Edexcel BTEC Level 2 Certificate in Fitness Instructing (QCF) · Diplomas. Edexcel and BTEC qualifications are administered by Pearson Education Ltd. ... Gym-Based Exercise 5 F/600/9018

Edexcel BTEC Level 2 Certificate in Fitness Instructing (QCF)

Specification

BTEC specialist qualification First teaching March 2012

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

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

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

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

Authorised by Martin Stretton Prepared by Alex Martin

Publications Code BA029358

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

Contents

1 Introducing BTEC Specialist qualifications 1

What are BTEC Specialist qualifications? 1

2 Qualification summary and key information 2

QCF qualification title and Qualification Number 3

Objective of the qualification 3

Apprenticeships 3

Progression opportunities through Edexcel qualifications 3

Industry support and recognition 3

Relationship with National Occupational Standards 3

3 Centre resource requirements 4

General resource requirements 4

4 Qualification structure 5

Edexcel BTEC Level 2 Certificate in Fitness Instructing (QCF) 5

5 Assessment 6

6 Recognising prior learning and achievement 7

Recognition of Prior Learning 7

Credit transfer 7

7 Quality assurance of centres 8

8 Programme delivery 9

9 Access and recruitment 10

10 Access to qualifications for learners with disabilities or specific needs 11

11 Units 12

Unit format 12

Unit title 12

Unit reference number 12

QCF level 12

Credit value 12

Guided learning hours 12

Unit aim 12

Essential resources 12

Learning outcomes 13

Assessment criteria 13

Unit amplification 13

Information for tutors 13

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

Unit 2: Principles of Exercise, Fitness and Health 24

Unit 3: Know How to Support Clients who Take Part in Exercise and Physical Activity 38

Unit 4: Anatomy and Physiology for Exercise 45

Unit 5: Planning Gym-based Exercise 59

Unit 6: Instructing Gym-based exercise 69

Unit 7: Planning Group Exercise to Music Sessions 82

Unit 8: Instructing Group Exercise to Music 92

Unit 9: Planning Water-Based Exercise 106

Unit 10: Instructing Water-based Exercise 118

Unit 11: Planning Health — related Exercise and Physical Activity for Children 135

Unit 12: Instructing Health Related Exercise and Physical Activity to Children 145

12 Further information and useful publications 161

13 Professional development and training 162

Annexe A 163

Progression opportunities 163

Annexe B 166

Mapping with National Occupational Standards 166

Annexe C 168

Mapping to Level 1 Functional Skills 168

Purpose of this specification

This specification sets out:

the qualification’s objective

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

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

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

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

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

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

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

any specimen materials

any specified levels of attainment.

BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012

1

1 Introducing BTEC Specialist qualifications

What are BTEC Specialist qualifications?

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

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

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

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

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

The credit value of a unit is based on:

one credit for every 10 hours of learning time

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


2

2 Qualification summary and key information


QCF Qualification Number (QN) 600/4355/6

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/03/2012

Age range that the qualification is approved for

16-18

19+

Credit value minimum 23

Assessment Centre-devised assessment (internal assessment)

Guided learning hours 157-162

Grading information The qualification and units are at pass grade.

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


3

QCF qualification title and Qualification Number

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

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

Objective of the qualification

The Edexcel BTEC Level 2 Certificate in Fitness Instructing (QCF) is for learners who work in, or want to work in the health and fitness industry.

It gives learners the opportunity to:

develop knowledge and skills related to health and fitness

achieve a nationally-recognised level 2 qualification

develop their own personal growth and engagement in learning

Apprenticeships

The Sector Skills Council (SSC), SkillsActive approve the Edexcel BTEC Level 2 Certificate in Fitness Instructing (QCF) as a knowledge component for the Intermediate Apprenticeship in Instructing Exercise and Fitness.

Progression opportunities through Edexcel qualifications

Learners who have achieved the Level 2 Certificate in Fitness Instructing (QCF) can progress to the Level 3 Certificate in Personal Training (QCF). There are also progression opportunities within the health and fitness industry at both intermediate and advanced level.

Industry support and recognition

SkillsActive, the SSC for Sport and Recreation, supports this qualification.

Relationship with National Occupational Standards

This qualification relates to the National Occupational Standards in Instructing Exercise and Fitness. The mapping document in Annexe B shows the links between the units within this qualification and the National Occupational Standards.


4

3 Centre resource requirements

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

General resource requirements

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

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

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

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

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


5

4 Qualification structure


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

Minimum number of credits that must be achieved 23

Minimum number of credits that must be achieved at level 2 or above

23

Number of mandatory units that must be achieved 4

Number of optional units that must be achieved* 2

* Learners must achieve all units from a chosen pathway

Unit URN Mandatory units Level Credit GLH

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

2 2 16

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

2 4 28

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

2 2 13

4 H/600/9013 Anatomy and physiology for exercise

2 6 41

Optional Pathway P1 – Gym-Based Exercise

5 F/600/9018 Planning gym-based exercise 2 4 23

6 A/600/9020 Instructing gym-based exercise 2 6 37

Optional Pathway P2 – Exercise to Music

7 F/600/9021 Planning group exercise to music sessions

2 4 24

8 J/600/9022 Instructing group exercise to music 2 6 37

Optional Pathway P3 – Water-Based Exercise

9 L/600/9023 Planning water-based exercise 2 5 26

10 R/600/9024 Instructing water-based exercise 2 6 38

Optional Pathway P4 – Exercise and Physical Activity for Children

11 A/600/9048 Planning health-related exercise and physical activity for children

2 3 23

12 T/600/9050 Instructing health-related exercise and physical activity to children

2 6 36

http://register.ofqual.gov.uk/Unit/Details/T_600_9016�

http://register.ofqual.gov.uk/Unit/Details/A_600_9017�

http://register.ofqual.gov.uk/Unit/Details/M_600_9015�

http://register.ofqual.gov.uk/Unit/Details/H_600_9013�

http://register.ofqual.gov.uk/Unit/Details/F_600_9018�


http://register.ofqual.gov.uk/Unit/Details/F_600_9021�

http://register.ofqual.gov.uk/Unit/Details/J_600_9022�

http://register.ofqual.gov.uk/Unit/Details/L_600_9023�

http://register.ofqual.gov.uk/Unit/Details/R_600_9024�


http://register.ofqual.gov.uk/Unit/Details/T_600_9050�


6

5 Assessment

Assessment method

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

Centre-devised assessment (internal assessment)

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

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

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

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

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

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

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


7

6 Recognising prior learning and achievement

Recognition of Prior Learning

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

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

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

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

Credit transfer

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

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


8

7 Quality assurance of centres

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

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

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

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

2 Delivery of the qualification outside the apprenticeship

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

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

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

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

http://www.edexcel.com/�


9

8 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

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

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

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

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

giving learners the opportunity to apply their learning in practical activities

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

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

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


10

9 Access and recruitment

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

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

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

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

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

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

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

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


11

10 Access to qualifications for learners with disabilities or specific needs

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

We are committed to making sure that:

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

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

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

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


12

11 Units

Unit format

Units have the following sections.

Unit title

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

Unit reference number

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

QCF level

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

Credit value

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

Guided learning hours

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

Unit aim

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

Essential resources

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


13

Learning outcomes

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

Assessment criteria

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

Unit amplification

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

Information for tutors

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

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

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

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


14


15

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

Unit code: T/600/9016

QCF level: 2

Credit value: 2

Guided learning hours: 16

Unit aim

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

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

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

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

Essential resources

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

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

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

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

BA029358 –

Spec

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BA029358 –

Spec

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car

ryin

g o

ut

activi

ties

that

could

har

m s

elf

or

oth

ers

Pro

fess

ional

boundar

ies

rela

ting t

o lac

k of

appro

priat

e qual

ific

atio

ns

eg

cannot

inst

ruct

exe

rcis

e se

ssio

ns

for

spec

ial popula

tions,

can

not

adve

rtis

e as

a s

pec

ial popula

tions

inst

ruct

or,

can

not

inst

ruct

spec

ial

popula

tion c

lients

1:1

or

in g

roups

on a

reg

ula

r or

pro

gre

ssiv

e bas

is,

cannot

pla

n p

rogre

ssiv

e lo

ng-t

erm

exe

rcis

e pro

gra

mm

es f

or

spec

ial

popula

tions,

clie

nts

to b

e m

ade

awar

e of

any

role

boundar

y is

sues

prior

to p

artici

pat

ion

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

18

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.4

Id

entify

the

typic

al r

ole

s of

indiv

idual

s re

sponsi

ble

for

hea

lth

and s

afet

y in

a f

itnes

s org

anis

atio

n

Spec

ific

role

s eg

qual

ifie

d f

irst

aid

ers,

Hea

lth a

nd S

afet

y Exe

cutive

in

spec

tors

, in

tern

al h

ealth a

nd s

afet

y offic

ers,

loca

l co

unci

l hea

lth a

nd

safe

ty a

dvi

sers

, fa

cilit

y m

anag

ers,

fitnes

s in

stru

ctors

Res

ponsi

bili

ties

eg c

arry

ing o

ut

and r

evie

win

g r

isk

asse

ssm

ents

, m

onitoring h

ealth a

nd s

afet

y, e

nsu

ring a

ppro

priat

e sa

fety

chec

ks a

re

carr

ied o

ut

on f

acili

ties

and e

quip

men

t ,

mai

nta

inin

g s

afet

y during

exer

cise

ses

sions

, re

port

ing a

ny

inci

den

ts p

rom

ptly

and in lin

e w

ith

org

anis

atio

nal

pro

cedure

s

2.5

D

escr

ibe

the

types

of

secu

rity

pro

cedure

s th

at m

ay a

pply

in a

fitn

ess

envi

ronm

ent

Proce

dure

s eg

res

tric

ting a

cces

s to

cer

tain

are

as,

ensu

ring a

ll vi

sito

rs

sign in a

nd o

ut,

use

of

CCTV,

pro

cedure

s fo

r re

port

ing inci

den

ts t

o t

he

appro

priat

e per

son

Use

of

secu

re s

tora

ge

area

s eg

per

sonal

bel

ongin

gs,

cle

anin

g p

roduct

s

2.6

D

escr

ibe

the

key

hea

lth a

nd

safe

ty d

ocu

men

ts t

hat

are

re

leva

nt

in a

fitnes

s en

viro

nm

ent

For

exam

ple

org

anis

atio

nal

polic

y an

d p

roce

dure

s fo

r hea

lth a

nd

safe

ty,

risk

ass

essm

ents

, re

cord

s of ex

tern

al insp

ections,

mai

nte

nan

ce

sched

ule

s

3

Under

stan

d h

ow

to

contr

ol risk

s in

a

fitn

ess

envi

ronm

ent

3.1

Id

entify

poss

ible

haz

ards

in a

fitn

ess

envi

ronm

ent,

rel

atin

g t

o:

□

faci

litie

s

□

equip

men

t

□

work

ing p

ract

ices

, in

cludin

g

lifting a

nd h

andlin

g o

f eq

uip

men

t

□

clie

nt

beh

avio

ur

□

secu

rity

□

hyg

iene

Haz

ards

rela

ting t

o f

acili

ties

eg s

lipper

y floors

, tr

ailin

g c

able

s,

inad

equat

e firs

t ai

d f

acili

ties

Haz

ards

rela

ting t

o e

quip

men

t eg

lac

k of

regula

r te

stin

g,

uncl

ean a

nd

bad

ly m

ainta

ined

equip

men

t, e

quip

men

t bei

ng lef

t unat

tended

Haz

ards

rela

ting t

o w

ork

ing p

ract

ices

eg lac

k of

or

poor

trai

nin

g,

no

contr

ol of

haz

ardous

was

te,

untidy

work

are

a, inap

pro

priat

e/unsa

fe

lifting a

nd h

andlin

g o

f eq

uip

men

t, inap

pro

priat

e ex

erci

se t

ype

or

inte

nsi

ty

Haz

ards

rela

ting t

o c

lient

beh

avio

ur

eg p

oor

attitu

de,

unsa

fe

beh

avio

ur,

dis

regar

d f

or

hea

lth a

nd s

afet

y re

quirem

ents

and s

afet

y of

oth

ers,

aggre

ssiv

e beh

avio

ur

Haz

ards

rela

ting t

o s

ecurity

eg o

pen

gat

es,

doors

or

oth

er b

arrier

s,

unau

thorise

d u

se o

f eq

uip

men

t, s

usp

icio

us

pac

kages

or

per

sons,

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

19

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

vandal

ism

to p

rem

ises

or

equip

men

t

Haz

ards

rela

ting t

o h

ygie

ne

eg r

isk

of

infe

ctio

n,

cross

conta

min

atio

n

3.2

D

escr

ibe

how

to r

isk

asse

ss t

he

types

of

poss

ible

haz

ards

in a

fitn

ess

envi

ronm

ent

Iden

tify

ite

ms/

area

to b

e as

sess

ed e

g e

quip

men

t oper

atio

n,

public

ar

ea

Car

ry o

ut

risk

ass

essm

ent

eg iden

tify

haz

ards,

iden

tify

those

at

risk

, as

sess

chan

ce o

f haz

ard c

ausi

ng h

arm

, gra

de

risk

s, r

ecord

fin

din

gs

3.3

D

escr

ibe

how

to c

ontr

ol risk

s as

soci

ated

with h

azar

ds

in a

fitn

ess

envi

ronm

ent

Tak

e ac

tion t

o r

educe

the

risk

of a

haz

ard a

ctual

ly c

ausi

ng h

arm

eg

follo

win

g c

orr

ect

pro

cedure

s, p

utt

ing u

p w

arnin

g s

igns

when

cle

anin

g,

rem

ovi

ng a

n u

nsa

fe p

iece

of

equip

men

t fr

om

use

, do n

ot

carr

y out

an

activi

ty o

r ex

erci

se s

essi

on,

pro

vide

appro

priat

e sa

fety

equip

men

t,

pro

vide

appro

priat

e su

per

visi

on f

or

par

tici

pan

ts,

seek

advi

ce f

rom

re

leva

nt

colle

agues

3.4

Id

entify

the

appro

priat

e per

son/p

osi

tion t

o c

onta

ct w

ithin

a

fitn

ess

org

anis

atio

n w

hen

haz

ards

and r

isks

can

not

be

contr

olle

d p

erso

nal

ly

Inte

rnal

eg h

ealth a

nd s

afet

y off

icer

, su

per

viso

r, m

anag

er,

qual

ifie

d

firs

t ai

der

, re

leva

nt

colle

agues

Ext

ernal

eg loca

l au

thority

hea

lth a

nd s

afet

y ad

vise

rs,

Hea

lth a

nd

Saf

ety

Exe

cutive

offic

ers

4

Under

stan

d h

ow

to

safe

guar

d c

hild

ren

and v

uln

erab

le

adults

4.1

D

escr

ibe

what

is

mea

nt

by

safe

guar

din

g t

he

wel

fare

of

child

ren a

nd v

uln

erab

le a

dults

□

Tak

ing r

easo

nab

le m

easu

res

to e

nsu

re t

he

risk

of

har

m t

o t

he

wel

fare

of

child

ren a

nd v

uln

erab

le a

dults

is m

inim

ised

,

□

Tak

ing a

ll ap

pro

priat

e ac

tions

to a

ddre

ss c

once

rns

about

child

ren

and v

uln

erab

le a

dults

4.2

D

escr

ibe

the

resp

onsi

bili

ties

and

limitat

ions

of

a fitn

ess

inst

ruct

or

in r

egar

d t

o s

afeg

uar

din

g

child

ren a

nd v

uln

erab

le a

dults

□

Res

ponsi

bili

ties

eg d

uty

of

care

, re

port

susp

ecte

d o

r dis

close

d

abuse

to t

he

appro

priat

e per

son w

ithin

the

org

anis

atio

n

□

Lim

itat

ions

eg r

efer

ral of

susp

ecte

d o

r dis

close

d a

buse

only

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

20

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

Id

entify

the

types

of

abuse

w

hic

h a

n inst

ruct

or

may

en

counte

r: p

hys

ical

, em

otional

, neg

lect

, bully

ing a

nd s

exual

□

Phys

ical

eg h

itting,

kick

ing,

bitin

g,

forc

ed p

artici

pat

ion

□

Em

otional

eg n

egat

ive

critic

ism

, use

of

sarc

asm

, del

iber

ate

isola

tion

□

Neg

lect

eg n

o r

egar

d f

or

safe

ty

□

Bully

ing e

g c

allin

g n

ames

, del

iber

ate

hum

iliat

ion,

phys

ical

thre

ats

□

Sex

ual

eg inap

pro

priat

e se

xual

beh

avio

ur,

exp

osu

re t

o

inap

pro

priat

e im

ages

4.4

Id

entify

poss

ible

sig

ns

of

abuse

: phys

ical

, em

otional

, neg

lect

, bully

ing a

nd s

exual

□

Phys

ical

eg b

ruis

ing,

unex

pla

ined

inju

ries

, fr

actu

res,

burn

s, s

cald

s,

refu

sal to

exp

lain

inju

ries

, av

oid

ance

of

phys

ical

conta

ct

□

Em

otional

eg p

assi

ve o

r co

mplia

nt

beh

avio

ur,

withdra

wn,

aggre

ssiv

e beh

avio

ur,

low

sel

f-es

teem

□

Neg

lect

eg p

oor

hyg

iene,

dirty

clo

thes

, hunger

rel

uct

ance

to g

o

hom

e

□

Bully

ing e

g u

nex

pla

ined

inju

ries

, lo

w s

elf-

confiden

ce a

nd e

stee

m,

withdra

wn,

dis

tres

s, p

oor

appet

ite

□

Sex

ual

eg d

ispla

ys s

exual

beh

avio

ur

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.5

D

escr

ibe

a fitn

ess

org

anis

atio

n’s

polic

ies

and p

roce

dure

s in

re

lation t

o s

afeg

uar

din

g c

hild

ren

and v

uln

erab

le a

dults,

incl

udin

g

typic

al r

eport

ing p

roce

dure

s

□

Cla

rifica

tion o

f ro

les

and r

esponsi

bili

ties

eg lin

es o

f co

mm

unic

atio

n,

syst

ems

for

reco

rdin

g info

rmat

ion

□

Provi

sion o

f st

aff

trai

nin

g e

g e

nsu

re s

taff

hav

e ad

equat

e in

duct

ion,

trai

nin

g a

nd u

p-t

o-d

ate

info

rmat

ion,

trai

n a

nd a

dvi

se s

taff

how

to

iden

tify

and m

anag

e risk

□

Ref

lect

rel

evan

t le

gis

lation a

nd r

egula

tions

eg S

afeg

uar

din

g

Vuln

erab

le G

roups

Act

, M

enta

l H

ealth A

ct,

Men

tal Cap

acity

Act

, Equal

ity

Act

2010,

Rac

e Rel

atio

ns

Act

, H

um

an R

ights

Act

, D

ata

Prote

ctio

n A

ct,

NSPC

C s

tandar

ds

for

safe

guar

din

g a

nd p

rote

ctin

g

□

Spec

ific

polic

ies

and p

roce

dure

s eg

act

ivity

area

s des

igned

to b

e tr

ansp

aren

t, e

nsu

re s

taffin

g lev

els

are

appro

priat

e, p

roce

dure

s fo

r re

port

ing a

ny

conce

rns

or

issu

es,

guid

ance

on c

onfiden

tial

ity

and

info

rmat

ion s

har

ing,

guid

ance

on a

ppro

priat

e/ex

pec

ted s

tandar

ds

of

beh

avio

ur,

pro

cess

es f

or

dea

ling w

ith b

ehav

iour

that

is

unac

cepta

ble

and/o

r dis

crim

inat

ory

4.6

D

escr

ibe

the

pro

cedure

s to

fo

llow

to p

rote

ct o

nes

elf

from

ac

cusa

tions

of

abuse

□

Rel

evan

t org

anis

atio

nal

polic

ies

and p

roce

dure

s

4.7

Id

entify

the

stat

uto

ry a

gen

cies

re

sponsi

ble

for

safe

guar

din

g

child

ren a

nd v

uln

erab

le a

dults

□

Rel

evan

t st

atuto

ry a

gen

cies

eg L

oca

l Saf

eguar

din

g C

hild

ren

Boar

ds,

Loca

l Adult S

afeg

uar

din

g B

oar

ds,

the

Indep

enden

t Saf

eguar

din

g A

uth

ority

(IS

A),

so

cial

ser

vice

s, p

olic

e, N

SPC

C

4.8

Exp

lain

when

it

may

be

nec

essa

ry t

o c

onta

ct s

tatu

tory

ag

enci

es

□

In c

ases

when

abuse

is

susp

ecte

d o

r has

bee

n d

iscl

ose

d

4.9

D

escr

ibe

how

to m

ainta

in t

he

confiden

tial

ity

of

info

rmat

ion

rela

ting t

o p

oss

ible

abuse

Follo

w o

rgan

isat

ional

polic

ies

and p

roce

dure

s re

gar

din

g c

onfiden

tial

ity

and info

rmat

ion s

har

ing e

g r

efer

ral to

the

appro

priat

e m

ember

of

staf

f, d

iscu

ss iss

ues

in a

n a

ppro

priat

e ar

ea


22


Delivery

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

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

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

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

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

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

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

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

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

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

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

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

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


23

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

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

Assessment

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

Learners must meet all assessment criteria to pass the unit.

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

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

Indicative resource materials

Books

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

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

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

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

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

Journals

Occupational Safety and Health

Policy and Practice in Health and Safety

Websites

Adventurous Activities Licensing Authority www.aals.org.uk

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

Health and Safety Executive www.hsegov.uk

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

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

Safe Sport www.safesport.co.uk

SkillsActive www.skillsactive.com

BA029358 – Specification – Edexcel BTEC Level 3Certificate specialist qualification in Fitness Instructing – Issue 1– March 2012 © Pearson Education Limited 2012

24

Unit 2: Principles of Exercise, Fitness and Health

Unit code: A/600/9017

QCF level: 2

Credit value: 4


Unit aim

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

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

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

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

Essential resources

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

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

25

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

card

iova

scula

r an

d

resp

irat

ory

adap

tations

to

endura

nce

/aer

obic

tra

inin

g

Car

dio

vasc

ula

r ad

apta

tions

eg incr

ease

d h

eart

rat

e, d

ecre

ased

blo

od

pre

ssure

, in

crea

se in s

troke

volu

me,

incr

ease

in c

ardia

c outp

ut,

dec

reas

e in

res

ting h

eart

rat

e, incr

ease

in b

lood v

olu

me,

im

pro

ved

blo

od f

low

Res

pirat

ory

adap

tations

eg incr

ease

in b

reat

hin

g r

ate,

dec

reas

e in

re

stin

g b

reat

hin

g r

ate,

incr

ease

d t

idal

volu

me,

incr

ease

d s

tren

gth

of

resp

irat

ory

musc

les,

incr

ease

in o

xygen

diffu

sion r

ate,

im

pro

ved lung

capac

ity

1.2

Id

entify

the

short

and long t

erm

ef

fect

s of

exer

cise

on b

lood

pre

ssure

Short

-ter

m e

ffec

t eg

sys

tolic

pre

ssure

ris

es,

dia

stolic

pre

ssure

sta

ys

alm

ost

the

sam

e

Long-t

erm

effec

t eg

sys

tolic

and d

iast

olic

pre

ssure

s ar

e re

duce

d

1.3

D

escr

ibe

the

‘blo

od p

oolin

g’

effe

ct f

ollo

win

g e

xerc

ise

Forc

e push

ing t

he

blo

od b

ack

to t

he

hea

rt s

tops

Blo

od a

nd w

aste

pro

duct

s st

ay in t

he

musc

les

Cau

ses

swel

ling a

nd p

ain

1

Under

stan

d t

he

effe

cts

of

exer

cise

on t

he

body

1.4

D

escr

ibe

the

effe

cts

of

exer

cise

on b

ones

and join

ts incl

udin

g t

he

signific

ance

of

wei

ght

bea

ring

exer

cise

Effec

ts e

g incr

ease

d r

ange

of

mov

emen

t, im

pro

ved b

one

den

sity

Wei

ght

bea

ring e

xerc

ise

eg r

unnin

g,

resi

stan

ce t

rain

ing;

Sig

nific

ance

eg p

reve

ntion o

f ost

eoporo

sis

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

D

escr

ibe

del

ayed

onse

t of

musc

le s

ore

nes

s (D

OM

S)

DO

MS e

g m

usc

le p

ain,

sore

nes

s or

stiffn

ess

occ

urr

ing in t

he

day

or

two a

fter

exe

rcis

e, s

truct

ura

l m

usc

le d

amag

e

1.6

Id

entify

exe

rcis

es o

r te

chniq

ues

lik

ely

to c

ause

del

ayed

onse

t of

musc

le s

ore

nes

s

Cau

ses

eg e

ccen

tric

exe

rcis

e, low

erin

g w

eights

, th

e dow

nw

ard

motion o

f sq

uat

s an

d p

ush

-ups,

unac

cust

om

ed o

r st

renuous

exer

cise

, dra

mat

ic incr

ease

to d

ura

tion o

r in

tensi

ty o

f an

exe

rcis

e ro

utine

1.7

D

escr

ibe

the

short

and long t

erm

ef

fect

s of

diffe

rent

types

of

exer

cise

on m

usc

le

Short

ter

m e

ffec

ts e

g h

eat

gen

erat

ion,

incr

ease

d e

last

icity,

incr

ease

d

exci

tabili

ty,

incr

ease

d p

roduct

ion o

f sy

novi

al f

luid

, im

pro

ved b

lood

flow

to m

usc

les,

im

pro

ved r

ange

of

join

t m

ove

men

t

Long-t

erm

effec

ts e

g incr

ease

d m

usc

le s

tren

gth

, in

crea

sed s

tren

gth

of

tendons

and lig

amen

ts,

incr

ease

d m

yoglo

bin

sto

res,

incr

ease

d

num

ber

of

mitoch

ondria

1.8

D

escr

ibe

diffe

rent

exer

cise

s th

at

can im

pro

ve p

ost

ure

Str

ength

enin

g c

ore

musc

les

eg b

asic

cru

nch

es,

side

pla

nks

, bac

k ex

tensi

ons

Str

etch

es e

g leg

, w

all, s

imple

ches

t

Progre

ssio

n e

g incr

ease

d r

ange

of m

otion,

incr

ease

spee

d,

com

bin

ed

move

men

ts

2.1

D

efin

e th

e co

mponen

ts o

f hea

lth

rela

ted f

itnes

s Com

ponen

ts e

g a

erobic

endura

nce

, m

usc

ula

r en

dura

nce

, flex

ibili

ty,

spee

d,

stre

ngth

, body

com

posi

tion

2.2

D

efin

e th

e co

mponen

ts o

f sk

ill

rela

ted f

itnes

s Com

ponen

ts e

g a

gili

ty,

bal

ance

, co

ord

inat

ion,

pow

er,

reac

tion t

ime

2

Under

stan

d t

he

com

ponen

ts o

f fitn

ess

2.3

Id

entify

the

fact

ors

that

aff

ect

hea

lth a

nd s

kill

rela

ted f

itnes

s Ph

ysic

al f

acto

rs e

g d

iet,

wei

ght,

gen

der

, body

type,

med

ical

his

tory

Life

styl

e fa

ctors

eg s

tres

s, a

lcohol, s

moki

ng,

dru

gs,

dem

ands

of

work

, le

vel of

activi

ty,

sport

s par

tici

pat

ion (

trai

nin

g a

nd c

om

pet

itio

n)

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

the

phys

iolo

gic

al

implic

atio

ns

of:

□

spec

ific

ity

□

pro

gre

ssiv

e ove

rload

□

reve

rsib

ility

□

adap

tabili

ty

□

indiv

idual

ity

□

reco

very

tim

e

Spec

ific

ity

eg m

usc

les

adap

t sp

ecific

ally

to t

he

nat

ure

of

the

exer

cise

st

ress

, m

usc

le e

xerc

ised

is

the

musc

le t

hat

adap

ts t

o t

rain

ing

Progre

ssiv

e ove

rload

eg s

tim

ula

tes

musc

le h

yper

trophy,

dev

elopm

ent

of

stro

nger

and d

ense

r bones

, lig

amen

ts,

tendons

and

cart

ilage,

more

res

ponsi

ve n

erve

connec

tion b

etw

een t

he

bra

in a

nd

the

musc

les

invo

lved

Rev

ersi

bili

ty e

g e

xten

ded

res

t in

terv

als

reduce

phys

ical

fitnes

s,

phys

iolo

gic

al e

ffec

ts o

f fitn

ess

trai

nin

g d

imin

ish o

ver

tim

e, d

ecre

ased

st

rength

and m

usc

le m

ass

Adap

tabili

ty e

g b

ody

adap

ts t

o t

he

stre

ss o

f ex

erci

se w

ith incr

ease

d

fitn

ess,

musc

les

and c

ardio

resp

irat

ory

sys

tem

adap

t th

rough

consi

sten

t tr

ainin

g o

r ac

tivi

ty s

essi

ons

Indiv

idual

ity

eg p

eople

hav

e diffe

rent

phys

ical

and p

hys

iolo

gic

al

const

itutions,

tole

rate

tra

inin

g in d

iffe

rent

way

s

Rec

ove

ry t

ime

eg a

llow

s th

e body

to r

eple

nis

h e

ner

gy

store

s, r

epai

r dam

aged

tis

sues

, sh

ort

ter

m r

ecove

ry e

g im

med

iate

ly a

fter

inte

nse

ex

erci

se,

low

-inte

nsi

ty e

xerc

ise

during c

ool-

dow

n p

has

e, long t

erm

re

cove

ry e

g t

echniq

ues

that

are

built

in t

o a

sea

sonal

tra

inin

g

pro

gra

mm

e

3

Under

stan

d h

ow

to

apply

the

princi

ple

s an

d

variab

les

of

fitn

ess

to a

n e

xerc

ise

pro

gra

mm

e

3.2

Exp

lain

the

princi

ple

s of

FITT

(Fre

quen

cy,

Inte

nsi

ty,

Tim

e an

d

Typ

e)

Freq

uen

cy –

how

oft

en e

xerc

ise

is c

arried

out

Inte

nsi

ty –

how

har

d a

per

son w

ork

s during e

xerc

ise

Tim

e – len

gth

of

the

exer

cise

ses

sion

Typ

e – t

he

type

of

activi

ty/e

xerc

ise

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.3

Exp

lain

the

princi

ple

s of

a pro

gre

ssiv

e tr

ainin

g p

rogra

mm

e in

dev

elopin

g c

om

ponen

ts o

f fitn

ess

Applic

atio

n o

f FI

TT p

rinci

ple

s

Progre

ssiv

e tr

ainin

g e

g iden

tify

ing t

rain

ing n

eeds,

mak

ing p

rogre

ss

with e

ach s

essi

on,

incr

easi

ng t

he

inte

nsi

ty o

f se

ssio

ns,

incr

easi

ng

range

of

motion,

chan

gin

g s

essi

ons

(addin

g n

ew e

xerc

ises

, del

etin

g

old

ones

, ch

angin

g t

he

ord

er o

f ex

erci

ses)

, se

ttin

g S

MART g

oal

s

3.4

Exp

lain

how

to r

ecognis

e w

hen

an

d h

ow

to r

egre

ss a

tra

inin

g

pro

gra

mm

e

When

eg

when

par

tici

pan

ts a

re h

itting a

`pla

teau

’, c

om

ing b

ack

from

an inju

ry,

trai

nin

g w

ith join

t pai

n,

work

ing t

he

sam

e ro

utine

for

long p

erio

ds

of

tim

e, f

rust

rate

d o

r not

seei

ng r

esults,

hav

e bee

n

inac

tive

for

long p

erio

ds

How

eg r

ecognis

e si

gns

and s

ympto

ms,

follo

w a

ppro

priat

e guid

elin

es

to a

void

ove

r tr

ainin

g,

adap

t princi

ple

s an

d v

aria

ble

of

trai

nin

g,

stre

ss t

he

import

ance

of ad

equat

e re

cove

ry t

ime

3.5

Exp

lain

the

princi

ple

s of

adap

tation,

modific

atio

n a

nd

pro

gre

ssio

n f

or

each

com

ponen

t of

FITT (

Freq

uen

cy,

Inte

nsi

ty,

Tim

e an

d T

ype)

Modific

atio

n e

g m

akin

g a

n e

xerc

ise

more

or

less

difficu

lt,

adju

stin

g

exer

cise

to m

eet

clie

nt’s

phys

ical

cap

abili

ties

Adap

tation e

g e

xerc

ise/

trai

nin

g f

orc

es a

dap

tation t

o incr

ease

per

form

ance

, va

ries

acc

ord

ing t

o t

he

initia

l le

vel of

fitn

ess

Pro

gre

ssio

n e

g b

uild

up t

he

leve

l of w

ork

inte

nsi

ty o

ver

a per

iod o

f tim

e, p

rogre

ss t

hro

ugh incr

easi

ng lev

els

of

fitn

ess

ove

r se

vera

l w

eeks

or

month

s

3.6

D

escr

ibe

the

effe

ct o

f sp

eed o

n

post

ure

, al

ignm

ent

and inte

nsi

ty

Effec

t of

slow

spee

ds

eg b

uild

musc

le s

tren

gth

, post

ure

eas

ier

to

contr

ol, a

lignm

ent

easi

er t

o c

ontr

ol

Effec

t of

fast

er s

pee

ds

eg incr

ease

d r

isk

of

inju

ry,

incr

ease

d inte

nsi

ty

of

exer

cise

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.7

D

escr

ibe

the

effe

ct o

f le

vers

, gra

vity

and r

esis

tance

on

exer

cise

Leve

rs e

g c

lass

ific

atio

n (

clas

s 1,

clas

s 2,

clas

s 3)

Effec

ts o

f le

vers

eg t

orq

ue,

push

es,

pulls

Effec

t of

gra

vity

eg m

ove

men

t co

ntr

ol

Effec

t of

resi

stan

ce e

g inte

nsi

ty

3.8

D

escr

ibe

the

diffe

rence

s bet

wee

n p

rogra

mm

ing e

xerc

ise

for

phys

ical

fitnes

s an

d f

or

hea

lth b

enef

its

Pro

gra

mm

ing e

xerc

ise

for

phys

ical

fitnes

s eg

im

pro

ving s

kill

leve

ls,

incr

easi

ng inte

nsi

ty,

incr

easi

ng s

tren

gth

Progra

mm

ing e

xerc

ise

for

hea

lth b

enef

its

eg u

sing m

usc

les,

m

ainta

inin

g b

one

stre

ngth

, m

ainta

inin

g g

ood b

lood f

low

, co

ntr

olli

ng

blo

od p

ress

ure

4

Under

stan

d t

he

exer

cise

co

ntr

aindic

atio

ns

and k

ey s

afet

y guid

elin

es f

or

spec

ial popula

tions

4.1

D

escr

ibe

the

exer

cise

co

ntr

aindic

atio

ns

and k

ey s

afet

y guid

elin

es f

or

work

ing w

ith o

lder

peo

ple

(50 p

lus)

Abso

lute

contr

aindic

atio

ns

eg r

ecen

t ECG

chan

ges

, re

cent

hea

rt

atta

ck,

unst

able

angin

a

Rel

ativ

e co

ntr

aindic

atio

ns

eg h

igh b

lood p

ress

ure

, jo

int

stiffn

ess,

poor

bal

ance

and p

ost

ure

, se

nso

ry d

eclin

e

Key

saf

ety

guid

elin

es e

g a

ppro

priat

e sc

reen

ing p

rior

to e

xerc

ise,

se

ek/r

efer

to s

pec

ialis

t ad

vice

, lo

nger

and g

radual

war

m-u

p a

nd

cool-

dow

n,

ensu

re inte

nsi

ty lev

el is

appro

priat

e an

d s

afe,

em

phas

ise

corr

ect

use

of

exer

cise

tec

hniq

ues

, si

mplif

y/ad

apt

exer

cise

as

required

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.2

D

escr

ibe

the

exer

cise

co

ntr

aindic

atio

ns

and k

ey s

afet

y guid

elin

es f

or

work

ing w

ith

ante

nat

al a

nd p

ost

nat

al c

lients

Abso

lute

contr

aindic

atio

ns

eg h

eart

dis

ease

, a

his

tory

of

sponta

neo

us

abort

ions

or

mis

carr

iages

Rel

ativ

e co

ntr

aindic

atio

ns

eg h

igh b

lood p

ress

ure

, an

aem

ia,

dia

bet

es,

thro

mbosi

s, p

elvi

c floor

pro

ble

ms

Key

saf

ety

guid

elin

es e

g a

ppro

priat

e sc

reen

ing p

rior

to e

xerc

ise,

se

ek/r

efer

to s

pec

ialis

t ad

vice

, en

sure

the

envi

ronm

ent

is a

t th

e co

rrec

t te

mper

ature

and h

um

idity,

avo

id a

ctiv

ity

whic

h p

lace

s undue

stra

in o

n v

uln

erab

le a

reas

of

the

body,

avo

id e

xces

sive

str

etch

ing,

avoid

hea

vy r

esis

tance

exe

rcis

e, a

void

hig

h im

pac

t ex

erci

se,

min

imis

e risk

s of

falls

or

slip

s, m

onitor

if join

ts h

ave

regai

ned

st

rength

and s

tabili

ty in g

ood a

lignm

ent,

em

phas

ise

use

of

corr

ect

exer

cise

tec

hniq

ues

, re

trai

nin

g m

oto

r sk

ills

(bal

ance

, co

ord

inat

ion)

4.3

D

escr

ibe

the

exer

cise

co

ntr

aindic

atio

ns

and k

ey s

afet

y guid

elin

es f

or

work

ing w

ith

young p

eople

(14-1

6)

