time of completion. It should also contain a statement that if there is a change to the medical condition of the child or their medications where appropriate, that the parent/guardian/carer will notify the physical activity provider.

Parent/guardian/carer signature giving authorisation and consent to participate in the activities Countersignature by an appropriately qualified exercise professional indicating they have read

and understood the content of the answers provided by the parent/guardian/carer as it would apply to the programming of the physical activities.

As mentioned previously, it is your responsibility to use this information under the Privacy of Information Act. The Act for each state and territory is different and each can be found at:

http://www.privacy.gov.au/privacy_rights/laws/

The Children’s Hospital Institute of Sports Medicine (CHISM) has produced an example of a pre-exercise questionnaire for children and young adults, the ExPARA (Exercise and Physical Activity Readiness Assessment of Children and Young Adolescents. It is sourced from the “Kids in Gyms” Guidelines 2003 (author Dr R Parker CHISM, copyright Fitness Australia LTD and The Children’s Hospital at Westmead Pp 19-24 Attachment 2)

http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gyms.pdf

*FILL OUT THE FIT2LEAD EXAMPLE


http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gyms.pdf

http://www.privacy.gov.au/privacy_rights/laws/


ACTIVITY 5: Pre-Exercise Questionnaires a) Conduct an internet search on pre-exercise questionnaires and choose three to compare with the ExPARA

example and list at least three differences.

i) Don’t ask if they smoke ...................................................................................................................................................

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ii) Don’t ask for weight and height ......................................................................................................................................

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iii) Need the parents’ consent ............................................................................................................................................

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b) Why are pre-exercise questionnaires so important to use prior to a child’s participation in a physical activity program?

If they are under the age of 18 you need a parents consent. Also if they have any medical injuries. ...............................

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Discuss your answers with your supervisor, trainer or classmates

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ACTIVITY 6: Mary (10 years old) indicated in the exercise pre-screen that she suffers from heel pain. You referred her to her GP who has now provided the following advice:

“Mary may resume physical activity but should avoid repetitive springing and landing activities.”

a) How would you structure your physical activity class to enable Mary to participate without drawing attention to Mary’s injury?

You need to have low impact exercises for her like riding an exercise bike. .....................................................................

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b) What further advice would you give to both Mary and her parent/guardian/carer regarding the type of activity performed when not participating in the structured activities provided by the exercise professional.

Tell her what she can do and can’t do like high impact stuff like running skipping jumping. ..............................................

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Discuss your answers with your supervisor, trainer or classmates.

6. Special needs situations



There are many special needs medical situations that you may come across when training children or young adolescents.

ACTIVITY 7:Fill in the below table for the following special needs situations; The Royal Children’s Hospital Melbourne website is a great starting point of reference.

www.rch.org.au

Note: It is not the role of the Exercise Professional to diagnose or treat any medical condition. This activity aims to raise your awareness of some common conditions you may encounter when working with children and young adolescents and an overview of typical treatment protocols.

Need Short Summary Signs and Symptoms Treatment

Diabetes Type 1

Type 1 diabetes can occur at any age, but tends to develop in childhood. There is no cure, but the disorder can be successfully managed with insulin injections, nutrition and exercise. Other names formerly used for type 1 diabetes include juvenile diabetes and insulin-dependent diabetes mellitus (IDDM).

Excessive thirst, Frequent

urination, weight loss, fatigue,

visual disturbances such as

blurred vision, itching skin,

particularly around the

genitals, nausea and vomiting.

There is no cure of type 1

diabetes, but the condition can

be successfully managed.

Treatment includes: Taking

insulin daily by injections or by

a insulin pump. Self-monitoring

of blood sugar levels by

regularly testing droplets of

blood in a glucose meter. Self-

testing of urine with a strip for

high levels of ketones – not

routinely, but when problems

are suspected. Regularly diet

so intake is matched to insulin

and exercise. Increasing the

amount of ‘slow’

carbohydrates in the diet, such

as beans, fruit, which take

longer to be absorbed by the

body. Regular exercise.

Maintaining regular checks for

diabetes complications.

http://www.rch.org.au/

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Diabetes Type 2

Diabetes type 2 is a ‘lifestyle disease’ that is strongly associated with high blood pressure, high cholesterol and weight gain, particularly around the waist. Type 2 diabetes may be prevented but it cannot be cured.

In many cases, blood glucose

levels can be very high by the

time symptoms are noticed

and medical treatment is

sought. Common symptoms

include: Being more thirsty

than usual. Passing more

urine. Feeling tried and

lethargic. Slow-healing

wounds. Itching and skin

infections. Blurred vision and

mood swings

The aim of diabetes treatment

is to maintain blood glucose

levels within the normal range

if you are taking diabetes

tables or insulin, the

recommended blood glucose

levels are 6-8 mmol/L before

meals, and 6-10mmol/L two

hours after meals. Keeping

your blood glucose levels

under good control will help

prevent possible long-term

problems that can affect your

heart blood vessels, eyes,

kidneys and nerves. Keeping

your blood pressure and

cholesterol within the

recommend range is very

important to prevent these

long term problems. Healthy

eating, achieving and maintain

a healthy weight, and doing

regular physical activity,

including sitting less, can help

you do this. Sometimes tablets

and the insulin may be

needed.




ADHDA child with attention deficit hyperactivity disorder (ADHD) finds it hard to pay attention, be organised, think slowly and sit still. Doctors and psychologists need to do a complex assessment before they can be diagnose ADHD. Different techniques, and sometimes medication, can help children with ADHD.

A person with ADHD may : Unexpected mood swings, make careless mistakes at work, find it hard to sustain attention in work or leisure, Not seem to listen when spoken to directly, not follow instructions or finish tasks, find it hard to organise tasks and activities, Avoid sustained mental effort in work, lose things like keys, paperwork and things needed for tasks,

be easily distracted by other stimuli, Be forget full in daily activities, Fidget with hands and feet or squirm in seat, find it hard to remain in seat, constantly run to do things, be impatient, have trouble doing things quietly, talk excessively, blurt out things without talking, Have trouble waiting in queues and other such situations, butt into conversations or other activities.

Treatments can include medication, training for parents/caregivers/teachers, and tailored behavior management programs for children. Medication is generally used in more severe cases to help focus the child’s attention. Psychological treatments generally aim to develop skills for successful behavior at school.

MedicationTypically, the most commonly prescribed medication is a stimulant such as dexamphetamine and methylphenidate (Ritalin). The high level of prescribing of these medications has caused some community concern.

Epilepsy Epilepsy is a neurological condition, which affect the nervous system. Epilepsy is also known as a seizure disorder. It is usually diagnosed after a person has had at least two seizures that were not caused by some known medical condition like alcohol withdrawal, extremely low blood sugar, heart problems or some other medical condition. Sometimes, according to the International League Against Epilepsy, epilepsy can be diagnosed after one seizure, if a person has a condition that places them at high risk for having another.

Because epilepsy is caused by

abnormal activity in brain cells,

seizures can affect any

process your brain

coordinates. A seizure can

produce symptoms such as:

Temporary confusion, A

staring spell, Uncontrollable

jerking movements of the arms

and legs, Loss of

consciousness or awareness,

Psychic symptoms

Medication can often prevent seizures from recurring. However, it is not prescribed for everyone who has a seizure. Whether or not to prescribe medication will depend on the risk of that person having further seizures. Most people diagnosed with epilepsy are prescribed an anti-epilepsy medication and about 70 per cent will eventually achieve complete seizure control. When deciding whether or not to start medication, or which one to prescribe, your doctor will consider various issues

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Asthma Asthma is a common disease of the airways. During an asthma attack, the airways narrow, reducing the flow of air in and out of the lungs. This may lead to wheezing and coughing. Pollen, cigarette smoke, colds and flu can cause an asthma attack. About one in ten Australians has asthma. A range of programs and services are available to support people with asthma.

Many people with asthma will have someone else in their family with asthma. Asthma affects everyone differently and even two children from the same family can have different asthma patterns and triggers.

Typical asthma symptoms include: Coughing, Tight feeling in the chest, Wheezing –whistling noise when breathing, Shortness of breath, Struggling to breathe

Asthma can be well controlled with the appropriate medication in almost all people. The main types of medications are: Relievers that act quickly to relax the muscles around the airways – this is the medications used during an asthma attack. Preventers that slowly make the airways less sensitive to triggers and reduce inflammation inside the airways- they are taken daily to help keep you well. Symptom controllers that slowly help to relax the muscles around the airways – they are taken daily, together with a preventer.Combination medication that combines both a preventer and a symptom controller in the one inhaler.




