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Certificate IV in Fitness - Module 1Certificate IV in Fitness - Module 1
© Australian College of Sport & Fitness Page 1 of 54
CONTENTS
CONTENTS..............................................................................................................................................1
ADDITIONAL RESOURCES.......................................................................................................................1
OVERVIEW OF THIS MODULE ................................................................................................................3
PART A ‐ STATIC POSTURAL APPRAISALS...............................................................................................3
PART B – DYNAMIC POSTURAL APPRAISAL .........................................................................................22
PART C ‐ MOTIVATIONAL PSYCHOLOGY FOR FITNESS PROGRAMMING .............................................29
PART D ‐ TRAINING AND COMMUNICATION SKILLS............................................................................38
CERTIFICATE IV MODULE 1 ASSIGNMENT ...........................................................................................44
CERTIFICATE IV IN FITNESS...................................................................................................................45
MODULE 1 – YOUR CLIENT ..................................................................................................................45
ASSIGNMENT TASK ..............................................................................................................................45
ADDITIONAL READING ARTICLES .........................................................................................................50
ADDITIONAL RESOURCES
ADDITIONAL READING
Textbook Chapter 4 and 5
o Fitness Trainers and workplace Postural Appraisal
o Workplace ‐ Ergonomics Worksheet
o ACSF ‐ How to do a Postural Appraisal
o Range of Motion
o Motivation barriers to Exercise
WEBSITES
Exercise Prescription) on the Net exrx.net
Brian Mac brianmac.co.uk
WEB PAGES & SEARCHES
Web search ‘How to do a postural appraisal’ <‐ try looking on YouTube for demos
Web search ‘What is good posture’
Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
© Australian College of Sport & Fitness Page 2 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
Web search ‘Range of motion tests’
Web Search ‘corrective exercise for lordosis’ (insert postural variance)
Web search ‘motivational theory’
Web search ‘how to motivate personal training clients’
Web search ‘communication skills for personal trainer’
PLEASE NOTE: Handouts can be found at the back of the module following page 50.
© Australian College of Sport & Fitness Page 3 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
OVERVIEW OF THIS MODULE
This module addressed the posture of the client, identifying the reason and methodology of
completing a static and dynamic posture analysis.
It then considers the motivational psychology that may exist between the trainer and the client,
and how this can be used for the benefit of the client as well as identifying useful strategies for the
trainer.
Finally communication skills are addressed, and how it is an important topic for fitness
professionals to understand to effectively use it to their advantage whilst training a client.
PART A ‐ STATIC POSTURAL APPRAISALS
WHAT IS A POSTURAL APPRAISAL?
A postural appraisal consists of an assessment comparing an individuals posture to ideal posture.
This can be completed in both static or dynamic methods, and mainly identify structure which have
moved away from the nor, but can also indicate any decrepencies in the client's flexibility, muscles
tone, and biomechanics/joint movements.
Postural appraisal is crucial for the planning of exercise programs aimed at improving posture. It
allows the fitness trainer to develop a specific program of corrective exercises.
With your appraisal you are aiming to:
o identify abnormality
o determine degree of deviation
o determine origin of deviation
o determine effect on current or proposed exercise plan and goals
o identify contraindications
o identify postural risk factors associated with exercise
o prevent injury
WHAT IS GOOD POSTURE?
Posture can be defined as the manner in which the body is held upright using minimal muscle
contraction or muscle joint strain against the forces of gravity.
A simple and effective way to understand what good posture is the acronym “POSTURE”.
P: pelvis in neutral, with weight distributed
© Australian College of Sport & Fitness Page 4 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
O: on the whole foot
S: stable joints
T: tight abdominals
U: upright ribs
R: retracted shoulders and
E: ear in line with shoulder
Refer to your textbook or handouts for further images and pictures on good posture positions.
STATIC POSTURAL APPRAISAL
READ
Textbook ‐ Page 219
WHAT IS STATIC POSTURE VERSUS DYNAMIC POSTURE?
Static posture is the position of the body either sitting, standing or lying where no movement
occurs. Static posture can be assessed from anterior, posterior & lateral views, but best to use all
three views to get the whole picture. Dynamic posture involves the trainer assessing the bodies
position during specific movements (this is explained in more detail later in this module).
Ideal posture alignment is a balanced position in which the body is held in an upright against gravity
with the minimal amount of muscle activity and least amount of stress placed on the structures of
the musculoskeletal system. With joints in non‐awkward positions, muscles relax, and unnecessary
tension can be released.
Ideal alignment is the most mechanically efficient positioning for the body. A plumb line can be
used to compare the relative positions of the:
a. ears
b. shoulders
c. spine
d. hips
e. knees
f. ankles
g. feet
If these structures are not lined up with the plumb line, there are likely to be faulty structures or
muscular imbalances, that can be addressed by stretching, strengthening, physical therapy, and
other treatments.
The following illustration identifies how the structures should be aligned in the ideal posture:
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CAUSES OF POOR POSTURE
Good posture is a form of fitness in the sense that the muscles of the body are supporting the
skeleton in alignment to make it stable and efficient during movement. Poor posture occurs when
the body’s neutral alignment changes, creating different body position. This often creates stress
with structures within the body. Poor posture can be as a result of:
o congenital abnormalities of the musculoskeletal system
o poor muscle strength
o muscle imbalance
o lack of mobility
o damage to bony structures or Structural abnormalities
o damage to connective tissue including ligaments, cartilage
o faulty biomechanics
o changes to line of gravity caused by pregnancy, inappropriate footwear, behaviours, work
practices, weight gain etc.
There are many factors that can affect good posture, including the following:
INJURY AND MUSCLE GUARDING
After an injury, nearby muscles begin to guard the vulnerable area. Muscles adjacent to an injury
work in a diminished way to keep the affected part stable and free from re‐injury. This is a
necessary function, but it causes those muscles to weaken. The imbalance between muscles that
guard an injury and normal, working muscles can cause unwanted changes in body posture.
DISEASE AND NUTRITIONAL STATE
The presence of disease, dehydration and/or malnutrition can cause conditions that directly affect
the bones, muscles and other structures of the musculoskeletal system. Because the structures of
the musculoskeletal system provide the strength and flexibility for good posture, deficiencies and
disease can negatively affect posture.
HABIT
The body in movement alters its patterns to accommodate weaknesses, tension or changes in bone
or muscle landscape. It does this in a similar way to encountering a road block. The musculoskeletal
system will create a detour to complete its intended movement. It negotiates its intended route by
using other, less efficient, patterns of muscle contraction. In this way the body still gets to its goal,
but with a compromised alignment.
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MUSCLE TENSION, MUSCLE WEAKNESS
Just as in the case of an injury, if the body has areas that are extra weak and/or strong, it will not be
held upright against gravity in the most effective manner. This will cause poor posture and pain.
MENTAL ATTITUDE AND STRESS
Often stress leads to a decrease in full breathing, which in turn compensates body posture, as the
two are inextricably linked.
IMPROPER SHOES
Wearing the wrong shoes for your feet can cause improper posture, as well as cause pain in the
future. If you wear down the outside of your shoes faster than the inside, for example, the shoes
become the culprits in the establishment of a negative effect. This effect will then create a nervous
system feedback loop that promotes an imbalanced posture.
POSTURAL VARIANCES
Over time, poor posture causes muscle weakness or tightness. Below are three examples of
common faulty postures and their associated muscle tightness and/or weakness.
Lordosis The pelvis is tilted forward, creating
an excessive curve in the low back.
This is caused by weak abdominals
and tight hip flexors, often a result
of too much sitting.
Kyphosis The posture, with the rounded back
and forward head and shoulders
position, can also be caused by too
much time spent sitting, for
example, hunched over a computer
keyboard.
Sway Back In posture, the pelvis is displaced
forward and the low back loses its
natural curve and flattens, often
leading to low back pain.
The following lists additional common postural variances
Forward head position Kyphosis
Scoliosis Excessive anterior/
posterior pelvic tilt
Pronation/supination of foot/
ankle complex
Lateral tilt of pelvis
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Rounded shoulders Winging of scapula
Lordosis Hyperextension of knees
THE POSTURE ASSESSMENT
THE STANDING POSTURAL ASSESSMENT
One tool commonly used by fitness and health professionals is the standing postural assessment.
The purpose of this assessment is to observe a person standing at normal, relaxed posture from the
front, side, and often rear view, and then determine how his or her alignment compares to a
predetermined standard as indicated by a vertical “plumb line.”
The points of reference you’ll be observing are your earlobe, top of your shoulder, the dent on the
side of your elbow, the side seam of your pants or shorts at the fullest part of your hips, the outside
of your knee (just slightly closer to the front of your knee than the back), and your ankle bone.
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If any of these points fall in front of or behind the line you’ve drawn from the ankle bone up, this is
an indicator that your posture is misaligned.
From the front view, you want to make sure the center of your chin, the dent between your
collarbones, your sternum, your belly button, and the rise of your pants all line up vertically. Also,
you might draw two horizontal lines across the tops of your shoulders and hipbones to ensure that
both are level.
WHAT TO LOOK FOR IN POSTURAL ASSESSMENT
Posterior View
1) Head/neck tilt. If the cervical vertebrae are laterally tilted this indicates tightness in muscles
such as upper trapezius, levator scapulae and sternocleidomastoid.
2) Head rotation indicates tightness in muscles such as sternocleidomastoid.
3) Are the shoulders level? Levator scapulae are prime elevators so if you suspect an imbalance
you need to palpate these muscles. Be aware however that in many of us our dominant
shoulder is naturally depressed.
4) Is there an increase or a decrease in shoulder bulk? Manual workers often have an increase in
upper trapezius and rhomboids due to a preference for carrying or lifting heavy objects on one
side. People with frozen shoulder or who have had their upper limb immobilized often have
wasting of supraspinatus and infraspinatus.
5) Is the medial border of the scapula the same distance from the spine on both left and right
sides? Protraction of the scapula (indicated by a greater distance from the spine) is usually the
result of weak rhomboids rather than tight serratus anterior.