Contr

aindic

atio

ns

eg s

tage

of

dev

elopm

ent,

inju

ries

, fr

actu

res

Key

guid

elin

es e

g a

ppro

priat

e sc

reen

ing p

rior

to e

xerc

ise

, se

ek/r

efer

to

spec

ialis

t ad

vice

, ta

ke r

egula

r bre

aks,

em

phas

ise

use

of

corr

ect

exer

cise

tec

hniq

ues

, av

oid

hea

vy r

esis

tance

tra

inin

g,

avoid

fle

xibili

ty

trai

nin

g,

ensu

re p

artici

pan

ts h

ydra

te b

efore

, during a

nd a

fter

ex

erci

se

4.4

D

escr

ibe

the

key

safe

ty

consi

der

atio

ns

for

work

ing w

ith

dis

able

d p

eople

Consi

der

atio

ns

eg a

ppro

priat

e sc

reen

ing p

rior

to e

xerc

ise,

see

k/re

fer

to s

pec

ialis

t ad

vice

, en

sure

the

envi

ronm

ent

is a

ppro

priat

e an

d

acce

ssib

le,

ensu

re g

oal

s ar

e re

alis

tic

and m

otiva

ting,

pro

vide

appro

priat

e le

vel of

support

and s

uper

visi

on,

pro

vide

spec

ialis

t eq

uip

men

t

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5

Under

stan

d h

ow

to

safe

ly m

onitor

exer

cise

inte

nsi

ty

5.1

D

escr

ibe

the

ben

efits

and

limitat

ions

of

diffe

rent

met

hods

of

monitoring e

xerc

ise

inte

nsi

ty

incl

udin

g:

□

the

talk

tes

t

□

Rat

e of

Perc

eive

d E

xert

ion

(RPE)

□

hea

rt r

ate

monitoring a

nd

the

use

of

diffe

rent

hea

rt

rate

zones

Ben

efits

and lim

itat

ions

eg u

sed t

o m

eet

clie

nt

nee

ds,

eas

y to

ad

min

iste

r, r

elia

bili

ty o

f re

sults,

val

idity

of

resu

lts

6.1

D

escr

ibe

the

hea

lth b

enef

its

of

phys

ical

act

ivity

Red

uce

ris

k of

dev

elop

ing h

ealth c

onditio

ns

eg h

eart

dis

ease

, hyp

erte

nsi

on,

type

2 d

iabet

es,

obes

ity,

bac

k pai

n,

ost

eoporo

sis

Impro

ve o

vera

ll qual

ity

of

life

and w

ellb

eing e

g im

pro

ved c

ircu

lation,

incr

ease

d e

ner

gy,

incr

ease

d s

elf-

confiden

ce,

incr

ease

d m

oto

r sk

ills,

re

duce

d r

isk

of

inju

ry,

impro

ved p

ost

ure

6

Under

stan

d t

he

hea

lth b

enef

its

of

phys

ical

act

ivity

6.2

D

escr

ibe

the

effe

ct o

f phys

ical

ac

tivi

ty o

n t

he

cause

s of

cert

ain

dis

ease

s in

cludin

g:

□

coro

nar

y hea

rt d

isea

se

□

som

e ca

nce

rs

□

type

2 d

iabet

es

□

hyp

erte

nsi

on

□

obes

ity

□

Ost

eoporo

sis

Coro

nar

y hea

rt d

isea

se e

g s

tren

gth

ens

hea

rt m

usc

le,

low

ers

blo

od

pre

ssure

, im

pro

ves

chole

ster

ol le

vels

, im

pro

ves

blo

od f

low

Som

e ca

nce

rs e

g p

rom

ote

s lif

esty

le c

han

ges

Typ

e 2 d

iabet

es e

g r

educe

s body

fat,

im

pro

ves

regula

tion o

f in

sulin

an

d b

lood g

luco

se

Hyp

erte

nsi

on e

g low

ers

blo

od p

ress

ure

, re

duce

s body

fat,

im

pro

ves

blo

od f

low

, re

duce

s m

usc

ula

r te

nsi

on,

reduce

s st

ress

lev

el

Obes

ity

eg r

educe

s body

fat,

build

s or

pre

serv

es m

usc

le m

ass,

im

pro

ves

body'

s ab

ility

to u

se c

alories

Ost

eoporo

sis

eg w

eight-

bea

ring e

xerc

ise

pro

mote

s bone

form

atio

n,

pre

vents

bone

loss

ass

oci

ated

with a

ge,

im

pro

ves

bones

den

sity

, re

duce

s risk

of

inju

ry

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

32

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

D

escr

ibe

the

nat

ional

food

model

/guid

e □

Guid

ance

on h

ealthy

eating a

nd n

utr

itio

n e

g d

ieta

ry inta

ke

guid

elin

es,

Food S

tandar

ds

Agen

cy (

FSA)

Nutr

ient

and F

ood

Bas

ed G

uid

elin

es f

or

UK I

nst

itutions,

FSA E

atw

ell pla

te,

Hea

lth

Eat

ing –

Liv

e W

ell (

NH

S),

British

Nutr

itio

n F

oundat

ion

Guid

elin

es,

five

-a-d

ay r

ecom

men

dat

ions

7.2

D

escr

ibe

key

hea

lthy

eating

advi

ce t

hat

under

pin

s a

hea

lthy

die

t

□

Mea

l pla

ns

eg t

ype,

am

ount,

pre

par

atio

n

□

Str

ength

s an

d a

reas

for

impro

vem

ent

eg e

atin

g les

s or

more

fo

od,

eating les

s or

more

of

a par

ticu

lar

food g

roup,

eating a

t diffe

rent

tim

es,

pre

par

ing f

ood in a

diffe

rent

way

, drinki

ng m

ore

fluid

or

drinki

ng d

iffe

rent

types

of

fluid

7.3

Exp

lain

the

import

ance

of

adeq

uat

e hyd

ration

□

For

exam

ple

to m

ainta

in inte

rnal

conditio

ns

within

the

body(

hom

eost

asis

), e

nhan

ce p

erfo

rman

ce(p

hys

ical

and m

enta

l),

avoid

deh

ydra

tion,

pre

, during a

nd p

ost

-ses

sion

□

Sourc

es e

g w

ater

, sp

ort

s drinks

7.4

Exp

lain

pro

fess

ional

role

boundar

ies

in r

elat

ion t

o o

ffer

ing

nutr

itio

nal

advi

ce

□

Iden

tify

nee

d t

o r

efer

clie

nt

eg t

o G

P, r

egis

tere

d d

ietici

an

7

Under

stan

d t

he

import

ance

of

hea

lthy

eating

7.5

Exp

lain

the

die

tary

role

of

the

key

nutr

ients

□

Prote

ins

eg m

ake

enzy

mes

, an

tibodie

s, b

ody

fluid

s, h

orm

ones

, im

port

ant

in b

uild

ing ,

mai

nta

inin

g a

nd r

epai

ring

body

tiss

ues

an

d c

ells

, im

port

ant

for

gro

wth

and d

evel

opm

ent

during

child

hood,

adole

scen

ce,

and p

regnan

cy

□

Fats

eg n

eces

sary

for

good h

ealth,

mak

e ce

rtai

n v

itam

ins

(eg A

, D

, E,

K)

avai

lable

for

use

in t

he

body,

cush

ion v

ital

org

ans,

hel

p

mai

nta

in b

ody

tem

per

ature

, im

port

ant

for

pro

per

gro

wth

and

dev

elopm

ent

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

□

Fibre

eg k

eep d

iges

tive

sys

tem

hea

lthy

and f

unct

ionin

g p

roper

ly,

aids

and s

pee

ds

up t

he

excr

etio

n o

f w

aste

and t

oxi

ns

from

the

body

□

Car

bohyd

rate

s eg

pro

vide

the

body

with a

sourc

e of

fuel

and

ener

gy,

im

port

ant

for

the

corr

ect

work

ing o

f bra

in,

hea

rt a

nd t

he

ner

vous,

dig

estive

and im

mune

syst

ems

7.6

Id

entify

the

com

mon d

ieta

ry

sourc

es o

f th

e ke

y nutr

ients

Pr

ote

ins

eg lea

n m

eat

pro

duct

s, p

oultry

, fish

, eg

gs,

milk

, ch

eese

, dried

bea

ns

Fats

sat

ura

ted e

g b

utt

er,

chee

se,

whole

milk

, ic

e cr

eam

, cr

eam

, fa

tty

mea

ts;

unsa

tura

ted e

g m

ost

veg

etab

le o

ils,

fish

(sa

lmon,

tuna,

m

acke

rel, h

erring,

trout,

sar

din

es),

avo

cados,

oliv

es ,

nuts

Fibre

s in

solu

ble

eg b

ran,

whole

mea

l flour

and b

read

s, b

row

n r

ice,

w

hole

gra

in c

erea

ls,

veget

able

s, e

dib

le p

eels

of

fruit,

nuts

and s

eeds;

so

luble

eg f

ruits,

veg

etab

les,

len

tils

, pea

s, b

eans,

oat

s, b

arle

y,

oat

mea

l, p

ota

toes

, dried

fru

it,

soya

milk

and s

oya

pro

duct

s

Car

bohyd

rate

s c

om

ple

x eg

in m

ost

gra

ins,

cer

eals

, pota

toes

, bro

wn

rice

, bre

ad,

pas

ta,

legum

es a

nd c

erta

in f

ruits

and v

eget

able

s; s

imple

eg

nat

ura

l (f

ruit,

milk

), r

efin

ed (

cake

s, c

hoco

late

, ja

m,

fruit juic

e)

7.7

D

escr

ibe

the

ener

gy

bal

ance

eq

uat

ion

□

Fact

ors

affec

ting e

ner

gy

bal

ance

eg b

asal

met

abolis

m,

age,

gen

der

, cl

imat

e, p

hys

ical

act

ivity

□

Ener

gy

bal

ance

equat

ion –

diffe

rence

s bet

wee

n e

ner

gy

inta

ke

(fro

m f

ood)

and e

ner

gy

outp

ut

eg n

eutr

al e

ner

gy

bal

ance

(c

alories

tak

en in e

qual

to c

alories

exp

ended

, w

eight

is

mai

nta

ined

), p

osi

tive

ener

gy

bal

ance

(ca

lories

tak

en in a

re

gre

ater

than

cal

ories

exp

ended

, w

eight

is g

ained

, fa

t st

ore

s ar

e in

crea

sed),

neg

ativ

e en

ergy

bal

ance

(ca

lories

tak

en in a

re les

s th

an c

alories

exp

ended

)

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.8

Exp

lain

the

hea

lth r

isks

of

poor

nutr

itio

n

Hea

lth r

isks

eg low

er c

ore

str

ength

, in

crea

sed b

ody

fat,

slo

wer

m

enta

l pro

ble

m s

olv

ing,

less

ale

rtnes

s, s

low

er m

usc

le r

esponse

tim

e

Young a

dults-

aff

ect

pote

ntial

gro

wth

and d

evel

opm

ent

Incr

ease

d r

isk

of

dev

elop

ing s

erio

us

dis

ease

s an

d c

onditio

ns

eg t

ype

2 d

iabet

es,

hea

rt d

isea

se,

hig

h b

lood p

ress

ure

, hig

h c

hole

ster

ol,

obes

ity,

ost

eoporo

sis,

can

cer


35


Delivery

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

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

components of and factors affecting health and skill-related fitness

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

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

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

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

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

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

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

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

the components of health and skill-related fitness

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

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



36

Assessment



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



Books

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

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

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

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

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

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

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

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

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

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

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

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

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


37

Journals

American College of Sport Medicine’s Health and Fitness Journal

International Journal of Sports Nutrition

International Journal of Sports Science and Coaching

Journal of Nutrition

Journal of Sports Nutrition

Research Quarterly for Exercise and Sport

Websites

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

British Nutrition Foundation www.nutrition-org.uk

Coachwise www.1st4sport.com

Peak Performance www.pponline.co.uk

Sports Coach UK www.sportscoachuk.org

BA029358 – Specification – Edexcel BTEC Level 3Certificate specialist qualification in Fitness Instructing – Issue 1– March 2012 © Pearson Education Limited 2012

38

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

Unit code: M/600/9015

QCF level: 2

Credit value: 2


Unit aim

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

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

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

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

Essential resources

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

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

39

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

why

it is

import

ant

to

form

effec

tive

work

ing

rela

tionsh

ips

with c

lients

Import

ance

eg b

uild

clie

nt

trust

and c

onfiden

ce,

clie

nts

fee

l va

lued

an

d m

otiva

ted,

clie

nts

more

lik

ely

to a

dher

e to

exe

rcis

e an

d p

hys

ical

ac

tivi

ty p

rogra

mm

es,

clie

nts

under

stan

d y

our

role

and r

esponsi

bili

ties

, dev

elop m

utu

al t

rust

and r

espec

t

Req

uirem

ents

eg in lin

e w

ith g

ood p

ract

ice,

eth

ical

req

uirem

ents

, pro

fess

ional

conduct

Char

acte

rist

ics

eg o

bje

ctiv

ity,

pat

ience

, per

sist

ence

, em

pat

hy,

ap

pro

achab

le,

consi

sten

t, c

om

mitte

d,

empow

erin

g

1.2

Exp

lain

why

it’s

im

port

ant

to

pre

sent

ones

elf

and t

he

org

anis

atio

n p

osi

tive

ly t

o c

lients

Import

ance

eg c

reat

es p

osi

tive

im

pre

ssio

n o

f th

e org

anis

atio

n a

s a

whole

, build

s tr

ust

with t

he

clie

nt,

clie

nt

feel

s at

eas

e an

d a

ssure

d,

clie

nt

confiden

ce in o

rgan

isat

ion a

nd its

ser

vice

s

Clie

nt

loya

lty

eg r

epea

t busi

nes

s, c

lient

reco

mm

endat

ions

to f

rien

ds

and f

amily

1

Under

stan

d h

ow

to

form

effec

tive

w

ork

ing

rela

tionsh

ips

with

clie

nts

1.3

D

escr

ibe

how

diffe

rent

com

munic

atio

n s

kills

can

be

use

d t

o a

ssis

t cl

ients

with

motiva

tion

Ver

bal

com

munic

atio

n e

g a

ppro

priat

e to

ne

and p

itch

of

voic

e,

languag

e ap

pro

priat

e to

clie

nt,

use

of

posi

tive

lan

guag

e ,

use

of

pra

ise

and e

nco

ura

gem

ent,

avo

id u

se o

f sl

ang/j

argon,

opport

unitie

s to

dis

cuss

clie

nt

nee

ds

Non-v

erbal

com

munic

atio

n e

g p

ost

ure

, ex

pre

ssio

n,

ges

ture

s, e

ye

conta

ct,

posi

tive

body

languag

e

List

enin

g e

g a

skin

g a

ppro

priat

e ques

tions,

see

king c

lient

view

s on

thei

r per

form

ance

Tak

ing t

he

initia

tive

in c

om

munic

atin

g w

ith c

lients

eg if

they

see

m

unsu

re,

reco

gnis

ing w

hen

clie

nts

nee

d h

elp a

nd a

ssis

tance

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Exp

lain

the

import

ance

of

valu

ing e

qual

ity

and d

iver

sity

w

hen

work

ing w

ith c

lients

Com

plia

nce

with leg

al r

equirem

ents

eg R

ace

Rel

atio

ns

Act

2010,

Sex

D

iscr

imin

atio

n A

ct,

Equal

ity

Act

2010,

Gen

der

Rec

ognitio

n A

ct,

age

dis

crim

inat

ion leg

isla

tion,

REP E

xerc

ise

and F

itnes

s Code

of

Eth

ical

Pr

actice

Import

ance

eg m

ainta

in indiv

idual

's r

espec

t an

d d

ignity,

ser

ve t

he

nee

ds

of

the

whole

com

munity,

ensu

re f

air

and e

qual

tre

atm

ent,

en

sure

incl

usi

ve p

rovi

sion,

enco

ura

ge

par

tici

pat

ion,

rem

ove

bar

rier

s to

par

tici

pat

ion,

pro

vide

spec

ialis

t eq

uip

men

t to

enab

le p

artici

pat

ion

2.1

Id

entify

the

typic

al b

arrier

s to

ex

erci

se/p

hys

ical

act

ivity

that

cl

ients

exp

erie

nce

Typ

ical

bar

rier

s eg

hea

lth iss

ues

, ag

e, f

ear

of

inju

ry,

tim

e, a

cces

s,

tran

sport

, co

st,

faci

litie

s, lac

k of

self-m

otiva

tion,

lack

of

self-e

stee

m,

lack

of

self-c

onfiden

ce,

lack

of

enco

ura

gem

ent

or

support

2.2

Exp

lain

how

inco

rpora

ting

clie

nts

’ ex

erci

se/p

hys

ical

act

ivity

pre

fere

nce

s in

to t

hei

r pro

gra

mm

e ca

n s

tren

gth

en

motiva

tion a

nd a

dher

ence

Opport

unity

to iden

tify

and d

iscu

ss c

lient

pre

fere

nce

s fo

r ex

erci

se e

g

hea

lth,

fitn

ess,

soci

al

Support

s m

otiva

tion a

nd a

dher

ence

eg incr

ease

clie

nt

confiden

ce a

nd

auto

nom

y, a

llow

clie

nt

to t

ake

resp

onsi

bili

ty f

or

ow

n f

itnes

s

2.3

D

escr

ibe

diffe

rent

ince

ntive

s an

d

rew

ards

that

can

str

ength

en

clie

nts

’ m

otiva

tion a

nd

adher

ence

Ince

ntive

s eg

enjo

ymen

t, s

oci

al inte

ract

ion,

rela

ted h

ealth b

enef

its,

im

pro

vem

ent

in f

itnes

s an

d s

kill

leve

ls

Rew

ards

eg a

chie

vem

ent

of

goal

s, p

rais

e an

d e

nco

ura

gem

ent

from

oth

ers,

posi

tive

fee

dbac

k

Ser

vice

s eg

fre

e ex

erci

se s

essi

ons,

crè

che,

dis

counts

2

Under

stan

d h

ow

to

addre

ss b

arrier

s to

ex

erci

se/p

hys

ical

ac

tivi

ty t

hat

clie

nts

ex

per

ience

2.4

D

escr

ibe

diffe

rent

stra

tegie

s th

at

can h

elp c

lients

ove

rcom

e ty

pic

al

bar

rier

s to

exe

rcis

e/phys

ical

ac

tivi

ty

Str

ateg

ies

eg info

rm c

lient

of

ben

efits

of

taki

ng p

art

in e

xerc

ise

and

phys

ical

act

ivity,

look

at d

iffe

rent

types

of

phys

ical

act

ivity

appro

priat

e fo

r cl

ient,

ref

er c

lient

to o

ther

rel

evan

t pro

fess

ional

s, im

ple

men

t en

joya

ble

act

ivitie

s, h

old a

ctiv

itie

s at

appro

priat

e tim

es;

pro

vide

appro

priat

e fa

cilit

ies

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Exp

lain

why

it is

import

ant

for

a cl

ient

to t

ake

per

sonal

re

sponsi

bili

ty f

or

thei

r ow

n

fitn

ess

and m

otiva

tion

Import

ance

eg c

lient

more

lik

ely

to a

dher

e to

exe

rcis

e, c

lient

feel

s em

pow

ered

, pro

mote

s se

lf-r

efle

ctio

n o

n p

rogre

ss a

nd iden

tifica

tion o

f an

y nec

essa

ry im

pro

vem

ents

/chan

ges

to g

oal

s

3.2

D

escr

ibe

how

to a

ssis

t cl

ients

to

dev

elop t

hei

r ow

n s

trat

egy

for

motiva

tion a

nd a

dher

ence

Dis

cuss

iss

ues

with c

lient

eg c

lient

nee

ds,

bar

rier

s to

exe

rcis

e

Build

clie

nt

confiden

ce e

g s

elec

t si

tuat

ions

or

envi

ronm

ents

they

enjo

y ex

erci

sing in,

set

achie

vable

goal

s w

ith c

lients

, pro

vide

support

and

rein

forc

emen

t, o

ffer

alter

nat

ives

and r

ewar

ds

for

achie

ving g

oal

s

3.3

Id

entify

diffe

rent

beh

avio

ur

chan

ge

appro

aches

/str

ateg

ies

to

enco

ura

ge

adher

ence

to

exer

cise

/phys

ical

act

ivity

Sta

ges

in b

ehav

iour

chan

ge

eg p

re-c

onte

mpla

tion,

conte

mpla

tion,

pre

par

atio

n,

action,

mai

nte

nan

ce,

rela

pse

Appro

aches

/str

ateg

ies

eg p

rovi

din

g p

osi

tive

fee

dbac

k, e

nco

ura

gem

ent

and s

upport

, se

ttin

g a

nd r

evie

win

g g

oal

s, w

ork

ing w

ith c

lient

to

rem

ove

bar

rier

s, p

rovi

din

g a

dvi

ce a

nd info

rmat

ion

3.4

D

escr

ibe

how

to s

et s

hort

, m

ediu

m a

nd long t

erm

SM

ART

goal

s

SM

ART (

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic,

tim

e bound)

goal

s

Short

, m

ediu

m a

nd long t

erm

s goal

s eg

incr

ease

num

ber

of

pre

ss-u

ps

from

10 t

o 3

0 o

ver

two w

eek

per

iod c

om

men

cing n

ext

Sat

urd

ay

3

Under

stan

d h

ow

to

support

clie

nts

to

adher

e to

ex

erci

se/p

hys

ical

ac

tivi

ty

3.5

D

escr

ibe

how

to r

evie

w a

nd

revi

se s

hort

, m

ediu

m a

nd long

term

SM

ART g

oal

s

Rev

iew

and r

evis

e eg

agai

nst

clie

nt

targ

ets,

in r

esponse

to c

han

gin

g

clie

nt

nee

ds

and p

refe

rence

s, u

pdat

e ta

rget

s

4

Under

stan

d h

ow

to

pro

vide

ongoin

g

cust

om

er s

ervi

ce

to c

lients

4.1

Exp

lain

the

import

ance

of

clie

nt

care

both

for

the

clie

nt

and t

he

org

anis

atio

n

For

the

org

anis

atio

n e

g k

eep e

xist

ing c

lients

, re

pea

t cl

ients

and

busi

nes

s, c

lient

reco

mm

endat

ions

to f

amily

and f

rien

ds,

dev

elop a

good r

eputa

tion

For

the

clie

nt

eg c

lient

satisf

action,

ensu

re c

lient

safe

ty,

resp

onsi

ve t

o

clie

nt

nee

ds,

clie

nt

exe

rcis

e an

d f

itnes

s goal

s ar

e m

et

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

42

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.2

Exp

lain

why

it is

import

ant

to

dea

l w

ith c

lients

nee

ds

to t

hei

r sa

tisf

action

Import

ance

eg m

ainta

in c

lient

satisf

action a

nd t

rust

, cl

ient

more

lik

ely

to a

tten

d e

xerc

ise

sess

ions,

clie

nt

reco

mm

endat

ions

to f

amily

and

frie

nds

4.3

Id

entify

wher

e to

sourc

e re

leva

nt

and a

ppro

priat

e in

form

atio

n t

o m

eet

clie

nts

nee

ds

Sourc

es e

g inte

rnet

, te

xtbooks

, jo

urn

als,

REP p

ublic

atio

ns

Appro

priat

e pro

fess

ional

s eg

GP,

phys

ioth

erap

ist

4.4

Exp

lain

the

import

ance

of

dea

ling w

ith a

ny

del

ay in

mee

ting c

lients

nee

ds

tim

ely

and

effe

ctiv

ely

Import

ance

eg c

lient

is a

war

e of

pro

gre

ss,

to m

ainta

in c

lient

trust

and

confiden

ce,

to m

ainta

in c

lient

satisf

action,

to m

ainta

in p

rofe

ssio

nal

re

puta

tion o

f th

e org

anis

atio

n,

sugges

t ap

pro

priat

e al

tern

ativ

es

4.5

G

ive

exam

ple

s of

how

to e

xcee

d

cust

om

er e

xpec

tations,

when

ap

pro

priat

e

Provi

din

g a

dditio

nal

hel

p a

nd a

ssis

tance

Dea

ling p

rom

ptly

with p

roble

ms

Offer

ing d

isco

unts

or

additio

nal

pro

duct

s or

serv

ices

Exc

eptional

hel

p a

nd a

ssis

tance

for

cust

om

ers

with s

pec

ial

requirem

ents

Del

iver

ing e

xcel

lent

stan

dar

ds

of

serv

ice

and f

acili

ties

4.6

Exp

lain

the

import

ance

of

han

dlin

g c

lient

com

pla

ints

posi

tive

ly f

ollo

win

g a

n

org

anis

atio

n’s

pro

cedure

Import

ance

eg m

ainta

in c

lient

trust

and c

onfiden

ce,

mai

nta

in c

lient

satisf

action,

mai

nta

in p

rofe

ssio

nal

rep

uta

tion o

f th

e org

anis

atio

n


43


Delivery

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

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

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

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

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

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

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

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

the importance of making a positive impression on clients

the typical barriers to exercise and physical activity clients face

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



44

Assessment






Books

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

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

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

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

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

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

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

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

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

Journals

Customerfirst (Institute of Customer Service)

Exercise and Sport Sciences Reviews


Websites

BBC Sport www.bbc.co.uk/sportBritish



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45

Unit 4: Anatomy and Physiology for Exercise

Unit code: H/600/9013

QCF level: 2

Credit value: 6


Unit aim

The aim of this unit is to develop knowledge and understanding of the anatomy and physiology of the human body and how this relates to exercise and fitness, including working with special population groups.

In this unit, learners will explore the basic anatomy and physiology of the main body systems: cardiovascular system, respiratory system, skeletal system, energy and nervous systems

Learners will also have the opportunity to investigate the life-course of the musculoskeletal system and, in particular, the implications of this when working with special populations – 14-16 year olds, over 50s and antenatal and postnatal women.

Essential resources

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

diagrams of the skeletal, muscular, cardiovascular and respiratory systems. Models of each body system would be beneficial but are not essential for unit delivery

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

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

BA029358 –

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ific

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n –

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atio

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itnes

s In

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ctin

g –

Iss

ue

1 –

Mar

ch 2

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duca

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imited

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46

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

the

loca

tion o

f th

e hea

rt

Cen

tre

of

the

circ

ula

tory

sys

tem

Mid

dle

of

the

ches

t in

bet

wee

n t

he

lungs

1.2

D

escr

ibe

the

funct

ion o

f th

e hea

rt

Circu

late

blo

od t

hro

ughout

the

body

and t

hro

ugh v

eins

and a

rter

ies

Rec

eive

and p

um

p o

ut

blo

od t

o t

he

body

and lungs

1.3

D

escr

ibe

the

stru

cture

of

the

hea

rt

Myo

card

ium

, at

ria,

ven

tric

les,

super

ior

and infe

rior

vena

cava

, se

milu

nar

val

ves

(aort

ic,

pulm

onar

y),

atriove

nticu

lar

valv

es

(bic

usp

id,

tric

usp

id),

aort

a, p

ulm

onar

y ar

tery

, pulm

onar

y ve

ins

1

Under

stan

d t

he

stru

cture

and

funct

ion o

f th

e ci

rcula

tory

sys

tem

1.4

D

escr

ibe

how

blo

od m

ove

s th

rough t

he

four

cham

ber

s of

the

hea

rt

Pulm

onar

y ci

rcula

tion,

de-

oxy

gen

ated

blo

od

Move

men

t eg

rig

ht-

han

d s

ide

of th

e hea

rt r

ecei

ves

de-

oxy

gen

ated

blo

od into

the

right

atrium

via

the

super

ior

and infe

rior

vena

cava

, blo

od p

asse

s th

rough t

he

tric

usp

id v

alve

into

the

right

ventr

icle

, blo

od p

um

ped

under

hig

her

pre

ssure

via

the

pulm

onar

y ar

tery

to t

he

lungs

Sys

tem

ic c

ircu

lation,

oxy

gen

ated

blo

od

Move

men

t eg

lef

t-han

d s

ide

of

the

hea

rt r

ecei

ves

oxy

gen

ated

blo

od

into

the

left

atr

ium

via

the

pulm

onar

y ve

ins,

blo

od p

asse

s th

rough

the

bic

usp

id v

alve

into

the

left

ven

tric

le,

blo

od p

um

ped

to t

he

aort

a under

gre

ater

pre

ssure

, blo

od d

eliv

ered

to o

ther

par

ts o

f th

e body

via

the

blo

od v

esse

ls

BA029358 –

Spec

ific

atio

n –

Edex

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ertifica

te s

pec

ialis

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ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

D

escr

ibe

syst

emic

and

pulm

onar

y ci

rcula

tion

Sys

tem

ic c

ircu

lation e

g p

art

of th

e ca

rdio

vasc

ula

r sy

stem

, ca

rrie

s oxy

gen

ated

blo

od f

rom

the

lungs

away

fro

m t

he

hea

rt t

o t

he

body,

re

turn

s deo

xygen

ated

blo

od t

o t

he

hea

rt

Pulm

onar

y ci

rcula

tion e

g p

art

of ca

rdio

vasc

ula

r sy

stem

, ca

rrie

s de-

oxy

gen

ated

blo

od a

way

fro

m t

he

hea

rt t

o t

he

lungs,

ret

urn

s oxy

gen

ated

blo

od t

o t

he

hea

rt

1.6

D

escr

ibe

the

stru

cture

and

funct

ions

of

blo

od v

esse

ls

Str

uct

ure

eg a

rter

ies

(wal

ls c

onta

in s

mooth

musc

le f

ibre

, co

ntr

olle

d

by

the

sym

pat

het

ic n

ervo

us

syst

em),

art

erio

les

(tin

y bra

nch

es o

f ar

teries

lea

din

g t

o c

apill

arie

s, c

ontr

olle

d b

y th

e sy

mpat

het

ic n

ervo

us

syst

em),

cap

illar

ies

(tin

y, e

xtre

mel

y nar

row

blo

od v

esse

ls),

vei

ns

(wal

ls c

onsi

st o

f th

ree

laye

rs o

f tiss

ues

, th

inner

and les

s el

astic

than

co

rres

pondin

g lay

ers

of

arte

ries

, co

nta

in v

alve

s),

venule

s (m

inute

ve

ssel

s, u

nite

to f

orm

a v

ein)

Funct

ions

eg a

rter

ies

(tra

nsp

ort

blo

od a

way

fro

m t

he

hea

rt,

carr

y oxy

gen

ated

blo

od),

art

erio

les

(tra

nsp

ort

blo

od f

rom

art

erie

s to

ca

pill

arie

s, c

onst

rict

and d

ilate

to r

egula

te b

lood f

low

and p

ress

ure

),

capill

arie

s (r

emove

was

te f

rom

the

surr

oundin

g c

ells

, fa

cilit

ate

exch

ange

of

nutr

ients

and g

as),

vei

ns

(tra

nsp

ort

blo

od t

o t

he

hea

rt,

carr

y de-

oxy

gen

ated

blo

od,

pre

vent

blo

od f

rom

flo

win

g in t

he

reve

rse

direc

tion),

ven

ule

s (d

rain

blo

od f

rom

cap

illar

ies

into

vei

ns

for

retu

rn t

o t

he

hea

rt)

1.7

D

efin

e blo

od p

ress

ure

D

efin

itio

n –

pre

ssure

exe

rted

by

the

blo

od o

n b

lood v

esse

l w

alls

Var

iations

eg d

ue

to s

tren

gth

of

the

hea

rtbea

t, e

last

icity

of

arte

rial

w

alls

, vo

lum

e an

d v

isco

sity

of

the

blo

od,

a per

son's

hea

lth,

age

and

phys

ical

conditio

n

Cla

ssific

atio

ns

– low

, norm

al,

hig

h-n

orm

al,

mild

hyp

erte

nsi

on

(gra

de

1),

moder

ate

hyp

erte

nsi

on (

gra

de

2),

sev

ere

hyp

erte

nsi

on

(gra

de

3)

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

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ertifica

te s

pec

ialis

t

qual

ific

atio

n in F

itnes

s In

stru

ctin

g –

Iss

ue

1 –

Mar

ch 2

012 ©

Pea

rson E

duca

tion L

imited

2012

48

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Id

entify

the

loca

tion o

f th

e lu

ngs

Beh

ind a

nd e

ither

sid

e of

the

hea

rt

Ext

end f

rom

the

colla

rbone

to t

he

dia

phra

gm

2.2

D

escr

ibe

the

funct

ion o

f th

e lu

ngs

Mec

han

ics

of

bre

athin

g (

inte

rnal

and e

xter

nal

exp

irat

ion)

To

supply

oxy

gen

to

the

body

To r

emove

car

bon d

ioxi

de

2.3

D

escr

ibe

the

stru

cture

of

the

lungs

Str

uct

ure

eg lobes

(right

lung-

thre

e

lobes

, le

ft lung —

tw

o lobes

),

bro

nch

i, b

ronch

iole

s, a

lveo

li, a

lveo

lar

sacs

, ca

pill

arie

s

Prote

cted

by

the

ple

ura

(fluid

cush

ionin

g s

yste

m);

2.4

Id

entify

the

mai

n m

usc

les

invo

lved

in b

reat

hin

g

Insp

irat

ion (

inhal

atio

n)

and e

xpirat

ion (

exhal

atio

n)

eg d

iaphra

gm

, ex

tern

al inte

rcost

al m

usc

les

Forc

ed e

xpirat

ion e

g inte

rnal

inte

rcost

al m

usc

les,

abdom

inal

musc

les

Acc

esso

ry m

usc

les

eg s

tern

ocl

eidom

asto

id,

scal

ene

musc

les

2

Under

stan

d t

he

stru

cture

and

funct

ion o

f th

e re

spirat

ory

sys

tem

2.5

D

escr

ibe

the

pas

sage

of

air

thro

ugh t

he

resp

irat

ory

tra

ct

Upper

res

pirat

ory

tra

ct (

mouth

, nose

, phar

ynx)

Low

er r

espirat

ory

tra

ct (

lary

nx,

tra

chea

, bro

nch

i, b

ronch

iole

s)

2.6

D

escr

ibe

the

pro

cess

of

gas

eous

exch

ange

of

oxy

gen

and c

arbon

dio

xide

in t

he

lungs

Diffu

sion o

f oxy

gen

into

the

blo

od

Diffu

sion o

f ca

rbon d

ioxi

de

out

of

the

blo

od a

nd into

the

lungs

3

Under

stan

d t

he

stru

cture

and

funct

ion o

f th

e sk

elet

on

3.1

D

escr

ibe

the

bas

ic f

unct

ions

of

the

skel

eton

□

Prote

ctio

n,

move

men

t, s

hap

e, s

upport

, at

tach

men

t fo

r sk

elet

al

musc

le

□

Sourc

e of

blo

od c

ell pro

duct

ion

□

Sto

re o

f m

iner

als

BA029358 –

Spec

ific

atio

n –

Edex

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evel

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ertifica

te s

pec

ialis

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ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

Id

entify

the

stru

cture

s of

the

axia

l sk

elet

on

□

Upper

body

bones

□

Cra

niu

m

□

Bac

kbone/

spin

al c

olu

mn (

vert

ebra

te —

cer

vica

l (7

), t

hora

cic

(12),

lum

bar

(5),

cocc

yx,

sacr

um

)

□

Bony

thora

x (s

tern

um

, ribs)

3.3

Id

entify

the

stru

cture

s of

the

appen

dic

ula

r sk

elet

on

□

Bones

of

the

arm

s an

d leg

s

□

Upper

str

uct

ure

(hum

erus,

rad

ius,

uln

a, c

arpus,

met

acar

pal

s,

phal

anges

)

□

Low

er s

truct

ure

(pel

vis,

tib

ia,

fibula

, ta

rsal

s, m

etat

arsa

ls,

phal

anges

)

3.4

Exp

lain

the

clas

sifica

tion o

f bones

□

Flat

bones

eg s

capula

, st

ernum

, pel

vis,

rib

s

□

Long b

ones

eg f

emur,

hum

erus

□

Irre

gula

r bones

eg v

erte

bra

e, m

andib

le;

sesa

moid

bones

eg

pat

ella

□

Short

bones

eg c

arpal

s, t

arsa

ls

3.5

Exp

lain

the

stru

cture

of

long

bone

□

Dia

phys

is (

body)

, ep

iphys

is (

term

inal

par

ts),

med

ulla

ry c

avity

(conta

ins

bone

mar

row

),m

etap

hys

is (

wid

er p

art

of

a lo

ng b

one)

, per

iost

eum

(m

usc

ula

r fibre

enve

lopin

g t

he

bone)

, ar

ticu

lar

cart

ilage

(sm

ooth

res

ista

nt

elas

tic

tiss

ue

cove

ring t

he

term

inal

par

t of

the

bone)

, en

dost

eum

(th

in lay

er o

f co

nnec

tive

tis

sue

in

the

med

ulla

ry c

avity)

, co

mpac

t bon

e (d

ense

bone

tiss

ue)

, sp

ongy

bone

(tis

sue

mad

e of

bon

y co

mpar

tmen

ts),

bone

mar

row

(conta

ined

in b

one

cavi

ties

)

BA029358 –

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atio

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ertifica

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ialis

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atio

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itnes

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stru

ctin

g –

Iss

ue

1 –

Mar

ch 2

012 ©

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rson E

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imited

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ing

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tco

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Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.6

Exp

lain

the

stag

es o

f bone

gro

wth

□

Sta

ges

eg d

evel

opm

ent

of

cart

ilage

and c

onnec

tive

tis

sue

mem

bra

nes

, oss

ific

atio

n

□

Cel

ls invo

lved

in o

ssific

atio

n e

g o

steo

bla

sts,

ost

eocy

tes,

ost

eocl

asts

□

Fact

ors

affec

ting b

one

den

sity

eg lac

k of

calc

ium

, ag

e, g

ender

, ex

erci

se,

ost

eoporo

sis,

med

icat

ion

3.7

D

escr

ibe

post

ure

in t

erm

s of:

□

curv

es o

f th

e sp

ine

□

neu

tral

spin

e al

ignm

ent

□

pote

ntial

ran

ges

of

motion o

f th

e sp

ine

□

post

ura

l dev

iations

to incl

ude

kyphosi

s, lord

osi

s, s

colio

sis

and t

he

effe

ct o

f pre

gnan

cy

□

Nat

ura

l cu

rves

of

the

spin

e —

kyp

hotic

and p

rim

ary

curv

es

(thora

cic,

sac

ral)

, lo

rdotic

and s

econdar

y cu

rves

(ce

rvic

al,

lum

ber

)