Eating Disorders

Eating disorders include anorexia, bulimia nervosa and other binge eating disorders. Eating disorders affect females and males and can have serious psychological and physical consequences. Family and friends of people with eating disorders may also face enormous stress.

Some habits and behaviours are common to people with eating disorders. They include: Weight loss or weight change, usually due to dieting, but sometimes from and illness or stressful situation. Preoccupation with body appearance or weight. Loss or disturbance of menstrual periods in females. Sensitivity to colds. Faintness, dizziness and fatigue. Increased mood changes and irritability. Social withdrawal. Anxiety and depression.

Inability to think rationally or concentrate. Increased interest in preparing food for others. Obsessive rituals, like only drinking out of a certain up. Wearing baggy clothes or changes in clothing style. Excessive or fluctuating exercise patterns. Avoidance of social situations involving food. Frequent excuse not to eat. Disappearance of large amount of food form the refrigerator or pantry. Trips to the bathroom after meals. Constant and excessive dieting.

Dieting, depression and body dissatisfaction are the most common risk factors for the onset of an eating disorder

Many different forms of therapy are available and it is important to remember that different approaches work different people. Once the right approach is found, prospects recovery is excellent. Professional help and support from others is important.Because the disorders affect people physically and mentally, a range of health practitioners might be involved in treatment including psychiatrists, dietitians, social workers, nurses and dentists.

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Food Allergies

Food allergy is an immune response, while food intolerance is a chemical reaction. Symptoms of food allergy include wheezing, stomach upsets and skin rashes.

The symptoms of food allergy can be life threatening. Common symptoms include: Itching, burning and swelling around the mouth. Runny nose. Skin rash(urticaria- skin becomes red and raised)

Diarrhoea, abdominal cramps. Breathing difficulties, including wheezing and asthma. Vomiting and nausea.

An acute, or serious, allergic reaction that comes on rapidly and may result in death is called “anaphylaxis.”

It can have many symptoms and affect different parts of the body. Symptoms can include itching, sneezing, difficulty breathing, and blood circulation problems.

As a result, it is under-recognized and under-treated. The most common trigger foods for anaphylaxis are peanuts, tree nuts, milk, eggs, fish, and crustaceans (shellfish).

To reduce the risk of anaphylaxis, it is essential that you avoid your specific trigger food. If you have a history of anaphylactic reactions to food, you should always carry an epinephrine auto-injector with you.



7. Safety and Duty of CareYou, as an exercise professional, have a duty of care to children and young adolescents under your supervision.

ACTIVITY 8: c) Using the Kids in Gyms Guidelines list your responsibilities in relation to duty of care when providing physical

activity programs for children.

Make sure you have a risk management plan and check for any injuries or illness. Keep an eye on them don’t let them run around and don’t let them on the resistance equipment. Make sure you have parents consent for them to train. Make sure all heavy equipment is out of there way. ..........................................................................................................

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You have a class of 15 young adolescents arrive for a structured strength training session. Describe what steps you would take to provide a safe class for the participants.

Make sure they have no muscular and medical condition. Make sure they are using the correct weight and correct technique and you should ..................................................................................................................................................

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Fitness Assessment Protocols and Procedures

ACTIVITY 9:a) Research fitness assessment protocols to measure the following aspects of fitness in relation to children and

young adolescents:

Cardio vascular fitness

Beep test-

1. Do a warm-up by running and stretching before the start of the task.

2. Listen carefully to the music and the instructions.

3. The CD will emit a single beep at various intervals. Try to be at the opposite end of the 20-m course by the time the next beep sounds. After each minute, the time interval between beeps decreases and running speed has to increase correspondingly.

4. Place one foot on or behind the 20-m mark at the sound of each beep. Students who do not reach the line at the sound of the beep receive a warning that they will be eliminated if they are not at the opposite end of the 20-m course at the sound of the next beep.

5. When near exhaustion, students falling short of the 20-m line twice in succession have their task terminated and their score recorded.

6. After completing the task, cool down by walking, followed by stretching........................................................................

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Strength

Push Up –

1. Lie on the floor (face down) with hands placed under the shoulders, fingers pointed forward, and legs straight and together with toes tucked under so that they are in contact with the floor. Then push until the arms are fully extended, keeping legs and back straight. This is the up position.

2. Lower the body using the arms, keeping the back in a straight line from head to toes until the elbows reach 90 degrees and the upper arms are parallel to the floor. This is the down position.

3. The task begins in the up position. One complete push-up (repetition) is counted when the student completes a cycle of up-down-up at the specified pace.

4. Inability to keep pace with the “beeps” or to maintain the correct form on two consecutive repetitions indicates the task is over.

5. The score is the total number of push-ups (repetitions) performed correctly without stopping.......................................

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...........................................................................................................................................................................................SISFF IT313A P lan and de l iver e xerc ise to apparent ly hea l thy ch i ld ren and

ado lescents


Flexibility

Sit and reach

1. Take off shoes and sit with one leg fully extended. Place the sole of the foot flat against the back portion of the flexometer.

2. Flex (bend) the other leg, with the sole of the foot flat on the floor about 5 to 8 cm from inside of opposite leg.

3. Making sure hands are together (one atop the other, palms facing down), reach forward with arms evenly stretched, without jerking, and push along the measuring scale with the fingertips of both hands together.

4. Pushing as far forward as possible, hold this position for at least two seconds, and then return to the upright position.

5. Repeat the task three times and record the best score. Take the measurement to the nearest centimetre.

6. Repeat for the other leg..................................................................................................................................................

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Fundamental motor skills

Vertical jump

The person stands side on to a wall and reaches up with the hand closest to the wall. Keeping the feet flat on the ground, the point of the fingertips is marked or recorded. This is called the standing reach. The person then stands away from the wall, and jumps vertically as high as possible using both arms and legs to assist in projecting the body upwards. Attempt to touch the wall at the highest point of the jump. The difference in distance between the standing reach height and the jump height is the score. The best of three attempts is recorded......................................................

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Body composition measurements

You would take a child height and weight. .........................................................................................................................

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Discuss your responses with your trainer or supervisor to check your understanding of fitness assessment protocols

Learner Workbook

b) Suggest modifications to ‘standard assessment tools’ for use with a group of children and not one-on-one.

Make sure all the kids are doing the tests. Make sure the kids are encouraging each other. They are also making friends outside the peer groups..........................................................................................................................................

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CHAPTER 1 Summary Checklist Before you begin training children or young adolescents – make sure you tick all the following boxes:

Hold appropriate qualifications

Hold a current Senior First Aid/CPR Certificate

Have had a Working with Children Check

Hold Professional Indemnity and Public Liability Insurance

Have read and understood relevant child protection legislation pertinent to your state/territory

Have read and understood privacy of information legislation relevant to your state/territory

Have read and understood any Duty of Care policies related to your workplace

Hold appropriate Fitness Industry Professional Registration according to state & territory Codes of Practice

Be able to evaluate and apply a pre-exercise screening tool in relation to the provision of physical activities for children and adolescents

Gain a basic understanding of a range of common Special needs of children and young adolescents.

Be able to select and apply fitness and assessment protocols

Learner Workbook

CHAPTER 2: Overview of Physical Activity for children and young adolescents


Develop a plan for an exercise class for children or young adolescents. Instruct an exercise class for children and young adolescents

This chapter will cover the following topics:

Benefits of exercise for children and young adolescents

Stages of Growth and Development

a) Understand the Tanner Stages of DevelopmentAnatomy/physiology Differences between children and adults

c) Risks/Safety elements

a) Injury preventionInstructional skills

a) Giving feedback/ use of languageMotivationGoal setting

Planning physical activity sessions

a) Choice of activitiesSequencingMusic selectionCore component structureTimingContingency planningProgressions



1. Benefits of physical activity for children and young adolescents

Health benefits

ACTIVITY 1:a) List the health benefits of exercise for children?

i) Helps prevent diseases caused by obesity (i.e Heart disease, Diabetes)................................................................

ii) Help develop healthy musculoskeletal tissues (i.e bones, mucsles and joints.) .....................................................

iii) Develop a healthy cardiovasular system (i.e Heart and lungs). .............................................................................

iv) Helps develop neuromuscular awareness (i.e corrdionation and movement control)............................................

v) Helps maintain healthy body weight. .....................................................................................................................

vi) Helps reduce the risk of serious health problems like heart disease and stroke. ..................................................

b) Select 3 benefits from your list above and research the underpinning science behind each.