6) What is the overall spinal alignment like? Are there any observable areas of scoliosis?
7) What is the distance of the client's arm from their body? A gap between the arm and the body
indicates tightness in supraspinatus and deltoid, the two prime abductors.
8) Skin creases. Are there more skin creases on one side of the waist than the other? If yes, this
indicates lateral flexion to the side with the greater creases and suggests tightness in muscles
such as quadrates lumborum. (Look for even the slightest crease as an indication of lateral
flexion).
9) Elbow position. Imbalances in elbow position are often due to medially rotated humerus, one
of the most common causes of shoulder pain. Are the elbows the same distance from the
body?
10) Is the thigh/calf bulk equal? Greater bulk suggests greater weight bearing on that side. If there
is less bulk, is this due to wasting /decreased use /underdevelopment?
11) Calf mid‐line. Imagine a line running down the centre of the calf from the knee crease to the
Achilles. Compare left and right sides. Lines which appear to be on the lateral side of the calf
indicate medially rotated hips or that the tibia is medially rotated against the femur.
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12) Genu varum/valgus. Is the client bow legged or do they have knock knees? This may explain
knee pain as joints wear differently in these conditions.
13) Foot position. This can tell you about hip rotation as people with tight lateral rotators of the hip
often stand like ballet dancers, with their feet turned out whereas those of us with tight medial
rotators stand pigeon toed.
Side view
1) Does the client have a forward head posture? This is associated with a lordotic cervical
vertebrae and tight neck extensors.
2) Are the shoulders protracted? Protracted shoulders are associated with weak rhomboids and
tight pectorals.
3) Is there noticeable kyphosis? Kyphotic postures are associated with lengthened thoracic
extensors and tight pectorals, plus shallow breathing due to a depressed chest cavity.
4) Lumbar spine. Is this lordotic or flat? Lordotic curves are associated with lumbar pain and tight
lumbar extensors.
5) Knee position. Are the knees normal, flexed or hyperextended? Flexed knees are associated
with tight hamstrings whereas hyperextended knees are associated with tight quadriceps and
lengthened hamstrings.
POSTURE & THE WORKPLACE
Many of us spend over half our waking life sitting in chairs behind the
desks of our workplace.
Therefore, finding a chair that will give us comfort is essential to
good posture. When looking for a chair that will support your back
and allow you a proper sitting posture, check for the following:
o You should be able to place both of the feet flat on the floor.
o Your entire thigh should be supported by the seat of the
chair.
o The back support of the chair should be as high as your
shoulder blades.
READ
Handout ‐ Fitness Trainers and workplace Postural Appraisal (page 67)
POSTURE & MANUAL HANDLING
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Improper lifting technique can lead to back, leg and arm pain. Poor technique can cause both acute
injury, and serious chronic effects. As a fitness trainer you must advise your clients on correct ways
to lift to help them avoid these problems.
HOW TO LIFT CORRECTLY
o Plan ahead before lifting.
Knowing what you're doing and where you're going will prevent you from making awkward
movements while holding something heavy. Clear a path, and if lifting something with another
person, make sure both of you agree on the plan.
o Lift close to your body.
You will be a stronger, more stable lifter if the object is held close to your body rather than at
the end of your reach. Make sure you have a firm hold on the object you are lifting, and keep it
balanced close to your body.
o Feet shoulder width apart.
A solid base of support is important while lifting. Keep the feet about shoulder width apart and
take short steps. Holding your feet too close together will be unstable, too far apart will hinder
movement.
o Bend your knees and keep your back straight.
Practice the lifting motion before you lift the object, and think about your motion before you
lift. Focus on keeping your spine straight. Raise and lower to the ground by bending your knees.
o Tighten your stomach muscles.
Tightening your abdominal muscles will hold your back in a good lifting position and will help
prevent excessive force on the spine.
o Lift with your legs.
Your legs are much stronger than your back muscles so let your strength work in your favor.
Again, lower to the ground by bending your knees, not your back. Keeping your eyes focused
upwards helps to keep your back straight.
o Keep your eyes up.
Looking slightly upwards will help you maintain a better position of the spine.
o If you're straining, get help.
If an object is too heavy, or awkward in shape, make sure you have someone around who can
help you lift.
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FEET & POSTURE
A client's feet will have an impact on their posture, in particular feet arches.
These days you can buy your training footwear from specialist companies that will test your feet, so
you can advise the best training footwear for your clients.
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Also, as a trainer you should have a basic understanding of the different arches of the feet so you
can recognise any existing or potential problems that your clients may have as they train with you.
CORRECTING POSTURE
WHY CORRECT POOR POSTURE?
Good posture has a huge range of benefits in normal life as well as for individuals who participate in
fitness or sport. The benefits are related to which structures are affected
These benefits may include:
o Improved breathing – the lungs can become compressed and restricted if the position of
the ribs is altered. Therefore limiting the amount of air inhaled.
o Good biomechanics – faulty posture can affect the biomechanics of an individual due to
joints and bones structures being misaligned.
o Injury prevention ‐ If you have poor posture, more strain is place on the mucles ligaments
and tendons within the body; therefore stressing them more than they may be able to cope
with.
o Pain reduction – poor posture strain is placed on structures within the body causing pain.
o More energy – the body cannot work as efficiently with poor posture, this means energy is
wasted.
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o Improved systems and organ function – Poor posture can result in their being less room for
the body’s internal organs and this hinders the flow of oxygen into the body, affecting
digestion, circulation, and other basiv functions.
CORRECTIVE EXERCISE
Learning to use the body in a proper manner so that all its parts are in alignment is all good posture
really is. To allow this to happen structures within the body may need corrected through exercise.
Poor posture can be corrected in several different way. Once you have established an individual has
poor posture compared to the normal, the cause or structures need to be assessed. Poor posture is
commonly a result of either weak or tight/shortened muscles, therefore two methods used to
improve the postion of structures is strengthening or stretching.
Strengthening involves improving the muscles capacity to contract or perfrom work. The important
aspects that must be considered during strength training is that the correct muscle or muscles must
be recruited and the body should be place in the correct position when strengthening a muscle.
Stretching involved using methods to increase the length of the muscle, this will then allows joint
structures, and bone to move into the correct position. Often tight muscles will pull structures away
from their ideal position.
To identify which method you must use, can be identified during the static or dynamic postural
appraisal. This will often indicate which structures are being pulled out or weak and not maintaining
its position. It is more than likely that their will be a combination of the two methods needed to be
used together i.e. stretch one muscle and then strengthen another.
HOW TO CORRECT POOR POSTURE
The following table will provide examples of postural variances and strategies to improve the
imbalance.
LORDOSIS
Postural
Variance
‐ Accentuated low back curvature. Abdomen is
protruding.
‐ Could be you are carrying too much body fat.
‐ Abdominal muscles have become permanently
stretched.
Strategy to help
correct this:
‐ Both sides of the body have to be exercised.
Abdominal strengthening. Back muscles shortened so
stretches required.
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FORWARD (ROUNDED) SHOULDERS
Postural
Variance
‐ Anterior muscles shoulders chests become shortened.
Muscles of your upper back and between your
scapulas become permanently stretched and
weakened.
Strategy to help
correct this:
‐ Stretch the front of the shoulders (pec minor) (leaning
through a doorway with arms on the door frame) and
strengthening the upper back by pushing your
shoulder blades together (rhomboids and lower
traps)
LATERAL SHOULDER/HIP HIKING
Postural
Variance
‐ Uneven shoulders across the front affecting spinal
alignment – may lead or be caused by scoliosis.
Strategy to help
correct this:
‐ Equal work undertaken by both sides of the body will
have a positive effect in correcting this condition.
ANTERIOR PELVIS TILT
Postural
Variance
‐ Pelvis is tilted forward‐ forcing slight bend at the hips
‐ Exaggerated low back curve
Strategy to help
correct this:
‐ Stretch hip flexors and lumbar extensors
‐ Strengthen abdominals
POSTERIOR PELVIS TILT
Postural
Variance
‐ Pelvis tends to tilt backwards ‐ flattening low and mid
back
‐ Little to no definition between legs and bottom
Strategy to help
correct this:
‐ Stretching abdominals and hip extensors
‐ Strengthen back extensors and hip flexors
MILITARY POSTURE
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Postural
Variance
‐Forces you to flatten out your neck and mid back
‐Shoulder dynamics become faulty due to the forced
depression of the collar bone and shoulder blades
‐Tilting pelvis forward and causing pressure on
vertebrae
Strategy to help
correct this:
‐ Increase mobility of mid‐ back
‐Strengthen shoulder girdle Increase mobility of
shoulder blades
‐Learn to disassociate arm movement from trunk
‐Stretch neck muscles
SCOLIOSIS
Postural
Variance
‐Weaker and tighter musculature on either side of the
curvature.
Strategy to help
correct this:
‐Stretch muscles on the concave side of curvature
‐Strengthen muscles on the convex side of the
curvature.
KNEE HYPEREXTENSION
Postural
Variance
‐ Knee bends beyond its normal extension.
Strategy to help
correct this:
‐ Stretch Quadriceps – special emphasis on the rectus
femoris
‐ Strengthen – Hamstrings, Gastrocnemius
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EXERCISE CONTRAINDICATIONS AND POSTURE
Some posture dysfunction can cause result in certain movements place risk on structures within the
body. Below is a table showing exercises that may be contraindicated for individual who do not
have ideal posture.