□

Optim

um

posi

tion t

o m

ainta

in b

alan

ce a

nd p

roport

ion,

min

imis

e st

ress

to join

ts,

musc

les,

ver

tebra

e an

d t

issu

e, s

pin

e m

ainta

ined

in

its

nat

ura

l posi

tion

□

Lum

ber

and t

hora

cic

(rota

tion,

exte

nsi

on,

flex

ion,

ben

din

g);

ce

rvic

al (

rota

tion,

exte

nsi

on,

flex

ion);

sac

ral an

d c

occ

yx (

no

range

of

motion)

□

Defin

ition

s and

causes —

kypho

sis, lordo

sis, scoliosis

□

Categorie

s eg excessive, less th

an normal

4.1

D

escr

ibe

the

clas

sifica

tion o

f jo

ints

□

Cla

ssific

atio

n —

fix

ed/i

mm

ova

ble

(fibro

us)

, s

lightly

move

able

(c

artila

gin

ous)

, fr

eely

move

able

(sy

novi

al)

4

Under

stan

d join

ts

in t

he

skel

eton

4.2

D

escr

ibe

the

stru

cture

of

synovi

al join

ts

□

Syn

ovi

al c

avity,

syn

ovi

al m

embra

ne

(sec

rete

s sy

novi

al f

luid

)

□

Syn

ovi

al f

luid

(lu

brica

tion,

shock

abso

rption)

□

Art

icula

r ca

psu

le

□

Ligam

ents

(jo

int

stab

ility

)

□

Art

icula

r ca

rtila

ge

(red

uce

s fr

iction b

etw

een b

ones

, sh

ock

ab

sorp

tion)

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

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Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

D

escr

ibe

the

types

of

synovi

al

join

ts a

nd t

hei

r ra

nge

of

motion

□

Glid

ing join

ts-

glid

ing o

r sl

idin

g m

ove

men

ts o

nly

eg c

arpal

s

□

Hin

ge

join

ts —

fle

xion a

nd e

xten

sion in o

ne

pla

ne

eg t

he

elbow

□

Join

ts w

her

e one

bone

rota

tes

about

anoth

er e

g a

tlan

to-a

xial

jo

int

□

Elli

pso

idal

join

ts —

fle

xion,

exte

nsi

on,

abduct

ion,

adduct

ion e

g

the

wrist

□

Sad

dle

join

ts —

fle

xion,

exte

nsi

on,

abduct

ion,

adduct

ion e

g

thum

b b

etw

een t

he

met

acar

pal

and c

arpal

□

Bal

l an

d s

ock

et join

ts-

all m

ove

men

ts e

xcep

t glid

ing e

g t

he

should

er

4.4

D

escr

ibe

join

t m

ove

men

t pote

ntial

and join

t ac

tions

□

Flex

ion e

g b

endin

g t

he

elbow

□

Ext

ensi

on e

g s

trai

ghte

nin

g t

he

elbow

, hyp

er e

xten

sion e

g

ben

din

g b

ackw

ards

□

Horizo

nta

l flex

ion,

horizo

nta

l ex

tensi

on,

late

ral flex

ion;

□

Inve

rsio

n,

ever

sion;

rota

tion ;

adduct

ion;

abduct

ion ;

ci

rcum

duct

ion r

etra

ctio

n,

pro

trac

tion

□

Ele

vation e

g s

hould

er s

hru

gs,

dep

ress

ion e

g d

roppin

g t

he

jaw

,

5

Under

stan

d t

he

musc

ula

r sy

stem

5.1

Id

entify

the

thre

e ty

pes

of

musc

le t

issu

e □

Typ

es –

ske

leta

l, s

mooth

and c

ardia

c

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t

qual

ific

atio

n in F

itnes

s In

stru

ctin

g –

Iss

ue

1 –

Mar

ch 2

012 ©

Pea

rson E

duca

tion L

imited

2012

52

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.2

D

efin

e th

e ch

arac

terist

ics

and

funct

ions

of

the

thre

e ty

pes

of

musc

le t

issu

e

□

Ske

leta

l -c

har

acte

rist

ics

eg s

tria

ted,

long,

thin

fib

res,

fib

res

with

diffe

rent

stru

cture

s an

d f

unct

ions;

funct

ions

eg p

roduce

ske

leta

l m

ove

men

t, m

ainta

in p

ost

ure

and b

ody

posi

tion,

support

soft

tiss

ues

, m

ainta

in b

ody

tem

per

ature

□

Sm

ooth

— c

har

acte

rist

ics

eg invo

lunta

ry,

no s

tria

tions,

sm

all

fibre

s; f

unct

ions

eg r

egula

te f

low

of

blo

od in t

he

arte

ries

, co

ntr

act

to p

ush

food t

hro

ugh t

he

body,

exp

el u

rine

from

the

body

□

Car

dia

c- c

har

acte

rist

ics

eg s

tria

ted,

invo

lunta

ry,

larg

e fibre

s,

work

const

antly;

funct

ions

eg p

um

p b

lood in a

nd o

ut

of

the

hea

rt

5.3

D

escr

ibe

the

bas

ic s

truct

ure

of

skel

etal

musc

le

□

Bas

ic s

truct

ure

-ep

imys

ium

(co

nnec

tive

tis

sue

around t

he

whole

m

usc

le),

per

imys

ium

(co

nnec

tive

tiss

ue

that

gro

ups

musc

le

fibre

s),

endom

ysiu

m (

connec

tive

tis

sue

surr

oundin

g m

usc

le

fibre

s),

sarc

ole

mm

a (c

ell m

embra

ne)

, fa

scic

le (

bundle

of

musc

le

fibre

s),

myo

fibril, m

yofila

men

ts,

tendons,

musc

le f

ibre

s

5.4

N

ame

and loca

te t

he

ante

rior

skel

etal

musc

les

□

Ante

rior

skel

etal

musc

les

eg b

icep

s, r

ectu

s ab

dom

inis

, obliq

ues

, tr

ansv

erse

abdom

inis

pec

tora

lis,

hip

fle

xors

maj

or,

ante

rior

del

toid

s, m

edia

l del

toid

s, q

uad

rice

ps,

adduct

ors

, an

terior

tibia

lis

5.5

N

ame

and loca

te t

he

post

erio

r sk

elet

al m

usc

les

□

Post

erio

r sk

elet

al m

usc

les

eg lat

issi

mus

dors

i, e

rect

or

spin

ae,

glu

teal

s, t

rapez

ius,

rhom

boid

s, t

rice

ps,

med

ial del

toid

s, p

ost

erio

r del

toid

s ab

duct

ors

, ham

strings,

gas

trocn

emiu

s, s

ole

us

5.6

D

escr

ibe

the

stru

cture

and

funct

ion o

f th

e pel

vic

floor

musc

les

□

Str

uct

ure

eg lev

ator

ani, c

occ

ygeu

sit

□

Funct

ions

eg s

upport

org

ans

in t

he

pel

vis

and low

er a

bdom

en,

contr

ol bla

dder

and b

ow

el m

ove

men

ts

5.7

D

escr

ibe

the

diffe

rent

types

of

musc

le a

ctio

n

□

Typ

es o

f m

usc

le c

ontr

action e

g iso

met

ric

(musc

le t

ensi

on a

nd

length

rem

ain c

onst

ant)

, is

oto

nic

(m

usc

le t

ensi

on r

emai

ns

const

ant

and m

usc

le len

gth

var

ies)

, is

oki

net

ic (

vary

ing m

usc

le

tensi

on a

nd len

gth

)

□

Funct

ions

eg a

nta

gonis

t ac

ts in c

ontr

ast

to a

gonis

t, s

tabili

ser

hold

s a

join

t in

pla

ce,

assi

stors

hel

p t

he

agonis

t

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

53

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.8

Id

entify

the

join

t ac

tions

bro

ught

about

by

spec

ific

musc

le g

roup

contr

actions

□

Musc

les

contr

actions

and join

t ac

tions

eg q

uad

s (h

ip a

nd k

nee

flex

ion),

glu

teus

max

imus

(hip

ext

ensi

on,

exte

rnal

rota

tion),

ad

duct

ors

(ad

duct

ion a

nd e

xter

nal

rota

tion,

adduct

ion,

flex

ion

and inte

rnal

rota

tion),

gas

trocn

emiu

s (p

lanta

r flex

ion a

t an

kle)

, re

ctus

abdom

inus

(forw

ard s

pin

al fle

xion),

ext

ernal

and inte

rnal

obliq

ues

(to

rso r

ota

tion),

ere

ctor

spin

ae (

trunk

exte

nsi

on),

pec

tora

lis m

ajor

(fle

xion,

adduct

ion,

inte

rnal

rota

tion),

□

del

toid

(flex

ion,

inte

rnal

rota

tion,

exte

nsi

on,

exte

rnal

rota

tion),

tr

apez

ius

(ele

vation,

adduct

ion ,

dep

ress

ion),

rhom

boid

maj

or

(adduct

ion a

nd e

leva

tion),

bic

eps

(elb

ow

fle

xion),

trice

ps

(ext

ensi

on a

t th

e el

bow

), lat

issi

mus

dors

i (e

xten

sion,

adduct

ion,

inte

rnal

rota

tion)

5.9

Id

entify

ske

leta

l m

usc

le f

ibre

ty

pes

and t

hei

r ch

arac

terist

ics

□

Slo

w t

witch

(Typ

e I)

eg e

ffic

ient

at u

sing o

xygen

to g

ener

ate

more

fuel

(kn

ow

n a

s ATP)

, ex

tended

musc

le c

ontr

actions

ove

r a

long p

erio

d o

f tim

e, r

esis

tance

to f

atig

ue,

slo

w c

ontr

action s

pee

d,

red in c

olo

ur,

lar

ge

amounts

of

myo

glo

bin

□

Fast

tw

itch

(Typ

e II

) eg

fat

igue

easi

ly,

fast

contr

action s

pee

d,

low

num

ber

of

myo

glo

bin

, re

lative

ly f

ew m

itoch

ondria,

rel

ativ

ely

few

blo

od c

apill

arie

s, lar

ge

amounts

of

gly

cogen

, w

hite

in c

olo

ur

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t

qual

ific

atio

n in F

itnes

s In

stru

ctin

g –

Iss

ue

1 –

Mar

ch 2

012 ©

Pea

rson E

duca

tion L

imited

2012

54

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6

Under

stan

d t

he

life-

cours

e of

the

musc

ulo

skel

etal

sy

stem

and its

im

plic

atio

ns

for

spec

ial popula

tions

exer

cise

6.1

D

escr

ibe

the

life-

cours

e of

the

musc

ulo

skel

etal

sys

tem

, in

cludin

g r

elev

ant

tendon,

ligam

ent,

musc

le,

join

t an

d b

one

min

eral

den

sity

chan

ges

, an

d

thei

r im

plic

atio

ns

for

exer

cise

, plu

s sp

ecific

im

plic

atio

ns

for

work

ing w

ith:

□

young p

eople

in t

he

14-1

6

age

range

□

ante

nat

al a

nd p

ost

nat

al

wom

en

□

old

er p

eople

(50 p

lus)

□

Consi

der

atio

ns

incl

udin

g r

elev

ant

tendon,

ligam

ent,

musc

le,

join

t an

d b

one

min

eral

den

sity

chan

ges

□

Implic

atio

ns

for

exer

cise

□

14-1

6 y

ear

old

s eg

avo

id h

eavy

res

ista

nce

exe

rcis

es,

be

awar

e of

join

t dev

elopm

ent,

str

ess

impor

tance

of

usi

ng t

he

corr

ect

tech

niq

ues

□

Ante

nat

al a

nd p

ost

nat

al w

om

en e

g a

void

hig

h im

pac

t ex

erci

se,

reduce

ris

k of

slip

s or

falls

□

Old

er p

eople

eg e

nsu

re inte

nsi

ty o

f ex

erci

se is

appro

priat

e,

incr

ease

war

m-u

p t

ime

7.1

D

escr

ibe

how

car

bohyd

rate

s,

fats

and p

rote

ins

are

use

d in t

he

pro

duct

ion o

f en

ergy/

aden

osi

ne

trip

hosp

hat

e

□

Car

bohyd

rate

s – b

roke

n d

ow

n into

glu

cose

, use

d im

med

iate

ly b

y th

e body

or

store

d in m

usc

le a

nd liv

er

□

Fats

– b

roke

n d

ow

n into

fat

ty a

cids,

sto

rage

as a

dip

ose

tis

sue,

en

ergy

store

□

Pro

tein

s – b

roke

n d

ow

n into

am

ino a

cids,

conve

rted

into

glu

cose

, use

d w

hen

sto

res

of

oth

er n

utr

ients

are

dep

lete

d

7

Under

stan

d e

ner

gy

syst

ems

and t

hei

r re

lation t

o e

xerc

ise

7.2

Exp

lain

the

use

of

the

thre

e en

ergy

syst

ems

during a

erobic

an

d a

nae

robic

exe

rcis

e

□

Aer

obic

sys

tem

– long d

ura

tion e

ner

gy

syst

em,

low

to m

oder

ate

inte

nsi

ty

□

Cre

atin

e phosp

hst

e sy

stem

-shor

t dura

tions

of

up t

o 1

0-1

5

seco

nds,

anae

robic

, does

not

use

fat

or

carb

ohyd

rate

, u

ses

chem

ical

ener

gy

□

Gly

coly

tic

syst

em –

supplie

s en

ergy

for

exer

cise

s la

stin

g les

s th

an a

bout

two m

inute

s

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

55

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.1

D

escr

ibe

the

role

and f

unct

ions

of

the

ner

vous

syst

em

□

Role

eg c

entr

al n

ervo

us

syst

em,

per

ipher

al n

ervo

us

syst

em

(auto

nom

ic n

ervo

us

syst

em,

som

atic

ner

vous

syst

em,

sym

pat

het

ic s

yste

m,

par

asym

pat

het

ic s

yste

m)

□

Use

of

elec

tric

al a

nd c

hem

ical

mea

ns

to s

end a

nd r

ecei

ve

mes

sages

□

Funct

ions

eg c

ontr

ol of

musc

ula

r co

ntr

action,

tran

smit s

ignal

s bet

wee

n d

iffe

rent

par

ts o

f th

e bod

y an

d b

etw

een d

iffe

rent

cells

, ex

trac

ts info

rmat

ion f

rom

the

envi

ronm

ent,

pro

cess

es

info

rmat

ion,

det

erm

ines

and a

ctiv

ates

an a

ppro

priat

e re

sponse

, re

acts

to c

han

ges

insi

de

and o

uts

ide

the

body

8.2

D

escr

ibe

the

princi

ple

s of

musc

le

contr

action

□

Princi

ple

s- iso

tonic

and iso

met

ric

contr

action,

moto

r unit

recr

uitm

ent,

slid

ing f

ilam

ent

mec

han

ism

8.3

D

escr

ibe

the

‘all

or

none

law

’/m

oto

r unit r

ecru

itm

ent

□

Prin

ciple

that

the

stre

ngth

by

whic

h a

ner

ve o

r m

usc

le f

ibre

re

sponds

to a

stim

ulu

s does

not

dep

end o

n t

he

stre

ngth

of

the

stim

ulu

s

□

If a

stim

ulu

s is

above

a c

erta

in t

hre

shold

a n

erve

or

musc

le f

ibre

w

ill `

fire

’

8

Under

stan

d t

he

ner

vous

syst

em

and its

rel

atio

n t

o

exer

cise

8.4

D

escr

ibe

how

exe

rcis

e ca

n

enhan

ce n

euro

musc

ula

r co

nnec

tions

and im

pro

ve m

oto

r fitn

ess

□

Thro

ugh e

g incr

ease

d u

se o

f fa

t, im

pro

ved m

oto

r re

cruitm

ent,

st

ronger

musc

le c

ontr

actions,

bra

in m

akes

new

connec

tions

mak

ing a

ctiv

itie

s ea

sier

, gre

ater

coord

inat

ion b

etw

een m

usc

les,

im

pro

ved c

om

munic

atio

n b

etw

een b

rain

and m

usc

le f

ibre

s

BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing – Issue 1 – March 2012 © Pearson Education Limited 2012

56


Delivery

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

the structure and function of the four main body systems – circulatory, respiratory, skeletal and muscular

the life course of the musculoskeletal system and how it impacts on exercise for special populations – 14-16 year olds, older people (50+), antenatal and postnatal women

the energy and nervous systems and how they relate to exercise.

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

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

Study of the skeletal system requires the use of diagrams, and preferably a life-sized, hinged model skeleton. X-rays can be used to illustrate the different bones of the skeleton.

Study of the muscular system requires pictures of, or access to, microscopes and slides of cardiac, voluntary and involuntary muscles so learners can see the differences between the tissues. Diagrams of the muscular system showing all the named muscles will also be required.

To explore the circulatory and respiratory systems learners could use laboratory work. Again, labelled diagrams and hand-drawn diagrams should be used to show the anatomical structure of the heart, circulatory and respiratory systems.

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

For example, a presentation by a health education professional will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the structure and functions of the human body and their implications for, and relation to, exercise and fitness, which all learners wishing to pursue a career in health and fitness need to be aware of.


57

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

the life course of the musculoskeletal system and how this affects planning and delivering exercise sessions for the special populations of 14-16 year olds, over 50s and ante-natal and post-natal women

how the three energy systems are used during aerobic and anaerobic exercise

how exercise can improve neuromuscular connections and motor fitness.


Assessment






Books

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

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


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

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

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

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

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

Journals



Research Quarterly for Exercise and Sport

BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing – Issue 1 – March 2012 © Pearson Education Limited 2012

58

Websites

BBC Health www.bbc.co.uk/health


British Heart Foundation www.bhf.org.uk

Coachwise www.1st4sport.com

Health Development Agency www.nice.org.uk

NHS Information Centre www.ic.nhs.uk/


59

Unit 5: Planning Gym-based Exercise

Unit code: F/600/9018

QCF level: 2

Credit value: 4


Unit aim

This unit aims to develop knowledge and understanding of how to plan gym-based exercise for clients, both individuals and groups. Learners will also develop the skills needed to collect and use client information and to plan safe and effective gym-based exercise programmes.

Learners will follow the planning process involved in developing gym-based exercise programmes. They will begin by exploring the methods used to collect client information prior to any gym-based exercise and the importance of this.

Learners will then have the opportunity to apply their knowledge and understanding and collect and use client information to plan safe and effective gym-based exercise to develop cardiovascular fitness, muscular fitness, flexibility and motor skills.

Essential resources


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

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

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

60

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

pro

cess

of

info

rmed

co

nse

nt

Ensu

re c

lient

fully

aw

are

of

what

the

exer

cise

ses

sion invo

lves

eg

phys

ical

and t

echnic

al d

eman

ds,

aim

s an

d o

bje

ctiv

es,

ben

efits

of

the

exer

cise

ses

sion,

any

pote

ntial

ris

ks

Est

ablis

h c

lient

under

stan

din

g e

g g

ive

the

clie

nt

the

opport

unity

to

consi

der

info

rmat

ion p

rovi

ded

and t

o a

sk q

ues

tions

Obta

in s

igned

conse

nt

docu

men

tation

1.2

D

escr

ibe

diffe

rent

met

hods

to

colle

ct c

lient

info

rmat

ion,

incl

udin

g:

□

ques

tionnai

re

□

inte

rvie

w

□

obse

rvat

ion

□

phys

ical

mea

sure

men

ts

Typ

e of

info

rmat

ion e

g lifes

tyle

, m

edic

al h

isto

ry,

phys

ical

exe

rcis

e his

tory

, die

tary

his

tory

, per

sonal

goa

ls,

phys

ical

act

ivity

pre

fere

nce

s,

pote

ntial

bar

rier

s

Ques

tionnai

re e

g P

A-Q

, lif

esty

le

Inte

rvie

w (

ques

tionin

g,

liste

nin

g)

Obse

rvat

ion e

g c

lient

carr

ying o

ut

set

exer

cise

Phys

ical

mea

sure

men

ts e

g h

eight,

wei

ght,

rec

ord

of

BM

I

1

Under

stan

d h

ow

to

colle

ct c

lient

info

rmat

ion t

o p

lan

gym

-bas

ed

exer

cise

1.3

D

escr

ibe

how

to d

eter

min

e w

hic

h m

ethod/s

of

colle

ctin

g

info

rmat

ion a

re a

ppro

priat

e ac

cord

ing t

o t

he

indiv

idual

Appro

priat

e to

clie

nt

eg n

eeds

, obje

ctiv

es,

leve

l of

confiden

ce

Ava

ilabili

ty o

f re

sourc

es e

g t

ime,

equip

men

t, f

acili

ties

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

61

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Exp

lain

the

princi

ple

s of

scre

enin

g c

lients

prior

to g

ym-

bas

ed e

xerc

ise

to incl

ude

the

use

of

the

phys

ical

act

ivity

read

ines

s ques

tionnai

re (

PARQ

)

Iden

tify

clie

nt

nee

ds,

obje

ctiv

es a

nd p

refe

rence

s, d

iscu

ss a

ny

bar

rier

s to

par

tici

pat

ion

Colle

ct info

rmat

ion t

o u

se in s

etting g

oal

s an

d o

bje

ctiv

es

Iden

tify

any

contr

aindic

atio

ns

to e

xerc

ise

eg w

ith s

pec

ial popula

tion

clie

nts

Iden

tify

any

risk

s eg

age

rela

ted,

inju

ry r

elat

ed,

spec

ific

nee

ds

2.1

D

escr

ibe

the

fact

ors

, bas

ed o

n

clie

nt

scre

enin

g,

whic

h m

ay

affe

ct s

afe

exer

cise

par

tici

pat

ion

Fact

ors

eg m

odifia

ble

and u

nm

odifia

ble

ris

k fa

ctors

of

coro

nar

y hea

rt

dis

ease

, re

lating t

o s

pec

ialis

t popula

tion g

roups

Med

ical

his

tory

/conditio

n e

g m

edic

atio

n

Inju

ry,

curr

ent

fitn

ess

leve

l

2.2

G

ive

exam

ple

s of

how

clie

nt

info

rmat

ion a

ffec

ts t

he

pla

nnin

g

of

gym

-bas

ed e

xerc

ise

Use

d t

o d

eter

min

e goal

s an

d o

bje

ctiv

es,

type,

dura

tion a

nd inte

nsi

ty

of

exer

cise

Info

rms

any

modific

atio

ns

eg t

o w

arm

-up a

nd c

ool-

dow

n s

essi

ons,

to

mai

n a

ctiv

itie

s, t

o m

eet

indiv

idual

nee

ds,

iden

tify

alter

nat

ive

exer

cise

2.3

Id

entify

the

reas

ons

for

tem

pora

ry d

efer

ral of

exer

cise

Rea

sons

eg m

inor

illnes

s or

inju

ry,

inap

pro

priat

e cl

oth

ing,

refe

rral

to

anoth

er p

rofe

ssio

nal

2

Under

stan

d h

ow

to

use

clie

nt

info

rmat

ion t

o p

lan

gym

-bas

ed

exer

cise

2.4

Exp

lain

the

reas

ons

for

refe

rrin

g

clie

nts

to o

ther

pro

fess

ional

s Com

plia

nce

with leg

al r

equirem

ents

eg o

uts

ide

leve

l of

com

pet

ence

or

auth

ority

Contr

aindic

atio

ns

to e

xerc

ise,

med

ical

conditio

ns

eg c

ardia

c,

pulm

onar

y or

met

abolic

dis

ease

, ar

thritis,

ost

eoporo

sis

Profe

ssio

nal

s eg

GP,

spec

ial popula

tions

inst

ruct

ors

, phys

ioth

erap

ists

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

62

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

how

to p

lan g

ym-b

ased

ex

erci

se t

o m

eet

the

nee

ds

of

clie

nts

with d

iffe

rent

obje

ctiv

es

Iden

tify

obje

ctiv

es e

g im

pro

ve f

itnes

s, im

pro

ve m

otiva

tion,

addre

ss

bar

rier

s to

par

tici

pat

ion,

impro

ve s

kills

and t

echniq

ues

, opport

unitie

s fo

r fu

n a

nd e

njo

ymen

t

FITT (

freq

uen

cy,

inte

nsi

ty,

tim

e, t

ype)

Apply

princi

ple

s of

trai

nin

g e

g o

verload

, sp

ecific

ity,

pro

gre

ssio

n,

indiv

idual

diffe

rence

s, v

aria

tion,

reve

rsib

ility

Consi

der

par

tici

pan

ts e

g a

ge,

abili

ty,

gen

der

, num

ber

s, m

edic

al

issu

es,

spec

ific

nee

ds

Consi

der

ava

ilable

res

ourc

es e

g e

quip

men

t, t

ime,

envi

ronm

ent

Tak

e ac

count

of

oth

er c

onsi

der

atio

ns

eg leg

al r

equirem

ents

3.2

Exp

lain

why

it is

import

ant

to

agre

e goal

s an

d o

bje

ctiv

es f

or

gym

-bas

ed e

xerc

ise

with c

lients

Goal

s eg

short

-ter

m,

med

ium

-ter

m a

nd long-t

erm

, SM

ART g

oal

s

(spec

ific

, m

easu

reab

le,

atta

inab

le,

real

istic,

tim

e bound)

To e

nsu

re c

lient

under

stan

din

g,

incl

usi

on a

nd m

otiva

tion

3

Under

stan

d h

ow

to

pla

n g

ym-b

ased

ex

erci

se w

ith

clie

nts

3.3

Id

entify

a r

ange

of

exer

cise

s fo

r in

div

idual

clie

nts

to d

evel

op:

□

card

io-v

ascu

lar

fitn

ess

□

musc

ula

r fitn

ess

□

flex

ibili

ty

□

moto

r sk

ills

Exe

rcis

es s

afe

and a

ppro

priat

e fo

r cl

ients

Car

dio

-vas

cula

r fitn

ess

eg u

pright

cycl

e, r

ecum

ben

t cy

cle,

tre

adm

ill,

step

per

, ro

win

g m

achin

e, e

lliptica

l tr

ainer

, cr

oss

tra

iner

Musc

ula

r fitn

ess

eg p

ush

-ups,

chin

-ups,

arm

curls,

leg

lifts

, le

g

exte

nsi

on,

leg p

ress

, le

g c

urls,

bac

k ex

tensi

on.

sit

ups/

crunch

es,

ben

ch p

ress

es,

resi

stan

ce m

achin

es,

free

wei

ghts

Flex

ibili

ty —

str

etch

ing s

tatic

eg c

ool-

dow

n,

hold

for

30-6

0 s

econds,

dyn

amic

eg

arm

sw

ings,

leg

sw

ings,

join

t ro

tations

Moto

r sk

ills

– e

xerc

ises

that

invo

lve

eg a

gili

ty,

coord

inat

ion,

bal

ance

, re

action t

ime

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

63

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

Id

entify

a r

ange

of

card

iova

scula

r an

d r

esis

tance

m

achin

es,

and t

hei

r use

s

Car

dio

vasc

ula

r eg

upright

cycl

e, r

ecum

ben

t cy

cle,

tre

adm

ill,

step

per

, ro

win

g m

achin

e, e

lliptica

l tr

ainer

, cr

oss

tra

iner

Res

ista

nce

mac

hin

es e

g b

ench

pre

ss,

free

wei

ghts

, bar

bel

ls,

dum

bbel

ls,

utilit

y ben

ches

, se

ated

cal

f m

achin

e, p

ow

er s

quat

, se

ated

ro

win

g m

achin

e

3.5

D

escr

ibe

how

to p

lan g

ym-b

ased

ex

erci

se u

sing c

ircu

it f

orm

ats

Com

ple

tion o

f al

l pre

scribed

exe

rcis

es

Apply

princi

ple

s an

d v

aria

ble

of fitn

ess

eg inte

nsi

ty,

ord

er o

f ex

erci

se,

dura

tion,

build

in a

ppro

priat

e w

arm

-up a

nd c

ool-

dow

n

Typ

es o

f ci

rcuit f

orm

ats

eg m

achin

e, b

ody

wei

ght,

with

card

iova

scula

r ex

erci

se,

tim

ed

Use

s eg

dev

elop m

usc

le s

tren

gth

, hea

rt-l

ung f

itnes

s

4.1

U

se a

ppro

priat

e m

ethods

to

colle

ct info

rmat

ion t

o p

lan a

gym

-bas

ed p

rogra

mm

e

Info

rmat

ion:

eg p

erso

nal

goal

s, lifes

tyle

, m

edic

al h

isto

ry,

phys

ical

ac

tivi

ty h

isto

ry,

die

tary

his

tory

, phys

ical

act

ivity

pre

fere

nce

s,

pote

ntial

bar

rier

s

Ques

tionnai

re e

g P

ARQ

, lif

esty

le

inte

rvie

w (

ques

tionin

g,

liste

nin

g)

Obse

rvat

ion e

g c

lient

carr

ying o

ut

set

exer

cise

, si

gns

of

fatigue

or

dis

com

fort

Phys

ical

mea

sure

men

ts e

g h

eight,

wei

ght,

rec

ord

of

BM

I

4

Be

able

to c

olle

ct

and u

se c

lient

info

rmat

ion t

o p

lan

a gym

-bas

ed

exer

cise

pro

gra

mm

e

4.2

Chec

k th

e in

form

atio

n is

accu

rate

and u

p-t

o-d

ate

Confirm

info

rmat

ion w

ith c

lient

and a

men

d if

nec

essa

ry

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

64

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

Id

entify

clie

nt

nee

ds

and

pote

ntial

and a

ny

poss

ible

ris

ks

from

par

tici

pat

ion in a

gym

-bas

ed p

rogra

mm

e

Anal

yse

clie

nt

info

rmat

ion a

nd iden

tify

the

implic

atio

ns

for

gym

-bas

ed e

xerc

ise

Ref

er c

lients

as

required

In r

elat

ion t

o d

iffe

rent

types

of ex

erci

se (

card

iova

scula

r fitn

ess,

m

usc

le f

itnes

s, f

lexi

ble

, m

oto

r sk

ills)

Nee

ds

and p

ote

ntial

eg g

oal

s an

d o

bje

ctiv

es,

curr

ent

and p

ote

ntial

fitn

ess

and s

kill

leve

ls

Ris

ks e

g c

ontr

aindic

atio

ns,

med

ical

his

tory

/conditio

ns,

inju

ry

4.4

M

ainta

in c

lient

confiden

tial

ity

Follo

w o

rgan

isat

ional

pro

cedure

s

Com

plia

nce

with D

ata

Prote

ctio

n A

ct a

nd R

EP

Code

of

Eth

ical

Pra

ctic

e

5.1

Agre

e obje

ctiv

es w

ith c

lients

ap

pro

priat

e to

:

□

thei

r nee

ds

and p

ote

ntial

□

acce

pte

d g

ood p

ract

ice

in t

he

indust

ry

□

ow

n lev

el o

f co

mpet

ence

Obje

ctiv

es e

g im

pro

ve f

itnes

s, im

pro

ve m

otiva

tion,

addre

ss b

arrier

s to

par

tici

pat

ion,

impro

ve s

kills

and t

echniq

ues

, opport

unitie

s fo

r fu

n

and e

njo

ymen

t

Gai

n a

gre

emen

t eg

ensu

re c

lient

under

stan

din

g,

use

appro

priat

e co

mm

unic

atio

n a

nd inte

rper

sonal

ski

lls

5

Be

able

to p

lan a

sa

fe a

nd e

ffec

tive

gym

-bas

ed

exer

cise

pro

gra

mm

e w

ith

clie

nts

5.2

Sel

ect

gym

-bas

ed e

xerc

ises

that

w

ill h

elp c

lients

to d

evel

op:

□

card

iova

scula

r fitn

ess

□

musc

ula

r fitn

ess

□

flex

ibili

ty

□

moto

r sk

ills

Exe

rcis

es s

afe

and a

ppro

priat

e fo

r cl

ients

and m

eet

clie

nt

obje

ctiv

es

Advi

se c

lients

on a

ny

modific

atio

ns

Apply

princi

ple

s an

d v

aria

ble

s of

trai

nin

g e

g f

requen

cy,

inte

nsi

ty,

tim

e, t

ype,

adap

tation,

pro

gre

ssio

n,

variat

ion

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

65

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.3

Pl

an h

ow

to m

inim

ise

any

risk

s re

leva

nt

to t

he

pro

gra

mm

e Id

entify

haz

ards

and a

sses

s as

soci

ated

ris

ks e

g t

o t

he

clie

nt,

the

pla

nned

act

ivitie

s, s

imultan

eous

activi

ties

Ensu

re e

xerc

ises

are

saf

e an

d a

ppro

priat

e fo

r cl

ients

Car

ry o

ut

appro

priat

e risk

ass

essm

ent,

pla

n h

ow

to c

ontr

ol risk

s eg

use

of

spec

ialis

t eq

uip

men

t to

min

imis

e id

entified

ris

k

5.4

Pl

an r

ealis

tic

tim

ings

and

sequen

ces

for

exer

cise

Pl

an e

g t

o m

eet

clie

nt

nee

ds,

appro

priat

e to

the

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e, incl

ude

all co

mponen

ts a

nd e

xerc

ises

5.5

Rec

ord

pro

gra

mm

e pla

ns

in a

n

appro

priat

e fo

rmat

Fo

llow

org

anis

atio

nal

pro

cedure

s, c

om

ply

with indust

ry s

tandar

ds

Rec

ord

det

ails

of

all ex

erci

ses

and a

ctiv

itie

s eg

war

m-u

p,

cool-

dow

n


66


Delivery

This unit should be delivered in a way that develops knowledge and understanding of planning gym-based exercise for a range of clients. Learners need to know and understand:

the methods used to collect client information, including the principles of screening clients prior to exercise

how to use client information to plan gym-based exercise

how to plan safe and effective gym-based exercise to develop cardiovascular fitness, motor fitness, flexibility and motor skills.

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

Learners should be encouraged to engage with employers and, where possible, other employees to gain knowledge and understanding of the importance of planning gym-based exercise correctly to meet the needs of individual clients, based on the information gathered from clients.

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

For example, a presentation by a health fitness instructor will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the methods they use to collect client information and how they use this information to plan safe and effective gym-based exercise programmes with a range of clients. They could also talk about the importance of agreeing programme objectives with clients and of minimising any potential risks associated with the gym-based exercise. This should be supported by examples drawn from industry or through developed case studies that highlight:

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

how client information affects planning gym-based exercise, including temporary deferral of exercise and referring clients to other professionals

the range of exercises that can be used, cardiovascular and resistance machines and their uses, and how to use circuit formats in gym-based exercise.

To meet the practical aspect of the unit, in terms of collecting client information and using it to plan gym-based exercise, learners could either use documentation from their place of work or the tutor could supply learners with standard templates.

If learners are in work or on work placement they could be observed giving sensitive feedback to clients based on the information they have collected and communicating appropriately with clients to increase motivation.


67


Assessment



There must be evidence that the learner has carried out appropriate screening (for example use of the PARQ and informed consent) and taken physical measurements to include height, weight and a record of BMI.

The learner should demonstrate the ability to provide sensitive feedback and any relevant healthy lifestyle advice to clients (within the limits of their knowledge and competence) based on collected information and test results/’norms’.

Learners must show that they are able to communicate effectively with clients using motivational styles appropriate to the individual and the exercise format.

There must be evidence that the learner has planned a safe and effective warm-up and cool-down.

There must be evidence that the learner has planned a gym-based programme by applying the principles and variables of fitness to a range of activities to meet identified client goals and/or to achieve general fitness and health gains.

Learners must show they have planned for a minimum of three body weight exercises and a minimum of four exercises from each of the following:

resistance machine lifts

free weight lifts.




Books

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


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

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

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


68

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


Journals



Journal of Physical Activity and Health

Websites


Human Kinetics www.humankinetics.com



69

Unit 6: Instructing Gym-based exercise


QCF level: 2

Credit value: 6


Unit aim

The aim of this unit is to develop an understanding of and skills in instructing safe and effective gym-based exercise for individuals and groups.

Learners will develop their knowledge and understanding of providing gym-based exercise and have the opportunity to put this into practice by instructing gym-based exercise sessions with clients.

They will use appropriate methods to observe clients, respond to client needs and adapt exercises as necessary. Learners will bring the exercise session to an end safely and effectively, including using safe and effective cool-down activities.