The science behind a healthy cardiovascular system is a healthy heart and lungs by regular exercising your heart and lungs it will pump more blood and oxygen more quickly. ...................................................................................................

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The science behind maintaining healthy body weight is to burn fat, carbs and protein. Fat, carbs and protein go through many chemical reactions within the body to make your body’s ATP. Potential body energy is stored within the muscle cells and when more ATP is needed it goes through the same chemical reactions thus making more. If you do not exercise to remove your ATP energy, it will turn into unwanted fats within the body. ........................................................

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Helps prevent diseases caused by obesity for example diabetes. The body produces insulin and glucose to make energy. Insulin is formed within the pancreas. When someone is overflowing their body with fatty foods e.i Fried foods, your pancreas over works to produce enough insulin to help your blood glucose levels to remain stable. This causes your pancreas to shut down and not produce the vital insulin that is needed.....................................................................

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Social and psychological benefits

ACTIVITY 2:Refer to the following web page.

http://www.embracethefuture.org.au/resiliency/social_skills.htm

(The Mental Health Foundation of Australia Resilience Resource Centre Victoria, Australia)

After having researched the information on this web site (and any other relevant research) answer the following questions:

a) Why is it important to develop social skills in children and young adolescents?

It is important for children and young adolescents to develop and maintain good social skills. Socializing with peers builds confidence and self-esteem. It brings tolerance, team work and life skills that will be useful within the future. Someone who is confident and feels happy with their peer group, they are less likely to develop mental health problems i.e depression. It also gets people out of the house into fresh air e.i stops people lazing about on computer and TV. ..............................................................................................................................................................................

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b) In what way can physical activity be a valuable tool for aiding the social development of children and young adolescents?

Physical activity brings children and young adolescents together by bonding over a particular sport or recreation. For example, football teams, basketball teams and rugby teams all consist of players being able to relate to each team member on a common ground. It gives children who may not have confidence or many friends a safe and stable place to enjoy and to participate amongst others.

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c) How would you incorporate the teaching of social skills into your physical activity session plan?

In team training sessions i would get the captain to help the kids that are new at the club and introduce them to every person on the team and also have team bonding camps once a session. ........................................................................

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http://www.embracethefuture.org.au/resiliency/social_skills.htm

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Psychological benefitsThere are a range of psychological benefits to participating in physical activity. These may include:

Improved self-esteem Improved self confidence A better outlook on life Reduced stress levels Good eating patterns Improved self image

ACTIVITY 3:Research and comment on each of the psychological benefits listed above that may be gained through participation in physical activity

Improved self-esteem Physical education has a wide range of activities that can be developed and

People can become stronger at. This can easily help a non-confident person improve their self-esteem by them knowing they can get better and stronger. ...............

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Improved self-confidence physical activity can improve yourself confidence by making your body thinner or your muscles bigger and making you feel better about your body and yourself. .......................................................

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A better outlook on life physical activity can help by channelling your aggression in a positive way and it can give you a better look on life.

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Reduced stress levels by doing physical activity by like running or walking getting some fresh air can help your stress levels.

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Good eating patterns by doing physical activity and the knowledge of good eating you will feel heathy and have good eating patterns

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Improved self image by doing physical activity you will feel better and have improved image of your self.

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Discuss your answers to ACTIVITY 1, 2 and 3 with your supervisor or trainer to check your understanding on health, social and psychological benefits of physical activity for children and young adolescents.

Learner Workbook

2. Stages of growth and development

2a) Understanding the Tanner Stages of DevelopmentThere are a number of stages of growth and development in children and young adolescents that need to be considered when planning and delivering physical activity.

ACTIVITY 4:There are 5 stages of maturation development “Tanner Stages of Development” listed below. Research and summarise how each is characterised in boys and girls;

Boys Girls

Tanner Stage 1

A. Height increases at basal rate: 5-6 cm/yearB. Testes

1. Smaller than 4 ml or long axis <2.5 cm

C. Pubic Hair1. No coarse, pigmented hair

D. Penis Stage1. No growth

A. Height increases at basal rate: 5-6 cm/year

B. Breast1. Papilla elevation only

C. Pubic Hair1. Villus hair only2. No coarse, pigmented hair

Tanner Stage 2

A. Height increases at basal rate: 5-6 cm/yearB. Testes

1. Size 4 ml or long axis 2.5 to 3.2 cm2. Age 11.5 years (age 9.5 to 13.5

years)C. Pubic Hair

1. Minimal coarse, pigmented hair at base of penis

2. Age 12.0 years (age 9.9 to 14.0 years)

D. Penis Stage1. Earliest increased length and width2. Age 11.5 years (age 10.5-14.5

years)

A. Height increases at accelerated rate: 7-8 cm/year

B. Breast1. Breast buds palpable and

areolae enlarge2. Age 10.9 years (8.9-12.9

years)C. Pubic Hair

1. Minimal coarse, pigmented hair mainly on labia

2. Age 11.2 years (9.0-13.4 years)

D. Modifications based on increasingly earlier Puberty

1. White: Stage 2 changes may appear one year earlier

2. Black: Stage 2 changes may appear two years earlier

Tanner Stage 3

A. Height increases at accelerated rate: 7-8 cm/year

B. Testes1. Size 12 ml or long axis 3.6 cm

A. Height increases at peak rate: 8 cm/year (age 12.5)

B. Breast1. Elevation of Breast contour;



2. Age 14.0 years (11.5-16.5 years)C. Pubic Hair

1. Coarse, dark curly hair spread over the pubis

2. Age 13.1 years (11.2-15.0 years)D. Penis Stage

1. Increased length and width2. Age 12.4 years (10.1-14.6 years)

E. Other Changes1. Gynecomastia may occur (age 13.2

years)2. Voice breaks (age 13.5 years)3. Muscle mass increases

areolae enlarge2. Age 11.9 years (9.9-13.9

years)C. Pubic Hair

1. Dark, coarse, curly hair spreads over mons pubis

2. Age 11.9 years (9.6-14.1 years)

D. Other changes1. Axillary hair develops (13.1

years)2. Acne Vulgaris develops (13.2

years)

Tanner Stage 4

A. Height increases at peak rate: 10 cm/year (age 13.8)

B. Pubic Hair1. Hair of adult quality2. Not spread to junction of medial

thigh with perineum3. Age 13.9 years (12.0-15.8 years)

C. Penis1. Continued growth in length and

width2. Age 13.2 years (11.2-15.3 years)

D. Testes1. Length 4.1 to 4.5 cm

E. Other Changes1. Axillary hair (age 14.0 years)2. Voice changes (age 14.1 years)3. Acne Vulgaris (age 14.3 years)

A. Height increases at 7 cm/yearB. Breast

1. Areolae forms secondary mound on the Breast

2. Age: 12.9 years (10.5-15.3 years)

C. Pubic Hair1. Hair of adult quality2. No spread to junction of medial

thigh with perineum3. Age: 12.6 years (10.4-14.8

years)

Tanner Stage 5

A. No further height increases after age 17 yearsB. Pubic Hair

1. Adult pubic hair distribution (15.3 years)

2. Pubic hair spreads to medial thigh3. No hair spread to linea alba

C. Penis1. Mature genital size by 16.5 years

D. Testes1. Length >4.5 cm

Secondary sexual characteristics1. Facial hair present on sides2. Mature male physique3. Gynecomastia disappears

A. No further height increases after age 16 years

B. Breast1. Adult Breast contour2. Areola recesses to general

contour of BreastPubic hair

1. Adult distribution of hair2. Pubic hair spreads to medial

thigh3. Pubic hair does not extend up

linea alba

Learner Workbook



2b) Anatomy/Physiology

ACTIVITY 5:Compare and contrast the following anatomical and physiological features of children to adults in relation to physical activity.

Children Adults

Cardio vascular response to exercise

Increased blood flow to the coronary arties of the heart because the heart is now working harder.