Contraindicated Exercises
i.e. potentially dangerous exercises
Possible reasons
The plough (lying supine, taking legs over
the head and touching toes on the
ground)
o Excessive strain on lower back and discs
o Contraindicated for those with existing back
problems
o Dangerously strong neck stretch
o Reinforces faulty posture (inverted back)
o Compresses heart, lungs and interferes with
breathing
Hurdler’s stretch
o Promotes knee instability
o May cause patella to subluxate through twisting
and compression forces
o Strain placed on lower back
Deep squat or deep knee bend
o Endangers lateral ligaments of the knees
o Compresses patella with potential damage to
knee cartilage
o Risk increases with addition of weight
Standing torso twist
o Strain the ligaments of the knee
o Develops momentum, which may exceed the
absorbing capacity of the muscles being stretched
Straight leg standing toe touch or
hamstring stretch
o Stresses medial aspect of knees
o Causes hyperextension at the knee
o Places increased pressure lumber region
Upright row
Shoulder or rotator cuff impingement occurs with the
internal rotation of humerus upon lifting resistance.
The tendon will gradually become irritated.
Burpees
The squat position places strain on the cruciate
ligaments and the thrust movement increases the
potential to hyperextend the lumber back.
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Bench press
Often contraindicated because weight is often too
heavy for lifter. Most common bench press injury is
front deltoid tear due to its weakness compared to
chest and back hyperextension
Depth jump
Often legs will flex leading to knees flexing beyond the
toes.
ROLES OF MUSCLES IN POSTURE
In posture a muscle group can have one of 4 roles:
o Agonist – a prime mover muscle or muscle that causes specific movement
o Antagonist ‐ a muscle that relaxes while another contracts; "when bending the elbow the
triceps are the antagonist"
o Fixators ‐ a muscle acting to immobilize a joint or a bone; fixes the origin of prime movers so
that muscle action can be exerted
o Assistors ‐ help the agonist muscle
Examples of muscles pairs:
AGONIST (Prime Mover) ANTAGONIST
Biceps Triceps
Deltoids Latisimus Dorsi
Pectoralis Major Trapezius/Rhomboids
Rectus Abdominis Erector Spinae
Iliopsoas Gluteus Maximus
Quadriceps Hamstrings
Hip Adductor Gluteus Medius
Tibialis Anterior Gastrocnemius
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PART B – DYNAMIC POSTURAL APPRAISAL
READ
Textbook ‐ Page 234
Also known as functional movements tests, the dynamic postural appraisal is completed when your
client is performing simple movements and common fitness exercises. It evaluates movement
patterns to establish:
o muscle strength and deficits
o asymmetrical differences in muscle flexibility
o symmetrical range and restricted ROM
o balance and co‐ordination of movement
In Certificate III Module 1, we identified squat test, hurdle step test and lunge test as methods to
assess functional movement, in this Certificate IV module, we will be going into greater depth into
these test and dynamic posture apprasial (functional movement analysis).
WHAT IS GOOD DYNAMIC POSTURE?
Dynamic posture allows the body to maintain normal relationships among its muscles while the
activity is being performed.
Proper dynamic posture also leads to coordinated movement. Each posture in movement is a
momentary alignment of body segments, and successful movement is determined by the ease of
transition from each posture to the next.
If one segment or link in the kinetic chain is out of sync, there is potential for a performance error
or injury.
Ultimately, the test of good dynamic posture is whether it results in easy transition to the next
posture.
DYNAMIC POSTURE TESTING
Dynamic Posture Testing is about observing a client in motion.
The best method is to use a combination of the naked eye and video. View the client from different
angles and then watch him or her in slow motion on the video (if available).
The analysis must be done with the goal of the movement in mind. Remember that posture is
highly individual to each person’s body structure.
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Observe the flow and pattern of movement, and do not try to pick out small defects. If there is
smoothness and efficiency to the movement, then everything is acceptable, even if a defect was
detected in a static position.
However, if there is not a flow to the client’s movement, for example if there are breaks in the
movement or there is a lack of rhythm, then there is a problem.
Be sure to start out with a clear concept of what the movement should look like. How does your
client match up to that concept?
DYNAMIC POSTURE TESTING
DEEP SQUAT TEST
The deep squat test involves the client performing several deep squats whilst holding a bar above
their head horizontal. The training with analyse the movement from the anterior, posterior and
lateral views to identify whether there are any faulty movement patterns, restricted ROM and
problems with balance or co‐ordination
Purpose of the deep squat test
The deep squat test challenges full body mechanics and their involvement as a kinetic chain during
this movement. (A kinetic chain is the link between muscles and joints throughout the body and
implies that restriction in one area will have a knock on effect to another area).
During this full movement, the strength, balance, flexibility and range of movement of the lower
extremities is challenged along with the symmetrical flexibility and mobility of the shoulders and
the thoracic spine. This will indicating any bilateral differences or unilateral restrictions present
during the movement, indicating where the client may need exercise focused towards.
Implementing the deep squat test
The client must start in a standing position with their feet roughly shoulder width apart aligned in
the sagittal plane. The shoulders should be flexed and abducted and elbow extended whilst holding
a bar in the horizontal position above the head. This is the starting position.
The client is then asked to lower themselves as deep as possible to perform a squat. During this
squat the client must remained in the most centrally aligned position as they can, ensuring the bar
is kept horizontal and pressed above the head, the head and chest are aligned in the sagittal plane.
The client then raises back to the starting position in a controlled stable manner, remaining in the
same alignment.
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Indications of Faulty movement
Reason for faulty movement
Checkpoint View Faulty movement Possible Overactive
muscle
Possible Underactive
muscle
Anterior Foot turns out
Soleus
Lateral gastronemius
Bicep Femoris (short
head)
Medial gastronemius
Medial hamstring
Glute medius/maximus
Heel lift Soleus Anterior tibialis Foot
Posterior Foot Flattens
Peroneals
Lateral Gastro.
TFL
Anterior Tibialis
Posterior Tibialis
Glute Medius
Medial Gastro.
Move inwards
Adductor complex
TFL
Vastus Lateralis
Lateral Gastro.
Glute medius/Maximus
Vastus Medialis Oblique
Medial Hamstring
Medial Gastro. Knee Anterior
Move Outwards
Piriformis
Bicep Femoris
TFL
Glute Minimus/Medius
Adductor complex
Medial Hamstring
Glute Maximus
Excessive forward
lean
Soleus
Gastro.
Hip flexor complex
Abdominal complex
Anterior Tibialis
Glutes Maximus
Erector spinae
Low Back Arches
Hip flexor complex
Erector Spinae
Latissimus Dorsi
Glute maximus
Hamstring
Intrinsic Core Stablizers
Lumbo‐Pelvic
Hip Complex Lateral
Lower Back rounds
Hamstring
Adductor Magnus
Rectus abdominus
External obliques
Glutes Maximus
Erector Spinae
Intrinsic Core Stablizers
Arm Falls forward
Latissimus Dorsi
Pectoralis major/minor
Teres major
Caracobrachialis
Mid/lower Traps
Rhomboid
Rotator Cuff
Posterior Deltoid
Forward head
Levatr Scapula
Sternocleidomastoid
Scalenes
Deep Cervical Flexors Upper Body Lateral
Shoulder Elevation
Upper Traps
SCM
Levator Scapula
Mid/Lower Traps
Rhomboids
Rotator Cuff
Table taken from National Academy of Sports Medicine.
MUSCLE OBSERVATION
When observing a dynamic movement with particular reference to muscle, you are looking for:
o diminished muscle strength
o limited flexibility
o diminished muscle endurance
EXAMPLE TURN 180 ASSESSMENT FOR OLDER ADULTS
“TURN180” is a clinically useful test of dynamic postural stability suitable for assessing frail elderly
people.
Previous research indicates that people who take more than four steps to complete a 180° turn
have an increased risk of falling compared with people who take four steps or less.
It is a valid measure of dynamic postural stability which allows quick identification and an indication
of the severity of problems in people who have difficulty in maintaining a stable position.
The test requires no apparatus apart from locally available sturdy furniture and can be performed
in people's homes and doctors' surgeries and at hospital bedsides as well as in more spacious
locations.
Try this very basic dynamic postural test. Even though it is for frail elderly people, discuss and use
this simple dynamic postural test to explain the concept of dynamic postural assessment and the
previous section of notes.
UNDERTAKING A BASIC OBSERVATION TEST – EXAMPLE 1
Here is a simple example you can undertake with a friend. Have a friend do the following two basic
movements:
a balance on one leg (swapping legs)
a jump one leg (swapping legs)
Before they do the action consider what the movement should look like. What are you expecting to
observe when a client does this on both legs?
After conducting the tests, discuss what was observed for your client:
o Were joints stable?
o Did the movement flow?
o Was the client balanced? If not, at what stage not balanced?
o What was observed between the different sides, left and right?
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Review and consider your findings and then answer these questions:
o Do you think there are any muscle strengths and deficits?
o Is there symmetrical development?
o Is there symmetrical range?
o Is there coordination of movement?
UNDERTAKING A BASIC OBSERVATION TEST – EXAMPLE 2
As a second example of conducting a postural assessment observe someone doing a basic squat
with no weights.
Before the person does this movement, consider what the movement should look like. Conduct the
tests and review what was observed. This is how a squat should be done correctly:
For squatting movements, the client's base should be wider, at least a shoulder‐width apart
(depending on the athlete’s body proportions).
The weight distribution should be even and the client should feel like he or she is pressing
against the floor.
There should be proportional bending of the ankle, knee, and hip.
Puffing the chest out will put the back in the correct position.
The head should be neutral.
Now using these instructions on how to conduct a squat movement properly, train your client on
the correct movement and correct mistakes in their current technique.
Get feedback on how your client feels with the changes.
JOINT RANGE OF MOVEMENT
Joints are where the bones come together allowing for movement of the skeleton. All of the bones
form joints (except the hyoid bone in the neck). Joints are complex structures made up of many
parts.
Range of motion is the normal range of movement for a joint, specifically:
o flexion (how far it can be bent)
o extension (how far it can be stretched out)
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Generally speaking, range of motion refers to the distance and direction a joint can move to its full
potential.
Each specific joint has a normal range of motion that is expressed in degrees.
