Edexcel BTEC Level 3 Certificate in Personal Training (QCF)
Specification
BTEC specialist qualification First teaching March 2012
Edexcel, a Pearson company, is the UK's largest awarding body offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning in the UK and internationally. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas. Edexcel and BTEC qualifications are administered by Pearson Education Ltd.
Through initiatives such as onscreen marking and administration, Edexcel is leading the way in using technology to modernise educational assessment and support teachers and learners.
References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of going to publication.
Authorised by Martin Stretton Prepared by Alex Martin
Publications Code BA029356
All the material in this publication is copyright © Pearson Education Limited 2012
Contents
1 Introducing BTEC Specialist qualifications 1
What are BTEC Specialist qualifications? 1
2 Qualification summary and key information 2
QCF qualification title and Qualification Number 3
Objective of the qualification 3
Apprenticeships 3
Relationship with National Occupational Standards 4
3 Centre resource requirements 5
General resource requirements 5
4 Qualification structure 6
Edexcel BTEC Level 3 Certificate in Personal Training (QCF) 6
5 Assessment 7
6 Recognising prior learning and achievement 8
Recognition of Prior Learning 8
Credit transfer 8
7 Quality assurance of centres 9
8 Programme delivery 10
9 Access and recruitment 11
10 Access to qualifications for learners with disabilities or specific needs 12
11 Units 13
Unit format 13
Unit title 13
Unit reference number 13
QCF level 13
Credit value 13
Guided learning hours 13
Unit aim 13
Essential resources 13
Learning outcomes 14
Assessment criteria 14
Unit amplification 14
Information for tutors 14
Unit 1: Health, Safety and Welfare in a Fitness Environment 15
Unit 2: Principles of Exercise, Fitness and Health 24
Unit 3: Know How to Support Clients who Take Part in Exercise and Physical Activity 37
Unit 4: Anatomy and Physiology for Exercise and Health 44
Unit 5: Programming Personal Training with Clients 60
Unit 6: Delivering Personal Training Sessions 79
Unit 7: Applying the Principles of Nutrition to a Physical Activity Programme 92
12 Further information and useful publications 112
13 Professional development and training 113
Annexe A 114
Progression opportunities 114
Annexe B 116
Wider curriculum mapping 116
Spiritual, moral, ethical, social and cultural issues 116
Citizenship 116
Environmental issues 116
European developments 116
Health and safety considerations 116
Equal opportunities issues 116
Annexe C 117
National Occupational Standards/mapping with NOS 117
Annexe D 118
Mapping to Level 2 Functional Skills 118
Annexe E 120
BTEC Specialist and Professional qualifications 120
Purpose of this specification
This specification sets out:
the qualification’s objective
any other qualification which a learner must have completed before taking the qualification
any prior knowledge, skills or understanding which the learner is required to have before taking the qualification
units which a learner must have completed before the qualification will be awarded and any optional routes
any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded
the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)
the method of any assessment and any associated requirements relating to it
the criteria against which learners’ level of attainment will be measured (such as assessment criteria)
any specimen materials
any specified levels of attainment.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
1
1 Introducing BTEC Specialist qualifications
What are BTEC Specialist qualifications?
BTEC Specialist qualifications are qualifications from Entry to level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full time or part time courses in schools or colleges. Training centres and employers may also offer these qualifications.
Some BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks (previously known as ‘Technical Certificates’).
There are three sizes of BTEC Specialist qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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2 Qualification summary and key information
Qualification title Edexcel BTEC Level 3 Certificate in Personal Training (QCF)
QCF Qualification Number (QN) 600/4543/7
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/02/2012
Age range that the qualification is approved for
18+
19+
Credit value 36
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 245
Grading information The qualification and units are at pass grade.
Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Edexcel Access and Recruitment policy (see Access and Recruitment, Section 9).
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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QCF qualification title and Qualification Number
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, QN and URNs are on learners’ final certification documentation. Learners need to know this when they are recruited by the centre and registered with Edexcel. Further information about certification is in the Edexcel Information Manual on our website, www.edexcel.com/iwantto/Pages/info-manual.aspx
The QN for the qualification in this publication is 600/4543/7.
Objective of the qualification
The Edexcel BTEC Level 3 Certificate in Personal Training (QCF) is for learners who work in, or want to work in the sports, leisure and recreation industries.