Decreased blood flow to the kidneys to try and maintain fluid levels in the body.

Maintenance or slight increases in brain blood flow because the brain cannot afford a decrease in blood flow without dangerous consequences.

Increased blood flow to the working skeletal muscles to allow movement.

Decreased blood flow to the digestive system because of the priorities elsewhere during this time – so don’t eat too close to an exercise session!

Increased blood flow to the skin to help rid heat form the body. Warm skin can help to warm the sweat causing it to evaporate. Evaporation of sweat is necessary to help cool you down. Sweat that trickles off you on humid days is doing little to cool you.

Increased cardiac output because the heart is working harder to get blood flowing out to the rest of your body.

Increased blood flow to the coronary arties of the heart because the heart is now working harder.

Decreased blood flow to the kidneys to try and maintain fluid levels in the body.

Maintenance or slight increases in brain blood flow because the brain cannot afford a decrease in blood flow without dangerous consequences.

Increased blood flow to the working skeletal muscles to allow movement.

Decreased blood flow to the digestive system because of the priorities elsewhere during this time – so don’t eat too close to an exercise session!

Increased blood flow to the skin to help rid heat form the body. Warm skin can help to warm the sweat causing it to evaporate. Evaporation of sweat is necessary to help cool you down. Sweat that trickles off you on humid days is doing little to cool you.

Increased cardiac output because the heart is working harder to get blood flowing out to the rest of your body.

Cardiac output Heart rate: the number of times the heart beats per minute and stroke volume: the amount of blood pumped by the left ventricle each beat.

Heart rate: the number of times the heart beats per minute and stroke volume: the amount of blood pumped by the left ventricle each beat.

Hydration and thermoregulation

Water Provides a transport medium for many substances such as water-soluble vitamins.

Helps cool down the body Is used in chemical reactions in the body

Water Provides a transport medium for many substances such as water-soluble vitamins.

Helps cool down the body Is used in chemical reactions in the body

Learner Workbook

Thermal regulation is hot training environments tends to be more comfortable for trained endurance athletes then non-trained athletes their body is better adapted to cooling off

Thermal regulation is hot training environments tends to be more comfortable for trained endurance athletes then non-trained athletes their body is better adapted to cooling off

Anaerobic metabolism The production of energy without the use of oxygen. The energy-requiring chemical process that go on continuously inside the body to allow life and normal functioning.

The production of energy without the use of oxygen. The energy-requiring chemical process that go on continuously inside the body to allow life and normal functioning.

Response to resistance training

Increases in muscular size

Increased ligament and tendon strength

Increased bone mass

Assistance in the correction to poor posture

Rehabilitation from injury

Delaying muscular atrophy with age

Alteration of body composition

Decreased chance of osteoporosis

Improved self-image

Increases in muscular size

Increased ligament and tendon strength

Increased bone mass

Assistance in the correction to poor posture

Rehabilitation from injury

Delaying muscular atrophy with age

Alteration of body composition

Decreased chance of osteoporosis

Improved self-image

Body Mass Index (BMI) You won’t take a child’s BMI because we don’t want them to think that they are fat or thin.

Increasing in age Gender(females tend to store more fat around the hips and thighs while men tend to store fat around the abdominal region)High birth weight Food preferences Medications Hereditary factors Ethnicity ( affecting food choices) Socioeconomic status Negative psychology



3. Risks/Safety elementsThe recommended Staff/Child Ratios for structured or supervised programs in centres according to the Fitness Australia/Children’s Hospital at Westmead “Kids in Gyms” document, 2003.are;

1:25 - 1 instructor for every 25 children when conducting supervised or structured group fitness classes. This includes weights and non- weights fitness classes and circuit weight training classes. (This ratio may be exceeded on the proviso that for each increment between 1 and 25 children over the initial class size of 25 students, there must be one additional class instructor present).

1:8 - 1 instructor for every 8 children when conducting supervised or structured resistance training sessions.

For school groups a teacher must be present at all times in addition to the instructor.

Injury Prevention

ACTIVITY 6:The following are components of a physical activity session.

Warm up Cool down including stretchingExplain how these elements may or may not assist with injury prevention in children and young adolescents.

Warming up before exercise is important for your bodies because it helps prevent a muscluar or bone injury. It also helps to gradually increase the heart rate In a safe and gradual way they allow blood to be diverted away from other parts of the body such as the digestive system to the muscles being exercised.

Cool down after exercise is important for your bodies because the cool down period of an exercise session is just as important as the warm up. The aim is to decrease the intensity of the aerobic session and to return the body to a state of rest.

The cooling down has the effect of:• preventing blood pooling, returning the blood back to the heart rather than allowing it to pool in the muscles that have been worked• bringing the heart rate back down, gradually• preventing fainting by ensuring that the brain continues to receive a sufficient supply of blood and oxygen• reducing the blood lactic acid levels

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ACTIVITY 7:Given the ‘Kids in Gyms’ guidelines were published in 2003, do you consider they are appropriate today? Why / why not?

I think not because things in gyms change all the time and this document is over ten years old. ......................................

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4. Instructional Skills

4a) Feedback/ Language

Give constructive feedbackAs the instructor for a session, there will be many times when you will give feedback to participants and/or their parent/guardian/carer. Sometimes this will concern a technical skill. Other times it will concern the management of the group or an individual. Timing is crucial when providing feedback. It is best if it is immediate as it will be more clearly understood and have greater effect.

Here are some examples:

Constructive feedback Non-constructive feedback

Specific General

“Try standing with your feet wider apart Johnny” “That’s not the way to do it Paul”

“You are doing a great job Lucy, let’s quicken the pace a little”

“What’s wrong with you Sarah, can’t you go faster?”

“That’s it, you’ve got it Kate” “That’s a bad effort Jack”

Technical Skill Technical Skill

“Superb technique Helen, you are keeping your back nice and straight”

“No, that’s wrong Dan, do it this way”

“Lovely posture Lisa. Just make sure your knees are slightly bent. That’s it, well done.”

“Jan, I told you not to do it that way – it’s dangerous”

“Well done Amy, you are using that equipment correctly” “Don’t hold the bar like that Ben”

Group Management Group Management

“Follow my lead – watch how I bend my knees” “Everyone in this class is slack. You are not trying your hardest”

“Fantastic effort everyone, we’ll take a 5 min water break” “You still haven't got that right”

“Everyone should have a chance to try this move.” “Give other people a chance to try it!”

Learner Workbook

ACTIVITY 8:Replace the following word with more age appropriate word(s)

1. Diet – Healthy eating

2. Test – check ...........................................................................................

3. Cardiovascular – heart and lung system..................................................................

4. Fat – weight ..........................................................................................

5. Normal Child – average .......................................................................................

6. Mentally Disabled – mentally challenged .....................................................................

7. Obese – over weight...................................................................................

ACTIVITY 9:Role play the conversation you would have with the anxious mother of a child who has demonstrated a serious lack of hand/eye coordination due to the child’s level of obesity. The child also displays poor social skills and inattention to instructions.

Pay attention to the language you use when providing feedback to the mother about her child’s participation in your physical activity classes. At the same time you need to convey the difficulties her child is having.

Well it is difficult for kids that are overweight but losing the weight will help with his hand eye coordination and his social skills and the inattention to flow instructions.



4b) MotivationThere are 2 main types of motivation:

Intrinsic – or internal motivation that comes from within

Extrinsic – motivation which comes from an outside source

You can use both of these motivation types to help increase the level of motivation a child has before, during and after training.

ACTIVITY 10:Complete the following table; List different ways you can help to increase or improve motivation levels:

Age Group Intrinsic Motivation Extrinsic motivation

3 – 5 yrs Verbal, positive encouragement “If we all do this together, we’ll have lots of fun!”

Make the training environment fun and exciting

Tell the child at the beginning of the class that there is a reward at the end of class. This can help to extrinsically encourage the child to participate and join in.

6 – 9 yrs Verbal, Positive “well done keep up the good work really well done working as a team”

If you go to training mum will buy you a new toy.

9 – 14 yrs Verbal, Positive “that it guys you are training like a team really good”

Your mum has been saying that you have been practicing well done.

15 yrs + Verbal, positive “that it boys keep up the good work you will definitely make finals”.

The coach said if you do will in training and gym sessions you will be able to play in the grand finale.