REDUCED RANGE OF MOTION
Limited range of motion is a reduction in a joint's normal range of movement. Limited range of
motion can result from:
o mechanical problems o injuries
(sports injuries, fractures, dislocations,
etc.) o swelling
o muscle spasticity o disease
(many types of arthritis can lead to
decreased range of motion)
o joint pain
o inflammation
(bursitis, tendonitis, etc.)
o infection
ASSESSING JOINT RANGE OF MOVEMENT
Assessing range of movement (ROM) can be done by
observing your clients undertaking a joint movement and
observing their ROM compared to the average range of
movement expected (see handout for average ROM table).
Often observing major joints just with the naked eye will
assist you in determining ROM.
Otherwise advanced tools such as a flexometer, goniometer or plurimeter can be used for more
accurate results.
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As a personal trainer it is important to measure and ‘estimate’ ROM to be used in everyday training.
NORMAL RANGE OF MOTION FOR EACH JOINT
It's important to know the normal range of motion for each joint.
After physical examination, if it is determined that your client has limited or abnormal range of
motion in one or more joints, you can put together a treatment plan for them.
Your client can be reassessed later for range of motion to determine if the treatment is effective.
Clients who have joint surgery must also go through extensive rehabilitation to get back to normal
range of motion in the affected joint.
REFERRING TO ALLIED HEALTH PROFESSIONALS
If your client has extremely limited range of motion and is not responding to a gentle stretching
program, you should refer them to allied health professionals such as physiotherapists to get a
more detailed ROM assessment.
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PART C ‐ MOTIVATIONAL PSYCHOLOGY FOR
FITNESS PROGRAMMING
Individuals operate and perform best under different circumstances and in diverse environments.
They are also driven by different goals and outcomes.
Sport psychology is the area of motivational psychology of the fitness industry and professional.
Knowing how to focus and set our clients’ goals, building their self‐confidence and communicating
well are all key skills that need to be effective to get the best results for the client.
Changing or maintaining behaviour is the key objective of motivational psychology in order to
achieve better health levels. This psychology is not only about psyching people up, but guiding and
leading the client through a journey of self‐improvement and lifestyle change.
A program is only useful to a client if they are motivated to execute it with consistency and
commitment.
MOTIVATIONAL THEORY
Motivation is a state in which a person or client experiences the desire coupled with energy to
pursue a goal.
This includes how motivation propels and directs people’s behaviour and the reasons why people
try to achieve goals. Explanations for drive range from physiological states in the human body, such
as hunger or thirst, to cultural and social interactions with other individuals, such as the needs for
approval, recognition, or respect from others.
When a particular need is not met, the result is a reduction in drive. This is when the body becomes
tense. Hunger is an example of this and the need to eat. This would create a state of tension in the
body, and the individual would be motivated to seek out food. Once the objective is met, the drive
or need to eat diminishes.
INTRINSIC MOTIVATION
This is motivation from within a person, driven by a desire to perform well and succeed.
o Desire to overcome a problem or task i.e. health issue, injury
o Development of skills to overcome a problem i.e. methods of training to achieve a goal
o Practicing good habits that become successful i.e. eating and training
o A feeling of pride and enjoyment in performing the skill
o Ongoing goal setting in order to progress and maintain motivation to make training and
lifestyle sustainable
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EXTRINSIC MOTIVATION
Extrinsic motivation comes from a source outside of the participant. These are things which can
encourage the athlete to perform and fall into two groups:
Tangible rewards: these are physical rewards such as medals and money. These should be used
sparingly with young athletes to avoid a situation where winning a prize is more important than
competing well. And with clients, this would only offer a short term fix when a long term change of
behaviour is required.
Intangible rewards: Praise, recognition and achievements. These should be used on a regular basis
to encourage the athlete to repeat the behaviour which earned the praise.
This method seems to be more successful amongst the majority of clients.
BEHAVIOURAL THEORIES
Researchers have developed a number of different theories to explain motivation. Each individual
theory tends to be rather limited in scope. However, by looking at the key ideas behind each
theory, you can gain a better understanding of motivation as a whole.
INSTINCT THEORY OF MOTIVATION
According to instinct theories, people are motivated to behave in certain ways because they are
evolutionarily programmed to do so. An example of this in the animal world is seasonal migration.
These animals do not learn to do this. It is an inborn pattern of behaviour.
INCENTIVE THEORY OF MOTIVATION
The incentive theory suggests that people are motivated to do things because of external rewards.
For example, you might be motivated to go to work each day for the monetary reward of being
paid.
DRIVE THEORY OF MOTIVATION
According to the drive theory of motivation, people are motivated to take certain actions in order
to reduce the internal tension that is caused by unmet needs. For example, you might be motivated
to drink a glass of water in order to reduce the internal state of thirst.
AROUSAL THEORY OF MOTIVATION
The arousal theory of motivation suggests that people take certain actions to either decrease or
increase levels of arousal.
HUMANISTIC THEORY OF MOTIVATION
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Humanistic theories of motivation are based on the idea that people also have strong cognitive
reasons to perform various actions e.g. those identified by Maslow’s Hierarchy of Needs.
COGNITIVE THEORIES
ACHIEVEMENT THEORY
This is a theory that establishes a relationship between personal characteristics, social background,
and achievement.
AFFILIATION THEORY
People will participate in physical activity if their significant others are involved. Extroverts like
training with their partners, for example, and adhere with motivation to training as a result of this.
AROUSAL THEORIES
HULL'S DRIVE THEORY
The graph on the right demonstrates a linear relationship
between performance and arousal.
This means at low levels of arousal, performance is low and
performance increases in line with an increase in arousal.
This theory also explains that novices to the sport often do not
perform well under pressure and their skill level decreases due to
poor habits and poorly learned techniques.
Experienced athletes tend to perform better under pressure due to their superior skills and the use
of stress management techniques.
This theory can be expressed using the following equation:
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Performance = habit x drive (arousal)
INVERTED U LAW
This law states that arousal improves performance up to an
optimal point.
Past this point, performance begins to decrease. When
drawn on a graph this appears as an upside down U shape.
There are three rules which surround this theory:
o Activity: Some sports are better performed at low
arousal, mainly those which require small, precision
movements and control, e.g. shooting, golf, archery
o Skill level: Beginners to a sport require all of their attention to be focused on the task in
hand and so do not cope as well with over‐arousal. Highly skilled individuals have the skill
well practiced and so do not require such high levels of concentration meaning they can
deal better with the arousal level.
o Personality: Extroverts perform better in high‐pressure, high arousal situations. Introverts
tend to do better in a state of low arousal. This is thought to be connected to part of the
brain called the RAS or reticular activating system. This controls the level of arousal.
Introverts have a highly stimulated RAS and so avoid stressful situations, whereas extroverts
need high arousal situations to stimulate the RAS.
ZONE OF OPTIMAL FUNCTION
This arousal theory suggests that people seek to maintain a level of arousal i.e. a level of tension,
energy, or excitement. People may be motivated to engage in certain behaviours in order to change
their level of arousal. People, therefore, perform best when they experience an ‘optimal level’ of
arousal.
If it falls below this level, people do not perform as well because they may be disconnected from
the task. If it falls above, people are too aroused to perform well. If an individual is bored or not
intellectually stimulated, he or she may try to seek arousal by engaging in exciting or fun activities.
However, too much arousal may hinder performance or motivate the individual to leave a situation
in order to decrease the high level of tension. So, clients ideally seek moderate levels of arousal in
their sessions and time spent with you.
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MOTIVATIONAL TECHNIQUES
We have already discussed how being over stimulated or under stimulated can lead to poor
outcomes. Here are some techniques to help provide the right level of motivation.
VICARIOUS EXPERIENCE
This type of experience is where another person is introduced to the client to increase their
motivation. This person is someone the client can relate to, for example is in a similar situation or
has been and has made it through to the other side. This experience can be intensified if the
introduced person is of a similar build, size, sex and /or resources at their disposal.
SELF TALK
To control arousal and increase motivation, more than one technique may need to be used. Self‐
talk is being aware of what it is we say to ourselves. Sometimes this is referred to as mind chatter.
If utilised, this technique can be used to improve the performance and motivation of the trainer
towards the client.
IMAGERY
Think about when you are driving to a destination and you visualise the streets and landmarks of
where you want to go. Use this as a trainer to help the client visualise where they want to go and
how to achieve their goals.
This technique helps create a desired state. Imagery can be used to relax a client imagining they are
in a certain place physically or even the way they would like to see themselves. This can reduce
tension and anxiety.
RELAXATION
This can help a client to decrease arousal and produce more motivation. There are many methods
used to relax such as progressive muscular relaxation, deep abdominal breathing, yoga, tai chi,
massage, listening to music and hypnosis.
Other relaxation techniques include stress management and personal time out. Managing time
each day impacts the way that different people cope with stress. Time management techniques
help us to organise our day so we can achieve the tasks required for that day. Writing down the
tasks, breaking them down and completing parts at a time can help reduce this pressure. Be aware
of how you spend your time and if you are making best use of your time.
WHAT DOES THIS MEAN FOR TRAINERS?
Control environmental arousal factors such as the noise level, temperature and comfort. This allows
you to put more arousal factors that are beneficial to learning without going into arousal overload.
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When training tasks that are high on the cognitive scale or are highly complex, use less motivators
and keep the stress level low. The brain tends to shut certain aspects out when it has too many
inputs coming in at once, and the one input that you do not want it to shut out is what your
learners need to learn. Some trainers call this brain‐overload or brain‐cramps. This does not mean
you cannot make the material interesting, just keep their arousal on an even level.
Outdoor or physical team training activities require more arousal techniques. This is where the
trainer has to become more of a football type coach and less of a trainer. The effort to reach the
peak arousal point where the most change (learning) takes place is higher on this scale than
cognitive learning. To reach that peak arousal point you need to provide more stress and
motivation.
Tests can be great motivators for getting clients to train. Tests show clients that they have achieved
something, have mastered the task, can do something without failing, or have risen to the
challenge.
But test taking anxiety can push some learners' arousal level over the peak arousal point. You can
reduce stress levels by supplying a team environment or by comparison benchmarking.