It gives learners the opportunity to:
develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life
achieve a nationally-recognised level 3 qualification
achieve a licence to practise
develop their own personal growth and engagement in learning.
Apprenticeships
The SSC, SkillsActive approve the Edexcel BTEC Level 3 Certificate in Personal Training (QCF) as a knowledge component of the Advanced Level Apprenticeship Framework in Advanced Fitness.
This apprenticeship framework is required in the health and fitness industry to provide a highly-skilled workforce, including advanced instructors, personal trainers and studio coordinators; delivering the government agenda for a healthier nation.
The advanced level programme can provide a progression opportunity for apprentices on an intermediate level programme as well as progression for those already working in the sector. This advanced programme is also suitable for those who wish to change their careers and retrain to enter the sector at this level.
Apprentices will be given the opportunity to gain literacy and numeracy qualifications alongside their industry related skills and qualifications.
It is not a mandatory part of this framework to achieve ICT qualifications, although apprentices are encouraged to take every opportunity to broaden their skills base.
There are no pre-defined entry routes into the Advanced fitness apprenticeship, however learners wishing to progress into this apprenticeship programme could come from a variety of backgrounds with a variety of qualifications. These might include diplomas, GCSEs, A levels or vocational training routes such as intermediate level apprenticeships.
Learners can also progress into this advanced level apprenticeship from the Intermediate level apprenticeship in exercise and fitness or any other intermediate level apprenticeship in the active leisure and learning sector.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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Learners can also progress into this advanced level apprenticeship if they are already employed in the sector and wish to develop their knowledge and skills to progress their careers.
Learners can also progress into this advanced apprenticeships programme from employment in a different sector as a career change.
On completion of this programme, apprentices can progress into full-time employment in a variety of roles, ranging from personal trainer to working alongside a GP doing GP referral. They can also progress onto a variety of vocational qualifications allowing them to further specialise for example in ante- and post-natal exercise or dealing with older adults.
Once level 3 qualifications are completed, there is a direct progression route for those interested in becoming specialist instructors for the conditions listed below:
cardiac
falls
stroke
mental health
back pain
obesity/diabetes
military rehab.
On completion of this programme, learners can progress onto further or higher education institutes or to study a variety of subjects ranging from those which are sports and fitness specific, such as sports and exercise science or sports nutrition, to general subjects such as management or business studies.
Further details on these progression routes are available on the Register of Exercise Professionals website, www.exerciseregister.org
Please also check the SkillsActive Careers site for further information on progression opportunities: http: //www.skillsactive.com/careers/
Relationship with National Occupational Standards
Where relevant, Edexcel BTEC level 3 qualifications are designed to provide some of the underpinning knowledge and understanding for the National Occupational Standards (NOS), as well as developing practical skills in preparation for work and possible achievement of NVQs in due course. NOS form the basis of National Vocational Qualifications (NVQs). Edexcel BTEC level 3 (QCF) qualifications do not purport to deliver occupational competence in the sector, which should be demonstrated in a work context.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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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.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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4 Qualification structure
Edexcel BTEC Level 3 Certificate in Personal Training (QCF)
The learner will need to meet the requirements outlined in the box below before Edexcel can award the qualification.
Minimum number of credits that must be achieved 36
Unit URN Mandatory units Level Credit GLH
1 T/600/9016 Health, safety and welfare in a fitness environment
2 2 16
2 A/600/9017 Principles of exercise, fitness and health
2 4 28
3 M/600/9015 Know how to support clients who take part in exercise and physical activity
2 2 13
4 A/600/9051 Anatomy and physiology for exercise and health
3 6 43
5 F/600/9052 Programming Personal Training with Clients
3 7 40
6 J/600/9053 Delivering personal training sessions 3 9 58
7 L/600/9054 Applying the Principles of Nutrition to a Physical Activity Program
3 6 40
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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5 Assessment
Assessment method
All the units in this qualification are assessed through centre-devised assessments.
Centre-devised assessment (internal assessment)
Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the assessment criteria. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.
Centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly, which assessment criteria are being targeted.
Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit.
Unless otherwise indicated within Information for tutors, the centre can decide what form assessment evidence will take (eg performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.
Opportunities to link the delivery and assessment of units with other units should also be encouraged to avoid over assessment.
Further guidance about internal assessment is on the Edexcel website. See Section 12 for further details.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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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.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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7 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. The centre assesses BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.
For the qualifications in this specification, the Edexcel quality assurance model will follow one of the processes listed below.