Learner Workbook

4c) Goal Setting

ACTIVITY 11:a) Interview three children of different ages and find out what they would like to achieve by participating in a physical

activity program

Child one: I would like to work on my throwing and catching skills Child two: I would like to work on my footy kicking skills Child three: I would like to get fitter and lose 3 kilos

b) Interview the parent/guardian/carer of each of those three children and find out what they would like their child to achieve from participation in the physical activity program

I would like my children to get out of the house and lose some weight and get social skills.

c) Compare and contrast each pair of responses and suggest reasons for any differences in the parent/child response.

The parents and children have different things they want to do the parents want them to be social and the kids want to do thing to work on.

Discuss your responses with your supervisor or trainer



5. Planning Physical Activity Sessions

ACTIVITY 12:Develop and deliver a physical activity session lasting 45 minutes for a group of 10 year old children (mixed boys and girls). As part of the planning process, give your justifications for your decisions on the following considerations:

Aims and objectives of both individual activities and overall session Choice of activities and associated risk with:

- Cardio vascular activities team - Strength- Flexibility- Fundamental motor skills

Sequencing of activities Music selection Component structures including warm up, body and cool down Timing Contingency planning Progressions

Learner Workbook

CHAPTER 2 Summary Checklists

I understand the physical, social and psychological benefits & effects of exercise for children and young adolescents

I understand the stages of growth and development

I understand the differences between training adults and children

I understand a range of strategies for minimising the risk of injury in children and young adolescents

I am able to develop and deliver a physical activity class to children and young adolescents



CHAPTER 3: Equipment and Activity Ideas

This chapter outlines ideas and examples that may assist you in planning exercise programs for children and young adolescents.


Develop a plan for an exercise class for children and young adolescents

This chapter will cover the following topics:

Equipment Selection

Music Selection

Group Session Plans

Example of 5 – 9 years Exercise Circuit Program

Example of 9 – 12 years Exercise Circuit Program

Non-circuit Training Example

Learner Workbook

1. Equipment Selection

Below are examples of equipment that can be used with children and young adolescents:

Equipment How to use

Hoppy Bounce on spot Relays Bounce High & Low Bounce Fast & Slow Bounce side to side Weave around markers Balance on hoppy

Ladder Fast feet Hop through one leg Jump Through Jump over beanbags Side step in and out in forward motion Hop Scotch (hop, jump, hop, jump)

Skipping ropes Normal Peppers (Fast) 1 leg 2 leg Backwards Cross overs

Aerobic Step Step up (1 leg/2 leg) Jump on/off or side to side Push-ups Dips Ezywalk

Hula Hoops Normal twirl Jump in and out Use as skipping rope Bean bag relay – use to hold bags Set up in a row to jump in and out

Balls + Tennis balls Soccer Bounce 1 hand/2 hand Throw and catch (partner) Kick ball against a wall – control Bounce around body (figure 8) or twist around body Bounce fast/slow – High/low Bounce on air flow bats

Bean Bags Balance Run and replace (relay with hula hoops) Balance on head relay Throw and catch (partner) Use to balance on head while doing any activity in circuit

(challenge)

Mini Tramp Jump Hop on one leg /alternate Bounce high/low, fast/slow Run/jog on tramp



Equipment How to use

Markers (Dome & Hats) Station markers for circuit activities Straight line – weave/jump over Use for group games to mark out areas Relay set up Kick ball to markers/between markers Set up formations – square, triangle, circle Games set up

Spike Balls Co-ordination – unusual bouncing patters Throw & Catch (feels strange) Bounce 1 and / 2 hand Roll or kicking against wall

Own Body Star Jumps Tuck Jumps Push – Ups Sit – Ups Tricep Dips Squats Running/jogging on the spot Skipping Jumping Hopping Walking

Cricket Bats Cricket Bounce ball on bat (skill) Batting practice – bowl tennis balls to batters

Air Flow Bats Tennis Balance ball/bean bag on bat Bounce ball on ground or on bat

Learner Workbook

ACTIVITY 13Create your own list of equipment you might use and activities that can be performed with it.

Equipment

3 – 5 yrs 5 – 9 yrs 9 – 14 yrs 15 + yrs

1.skipping ropes

Big rope and jump as a group.

Big rope and jump as a group and do it on your own.

Do it on your own and do tricks.

Do it on your own and get two big ropes and do it as a groups and preform tricks.

2. Balls + Tennis balls

Throwing balls and catching them and kicking them

Kicking the balls and throwing and bring in drills

Handball kicking throwing doing drills. Start bring in a game

Handball kicking throwing doing drills.Bringing in a game

3. Ladder

Jump thorugh, jumping over bean bags.

Balance on your head relay Jump through. Jumping over bean bags

Balance on your head relay Jump through. Jumping over bean bags running fast through the ladder

running fast through the ladder put one foot ain and one foot out really fast.

4. Own Body

Running/jogging on thespot SkippingJumpingHoppingWalking

StarJumpsTuckJumpsPush – UpsSit – UpsRunning/jogging on the spot SkippingJumpingHoppingWalking

Star JumpsTuck JumpsPush – UpsSit – UpsRunning/joggi ng on the spotSkippingjumpingHoppingWalking

StarJumpsTuckJumpsPush – UpsSit – UpsRunning/jogging on the spotSkippingjumpingHopping

Walking5. Markers (Dome & Hats)

Straight line – weave/jump overUse for group games to mark out areasRelay set upKick ball to markers/between markers

Straight line – weave/jump overUse for group games to mark out areasRelay set upKick ball to markers/between markers

Station markers for circuit activitiesStraight line – weave/jump overUse for group games to mark out areasRelay set upKick ball to markers/between markersSet up formations – square, triangle, circleGames set up

Station markers for circuit activitiesStraight line – weave/jump overUse for group games to mark out areasRelay set upKick ball to markers/between markersSet up formations – square, triangle, circleGames set up



Example classes and activitiesThis section covers a variety of topics including:

Music Selection

Example group session plan

Exercise Circuit 5 – 9 years

Exercise Circuit 9 – 14 years

Non Circuit training examples for all age groups

2. Music Selection

ACTIVITY 2:

a) Music can be inspirational for all ages. Why is music a great training tool to use with children?

Helps keep their energy level up and little kids can learn from counting and other songs..................................................

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b) As a general guide, what beats per minute (BPM) would you suggest for the following;

Warm-up 130-138 beats per minute

Conditioning 145-165 beats per minute

Cool-down 120 beats per minute

Relaxation 120 beats per minute

Learner Workbook

c) What age groups could you use the following type of music for? Tick the appropriate box. You can tick more than one box.

MUSIC 3 – 5 5 – 9 9 – 14 15 +

Techno

Nursery rhymes

Pop

Alternate

Aerobic

Dance

Children’s groups/bands

Jazz

Hip-Hop

Soul

Classical

Rock

Hits

Make your own compilations!

Discuss your answers to ACTIVITIES 1 and 2 with your supervisor or trainer.



3. Example Group Session PlanThe following lesson plan is an example of training session with 10, 11 year old females.

Client: 10, 11 year old Females Date: 12/12/12

Location: Centennial Park Time: 10am

Duration: 40 min Age: 11 years

Special needs: N/A

Aims/Objectives: “To increase cardio vascular fitness and flexibility for the netball season”

Time (min)

Session activity Set up prior to session/equipment needed

1 Slow jog 30% effort

2 Increase speed of jog to 50% effort

3

4 Jog at 50% effort in pairs, pass a netball to each other, while jogging between the cones

Set out 50m distance with marker cones

Netball 5

6 Stop and stretch all major muscle groups

WATER BREAK

Hold each stretch for 10 – 30sec

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8

9

10

11 Conduct a beep test with your class. Encourage them to go as far as they can

WATER BREAK


Set up CD player with Beep Test CD

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13

14

15

16

17

18

19

Learner Workbook

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21 Knees bent, slide at a 45 degree angle forwards 2 slides with right leg in front then 2 slides with left leg in front. Alternate 20m forwards and backwards

Use 20m distance

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23

24

25 In pairs, one partner runs on the spot with fast feet while the other quickly throws the netball to them. Vary the throw up, down, side and straight. 1min effort then rest for 30 sec. Swap over – the thrower goes to fast feet and fast feet throws the ball. Repeat 3 times

WATER BREAK


Netball26

27

28

29

30

31 Slowly jog at 50% effort

32 slow the jog down to 40% effort

33 Stop and stretch all major muscle groups Hold each stretch for 10 – 30sec

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35

36

37

38 Encourage the group to take big, deep breaths for 1 min. Encourage the group to re-hydrate whilst continuing to take deep breaths for 2 more minutes –walk around slowly

Water breaks must take place every 10 minutes

39

40

Contact Numbers Home xx xxxx xxxx Parent’s Mobile xxxx xxx xxx

Weather alternatives NA



4. Example of a 5 – 9 years Exercise Circuit Program Group orientated and fun Easy circuit to get use to exercise – best to use the buddy system Movement and music based

PROGRAM FORMAT 45 – 50 min class Warm–up group activity (Approx 10 minutes) Circuit/fitness/Skills session (Approx 20 minutes) Reward group game (Approx 10 minutes) Cool-down/stretches/relaxation/hydration (Approx 5 – 10 minutes)

IMPORTANT – Hydration must occur every 5 – 10 minutes. It is very important for children to replace their fluids. Every child MUST bring a water bottle to class. Fluids must be taken before, during and after each class.