When the optimum arousal point goes too low then use activities that get the client to interact or
move. Provide inspirational speeches or challenging games.
When the optimum arousal point goes too high then take the cognitive focus off the goal (eliminate
"what if" statements) and place it on the process. Take a break, stretch or do some deep breathing.
Play a fun, but interesting game.
Some trainers might believe that all anxiety must be removed from the training environment. But,
again, there is an optimal level. The Optimal Arousal Level can be thought of as the Optimal
Motivational Level. And one of the things that motivate people is anxiety. In some instances,
anxiety is actually helpful in achieving a goal.
Anxiety tells us to take immediate action by releasing adrenaline into the bloodstream, stimulating
the heart, raising the metabolic rate, and increasing the blood glucose concentration. Anxiety is
what helps athletes win races or rescuers reach someone in distress.
THE LEARNING ZONE
How do you know when you have reached the optimum arousal point for your learners?
In sports, a player who is playing well is at the optimum arousal point and is said to be “in the
zone.”
Achieving the optimum arousal level in a training environment puts students in the Learning Zone:
o They become totally involved in the learning process by focusing in on the task to be learned
as non‐learning stressors have been eliminated.
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o They lose self‐consciousness of the fear they might fail and gain a desire to succeed as their
emotions are now tied to the learning environment. The idea of failing is replaced by the
idea of overcoming challenges.
o They have clear visions of what the task to be learned can provide as they know how it will
help them in their future endeavours.
o They have a sense of being in control of their learning environment as they are eager for
learning (they are NOT just going through the motions).
o They become more intrinsically motivated (self‐directed) because they want to learn the
task (their focus is on the task rather than reward and punishment).
GOAL SETTING
Goals are an important aspect of enthusiasm and motivation. They provide a viable target to work
towards. They can encourage us to go that extra mile, put in the extra effort needed. But they need
to be tailored to suit the person or persons to whom they are directed.
Unrealistic goals can be almost counterproductive. They discourage and make people lose heart.
Sometimes unrealistic goals can result in people becoming badly stressed and negative about
themselves and their capabilities. They can highlight people’s weaknesses and make them more
visible.
SMART GOALS
Goals must be SMART to be attainable:
o Specific
o Measurable
o Attainable
o Realistic
o Time related
Goals can even be SMARTER:
o Specific
o Measurable
o Attainable
o Realistic
o Time related
o Exciting
o Recorded
Some people like to have a main goal with checkpoints along the way. For example, with weight
loss, or training for a marathon or a competition, it can be a positive part of the process to set a
particular long term target, but also have short terms goals that recognise and appreciate what has
been achieved to date.
Motivation is a key part of goal setting. Some people are good at self‐motivation. They compete
against themselves and can maintain the level of enthusiasm required to reach their goal. Others
will require your help to retain motivation.
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Teams will often include people with different skill sets. Members of a team often work to motivate
each other at different times. Difficulties can arise when one or two people are highly motivated
and work hard, whilst other members sit back and let everyone else put the effort in. The knack
with a team effort is in keeping everyone enthused, especially when there are different elements to
the task.
BARRIERS TO PARTICIPATION IN EXERCISE
There are many factors or barriers that significantly affect a decreased adherence to exercise.
o lack of interest
o poor health
o bad weather
o depression
o lack of strength
o fear of falling
o shortness of breath, and
o low outcomes expectation
BARRIERS IN OLDER ADULTS
The benefits of exercise in older adults are well established. Research has shown that for older
adults (≥65 years of age) exercise can reduce frailty, increase walking speed, improve the ability to
live independently, and increase life expectancy. Exercise significantly reduces the risk for
cardiovascular disease, adult‐onset diabetes, and osteoporosis, and it is associated with a reduction
in health care costs. In addition, participation in regular exercise can significantly improve balance
and reduce the risk of falls in older adults.
Researchers have identified a variety of factors that determine adherence to exercise in older
adults. Some of these factors increase adherence (motivators), whereas others decrease adherence
(barriers). For example, one of the strongest motivators affecting exercise adherence in older adults
is self‐efficacy (the concept that a person is capable of controlling his or her own behavior). A
second motivator is outcome expectation, which is the belief that specific consequences will result
from specific personal actions.
Barriers shown to decrease adherence to exercise in older adults include insufficient time, lack of
social support, no place to exercise, no transportation to an exercise site, and insufficient money to
either buy exercise equipment or join an exercise facility. Fear of falling and fear of injury while
exercising also are significant barriers. Finally, researchers have found that increased stress and
depression levels, increased age, decreased health status, and lack of enjoyment while exercising
are associated with poor exercise adherence.
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ENVIRONMENTAL FACTORS
Within the fitness industry, classes and sessions are conducted in multiple environments, either
indoor or outdoor. These two environments present two very different surroundings and require
strategies to keep clients motivated on their journey training in either of these.
INDOOR
There are a number of factors in an indoor setting that will affect the motivation of a client:
o the room setup
o the colours in the room
o the furnishings
o fittings
o equipment provided and its state of repair
o cleanliness of the facilities
o organisation
o type of music
o light and ventilation
The presentation and attitude of the instructor also plays a very large part in the ongoing
participation of the client to this class
OUTDOOR
Outdoor training poses another perspective to take into consideration to maintain motivation for
the client. Considerations of weather, location and the presence of onlookers play a major role in
the influences on the client to this type of training environment.
AS fitness professionals are training outside, there are factors that will be out of their control. This
includes the weather being too hot or cold, the terrain being damaged by wildlife, broken glass on
the ground, or muddy areas. Strategies such as having back up plans for extreme hot or cold or wet
weather and also planning to survey the area before the session are critical to ensure the safety
and comfort of the participants and ensuring adherence to training in the long term.
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PART D ‐ TRAINING AND COMMUNICATION SKILLS
A great personal trainer can provide clients with lots of information about nutrition and training.
They can advise the client on changes to their habits and motivate them to achieve their goals.
A great personal trainer must capture the attention of their client and connect with them. For
example, out of two clients that may be in the same training session, the same technique may be
understood easily by one but not the other due to his body language, tone of voice or words used.
It is difficult, until you get to know your client, what their preferred learning style is.
Communication comprises of 55% body language, 38% tone of voice, 7% content of words.
When communicating with a client, your body language and tone of voice will have greater impact
than the words you say.
For example, a trainer saying "you are doing really well" while mumbling, hunched over, and
looking away will be interpreted as insincere.
There are 3 primary types of learners and a good Personal Trainer will be able to communicate
appropriately with all types. These types are visual, auditory and kinaesthetic learners.
o Visual communication – creation of visual representations e.g. signs, drawing, design,
illustration, demonstration.
o Auditory (Oral) communication – referring to the spoken verbal word. Typically, words are
supported by visual aids and nonverbal elements to convey the message to appeal to all the
learning styles in an audience. Be aware of voice inflection, tone, tempo, fluency.
o Kinaesthetic (Nonverbal) communication ‐ e.g. gestures, body language, posture, eye
contact, facial expressions, movement, body sounds.
NONVERBAL COMMUNICATION TECHNIQUES
Nonverbal communication is usually understood as the process of communication through sending
and receiving wordless messages. i.e., language is not the only source of communication, there are
other means also. Messages can be communicated through:
o Movement
o Gestures
o Touch
o body language
o posture
o facial expression
o eye contact
CHARACTERISTICS OF NONVERBAL COMMUNICATION
o Messages primarily communicate emotions and attitudes.
o Cues substitute for, contradict, emphasize or regulate verbal message.
o Cues are often ambiguous and continuous.
o Cues can be more reliable than verbal cues.
o Cues are culture bound (they will have different meanings depending on the culture of the
user/receiver)
CLOTHING AND BODILY CHARACTERISTICS
Uniforms have both a functional and a communicative purpose.
As a fitness instructor, your uniform and clothing will identify you as a fitness professional.
If you wear a logo you will become a spokesperson of the brand. Elements such as your physique,
height, weight, hair and gender will send nonverbal messages during interaction. You must ensure
that these characteristics promote you as being professional, approachable and trustworthy.
MOVEMENT AND BODY POSITION
Kinesics, or body language, is one of the most powerful forms of nonverbal communication as it
describes how people communicate through posture, gesture, stance, and movement which is very
important in maintaining your rapport with your clients.
Posture – Your posture plays an important role in your communication efforts. A slumped posture
indicates that you have low spirits, are fatigued or that you feel inferior. An upright posture shows
high spirits and confidence. If you lean forward it implies that you are open and interested. Leaning
away shows disinterest or that you are defensive. Maintaining a rigid posture is interpreted by
many to mean that you are defensive, while a relaxed posture translates to openness. Crossed arms
and legs indicated a defensive, proactive position, while uncrossed arms and legs indicate a
willingness to listen. Ensure that your posture conveys approachability and trust.
Gesture – A gesture is a non‐vocal bodily movement intended to express meaning. They may be
articulated with the hands, arms or body, and also include movements of the head, face and eyes,
such as smiling, winking, nodding, or rolling ones' eyes. A smile and a nod when a client performs
an exercise properly conveys as much meaning as saying ‘good job’.
Haptics – This is the study of touching as nonverbal communication. Touches that can be defined as
communication include handshakes, holding hands, back slapping, high fives, a pat on the shoulder,
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and brushing of an arm. These forms of touching can be important for motivation but must be
balanced with being professional.
Eye contact – Some people find it difficult to look at someone in the eyes when they are talking to
them, but direct eye contact is essential in our society to demonstrate a self‐assured, honest
personality. This is a vital element for a personal trainer to build rapport with their client.
Paralanguage – These are the nonverbal cues of the voice which may change the meaning of
words. There are many examples of how paralanguage can change the meaning of words. If you
were telling your client that they have done a good job, but you use a sarcastic tone, it will
completely undermine the comment that they had done a good job. If you tell the client that you
have time to listen to them but you talk too quickly, this will convey that you don’t have time to
listen at all.