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

Essential resources


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


BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

70

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

saf

e an

d e

ffec

tive

al

ignm

ent

for

a ra

nge

of

gym

-bas

ed e

xerc

ise

pos

itio

ns

to c

ove

r use

of:

□

card

iova

scula

r m

achin

es

□

resi

stan

ce m

achin

es

□

free

wei

ghts

Ran

ge

of

bas

ic e

xerc

ises

(ca

rdio

vasc

ula

r m

achin

es,

resi

stan

ce

mac

hin

es,

free

wei

ghts

), s

afe

and a

ppro

priat

e fo

r cl

ients

, sp

ecific

to

type

of

exer

cise

Saf

e an

d e

ffec

tive

alig

nm

ent

of ex

erci

se p

osi

tions

eg s

tandin

g,

sitt

ing,

range

of

motion,

neu

tral

spin

e al

ignm

ent,

join

t al

ignm

ent

1.2

Id

entify

diffe

rent

met

hods

of

adap

ting a

gym

-bas

ed e

xerc

ise

pro

gra

mm

e to

ensu

re

appro

priat

e pro

gre

ssio

n a

nd/o

r re

gre

ssio

n

Appro

priat

e pro

gre

ssio

n a

nd r

egre

ssio

n e

g n

um

ber

of

exer

cise

s,

ord

er o

f ex

erci

se,

spee

d,

inte

nsi

ty,

repet

itio

ns,

dura

tion

To m

eet

clie

nt

nee

ds

To m

eet

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e

1.3

D

escr

ibe

how

to d

evel

op c

lient

co-o

rdin

atio

n b

y build

ing

exer

cise

s/m

ove

men

ts u

p

gra

dual

ly

In t

erm

s of

eg c

om

ple

xity

, sp

eed

1

Under

stan

d h

ow

to

pro

vide

gym

-bas

ed

exer

cise

1.4

D

escr

ibe

the

princi

ple

s of

beh

avio

ur

man

agem

ent

for

gro

up induct

ions

Appro

priat

e to

the

gro

up

Exp

lain

purp

ose

of

the

induct

ion incl

udin

g p

osi

tive

com

munic

atio

n,

esta

blis

h e

ye c

onta

ct,

pro

fess

ional

sel

f-im

age

Ensu

re c

lient

under

stan

din

g

Set

gro

und r

ule

s fo

r co

nduct

within

the

gym

envi

ronm

ent

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Pr

epar

e se

lf t

o s

uper

vise

gym

-bas

ed e

xerc

ise

Colle

ct a

ll re

leva

nt

info

rmat

ion e

g n

um

ber

of

clie

nts

, ra

nge

of

clie

nts

, sp

ecia

l popula

tion c

lients

, obje

ctiv

es o

f th

e ex

erci

se s

essi

on,

appro

priat

e se

t of

pla

nned

exe

rcis

es

Profe

ssio

nal

im

age,

corr

ect

cloth

ing a

nd f

ootw

ear

2.2

Sel

ect

equip

men

t fo

r gym

-bas

ed

pro

gra

mm

es a

s ap

pro

priat

e to

cl

ient

nee

ds

Appro

priat

e to

the

obje

ctiv

es a

nd c

onte

nt

of

the

exer

cise

ses

sion

Typ

es o

f eq

uip

men

t eg

upright

cycl

e, r

ecum

ben

t cy

cle,

tre

adm

ill,

step

per

, ro

win

g m

achin

e, e

lliptica

l tr

ainer

, fr

ee w

eights

, dum

bel

ls,

bar

bel

ls

2

Be

able

to p

repar

e se

lf a

nd e

quip

men

t fo

r gym

-bas

ed

exer

cise

2.3

Pr

epar

e th

e en

viro

nm

ent

and

equip

men

t as

appro

priat

e to

cl

ient

nee

ds

Appro

priat

e to

agre

ed e

xerc

ises

(ca

rdio

vasc

ula

r fitn

ess,

musc

ula

r fitn

ess,

fle

xibili

ty,

moto

r sk

ill)

Equip

men

t eg

set

up a

nd c

hec

k, e

nsu

re s

uffic

ient

equip

men

t av

aila

ble

Envi

ronm

ent

— a

deq

uat

e sp

ace

for

num

ber

of

clie

nts

and e

xerc

ise

sess

ion,

corr

ect

tem

per

ature

, lig

hting,

ventila

tion

Iden

tify

and m

anag

e an

y haz

ards

and r

isks

within

the

envi

ronm

ent

3

Be

able

to p

repar

e cl

ients

for

gym

-bas

ed e

xerc

ise

3.1

H

elp c

lients

fee

l w

elco

me

and a

t ea

se

Profe

ssio

nal

beh

avio

ur

eg d

ress

, punct

ual

ity

Iden

tify

new

clie

nts

Adopt

appro

achab

le m

anner

eg e

nco

ura

ge

clie

nts

to a

sk q

ues

tions,

to

exp

ress

conce

rns,

pro

vide

clie

nts

with f

ull

and a

ccura

te

info

rmat

ion

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

72

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

Exp

lain

the

purp

ose

and v

alue

of

the

exer

cise

s, incl

udin

g w

arm

-up

and c

ool-

dow

n

Car

dio

vasc

ula

r fitn

ess

eg r

aise

met

abolic

rat

e, r

educe

ris

k of

hea

rt

dis

ease

Musc

ula

r fitn

ess

eg d

evel

op m

usc

les

and m

usc

le s

tren

gth

, im

pro

ve

bone

den

sity

Flex

ibili

ty e

g r

educe

ris

k of

inju

ry,

impro

ve p

ost

ure

Moto

r sk

ills

eg im

pro

ve,

bal

ance

, ag

ility

, co

ord

inat

ion,

reac

tion t

ime

Import

ance

of

war

m-u

p a

nd c

ool-

dow

n,

ensu

re c

lient

under

stan

din

g

War

m-u

p-

stru

cture

eg m

obili

ty,

puls

e ra

isin

g,

stat

ic s

tret

chin

g,

purp

ose

eg p

repar

e body

for

exer

cise

, en

han

ce f

lexi

bili

ty,

min

imis

e dis

com

fort

, pre

vent

inju

ry

Cool-

dow

n –

str

uct

ure

eg p

uls

e lo

wer

ing,

stat

ic s

tret

chin

g,

dev

elopm

enta

l st

retc

hin

g,

purp

ose

eg e

nhan

ce f

lexi

bili

ty,

min

imis

e dis

com

fort

, pre

vent

inju

ry,

avoid

del

ayed

onse

t of

musc

le s

ore

nes

s,

pro

vide

reco

very

tim

e

3.3

D

escr

ibe

the

exer

cise

s, incl

udin

g

thei

r phys

ical

and t

echnic

al

dem

ands

Pro

vide

clea

r in

form

atio

n a

bout

the

pla

nned

exe

rcis

e se

ssio

n e

g

purp

ose

of

exer

cise

s, c

om

ponen

ts p

art,

appro

priat

enes

s to

par

tici

pan

ts,

phys

ical

and t

echnic

al d

eman

ds

Chec

k cl

ient

under

stan

din

g a

nd g

ive

clie

nt

opport

unity

to a

sk

ques

tions

3.4

Confirm

or

revi

se p

lans

with

clie

nts

as

appro

priat

e To m

eet

clie

nt

nee

ds

Dev

elop r

ealis

tic

pla

ns

so g

oal

s ca

n b

e ac

hie

ved

Chec

k cl

ient

under

stan

din

g a

nd g

ive

clie

nt

opport

unity

to a

sk

ques

tions

Ensu

re c

lient

agre

emen

t

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

73

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.5

Advi

se c

lients

of

the

faci

lity’

s em

ergen

cy p

roce

dure

s Lo

cation o

f em

ergen

cy e

quip

men

t eg

first

aid

kit,

tele

phone,

fire

extinguis

her

s

Fire

eg e

vacu

atio

n r

oute

, fire

exi

ts,

asse

mbly

poin

t

3.6

U

se w

arm

-up a

ctiv

itie

s th

at a

re

safe

and e

ffec

tive

for

the

clie

nts

Exp

lain

im

port

ance

of

war

m-u

p a

nd e

nsu

re c

lient

under

stan

din

g

War

m-u

p a

ctiv

itie

s ap

pro

priat

e to

clie

nt

nee

ds

Str

uct

ure

eg m

obili

ty,

puls

e ra

isin

g,

stat

ic s

tret

chin

g

4.1

G

ive

expla

nat

ions

and

dem

onst

rations

that

are

te

chnic

ally

corr

ect

(with s

afe

and

effe

ctiv

e al

ignm

ent

of

exer

cise

posi

tions)

Saf

e an

d e

ffec

tive

alig

nm

ent

of

exer

cise

posi

tions

appro

priat

e to

cl

ient

nee

ds

and lev

el o

f ex

per

ience

, ap

pro

priat

e to

the

pla

nned

ex

erci

se s

essi

on

Tec

hniq

ues

eg lifting a

nd p

assi

ng t

echniq

ues

Dem

onst

rations

of

move

men

ts a

nd t

echniq

ues

appro

priat

e to

the

gym

envi

ronm

ent,

appro

priat

e sp

eed o

f m

ove

men

ts

Tec

hnic

ally

corr

ect

verb

al e

xpla

nat

ions

eg t

o r

einfo

rce

tech

niq

ue,

to

corr

ect

poor

tech

niq

ue

4

Be

able

to inst

ruct

gym

-bas

ed

exer

cise

4.2

Com

munic

ate

as a

ppro

priat

e to

cl

ient

nee

ds

and t

he

envi

ronm

ent

Appro

priat

e to

clie

nt

nee

ds

and t

he

envi

ronm

ent

Appro

priat

e to

exe

rcis

e se

ssio

n

Appro

priat

e m

ethods

of

voic

e pro

ject

ion

Effec

tive

use

of

volu

me

and p

itch

of

voic

e

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

74

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Adopt

appro

priat

e posi

tions

to

obse

rve

clie

nts

and r

espond t

o

thei

r nee

ds

Appro

priat

e to

clie

nt

nee

ds

and t

he

envi

ronm

ent

Use

of

a va

riet

y of

posi

tions,

mirro

ring,

dem

onst

rating c

ontr

ol of

the

clie

nt

Corr

ect

poor

tech

niq

ue

wher

e re

quired

,

Reg

ula

r te

achin

g p

oin

ts t

o m

eet

indiv

idual

nee

ds

Move

aro

und t

he

area

to e

nsu

re a

ll cl

ients

obse

rved

and n

eeds

resp

onded

to

5.2

M

onitor

the

safe

ty a

nd inte

nsi

ty

of

exer

cise

Ensu

re c

lients

car

ry o

ut

exer

cise

s in

a s

afe

and e

ffec

tive

man

ner

Saf

e use

of

equip

men

t

Adap

t ex

erci

ses

as n

eces

sary

eg s

uitab

le p

rogre

ssio

ns

and

regre

ssio

ns,

res

pond a

ppro

priat

ely

to s

igns

of

dis

com

fort

or

inju

ry

Typ

es o

f m

onitoring e

g

rate

of

per

ceiv

ed e

xert

ion (

RPE

), t

alk

test

, ta

rget

hea

rt r

ate

zones

5

Be

able

to

super

vise

clie

nts

under

taki

ng g

ym-

bas

ed e

xerc

ise

5.3

Pr

ovi

de

feed

bac

k an

d inst

ruct

ing

poin

ts w

hic

h a

re t

imel

y, c

lear

an

d m

otiva

tional

Tim

ely,

cle

ar,

motiva

tional

Appro

priat

e to

clie

nt

nee

ds,

Provi

de

enco

ura

gem

ent

and m

otiva

tion

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

75

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.4

Adap

t ex

erci

ses

with s

uitab

le

pro

gre

ssio

ns

and r

egre

ssio

ns

acco

rdin

g t

o c

lient

nee

ds

Appro

priat

e p

rogre

ssio

ns

and r

egre

ssio

ns

eg n

um

ber

of

exer

cise

s,

ord

er o

f ex

erci

se,

spee

d,

inte

nsi

ty,

repet

itio

ns,

dura

tion

To m

eet

clie

nt

nee

ds

eg f

itnes

s an

d s

kill

leve

ls,

chan

gin

g n

eeds

thro

ughout

the

sess

ion

To m

eet

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e

Adap

ting e

xerc

ise

for

occa

sional

spec

ial popula

tion c

lients

eg y

oung

peo

ple

aged

14-1

6 a

ge,

ante

nat

al a

nd p

ost

nat

al w

om

en,

old

er p

eople

(5

0 p

lus)

Envi

ronm

enta

l fa

ctors

eg a

vaila

ble

spac

e, a

vaila

ble

equip

men

t,

num

ber

of

par

tici

pan

ts

6.1

Allo

w s

uff

icie

nt

tim

e to

end t

he

sess

ion a

ccord

ing t

o c

lients

’ le

vel

of

exper

ience

Appro

priat

e to

clie

nt

leve

l of

exper

ience

and f

itnes

s

Plan

tim

ings

eg s

afe

and e

ffec

tive

cool-

dow

n a

ctiv

itie

s fo

r cl

ients

Opport

unity

for

clie

nt

to a

sk q

ues

tions,

Provi

de

feed

bac

k to

clie

nts

on t

he

sess

ion

6.2

U

se c

ool-

dow

n a

ctiv

itie

s th

at a

re

safe

and e

ffec

tive

for

the

clie

nts

Exp

lain

im

port

ance

of

cool-

dow

n e

g a

void

del

ayed

onse

t of

musc

le

sore

nes

s an

d e

nsu

re c

lient

under

stan

din

g

Appro

priat

e to

clie

nt

nee

d a

nd t

he

envi

ronm

ent

Str

uct

ure

eg p

uls

e lo

wer

ing s

ection,

stat

ic s

tret

chin

g,

dev

elopm

enta

l st

retc

hin

g

6

Be

able

to b

ring a

gym

-bas

ed

exer

cise

ses

sion t

o

an e

nd

6.3

G

ive

the

clie

nts

an a

ccura

te

sum

mar

y of

feed

bac

k on t

he

sess

ion

Acc

ura

te s

um

mar

y eg

pro

gre

ss,

stre

ngth

s, a

reas

for

dev

elopm

ent,

su

gges

ted a

dditio

nal

/alter

nat

ive

exer

cise

Provi

de

enco

ura

gem

ent

and m

otiva

tion

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

76

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.4

G

ive

the

clie

nts

the

opport

unity

to:

□

reflec

t on t

he

sess

ion

□

ask

ques

tions

□

pro

vide

feed

bac

k

□

iden

tify

furt

her

nee

ds

Ref

lect

on t

he

sess

ion e

g o

n t

hei

r pro

gre

ss,

thei

r ex

per

ience

, ef

fect

iven

ess

of

the

inst

ruct

ion

Ask

ques

tions

eg a

bout

thei

r per

form

ance

, ab

out

alte

rnat

ive

exer

cise

Provi

de

feed

bac

k eg

on t

he

effe

ctiv

enes

s of

the

inst

ruct

ion,

thei

r ex

per

ience

Iden

tify

furt

her

nee

ds

eg f

utu

re s

essi

ons,

alter

nat

ive

activi

ties

6.5

M

ake

sure

the

clie

nts

under

stan

d h

ow

to c

ontinue

thei

r pro

gra

mm

e of

gym

-bas

ed

exer

cise

without

direc

t su

per

visi

on

Pro

vide

nec

essa

ry info

rmat

ion a

nd m

otiv

atio

n e

g g

oal

s/obje

ctiv

es o

f th

e ex

erci

se s

essi

ons,

com

ponen

ts o

f th

e ex

erci

se s

essi

ons,

how

ex

erci

se/c

om

ponen

ts c

ould

be

adap

ted,

import

ance

of

not

ove

r ex

erci

sing

6.6

Le

ave

the

envi

ronm

ent

in a

co

nditio

n a

ccep

table

for

futu

re

use

Corr

ect

pro

cedure

s fo

r ch

ecki

ng a

nd d

ealin

g w

ith a

ny

equip

men

t use

d e

g c

lear

ing t

he

area

, st

oring a

nd c

lean

ing e

quip

men

t co

rrec

tly,

re

port

ing a

ny

faults

Envi

ronm

ent

eg c

lean

, sa

fe,

tidy,

info

rm a

ppro

priat

e per

son a

bout

any

hea

lth a

nd s

afet

y is

sues

7

Be

able

to r

efle

ct

on p

rovi

din

g g

ym-

bas

ed e

xerc

ise

7.1

Rev

iew

the

outc

om

es o

f w

ork

ing

with c

lients

and c

lient

feed

bac

k Rev

iew

clie

nt

pro

gre

ss e

g o

ffer

fitnes

s ad

vice

in r

esponse

to

chan

gin

g n

eeds

of

clie

nts

, in

rel

atio

n t

o g

oal

s/obje

ctiv

es

Clie

nt

opport

unity

to a

sk q

ues

tions

and p

rovi

de

feed

bac

k

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

77

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.2

Id

entify

:

□

how

wel

l th

e ex

erci

ses

met

cl

ient

nee

ds

□

how

effec

tive

and

motiva

tional

the

rela

tionsh

ip

with t

he

clie

nt

was

□

how

wel

l th

e in

stru

ctin

g s

tyle

m

atch

ed t

he

clie

nts

’ nee

ds

How

wel

l th

e ex

erci

ses

met

clie

nt

nee

ds

eg e

ffec

tive

nes

s of

pla

nned

ac

tivi

ties

, ac

hie

vem

ent

of

goal

/obje

ctiv

es

How

eff

ective

and m

otiva

tional

the

rela

tionsh

ip w

ith t

he

clie

nt

was

eg

clie

nt

felt s

upport

ed,

enco

ura

ged

and m

otiva

ted,

clea

r an

d

appro

priat

e co

mm

unic

atio

n,

mutu

al r

espec

t

How

wel

l th

e in

stru

ctin

g s

tyle

mat

ched

clie

nt

nee

ds

eg u

se o

f ap

pro

priat

e dem

onst

rations,

cle

ar,

accu

rate

exp

lanat

ions,

motiva

tion

and s

upport

7.3

Id

entify

how

to im

pro

ve p

erso

nal

pra

ctic

e Id

entify

str

ength

s an

d a

reas

for

impro

vem

ent

Set

SM

ART (

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic,

tim

e-bound)

targ

ets

Pers

onal

dev

elopm

ent

pla

n

Dev

elopm

ent

opport

unitie

s eg

spec

ific

tra

inin

g a

nd c

ours

es;

modify

exer

cise

pro

gra

mm

es e

g f

utu

re p

lannin

g t

o e

nsu

re a

dher

ence

, ch

angin

g a

ctiv

itie

s to

mai

nta

in inte

rest

and e

nsu

re f

itnes

s pro

gre

ssio

n

7.4

Exp

lain

the

valu

e of

reflec

tive

pra

ctic

e Le

arnin

g f

rom

ow

n e

xper

ience

s

Import

ant

sourc

e of

per

sonal

pro

fess

ional

dev

elopm

ent

and

impro

vem

ent

Allo

ws

for

continuous

updat

ing o

f sk

ills

and k

now

ledge

eg t

o p

lan

and inst

ruct

more

effec

tive

exe

rcis

e se

ssio

n

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

78

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.1

Pr

esen

t a

posi

tive

im

age

of

self

and o

rgan

isat

ion t

o c

lients

Sel

f-pre

senta

tion e

g p

erso

nal

hyg

iene,

cle

an a

nd s

mar

t uniform

/dre

ss

Org

anis

atio

n e

g k

now

ledgea

ble

sta

ff,

consi

sten

t ap

pro

ach t

aken

by

all st

aff,

sta

ff w

ork

toget

her

, cl

ear

com

mitm

ent

to p

rovi

din

g e

ffec

tive

cu

stom

er s

ervi

ce,

crea

te c

lient

confiden

ce in o

rgan

isat

ion a

nd its

se

rvic

es

8

Be

able

to s

upport

cl

ients

tak

ing p

art

in g

ym-b

ased

ex

erci

se

8.2

Est

ablis

h a

n e

ffec

tive

work

ing

rela

tionsh

ip w

ith c

lients

Build

clie

nt

trust

and c

onfiden

ce,

Clie

nts

fee

l va

lued

and m

otiva

ted

Clie

nts

more

lik

ely

to a

dher

e to

exe

rcis

e an

d p

hys

ical

act

ivity

pro

gra

mm

es

Dev

elop m

utu

al t

rust

and r

espec

t

Req

uirem

ents

eg in lin

e w

ith g

ood p

ract

ice,

eth

ical

req

uirem

ents

, pro

fess

ional

conduct

8.3

Com

munic

ate

with c

lients

in a

w

ay t

hat

mak

es t

hem

fee

l va

lued

Ver

bal

com

munic

atio

n e

g a

ppro

priat

e to

ne

and p

itch

of

voic

e,

languag

e ap

pro

priat

e to

clie

nt,

use

of

posi

tive

lan

guag

e ,

use

of

pra

ise

and e

nco

ura

gem

ent,

avo

id u

se o

f sl

ang/j

argon,

opport

unitie

s to

dis

cuss

clie

nt

nee

ds

Non-v

erbal

com

munic

atio

n e

g p

ost

ure

, ex

pre

ssio

n,

ges

ture

s, e

ye

conta

ct,

posi

tive

body

languag

e

List

enin

g e

g a

skin

g a

ppro

priat

e ques

tions,

see

king c

lient

view

s on

thei

r per

form

ance

8.4

U

se m

otiva

tional

sty

les

appro

priat

e to

the

clie

nt

and t

he

exer

cise

form

at

Appro

priat

e to

the

clie

nt

eg s

etting c

lear

, re

alis

tic

goal

s/obje

ctiv

es,

build

ing c

lient

self-c

onfiden

ce,

posi

tive

enco

ura

gem

ent,

pra

ise,

en

coura

ge

posi

tive

thin

king in c

lients

, hel

p c

lients

dev

elop a

nd f

ollo

w

thro

ugh t

hei

r ow

n m

otiva

tional

str

ateg

ies

Appro

priat

e to

the

exer

cise

form

at e

g in r

elat

ion t

o g

oal

s/obje

ctiv

e,

in r

elat

ion t

o p

lanned

ses

sions


79


Delivery

This is a practical unit and needs be delivered in a way that enables learners to demonstrate their ability to instruct gym-based exercise safely and effectively. Learners need to demonstrate that they can:

communicate effectively with clients, applying appropriate voice projection and using the tone and pitch of their voice effectively

plan and instruct safe and effective warm-up and cool-down activities

plan and instruct safe and effective gym-based exercise sessions, including the correct use of equipment and bringing the session to an end

instruct and observe clients from a variety of positions, including correcting poor technique as necessary.

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

Tutor input will need to cover the theoretical aspect of the unit relating to the principles of gym-based exercise.

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

Guest speakers, for example a health fitness instructor, will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they prepare themselves and clients for gym-based exercise and how they ensure that the exercise sessions they instruct are safe and effective. This could include the importance of using a variety of teaching positions, of observing clients regularly to ensure their safety and of adapting exercises as necessary to take account of the changing needs of clients.

This could be supported by examples drawn from industry or through developed case studies which highlight safe and unsafe practice.

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

Tutors need to ensure that there are appropriate and sufficient opportunities to observe learners instructing and supervising gym-based exercise sessions and that the appropriate records are kept to evidence learner ability and achievement.

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

Learners can produce exemplar case studies, logbooks/diaries, witness testimonies and presentations that demonstrate their involvement in gym-based exercise sessions.


80

Assessment



Learners must show that they are able to communicate effectively with clients using motivational styles appropriate to the individual and the exercise format.

There must be evidence that the learner has planned and instructed a safe and effective warm-up and cool-down.

There must be evidence that the learner has instructed participants in the use of a minimum of three of the following types of cardiovascular equipment:

upright cycle

recumbent cycle

treadmill

stepper

rowing machine

elliptical trainer

cross trainer.

Learners must show they have planned and instructed for a minimum of three body weight exercises and a minimum of four exercises from each of the following:

resistance machine lifts

free weight lifts.

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

Learners must show accurate demonstrations of movements and techniques appropriate to the gym environment with particular attention to the speed of movements.

Learners must show that they can apply methods of voice projection and can effectively use the volume and pitch of their voice.

Learners should be observed teaching from a variety of positions using mirroring, and demonstrating control of the client.

Learners must show the ability to observe their clients/participants and correct poor technique where required, giving regular teaching points to meet individual needs.

Learners must show evidence that they have the knowledge to safely adapt sessions for the individual and occasional apparently healthy special population clients including:

young people in the 14-16 age range

antenatal and postnatal women

older people (50 plus).



81



Textbooks








Journals




Websites




BA029358 – Specification – Edexcel BTEC Level 2 Certificate , specialist qualification in Fitness Instructing – Issue 1 – March 2012 © Pearson Education Limited 2012

82

Unit 7: Planning Group Exercise to Music Sessions

Unit code: F/600/9021

QCF level: 2

Credit value: 4


Unit aim

This unit aims to develop knowledge and understanding of how to plan exercise to music for groups. Learners will also develop the skills needed to identify appropriate programme objectives and to plan safe and effective group exercise to music.

In this unit, learners will follow the planning process involved in developing group exercise to music. They will begin by exploring the methods used to collect participant information prior to any exercise to music and the importance of this.

Learners will then have the opportunity to apply their knowledge and understanding. They will identify appropriate objectives for the exercise programme and select appropriate exercises in order to plan safe and effective group exercise to music, which develops cardiovascular fitness, muscular fitness, flexibility and motor skills.

Essential resources




BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

83

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

pro

cess

of

info

rmed

co

nse

nt

Ensu

re p

artici

pan

t fu

lly a

war

e of

what

the

exer

cise

ses

sion invo

lves

eg

phys

ical

and t

echnic

al d

eman

ds,

aim

s an

d o

bje

ctiv

es,

ben

efits

of

the

exer

cise

ses

sion,

any

pote

ntial

ris

ks

Est

ablis

h p

artici

pan

t under

stan

din

g e

g g

ive

par

tici

pan

t opport

unity

to

consi

der

info

rmat

ion p

rovi

ded

, par

tici

pan

t opport

unity

to a

sk

ques

tions

Obta

in s

igned

conse

nt

docu

men

tation

1.2

D

escr

ibe

diffe

rent

met

hods

to

colle

ct p

artici

pan

t in

form

atio

n:

□

ques

tionnai

re

□

inte

rvie

w

□

obse

rvat

ion

Typ

e of

info

rmat

ion e

g lifes

tyle

, m

edic

al h

isto

ry,

phys

ical

exe

rcis

e his

tory

, die

tary

his

tory

, per

sonal

goa

ls,

phys

ical

act

ivity

pre

fere

nce

s,

pote

ntial

bar

rier

s

Ques

tionnai

re e

g P

ARQ

, lif

esty

le

Inte

rvie

w e

g q

ues

tionin

g,

liste

nin

g

Obse

rvat

ion e

g p

artici

pan

t ca

rryi

ng o

ut

set

exer

cise

Phys

ical

mea

sure

men

ts e

g h

eight,

wei

ght,

rec

ord

of

BM

I

1

Under

stan

d h

ow

to

colle

ct p

artici

pan

t in

form

atio

n

1.3

D

escr

ibe

how

to d

eter

min

e w

hic

h m

ethods

of

colle

ctin

g

info

rmat

ion a

re a

ppro

priat

e ac

cord

ing t

o t

he

situ

atio

n

Appro

priat

e to

par

tici

pan

t eg

nee

ds,

obje

ctiv

es,

leve

l of

confiden

ce

Ava

ilabili

ty o

f re

sourc

es e

g t

ime,

equip

men

t, f

acili

ties

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

84

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Exp

lain

the

princi

ple

s of

scre

enin

g p

artici

pan

ts p

rior

to

exer

cise

to m

usi

c to

incl

ude

the

use

of

the

phys

ical

act

ivity

read

ines

s ques

tionnai

re (

PARQ

)

□

Iden

tify

par

tici

pan

t’s

nee

ds,

obje

ctiv

es a

nd p

refe

rence

s

□

Dis

cuss

any

bar

rier

s to

par

tici

pat

ion

□

Colle

ct info

rmat

ion t

o u

se in s

etting g

oal

s an

d o

bje

ctiv

es

□

Iden

tify

any

contr

aindic

atio

ns

to e

xerc

ise

eg w

ith s

pec

ial

popula

tion c

lients

□

Iden

tify

any

risk

s eg

age

rela

ted,

inju

ry r

elat

ed,

spec

ific

nee

ds

2.1

D

escr

ibe

the

fact

ors

, bas

ed o

n

clie

nt

scre

enin

g,

whic

h a

ffec

t sa

fe e

xerc

ise

par

tici

pat

ion

Fact

ors

eg m

odifia

ble

and u

nm

odifia

ble

ris

k fa

ctors

of

coro

nar

y hea

rt

dis

ease

, re

lating t

o s

pec

ialis

t popula

tion g

roups

Med

ical

his

tory

/conditio

n e

g m

edic

atio

n

Inju

ry,

curr

ent

fitn

ess

leve

l

2.2

G

ive

exam

ple

s of

how

par

tici

pan

t in

form

atio

n c

ould

af

fect

the

pla

nnin

g o

f gro

up

exer

cise

to m

usi

c

Use

d t

o d

eter

min

e goal

s an

d o

bje

ctiv

es,

type,

dura

tion a

nd inte

nsi

ty

of

exer

cise

Iden

tify

modific

atio

ns

eg t

o w

arm

-up a

nd c

ool-

dow

n s

essi

ons,

to m

ain

activi

ties

, to

mee

t in

div

idual

nee

ds,

iden

tify

alter

nat

ive

exer

cise

2.3

Id

entify

the

reas

ons

for

tem

pora

ry d

efer

ral of

exer

cise

Rea

sons

eg m

inor

illnes

s or

inju

ry,

inap

pro

priat

e cl

oth

ing,

refe

rral

to

anoth

er p

rofe

ssio

nal

2

Under

stan

d h

ow

to

use

par

tici

pan

t in

form

atio

n t

o p

lan

gro

up e

xerc

ise

to

musi

c

2.4

Exp

lain

the

reas

ons

for

refe

rrin

g

par

tici

pan

ts t

o o

ther

pro

fess

ional

s

Com

ply

with leg

al r

equirem

ents

eg o

uts

ide

leve

l of

com

pet

ence

or

auth

ority

Contr

aindic

atio

ns

to e

xerc

ise

Med

ical

conditio

ns

eg c

ardia

c, p

ulm

onar

y or

met

abolic

dis

ease

, ar

thritis,

ost

eoporo

sis

Profe

ssio

nal

s eg

GP,

spec

ial popula

tions

inst

ruct

ors

, phys

ioth

erap

ists

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

85

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

how

to p

lan e

xerc

ise

to

musi

c to

mee

t th

e nee

ds

of

clie

nts

with d

iffe

rent

obje

ctiv

es

Obje

ctiv

es e

g im

pro

ve f

itnes

s, im

pro

ve m

otiva

tion,

addre

ss b

arrier

s to

par

tici

pat

ion,

impro

ve s

kills

and t

echniq

ues

, opport

unitie

s fo

r fu

n a

nd

enjo

ymen

t

Bas

ed o

n c

olle

cted

info

rmat

ion;

princi

ple

s an

d v

aria

ble

s of

trai

nin

g e

g

FITT p

rinci

ple

s, o

verload

, sp

ecific

ity,

pro

gre

ssio

n,

indiv

idual

diffe

rence

s, v

aria

tion,

reve

rsib

ility

Consi

der

par

tici

pan

ts e

g a

ge,

abili

ty,

gen

der

, m

edic

al iss

ues

, sp

ecific

nee

ds,

bar

rier

s to

par

tici

pat

ion,

num

ber

s

Consi

der

ava

ilable

res

ourc

es e

g e

quip

men

t, t

ime,

envi

ronm

ent

Tak

e ac

count

of

oth

er c

onsi

der

atio

ns

eg leg

al r

equirem

ents

3.2

Id

entify

a r

ange

of

gro

up

exer

cise

s to

musi

c, t

o d

evel

op:

□

card

io-v

ascu

lar

fitn

ess

□

musc

ula

r fitn

ess

□

flex

ibili

ty

□

moto

r sk

ills

Saf

e an

d a

ppro

priat

e fo

r par

tici

pan

ts

Car

dio

vasc

ula

r fitn

ess

eg w

alki

ng,

joggin

g,

skip

pin

g,

squat

s, lunges

, st

ep a

erobic

s, s

tar

jum

ps

Musc

ula

r fitn

ess

eg s

quat

s, p

ress

es,

free

wei

ghts

Flex

ibili

ty-

stat

ic s

tret

chin

g e

g c

ool-

dow

n,

hold

for

30-6

0 s

econds,

dyn

amic

str

etch

ing e

g a

rm s

win

gs,

leg

sw

ings,

join

t ro

tations

Moto

r sk

ills

eg-

exer

cise

s th

at invo

lve

eg a

gili

ty,

coord

inat

ion,

eg

movi

ng in t

ime

to t

he

musi

c, r

eact

ion t

ime,

spee

d o

f m

ove

men

t,

bal

ance

3

Under

stan

d h

ow

to

pla

n g

roup

exer

cise

to m

usi

c

3.3

Id

entify

a r

ange

of

equip

men

t use

d in g

roup e

xerc

ise

to m

usi

c an

d its

use

s

Typ

es e

g d

um

bbel

ls,

han

d w

eights

, body

bar

s, t

ubin

g,

ban

ds,

mat

s

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

86

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

D

escr

ibe

how

to p

lan g

roup

exer

cise

to m

usi

c usi

ng c

ircu

it

form

ats

□

Com

ple

tion o

f pre

scribed

exe

rcis

es

□

Apply

princi

ple

s an

d v

aria

ble

s of fitn

ess

eg inte

nsi

ty,

ord

er o

f ex

erci

se,

dura

tion,

appro

priat

e w

arm

-up a

nd c

ool-

dow

n

□

Typ

es o

f ci

rcuit f

orm

at e

g w

eight,

car

dio

vasc

ula

r, t

imed

□

Use

eg d

evel

op m

usc

le s

tren

gth

, hea

rt-l

ung f

itnes

s

4.1

D

escr

ibe

how

to s

elec

t sp

eed

and t

ype

of

musi

c as

appro

priat

e to

the

par

tici

pan

ts a

nd p

has

e of

the

clas

s

Appro

priat

e to

the

par

tici

pan

ts a

nd p

has

e of

the

clas

s eg

typ

e of

exer

cise

/cla

ss,

des

ired

outc

om

e of th

e se

ssio

n,

tailo

red t

o e

xerc

ise

com

ponen

t, s

afe

and e

ffec

tive

pac

e, m

odific

atio

ns

to a

lter

ran

ge

of

motion f

or

each

exe

rcis

e

Consi

der

par

tici

pan

ts e

g a

ge,

abili

ty,

leve

l of

fitn

ess,

pre

fere

nce

s

War

m-u

p e

g e

stab

lish a

tmosp

her

e, u

plif

ting m

usi

c, 1

20-1

34 b

pm

Car

dio

vasc

ula

r fitn

ess

eg s

trong b

eat,

motiva

te p

artici

pan

ts,

allo

w f

or

variet

y of

move

men

ts ,

low

im

pac

t 125-1

40 b

pm

, hig

h im

pac

t 135-

150 b

pm

Musc

ula

r fitn

ess

eg s

trong r

egula

r bea

t, g

ood p

ace,

mai

nta

in s

pee

d

exer

cise

per

form

ed a

t, 1

10-1

25 b

pm

Cool-

dow

n e

g s

low

er p

ace,

allo

w f

or s

tret

ch p

osi

tions

to b

e hel

d,

80-

110 b

pm

4

Under

stan

d h

ow

to

use

musi

c to

en

han

ce g

roup

exer

cise

4.2

D

escr

ibe

the

legal

req

uirem

ents

co

vering t

he

use

of

musi

c Fo

r ex

ample

Pu

blic

Phonogra

phic

Lic

ence

(PP

L),

Perf

orm

ing R

ights

Soci

ety

(PRS)

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

87

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

D

escr

ibe

the

princi

ple

s in

volv

ed

in d

evel

opin

g c

hore

ogra

phy

for

a gro

up e

xerc

ise

sess

ion

Prin

ciple

s eg

dyn

amic

s, s

pac

e, r

elat

ionsh

ips,

act

ions,

body

par

ts

Add o

n c

hore

ogra

phy

(addin

g o

ne

move

to a

noth

er)

Ver

se a

nd c

horu

s ch

ore

ogra

phy

(diffe

rent

sequen

ce o

f m

ove

men

ts f

or

vers

e, c

horu

s an

d inst

rum

enta

l se

gm

ents

)

Laye

ring (

chan

ges

to o

rigin

al s

equen

ce o

f es

tablis

hed

move

men

t(s)

Cre

ate

pat

tern

s in

stru

ctors

can

use

eg 3

2 c

ount

phra

se (

num

ber

s of

bea

ts o

r puls

es t

hat

go b

y in

one

‘phra

se’ of

musi

c)

5.1

Id

entify

obje

ctiv

es t

hat

are

ap

pro

priat

e to

:

□

the

likel

y nee

ds

and p

ote

ntial

of

the

par

tici

pan

ts

□

acce

pte

d g

ood p

ract

ice

in t

he

indust

ry

□

ow

n lev

el o

f co

mpet

ence

Obje

ctiv

es e

g im

pro

ve f

itnes

s, im

pro

ve m

otiva

tion,

addre

ss b

arrier

s to

par

tici

pat

ion,

impro

ve s

kills

and t

echniq

ues

, in

crea

se o

pport

unitie

s fo

r fu

n a

nd e

njo

ymen

t

Gai

n a

gre

emen

t eg

ensu

re p

artici

pan

t under

stan

din

g,

use

appro

priat

e co

mm

unic

atio

n a

nd inte

rper

sonal

ski

lls

5

Be

able

to p

lan

safe

and e

ffec

tive

gro

up e

xerc

ise

to

musi

c

5.2

Sel

ect

exer

cise

s th

at w

ill h

elp

clie

nts

to d

evel

op:

□

card

iova

scula

r fitn

ess

□

musc

ula

r fitn

ess

□

flex

ibili

ty

□

moto

r sk

ills

Dev

elop c

lient

card

iova

scula

r fitn

ess,

musc

ula

r fitn

ess,

fle

xibili

ty,

moto

r sk

ills

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

88

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.3

Pl

an s

afe

and e

ffec

tive

gro

up

exer

cise

to m

usi

c to

ach

ieve

pla

nned

obje

ctiv

es f

or

the

sess

ion

To m

eet

par

tici

pan

t obje

ctiv

es

Advi

se o

n a

ny

modific

atio

ns

Dev

elop c

ardio

vasc

ula

r fitn

ess,

dev

elop m

usc

ula

r fitn

ess,

dev

elop

flex

ibili

ty,

dev

elop m

oto

r sk

ills

Apply

princi

ple

s an

d v

aria

ble

s of

trai

nin

g e

g f

requen

cy,

inte

nsi

ty,

tim

e,

type,

adap

tation,

pro

gre

ssio

n,

variat

ion

5.4

Sel

ect

a ra

nge

of

exer

cise

s th

at

are

safe

and a

ppro

priat

e fo

r par

tici

pan

ts a

nd incl

ude

poss

ible

al

tern

ativ

es

Apply

princi

ple

s an

d v

aria

ble

s o

f tr

ainin

g e

g F

ITT p

rinci

ple

s, o

verload

, sp

ecific

ity,

pro

gre

ssio

n,

indiv

idual

diffe

rence

s, v

aria

tion,

reve

rsib

ility

Eff

ective

alig

nm

ent

of

exer

cise

posi

tions,

alter

nat

ives

to p

ote

ntial

ly

har

mfu

l ex

erci

ses

5.5

Pla

n r

ealis

tic

tim

ings

and o

rigin

al

chore

ogra

phy

for

sess

ions

To m

eet

par

tici

pan

t nee

ds

Appro

priat

e to

the

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e, incl

ude

all

com

ponen

ts a

nd e

xerc

ises

5.6

Rec

ord

pla

ns

in a

n a

ppro

priat

e fo

rmat

□

Follo

w o

rgan

isat

ional

pro

cedure

s

□

Com

ply

with indust

ry s

tandar

ds

□

Rec

ord

det

ails

of

all ex

erci

ses

and a

ctiv

itie

s eg

war

m-u

p,

cool-

dow

n


89


Delivery

This unit should be delivered in a way that develops knowledge and understanding of planning exercise to music programmes for a range of participants. Learners need to know and understand:

the methods used to collect participant information, including the principles of screening participants prior to exercise

how to use participant information to plan group exercise to music

how to plan safe and effective exercise to music programmes to develop cardiovascular fitness, motor fitness, flexibility and motor skills.