It is a good idea to share some of your knowledge with the kids as you go through the circuit – for example, “This activity uses your biceps” – and point to the muscle.

START GROUP GAMES (Approx 10 min)GAME DESCRIPTION

Bull Rush Set out an area of approx (10m x 5m) distance with markers at each end Every child lines up at one end One child is “in” with the instructor All children try to run to the other end without being “tipped” If tipped – that child joins the original child who was “in” + the instructor thus

making it harder to get to the other end with more “tippers in the middle” The last child un-tipped is the winner!

Soccer Set up a distance of approx 10 – 15m with markers as goals Two even teams No boundaries Aim to get “goals” – and to pass the ball around

Ladder Relay run throughs – fast feet peppers, jumping, hopping etc. Team time trials – quickest through the ladder Put beanbags in some squares – have to run/hop over the squares with the

bags in them (can’t step in those squares) Set up the ladder in a criss cross pattern by twisting the rope (strange

patterns to run through) Do side stepping actions through the ladder.

Dancing / Musical Statues

Play funky music and get the kids to freestyle dance to the music Do jumping actions for kids to copy (the ones who are too shy to do their

own moves) Let all their energy out!! Stop the music and play statues – when the music stops the child must

“freeze”

Learner Workbook

GAME DESCRIPTION

Tip / Tag Set up area to play in with markers approx 10m by 5m One child is “in” Have to “tip” other children – once tipped they become the “tipper” Only 1 child in at a time

Mini Aerobics Class

Create your own mini aerobics Use simple steps for the kids to follow (step touch, ezywalk, star jumps – big

muscle group actions) Explain the move simply before starting Get the kids to make up some of their own aerobics moves

Relays / Races Set up markers for distance Approx 10m Running / Jumping / Hopping Bouncing the ball Hoppy races (bouncing on hoppy) Skipping Set up markers to jump over or weave through Set up hula hoops to jump in and out of or over and through 1 leg hop or 2 leg jump Relays can be in team – or individual Relays can be time trials or races

Group Skipping Warm-up with group skipping Every child has a rope and you skip in time to the music Encourage to skip slow at the beginning and speed up If child can’t skip – encourage them to hop and jump on spot in time to the

music

Group Hula Challenge

Each child has a hula hoop to start Hula in time to the music – for as long as you can! If child cant hula – encourage them to put the hoop on the ground and jump

in and out of it to the music

Markers Set up rows of markers to weave in and out of Jump over the markers with two feet Jump over on one foot – co-ordination Use a ball and dribble it around the markers Set up sprints to markers Set up markers in different patterns – straight line, square, triangle – for a

change

CIRCUITThe circuit consists of approximately 10 different stations. Use markers to set up the different stations.

There are many different types of circuits – it is best to use Buddy or Single circuits for younger children. Buddy circuits involve “pairing” up the group so they can work together. This is a great idea if the kids are new to circuit and need a friend! A single circuit is going through the circuit individually and is for more advanced kids who know how the circuit works.

IMPORTANT When you set up your circuit remember to:



Set the circuit up with strengthening activities interspersing aerobic/anaerobic activities and co-ordination skills. This makes the circuit well balanced and not too intense for children.

Spend about 30 – 45 seconds at each station (you may end up going through the circuit stations twice)

Have an “in between” activity for 1 min. After the kids do the circuit activity, intersperse it with a group activity – like star jumps, run around the circuit area, hop on one leg etc. This activity is more “aerobic” and fun!

Each Activity station must have 2 sets of equipment – so it is ok for numbers to double up (2 at a time at each station)

Get the children involved in setting up the circuit – ask them to help you put out the equipment. That way you can explain each activity as you put them out. Tell them what muscles they are using at some of the stations – so the circuit is educational.

Set the circuit up in a circle or arc so everyone feels “involved” as a group. IMPORTANT – Make sure that if there is music provided, it is playing at this time – it is really

important to make the circuit fun – and for the kids to do the actions in time to the music. REMEMBER it is also very important to allow short drink breaks every 5 – 10 minutes during the

circuit time. MAKE SURE you can supervise all children in your class for correct use of equipment and

technique.

Learner Workbook

EXAMPLE CIRCUIT STATION ACTIVITIES 5 – 9yrs

Station STRENGTH ACTIVITY AEROBIC ACTIVITY CO-ORDINATION

1. Stepper – Dips Star Jumps Ball bounce – 1 / 2 hand

2. Stepper – up and down Tuck Jumps Ball throw and catch

3. Stepper – Ezywalk Run/jog on the spot Ball kick against a wall

4. Stepper – Jump on/off Skipping (no rope) Ball – around body

5. Modified Push – Ups Skipping rope – Peppers Ball – balance on bat

6. Hop on one leg Skipping rope – Normal Ball – bounce on bat

7. Jumping Skipping rope – Backwards Ball cone dribble

8. Squats Skipping rope – Crossovers Bean Bag throw/catch

9. Skipping (no rope) Hoppy – Bounce normal Bean Bag balance

10. Hula hoop – jump in/out Hoppy – Bounce Fast Hula Hoop spin

11. Hula hoop – jump in a row Hoppy – Bounce – High/low Hula Hoop skipping

12. Ball – squeeze (wrists) Hoppy – Bounce side to side Hoppy – Balance on

13. Ball – curls (biceps) Hoppy – Relays Hoppy – around markers

14. Markers – jump over Mini Tramp bouncing Skipping - Crossovers

15. Supervised sit – ups Mini Tramp Hopping Markers – run & weave

16. Ladder – Jump through Mini Tramp jogging Ladder – hop/jump

17. Ladder – Hop through Relay races – use markers Ladder – Side step

18. Step & leg curl Bean Bag run and replace Handball against wall



EXAMPLE CIRCUIT 5 - 9 yrs (Approx 20 minutes)This circuit is designed with general fitness and skills in mind.

Interspersed activity ideas:

Run around the circuit area – and onto the next station

Jump on the spot for 30 sec

Hop on one leg – change sides

Star jumps

Dance on the spot to the music

STATION 1 Skipping rope – Skip as fast as you can

STATION 2 Stepper – Dips (triceps)

STATION 3 Mini Tramp – bounce on the spot as fast as you can for 30 sec

STATION 4 Bean Bags – Balance on your head and walk from marker to marker (5m distance)

STATION 5 Star Jumps – as many as you can for 30 sec

STATION 6 Hula Hoop – hop in and out on one leg – switch legs

STATION 7 Hoppy – bounce on spot as high as you can go

STATION 8 Ball/Tennis Ball – Bounce on the spot with one hand or 2 – depending on co-ordination level

STATION 9 Stepper – Step on and off the stepper as fast as you can

STATION 10 Bean Bags & Hula hoops – Run and replace. Put all the bean bags in one hula hoop – set up another hoop 5m away. Kids have to take one bag at a time from the hoop run 5m and put it in the other hoop.

Learner Workbook

REWARD GAME 10 – 15 minAfter the circuit is finished it is a good idea to reward the group as a whole with a group game. You can play a sporting game like soccer or cricket – or use one of the “starting” games shown earlier.

Remember that it is a reward game so the emphasis is on “fun”!!!

COOL – DOWN / RELAXATION (Approx 5 – 10 min)At the end of the Reward Game – encourage the children to have a drink break.