BARRIERS TO COMMUNICATION
Starting an exercise program and introducing new habits into the lifestyle of a client can be difficult
as a trainer, but also an overwhelming experience for the client.
When the client feels this, they can present barriers that will hinder your effectiveness and that of
the program and in turn hinder the goals of the client. These barriers could include:
o Being preoccupied
o Having emotional blocks
o Being hostile towards you or training
o Bad past experiences
o A hidden agenda from their true goal
o An inability to communicate their true feelings and/or intentions
o Feeling stereotyped or categorised as a particular type of person in a fitness environment
o Adverse physical environment
o Mind–wandering
o Defensiveness
ELIMINATING BARRIERS
Language
A trainer needs to know when to speak more slowly or more clearly with certain clients. A client
who does not have strong English skills will require more attention to nonverbal signals.
Demonstrations and visual cues work more effectively in these cases.
Use of jargon
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Technical jargon can cause a big communication breakdown. Fitness trainers know a great deal of
technical information pertaining to the human body, function and exercise. Clients usually do not
know this same jargon and information. Keep your explanations simple so they can be understood.
Questioning
This is providing only part of the information. A client may only present part of a story of the
program they needed to complete at home. They completed only part of what you asked from
them or are hiding from you that they did nothing at all. Here you will need to use open ended
questions to extract the information you need to probe and find the truth of what they did or did
not do.
Timing
A message can be delivered at the wrong time. For example, if the client is practicing one
technique, it is not the correct time to talk about another.
Avoiding Distractions
Strategies can be implemented to avoid these distractions and barriers. Write down the important
points from the session, communicate clearly and concisely, and reduce arousal by creating rapport
with the client and be in a location that has decreased arousal stimulus.
Physical distractions
These distractions are found all around us today. Consider loud music, noise, a group of people,
movement or people surrounding the listener.
These can all cause distraction to the listener causing them to misinterpret or miss information
altogether. Being in a quiet environment with minimal distractions is a good way to avoid these
issues.
Eliminating Emotional Barriers
Emotional barriers such as aggression, hostility, mistrust and defensiveness are often linked to fear.
Clients may be scared of admitting the truth about their habits, frightened of being able to
participate or just of not knowing what might happen. In order to break through emotional barriers,
you as a trainer must be calm, strong, professional, approachable and trustworthy. You will need to
build a rapport to be able to break down barriers that prevent poor outcomes.
PERSONAL ATTITUDES AND VALUES
A personal trainer must be well presented with a professional and tidy appearance. After all, we are
in the business of impressing clients with the way we live, look and feel which is the very reason
they would like to train with you.
Along with this, we as personal trainers must also have a positive attitude towards our work and
our clients. We are responsible for providing the energy and environment where the client feels
motivated and energised by us so they can live, look and feel happy themselves and ready to train
© Australian College of Sport & Fitness Page 41 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
the best they can each and every time. A positive attitude will rub off on your clients and will
motivate them every time they train with you.
To reinforce the way we live, look and feel, we must be well versed in our field. Knowledge that you
convey and share with clients will help them truly respect you and follow the guidelines needed for
them to achieve their goals. We must always be up to date and informed.
Being approachable means that client’s will trust you and provide information that will help you
help them to achieve their goals. It also helps you to attract new clients. This attitude means you
can initiate more conversations and more possible prospects. For example, if clients have difficulty
at home or with work this may affect the effort they put into their training.
Enthusiasm and positivity are keys to maintaining a great client experience in a training session. We
must make sure we balance this out with knowing when to be firm or when to relax. Personal
training is not just about writing programs and training, it is helping to motivate the client and
achieve their goals.
© Australian College of Sport & Fitness Page 42 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
© Australian College of Sport & Fitness Page 43 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
CERTIFICATE IV MODULE 1
ASSIGNMENT Please note: Assignments may change slightly; changes will be actioned on downloadable
version. This is accessible from www.acsf.com.au/fitnesscourse.
© Australian College of Sport & Fitness Page 44 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
CERTIFICATE IV IN FITNESS
MODULE 1 – YOUR CLIENT
ASSIGNMENT TASK
GENERAL INSTRUCTIONS
The assignment is in 2 sections with 3 parts each. Please ensure that you submit complete
assignments including both sections and all parts.
You may use your Cert IV Module 1 course notes and any other resources available to you. We
advise you to use as many research strategies as possible to acquire a good understanding of the
subject matter. Although you may use various sources, you must always ensure that your work is in
your own words, plagiarism is strictly not allowed. You may use references, as long as you identify
the source.
Please submit your assignment based on the submission instructions in the course overview
information.
If you have any questions how to complete assignment question please email or contact your tutor.
COMPETENCIES BEING ASSESSED
Within this assessment task you will be assessed on your ability to demonstrate competency in the
following sections:
Section 1 – Postural Appraisals
Explain exercise screening procedures Part A: Prepare client for
appraisal Explain the aims of postural appraisal
Identify postural variances
Explain the relationship between posture and injury prevention
Conduct a static postural appraisal
Explain ideal postural alignment Part B: Analyse static posture
Compare client’s posture to the ideal posture
Part C: Provide information
Identify joints, muscles and connective tissues that may need stretching or
strengthening
Describe the common causes of poor posture
Recommend strategies to clients to correct posture
© Australian College of Sport & Fitness Page 45 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
Section 2 – Motivational Psychology
Explain stage of readiness Part A: Support client to
change Identify barriers to exercise
Explain behavioural change models Part B: Strategies to improve
adherence Describe exercise adherence
Describes effective goal setting
Describe a range of strategies to improve adherence
Explain arousal control techniques Part C: Motivational
techniques Explain nonverbal and verbal communication
SECTION 1 – POSTURAL APPRAISALS
PART A – PREPARE CLIENT
You are working in a new, large fitness complex offering a large range of facilities and classes. A
new client approaches you and is interested improving their fitness. You need to conduct an
appraisal in order to develop the appropriate exercise programs.
1) Before undertaking the postural appraisal, you will need to conduct basic pre exercise
screening. Explain what this screening would involve (under 200 words).
2) In bullet points, list the aims of conducting a postural appraisal.
3) Identify and describe 3 different postural dysfunctions (postural variances) that can exist in
clients.
4) Explain the relationship between posture and injury prevention.
PART B – POSTURAL ASSESSMENT
You should complete this task with a volunteer.
1) Conduct a static postural assessment on your partner and record your results using the
forms provided in the appendix. (You do not need to submit this form.)
2) Provide a brief summary (in bullet point form) of your findings from the postural
assessment.
3) Explain what is meant by the term ‘ideal posture’.
4) Identify how your client’s posture is different from the ‘ideal posture’?
PART C – PROVIDE INFORMATION TO CLIENTS
© Australian College of Sport & Fitness Page 46 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
Assume you have just conducted a postural assessment on 3 different clients.
o Client A has significant rounded shoulders.
o Client B has an anterior tilted pelvis
o Client C has excessive kyphosis.
For each of these clients, answer the following questions:
1) Describe the common causes these 3 clients poor posture.
2) Which muscles are likely to need STRETCHING in order to help this client?
3) Which muscles are likely to be STRENGTHENING to help this client?
4) Name exercises you would recommend to one of these clients and why they would help
with their condition?
SECTION 2 – MOTIVATIONAL PSYCHOLOGY
PART A – SUPPORT CLIENT TO CHANGE
In order to support clients to change their exercise behaviour, you will at first need to understand
how ready they are to make that change.
1. Describe each of the following ‘stages of readiness’ from the Transtheortical Model:
a. Pre‐contemplation
b. Contemplation
c. Preparation
d. Action
e. Maintenance
2. List the most common barriers to exercise for clients.
3. There are many behavioural change models that can be used to describe change. 3 models
are:
o Social Cognitive Theory
o Theory of planned Behaviour
o Relapse Prevention model
For each of these models:
a. Briefly explain each of these models
b. Provide examples of strategies that you could use to motivate exercise behaviour
change for EACH of these models
© Australian College of Sport & Fitness Page 47 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
PART B – STRATEGIES TO IMPROVE CLIENT EXERCISE ADHERENCE
1. Describe the factors that determine whether or not a client will adhere to exercise.
2. Describe how you could use short, medium and long‐term goal setting to improve exercise
adherence.
3. Describe a range of strategies you could use to improve exercise adherence for different clients.
These clients are:
o A 55 year old man in relatively good health
o A new mum who is having trouble shifting her ‘baby weight’
o A 29 year old woman who wants to look good in her wedding dress
o An unconditioned 45 year old accountant who has never exercised before
PART C – MOTIVATIONAL TECHNIQUES
1. Arousal control techniques are often used with athletes. Explain the inverted U theory.
2. How can verbal and nonverbal communication be used to motivate a client?
© Australian College of Sport & Fitness Page 48 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
© Australian College of Sport & Fitness Page 49 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
ADDITIONAL READING
ARTICLES The following articles and additional reading will support your learning for this module.