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

Learners should be encouraged to engage with employers and, where possible, other employees to gain knowledge and understanding of the importance of planning exercise to music correctly to meet the needs of individual participants, based on the information gathered from participants.

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

For example, a presentation by a health fitness instructor will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the methods they use to collect participant information and how they use this information to plan safe and effective group exercise to music programmes with a range of participants. They could also talk about the importance of identifying appropriate programme objectives and of ensuring that all group exercise to music sessions are safe and effective. This should be supported by examples drawn from industry or through developed case studies that highlight:

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

how participant information affects planning exercise to music, including temporary deferral of exercise and referring participant to other professionals

the range of exercises that can be used, the equipment used and how to select the correct music and choreography.

To meet the practical aspect of the unit, in terms of identifying objectives and selecting exercises to plan group exercise to music, learners could use documentation from their place of work or the tutor could supply learners with standard templates.



90

Assessment



Learners must show evidence that they have planned and instructed a group of clients through the following phases of the exercise to music session:

warm-up

pulse raiser incorporating static and/or dynamic stretching

mobility

main cardiovascular workout using the aerobic curve

pulse raiser

main workout

build down

muscle strength and endurance

flexibility.

Using a minimum of one of the following methods of choreography design/teaching methods:

add on

32 count phrase

verse chorus

layering.

Learners must show that they have structured their training session to work with the beats and phrases of the music (or the natural structure of the music if beats and phrases do not apply). Chosen music should be at the appropriate speed and suitable for the clients.




Books




91



Cullum R, and Mowbray L – The English YMCA Guide to Exercise to Music (Pelham Practical Sports, 1992) ISBN 9780720720211

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



Lawrence D– The Complete Guide to Exercise to Music (A & C Black Publishers Ltd, 2009) ISBN 9781408101391

Minton S C – Choreography: A Basic Approach Using Improvisation, Third Edition (Human Kinetics Europe, 2007) ISBN 9780736064767

Journals




Websites





92

Unit 8: Instructing Group Exercise to Music

Unit code: J/600/9022

QCF level: 2

Credit value: 6


Unit aim

The aim of this unit is develop understanding of and skills in instructing safe and effective group exercise to music.

Learners will develop their knowledge and understanding of providing group exercise to music and have the opportunity to put this into practice by instructing group exercise to music sessions with participants.

Learners will use appropriate methods to observe participants, respond to participant needs and adapt exercises as necessary. Learners will bring the exercise session to an end safely and effectively, including using safe and effective cool-down activities.

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

Essential resources


the appropriate fitness equipment and an appropriate area to carry out the physical activities required in this unit


BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

93

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

the

safe

and e

ffec

tive

al

ignm

ent

for

a ra

nge

of

gro

up

exer

cise

to m

usi

c m

ove

men

ts t

o

dev

elop:

□

card

io-v

ascu

lar

fitn

ess

□

musc

ula

r fitn

ess

□

moto

r sk

ills

Saf

e an

d a

ppro

priat

e fo

r par

tici

pan

ts

Saf

e an

d e

ffec

tive

alig

nm

ent

of

exer

cise

posi

tions

eg s

tandin

g,

sitt

ing;

range

of

motion,

neu

tral

spin

e al

ignm

ent,

join

t al

ignm

ent

1.2

Id

entify

diffe

rent

met

hods

of

adap

ting e

xerc

ise

to m

usi

c to

en

sure

appro

priat

e pro

gre

ssio

n

and r

egre

ssio

n

Appro

priat

e pro

gre

ssio

n a

nd r

egre

ssio

n e

g n

um

ber

of

exer

cise

s, o

rder

of

exer

cise

, sp

eed,

inte

nsi

ty,

repet

itio

ns,

dura

tion,

laye

ring,

hold

ing

pat

tern

s

To m

eet

par

tici

pan

t nee

ds

To m

eet

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e

1

Under

stan

d h

ow

to

pro

vide

gro

up

exer

cise

to m

usi

c

1.3

D

escr

ibe

how

to d

evel

op

par

tici

pan

t co

-ord

inat

ion b

y build

ing e

xerc

ises

/move

men

ts

up g

radual

ly,

to incl

ude:

□

laye

ring t

echniq

ues

□

hold

ing p

atte

rns

In t

erm

s of

eg c

om

ple

xity

, sp

eed

Use

of

laye

ring t

echniq

ues

(ad

din

g c

han

ges

to b

ase

move

s eg

rhyt

hm

, ro

tation,

direc

tion)

Use

of

hold

ing p

atte

rns

eg m

ove

men

ts a

cla

ss c

an p

erfo

rm w

hile

te

acher

dem

onst

rate

s th

e nex

t la

yer

stag

e of

that

move

men

t

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

94

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

D

escr

ibe

effe

ctiv

e m

ethods

of

com

bin

ing m

ove

men

ts

Use

of

diffe

rent

met

hods

of

chore

ogra

phy

eg a

dd o

n,

vers

e an

d

choru

s, 3

2 c

ount

phra

se,

laye

ring,

hold

ing p

atte

rn

1.5

D

escr

ibe

the

princi

ple

s of

gro

up

beh

avio

ur

man

agem

ent

during

exer

cise

to m

usi

c se

ssio

ns

Appro

priat

e to

the

gro

up

Exp

lain

purp

ose

of

the

induct

ion incl

udin

g p

osi

tive

com

munic

atio

n,

esta

blis

h e

ye c

onta

ct,

pro

fess

ional

sel

f-im

age

Ensu

re p

artici

pan

t under

stan

din

g

Set

gro

und r

ule

s fo

r co

nduct

within

the

gym

envi

ronm

ent

2.1

Pr

epar

e se

lf t

o inst

ruct

the

sess

ion

Colle

ct a

ll re

leva

nt

info

rmat

ion e

g n

um

ber

of

par

tici

pan

ts,

range

of

par

tici

pan

ts,

spec

ial popula

tion c

lients

, obje

ctiv

es o

f th

e ex

erci

se

sess

ion,

appro

priat

e se

t of

pla

nned

exe

rcis

es

Profe

ssio

nal

im

age,

corr

ect

cloth

ing a

nd f

ootw

ear

2.2

Pr

ovi

de

safe

and a

ppro

priat

e eq

uip

men

t su

ffic

ient

for

the

par

tici

pan

ts

Suitab

le f

or

par

tici

pan

ts

Appro

priat

e to

the

obje

ctiv

es a

nd c

onte

nt

of

the

exer

cise

ses

sion e

g

dum

bbel

ls,

han

d w

eights

, body

bar

s, t

ubin

g,

ban

ds,

mat

s

2

Be

able

to p

repar

e se

lf a

nd e

quip

men

t fo

r gro

up e

xerc

ise

to m

usi

c

2.3

O

rgan

ise

suffic

ient

spac

e fo

r sa

fe e

xerc

ise

per

form

ance

Appro

priat

e fo

r th

e num

ber

of

par

tici

pan

ts

Appro

priat

e fo

r th

e pla

nned

exe

rcis

e se

ssio

n e

g c

orr

ect

lighting,

ventila

tion,

tem

per

ature

3

Be

able

to p

repar

e par

tici

pan

ts f

or

gro

up e

xerc

ise

to

musi

c

3.1

H

elp p

artici

pan

ts f

eel w

elco

me

and a

t ea

se in t

he

exer

cise

en

viro

nm

ent

Profe

ssio

nal

beh

avio

ur

eg d

ress

, punct

ual

ity

Iden

tify

new

par

tici

pan

ts

Adopt

appro

achab

le m

anner

eg e

nco

ura

ge

par

tici

pan

ts t

o a

sk

ques

tions,

to e

xpre

ss c

once

rns,

pro

vide

par

tici

pan

ts w

ith f

ull

and

accu

rate

info

rmat

ion

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

95

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

Chec

k par

tici

pan

ts’ le

vel of

exper

ience

, ab

ility

and

phys

ical

/med

ical

conditio

n

Occ

asio

nal

spec

ial popula

tion c

lients

Iden

tify

new

par

tici

pan

ts

Ask

par

tici

pan

ts if

they

hav

e an

y ill

nes

ses

or

inju

ries

,

Advi

se indiv

idual

s of

any

reas

ons

for

non-p

artici

pat

ion in t

he

exer

cise

se

ssio

n

Spec

ial nee

ds

par

tici

pan

ts m

ay h

ave

3.3

Exp

lain

the

purp

ose

and v

alue

of

the

sess

ion,

incl

udin

g w

arm

-up

and c

ool-

dow

n

Car

dio

vasc

ula

r fitn

ess

eg r

aise

met

abolic

rat

e, r

educe

ris

k of

hea

rt

dis

ease

Musc

ula

r fitn

ess

eg d

evel

op m

usc

les

and m

usc

le s

tren

gth

, im

pro

ve

bone

den

sity

Flex

ibili

ty e

g r

educe

ris

k of

inju

ry,

impro

ve p

ost

ure

Moto

r sk

ills

eg im

pro

ve,

bal

ance

, ag

ility

, co

ord

inat

ion,

reac

tion t

ime

Im

port

ance

of

war

m-u

p a

nd c

ool-

dow

n

War

m-u

p e

g m

obili

ty,

puls

e ra

isin

g,

stat

ic s

tret

chin

g

Purp

ose

eg p

repar

e body

for

exer

cise

, en

han

ce f

lexi

bili

ty,

min

imis

e dis

com

fort

, pre

vent

inju

ry

Cool-

dow

n e

g p

uls

e lo

wer

ing,

stat

ic s

tret

chin

g,

dev

elopm

enta

l st

retc

hin

g

Purp

ose

eg e

nhan

ce f

lexi

bili

ty,

min

imis

e dis

com

fort

, pre

vent

inju

ry,

avoid

del

ayed

onse

t of

musc

le s

oren

ess,

pro

vide

reco

very

tim

e

3.4

D

escr

ibe

the

exer

cise

s, incl

udin

g

phys

ical

and t

echnic

al d

eman

ds

Pro

vide

clea

r in

form

atio

n a

bout

the

pla

nned

exe

rcis

e se

ssio

n e

g

purp

ose

of

exer

cise

s, c

om

ponen

ts p

art,

appro

priat

enes

s to

par

tici

pan

ts,

phys

ical

and t

echnic

al d

eman

ds

Chec

k par

tici

pan

t under

stan

din

g,

par

tici

pan

t opport

unity

to a

sk

ques

tions

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

96

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.5

Confirm

or

revi

se p

lans

as

appro

priat

e To m

eet

par

tici

pan

t nee

ds

Dev

elop r

ealis

tic

pla

ns

so g

oal

s ca

n b

e ac

hie

ved

Chec

k par

tici

pan

t under

stan

din

g,

giv

e par

tici

pan

t opport

unity

to a

sk

ques

tions

Gai

n p

artici

pan

t ag

reem

ent

3.6

Advi

se p

artici

pan

ts o

f th

e fa

cilit

y’s

emer

gen

cy p

roce

dure

s Lo

cation o

f em

ergen

cy e

quip

men

t eg

first

aid

kit,

tele

phone,

fire

extinguis

her

s

Fire

eg e

vacu

atio

n r

oute

, fire

exi

ts a

ssem

bly

poin

t

Hea

lth a

nd s

afet

y re

quirem

ents

for

the

sess

ion

3.7

U

se w

arm

-up a

ctiv

itie

s th

at a

re

safe

and e

ffec

tive

for

the

par

tici

pan

ts

Exp

lain

im

port

ance

of

war

m-u

p a

nd e

nsu

re p

artici

pan

t under

stan

din

g

Appro

priat

e to

par

tici

pan

t nee

ds

Str

uct

ure

eg m

obili

ty,

puls

e ra

isin

g,

stat

ic s

tret

chin

g

4.1

G

ive

expla

nat

ions

and

dem

onst

rations

that

are

te

chnic

ally

corr

ect

with s

afe

and

effe

ctiv

e al

ignm

ent

of

exer

cise

posi

tions

Appro

priat

e to

par

tici

pan

t nee

ds

and lev

el o

f ex

per

ience

, ap

pro

priat

e to

the

pla

nned

exe

rcis

e se

ssio

n,

appro

priat

e to

the

ETM

envi

ronm

ent

Dem

onst

rations

eg o

f m

ove

men

ts a

nd t

echniq

ues

, sa

fe a

nd e

ffec

tive

al

ignm

ent

of

exer

cise

posi

tions,

appro

priat

e sp

eed o

f m

ove

men

ts

Tec

hnic

ally

corr

ect

verb

al e

xpla

nat

ions

eg r

einfo

rce

tech

niq

ue,

corr

ect

poor

tech

niq

ue

4.2

Com

munic

ate

as a

ppro

priat

e to

par

tici

pan

ts’ nee

ds

Appro

priat

e to

par

tici

pan

t nee

ds

and t

he

envi

ronm

ent

Appro

priat

e to

exe

rcis

e se

ssio

n

Cle

ar inst

ruct

ions

eg c

orr

ect

leve

l of

det

ail

4

Be

able

to inst

ruct

gro

up e

xerc

ise

to

musi

c

4.3

U

se v

olu

me,

pitch

and v

oic

e pro

ject

ion r

elat

ive

to t

he

musi

c,

with o

r w

ithout

a m

icro

phone

Appro

priat

e m

ethods

of

voic

e pro

ject

ion

Eff

ective

use

of

volu

me

and p

itch

of

voic

e, w

ith o

r w

ithout

a m

icro

phone

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

97

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.4

Pr

ovi

de

cuei

ng t

o e

nab

le

par

tici

pan

ts t

o w

ork

to t

he

stru

cture

and p

hra

se o

f th

e m

usi

c

To e

nab

le p

artici

pan

ts t

o w

ork

to

the

stru

cture

and p

hra

se o

f th

e m

usi

c eg

bea

ts,

blo

cks

Typ

es e

g-v

erbal

and v

isual

Import

ance

eg g

ivin

g p

artici

pan

ts t

he

info

rmat

ion t

hey

nee

d t

o c

arry

out

the

exer

cise

s sa

fely

4.5

Var

y th

e pac

e an

d s

pee

d o

f ex

erci

se t

o e

nsu

re s

afet

y an

d

effe

ctiv

enes

s

Ensu

re s

afe

and e

ffec

tive

pac

e

Suitab

ility

of

spee

d a

nd t

ype

of

musi

c fo

r par

tici

pan

ts

Appro

priat

e to

the

sect

ion o

f th

e cl

ass

eg w

arm

-up (

esta

blis

h

atm

osp

her

e),

card

iova

scula

r fitn

ess

(str

ong b

eat,

hig

her

num

ber

of

bpm

), m

usc

ula

r fitn

ess

(str

ong r

egula

r bea

t),

cool-

dow

n (

slow

er p

ace,

al

low

for

stre

tch p

osi

tions

to b

e hel

d)

4.6

Ensu

re p

artici

pan

ts e

xerc

ise

safe

ly

Pro

vide

clea

r in

stru

ctio

ns

so p

artici

pan

ts k

now

how

to c

arry

out

exer

cise

saf

ely

Envi

ronm

enta

l is

sues

eg a

vaila

ble

spac

e, n

um

ber

of

par

tici

pan

ts,

sim

ultan

eous

exer

cise

ses

sions

Mak

e par

tici

pan

ts a

war

e if t

hey

are

car

ryin

g o

ut

exer

cise

inco

rrec

tly,

ex

pla

in s

afet

y risk

s/risk

of

inju

ry

4.7

Kee

p t

o t

he

pla

nned

tim

ings

for

the

sess

ion

For

the

sess

ion o

vera

ll

For

indiv

idual

exe

rcis

e co

mponen

ts

Ensu

re p

artici

pan

ts b

enef

it a

deq

uat

ely

from

the

exer

cise

ses

sion

5

Be

able

to im

pro

ve

par

tici

pan

ts

per

form

ance

in

gro

up e

xerc

ise

to

musi

c

5.1

Adopt

appro

priat

e posi

tions

to

obse

rve

par

tici

pan

ts a

nd

resp

ond t

o t

hei

r nee

ds

Appro

priat

e to

par

tici

pan

t nee

ds

and t

he

envi

ronm

ent

Use

of

appro

priat

e in

stru

ctio

n p

osi

tions,

var

iety

of

posi

tions

within

the

room

Move

aro

und t

he

area

to e

nsu

re a

ll par

tici

pan

ts o

bse

rved

and t

hei

r nee

ds

resp

onded

to

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

98

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.2

Chec

k th

at p

artici

pan

ts c

an

per

form

the

exer

cise

s as

in

stru

cted

Car

ry o

ut

regula

r ch

ecks

Exe

rcis

es a

ppro

priat

e to

par

tici

pan

t nee

ds

and a

bili

ty

Apply

appro

priat

e pro

gre

ssio

ns

and r

egre

ssio

ns

Use

appro

priat

e te

achin

g m

ethods

to c

orr

ect

and r

einfo

rce

tech

niq

ue

Build

up e

xerc

ises

gra

dual

ly

5.3

U

se a

ppro

priat

e m

ethods

to

corr

ect

and r

einfo

rce

tech

niq

ue,

in

cludin

g

□

chan

gin

g t

each

ing p

osi

tions

□

aski

ng q

ues

tions

□

verb

al a

nd v

isual

co

mm

unic

atio

n

□

mirro

ring

Chan

ge

teac

hin

g p

ositio

ns

and m

ethods

Ask

ing q

ues

tions

Ver

bal

and v

isual

com

munic

atio

n e

g p

rovi

de

enco

ura

gem

ent

and

support

, m

irro

ring

Vis

ual

dem

onst

rations

to c

orre

ct a

nd r

einfo

rce

tech

niq

ue

Import

ance

of

corr

ecting t

echniq

ue

eg r

educe

ris

k of

par

tici

pan

t in

jury

, sa

fety

5.4

Pr

ovi

de

feed

bac

k an

d inst

ruct

ing

poin

ts w

hic

h a

re t

imel

y, c

lear

an

d m

otiva

tional

Cle

ar,

motiva

tional

, tim

ely

Appro

priat

e to

par

tici

pan

ts’ nee

ds

Provi

de

enco

ura

gem

ent

and s

upport

Rec

ognis

e diffe

rent

motiva

tional

fac

tors

Posi

tive

ver

bal

com

munic

atio

n a

nd b

ody

languag

e

Giv

e par

tici

pan

ts o

pport

unitie

s to

ask

s ques

tions,

lis

ten t

o p

artici

pan

ts

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

99

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.5

Adap

t ex

erci

ses

with s

uitab

le

pro

gre

ssio

ns

and r

egre

ssio

ns

acco

rdin

g t

o p

artici

pan

ts’ nee

ds

Appro

priat

e p

rogre

ssio

ns

and r

egre

ssio

ns

eg n

um

ber

of

exer

cise

s,

ord

er o

f ex

erci

se,

spee

d,

inte

nsi

ty,

repet

itio

ns,

dura

tion

To m

eet

par

tici

pan

ts’ nee

ds

eg f

itnes

s an

d s

kill

leve

ls,

chan

gin

g n

eeds

thro

ughout

the

sess

ion

To m

eet

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e

Adap

ting e

xerc

ise

for

occa

sional

spec

ial popula

tion c

lients

eg y

oung

peo

ple

aged

14-1

6 a

ge,

ante

nat

al a

nd p

ost

nat

al w

om

en,

old

er p

eople

(5

0 p

lus)

Envi

ronm

enta

l fa

ctors

eg a

vaila

ble

spac

e, a

vaila

ble

equip

men

t,

num

ber

of

par

tici

pan

ts

6.1

Allo

w s

uff

icie

nt

tim

e to

end t

he

sess

ion a

ccord

ing t

o p

artici

pan

ts’

nee

ds

Appro

priat

e to

par

tici

pan

t le

vel of

exper

ience

and f

itnes

s

Appro

priat

e to

exe

rcis

e se

ssio

n e

g, ke

ep t

o p

lanned

tim

ings,

saf

e an

d

effe

ctiv

e co

ol-

dow

n a

ctiv

itie

s fo

r par

tici

pan

ts,

opport

unity

for

par

tici

pan

ts t

o a

sk q

ues

tions,

pro

vide

feed

bac

k to

par

tici

pan

ts o

n t

he

sess

ion,

pro

vide

info

rmat

ion o

n f

utu

re s

essi

ons

6.2

U

se c

ool-

dow

n a

ctiv

itie

s th

at a

re

safe

and e

ffec

tive

for

the

par

tici

pan

ts

Exp

lain

im

port

ance

of

cool-

dow

n e

g a

void

del

ayed

onse

t of

musc

le

sore

nes

s an

d e

nsu

re p

artici

pan

t under

stan

din

g

Appro

priat

e to

par

tici

pan

t nee

ds

and t

he

envi

ronm

ent

Str

uct

ure

eg p

uls

e lo

wer

ing s

ection,

stat

ic s

tret

chin

g,

dev

elopm

enta

l st

retc

hin

g

6

Be

able

to b

ring a

gro

up e

xerc

ise

to

musi

c se

ssio

n t

o

an e

nd

6.3

G

ive

the

par

tici

pan

ts a

n a

ccura

te

sum

mar

y of

feed

bac

k on t

he

sess

ion

Acc

ura

te s

um

mar

y eg

pro

gre

ss,

stre

ngth

s, a

reas

for

dev

elopm

ent,

su

gges

ted a

dditio

nal

/alter

nat

ive

exer

cise

Provi

de

enco

ura

gem

ent

and m

otiva

tion,

posi

tive

fee

dbac

k

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

10

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.4

G

ive

the

par

tici

pan

ts t

he

opport

unity

to:

□

reflec

t on t

he

sess

ion

□

ask

ques

tions

□

pro

vide

feed

bac

k

□

iden

tify

furt

her

nee

ds

Ref

lect

on t

he

sess

ion e

g o

n t

hei

r pro

gre

ss,

thei

r ex

per

ience

, ef

fect

iven

ess

of

the

inst

ruct

ion

Ask

ques

tions

eg a

bout

thei

r per

form

ance

, ab

out

alte

rnat

ive

exer

cise

Provi

de

feed

bac

k eg

on t

he

effe

ctiv

enes

s of

the

inst

ruct

ion,

thei

r ex

per

ience

Iden

tify

furt

her

nee

ds

eg f

utu

re s

essi

ons,

alter

nat

ive

activi

ties

6.5

Fo

llow

the

corr

ect

pro

cedure

s fo

r ch

ecki

ng a

nd d

ealin

g w

ith a

ny

equip

men

t use

d

Chec

k eq

uip

men

t eg

funct

ional

ity,

dam

age,

bro

ken c

lean

lines

s

Dea

l w

ith e

quip

men

t in

rel

atio

n t

o c

hec

ks c

arried

out

Sto

re a

nd c

lean

equip

men

t co

rrec

tly

Rep

ort

any

faults

6.6

Le

ave

the

envi

ronm

ent

in a

co

nditio

n a

ccep

table

for

futu

re

use

Envi

ronm

ent

eg c

lean

, sa

fe,

tidy,

info

rm a

ppro

priat

e per

son a

bout

any

hea

lth a

nd s

afet

y is

sues

7

Be

able

to r

efle

ct

on p

rovi

din

g g

roup

exer

cise

to m

usi

c

7.1

Rev

iew

the

outc

om

es o

f w

ork

ing

with p

artici

pan

ts a

nd t

hei

r fe

edbac

k

Rev

iew

par

tici

pan

t pro

gre

ss e

g,

off

er f

itnes

s ad

vice

in r

esponse

to

chan

gin

g n

eeds

of

par

tici

pan

ts

In r

elat

ion t

o g

oal

s/obje

ctiv

es o

f th

e ex

erci

se s

essi

on

Giv

e par

tici

pan

ts o

pport

unity

to a

sk q

ues

tions

Giv

e par

tici

pan

ts o

pport

unity

to p

rovi

de

feed

bac

k

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

10

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.2

Id

entify

:

□

how

wel

l th

e ex

erci

ses

met

par

tici

pan

ts’ nee

ds

□

how

effec

tive

and

motiva

tional

the

rela

tionsh

ip

with t

he

par

tici

pan

ts w

as

□

how

wel

l th

e in

stru

ctin

g s

tyle

m

atch

ed t

he

par

tici

pan

ts’

nee

ds

How

wel

l th

e ex

erci

ses

met

par

tici

pan

t nee

ds

eg e

ffec

tive

nes

s of

pla

nned

act

ivitie

s, a

chie

vem

ent

of

goal

/obje

ctiv

es

How

effec

tive

and m

otiva

tional

the

rela

tionsh

ip w

ith t

he

par

tici

pan

t w

as e

g p

artici

pan

t fe

lt s

upport

ed,

enco

ura

ge

and m

otiva

ted,

clea

r an

d

appro

priat

e co

mm

unic

atio

n,

mutu

al r

espec

t

How

wel

l th

e in

stru

ctin

g s

tyle

mat

ched

par

tici

pan

t nee

ds

eg u

se o

f ap

pro

priat

e dem

onst

rations,

cle

ar,

accu

rate

exp

lanat

ions,

motiva

tion

and s

upport

7.3

Id

entify

how

to im

pro

ve p

erso

nal

pra

ctic

e Id

entify

str

ength

s an

d a

reas

for

impro

vem

ent

Set

SM

ART (

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic,

tim

e-bound)

targ

ets

Pers

onal

dev

elopm

ent

pla

n

Dev

elopm

ent

opport

unitie

s eg

spec

ific

tra

inin

g a

nd c

ours

es

Modify

exer

cise

pro

gra

mm

es e

g f

utu

re p

lannin

g t

o e

nsu

re a

dher

ence

, ch

angin

g a

ctiv

itie

s to

mai

nta

in inte

rest

and e

nsu

re f

itnes

s pro

gre

ssio

n

7.4

Exp

lain

the

valu

e of

reflec

tive

pra

ctic

e Le

arnin

g f

rom

ow

n e

xper

ience

s

Import

ant

sourc

e of

per

sonal

pro

fess

ional

dev

elopm

ent

and

impro

vem

ent

Allo

ws

for

continuous

updat

ing o

f sk

ills

and k

now

ledge

eg t

o p

lan a

nd

inst

ruct

more

effec

tive

exe

rcis

e se

ssio

ns

8

Be

able

to s

upport

cl

ients

tak

ing p

art

in e

xerc

ise

to

musi

c

8.1

Pr

esen

t a

posi

tive

im

age

of

self

and o

rgan

isat

ion t

o c

lients

Sel

f-pre

senta

tion e

g p

erso

nal

hyg

iene,

cle

an a

nd s

mar

t uniform

/dre

ss

Org

anis

atio

n e

g k

now

ledgea

ble

sta

ff,

consi

sten

t ap

pro

ach t

aken

by

all

staf

f, s

taff

work

toget

her

, cl

ear

com

mitm

ent

to p

rovi

din

g e

ffec

tive

cu

stom

er s

ervi

ce,

crea

te c

lient

confiden

ce in o

rgan

isat

ion a

nd its

se

rvic

es

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

10

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.2

Est

ablis

h a

n e

ffec

tive

work

ing

rela

tionsh

ip w

ith c

lients

Build

clie

nt

trust

and c

onfiden

ce

Clie

nts

fee

l va

lued

and m

otiva

ted

Clie

nts

more

lik

ely

to a

dher

e to

exe

rcis

e an

d p

hys

ical

act

ivity

pro

gra

mm

es

Dev

elop m

utu

al t

rust

and r

espec

t

Req

uirem

ents

eg in lin

e w

ith g

ood p

ract

ice,

eth

ical

req

uirem

ents

, pro

fess

ional

conduct

8.3

Com

munic

ate

with c

lients

in a

w

ay t

hat

mak

es t

hem

fee

l va

lued

□

Ver

bal

com

munic

atio

n e

g a

ppro

priat

e to

ne

and p

itch

of

voic

e,

languag

e ap

pro

priat

e to

clie

nt,

use

of

posi

tive

lan

guag

e, u

se o

f pra

ise

and e

nco

ura

gem

ent,

avo

id u

se o

f sl

ang/j

argon,

opport

unitie

s to

dis

cuss

clie

nt

nee

ds

□

Non-v

erbal

com

munic

atio

n e

g p

osi

tive

body

languag

e, p

ost

ure

, ex

pre

ssio

n,

ges

ture

s, e

ye c

onta

ct

□

List

enin

g e

g a

skin

g a

ppro

priat

e ques

tions,

see

king c

lient

view

s on

thei

r per

form

ance

8.4

U

se m

otiva

tional

sty

les

appro

priat

e to

the

clie

nt

and t

he

exer

cise

form

at

Appro

priat

e to

the

clie

nts

eg s

etting c

lear

, re

alis

tic

goal

s/obje

ctiv

es,

build

ing c

lient

self-c

onfiden

ce,

posi

tive

enco

ura

gem

ent,

pra

ise,

en

coura

ge

posi

tive

thin

king in c

lients

, hel

p c

lients

dev

elop a

nd f

ollo

w

thro

ugh t

hei

r ow

n m

otiva

tional

str

ateg

ies

Appro

priat

e to

the

exer

cise

form

at e

g in r

elat

ion t

o g

oal

s/obje

ctiv

es,

in r

elat

ion t

o p

lanned

ses

sions


103


Delivery

This is a practical unit and needs to be delivered in a way that enables learners to demonstrate their ability to instruct group exercise to music safely and effectively. Learners need to demonstrate that they can:

communicate effectively with participants, applying appropriate voice projection and using the tone and pitch of their voice effectively

structure the exercise session to work with the music and cue effectively

plan and instruct safe and effective group exercise sessions to music, including appropriate warm-up and cool-down activities, correct use of equipment, bringing the session to an end

instruct and observe participants from a variety of positions, including correcting poor technique as necessary.

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

Tutor input will need to cover the theoretical aspect of the unit relating to the principles of group exercise to music.

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

Guest speakers, for example a health fitness instructor, will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they prepare themselves and clients for group exercise to music and how they ensure that the exercise sessions they instruct are safe and effective. This could include the importance of using a variety of teaching positions, of observing participants regularly to ensure their safety and of adapting exercises as necessary to take account of the changing needs of participants.


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

Tutors need to ensure that there appropriate and sufficient opportunities to observe learners instructing and supervising group exercise to music sessions and that the appropriate records are kept to evidence learner ability and achievement.

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


104

Learners can produce exemplar case studies, logbooks/diaries, witness testimonies and presentations that demonstrate their involvement in group exercise to music sessions.

Assessment



Learners must show evidence that they have planned and instructed a group of clients through the following phases of the exercise to music session:

warm-up

pulse raiser incorporating static and/or dynamic stretching

mobility

main cardiovascular workout using the aerobic curve

pulse raiser

main workout

build down

muscle strength and endurance

flexibility.

Using a minimum of one of the following methods of choreography design/teaching methods:

add on

32 count phrase

verse chorus

layering.

Learners must show that they have structured their training session to work with the beats and phrases of the music (or the natural structure of the music if beats and phrases do not apply). Chosen music should be at the appropriate speed and suitable for the clients.

Learners must show that they can cue effectively to ensure the group can participate in time with the beat/phrase or structure of the music.

Learners must show accurate demonstrations of movements and techniques appropriate to the Exercise to Music, (ETM) environment with particular attention to the speed of movements.

Learners must show that they can apply methods of voice projection and can effectively use the volume and pitch of their voice.

Learners should be observed teaching from a variety of positions in the room using mirroring, and demonstrating control of the participants.


105




Books



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


Cullum R and Mowbray L – The English YMCA Guide to Exercise to Music (Pelham Practical Sports, 1992) ISBN 9780720720211


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


Lawrence D – The Complete Guide to Exercise to Music (A & C Black Publishers, 2009) ISBN 9781408101391

Minton S C – Choreography: A Basic Approach Using Improvisation, Third Edition (Human Kinetics Europe, 2007) ISBN 9780736064767

Journals




Websites





106

Unit 9: Planning Water-Based Exercise

Unit code: L/600/9023

QCF level: 2

Credit value: 5


Unit aim

This unit aims to develop knowledge and understanding of how to plan water-based exercise for clients. Learners will also develop the skills needed to identify appropriate programme objectives and to plan safe and effective water-based exercise programmes.

In this unit, learners will follow the planning process involved in developing a water-based exercise programme. They will begin by exploring the methods used to collect participant information prior to any water-based exercise and the importance of this. Learners will also look at how this information is used in the planning of water-based exercise, including how to identify session objectives and when deferral of exercise or client referral may be necessary.

Learners will then focus on how water depth and thermoregulation affect the planning of water-based exercise programmes and the factors that need to be taken into account, such as environmental factors, safety factors and the inclusion of non-swimmers.

Learners will then have the opportunity to apply their knowledge and understanding. They will identify appropriate objectives for the exercise programme and select appropriate exercises that develop cardiovascular fitness, muscular fitness, and flexibility and motor skills.