Once they have had a drink – take them through a few simple stretches of all the major muscle groups, like – Quads, hamstrings, calf, ankles, bicep, triceps, wrist, neck, back and shoulders.

Explain each stretch slowly and visually. Hold each stretch for at least 20 seconds It is a good idea to name the muscle you are stretching so the children can start to learn the

different muscles in the body.

This is also a good time to add in the relaxation session – calming their minds and relaxing their bodies before the end of the class. You might like to include some yoga movements here.

At the end of the class get the kids to give themselves a big clap and ask them to help clear away the equipment.

REMEMBER to once again encourage hydration after the class has finished.



5. Example of a 9– 12 years Exercise Circuit Program Harder circuits More sport/muscle specific than 5 – 9yrs More intense workout with health tips and facts to improve health and fitness levels More “individual” rather than “buddy” oriented “Fun” and challenging

ACTIVITY 3:Write a 40min circuit lesson plan for a group of 10, 9 – 14 yr old boys and girls. Include information on the set-up, safety, warm-up, conditioning/aerobic, fundamental motor skills, cool-down, and relaxation. Also include the circuit stations and activities at each.

Use the format below of 10min warm up, 20min conditioning/aerobic/skills, 5 min cool down, 5min relaxation/re-hydration

Client: 9-15 Date: 10/08/12

Location: OVAL Time: 1hr

Duration: 40 min Age: 5-9

Special needs: N/A

Aims/Objectives: Social, strength, aerobic, music, fun, challenge and coordination

Time (min)

Session activity Set up prior to session/ equipment needed

1 Run 3 laps around the oval

Streches hamstrings, quads, cavles, groins ,back and arms

Hold each strech for 15 seconds do the streches twice

2

3

4

5

6

7

8

9

10

11 Kicking and handballing in lanes Cones and balls

12

Learner Workbook

Time (min)


Tackleing and bumbing drill You drop the footy near the footy bag and the person with the bump bag will bump them like in a game

Tackling drill in pairs one person has the footy and runs aaround the oval and the other person has to try and tackle them and some holds the bump bag aand bumps them

Cones ,balls and bump bags.

Balls, bump bags

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19

20

21

22

23

24

25

26

27

28

29

30

31 Cool down

A handball game

Stretch the major muscles hamstrings, quads, calves, groins, hip flexors’, arms, lower back and upper back

Cones and balls

32

33

34

35

36

37

38 Meditation relaxation make sure the kids keep hydrated

39



Time (min)


40

Variations and modifications for children with special needs in the class

Contact Numbers 94XXXXXX or 04XXXXXXXX

Weather alternatives N/A

Learner Workbook

6. NON-CIRCUIT TRAINING EXAMPLE Below are examples of a non-circuit training session ideas for children and adolescents one-on-one with you as a trainer;

DURATION: 45min

FORMAT:

Warm-up 5min – Major muscle group activity, starting slow then increasing in intensity

Conditioning 30min – training specific activities to individual goals

Cool-down 5min – Slow cool-down activities and stretch

Relaxation 5min – to unwind

Warm-up ideas: 5 min duration

Child 3 – 5 Child 5 – 9 Adolescent 9 – 14 & 15+

Stop/Go – Run around until you say STOP, then GO to run again

Big Muscle Group Activities – Jumping, skipping, hopping

Dancing - to music

Animal Game – Pretending to be a rabbit, horse, crocodile, monkey, dog etc

Hula hoop jump – Jump in and out of randomly placed hula hoops

Soccer – Passing the ball as you jog together

Stop/Go

Jogging – jog for 2 min to warm up then sprint for 10sec, jog 30sec, sprint 10 sec, jog 30sec, sprint 10sec etc….

Skipping rope – A few minutes of skipping is a great way to warm up, especially towards the end of the warm-up session

Jumps – Star jumps, tuck jumps, running on the spot, jumping side to side, high and low…..

Jogging – constant pace

Soccer – Passing the ball as you jog together

Netball/Football – Pass the ball as you jog together

Aerobics – Warm up with aerobics moves

Jog Sprint - Jog 30 sec, sprint 10 sec

If access to gym is available;

Supervised warm-up on;

Exercise bike

Treadmill

Spin Bike

Elliptical trainer

Recumbent bike

Rower



Conditioning Ideas: 30min duration

Child 3 – 5

Goals – ‘Parents want child to have fun while exercising’

Child 5 – 9

Goal – ‘improve soccer skills”

Adolescent 9 – 14 & 15+

Goal – ‘to get fit ”

Children 3 – 5 love fun and simple games. Try bursts of activities like:

Skipping Frog jumping Commando crawling Kicking balls Catching balls Jumping through hoops Hula Hooping Bean Bag Balancing Short relay drills

For example;

Put 3 tennis balls 5m apart. Child runs to each ball separately, bringing 1 ball to you each time. 1st ball = 5m run, 2nd ball = 10m run, 3rd ball = 15m run

Start by setting up some fitness drills. For example;

Set out 3 cones in a row 5m apart. Total distance = 15m

Sprint to the first, jog back, Sprint to the second, jog

back, Sprint to the third, and jog

back. Rest for 1 min then repeat.

Rest for 2 min then repeat.

If you have access to a gym you can;

Perform aerobic and interval training on equipment such as:

Exercise Bike Treadmill Spin Bike Elliptical trainer Recumbent Bike Rower

Try to use as many pieces of equipment as possible to keep the session interesting.

You can do different forms of training on each piece of equipment. For Example;

Exercise Bike – warm up 1 min, sprint 30 sec, recover 30 sec, sprint 40 sec, and recover 40 sec…

Treadmill – Warm up walking, increase speed to light jog, increase speed to jog – jog at a steady pace for 5 min

Spin Bike – Hill climbing on harder resistance, sprinting on lower resistance and recovery on middle resistance

Elliptical trainer - Consistent pace for 5 min

Recumbent bike - Steady pace for 5 min

Rower – Concentrate on strokes per minute – try and increase for 1 min then recover. Repeat for 5 min.

Put out a line of witches hats 1m apart. The child will weave in and out of the hats in different ways;

Running Crab crawling Backwards Crawling on knees Jumping Skipping

Set out 3 cones in a triangle approx 2m apart.

Each cone will be a different activity for 30sec. Child must run to next cone when activity is finished.

Cone 1: Sit-ups

Cone 2: Push-ups

Cone 3; Tuck jumps

Set out hula hoops randomly around. The child can run around until you say STOP – then they must jump into the nearest hula hoop and do what you say – for example;

Set up a drill situation of different soccer skills. For example:

Passing the ball Heading the ball

If you don’t have access to a gym:

Try focusing each session on a different activity or muscle group;

Learner Workbook

Child 3 – 5

Goals – ‘Parents want child to have fun while exercising’

Child 5 – 9

Goal – ‘improve soccer skills”

Adolescent 9 – 14 & 15+

Goal – ‘to get fit ”

Star jump Run on the spot Pretend to be a kangaroo Dance Jump from side to side…..Then say RUN and the child has to run around until you say STOP again.

Weaving the ball through markers

Reflexes – kicking the ball against a wall close up without stopping

Boxing Push-ups Sit-ups Drills Bike riding

Goal setting

Star Jumps – Set star jump goals. For example;

10 star jumps 15 star jumps 20 star jumps 10 super fast star jumps 15 super fast star jumps…

Ball dribbling:

Run up and down the field dribbling the ball and passing it to each other. Try and speed up the pace every 2 min.

Keep Dribbling and take a shot at goal each end – set up some markers as goals.

Organise circuits for specific sports eg tennis, soccer, basketball, netball, football

Running;

Run 10m as fast as you can Run 20m as fast as you can Run 50m as fast as you can

Goal shooting;

You act as the goal keeper while the child takes a shot at the goal – try and keep this flowing so the child does not stop – just keeps kicking at the goal as soon as you return the shot.



Cool-Down Ideas: 5 min Duration

Child 3 – 5 Child 5 – 9 Adolescent 9 – 14 & 15+

Similar activities to the warm-up games are great.

The main focus here is to slow the activity down to decrease the child’s heart rate.

Go for a slow jog/walk

Start with a jog and then slow it down to a walk.

Animal Game – Pretending to be a rabbit, horse, crocodile, monkey, dog etc

The main focus here is to slow the activity down to decrease the child’s heart rate.