© Australian College of Sport & Fitness Page 50 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
© Australian College of Sport & Fitness Page 51 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
Additional normal values (in degrees) from the table above include:
Hip flexion (bending) 0‐125
Hip extension (straightening) 115‐0
Hip hyperextension (straightening
beyond normal range) 0‐15
Hip abduction (move away from
central axis of body) 0‐45
Hip adduction (move towards central
axis of body) 45‐0
Hip lateral rotation (rotation away
from center of body) 0‐45
Hip medial rotation (rotation towards
center of body) 0‐45
Knee flexion 0‐130
Knee extension 120‐0
Ankle plantar flexion (movement
downward) 0‐50
Ankle dorsiflexion (movement
upward) 0‐20
Foot inversion (turned inward) 0‐35
Foot eversion (turned outward) 0‐25
Metatarsophalangeal joints flexion 0‐
30
Metatarsophalangeal joints extension
0‐80
Interphalangeal joints of toe flexion 0‐
50
Interphalangeal joints of toe extension
50‐0
Shoulder flexion 0‐90
Shoulder extension 0‐50
Shoulder abduction 0‐90
Shoulder adduction 90‐0
Shoulder lateral rotation 0‐90
Shoulder medial rotation 0‐90
Elbow flexion 0‐160
Elbow extension 145‐0
Elbow pronation (rotation inward) 0‐
90
Elbow supination (rotation outward)
0‐90
Wrist flexion 0‐90
Wrist extension 0‐70
Wrist abduction 0‐25
Wrist adduction 0‐65
Metacarpophalangeal (MCP) joints
abduction 0‐25
MCP adduction 20‐0
MCP flexion 0‐90
MCP extension 0‐30
Interphalangeal proximal (PIP) joints
of fingers flexion 0‐120
PIP extension 120‐0
Interphalangeal distal (DIP) joint of
fingers flexion 0‐80
DIP extension 80‐0
Metacarpophalangeal joint of thumb
abduction 0‐50
MCP of thumb adduction 40‐0
MCP of thumb flexion 0‐70
MCP of thumb extension 60‐0
Interphalangeal joint of thumb flexion
0‐90
Interphalangeal joint of thumb
extension 90‐0
© Australian College of Sport & Fitness
ROM – SHOULDER
Shoulder abduction
Internal and external rotation
Forward rotation of shoulder
of shoulder at 90 degrees
ROM – ELBOW
Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
© Australian College of Sport & Fitness
Elbow joint extension and flexion
ROM – WRIST
Wrist flexion and extension
ROM – HIP
Hip flexion
Hip extension
ROM – KNEE
Knee flexion and extension
ROM – ANKLE
Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
© Australian College of Sport & Fitness
Ankle flexion and dorsi flexion
Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx
1 How to do a Postural Appraisal WORKSHEET
How to do a Conduct a Postural Appraisal
WORKSHEET Overview
A five-minute alignment assessment can be invaluable in determining a client's areas of tightness and weakness - and in setting goals for manual or movement work. Before Beginning a Postural Assessment
Ask the client's permission to conduct the assessment, and make sure the client is comfortable having you touch him or her. Ask the client to remove shoes and any bulky or restrictive clothing, such as a jacket or thick belt. Have him march loosely on the spot a few times to relax, and then stand in a normal, easy position. Remind him not to correct any perceived postural faults.
SIDE View Observations (Use text descriptions and circle areas on diagram)
Are the major joints – neck, shoulder, hip, knee, and ankle – roughly vertically aligned.
Body lean – neutral, posterior, anterior
Head position – Neutral, Protruded, Retracted Shoulders - Neutral, Protracted, Retracted Spine: Lordosis Y/N Flat Back Y/N Kyphosis Y/N Abdominal sagging Knee position (normal, flexed or hyperextended):
2 How to do a Postural Appraisal WORKSHEET
POSTERIOR View Observations (Use text descriptions and circle areas on diagram)
Head/neck tilt : Head rotation : Shoulder level: Shoulder bulk: Scapula distance from spine: Spine alignment: Arm to body distance: Skin creases: Elbow position: Thigh/calf bulk : Calf midline Genu varum or valgus: Foot position:
3 How to do a Postural Appraisal WORKSHEET
4 How to do a Postural Appraisal WORKSHEET
Correcting Posture to ‘Standard’ (or ‘Ideal’) Posture Now work with your client to have them manually correct the postural imbalances i.e. have them retract their shoulders or head. Do this until you observe they are now standing in the ideal posture. Your client will now feel what this is like to their normal posture. Have them move around and try to re-establish the ideal posture by themselves. Get feedback from your client.
What corrections needed to find neutral?
What corrections needed to find neutral?
5 How to do a Postural Appraisal WORKSHEET
Additional Instructions for conducting Plumbline Assessment:
Side View
Observe the client from the side. Are the major joints – neck, shoulder, hip, knee, and ankle – roughly vertically aligned, or does the body sway or bow forward or backward?
Observe the ankle joint from each side. Is it plantarflexed, neutral, or dorsiflexed?
Observe the knee. Is it flexed, neutral, or hyperextended?
At the hip, palpate for the greater trochanter of the femur and the top of the iliac crest. If the peak of the iliac crest is forward of the trochanter, the hip is flexed; if behind, the hip is extended.
At the pelvis, palpate the ASIS and PSIS. They should be level – or, in women, the ASIS slightly lower than the PSIS – for a neutral pelvis. If the ASIS is much lower, the pelvis is tilted anteriorly; if higher, the pelvis is tilted posteriorly.
Palpate the curves of the lumbar, thoracic, and cervical spine. Are they flat, neutral, excessively flexed, or excessively extended?
At the shoulder, observe the position of the humerus and scapula. Is the shoulder girdle rolled forward, pressed back, or aligned vertically with the ideal position of the ear?
Observe the head's alignment. Is it level and directly atop the neck?
Front and Back View
Observe the feet and ankles from the front and the back. Are they pronated, neutral, or supinated?
Observe the knees: are they knock-kneed, straight, bow-legged, or rotating inward or outward?
Observe the femurs: are they abducted or adducted relative to the pelvis?
Palpate the two ASIS from the front. Are they level, or is the pelvis tilted or rotated?
Palpate and observe the ribs for asymmetry and rotation. It can be easier to see misalignment from the back.
Observe the shoulders from the front. Are they level? Palpate the shoulder-blades from the back: are they flush with the ribs, winged, tipped anteriorly, rotated, protracted, retracted, elevated, or depressed?
Observe the head. Is it tilted, shifted right or left, or rotated?
Page 1 of 4
Motivators and Barriers in Physical Activity
factsandstats1. Motivators
Main reasons for being physically active for Western Australians in 2002 1
Main reason Males (%) Females (%) Total (%)
To improve fi tness 34.1 33.2 33.7
For enjoyment 22.3 17.0 19.6
For weight control 7.1 11.2 9.3
Feel better about self 2.2 4.2 3.2
For reduction in risk of disease 1.3 1.6 1.4
To improve appearance 0.1 0.7 0.4
These reasons were independent of gender, age and location.
The two most common reasons for being physically active given by men and women were to improve fi tness and for enjoyment, followed by weight control (more common for women than men). Weight control was also more important to those aged between 30 and 59 years and was less relevant to those aged 60 years and over and under 30 years.2
YouthTop fi ve reasons why adolescents decide to play community sport:3
1. They like the sport;
2. It keeps them fi t and healthy;
3. They are good at it;
4. They started the sport at school and like it; and
5. Friends who are in clubs encourage them.
Seniors
Western Australians aged 60 years and over were more likely than other age groups to state that their main reason for being active was to reduce the risk of disease.
What motivates seniors to exercise?4
• Having fun and companionship
• Having enhanced control over one’s life;
WWe all agree that e all agree that
physical activity is physical activity is
important for our health important for our health
and that a lack of physical and that a lack of physical
activity can lead to a activity can lead to a
range of health issues range of health issues
such as heart disease, such as heart disease,
diabetes and obesity. diabetes and obesity.
Aside from the personal Aside from the personal
effects of inactivity, the effects of inactivity, the
community pays for it community pays for it
through increased health through increased health
costs.costs.
It is important to It is important to
understand why some understand why some
people choose to be people choose to be
physically active and why physically active and why
others do not, so that others do not, so that
those individuals and those individuals and
groups who are working groups who are working
to get more people active to get more people active
may better target physical may better target physical
activity programs.activity programs.
Page 2 of 4
Motivators and Barriers in Physical Activity
factsandstatsMotivators and Barriers in Physical Activity
factsandstats
• Achieving lifelong activity levels;
• Improving health and well-being;
• Increasing self-esteem; and
• Having access to tailored programs.
2. BarriersBarriers to participation in physical activity vary with age, gender, employment, health and location.5
• Lack of time was the most frequently reported barrier to participation for all adults aged under 60 years;
• Poor health was the most frequently reported reason for not being more active for seniors (60 years and over); and
• Childcare was a more signifi cant barrier for adults aged 30 to 44 years (14%) compared to all other age categories.
Gender
Most common reasons for not being more active in 2002, by gender
Barrier Males (%) Females (%) Total (%)
Lack of Time 48.8 54.1 48.6
Already Active Enough 18.6 11.9 15.2
No Motivation 11.8 14.4 10.9
Childcare 3.3 9.5 6.5
Just over 10 per cent (10.1 per cent) of the combined total of males and females surveyed reported poor health and 3.4 per cent reported being too old as a reason for inactivity.
Seniors
Some of the barriers to physical activity among seniors are:6
• Limited or inappropriate sporting opportunities including instructors capable of identifying the physiological needs of seniors;
• Stereotypical images of ageing;
• Poor health;
• Lack of confi dence;
• Lack of time;
• Instructor training – needs to identify physiological needs of seniors;
• Transport and access to programs; and
• Cost.
Page 3 of 4
Motivators and Barriers in Physical Activity
factsandstatsMotivators and Barriers in Physical Activity
factsandstats
Youth
Some of the reasons why youth do not play sport:8
• They feel uncomfortable – poor body image;
• Parents do not approve;
• Too much work – can’t be bothered;
• Other family, work and study commitments; and
• Infl uence of peers.
Most common reasons why youth discontinued playing a sport 8
Reason Rate (%)
Time clashed with other activities 68
Sport became boring 64
Other activities more fun 51
Sport confl icted with study (particularly schools) 48
Changed to another sport 38
Characteristics of non-participants9
People who are non-participants in physical activity are those who undertook no walking, moderate intensity or vigorous intensity physical activity in the previous week. The proportion of people who were inactive varied signifi cantly across a range of demographic characteristics.
GenderIn 2002, there was no signifi cant difference in the proportion of inactive females (13.6 per cent) compared to inactive males (13.4 per cent).
Age
The proportion of people who were inactive increased as people became older.
Age Proportion inactive (%)
18 to 29 years 7.8
30 to 44 years 13.8
45 to 49 years 14.9
60 years or more 17.3
Marital StatusThere were signifi cant differences in inactivity based on marital status. Single people (10.1 per cent) were the least likely to be inactive while the widowed (19.8 per cent) were the most likely to be inactive.