Essential resources




BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

10

7

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

pro

cess

of

info

rmed

co

nse

nt

Ensu

re p

artici

pan

t fu

lly a

war

e of

what

the

exer

cise

ses

sion invo

lves

eg

phys

ical

and t

echnic

al d

eman

ds,

aim

s an

d o

bje

ctiv

es,

ben

efits

of

the

exer

cise

ses

sion,

any

pote

ntial

ris

ks

Est

ablis

h p

artici

pan

t under

stan

din

g e

g g

ive

par

tici

pan

t opport

unity

to

consi

der

info

rmat

ion p

rovi

ded

, par

tici

pan

t opport

unity

to a

sk

ques

tions

Obta

in s

igned

conse

nt

docu

men

tation

1.2

D

escr

ibe

diffe

rent

met

hods

to

colle

ct c

lient

info

rmat

ion,

to

incl

ude:

□

ques

tionnai

re

□

inte

rvie

w

□

obse

rvat

ion

Typ

e of

info

rmat

ion e

g lifes

tyle

, m

edic

al h

isto

ry,

phys

ical

exe

rcis

e his

tory

, die

tary

his

tory

, per

sonal

goa

ls,

phys

ical

act

ivity

pre

fere

nce

s,

pote

ntial

bar

rier

s

Ques

tionnai

re e

g P

ARQ

, lif

esty

le

Inte

rvie

w e

g q

ues

tionin

g,

liste

nin

g

Obse

rvat

ion e

g p

artici

pan

t ca

rryi

ng o

ut

set

exer

cise

Phys

ical

mea

sure

men

ts e

g h

eight,

wei

ght,

rec

ord

of

BM

I

1

Under

stan

d h

ow

to

colle

ct p

artici

pan

t in

form

atio

n t

o p

lan

wat

er-b

ased

ex

erci

se

1.3

D

escr

ibe

how

to d

eter

min

e w

hic

h m

ethod/s

of

colle

ctin

g

info

rmat

ion a

re a

ppro

priat

e ac

cord

ing t

o t

he

indiv

idual

Met

hods

eg q

ues

tionnai

re,

inte

rvie

w,

obse

rvat

ion

Appro

priat

e to

par

tici

pan

t pre

fere

nce

eg n

eeds,

obje

ctiv

es,

leve

l of

confiden

ce

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

10

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.4

Exp

lain

the

princi

ple

s of

scre

enin

g c

lients

prior

to w

ater

-bas

ed e

xerc

ise

to incl

ude

the

use

of

the

phys

ical

act

ivity

read

ines

s ques

tionnai

re (

PARQ

)

Iden

tify

par

tici

pan

t’s

nee

ds,

obje

ctiv

es a

nd p

refe

rence

s

Dis

cuss

any

bar

rier

s to

par

tici

pat

ion

Colle

ct info

rmat

ion t

o u

se in s

etting g

oal

s an

d o

bje

ctiv

es

Iden

tify

any

contr

aindic

atio

ns

to e

xerc

ise

eg w

ith s

pec

ial popula

tion

clie

nts

Iden

tify

any

risk

s eg

age

rela

ted,

inju

ry r

elat

ed,

spec

ific

nee

ds

2.1

D

escr

ibe

the

fact

ors

, bas

ed o

n

clie

nt

scre

enin

g,

whic

h m

ay

affe

ct s

afe

exer

cise

par

tici

pat

ion

Fact

ors

eg m

odifia

ble

and u

nm

odifia

ble

ris

k fa

ctors

of

coro

nar

y hea

rt

dis

ease

, re

lating t

o s

pec

ialis

t popula

tion g

roups

Med

ical

his

tory

/conditio

n e

g m

edic

atio

n

Inju

ry,

curr

ent

fitn

ess

leve

l

2.2

G

ive

exam

ple

of

how

clie

nt

info

rmat

ion a

ffec

ts t

he

pla

nnin

g

of

wat

er-b

ased

exe

rcis

e

Plan

nin

g e

g u

sed t

o d

eter

min

e goa

ls a

nd o

bje

ctiv

es,

type,

dura

tion

and inte

nsi

ty o

f ex

erci

se

Iden

tify

modific

atio

ns

eg t

o w

arm

-up a

nd c

ool-

dow

n s

essi

ons,

to

mai

n a

ctiv

itie

s, t

o m

eet

indiv

idual

nee

ds,

iden

tify

alter

nat

ive

exer

cise

2.3

Id

entify

the

reas

ons

for

tem

pora

ry d

efer

ral of

exer

cise

Rea

sons

eg m

inor

illnes

s or

inju

ry,

inap

pro

priat

e cl

oth

ing,

refe

rral

to

anoth

er p

rofe

ssio

nal

2

Under

stan

d h

ow

to

use

par

tici

pan

t in

form

atio

n t

o p

lan

wat

er-b

ased

ex

erci

se

2.4

Exp

lain

the

reas

ons

for

refe

rrin

g

clie

nts

to o

ther

pro

fess

ional

s Com

ply

with leg

al r

equirem

ents

eg o

uts

ide

leve

l of

com

pet

ence

or

auth

ority

Contr

aindic

atio

ns

to e

xerc

ise

Med

ical

conditio

ns

eg c

ardia

c, p

ulm

onar

y or

met

abolic

dis

ease

, ar

thritis,

ost

eoporo

sis

Profe

ssio

nal

s eg

GP,

spec

ial popula

tions

inst

ruct

ors

, phys

ioth

erap

ists

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

10

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

D

escr

ibe

how

to p

lan w

ater

-bas

ed e

xerc

ise

to m

eet

the

nee

ds

of

clie

nts

with d

iffe

rent

obje

ctiv

es

Obje

ctiv

es e

g im

pro

ve f

itnes

s, im

pro

ve m

otiva

tion,

addre

ss b

arrier

s to

par

tici

pat

ion,

impro

ve s

kills

and t

echniq

ues

, opport

unitie

s fo

r fu

n

and e

njo

ymen

t

Bas

ed o

n c

olle

cted

info

rmat

ion

Apply

princi

ple

s an

d v

aria

ble

s of tr

ainin

g e

g F

ITT p

rinci

ple

s,

ove

rload

, sp

ecific

ity,

pro

gre

ssio

n,

indiv

idual

diffe

rence

s, v

aria

tion,

reve

rsib

ility

Consi

der

par

tici

pan

ts e

g a

ge,

abili

ty,

gen

der

, m

edic

al iss

ues

, sp

ecific

nee

ds,

bar

rier

s to

par

tici

pat

ion,

num

ber

s

Consi

der

ava

ilable

res

ourc

es e

g e

quip

men

t, t

ime,

envi

ronm

ent

Tak

e ac

count

of

oth

er c

onsi

der

atio

ns

eg leg

al r

equirem

ents

3.2

Id

entify

a r

ange

of

wat

er-b

ased

ex

erci

ses

to d

evel

op:

□

card

io-v

ascu

lar

fitn

ess

□

musc

ula

r fitn

ess

□

flex

ibili

ty

□

moto

r sk

ills

Car

dio

vasc

ula

r fitn

ess

eg w

alki

ng,

joggin

g,

mar

chin

g,

step

aer

obic

s,

jum

ps,

lea

ps

Musc

ula

r fitn

ess

eg p

ull

ups,

squat

s, lunges

, le

g e

xten

sion/r

aise

s,

knee

lifts

, la

tera

l ra

ises

, fr

ee w

eights

, re

sist

ance

equip

men

t

Flex

ibili

ty e

g —

str

etch

ing s

tatic,

dyn

amic

, ar

m s

win

gs,

join

t ro

tations

Moto

r sk

ills

— e

xerc

ises

that

invo

lve

eg a

gili

ty,

coord

inat

ion,

bal

ance

, re

action t

ime,

spee

d o

f m

ove

men

t, m

ovi

ng in t

ime

to

musi

c, b

alan

ce

3

Under

stan

d h

ow

to

pla

n w

ater

-bas

ed

exer

cise

3.3

Id

entify

the

range

of

equip

men

t use

d in w

ater

- bas

ed s

essi

ons

and t

hei

r use

s

Equip

men

t eg

buoya

nt

wat

er w

eights

, w

oggle

s, f

lota

tion b

elts

, float

s w

ater

dum

bbel

l, w

ater

bar

bel

ls,

aqua

mitts

, aq

ua

step

, ki

ckboar

ds

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

11

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

D

escr

ibe

the

corr

ect

pre

par

atio

n

of

the

range

of

equip

men

t use

d

in w

ater

-bas

ed s

essi

ons

Chec

k eq

uip

men

t eg

in s

afe

wor

king,

dam

age,

wea

r an

d t

ear

Corr

ect

han

dlin

g a

nd lifting o

f eq

uip

men

t

Suff

icie

nt

equip

men

t fo

r par

tici

pan

ts,

suff

icie

nt

spac

e fo

r sa

fe

exer

cise

Saf

e use

of

elec

tric

al e

quip

men

t

Follo

w o

rgan

isat

ional

pro

cedure

s eg

hea

lth a

nd s

afet

y, d

ealin

g w

ith

unsa

fe e

quip

men

t, m

anufa

cture

rs’ guid

elin

es

3.5

D

escr

ibe

how

to p

lan w

ater

-bas

ed e

xerc

ise

usi

ng c

ircu

it

form

ats

Det

erm

ine

com

ponen

ts o

f a

circ

uit

Apply

princi

ple

s an

d v

aria

ble

of fitn

ess

eg inte

nsi

ty,

range

of

move

men

ts,

ord

er o

f ex

erci

se,

build

in a

ppro

priat

e w

arm

-up a

nd

cool-

dow

n

Typ

es e

g b

ody

wei

ght,

with c

ardio

vasc

ula

r ex

erci

se,

aero

bic

, tim

ed

Use

eg d

evel

op m

usc

le s

tren

gth

, hea

rt-l

ung f

itnes

s

4.1

D

escr

ibe

how

to s

elec

t th

e sp

eed

and t

ype

of

musi

c fo

r th

e par

tici

pan

ts a

nd p

has

e of

the

clas

s

Appro

priat

e to

the

par

tici

pan

ts a

nd p

has

e of

the

clas

s eg

typ

e of

exer

cise

/cla

ss,

des

ired

outc

om

e of th

e se

ssio

n,

tailo

red t

o e

xerc

ise

com

ponen

t, s

afe

and e

ffec

tive

pac

e, m

odific

atio

ns

to a

lter

ran

ge

of

motion f

or

each

exe

rcis

e

Appro

priat

e to

the

com

ponen

t eg

war

m-u

p,

card

iova

scula

r fitn

ess,

m

usc

ula

r fitn

ess,

fle

xibili

ty,

cool-

dow

n

Par

tici

pan

ts e

g a

ge,

abili

ty,

leve

l of

fitn

ess,

pre

fere

nce

s, s

pee

d o

f m

ove

men

ts

4.2

D

escr

ibe

the

legal

req

uirem

ents

co

vering t

he

use

of

musi

c Fo

r ex

ample

Public

Phonogra

phic

Lic

ence

(PP

L),

Perf

orm

ing R

ights

Soci

ety

(PRS)

4

Under

stan

d h

ow

to

use

musi

c to

en

han

ce w

ater

-bas

ed e

xerc

ise

4.3

D

escr

ibe

the

effe

ct o

f pac

ing a

nd

spee

d o

f ex

erci

ses

in a

n a

quat

ic

envi

ronm

ent

Effec

t eg

buoya

ncy

, vi

scosi

ty a

nd d

rag r

esis

tance

, hyd

rost

atic

pre

ssure

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

11

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

D

escr

ibe

the

effe

ct o

f th

e use

of

shal

low

and d

eep w

ater

when

pla

nnin

g w

ater

-bas

ed s

essi

ons

Shal

low

wat

er e

g low

or

reduce

d im

pac

t, a

ppro

priat

e fo

r w

eak

or

non-s

wim

mer

s, r

educe

d b

uoya

ncy

, quic

ker

move

men

ts,

gre

ater

use

of

chore

ogra

phy

Dee

p w

ater

eg n

o im

pac

t, incr

ease

d e

xerc

ise

inte

nsi

ty,

incr

ease

d

resi

stan

ce f

or

the

body

to w

ork

agai

nst

, in

crea

sed b

uoya

ncy

and

flota

tion,

appro

priat

e fo

r fitt

er p

artici

pan

ts u

se o

f flota

tion e

quip

men

t (b

elt,

ves

t)

5.2

D

escr

ibe

the

import

ance

of

the

follo

win

g e

nvi

ronm

enta

l fa

ctors

w

hen

pla

nnin

g s

essi

ons:

□

wat

er t

emper

ature

and d

epth

□

hum

idity

□

air

tem

per

ature

Wat

er t

emper

ature

Indust

ry s

tandar

ds

and g

uid

elin

es f

or

reco

mm

ended

tem

per

ature

ra

nges

Dep

endin

g o

n t

he

type

of

pool eg

sw

imm

ing p

ool, c

hild

ren’s

pool

Dep

endin

g o

n t

ype

of

exer

cise

eg w

arm

er w

ater

is

ben

efic

ial fo

r M

SE

as f

ull

body

move

men

t is

lim

ited

, al

low

s body

to r

espond n

orm

ally

to

exer

cise

Dep

endin

g o

n p

artici

pan

ts e

g c

hild

ren,

spec

ial popula

tion g

roups,

w

ater

ther

apy

Wat

er d

epth

eg a

ppro

priat

e fo

r par

tici

pan

ts,

appro

priat

e fo

r ex

erci

se

pro

gra

mm

e, a

ppro

priat

e fo

r non-s

wim

mer

s

Hum

idity

Air t

emper

ature

eg s

lightly

hig

her

than

wat

er t

emper

ature

5

Under

stan

d t

he

par

ticu

lar

feat

ure

s of

the

pool

envi

ronm

ent

that

af

fect

ses

sion

pla

nnin

g

5.3

D

escr

ibe

the

effe

cts

of

ther

more

gula

tion o

n c

lass

st

ruct

ure

Wat

er a

nd a

ir t

emper

ature

, w

ater

dep

th

Tim

e par

tici

pan

ts a

re in w

ater

Par

tici

pan

ts e

g lev

el o

f in

sula

tion,

body

com

posi

tion

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

11

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.4

Id

entify

the

fact

ors

to c

onsi

der

w

hen

incl

udin

g n

on-s

wim

mer

s in

a

sess

ion

Ensu

re h

ead r

emai

ns

above

wat

er

Est

ablis

h lev

el o

f co

nfiden

ce in t

he

wat

er

Ensu

re n

on-s

wim

mer

s st

ay in s

hal

low

wat

er a

nd c

lose

to p

ools

ide

Use

of

flota

tion a

ids

Adeq

uat

e aw

aren

ess

and s

uper

visi

on o

f non-s

wim

mer

s

5.5

D

escr

ibe

spec

ific

fac

tors

whic

h

can a

ffec

t sa

fety

during w

ater

-bas

ed s

essi

ons

Feat

ure

s of

the

pool en

viro

nm

ent

eg p

ool si

ze,

wat

er d

epth

, co

nst

ant

or

slopin

g p

ool floor,

wat

er q

ual

ity

Entr

y an

d e

xit

to t

he

wat

er

Ther

more

gula

tion

Mai

nta

inin

g c

ontinued

vis

ual

conta

ct w

ith p

artici

pan

ts

Appro

priat

e use

and s

tora

ge

of eq

uip

men

t, a

ppro

priat

e use

of

elec

tric

al e

quip

men

t

Appro

priat

e cl

oth

ing a

nd f

ootw

ear

Adeq

uat

e su

per

visi

on o

f par

tici

pan

ts

5.6

D

escr

ibe

how

to p

lan t

he

man

agem

ent

of

risk

s during

wat

er-b

ased

ses

sions

Follo

w o

rgan

isat

ional

pro

cedure

s sp

ecific

to p

ool en

viro

nm

ent

Iden

tify

haz

ards

eg s

lipper

y floors

, dee

per

are

as o

f th

e pool, w

ater

te

mper

ature

Ass

ess

asso

ciat

ed r

isks

eg t

o t

he

par

tici

pan

t, t

he

pla

nned

act

ivitie

s,

sim

ultan

eous

activi

ties

, ex

erci

ses

are

safe

and a

ppro

priat

e fo

r par

tici

pan

ts

Car

ry o

ut

appro

priat

e risk

ass

essm

ent,

pla

n h

ow

to c

ontr

ol risk

s eg

lo

cation o

f sa

fety

equip

men

t, u

se o

f sp

ecia

list

equip

men

t to

min

imis

e id

entified

ris

k

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

11

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

Id

entify

obje

ctiv

es t

hat

are

ap

pro

priat

e to

:

□

the

likel

y nee

ds

and p

ote

ntial

of

the

par

tici

pan

ts

□

acce

pte

d g

ood p

ract

ice

in t

he

indust

ry

□

ow

n lev

el o

f co

mpet

ence

Obje

ctiv

es e

g im

pro

ve f

itnes

s, im

pro

ve m

otiva

tion,

addre

ss b

arrier

s to

par

tici

pat

ion,

impro

ve s

kills

and t

echniq

ues

, opport

unitie

s fo

r fu

n

and e

njo

ymen

t

Gai

n a

gre

emen

t eg

ensu

re p

artici

pan

t under

stan

din

g,

use

ap

pro

priat

e co

mm

unic

atio

n a

nd inte

rper

sonal

ski

lls

6.2

Sel

ect

wat

er-b

ased

exe

rcis

es

that

will

hel

p c

lients

to d

evel

op:

□

card

iova

scula

r fitn

ess

□

musc

ula

r fitn

ess

□

flex

ibili

ty

□

moto

r sk

ills

Saf

e an

d a

ppro

priat

e fo

r par

tici

pan

ts

To m

eet

par

tici

pan

t obje

ctiv

es,

Obje

ctiv

es e

g t

o d

evel

op c

ardio

vasc

ula

r fitn

ess

, to

dev

elop m

usc

ula

r fitn

ess,

to d

evel

op f

lexi

bili

ty,

to d

evel

op m

oto

r sk

ills

6

Be

able

to p

lan

safe

and e

ffec

tive

w

ater

- bas

ed

exer

cise

6.3

Pl

an s

afe

and e

ffec

tive

wat

er-

bas

ed e

xerc

ise

to a

chie

ve

pla

nned

obje

ctiv

es f

or

the

sess

ion

To m

eet

par

tici

pan

ts o

bje

ctiv

es e

g im

pro

ve f

itnes

s, im

pro

ve

motiva

tion,

addre

ss b

arrier

s to

par

tici

pat

ion,

impro

ve s

kills

and

tech

niq

ues

, opport

unitie

s fo

r fu

n a

nd e

njo

ymen

t

Advi

se o

n a

ny

modific

atio

ns

Apply

princi

ple

s an

d v

aria

ble

s o

f tr

ainin

g e

g F

ITT p

rinci

ple

s,

ove

rload

, sp

ecific

ity,

pro

gre

ssio

n,

indiv

idual

diffe

rence

s, v

aria

tion,

reve

rsib

ility

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

11

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.4

Sel

ect

a ra

nge

of

exer

cise

s th

at

are

safe

and a

ppro

priat

e fo

r par

tici

pan

ts a

nd incl

ude

poss

ible

al

tern

ativ

es

Saf

e an

d a

ppro

priat

e ex

erci

ses

for

par

tici

pan

ts e

g s

afe

and e

ffec

tive

al

ignm

ent

of

exer

cise

posi

tions,

alter

nat

ives

to p

ote

ntial

ly h

arm

ful

exer

cise

s

Min

imis

e risk

s- iden

tify

haz

ards

and a

sses

s as

soci

ated

ris

ks e

g t

o t

he

clie

nt,

the

pla

nned

act

ivitie

s, s

imultan

eous

activi

ties

Car

ry o

ut

appro

priat

e risk

ass

essm

ent,

pla

n h

ow

to c

ontr

ol risk

s eg

use

of

spec

ialis

t eq

uip

men

t to

min

imis

e id

entified

ris

k, lifeg

uar

d

pre

sent

at a

ll tim

es

6.5

In

clude

the

use

of

musi

c w

her

e ap

pro

priat

e to

the

sess

ions’

obje

ctiv

es

Motiva

te p

artici

pan

ts,

enhan

ce p

artici

pan

t ex

per

ience

Hel

p w

ith s

essi

on p

lannin

g

6.6

Pl

an r

ealis

tic

tim

ings

and

sequen

ces

To m

eet

par

tici

pan

t nee

ds

Appro

priat

e to

the

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e, incl

ude

all

com

ponen

ts a

nd e

xerc

ises

6.7

Rec

ord

pla

ns

in a

n a

ppro

priat

e fo

rmat

Fo

llow

org

anis

atio

nal

pro

cedure

s, c

om

ply

with indust

ry s

tandar

ds

Rec

ord

det

ails

of

all ex

erci

ses

and a

ctiv

itie

s eg

war

m-u

p,

cool-

dow

n


115


Delivery

This unit should be delivered in a way that develops knowledge and understanding of planning water-based exercise programmes for a range of participants. Learners need to know and understand:

the methods used to collect participant information, including the principles of screening clients prior to exercise

how to use participant information to plan water-based exercise

how to plan safe and effective water-based exercise programmes to develop cardiovascular fitness, motor fitness, flexibility and motor skills.

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

Learners should be encouraged to engage with employers and, where possible, other employees to gain knowledge and understanding of the importance of planning water-based exercise correctly to meet the needs of individual participants, based on the information gathered from participants.

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

For example, a presentation by a health fitness instructor will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the methods they use to collect participant information and how they use this information to plan safe and effective water-based exercise with a range of participants. They could also talk about the importance of identifying appropriate objectives for the sessions and of ensuring that all water-based exercise sessions are safe and effective. This should be supported by examples drawn from industry or through developed case studies that highlight:

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

how participant information affects planning water-based exercise, including temporary deferral of exercise and referring participants to other professionals

the range of exercises that can be used, the equipment used and the associated risks

the particular features of the pool environment that must be taken into account when planning water-based exercise programmes, such as the inclusion of non-swimmers, environmental factors, safety factors, water depth and thermoregulation.


116

To meet the practical aspect of the unit, in terms of identifying objectives and selecting exercises to plan water-based exercise, learners could either use documentation from their place of work or the tutor could supply learners with standard templates.


Assessment



Learners must show evidence that they have planned and instructed a group of participants in a water- based exercise session demonstrating specific considerations for the wet environment to include all of the following.

The safety and welfare of participants appropriate to the environment including:

entry and exit to the water

thermoregulation

continued visual contact with participants

use of electrical equipment

methods/movements to maintain or regain balance of their participants in the water

through all phases of the exercise session to include:

warm-up

pulse raising

dynamic stretching

main CV workout using the aerobic curve:

pulse raiser

main workout

build down

muscular conditioning

cool-down and flexibility

Demonstrating the effective use of the properties of water to include:

resistance

buoyancy

methods of increasing or lowering intensity related to the properties of

water eg increased surface area, speed of movement.


117




Books



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





Lawrence D – Exercise in Water: A Complete Guide to Planning and Instruction (Fitness Professionals) (A & C Black Publishers Ltd; 2008) ISBN 9781408101407

Journals




Websites





118

Unit 10: Instructing Water-based Exercise

Unit code: R/600/9024

QCF level: 2

Credit value: 6


Unit aim

The aim of this unit is develop understanding of and skills in instructing safe and effective water-based exercise.

In this unit, learners will develop their knowledge and understanding of providing water-based exercise and have the opportunity to put it into practice by instructing group water-based exercise sessions with participants.

Initially, learners will look at the principles of instructing water-based exercise including safe and effective alignment of exercise positions and how to identify different methods of adapting water-based exercises.

Learners will carry out the necessary preparation of self, the environment, the equipment and participants, for example selecting the correct equipment, explaining the purpose, benefits and demands of the exercise and checking participants level of fitness, physical condition etc.

Ensuring that individuals participate in water-based exercise safely is a key part of an instructor’s role. In this unit, learners will use appropriate methods to observe participants, respond to participant needs and adapt exercises as necessary. Learners will bring the exercise session to an end safely and effectively, including using safe and effective cool-down activities.

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

Essential resources


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


BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

11

9

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

the

safe

and e

ffec

tive

al

ignm

ent

for

a ra

nge

of

wat

er-

bas

ed e

xerc

ise

posi

tions

to

dev

elop:

□

card

iova

scula

r fitn

ess

□

musc

ula

r fitn

ess

□

moto

r sk

ills

Saf

e an

d a

ppro

priat

e fo

r par

tici

pan

ts

Saf

e an

d e

ffec

tive

alig

nm

ent

of ex

erci

se p

osi

tions

eg s

tandin

g,

susp

ended

Ran

ge

of

motion e

g n

eutr

al s

pin

e al

ignm

ent,

join

t al

ignm

ent

Eff

ect

of

buoya

ncy

eg s

upport

join

ts,

pro

vide

resi

stan

ce

1.2

Id

entify

diffe

rent

met

hods

of

adap

ting w

ater

- bas

ed e

xerc

ises

to

ensu

re a

ppro

priat

e pro

gre

ssio

n a

nd/o

r re

gre

ssio

n

Appro

priat

e pro

gre

ssio

n a

nd r

egre

ssio

n e

g n

um

ber

of

exer

cise

s,

ord

er o

f ex

erci

se,

spee

d,

inte

nsi

ty,

repet

itio

ns,

dura

tion

To m

eet

par

tici

pan

t nee

ds

To m

eet

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e

Buoya

ncy

move

s eg

lig

ht

bounce

, su

spen

ded

, pro

puls

ion

1.3

D

escr

ibe

how

to b

reak

a r

ange

of

wat

er-b

ased

exe

rcis

es a

nd

thei

r m

ove

men

ts d

ow

n t

o t

hei

r co

mponen

t par

ts

Appro

priat

e to

par

tici

pan

ts

Appro

priat

e to

the

exer

cise

pro

gra

mm

e

Adap

t or

modify

exer

cise

and m

ove

men

ts

1

Under

stan

d t

he

princi

ple

s of

inst

ruct

ing w

ater

-bas

ed e

xerc

ise

1.4

D

escr

ibe

how

to d

evel

op

par

tici

pan

t co

-ord

inat

ion b

y build

ing e

xerc

ises

/move

men

ts

up g

radual

ly

In t

erm

s of

eg c

om

ple

xity

, sp

eed,

chore

ogra

phy

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

12

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.5

D

escr

ibe

effe

ctiv

e m

ethods

of

build

ing c

om

bin

atio

ns

of

move

men

ts

For

exam

ple

use

of

diffe

rent

met

hods

of

chore

ogra

phy

1.6

D

escr

ibe

the

princi

ple

s of

gro

up

beh

avio

ur

man

agem

ent

during

wat

er-b

ased

ses

sions

Appro

priat

e to

the

gro

up

Exp

lain

purp

ose

of

the

induct

ion incl

udin

g p

osi

tive

com

munic

atio

n,

esta

blis

h e

ye c

onta

ct,

pro

fess

ional

sel

f-im

age

Ensu

re p

artici

pan

t under

stan

din

g

Set

gro

und r

ule

s fo

r co

nduct

within

the

pool en

viro

nm

ent

eg lan

e dis

ciplin

e, e

tiquet

te a

nd d

irec

tion

1.7

D

escr

ibe

the

effe

ct o

f le

vers

, gra

vity

, buoya

ncy

, float

atio

n,

turb

ule

nce

and r

esis

tance

on

wat

er-b

ased

exe

rcis

e

Leve

rs e

g lev

el o

f re

sist

ance

dep

ends

on lev

er t

ype

Gra

vity

eg r

educe

d influen

ce o

f gra

vity

in w

ater

, re

duce

d b

ody

wei

ght,

join

ts c

an e

asily

be

move

d t

hro

ugh t

he

full

range

of

motion,

reduce

d s

tres

s on join

ts,

hel

ps

to im

pro

ve f

lexi

bili

ty,

resi

stan

ce t

o

move

men

t is

incr

ease

d

Buoya

ncy

eg s

ignific

ant

deg

ree

of

wei

ghtles

snes

s (s

tandin

g in w

aist

dee

p w

ater

red

uce

s body

wei

ght

by

50%

), p

erfo

rm m

ove

men

ts w

ith

ease

, su

pport

for

the

body,

red

uce

d lik

elih

ood o

f m

usc

le,

bone

and

join

t in

juries

, fa

t m

ore

buoya

nt

in w

ater

than

musc

le,

ches

t an

d

abdom

en p

rovi

de

gre

ates

t buoya

ncy

(lo

cation o

f ai

r an

d m

ost

body

fat)

Turb

ule

nce

eg u

sed a

s re

sist

ance

to h

elp s

tren

gth

en m

usc

les,

use

of

equip

men

t ca

n incr

ease

turb

ule

nce

, pro

puls

ion

Res

ista

nce

eg incr

ease

d lev

el,

slow

er b

ody

move

men

ts

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

12

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.8

D

escr

ibe

the

effe

ct w

ater

has

on

the

body

for

exam

ple

sta

tic

and

trav

ellin

g b

alan

ce,

gre

ater

ran

ge

of

join

t m

ove

men

t, m

obili

ty,

hyd

rost

atic

pre

ssure

on t

he

ches

t

For

exam

ple

sta

tic

and t

rave

lling b

alan

ce,

gre

ater

ran

ge

of

join

t m

ove

men

t, incr

ease

d m

obili

ty,

hyd

rost

atic

pre

ssure

on t

he

ches

t (i

ncr

ease

s w

ith d

epth

of

imm

ersi

on),

wat

er p

ress

ure

on leg

s as

sist

s in

circu

lation,

mas

sagin

g e

ffec

t

1.9

D

escr

ibe

how

wat

er-b

ased

ex

erci

se c

an a

ssis

t in

jury

re

hab

ilita

tion

Red

uce

d s

tres

s an

d im

pac

t on join

ts

Ther

apeu

tic

ben

efits

of

mas

sage

eg r

educe

pai

n,

incr

ease

circu

lation

Use

of

buoya

ncy

eg w

eightles

snes

s, a

s su

pport

, as

sist

ance

or

resi

stan

ce,

stre

tchin

g e

asie

r to

per

form

Red

uce

d g

ravi

tational

effec

t

Hel

ps

with m

obili

ty a

nd f

lexi

bili

ty

2.1

Pre

par

e se

lf t

o t

each

the

sess

ion

Colle

ct a

ll re

leva

nt

info

rmat

ion e

g n

um

ber

of

par

tici

pan

ts,

range

of

par

tici

pan

ts,

spec

ial popula

tion c

lients

, obje

ctiv

es o

f th

e ex

erci

se

sess

ion,

appro

priat

e se

t of

pla

nned

exe

rcis

es

Profe

ssio

nal

im

age,

corr

ect

cloth

ing a

nd f

ootw

ear

2

Be

able

to p

repar

e se

lf a

nd e

quip

men

t fo

r w

ater

-bas

ed

exer

cise

2.2

Pr

ovi

de

safe

and a

ppro

priat

e eq

uip

men

t su

ffic

ient

for

the

par

tici

pan

ts

Appro

priat

e to

par

tici

pan

ts

Appro

priat

e to

the

obje

ctiv

es a

nd c

onte

nt

of

the

exer

cise

ses

sion

Typ

es o

f eq

uip

men

t eg

buoya

nt

wat

er w

eights

, w

oggle

s, f

lota

tion

bel

ts w

ater

dum

bbel

l, w

ater

bar

bel

ls,

aqua

mitts

, aq

ua

step

, ki

ckboar

ds

Non-s

wim

mer

s pro

vided

with a

deq

uat

e float

atio

n d

evic

es

Saf

e use

of

elec

tric

al e

quip

men

t on t

he

pools

ide

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

12

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

O

rgan

ise

suffic

ient

spac

e fo

r sa

fe e

xerc

ise

per

form

ance

Appro

priat

e fo

r th

e num

ber

of

par

tici

pan

ts

Appro

priat

e fo

r th

e pla

nned

exe

rcis

e se

ssio

n e

g c

orre

ct lig

hting,

ventila

tion,

tem

per

ature

Import

ance

of

hea

lth a

nd s

afet

y in

the

faci

lity,

poss

ible

haz

ards

eg

slip

per

y su

rfac

es,

chan

ges

in w

ater

dep

th,

pool te

mper

ature

, en

trie

s an

d e

xits

of

the

pool

Sca

n a

rea

bef

ore

par

tici

pan

ts a

rriv

e, info

rm a

ll par

tici

pan

ts o

f poss

ible

haz

ards

3.1

H

elp p

artici

pan

ts f

eel w

elco

me

and a

t ea

se in t

he

pool

envi

ronm

ent

Profe

ssio

nal

beh

avio

ur

eg d

ress

, punct

ual

ity

Iden

tify

new

par

tici

pan

ts

Adopt

appro

achab

le m

anner

eg e

nco

ura

ge

par

tici

pan

ts t

o a

sk

ques

tions,

to e

xpre

ss c

once

rns,

pro

vide

par

tici

pan

ts w

ith f

ull

and

accu

rate

info

rmat

ion

3.2

Chec

k par

tici

pan

ts’ le

vel of

exper

ience

, ab

ility

and

phys

ical

/med

ical

conditio

n

Occ

asio

nal

spec

ial popula

tion c

lients

Iden

tify

if

par

tici

pan

ts a

re s

wim

mer

s or

non-s

wim

mer

s

Iden

tify

new

par

tici

pan

ts

Ask

par

tici

pan

ts if

they

hav

e an

y ill

nes

ses

or

inju

ries

,

Advi

se indiv

idual

s of

any

reas

ons

for

non-

par

tici

pat

ion in t

he

exer

cise

ses

sion

Spec

ial nee

ds

par

tici

pan

ts m

ay h

ave

3

Be

able

to p

repar

e par

tici

pan

ts f

or

wat

er-

bas

ed

exer

cise

3.3

Id

entify

the

corr

ect

attire

for

par

tici

pan

ts

Appro

priat

e fo

r th

e ex

erci

se s

essi

on

Appro

priat

e fo

r th

e pool en

viro

nm

ent

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

12

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

Exp

lain

the

purp

ose

and v

alue

of

the

exer

cise

s, incl

udin

g w

arm

-up

and c

ool-

dow

n

Car

dio

vasc

ula

r fitn

ess

eg r

aise

met

abolic

rat

e, r

educe

ris

k of

hea

rt

dis

ease

Musc

ula

r fitn

ess

eg d

evel

op m

usc

les

and m

usc

le s

tren

gth

, im

pro

ve

bone

den

sity

Flex

ibili

ty e

g r

educe

ris

k of

inju

ry,

impro

ve p

ost

ure

Moto

r sk

ills

eg im

pro

ve,

bal

ance

, ag

ility

, co

ord

inat

ion,

reac

tion t

ime

War

m-u

p e

g m

obili

ty,

puls

e ra

isin

g,

stat

ic s

tret

chin

g;

purp

ose

eg

pre

par

e body

for

exer

cise

, en

han

ce f

lexi

bili

ty,

min

imis

e dis

com

fort

, pre

vent

inju

ry

Cool-

dow

n e

g p

uls

e lo

wer

ing,

stat

ic s

tret

chin

g,

dev

elopm

enta

l st

retc

hin

g;

purp

ose

eg e

nhan

ce f

lexi

bili

ty,

min

imis

e dis

com

fort

, pre

vent

inju

ry,

avoid

del

ayed

onse

t of

musc

le s

ore

nes

s, p

rovi

de

reco

very

tim

e

3.5

Exp

lain

the

agre

ed e

xerc

ises

, in

cludin

g p

hys

ical

and t

echnic

al

dem

ands

Pro

vide

clea

r in

form

atio

n a

bout

the

pla

nned

exe

rcis

e se

ssio

n e

g

purp

ose

of

exer

cise

s, c

om

ponen

ts p

art,

appro

priat

enes

s to

par

tici

pan

ts,

phys

ical

and t

echnic

al d

eman

ds

Chec

k par

tici

pan

t under

stan

din

g,

par

tici

pan

t opport

unity

to a

sk

ques

tions

3.6

Confirm

or

revi

se p

lans

as

appro

priat

e To m

eet

par

tici

pan

t nee

ds

Dev

elop r

ealis

tic

pla

ns

so g

oal

s ca

n b

e ac

hie

ved

Chec

k par

tici

pan

t under

stan

din

g,

giv

e par

tici

pan

t opport

unity

to a

sk

ques

tions

Gai

n p

artici

pan

t ag

reem

ent

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

12

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.7

Advi

se p

artici

pan

ts o

f th

e fa

cilit

y’s

emer

gen

cy p

roce

dure

s Lo

cation o

f em

ergen

cy e

quip

men

t eg

first

aid

kit,

tele

phone,

fire

extinguis

her

s

Fire

eg e

vacu

atio

n r

oute

, fire

exi

ts a

ssem

bly

poin

t

Hea

lth a

nd s

afet

y re

quirem

ents

for

the

sess

ion

3.8

U

se w

arm

-up a

ctiv

itie

s th

at a

re

safe

and e

ffec

tive

for

the

par

tici

pan

ts

Exp

lain

im

port

ance

of

war

m-u

p a

nd e

nsu

re p

artici

pan

t under

stan

din

g

Appro

priat

e to

par

tici

pan

t nee

ds

Str

uct

ure

eg m

obili

ty,

puls

e ra

isin

g,

stat

ic s

tret

chin

g

3.9

Advi

se p

artici

pan

ts w

her

e to

posi

tion t

hem

selv

es in t

he

pool

rele

vant

to t

hei

r le

vel of

exper

ience

Appro

priat

e to

lev

el o

f ab

ility

and c

onfiden

ce o

f par

tici

pan

ts,

num

ber

of

par

tici

pan

ts,

non-s

wim

mer

s

Appro

priat

e to

the

pla

nned

exe

rcis

e

4.1

G

ive

expla

nat

ions

and

dem

onst

rations

that

are

te

chnic

ally

corr

ect

with s

afe

and

effe

ctiv

e al

ignm

ent

and t

imin

g

and m

ove

men

t qual

ity

of

exer

cise

posi

tions

that

cle

arly

tr

ansl

ate

to p

artici

pan

ts in t

he

wat

er

Appro

priat

e to

par

tici

pan

t nee

ds

and lev

el o

f ex

per

ience

, ap

pro

priat

e to

the

pla

nned

exe

rcis

e se

ssio

n,

appro

priat

e to

the

pool en

viro

nm

ent

Dem

onst

rations

eg o

f m

ove

men

ts a

nd t

echniq

ues

, sa

fe a

nd e

ffec

tive

al

ignm

ent

of

exer

cise

posi

tions,

appro

priat

e sp

eed o

f m

ove

men

ts

Tec

hnic

ally

corr

ect

verb

al e

xpla

nat

ions

eg r

einfo

rce

tech

niq

ue,

co

rrec

t poor

tech

niq

ue

4.2

Com

munic

ate

as a

ppro

priat

e to

par

tici

pan

ts’ nee

ds

Appro

priat

e to

par

tici

pan

t nee

ds

and t

he

envi

ronm

ent

Appro

priat

e to

exe

rcis

e se

ssio

n

Cle

ar inst

ruct

ions

eg c

orr

ect

leve

l of

det

ail

4

Be

able

to inst

ruct

w

ater

-bas

ed

exer

cise

4.3

U

se v

olu

me,

pitch

and v

oic

e pro

ject

ion w

ith o

r w

ithout

a m

icro

phone

Appro

priat

e m

ethods

of

voic

e pro

ject

ion

Effec

tive

use

of

volu

me

and p

itch

of

voic

e

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

12

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.4

Pr

ovi

de

cuei

ng t

o e

nab

le

par

tici

pan

ts a

s ap

pro

priat

e to

th

e se

ssio

n

Typ

es e

g v

erbal

and v

isual

Import

ance

eg g

ivin

g p

artici

pan

ts t

he

info

rmat

ion t

hey

nee

d t

o c

arry

out

the

exer

cise

saf

ely

4.5

Var

y th

e pac

e an

d s

pee

d o

f ex

erci

se t

o e

nsu

re s

afet

y an

d

effe

ctiv

enes

s in

the

wat

er

To s

uit p

artici

pan

ts

Ensu

re p

artici

pan

ts a

re w

ork

ing t

oget

her

Ensu

re s

afe

and e

ffec

tive

pac

e, a

ppro

priat

e to

the

sect

ion o

f th

e cl

ass

Apply

modific

atio

ns

as a

ppro

priat

e

4.6

Ensu

re p

artici

pan

ts e

xerc

ise

safe

ly

Pro

vide

clea

r in

stru

ctio

ns

so p

artici

pan

ts k

now

how

to c

arry

out

exer

cise

saf

ely

Provi

de

non-s

wim

mer

s w

ith a

deq

uat

e flota

tion d

evic

es

Envi

ronm

enta

l is

sues

eg a

vaila

ble

spac

e, n

um

ber

of

par

tici

pan

ts,

sim

ultan

eous

exer

cise

ses

sions

Mak

e par

tici

pan

ts a

war

e if t

hey

are

car

ryin

g o

ut

exer

cise

inco

rrec

tly,

ex

pla

in s

afet

y risk

s/risk

of

inju

ry

4.7

Kee

p t

o t

he

tim

ings

for

the

sess

ion

For

the

sess

ion o

vera

ll

For

indiv

idual

exe

rcis

e co

mponen

ts

Ensu

re p

artici

pan

ts b

enef

it a

deq

uat

ely

from

the

exer

cise

ses

sion

5

Be

able

to im

pro

ve

par

tici

pan

ts

per

form

ance

in

wat

er-b

ased

ex

erci

se

5.1

Adopt

appro

priat

e posi

tions

to

obse

rve

all par

tici

pan

ts a

nd

resp

ond t

o t

hei

r nee

ds

Appro

priat

e to

par

tici

pan

t nee

ds

and t

he

envi

ronm

ent

Use

of

appro

priat

e in

stru

ctio

n p

osi

tions

eg p

ools

ide

teac

hin

g,

wat

er

teac

hin

g,

use

of

a va

riet

y of

posi

tions,

move

aro

und t

he

pool ar

ea t

o

ensu

re a

ll par

tici

pan

ts o

bse

rved

and t

hei

r nee

ds

resp

onded

to,

mirro

ring,

dem

onst

rating c

ontr

ol of p

artici

pan

ts,

atte

ntion t

o o

wn

wel

fare

on t

he

pools

ide

Corr

ect

poor

tech

niq

ue

wher

e re

quired

,

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

12

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.2

Chec

k th

at p

artici

pan

ts c

an

per

form

the

exer

cise

s as

pla

nned

Car

ry o

ut

regula

r ch

ecks

Exe

rcis

es a

ppro

priat

e to

par

tici

pan

t nee

ds

and a

bili

ty e

g n

on-

swim

mer

s

Apply

appro

priat

e pro

gre

ssio

ns

and r

egre

ssio

ns

Use

appro

priat

e te

achin

g m

ethods

to c

orr

ect

and r

einfo

rce

tech

niq

ue

Build

up e

xerc

ises

gra

dual

ly

5.3

U

se a

ppro

priat

e te

achin

g

met

hods

to c

orr

ect

and r

einfo

rce

tech

niq

ue,

incl

udin

g

□

chan

gin

g t

each

ing p

osi

tions

□

aski

ng q

ues

tions

□

verb

al a

nd v

isual

co

mm

unic

atio

n

□

mirro

ring

Chan

gin

g t

each

ing p

osi

tions

and m

ethods

eg m

ovi

ng a

round t

he

pool

area

Ask

ing q

ues

tions

Ver

bal

and v

isual

com

munic

atio

n e

g p

rovi

de

enco

ura

gem

ent

and

support

, m

irro

ring

Vis

ual

dem

onst

rations

to c

orr

ect

and r

einfo

rce

tech

niq

ue

eg r

educe

risk

of

par

tici

pan

t in

jury

, sa

fety

5.4

D

evel

op e

xerc

ises

gra

dual

ly

In t

erm

s of

eg c

om

ple

xity

, in

tensi

ty,

spee

d

5.5

Pr

ovi

de

feed

bac

k an

d inst

ruct

ing

poin

ts w

hic

h a

re t

imel

y, c

lear

an

d m

otiva

tional

Cle

ar,

motiva

tional

, tim

ely

Appro

priat

e to

par

tici

pan

ts’ nee

ds

Provi

de

enco

ura

gem

ent

and s

upport

Rec

ognis

e diffe

rent

motiva

tional

fac

tors

Posi

tive

ver

bal

com

munic

atio

n a

nd b

ody

languag

e

Giv

e par

tici

pan

ts o

pport

unitie

s to

ask

s ques

tions,

lis

ten t

o

par

tici

pan

ts

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

12

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.6

Adap

t ex

erci

ses

with s

uitab

le

pro

gre

ssio

ns

and r

egre

ssio

ns

acco

rdin

g t

o p

artici

pan

t nee

ds

Appro

priat

e pro

gre

ssio

ns

and r

egre

ssio

ns

eg n

um

ber

of

exer

cise

s,

ord

er o

f ex

erci

se,

spee

d,

inte

nsi

ty,

repet

itio

ns,

dura

tion

To m

eet

par

tici

pan

ts’ nee

ds

eg f

itnes

s an

d s

kill

leve

ls,

chan

gin

g

nee

ds

thro

ughout

the

sess

ion

To m

eet

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e

Adap

ting e

xerc

ise

for

occa

sional

spec

ial popula

tion c

lients

eg y

oung

peo

ple

aged

14-1

6 a

ge,

ante

nat

al a

nd p

ost

nat

al w

om

en,

old

er

peo

ple

(50 p

lus)