1 Delivery of the qualification as part of a BTEC apprenticeship (single click registration):
an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions.
2 Delivery of the qualification outside the apprenticeship:
an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems
Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.
For further details, go to the UK BTEC Quality Assurance Handbook on our website: www.edexcel.com.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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8 Programme delivery
Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs.
Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.
Those planning the programme should aim to enhance the vocational nature of the qualification by:
liaising with employers to make sure a course is relevant to learners’ specific needs
accessing and using non-confidential data and documents from learners’ workplaces
developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector
giving learners the opportunity to apply their learning in practical activities
including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
making full use of the variety of experience of work and life that learners bring to the programme.
Where a unit is externally assessed. it is essential that learners have covered all of the Unit amplification before they are tested.
Centres must make sure that current legislation is included when it is part of a unit.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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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.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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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/
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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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.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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Learning outcomes
The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
Assessment criteria
The assessment criteria specify the standard required by the learner to achieve the learning outcome.
Unit amplification
This section gives further clarification on what a learner needs to know to achieve a learning outcome. Information in brackets gives exemplification for specific areas of knowledge.
Information for tutors
This section gives tutors’ information on delivery and assessment. It usually contains the following subsections.
Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.
Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.
Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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Unit 1: Health, Safety and Welfare in a Fitness Environment
Unit code: T/600/9016
QCF level: 2
Credit value: 2
Guided learning hours: 16
Unit aim
The aim of this unit is to develop learner knowledge and understanding of the requirements for health, safety and welfare in a fitness environment. The learner will understand how to assess and control any hazards and risks that compromise the health, safety and welfare of staff and customers. The unit also aims to develop learner knowledge and understanding of safeguarding children and vulnerable adults.
Learners will explore the organisational procedures, legislation and regulations in place to ensure a healthy, safe and secure work environment for employees, customers and visitors.
Learners will have the opportunity to investigate the main hazards, how to risk assess these hazards, how to control the associated risks and the security procedures that may be in place within fitness environments.
Finally, learners will explore the associated organisational procedures and policies, and the statutory agencies responsible, for safeguarding children and vulnerable adults.
Essential resources
For this unit, centres need to give learners access to:
computers, the internet and library facilities to enable them to carry out research, for example on current legislation and regulations
information on key factors that influence health and safety, specifically in the fitness sector. This information can be obtained from the Health and Safety Executive, governing bodies, local authorities and local education authorities.
It would also be beneficial for learners to see examples of the types of tools, equipment and materials needed to deal with the hazards found in a fitness environment.
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
16
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
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ou
tco
mes
Ass
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men
t cr
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a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
the
types
of
emer
gen
cies
that
may
occ
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in a
fitn
ess
envi
ronm
ent
Dep
endin
g o
n t
he
type
of
work
pla
ce
Typ
es e
g f
ire,
chem
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lea
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bom
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care
, pow
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ut,
str
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l fa
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edic