Go for a slow jog/walk

Start with a jog and then slow it down to a walk.

The main focus here is to slow the activity down to decrease the adolescents’ heart rate.

If access to gym is available;

Supervised cool- down on;

Exercise bike Treadmill Spin Bike Elliptical trainer Recumbent bike Rower

Make sure you slow the pace right down to bring the HR down.

Stretching

Make sure you spend plenty of time stretching each muscle group to prevent injury and soreness. Encourage hydration at this time.

Stretching


Stretching


Learner Workbook

CHAPTER 3 Summary Checklist

Use a variety of equipment

Know how to structure a lesson and develop a lesson plan

Deliver a physical activity class according to the lesson plan



CHAPTER 4: Additional Information

Element of Competency covered in this chapter:

Dietary Guidelines

1. Dietary GuidelinesGo to the website below and find the Dietary Guidelines for Children and Adolescents in Australia.

http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/n34.pdf

ACTIVITY 1:

a) Download the healthy eating guidelines for children and young adolescents and summarise the guidelines.

Eat plenty of vegetables, legumes and fruits

Eat plenty of cereals (including breads, rice, pasta and noodles),

Preferably wholegrain

Include lean meat, fish, poultry and/or alternatives

Include milks, yoghurts, cheeses and/or alternatives

Choose water as a drink

Limit saturated fat and moderate total fat intake

Choose foods low in salt

Consume only moderate amounts of sugars and foods

Containing added sugars

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http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/n34.pdf

Learner Workbook

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b) Using the guidelines, analyse the following day’s eating and suggest changes to bring it into line with the healthy eating guidelines.

Suggested change

Breakfast Cornflakes Full cream milk 2 tsp sugar Fruit drink

A bowl of Weetabix instead of corn flakes Instead of using full cream you could use low in fat Cut out the 2 table spoons of sugar Make freshly squizzed fruit juice

Playtime snack

Bag of chips Can coke

Have a 2 pieces of fruit instead of chip s Have water instead of coke

Lunch Sandwich made with 2 slices white bread, butter, cheese spread, and lettuce

LCM bar Fruit yogurt Fruit popper drink

Have a sandwich without the butter and have cheese instead of the cheese spread and have wholemeal bread instead of white.

Cut out the LCM bar Cut out the fruit drink have water instead.

After school snack

Blueberry muffin Glass of full cream milk

Have biscuits and dip instead of the muffin and have glass of low fat milk instead of full cream.

Evening meal

Sausages Baked beans Hot chips Ice-cream

Instead of the baked bean have vegetables and cut out the hot chips and ice-cream.

Learner Workbook

Suggested change

Before bed Hot chocolate Biscuit

Instead of the biscuit have a some yoghurt or fruit.



CHAPTER 4 Summary Checklist

Read, understand and apply the Dietary Guidelines for Children and Adolescents in Australia

Learner Workbook

Notes:

The session plan we did in class as a group went really well sometimes we communicated well. If we did it again i think we should communicate a bit more in some bits but overall i think we did well. ...............................................................

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DELIVER YOUR CIRCUIT SESSION DEVELOPED IN THIS WORKBOOK AND YOUR TRAINER WILL OBSERVE YOU USING THE FOLLOWING OBSERVATION CHECKLIST. Ensure you evaluate the exercise session according to participant and or caregiver feedback and personal reflection. Furthermore, provide feedback to the group on their progress and any recommendations required in addition to determining the modifications you would like to make to the exercise plan. Run this session on a second occasion with the modifications incorporated.

Learner Workbook

Skills observation checklist for SISSTC313A Plan and deliver exercise to apparently healthy children and adolescents

Date of training/assessment visit: session 1 (prior to evaluation – feedback – reflection and modifications)

During the demonstration of skills, did the trainee: Yes No N/A

PLANNING THE SESSION: Follow organisational policies and procedures such as those relating to:

• screens children and young adolescents prior to commencement of exercise sessions and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary

• develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents

• provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines

• evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.

DELIVER THE SESSION

in an appropriate environment according to organisational policies and procedures

after explaining common types of injuries that would prevent participation in the session and confirming that clients are not affected

using a selection of exercises with appropriate methodologies, sequencing and progression

that included pre-session instructions according to effective instructional principles

while appropriately monitoring exercise intensity and making adjustments as required

using motivational techniques and arousal control to positively influence client performance

Yes No N/A

while providing constructive and positive encouragement to clients

showing sensitivity to cultural and social differences

making exercise modifications as necessary

Deliver circuit training sessions:

in an appropriate environment according to organisational policies and procedures and legislation and regulatory requirements

after checking circuit equipment was in good working order



while using energy, water and other resources effectively when preparing and maintaining equipment and activity areas to reduce negative environmental impact

after communicating session objectives and the principles and benefits of circuit training to clients

after explaining the common types of injuries that would prevent participation in the session and confirming that clients were not affected

according to a circuit training plan and organisational policies and procedures and legislation and regulatory requirements

showing the ability to demonstrate and instruct correct use of equipment

using appropriate instructional principles

ensuring monitoring of client safety, intensity and technique, suggesting modifications as required

while showing the ability to recognise the signs and symptoms of overtraining and potentially harmful practices

implementing intervention strategies to noted potentially harmful practices or signs and symptoms of overtraining, according to organisational policies and procedures.

Evaluate group exercise sessions by:

seeking and acknowledging feedback from clients

evaluating client response and feedback

evaluating own performance according to planned outcomes and organisational policies and procedures

Yes No N/A

indentifying potential improvements to enhance future sessions

modifying the session plan where relevant to meet client needs.

Uses safe and effective cueing.Applies contingency management techniques to deal with a range of problems and issues that may arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations.

Instructs sessions that meets with client expectations (evidence provided by verbal feedback from clients during and after the session, as heard by the assessor) to deal with a range of problems and issues that arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations.

Uses appropriate delivery techniques to client learning and performance.

The student’s performance was: Competent Not competent

Learner Workbook

Feedback to student:

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Comments from trainer:

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Competent/Not competent:

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Skills observation checklist for SISSTC313A Plan and deliver exercise to apparently healthy children and adolescents

Date of training/assessment visit: session 2 (incorporating the initial evaluation obtained during session 1

During the demonstration of skills, did the trainee: Yes No N/A

PLANNING THE SESSION: Follow organisational policies and procedures such as those relating to:

• screens children and young adolescents prior to commencement of exercise sessions and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary

• develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents

• provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines

• evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.

DELIVER THE SESSION

in an appropriate environment according to organisational policies and procedures



after explaining common types of injuries that would prevent participation in the session and confirming that clients are not affected

using a selection of exercises with appropriate methodologies, sequencing and progression

that included pre-session instructions according to effective instructional principles

while appropriately monitoring exercise intensity and making adjustments as required

using motivational techniques and arousal control to positively influence client performance

Yes No N/A

while providing constructive and positive encouragement to clients

showing sensitivity to cultural and social differences

making exercise modifications as necessary

Deliver circuit training sessions:

in an appropriate environment according to organisational policies and procedures and legislation and regulatory requirements

after checking circuit equipment was in good working order

while using energy, water and other resources effectively when preparing and maintaining equipment and activity areas to reduce negative environmental impact

after communicating session objectives and the principles and benefits of circuit training to clients

after explaining the common types of injuries that would prevent participation in the session and confirming that clients were not affected

according to a circuit training plan and organisational policies and procedures and legislation and regulatory requirements

showing the ability to demonstrate and instruct correct use of equipment

using appropriate instructional principles

ensuring monitoring of client safety, intensity and technique, suggesting modifications as required

while showing the ability to recognise the signs and symptoms of overtraining and potentially harmful practices

implementing intervention strategies to noted potentially harmful practices or signs and symptoms of overtraining, according to organisational policies and procedures.

Evaluate group exercise sessions by:

Learner Workbook

seeking and acknowledging feedback from clients

evaluating client response and feedback

evaluating own performance according to planned outcomes and organisational policies and procedures

Yes No N/A

indentifying potential improvements to enhance future sessions

modifying the session plan where relevant to meet client needs.

Uses safe and effective cueing.Applies contingency management techniques to deal with a range of problems and issues that may arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations.


SRFCHA001A PLAN AND DELIVER EXERCISE FOR CHILDREN...

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