Envi

ronm

enta

l fa

ctors

eg a

vaila

ble

spac

e, a

vaila

ble

equip

men

t,

num

ber

of

par

tici

pan

ts

6.1

Allo

w s

uff

icie

nt

tim

e to

end t

he

sess

ion a

ccord

ing t

o p

artici

pan

ts’

nee

ds

Appro

priat

e to

par

tici

pan

t le

vel of

exper

ience

and f

itnes

s

Appro

priat

e to

exe

rcis

e se

ssio

n e

g,

keep

to p

lanned

tim

ings,

saf

e an

d e

ffec

tive

cool-

dow

n a

ctiv

itie

s fo

r par

tici

pan

ts,

opport

unity

for

par

tici

pan

ts t

o a

sk q

ues

tions,

pro

vide

feed

bac

k to

par

tici

pan

ts o

n t

he

sess

ion,

pro

vide

info

rmat

ion o

n f

utu

re s

essi

ons

6.2

U

se c

ool-

dow

n a

ctiv

itie

s th

at a

re

safe

and e

ffec

tive

for

the

par

tici

pan

ts

Exp

lain

im

port

ance

of

cool-

dow

n e

g a

void

del

ayed

onse

t of

musc

le

sore

nes

s an

d e

nsu

re p

artici

pan

t under

stan

din

g

Appro

priat

e to

par

tici

pan

t nee

ds

and t

he

envi

ronm

ent

Str

uct

ure

eg p

uls

e lo

wer

ing s

ection,

stat

ic s

tret

chin

g,

dev

elopm

enta

l st

retc

hin

g

6

Be

able

to b

ring a

w

ater

-bas

ed

exer

cise

ses

sion t

o

an e

nd

6.3

G

ive

the

par

tici

pan

ts a

n a

ccura

te

sum

mar

y of

feed

bac

k on t

he

sess

ion

Acc

ura

te s

um

mar

y eg

pro

gre

ss,

stre

ngth

s, a

reas

for

dev

elopm

ent,

su

gges

ted a

dditio

nal

/alter

nat

ive

exer

cise

Provi

de

enco

ura

gem

ent

and m

otiva

tion,

posi

tive

fee

dbac

k

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

12

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.4

G

ive

the

par

tici

pan

ts t

he

opport

unity

to:

□

reflec

t on t

he

sess

ion

□

ask

ques

tions

□

pro

vide

feed

bac

k

□

iden

tify

furt

her

nee

ds

Ref

lect

on t

he

sess

ion e

g o

n t

hei

r pro

gre

ss,

thei

r ex

per

ience

, ef

fect

iven

ess

of

the

inst

ruct

ion

Ask

ques

tions

eg a

bout

thei

r per

form

ance

, ab

out

alte

rnat

ive

exer

cise

Provi

de

feed

bac

k eg

on t

he

effe

ctiv

enes

s of

the

inst

ruct

ion,

thei

r ex

per

ience

Iden

tify

furt

her

nee

ds

eg f

utu

re s

essi

ons,

alter

nat

ive

activi

ties

6.5

Fo

llow

the

corr

ect

pro

cedure

s fo

r ch

ecki

ng a

nd d

ealin

g w

ith a

ny

equip

men

t use

d

Chec

k eq

uip

men

t eg

funct

ional

ity,

dam

age,

cle

anlin

ess

Dea

l w

ith e

quip

men

t in

rel

atio

n t

o c

hec

ks c

arried

out

Sto

re a

nd c

lean

equip

men

t co

rrec

tly

Rep

ort

any

faults

6.6

Le

ave

the

envi

ronm

ent

in a

co

nditio

n a

ccep

table

for

futu

re

use

Envi

ronm

ent

eg c

lean

, sa

fe,

tidy,

info

rm a

ppro

priat

e per

son a

bout

any

hea

lth a

nd s

afet

y is

sues

7

Be

able

to r

efle

ct

on p

rovi

din

g

wat

er-b

ased

ex

erci

se s

essi

ons

7.1

Rev

iew

the

outc

om

es o

f w

ork

ing

with p

artici

pan

ts a

nd t

hei

r fe

edbac

k

Rev

iew

par

tici

pan

t pro

gre

ss e

g,

off

er f

itnes

s ad

vice

in r

esponse

to

chan

gin

g n

eeds

of

par

tici

pan

ts

In r

elat

ion t

o g

oal

s/obje

ctiv

es o

f th

e ex

erci

se s

essi

on

Giv

e par

tici

pan

ts o

pport

unity

to a

sk q

ues

tions

Giv

e par

tici

pan

ts o

pport

unity

to p

rovi

de

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

12

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.2

Id

entify

:

□

how

wel

l th

e ex

erci

ses

met

par

tici

pan

ts’ nee

ds

□

how

effec

tive

and

motiva

tional

the

rela

tionsh

ip

with t

he

par

tici

pan

ts w

as

□

how

wel

l th

e in

stru

ctin

g s

tyle

m

atch

ed t

he

par

tici

pan

ts’

nee

ds

How

wel

l th

e ex

erci

ses

met

par

tici

pan

t nee

ds

eg e

ffec

tive

nes

s of

pla

nned

act

ivitie

s, a

chie

vem

ent

of

goal

/obje

ctiv

es

How

effec

tive

and m

otiva

tional

the

rela

tionsh

ip w

ith t

he

par

tici

pan

t w

as e

g p

artici

pan

t fe

lt s

upport

ed,

enco

ura

ge

and m

otiva

ted,

clea

r an

d a

ppro

priat

e co

mm

unic

atio

n,

mutu

al r

espec

t

How

wel

l th

e in

stru

ctin

g s

tyle

mat

ched

par

tici

pan

t nee

ds

eg u

se o

f ap

pro

priat

e dem

onst

rations,

cle

ar,

accu

rate

exp

lanat

ions,

motiva

tion

and s

upport

7.3

Id

entify

how

to im

pro

ve p

erso

nal

pra

ctic

e Id

entify

str

ength

s an

d a

reas

for

impro

vem

ent

Set

SM

ART (

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic,

tim

e-bound)

targ

ets

Pers

onal

dev

elopm

ent

pla

n

Dev

elopm

ent

opport

unitie

s eg

spec

ific

tra

inin

g a

nd c

ours

es

Modify

exer

cise

pro

gra

mm

es e

g f

utu

re p

lannin

g t

o e

nsu

re

adher

ence

, ch

angin

g a

ctiv

itie

s to

mai

nta

in inte

rest

and e

nsu

re

fitn

ess

pro

gre

ssio

n

7.4

Exp

lain

the

valu

e of

reflec

tive

pra

ctic

e Le

arnin

g f

rom

ow

n e

xper

ience

s

Import

ant

sourc

e of

per

sonal

pro

fess

ional

dev

elopm

ent

and

impro

vem

ent

Allo

ws

for

continuous

updat

ing o

f sk

ills

and k

now

ledge

eg t

o p

lan

and inst

ruct

more

effec

tive

exe

rcis

e se

ssio

ns

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

13

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.1

Pr

esen

t a

posi

tive

im

age

of

self

and o

rgan

isat

ion t

o c

lients

Sel

f-pre

senta

tion e

g p

erso

nal

hyg

iene,

cle

an a

nd s

mar

t uniform

/dre

ss

Org

anis

atio

n e

g k

now

ledgea

ble

sta

ff,

consi

sten

t ap

pro

ach t

aken

by

all st

aff,

sta

ff w

ork

toget

her

, cl

ear

com

mitm

ent

to p

rovi

din

g e

ffec

tive

cu

stom

er s

ervi

ce,

crea

te c

lient

confiden

ce in o

rgan

isat

ion a

nd its

se

rvic

es

8.2

Est

ablis

h a

n e

ffec

tive

work

ing

rela

tionsh

ip w

ith c

lients

Build

clie

nt

trust

and c

onfiden

ce

Clie

nts

fee

l va

lued

and m

otiva

ted

Clie

nts

more

lik

ely

to a

dher

e to

exe

rcis

e an

d p

hys

ical

act

ivity

pro

gra

mm

es

Dev

elop m

utu

al t

rust

and r

espec

t

Req

uirem

ents

eg in lin

e w

ith g

ood p

ract

ice,

eth

ical

req

uirem

ents

, pro

fess

ional

conduct

8

Be

able

to s

upport

cl

ients

tak

ing p

art

in w

ater

-bas

ed

exer

cise

ses

sions

8.3

Com

munic

ate

with c

lients

in a

w

ay t

hat

mak

es t

hem

fee

l va

lued

□

Ver

bal

com

munic

atio

n e

g a

ppro

priat

e to

ne

and p

itch

of

voic

e,

languag

e ap

pro

priat

e to

clie

nt,

use

of

posi

tive

lan

guag

e ,

use

of

pra

ise

and e

nco

ura

gem

ent,

avo

id u

se o

f sl

ang/j

argon,

opport

unitie

s to

dis

cuss

clie

nt

nee

ds

□

Non-v

erbal

com

munic

atio

n e

g p

osi

tive

body

languag

e, p

ost

ure

, ex

pre

ssio

n,

ges

ture

s, e

ye c

onta

ct

□

List

enin

g e

g a

skin

g a

ppro

priat

e ques

tions,

see

king c

lient

view

s on t

hei

r per

form

ance

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

13

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.4

U

se m

otiva

tional

sty

les

appro

priat

e to

the

clie

nt

and t

he

exer

cise

form

at

Appro

priat

e to

the

clie

nts

eg s

etting c

lear

, re

alis

tic

goal

s/obje

ctiv

es,

build

ing c

lient

self-c

onfiden

ce,

posi

tive

enco

ura

gem

ent,

pra

ise,

en

coura

ge

posi

tive

thin

king in c

lients

, hel

p c

lients

dev

elop a

nd f

ollo

w

thro

ugh t

hei

r ow

n m

otiva

tional

str

ateg

ies

Appro

priat

e to

the

exer

cise

form

at e

g in r

elat

ion t

o g

oal

s/obje

ctiv

es,

in r

elat

ion t

o p

lanned

ses

sions


132


Delivery

This is a practical unit and needs be delivered in a way that enables learners to demonstrate their ability to instruct water-based exercise safely and effectively. Learners need to demonstrate that they can:

communicate effectively with participants, applying appropriate voice projection and using the tone and pitch of their voice effectively

use the properties of water effectively within exercise sessions

plan and instruct safe and effective water-based exercise sessions, including appropriate warm-up and cool-down activities, correct use of equipment, bringing the session to an end

instruct and observe participants from a variety of positions, including correcting poor technique as necessary.

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

Tutor input will need to cover the theoretical aspect of the unit relating to the principles of water-based exercise.

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

Guest speakers, for example a health fitness instructor, will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they prepare themselves and clients for water-based exercise to music, how they ensure that the exercise sessions they instruct are safe and effective and the factors which are specific to the pool environment. This could include the importance of using a variety of teaching positions, of observing participants regularly to ensure their safety and of adapting exercises as necessary to take account of the changing needs of participants.


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

Tutors need to ensure that there appropriate and sufficient opportunities to observe learners instructing and supervising water-based exercise sessions and that the appropriate records are kept to evidence learner ability and achievement.


133

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

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

Assessment



Learners must show evidence that they have planned and instructed a group of participants in a water- based exercise session demonstrating specific considerations for the wet environment to include all of the following.

The safety and welfare of participants appropriate to the environment including:

entry and exit to the water

thermoregulation

continued visual contact with participants

use of electrical equipment

methods/movements to maintain or regain balance of their participants in

the water.

Through all phases of the exercise session to include:

warm-up

pulse raising

dynamic stretching

main CV workout using the aerobic curve

pulse raiser

main workout

build down

muscular conditioning

cool-down and flexibility

Demonstrating the effective use of the properties of water to include:

resistance

buoyancy

methods of increasing or lowering intensity related to the properties of

water eg increased surface area, speed of movement.

Learners must show accurate demonstrations of movements and techniques appropriate to the water environment with particular attention to the speed of movements.


134

Learners must show that they can apply methods of voice projection and can effectively use the volume and pitch of their voice. Learners must show the use of communication skills appropriate to the environment.

Learners should be observed teaching from a variety of positions around the pool using mirroring, and demonstrating control of the participants whilst giving due attention to their own welfare on poolside.




Books



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





Lawrence D – Exercise in Water: A Complete Guide to Planning and Instruction (Fitness Professionals) A & C Black Publishers Ltd, 2008) ISBN 9781408101407

Journals




Websites





135

Unit 11: Planning Health — related Exercise and Physical Activity for Children


QCF level: 2

Credit value: 3


Unit aim

This unit aims to develop knowledge and understanding of how to plan health-related exercise and physical activity for children. Learners will also develop the skills needed to identify appropriate programme objectives and to plan safe and effective health-related exercise and physical activity for children.

In this unit learners will follow the planning process involved in developing health- related exercise and physical activity for children. They will begin by exploring the methods used to collect information about children before any exercise or physical activity takes place and the importance of this. Learners will also look at how this information is used in the planning process, including how to identify session objectives and when deferral of exercise or referral of children may be necessary.

Learners will then focus on how to apply the principles and variables of fitness to activities to achieve health benefits and the required levels of physical activity for children.

Learners will have the opportunity to apply their knowledge and understanding. They will identify appropriate objectives for the exercise/physical activity programme and select appropriate exercises in order to plan safe and effective health-related exercise and physical activity for children within the specified age range.

Essential resources




BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

13

6

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

D

escr

ibe

the

pro

cess

of

scre

enin

g a

s it a

pplie

s to

ch

ildre

n

□

How

to r

ecord

info

rmat

ion r

elev

ant

to s

cree

nin

g c

hild

ren

□

Colle

ct info

rmat

ion t

o u

se in s

etting g

oal

s an

d o

bje

ctiv

es

□

Iden

tify

any

contr

aindic

atio

ns

to e

xerc

ise

□

Iden

tify

any

risk

s fr

om

par

tici

pat

ing in e

xerc

ise/

phys

ical

act

ivity

1.2

Exp

lain

the

pro

cess

of

info

rmed

co

nse

nt

as it

applie

s to

child

ren

Fully

aw

are

of

what

the

exer

cise

se

ssio

n invo

lves

eg,

purp

ose

, phys

ical

and t

echnic

al d

eman

ds,

aim

s an

d o

bje

ctiv

es,

ben

efits

of

the

exer

cise

ses

sion,

any

pote

ntial

ris

ks

Est

ablis

hin

g c

hild

and p

aren

t/ca

rer

under

stan

din

g,

opport

unity

for

child

and p

aren

t/ca

rer

to c

onsi

der

info

rmat

ion p

rovi

ded

, opport

unity

for

child

and p

aren

t/ca

rer

to a

sk q

ues

tions

Obta

in p

aren

t/ca

rer

signed

conse

nt

docu

men

tation

1.3

D

escr

ibe

diffe

rent

met

hods

to

colle

ct info

rmat

ion:

□

ques

tionnai

re

□

inte

rvie

w

□

obse

rvat

ion

Ques

tionnai

re e

g P

ARQ

, lif

esty

le

Inte

rvie

w e

g q

ues

tionin

g,

liste

nin

g

Obse

rvat

ion e

g p

artici

pan

t ca

rryi

ng o

ut

set

exer

cise

1

Under

stan

d h

ow

to

colle

ct r

elev

ant

info

rmat

ion t

o p

lan

hea

lth r

elat

ed

exer

cise

/phys

ical

ac

tivi

ty f

or

child

ren

1.4

D

escr

ibe

how

to d

eter

min

e w

hic

h m

ethod/s

of

colle

ctin

g

info

rmat

ion a

re a

ppro

priat

e ac

cord

ing t

o t

he

indiv

idual

child

Met

hods

eg q

ues

tionnai

re,

inte

rvie

w,

obse

rvat

ion

□

Appro

priat

e to

par

tici

pan

t eg

nee

ds

, obje

ctiv

es,

leve

l of

confiden

ce

□

Ava

ilabili

ty o

f re

sourc

es e

g t

ime,

equip

men

t, f

acili

ties

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

13

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Colle

ct t

he

info

rmat

ion n

eeded

to

pla

n e

xerc

ise/

phys

ical

act

ivity

sess

ions

for

child

ren

□

Info

rmat

ion (

emer

gen

cy c

onta

ct d

etai

ls,

par

ent/

care

r det

ails

, per

sonal

goal

s, lifes

tyle

, m

edic

al h

isto

ry,

phys

ical

act

ivity

his

tory

, phys

ical

act

ivity

likes

and d

islik

es,

bar

rier

s to

par

tici

pat

ion)

□

Info

rmat

ion s

ourc

es (

child

, par

ents

/car

ers,

sch

ool)

2.2

M

ake

sure

the

info

rmat

ion is

accu

rate

and u

p-t

o-d

ate

□

Confirm

with c

hild

and p

aren

t/ca

rer

as a

ppro

priat

e

□

Am

end if

nec

essa

ry

2.3

G

ive

exam

ple

s of

how

par

tici

pan

t in

form

atio

n a

ffec

t th

e pla

nnin

g o

f ex

erci

se/p

hys

ical

ac

tivi

ty f

or

child

ren

□

Plan

nin

g e

g u

sed t

o d

eter

min

e goa

ls a

nd o

bje

ctiv

es,

type,

dura

tion

and inte

nsi

ty o

f ex

erci

se

□

Iden

tify

modific

atio

ns

eg t

o w

arm

-up a

nd c

ool-

dow

n s

essi

ons,

to

mai

n a

ctiv

itie

s, t

o m

eet

indiv

idual

nee

ds,

iden

tify

alter

nat

ive

exer

cise

2.4

M

ake

sure

ther

e is

info

rmed

par

enta

l/ca

rer

conse

nt

for

the

exer

cise

/phys

ical

act

ivity

sess

ions

□

Appro

priat

e par

ent/

care

r to

com

ple

te a

nd s

ign c

onse

nt

docu

men

tation p

rior

to a

ny

exer

cise

/phys

ical

act

ivity

2

Be

able

to c

olle

ct

rele

vant

info

rmat

ion t

o p

lan

safe

and e

ffec

tive

ex

erci

se/p

hys

ical

ac

tivi

ty f

or

child

ren

2.5

M

ainta

in c

onfiden

tial

ity

of

info

rmat

ion

□

Follo

w o

rgan

isat

ional

polic

ies

and p

roce

dure

s

□

Legal

req

uirem

ents

eg o

nly

shar

e in

form

atio

n o

n a

nee

d t

o k

now

bas

is

□

Sec

ure

sto

rage

of

info

rmat

ion (

pap

er b

ased

, co

mpute

r bas

ed)

3

Under

stan

d h

ow

to

use

info

rmat

ion t

o

pla

n h

ealth r

elat

ed

exer

cise

/phys

ical

ac

tivi

ty f

or

child

ren

3.1

D

escr

ibe

the

fact

ors

, bas

ed o

n

scre

enin

g,

whic

h m

ay a

ffec

t sa

fe

exer

cise

/phys

ical

act

ivity

par

tici

pat

ion f

or

child

ren

□

Med

ical

his

tory

/conditio

n e

g m

edic

atio

n

□

Sta

ge

of

mat

ura

tion

□

Inju

ry,

exer

cise

his

tory

, cu

rren

t fitn

ess

leve

l

□

Age-

rela

ted n

eeds

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

13

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

G

ive

exam

ple

of

how

info

rmat

ion

affe

cts

the

pla

nnin

g o

f hea

lth

rela

ted e

xerc

ise/

phys

ical

act

ivity

sess

ions

for

child

ren

Plan

nin

g e

g u

sed t

o d

eter

min

e goa

ls a

nd o

bje

ctiv

es,

type,

dura

tion

and inte

nsi

ty o

f ex

erci

se

Iden

tify

modific

atio

ns

eg t

o w

arm

-up a

nd c

ool-

dow

n s

essi

ons,

to m

ain

activi

ties

, to

mee

t in

div

idual

nee

ds,

iden

tify

alter

nat

ive

exer

cise

3.3

Id

entify

the

reas

ons

for

tem

pora

ry d

efer

ral of

exer

cise

in

child

ren

□

Rea

sons

eg m

inor

illnes

s or

inju

ry,

inap

pro

priat

e cl

oth

ing,

refe

rral

to

anoth

er p

rofe

ssio

nal

, ap

pro

priat

e par

enta

l/ca

re c

onse

nt

not

obta

ined

3.4

Exp

lain

the

reas

ons

for

refe

rrin

g

child

ren t

o o

ther

pro

fess

ional

s

3.5

D

escr

ibe

the

pro

cess

of

refe

rrin

g

child

ren t

o o

ther

pro

fess

ional

s

Com

ply

with leg

al r

equirem

ents

eg o

uts

ide

leve

l of

com

pet

ence

or

auth

ority

Contr

aindic

atio

ns

to e

xerc

ise

Med

ical

conditio

ns

eg c

ardia

c, p

ulm

onar

y or

met

abolic

dis

ease

, ar

thritis,

ost

eoporo

sis

Profe

ssio

nal

s eg

GP,

spec

ial popula

tions

inst

ruct

ors

, phys

ioth

erap

ists

4

Under

stan

d h

ow

to

pla

n s

afe

and

effe

ctiv

e ex

erci

se/p

hys

ical

ac

tivi

ty f

or

child

ren

4.1

Id

entify

the

key

stag

es in

pla

nnin

g a

nd p

repar

ing

exer

cise

/phys

ical

act

ivity

for

child

ren

□

Follo

w r

elat

ed g

uid

elin

es f

or

inst

ruct

ing e

xerc

ise

and p

hys

ical

ac

tivi

ty f

or

child

ren

□

Mee

t par

tici

pan

t obje

ctiv

es e

g a

ddre

ss b

arrier

s to

par

tici

pat

ion,

build

sel

f-co

nfiden

ce,

appro

priat

e ex

erci

se c

om

ponen

ts

□

Ensu

re a

ppro

priat

e pre

-act

ivity

scre

enin

g t

akes

pla

ce,

ensu

re

appro

priat

e co

nse

nt

is o

bta

ined

, ca

rry

out

appro

priat

e risk

as

sess

men

ts

□

Tak

e ac

count

of

spec

ific

nee

ds

eg d

yspra

xia,

gro

wth

-re

late

d

inju

ries

, ex

erci

se a

ppro

priat

e fo

r obes

e ch

ildre

n

□

Apply

princi

ple

s an

d v

aria

ble

s of tr

ainin

g e

g F

ITT p

rinci

ple

s,

ove

rload

, sp

ecific

ity,

pro

gre

ssio

n,

indiv

idual

diffe

rence

s, v

aria

tion,

reve

rsib

ility

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

13

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.2

O

utlin

e how

to iden

tify

obje

ctiv

es f

or

sess

ions

bas

ed o

n

colle

cted

info

rmat

ion

□

pro

mote

and e

nhan

ce a

ctiv

ity

leve

ls

□

im

pro

ve s

oci

al s

kills

□

pro

mote

per

sonal

dev

elopm

ent

□

im

pro

ve s

kills

and t

echniq

ues

□

pro

vide

opport

unitie

s fo

r fu

n a

nd e

njo

ymen

t

4.3

D

escr

ibe

how

the

use

of

musi

c ca

n e

nhan

ce e

xerc

ise/

phys

ical

ac

tivi

ty s

essi

ons

for

child

ren

□

Motiva

te c

hild

ren

□

Enhan

ce c

hild

ren’s

exp

erie

nce

□

Mak

e se

ssio

ns

fun a

nd inte

rest

ing

4.4

D

escr

ibe

how

to a

pply

the

princi

ple

s an

d v

aria

ble

s of

fitn

ess

to a

ran

ge

of

activi

ties

to

achie

ve h

ealth b

enef

its

and

required

lev

els

of

phys

ical

ac

tivi

ty in c

hild

ren

□

In t

erm

s o

f ove

rall

hea

lth a

nd f

itnes

s – p

hys

ical

, em

otional

, m

enta

l ,

dai

ly e

xerc

ise,

nutr

itio

n,

soci

al inte

ract

ion,

gen

eral

w

ellb

eing

□

In t

erm

s of

phys

ical

fitnes

s – c

ardio

vasc

ula

r, m

usc

ula

r fitn

ess

(str

ength

, en

dura

nce

), f

lexi

bili

ty,

moto

r sk

ills

□

Guid

elin

es o

n t

he

amount

of

exer

cise

/phys

ical

act

ivity

to a

chie

ve

hea

lth b

enef

its,

and m

eet

required

lev

els

of

phys

ical

4.5

Id

entify

exe

rcis

es/p

hys

ical

ac

tivi

ties

that

are

saf

e an

d

appro

priat

e fo

r ch

ildre

n o

f al

l ag

es,

and incl

ude

poss

ible

al

tern

ativ

es

□

Exe

rcis

e/phys

ical

act

ivity

that

engag

es c

hild

ren

□

Mak

e se

ssio

ns

fun a

nd inte

rest

ing e

g u

se o

f gam

es,

gro

up

activi

ties

, ro

le p

lay

□

Consi

der

atio

ns

eg im

plic

atio

ns

of

stag

e of

gro

wth

and d

evel

opm

ent

□

Prev

enta

tive

mea

sure

s to

avo

id g

row

th-r

elat

ed inju

ries

, ap

pro

priat

enes

s of

equip

men

t fo

r use

by

child

ren

□

Alter

nat

ives

to p

ote

ntial

ly h

arm

ful phys

ical

act

ivitie

s

□

Appro

priat

e fo

r sp

ecific

age

gro

ups

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

14

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.6

O

utlin

e th

e im

port

ance

and

applic

atio

n o

f w

arm

-up a

nd c

ool-

dow

n w

hen

des

ignin

g

exer

cise

/phys

ical

act

ivity

for

child

ren

□

Saf

e an

d e

ffec

tive

war

m-u

p a

nd c

ool-

dow

n a

ctiv

itie

s fo

r ch

ildre

n

eg c

orr

ect

dura

tion a

nd inte

nsi

ty,

keep

child

ren inte

rest

ed a

nd

motiva

ted,

appro

priat

e to

spec

ific

age

gro

up

□

Modific

atio

ns-

to m

eet

par

tici

pan

t nee

ds,

to m

eet

nee

ds

of

the

phys

ical

envi

ronm

ent

□

War

m-u

p

eg p

uls

e ra

isin

g,

stre

tchin

g,

mobili

ty,

pre

par

e body

for

exer

cise

, re

duce

ris

k of

inju

ry

□

Cool-

dow

n

eg s

tret

chin

g,

reco

very

tim

e, r

educe

ris

k of

inju

ry

5.1

Id

entify

obje

ctiv

es t

hat

are

ap

pro

priat

e to

:

□

the

nee

ds

and p

ote

ntial

of

child

ren

□

acce

pte

d g

ood p

ract

ice

in t

he

indust

ry

□

the

lear

ner

’s o

wn lev

el o

f co

mpet

ence

□

the

aim

s of

the

sess

ion

□

Obje

ctiv

es e

g p

rom

ote

and e

nhan

ce a

ctiv

ity

leve

ls,

impro

ve s

oci

al

skill

s, p

rom

ote

per

sonal

dev

elopm

ent,

im

pro

ve s

kills

and

tech

niq

ues

, pro

vide

opport

unitie

s fo

r fu

n a

nd e

njo

ymen

t

□

Ensu

re c

hild

ren’s

under

stan

din

g,

use

appro

priat

e co

mm

unic

atio

n

and inte

rper

sonal

ski

lls

5

Be

able

to p

lan

safe

and e

ffec

tive

ex

erci

se/p

hys

ical

ac

tivi

ty f

or

child

ren

5.2

Pl

an e

xerc

ise/

phys

ical

act

ivity

that

will

hel

p c

hild

ren t

o a

chie

ve

the

pla

nned

obje

ctiv

es

□

Apply

curr

ent

nat

ional

guid

elin

es c

ove

ring t

he

hea

lth,

safe

ty a

nd

wel

fare

of

child

ren d

uring e

xerc

ise/

phys

ical

act

ivity

□

Incl

ude

par

ents

/car

ers

□

Hea

lth a

nd e

nvi

ronm

enta

l fa

ctors

whic

h a

ffec

t gro

up/i

ndiv

idual

w

ork

ing s

pac

e

□

Iden

tify

haz

ards

and a

sses

s as

soci

ated

ris

ks e

g t

o p

artici

pan

ts,

the

pla

nned

act

ivitie

s, s

imultan

eous

activi

ties

□

Car

ry o

ut

appro

priat

e risk

ass

essm

ent,

pla

n h

ow

to c

ontr

ol risk

s

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

14

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.3

Str

uct

ure

the

sess

ion s

o t

hat

ch

ildre

n w

ill b

e m

otiva

ted t

o

adher

e to

exe

rcis

e/phys

ical

ac

tivi

ty

□

Pro

vide

solu

tions

to h

elp b

uild

child

ren’s

confiden

ce

□

Provi

de

enco

ura

gem

ent,

pra

ise,

rea

ssura

nce

, an

d m

enta

l st

imula

tion,

pro

vide

clea

r dem

onst

rations

□

Mee

t nee

ds

of

indiv

idual

child

ren e

g o

bje

ctiv

es,

diffe

rent

motiva

tional

fac

tors

□

Mak

e se

ssio

ns

fun a

nd inte

rest

ing e

g u

se o

f gam

es,

gro

ups

activi

ties

, pai

red a

ctiv

itie

s, r

ole

pla

y, a

void

rep

etitiv

e ac

tivi

ty

□

Set

goal

s (p

erso

nal

, re

alis

tic,

ach

ieva

ble

)

□

Rec

ord

ach

ieve

men

t an

d p

rogre

ss,

rew

ard s

yste

ms

5.4

Pl

an r

ealis

tic

tim

ings

for

sess

ions

To m

eet

par

tici

pan

t nee

ds

□

Appro

priat

e to

the

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e, incl

ude

all co

mponen

ts a

nd e

xerc

ises

5.5

Id

entify

gro

und r

ule

s fo

r beh

avio

ur

that

will

min

imis

e risk

s to

child

ren

□

Follo

w o

rgan

isat

ional

polic

y (e

nsu

re a

ll re

leva

nt

peo

ple

are

aw

are,

polic

y av

aila

ble

to p

aren

ts/c

arer

s)

□

Exp

lain

rule

s to

child

ren a

nd e

nsu

re c

onsi

sten

t ap

plic

atio

n o

f ru

les,

□

Cre

ate

a posi

tive

, en

coura

gin

g e

nvi

ronm

ent,

model

posi

tive

beh

avio

ur

5.6

Rec

ord

pla

ns

in a

n a

ppro

priat

e fo

rmat

Fo

llow

org

anis

atio

nal

pro

cedure

s, c

om

ply

with indust

ry s

tandar

ds

□

Rec

ord

det

ails

of

all ex

erci

ses

and a

ctiv

itie

s eg

war

m-u

p,

cool-

dow

n


142


Delivery

This unit should be delivered in a way that develops knowledge and understanding of planning health-related exercise and physical activity for children. Learners need to know and understand:

the methods used to collect information, including the principles of screening children prior to exercise

how to use information about children to plan exercise and physical activity

how to plan safe and effective exercise and physical activity to meet the objectives of the session, motivate children and promote adherence.

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

Learners should be encouraged to engage with employers and, where possible, other employees to gain knowledge and understanding of the importance of planning exercise and physical activity for children correctly to meet the needs of individual children, based on the information gathered from children.

Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom planning and instructing health-related exercise and physical activity for children is a key part of their role, where possible, and through the use of guest speakers and video/DVD training programmes.

For example, a presentation by a health fitness instructor will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the methods they use to collect information about children and how they use this information to plan safe and effective health-related exercise and physical activity with a range of children. They could also talk about the importance of identifying appropriate objectives for the sessions and of ensuring that all exercise and physical activity sessions are safe and effective. This should be supported by examples drawn from industry or through developed case studies that highlight:

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

how information collected about children affects planning exercise and physical activity, including temporary deferral of exercise and referring children to other professionals

safe and effective exercises and physical activities that are, how to apply the principles and variable of fitness and the importance of warm-up and cool-down when designing exercise and physical activities for children.


143

To meet the practical aspect of the unit, in terms of identifying objectives and selecting exercises to plan health-related exercise and physical activity for children, learners could either use documentation from their place of work or the tutor could supply learners with standard templates.


Assessment



Learners must show evidence that they have planned and instructed a group of children (aged 5-15) in a health-related exercise/physical activity session following appropriate procedures (for example collecting appropriate information according to the individual child, registering children’s attendance, monitoring that children take part in the session in a safe manner).

The session must include:

a safe and effective warm-up

a range of physical activities that are safe and appropriate for children (for example that take account of the implications of growth and development during the various stages of child development and preventative measures to avoid growth- related injuries)

cool-down activities that are safe and effective for children.




Books



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

Coulson M – Teaching Exercise to Children: A Complete Guide to Theory and Practice (A & C Black Publishers Ltd, 2010) ISBN 9781408115633



144


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

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


Malina R and Bouchard C and Bar-Or O – Growth, Maturation and Physical Activity (Human Kinetics, 2004) ISBN 9780880118828

Rowland T – Children's Exercise Physiology (Human Kinetics, 2004) ISBN 9780736051446

Journals

The British Journal of Teaching Physical Education




Websites

Association for Physical Education www.afpe.org.uk



NSPCC www.nspcc.org.uk


http://www.sportscoachuk.org/�


145

Unit 12: Instructing Health Related Exercise and Physical Activity to Children

Unit code: T/600/9050

QCF level: 2

Credit value: 6


Unit aim

The aim of this unit is to develop understanding of and skills in instructing health-related exercise and physical activity to children in the age range 5-15 inclusive.

In this unit learners will develop their knowledge and understanding of providing health-related exercises and physical activities for children and have the opportunity to put this into practice by instructing health-related exercises and physical activities for children.

Initially, learners will look at the principles of health-related exercises and physical activities for children including safe and effective alignment of exercise, how to identify different methods of adapting health-related exercises and physical activities for children and the principles of motivating children to adhere to exercise.

Learners will carry out the necessary preparation of themselves, the environment, the equipment and participants, for example explaining the purpose, benefits and demands of the exercise, checking children’s level of fitness, physical condition etc. and establishing clear ground rules for the exercise session.

Ensuring that children participate in exercise and physical activity safely is a key part of an instructor’s role. In this unit learners will use appropriate motivational styles, respond to children’s needs and adapt exercises as necessary. Learners will bring the exercise session to an end safely and effectively, including using safe and effective cool-down activities and providing motivational feedback.