Marital Status Proportion inactive (%)
Married/de facto 14.1
Single 10.1
Separated/divorced 14.2
Widowed 19.8
Page 4 of 4
Motivators and Barriers in Physical Activity
factsandstatsMotivators and Barriers in Physical Activity
factsandstats
Education The proportion of people who were inactive decreased as the level of education increased.
Education Proportion inactive (%)
Less than TEE 18.7
TEE/Diploma 11.5
University 9.3
EmploymentThere was large variation in inactivity based on employment categories. The unemployed (19.8 per cent) were the most likely to be inactive whereas students were least likely to be inactive (6.9 per cent).
Employment Proportion inactive (%)
Unemployed 19.8
Blue collar 18.0
Home duty 17.9
Retired 15.1
White collar trade 10.3
Manager/professional 9.9
Student 6.9
WeightThose that were in the acceptable weight range based on their Body Mass Index (BMI) were the least likely to be inactive.
Body Mass Index Proportion inactive (%)
Underweight 26.6
Acceptable 10.0
Overweight 13.7
Obese 22.9
Footnotes
1 McCormack, G., Milligan, R., Giles-Corti B. and Clarkson, J.P. (2003). Physical activity levels of Western Australians 2002: Results from the adult physical activity survey and pedometer study. Perth, Western Australia: Western Australian Government, p54.
2 McCormack, G. et al op.cit. p53.3 Taggart, A. and Sharp, S. (1997) Adolescents & sport: Determinants of current and future participation. Perth, Western Australia: Sport and Physical Activity
Research Centre, Edith Cowan University. p23.4 McCormack, G. et al op.cit. p54.5 Australian Sports Commission and Department of Veterans’ Affairs. (2001). Older, smarter, fi tter: a guide for providers of sport and physical activity programs for
older Australians. Canberra, Australian Capital Territory: Australian Sports Commission and Department of Veterans’ Affairs. p12.6 McCormack, G. et al. op. cit. p55.7 Australian Sports Commission and Department of Veterans’ Affairs. op. cit. p12-14.8 Taggart & Sharp op. cit. p35.9 lbid. p27-8.10 McCormack, G. et al op.cit. p25.11 McCormack, G. et al op.cit. p17.
Name:__________________________________________ DepartmeNt:________________________________________ Date:_______________________
Neutral Posturesto set up a workstation for optimal comfort and performance, it’s helpful to understand the concept of neutral body posture. Neutral body posture is a comfortable working position in which your joints are naturally aligned. Working with the body in a neutral position reduces stress and strain on the muscles, tendons, nerves and joints - which can reduce your risk of developing a musculoskeletal disorder (mSD). after watching the Workstation Comfort video series, use this checklist to review key areas of your workstation. Discuss your completed worksheet with your supervisor or manager to determine the best solutions for your workplace.
Chair Is your chair properly adjusted?
adjust your seat height so that your feet are positioned flat on the floor and fully supported.
Your knees should be at the same height as your hips.
thighs and hips should be parallel to the floor or angled slightly down.
the lumbar support should make contact with the small curve in your lower back.
Hands, wrists and forearms should be straight, in-line and roughly parallel to the floor.
place shoulders in a relaxed position with upper arms hanging at the side of the body.
make sure that you maintain a distance of one to two inches (or two finger widths) between the front edge of the seat pan and the backside of your knees. If the seat pan is too deep, you may need a lumbar wedge or pillow.
Verify that the seat pan width is adequate by making sure that there are 1-2 inches (or two finger widths) of space between the thigh and the chair edge.
Keyboard Is your keyboard properly positioned?
place the keyboard in a flat position directly in front of and aligned with the monitor.
Check to make sure the legs on the underside of the keyboard remain in a flat position.
Your keyboard should be positioned at a height that allows your wrists to be in a straight line with your arms.
Your elbows should rest comfortably at your sides and be at about a 90 degree angle.
Once the height is adjusted, make sure the keyboard tray is level or in a downward tilt. this also helps your wrists stay straight and in line with your forearms.
If you are not using a keyboard tray, you may need to adjust your chair and/or desk height in order to work in a neutral posture.
Use a soft palm rest to minimize contact pressure with hard surfaces on the desk. It is important to use these pads for periodic “micro breaks” and not as a means of support while typing.
Mouse Is your mouse properly positioned?
the mouse should be placed at the same level as and in close proximity to the keyboard.
Use a mouse that fits your hand comfortably and keeps your fingers relaxed and slightly curved.
a wrist rest or mouse pad will allow your wrist to rest on a soft surface and help avoid contact pressure.
Yes No
Office ergonomics: Self assessment worksheet
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MoNitor Is your monitor properly positioned?
position the monitor directly in front of you and square it with the keyboard.
ensure that your monitor is placed at a comfortable distance for viewing. Keep in mind that placing the monitor too far back might promote you to sit on the edge of your seat to compensate for the distance.
the top 1/3 of the monitor screen should be at eye level. this minimizes neck strain while working.
If you wear bifocal, trifocal, or progressive lenses you may need to lower the monitor to avoid tilting your head back while viewing.
Use a document holder to help you scan between the document and the screen. this may include a holder that is at the same height as your monitor or a slant board that is placed between the keyboard and monitor.
PhoNe Is your phone properly positioned?
position the phone close to your workstation to avoid extended reaching while dialing and/or answering calls.
If you use the phone for extended periods of time, consider using a headset or your speaker phone. Using this equipment can help you avoid awkward postures such as holding the phone between your head and shoulder.
Headsets also make it easier to handle documents or use the computer while on the phone.
WorKstatioN layout Now that the main components in your work area have been arranged, let’s focus on the proper positioning of the peripheral items:
Frequently used objects should be located up close in the “green” zone.
Objects that are used less often can be placed in the midrange area, the “yellow” zone.
Seldom used objects can be placed in the “red” zone. move them into the “green” or “yellow” zone when you need to handle them.
Use storage areas such as overhead shelves, filing cabinets, and desk drawers for items that you use infrequently. avoid storing items under your desk, which can take up leg space or strain your back when you retrieve them.
Yes No
Office ergonomics: Self assessment worksheet
RED
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best PraCtiCes For additional workstation comfort consider the following best practices
Use filtered lighting for glare reduction or use task lighting when needed to avoid eye strain.
Keep peripheral items within a close reaching distance.
alternate job tasks throughout your work day. this will reduce fatigue and allow a different set of muscles to be used with different postures.
take periodic breaks, to rest and reenergize. micro-breaks, 30-60 second short breaks, are recommended every 20-30 minutes for computer users.
this will allow you to do some quick stretches and simple eye exercises to reduce eye strain.
remember to apply the same ergonomic principles in other work areas – while telecommuting, using a lap-top, or at a standing workstation.
additioNal resourCesBe sure to check the employer Guide on our website, saif.com, for alternative solutions as well as other ergonomics related resources.
Range of Motion
shoulder abduction
Internal and external rotation of shoulder at 90 degrees
1 RANGE OF MOTION
Forward rotation of shoulder
Elbow joint extension and flexion
wrist flexion and extension
wrist radial and ulnar flexion
2 RANGE OF MOTION
hip flexion and extension
knee flexion and extension
ankle flexion and dorsi-flexion
3 RANGE OF MOTION
4 RANGE OF MOTION
TABLE. 1 Average ROMs (Adapted from Luttgens & Hamilton, 1997)
Joint/Segment Movement Source
1* Source
2* Source
3* Source
4*
Flexion 140 145 145 145 Elbow
Hyperextension 0 0 0 0-10
Pronation 80 90 90 80 Forearm
Supination 80 85 90 90
Extension (Dorsiflexion) 60 70 70 50
Flexion (Palmar flexion) 60 90 - 60
Radial Deviation 20 20 20 20 Wrist
Ulnar Deviation 30 30 35 30
Flexion 180 170 130 180
Hyperextension 50 30 80 60
Abduction 180 170 180 180 Shoulder
Adduction 50 - - -
Internal Rotation 90 90 70 60-90
External Rotation 90 90 70 90
Horizontal Adduction - - - 135
Shoulder w/ Abducted Arm
Horizontal Adduction - - - 45
Flexion 100 120 125 120
Hyperextension 30 10 10 30
Abduction 40 45 45 45 Hip
Adduction 20 - 10 0-25
Internal Rotation 40 35 45 40-45 Extended Hip
External Rotation 50 45 45 45
Knee Flexion 150 120 140 130
Plantar flexion 20 45 45 50 Ankle
Dorsiflexion 30 15 20 20
Flexion 60 - - 40
Hyperextension 75 - - 40
Lateral Flexion 45 - - 45 Cervical Spine
Rotation 80 - - 50
Flexion 45-50 - - 45
Hyperextension 25 - - 20-35
Lateral Flexion 25 - - 30 Lumbar-thoracic Spine
Rotation 30 - - 45
Handout – Fitness Trainers and workplace Postural Appraisal
Fitness Trainers in the Workplace
Introduction
Fitness Trainers often will undertake postural appraisals of clients before designing a fitness program.
But with the demand for companies to ensure postural correctness at the workplace, fitness trainers are finding their skills useful in the workplace.
What is Workstation Ergonomic Assessment?
An ergonomically congenial work area is crucial to good working posture, without it, aches and pains, stiffness and headaches can eventually lead to staff needing to claim medical insurance and take time off work. Through an understanding of fundamental ergonomic principles.
It addresses sitting posture, desktop and equipment layout, vision and glare issues, work patterns, breaks and stress management. The goal is to reduce the number of computer related injuries in the work environment.
An ergonomic assessment programs cover the following:
Ergonomic Workstation set up Lighting/ Glare Ease of movement /clutter Optimal heights and angles for equipment Posture Importance of taking breaks Office exercise and how to change the office culture to encourage stretching A written Ergonomic Assessment Report for each individual to contain all
recommendations for optimal ergonomic workstation set up. Working posture is appraised and recommendations for change, breaks and exercise are also included.