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


146

Essential resources


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


BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

14

7

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

the

safe

and e

ffec

tive

al

ignm

ent

for

a ra

nge

of

hea

lth

rela

ted e

xerc

ises

/phys

ical

ac

tivi

ties

for

child

ren

Ran

ge

of

bas

ic e

xerc

ises

/phys

ical

act

ivitie

s

Saf

e an

d a

ppro

priat

e fo

r ch

ildre

n

Saf

e an

d e

ffec

tive

alig

nm

ent

of ex

erci

se p

osi

tions

eg s

tandin

g,

sitt

ing,

range

of

motion,

neu

tral

spin

e al

ignm

ent,

join

t al

ignm

ent

1.2

Id

entify

diffe

rent

met

hods

of

adap

ting h

ealth r

elat

ed

exer

cise

/phys

ical

act

ivity

to t

he

nee

ds

of

child

ren

Appro

priat

e to

the

nee

ds

of

the

child

ren

To m

eet

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e

Appro

priat

e pro

gre

ssio

n a

nd r

egre

ssio

n e

g n

um

ber

of

exer

cise

s,

ord

er o

f ex

erci

se,

spee

d,

inte

nsi

ty,

repet

itio

ns,

dura

tion

1.3

D

escr

ibe

how

to d

evel

op

child

ren’s

co-o

rdin

atio

n b

y build

ing e

xerc

ises

/move

men

ts

up g

radual

ly

Build

exe

rcis

es a

nd m

ove

men

ts u

p g

radual

ly e

g c

om

ple

xity

, sp

eed

1

Under

stan

d t

he

princi

ple

s of

inst

ruct

ing h

ealth

rela

ted

exer

cise

/phys

ical

ac

tivi

ty t

o c

hild

ren

1.4

D

escr

ibe

the

princi

ple

s of

gro

up

beh

avio

ur

man

agem

ent

when

w

ork

ing w

ith c

hild

ren in t

he

age

range

5-1

5

Work

ing w

ith c

hild

ren in t

he

age

range

5-1

5 e

g m

ainta

in f

un a

nd

motiva

tion

Appro

priat

e to

the

gro

up

Exp

lain

purp

ose

of

the

induct

ion incl

udin

g p

osi

tive

com

munic

atio

n,

esta

blis

h e

ye c

onta

ct,

pro

fess

ional

sel

f-im

age

Ensu

re c

hild

ren’s

under

stan

din

g

Set

gro

und r

ule

s fo

r co

nduct

within

the

exer

cise

envi

ronm

ent

Est

ablis

h e

ffec

tive

rel

atio

nsh

ips

with p

aren

t/ca

rers

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

14

8

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Exp

lain

why

child

ren n

eed t

o

take

per

sonal

res

ponsi

bili

ty f

or

thei

r ow

n f

itnes

s an

d m

otiva

tion

For

exam

ple

sen

se o

f au

tonom

y, r

ecognis

e hea

lth b

enef

its

of

exer

cise

/phys

ical

act

ivity

Opport

unitie

s to

mak

e dec

isio

ns

eg r

elat

ed t

o t

hei

r ow

n h

ealth a

nd

fitn

ess

goal

s, a

bout

thei

r ac

tivi

ty p

refe

rence

s

2.2

Id

entify

the

typic

al b

arrier

s to

ex

erci

se/p

hys

ical

act

ivity

that

ch

ildre

n e

xper

ience

Phys

ical

and p

sych

olo

gic

al

Oth

er o

blig

atio

ns

eg h

om

ework

Per

sonal

/indiv

idual

bar

rier

s eg

lac

k of

inte

rest

, do n

ot

enjo

y ex

erci

se,

body

consc

iousn

ess,

lac

k of

self-c

onfiden

ce

Lack

of

par

enta

l/ca

rer

support

eg e

nco

ura

gem

ent,

tra

nsp

ort

atio

n t

o

phys

ical

act

ivity

Res

ourc

e bar

rier

s e

g lac

k of

acce

ss t

o f

acili

ties

, la

ck o

f eq

uip

men

t,

cost

2.3

D

escr

ibe

stra

tegie

s th

at c

an h

elp

child

ren o

verc

om

e th

ese

bar

rier

s Ensu

re c

hild

ren f

eel lis

tened

to a

nd t

aken

ser

iousl

y

Exp

lore

alter

nat

ive

way

s of

acce

ssin

g e

xerc

ise/

phys

ical

act

ivity

Ensu

re t

ime

to a

sk q

ues

tions

2

Under

stan

d t

he

princi

ple

s of

motiva

ting c

hild

ren

to a

dher

e to

ex

erci

se/p

hys

ical

ac

tivi

ty

2.4

Exp

lain

how

ince

ntive

s an

d

rew

ards,

appro

priat

e to

a r

ange

of

child

ren,

can b

e use

d t

o

stre

ngth

en m

otiva

tion a

nd

adher

ence

Appro

priat

e to

a r

ange

of

child

ren

To s

tren

gth

en m

otiva

tion a

nd a

dher

ence

Ince

ntive

s an

d p

osi

tive

rei

nfo

rcem

ents

eg p

rais

e an

d e

nco

ura

gem

ent,

se

t ac

hie

vable

goal

s/obje

ctiv

es,

cert

ific

ates

Rew

ard e

ffort

and a

chie

vem

ent-

eg t

hose

who c

om

ple

te a

pro

gra

mm

e or

show

incr

ease

d f

itnes

s le

vels

as

wel

l as

those

who a

chie

ve

des

irab

le lev

els

of

fitn

ess

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

14

9

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.5

Exp

lain

how

child

ren’s

ex

erci

se/p

hys

ical

act

ivity

pre

fere

nce

s ca

n b

e use

d t

o

stre

ngth

en m

otiva

tion a

nd

adher

ence

Appro

priat

e to

the

age

gro

up e

g g

ames

, ra

ces,

var

y ac

tivi

ties

Str

ength

en m

otiva

tion a

nd a

dher

ence

Succ

ess-

orien

tate

d a

ctiv

itie

s (i

f ch

ildre

n f

eel su

cces

sful th

ey r

epea

t ac

tivi

ties

)

2.6

D

escr

ibe

how

to a

ssis

t ch

ildre

n

to d

evel

op t

hei

r ow

n s

trat

egy

for

motiva

tion a

nd a

dher

ence

ap

pro

priat

e to

thei

r ag

e

For

motiva

tion a

nd a

dher

ence

eg t

he

exer

cise

/act

ivitie

s th

ey e

njo

y

Dev

elop c

hild

ren’s

confiden

ce a

nd s

elf-

este

em

Child

ren u

nder

stan

d b

enef

its

of

taki

ng p

art

in e

xerc

ise/

activi

ties

3.1

H

elp c

hild

ren f

eel w

elco

me

and

at e

ase

in t

he

exer

cise

en

viro

nm

ent

Profe

ssio

nal

beh

avio

ur

eg d

ress

, punct

ual

ity,

adopt

appro

achab

le

man

ner

eg e

nco

ura

ge

child

ren t

o a

sk q

ues

tions,

to e

xpre

ss c

once

rns,

giv

e ch

ildre

n f

ull

and a

ccura

te info

rmat

ion;

pro

mote

a s

afe,

su

pport

ive,

non-t

hre

aten

ing e

nvi

ronm

ent

3.2

Pr

ovi

de

suffic

ient

and

appro

priat

e re

sourc

es f

or

the

sess

ion

Appro

priat

e to

the

age

gro

up

Appro

priat

e fo

r th

e num

ber

of

child

ren

Appro

priat

e fo

r th

e pla

nned

exe

rcis

e se

ssio

n

Equip

men

t ap

pro

priat

e fo

r use

by

child

ren

3.3

Fo

llow

the

corr

ect

pro

cedure

s fo

r re

gis

tering c

hild

ren’s

att

endan

ce

Use

appro

priat

e docu

men

tation

Ensu

re a

ll ch

ildre

n incl

uded

Colle

ct r

elev

ant

info

rmat

ion e

g d

etai

ls o

f se

ssio

ns

atte

nded

, ch

ild’s

nam

e an

d a

ddre

ss,

emer

gen

cy c

onta

ct d

etai

ls

3

Be

able

to p

repar

e ch

ildre

n f

or

exer

cise

/ phys

ical

ac

tivi

ty

3.4

Chec

k ch

ildre

n’s

lev

el o

f ex

per

ience

, ab

ility

and

phys

ical

/med

ical

conditio

n

Pare

nts

/car

er s

ign a

ppro

priat

e co

nse

nt

docu

men

tation

Ask

par

ents

/car

ers

if c

hild

ren h

ave

any

illnes

ses

or

inju

ries

Advi

se c

hild

ren/p

aren

ts/c

ares

of

any

reas

ons

for

non-

par

tici

pat

ion in

the

exer

cise

ses

sion

Spec

ial nee

ds

that

child

ren m

ay h

ave

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

15

0

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.5

Confirm

or

revi

se p

lans

in t

he

light

of

new

info

rmat

ion

To m

eet

child

’s n

eeds,

rea

listic

so g

oal

s ac

hie

ved

Chec

k ch

ildre

n’s

under

stan

din

g,

opport

unity

for

child

ren t

o a

sk

ques

tions

3.6

Exp

lain

the

purp

ose

and v

alue

of

the

exer

cise

s/phys

ical

act

ivitie

s,

incl

udin

g t

he

war

m-u

p a

nd c

ool-

dow

n

Car

dio

vasc

ula

r fitn

ess

eg r

aise

ra

te,

reduce

ris

k of

hea

rt d

isea

se

Musc

ula

r fitn

ess

dev

elop m

usc

les

and m

usc

le s

tren

gth

, im

pro

ve b

one

den

sity

Flex

ibili

ty e

g r

educe

ris

k of

inju

ry,

impro

ve p

ost

ure

Moto

r sk

ills

eg im

pro

ve,

bal

ance

, ag

ility

, co

ord

inat

ion,

reac

tion t

ime

War

m-u

p

stru

cture

eg m

obili

ty,

puls

e ra

isin

g,

stat

ic s

tret

chin

g,

purp

ose

eg p

repar

e body

for

exer

cise

, en

han

ce f

lexi

bili

ty,

min

imis

e dis

com

fort

, pre

vent

inju

ry

Cool-

dow

n –

str

uct

ure

eg p

uls

e lo

wer

ing,

stat

ic s

tret

chin

g,

dev

elopm

enta

l st

retc

hin

g,

purp

ose

eg e

nhan

ce f

lexi

bili

ty,

min

imis

e dis

com

fort

, pre

vent

inju

ry,

avoid

del

ayed

onse

t of

musc

le s

ore

nes

s,

pro

vide

reco

very

tim

e

3.7

Exp

lain

the

agre

ed

exer

cise

s/phys

ical

act

ivitie

s,

incl

udin

g p

hys

ical

and t

echnic

al

dem

ands

Purp

ose

of

exer

cise

,

Com

ponen

t par

ts

Appro

priat

enes

s to

child

ren

Chec

k ch

ildre

n’s

under

stan

din

g,

opport

unity

for

child

ren t

o a

sk

ques

tions

3.8

Pro

vide

clea

r in

form

atio

n t

o

child

ren a

bout

the

gro

und r

ule

s fo

r beh

avio

ur

and t

he

reas

ons

for

thes

e

Cle

ar info

rmat

ion e

g r

easo

ns

for

gro

und r

ule

s, h

ealth a

nd s

afet

y is

sues

; ch

eck

child

ren’s

under

stan

din

g,

opport

unity

for

child

ren t

o a

sk

ques

tions

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

15

1

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.9

Advi

se c

hild

ren,

par

ents

and

care

rs o

f th

e fa

cilit

y’s

emer

gen

cy

pro

cedure

s

Loca

tion o

f e

mer

gen

cy e

quip

men

t eg

first

aid

kit,

tele

phone,

fire

extinguis

her

s

Fire

eg e

vacu

atio

n r

oute

, fire

exi

ts,

asse

mbly

poin

t

4.1

Chec

k th

at c

hild

ren a

re

appro

priat

ely

dre

ssed

for

exer

cise

/phys

ical

act

ivity

Corr

ect

cloth

ing a

nd f

ootw

ear

Rem

ove

pote

ntial

ly u

nsa

fe jew

elle

ry

Dre

ss a

ppro

priat

e fo

r th

e en

viro

nm

ent

and e

xerc

ise

sess

ion

4.2

D

evel

op a

nd m

ainta

in a

n

atm

osp

her

e of

fun a

nd

enjo

ymen

t

Envi

ronm

ent

seen

as

safe

, su

pport

ive,

exc

itin

g a

nd inte

ract

ive

Dev

elop p

osi

tive

att

itude

tow

ards

activi

ties

Use

exe

rcis

e/ac

tivi

ties

to c

reat

e a

fun a

nd e

njo

yable

atm

osp

her

e

4.3

Pr

epar

e ch

ildre

n f

or

the

sess

ion

usi

ng s

afe

and e

ffec

tive

war

m-

ups

Exp

lain

im

port

ance

of

war

m-u

p

Ensu

re c

hild

ren’s

under

stan

din

g,

Appro

priat

e to

child

ren’s

nee

ds,

mai

nta

in inte

rest

Str

uct

ure

eg m

obili

ty,

puls

e ra

isin

g,

stre

tchin

g

4.4

G

ive

expla

nat

ions

and

dem

onst

rations

that

are

te

chnic

ally

corr

ect

and

appro

priat

e to

the

nee

ds

and

leve

l of

exper

ience

of

child

ren

Saf

e an

d e

ffec

tive

alig

nm

ent

of

exer

cise

posi

tions

Dem

onst

rations

eg lifting a

nd p

assi

ng t

echniq

ues

, m

ove

men

ts a

nd

tech

niq

ues

, ap

pro

priat

e sp

eed o

f m

ove

men

ts,

appro

priat

e to

the

exer

cise

envi

ronm

ent,

Tec

hnic

ally

corr

ect

verb

al e

xpla

nat

ions

eg t

o r

einfo

rce

or

corr

ect

tech

niq

ue

4

Be

able

to inst

ruct

ex

erci

se/p

hys

ical

ac

tivi

ty t

o c

hild

ren

4.5

Com

munic

ate

with c

hild

ren in a

w

ay t

hat

:

□

is a

ppro

priat

e to

thei

r nee

ds

□

is f

un

□

motiva

tes

them

to t

ake

par

t

Appro

priat

e to

the

envi

ronm

ent

Appro

priat

e to

exe

rcis

e se

ssio

n

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

15

2

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.6

M

onitor

that

child

ren t

ake

par

t in

th

e se

ssio

n in a

saf

e m

anner

Child

ren c

arry

out

exer

cise

s in

a s

afe

and e

ffec

tive

man

ner

eg s

afe

use

of

equip

men

t

Adap

t ex

erci

ses

as n

eces

sary

eg s

uitab

le p

rogre

ssio

ns

and

regre

ssio

ns,

res

pond a

ppro

priat

ely

to s

igns

of

dis

com

fort

or

inju

ry

Typ

es o

f m

onitoring e

g r

ate

of

per

ceiv

ed e

xert

ion (

RPE

), t

alk

test

, ta

rget

hea

rt r

ate

zones

4.7

Kee

p t

o t

he

pla

nned

tim

ings

for

the

sess

ion

For

the

sess

ion o

vera

ll

For

indiv

idual

exe

rcis

e co

mponen

ts

Ensu

re c

hild

ren b

enef

it a

deq

uat

ely

from

the

exer

cise

ses

sion

4.8

U

se a

ppro

priat

e vo

lum

e, p

itch

an

d v

oic

e pro

ject

ion a

ccord

ing t

o

the

exer

cise

/phys

ical

act

ivity

Appro

priat

e m

ethods

of

voic

e pro

ject

ion

Effec

tive

use

of

volu

me

and p

itch

of

voic

e

4.9

Pro

vide

cuei

ng t

o e

nab

le c

hild

ren

to w

ork

to t

he

stru

cture

and

phra

se o

f th

e m

usi

c, w

her

e re

leva

nt

Ver

bal

and v

isual

Motiva

te c

hild

ren,

mai

nta

in t

hei

r in

tere

st

5

Be

able

to s

upport

ch

ildre

n t

o t

ake

par

t in

ex

erci

se/p

hys

ical

ac

tivi

ty

5.1

Pr

esen

t a

posi

tive

im

age

of

self

and o

rgan

isat

ion t

o c

hild

ren

Sel

f eg

per

sonal

hyg

iene,

model

pos

itiv

e beh

avio

ur,

follo

w a

ppro

priat

e in

dust

ry s

tandar

ds

and c

odes

of

ethic

s

Org

anis

atio

n e

g k

now

ledgea

ble

and a

ppro

achab

le s

taff,

child

ren f

eel

com

fort

able

in t

he

envi

ronm

ent,

child

ren’s

confiden

ce in o

rgan

isat

ion

and its

ser

vice

s

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

15

3

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.2

Est

ablis

h a

n e

ffec

tive

work

ing

rela

tionsh

ip w

ith c

hild

ren

Build

child

ren’s

confiden

ce

Child

ren m

ore

lik

ely

to a

dher

e to

exe

rcis

e an

d p

hys

ical

act

ivity

pro

gra

mm

es

Work

to o

verc

om

e bar

rier

s to

par

tici

pat

ion

Work

with p

aren

ts/c

arer

s et

c

Req

uirem

ents

eg in lin

e w

ith g

ood p

ract

ice,

eth

ical

req

uirem

ents

, pro

fess

ional

conduct

Model

posi

tive

exe

rcis

e beh

avio

ur

5.3

Com

munic

ate

with c

hild

ren in a

w

ay t

hat

mak

es t

hem

fee

l va

lued

Ver

bal

com

munic

atio

n e

g a

ppro

priat

e to

ne

and p

itch

of

voic

e,

languag

e ap

pro

priat

e to

the

child

ren,

use

of

posi

tive

lan

guag

e ,

use

of

pra

ise

and e

nco

ura

gem

ent,

avo

id u

se o

f sl

ang/j

argon

Non-v

erbal

com

munic

atio

n e

g p

ost

ure

, ex

pre

ssio

n,

ges

ture

s, e

ye

conta

ct,

posi

tive

body

languag

e

List

enin

g e

g a

skin

g a

ppro

priat

e ques

tions,

see

king c

hild

ren’s

vie

ws

on

thei

r per

form

ance

5.4

U

se m

otiva

tional

sty

les

appro

priat

e to

child

ren a

nd t

he

exer

cise

/phys

ical

act

ivity

form

at

Appro

priat

e to

the

child

ren e

g s

etting c

lear

, re

alis

tic

goal

s/obje

ctiv

es,

build

ing c

hild

ren’s

sel

f-co

nfiden

ce,

posi

tive

enco

ura

gem

ent,

pra

ise,

en

coura

ge

posi

tive

thin

king in c

hild

ren,

hel

p c

hild

ren d

evel

op a

nd

follo

w t

hro

ugh t

hei

r ow

n m

otiva

tional

str

ateg

ies,

att

ention a

nd

motiva

tion a

s ap

pro

priat

e to

child

ren’s

nee

ds

Appro

priat

e to

the

exer

cise

/phys

ical

act

ivity

eg in r

elat

ion t

o

goal

s/obje

ctiv

e, in r

elat

ion t

o p

lanned

ses

sions;

5.5

G

ive

the

child

ren a

tten

tion a

nd

motiva

tion a

s ap

pro

priat

e to

th

eir

nee

ds

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

15

4

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.6

Pr

ovi

de

appro

priat

e pro

gre

ssio

ns

and r

egre

ssio

ns

For

exam

ple

num

ber

of

exer

cise

s, o

rder

of

exer

cise

, sp

eed,

inte

nsi

ty,

repet

itio

ns,

dura

tion

To m

eet

child

ren’s

nee

ds

To m

eet

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e

5.7

U

se a

ppro

priat

e m

ethods

to

corr

ect

and r

einfo

rce

tech

niq

ue,

in

cludin

g:

□

chan

gin

g p

osi

tions

□

aski

ng q

ues

tions

□

mak

ing a

dap

tations/

offer

ing

alte

rnat

ives

□

usi

ng v

erbal

com

munic

atio

ns

□

usi

ng v

isual

com

munic

atio

ns

Chan

gin

g t

each

ing p

osi

tions

eg m

ove

aro

und t

he

room

Ask

ing q

ues

tions

eg t

o c

hec

k ch

ildre

n’s

under

stat

ing

Mak

e ad

apta

tions,

offer

alter

nat

ives

Ver

bal

and v

isual

com

munic

atio

ns

Corr

ect

tech

niq

ues

as

appro

priat

e

Provi

de

enco

ura

gem

ent

and c

onst

ruct

ive

feed

bac

k

5.8

Build

exe

rcis

es/p

hys

ical

ac

tivi

ties

gra

dual

ly a

s ap

pro

priat

e fo

r ch

ildre

n

In t

erm

s of

eg c

om

ple

xity

, sp

eed

5.9

M

anag

e ch

ildre

n’s

beh

avio

ur

thro

ughout

the

sess

ion

Est

ablis

h g

round r

ule

s fo

r co

nduct

within

the

exer

cise

envi

ronm

ent

Est

ablis

h c

hild

ren’s

under

stan

din

g

Ensu

re a

ll ch

ildre

n o

bse

rved

thro

ughou

t th

e se

ssio

n e

g iden

tify

when

ch

ildre

n h

ave

stopped

par

tici

pat

ing,

iden

tify

when

child

ren a

re

dis

trac

ted

Adap

t ex

erci

se s

essi

on if

child

ren b

ecom

e bore

d o

r dem

otiva

ted

5.1

0

Provi

de

guid

ance

and f

eedbac

k w

hic

h is

tim

ely,

cle

ar a

nd h

elps

child

ren a

chie

ve t

he

obje

ctiv

es

Appro

priat

e to

child

ren’s

nee

ds

Provi

de

enco

ura

gem

ent

and m

otiva

tion e

g p

osi

tive

ver

bal

and n

on-

verb

al c

om

munic

atio

n,

active

lis

tenin

g

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

15

5

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

1

Adap

t th

e ex

erci

ses/

phys

ical

ac

tivi

ties

to t

he

chan

gin

g n

eeds

of

child

ren d

uring t

he

sess

ion

Appro

priat

e pro

gre

ssio

ns

and r

egre

ssio

ns

eg n

um

ber

of

exer

cise

s,

ord

er o

f ex

erci

se,

spee

d,

inte

nsi

ty,

repet

itio

ns,

dura

tion

To m

eet

child

ren’s

nee

ds,

ensu

re inte

rest

mai

nta

ined

To m

eet

obje

ctiv

es o

f th

e ex

erci

se p

rogra

mm

e

6.1

Allo

w s

uff

icie

nt

tim

e to

end t

he

sess

ion

Appro

priat

e to

child

ren’s

lev

el o

f ex

per

ience

and f

itnes

s

Kee

p t

o p

lanned

tim

ings,

Saf

e an

d e

ffec

tive

cool-

dow

n a

ctiv

itie

s fo

r ch

ildre

n

Opport

unity

for

child

ren t

o a

sk q

ues

tions,

pro

vide

feed

bac

k to

child

ren

on t

he

sess

ion

6.2

End t

he

sess

ion u

sing c

ool-

dow

n

activi

ties

that

are

saf

e an

d

effe

ctiv

e fo

r ch

ildre

n

Exp

lain

im

port

ance

of

cool-

dow

n e

g a

void

del

ayed

onse

t of

musc

le

sore

nes

s

Ensu

re c

hild

ren’s

under

stan

din

g

Appro

priat

e to

the

child

ren a

nd t

he

envi

ronm

ent

Str

uct

ure

eg p

uls

e lo

wer

ing s

ection,

stat

ic s

tret

chin

g,

dev

elopm

enta

l st

retc

hin

g

6.3

Pr

ovi

de

motiva

tional

fee

dbac

k on t

he

sess

ion t

o c

hild

ren

Feed

bac

k eg

pro

gre

ss,

stre

ngth

s, s

ugges

ted a

dditio

nal

/alter

nat

ive

exer

cise

, pro

vide

enco

ura

gem

ent,

motiva

tion a

nd p

osi

tive

pra

ise

6

Be

able

to b

ring a

n

exer

cise

/phys

ical

ac

tivi

ty s

essi

on t

o

an e

nd

6.4

Pro

vide

child

ren w

ith t

he

opport

unity

to:

□

thin

k ab

out

the

sess

ion

□

ask

ques

tions

□

pro

vide

feed

bac

k

Thin

k ab

out

the

sess

ion e

g o

n t

hei

r pro

gre

ss,

thei

r ex

per

ience

, ef

fect

iven

ess

of

the

inst

ruct

ion;

Ask

ques

tions

eg a

bout

thei

r per

form

ance

, ab

out

alte

rnat

ive

exer

cise

Provi

de

feed

bac

k eg

on t

he

effe

ctiv

enes

s of

the

inst

ruct

ion,

thei

r ex

per

ience

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

15

6

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.5

Fo

llow

the

corr

ect

pro

cedure

s fo

r ch

ecki

ng a

nd d

ealin

g w

ith a

ny

equip

men

t use

d

Chec

k eq

uip

men

t eg

funct

ional

ity,

dam

age,

cle

anlin

ess

Dea

l w

ith e

quip

men

t in

rel

atio

n t

o c

hec

ks c

arried

out

Sto

re a

nd c

lean

equip

men

t co

rrec

tly

Rep

ort

any

faults

6.6

Le

ave

the

envi

ronm

ent

in a

co

nditio

n a

ccep

table

for

futu

re

use

Envi

ronm

ent

eg c

lean

, sa

fe,

tidy,

info

rm a

ppro

priat

e per

son a

bout

any

hea

lth a

nd s

afet

y is

sues

7.1

Rev

iew

the

outc

om

es o

f w

ork

ing

with c

hild

ren,

thei

r fe

edbac

k an

d

feed

bac

k fr

om

oth

er

adults/

care

rs

Rev

iew

child

ren’s

pro

gre

ss,

offer

fitnes

s ad

vice

in r

esponse

to

chan

gin

g n

eeds

of

child

ren;

Ach

ieve

d g

oal

s/obje

ctiv

es

Child

ren’s

opport

unity

to a

sk q

ues

tions

7

Be

able

to r

efle

ct

on p

rovi

din

g

hea

lth r

elat

ed

exer

cise

/phys

ical

ac

tivi

ty f

or

child

ren

7.2

Id

entify

:

□

how

wel

l th

e ex

erci

ses/

phys

ical

act

ivitie

s m

et c

hild

ren’s

nee

ds

□

how

effec

tive

and

motiva

tional

the

rela

tionsh

ip

with t

he

child

ren w

as

□

how

wel

l th

e in

stru

ctin

g s

tyle

m

atch

ed c

hild

ren’s

nee

ds

How

wel

l th

e ex

erci

ses/

phys

ical

act

ivitie

s m

et c

hild

ren’s

nee

ds

eg

effe

ctiv

enes

s of

pla

nned

act

ivitie

s, a

chie

vem

ent

of

goal

/obje

ctiv

es

How

effec

tive

and m

otiva

tional

the

rela

tionsh

ip w

ith t

he

child

ren w

as

eg c

hild

ren f

elt

support

ed,

enco

ura

ge

and m

otiva

ted,

clea

r an

d

appro

priat

e co

mm

unic

atio

n,

mutu

al r

espec

t

How

wel

l th

e in

stru

ctin

g s

tyle

mat

ched

child

ren’s

nee

ds

eg u

se o

f ap

pro

priat

e dem

onst

rations,

cle

ar,

accu

rate

exp

lanat

ions,

motiva

tion

and s

upport

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

15

7

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.3

Id

entify

how

to im

pro

ve p

erso

nal

pra

ctic

e □

Iden

tify

str

ength

s an

d a

reas

for

impro

vem

ent

□

Set

SM

ART (

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic,

tim

e-bound)

targ

ets

□

Pers

onal

dev

elopm

ent

pla

n

□

Dev

elopm

ent

opport

unitie

s eg

spec

ific

tra

inin

g a

nd c

ours

es;

modify

exer

cise

pro

gra

mm

es e

g f

utu

re p

lannin

g t

o e

nsu

re

adher

ence

, ch

angin

g a

ctiv

itie

s to

mai

nta

in inte

rest

and e

nsu

re

fitn

ess

pro

gre

ssio

n

7.4

Exp

lain

the

valu

e of

reflec

tive

pra

ctic

e Le

arnin

g f

rom

ow

n e

xper

ience

s

Import

ant

sourc

e of

per

sonal

pro

fess

ional

dev

elopm

ent

and

impro

vem

ent

Allo

ws

for

continuous

updat

ing o

f sk

ills

and k

now

ledge


158


Delivery

This is a practical unit and needs be delivered in a way that enables learners to demonstrate their ability to instruct health-related exercise and physical activity to children safely and effectively. Learners need to demonstrate that they can:

communicate effectively with children in ways that are fun and motivate children to participate, applying appropriate voice projection, tone and pitch

structure the exercise session to develop a fun atmosphere and to motivate children to participate throughout

plan and instruct safe and effective exercise/physical activity sessions for children, including appropriate warm-up and cool-down activities, bringing the session to an end

monitor, support and motivate children to ensure they are participating safely and effectively.

A useful opening would be through small-group discussions, during which learners can exchange their experiences of health-related exercise and physical activity for children, either as employees in the sector or from their previous experiences as children themselves. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.

Tutor input will need to cover the theoretical aspect of the unit relating to the principles of instructing exercise and physical activity to children and of motiving children to adhere to exercise/physical activity.

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

Guest speakers, for example a health fitness instructor, will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they prepare children for exercise and physical activity and how they ensure that the exercise sessions they instruct are safe and effective. This could include the importance of supporting children to take part in exercise and physical activity, including using appropriate communication methods and motivational styles to correct and reinforce techniques.


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

Tutors need to ensure that there appropriate and sufficient opportunities to observe learners instructing and supervising exercise/physical activity sessions for children and that the appropriate records are kept to evidence learner ability and achievement.


159

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

Learners can produce exemplar case studies, logbooks/diaries, witness testimonies and presentations that demonstrate their involvement in exercise/physical activity sessions with children.

Assessment



Learners must show evidence that they have planned and instructed a group of children (aged 5-15) in a health related exercise/physical activity session following appropriate procedures (eg collecting appropriate information according to the individual child, registering children’s attendance, monitoring that children take part in the session in a safe manner).

The session must include:

a safe and effective warm-up

a range of physical activities that are safe and appropriate for children (eg that take account of the implications of growth and development during the various stages of child development and preventative measures to avoid growth- related injuries)

cool-down activities that are safe and effective for children.

Learners must demonstrate effective group behaviour management.

Learners must give explanations appropriate to the needs and experience of children. They should show demonstrations of exercises/movements that are technically correct to enable children to develop co‐ordination by building exercises/movements up gradually.

Learners must show examples of how to adapt the exercises/physical activities to the changing needs of children during the session.


Learners must show that they can apply methods of voice projection and can effectively use the volume and pitch of their voice according to the exercise/physical activity.

Learners must show the use of communication skills and appropriate incentives and rewards that are:

appropriate to the needs of children

fun

motivating.



160


Books




Coulson M – Teaching Exercise to Children: A Complete Guide to Theory and Practice (A & C Black Publishers Ltd, 2010) ISBN 9781408115633





Malina R, Bouchard C, Oded Bar O – Growth, Maturation and Physical Activity (Human Kinetics, 2004) ISBN 9780880118828

Rowland T – Children's Exercise Physiology (Human Kinetics, 2004) ISBN 9780736051446

Journals




Websites





161

12 Further information and useful publications

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

Related information and publications include:

Equality Policy

Information Manual (updated annually)

Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually).

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

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


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

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


162

13 Professional development and training

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

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

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing student-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

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

Our customer service numbers are:

BTEC and NVQ 0844 576 0026

GCSE 0844 576 0027

GCE 0844 576 0025

The Diploma 0844 576 0028

DiDA and other qualifications 0844 576 0031

Edexcel may monitor calls for quality and training purposes.

The training we provide:

is practical – ideas are developed and applied

is designed to be supportive and thought provoking

builds on best practice.

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

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

16

3

An

nexe A

Pro

gre

ssio

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ort

un

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Thes

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e ex

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s of

pro

gre

ssio

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s to

oth

er E

dex

cel qual

ific

atio

ns

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the

Hea

lth a

nd F

itnes

s se

ctor.

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era

l q

uali

fica

tio

ns

(GC

SEs,

GC

Es)

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TEC

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sts/

Nati

on

als

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her

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on

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7

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cel BTEC L

evel

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ND

D

iplo

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port

and E

xerc

ise

Sci

ence

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CF)

Edex

cel BTEC L

evel

5 H

ND

D

iplo

ma

in S

port

(Coac

hin

g

and S

port

s D

evel

opm

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(Q

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Edex

cel BTEC L

evel

5 H

ND

D

iplo

ma

in S

port

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isure

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anag

emen

t) (

QCF)

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

16

4

Level

Gen

era

l q

uali

fica

tio

ns

(GC

SEs,

GC

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B

TEC

Fir

sts/

Nati

on

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/

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B

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Sp

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P

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NV

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4

Edex

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4 H

NC

Dip

lom

a in

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(H

ealth,

Fitn

ess

and E

xerc

ise)

(Q

CF)

Edex

cel BTEC L

evel

4 H

NC

Dip

lom

a in

Sport

(Coac

hin

g

and S

port

s D

evel

opm

ent)

(Q

CF)

Edex

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4 H

NC

Dip

lom

a in

Sport

(Le

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M

anag

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QCF)

3

Adva

nce

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dia

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Phys

ical

Educa

tion a

nd

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ure

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die

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Adva

nce

d G

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Phys

ical

Educa

tion a

nd L

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re S

tudie

s

Edex

cel BTEC L

evel

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Cer

tifica

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port

(Q

CF)

Edex

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3

Subsi

dia

ry D

iplo

ma

in S

port

(Q

CF)

Edex

cel BTEC L

evel

3 D

iplo

ma

in S

port

(Q

CF)

Edex

cel BTEC L

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3

Ext

ended

Dip

lom

a in

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(Q

CF)

Edex

cel BTEC L

evel

3 T

ech

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t in

Per

sonal

Tra

inin

g

(QCF)

Edex

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evel

3 T

ech

Cer

t in

Lei

sure

Oper

atio

ns

(QCF)

Edex

cel Le

vel 3 N

VQ

in

Outd

oor

Progra

mm

es (

QCF)

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s in

Sport

s D

evel

opm

ent,

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isure

Man

agem

ent,

Ach

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xcel

lence

in S

port

s Pe

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d S

pec

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2

GCSE P

hys

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Educa

tion (

full

and s

hort

cours

e)

Edex

cel BTEC L

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2

Cer

tifica

te in S

port

(Q

CF)

Edex

cel BTEC L

evel

2

Ext

ended

Cer

tifica

te in S

port

(Q

CF)

Edex

cel BTEC L

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2 D

iplo

ma

in S

port

(Q

CF)

Edex

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t in

Lei

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Oper

atio

ns

(QCF)

BTEC L

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2 S

ubsi

dia

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Cer

tifica

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ertifica

te in

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ling a

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ater

sport

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s in

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hin

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chin

g

and I

nst

ruct

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ivity

Lead

ersh

ip,

Inst

ruct

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Exe

rcis

e an

d F

itnes

s,

Oper

atio

nal

Ser

vice

s, a

nd

Spec

tato

r Saf

ety

BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

16

5

Level

Gen

era

l q

uali

fica

tio

ns

(GC

SEs,

GC

Es)

B

TEC

Fir

sts/

Nati

on

als

/

Hig

her

Nati

on

als

B

TEC

Sp

eci

ali

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1

BTEC I

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port

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Leis

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Aw

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and A

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NVQ

in S

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, Rec

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BA029358 –

Spec

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n –

Edex

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pec

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t qual

ific

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n in

Fitn

ess

Inst

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QCF)

– I

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1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

16

6

An

nexe B

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Nati

on

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g a

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Sta

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itnes

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entr

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se t

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pin

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NO

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NO

S

BTEC

Sp

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un

its

A355

C22

C316

D451

D452

D453

D454

D455

D456

D457

D458

1

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lth,

safe

ty a

nd w

elfa

re in a

fitnes

s en

viro

nm

ent

2

Prin

ciple

s of

exer

cise

, fitn

ess

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3

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how

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upport

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who t

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exe

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ivity

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6

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7

Plan

nin

g g

roup e

xerc

ise

to m

usi

c se

ssio

ns

8

Inst

ruct

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roup e

xerc

ise

to m

usi

c

9

Plan

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g w

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BA029358 –

Spec

ific

atio

n –

Edex

cel BTEC L

evel

2 C

ertifica

te s

pec

ialis

t qual

ific

atio

n in

Fitn

ess

Inst

ruct

ing (

QCF)

– I

ssue

1 –

Apri

l 2012 ©

Pea

rson E

duca

tion L

imited

2012

16

7

NO

S

BTEC

Sp

eci

alist

un

its

A355

C22

C316

D451

D452

D453

D454

D455

D456

D457

D458

10

In

stru

ctin

g w

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-bas

ed e

xerc

ise

11

Pl

annin

g h

ealth r

elat

ed e

xerc

ise

and

phys

ical

act

ivity

for

child

ren

12

In

stru

ctin

g h

ealth r

elat

ed e

xerc

ise

and

phys

ical

act

ivity

to c

hild

ren


168

Annexe C

Mapping to Level 1 Functional Skills

Level 1 Unit Number

English — Speaking, Listening and Communication 1 2 3 4 5 6 7 8 9 10 11 12

Take full part in formal and informal discussions and exchanges that include unfamiliar subjects

English — Reading

Read and understand a range of straightforward texts

English — Writing

Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience

Level 1 Unit Number

Mathematics — representing 1 2 3 4 5 6 7 8 9 10 11 12

Understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine

Identify and obtain necessary information to tackle the problem

Select mathematics in an organised way to find solutions

Mathematics — analysing

Apply mathematics in an organised way to find solutions to straightforward practical problems for different purposes

Use appropriate checking procedures at each stage


169

Level 1 Unit Number

Mathematics — interpreting 1 2 3 4 5 6 7 8 9 10 11 12

Interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations

Level 1 Unit Number

ICT — using ICT 1 2 3 4 5 6 7 8 9 10 11 12

Identify the ICT requirements of a straightforward task

Interact with and use ICT systems to meet requirements of a straightforward task in a familiar context

Manage information storage

Follow and demonstrate understanding of the need for safety and security practices

ICT — finding and selecting information

Use search techniques to locate and select relevant information

Select information from a variety of ICT sources for a straightforward task

ICT — developing, presenting and communicating information

Enter, develop and refine information using appropriate software to meet the requirements of straightforward tasks

Use appropriate software to meet requirements of straightforward data-handling task

Use communications software to meet requirements of a straightforward task


170

Level 1 Unit Number

ICT — developing, presenting and communicating information (continued) 1 2 3 4 5 6 7 8 9 10 11 12

Combine information within a publication for a familiar audience and purpose

Evaluate own use of ICT tools

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Edexcel BTEC Level 2 Certificate in Fitness Instructing (QCF) · Diplomas. Edexcel and BTEC qualifications are administered by Pearson Education Ltd. ... Gym-Based Exercise 5 F/600/9018