al e
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gen
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acci
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thre
aten
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mis
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per
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1.2
D
escr
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the
role
s th
at d
iffe
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staf
f an
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ser
vice
s pla
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n e
mer
gen
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Inte
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sta
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g c
onta
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g a
nd a
dvi
sing e
mer
gen
cy s
ervi
ces,
in
form
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olle
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when
em
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ervi
ces
arrive
, re
spondin
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site
as
situ
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ccurs
, re
spondin
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ithin
lim
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n c
om
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an
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, se
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Spec
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role
s of
exte
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ser
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s eg
par
amed
ics,
polic
e, f
ire
serv
ice
1.3
Exp
lain
the
import
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of
follo
win
g e
mer
gen
cy p
roce
dure
s ca
lmly
and c
orr
ectly
Import
ance
eg m
ainta
in s
afel
y of oth
er s
taff,
cust
om
ers
and v
isitors
, co
nta
ct r
elev
ant
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gen
cy s
ervi
ces,
res
olv
e em
ergen
cy s
ituat
ion
safe
ly a
nd q
uic
kly
1
Under
stan
d
emer
gen
cy
pro
cedure
s in
a
fitn
ess
envi
ronm
ent
1.4
D
escr
ibe
how
to m
ainta
in t
he
safe
ty o
f peo
ple
invo
lved
in
typic
al e
mer
gen
cies
, in
cludin
g
child
ren,
old
er p
eople
and
dis
able
d p
eople
Tak
e ap
pro
priat
e ac
tions
eg s
top t
he
activi
ty,
giv
e cl
ear
and c
orr
ect
inst
ruct
ions,
eva
cuat
e th
e ar
ea a
nd m
ove
peo
ple
to a
saf
e ar
ea
Ensu
re e
vacu
atio
n r
oute
acc
essi
ble
by
all eg
whee
lchai
r use
rs
Conta
ct r
elev
ant
peo
ple
eg p
aren
ts,
emer
gen
cy s
ervi
ces
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
17
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
O
utlin
e w
hy
hea
lth a
nd s
afet
y is
im
port
ant
in a
fitnes
s en
viro
nm
ent
Import
ance
eg e
nsu
re s
taff w
ork
in a
saf
e en
viro
nm
ent,
ensu
re s
afet
y of
area
s use
d b
y cu
stom
ers
and v
isitors
, en
sure
equip
men
t is
saf
e to
use
, m
inim
ise
risk
of
inju
ry a
nd a
ccid
ents
to s
taff,
cust
om
ers
and
visi
tors
Com
plia
nce
with leg
al r
equirem
ents
eg H
ealth a
nd S
afet
y Exe
cutive
guid
elin
es,
expec
ted indust
ry s
tandar
ds
2.2
Id
entify
the
legal
and r
egula
tory
re
quirem
ents
for
hea
lth a
nd
safe
ty r
elev
ant
to w
ork
ing in a
fitn
ess
envi
ronm
ent
Legis
lation a
nd r
egula
tions
eg H
ealth a
nd S
afet
y at
Work
Act
, Contr
ol
of
Subst
ance
s H
azar
dous
to H
ealth (
CO
SH
H)
Reg
ula
tions,
Man
ual
H
andlin
g O
per
atio
ns
Reg
ula
tions,
Rep
ort
ing o
f In
juries
, D
isea
ses,
and
Dan
ger
ous
Occ
urr
ence
s Reg
ula
tions
(RID
DO
R),
Man
agem
ent
of
Hea
lth
and S
afet
y at
Work
Act
(Am
endm
ent)
Reg
ula
tions
Reg
ula
tory
bodie
s eg
Hea
lth a
nd S
afet
y Exe
cutive
, Reg
iste
r of
Exe
rcis
e Pro
fess
ional
s, loca
l au
thorities
, au
thorities
appro
priat
e to
spec
ific
ac
tivi
ties
or
spec
ific
typ
es o
f ac
tivi
ties
2
Under
stan
d h
ealth
and s
afet
y re
quirem
ents
in a
fitn
ess
envi
ronm
ent
2.3
D
escr
ibe
Duty
of
Car
e an
d
pro
fess
ional
role
boundar
ies
in
rela
tion t
o s
pec
ial popula
tion
gro
ups
Spec
ial popula
tions
– 1
4-1
6 y
ear
old
s, o
lder
peo
ple
(50+
), a
nte
nat
al
and p
ost
nat
al w
om
en
Duty
of
care
— leg
al r
equirem
ent
that
indiv
idual
s ad
her
e to
a
reas
onab
le s
tandar
d o
f ca
re w
hen
car
ryin
g o
ut
activi
ties
that
could
har
m s
elf
or
oth
ers
Pro
fess
ional
boundar
ies
rela
ting t
o lac
k of
appro
priat
e qual
ific
atio
ns
eg
cannot
inst
ruct
exe
rcis
e se
ssio
ns
for
spec
ial popula
tions,
can
not
adve
rtis
e as
a s
pec
ial popula
tions
inst
ruct
or,
can
not
inst
ruct
spec
ial
popula
tion c
lients
1:1
or
in g
roups
on a
reg
ula
r or
pro
gre
ssiv
e bas
is,
cannot
pla
n p
rogre
ssiv
e lo
ng-t
erm
exe
rcis
e pro
gra
mm
es f
or
spec
ial
popula
tions,
clie
nts
to b
e m
ade
awar
e of
any
role
boundar
y is
sues
prior
to p
artici
pat
ion
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tco
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Ass
ess
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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
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mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
Haz
ards
rela
ting t
o s
ecurity
eg o
pen
gat
es,
doors
or
oth
er b
arrier
s,
unau
thorise
d u
se o
f eq
uip
men
t, s
usp
icio
us
pac
kages
or
per
sons,
va
ndal
ism
to p
rem
ises
or
equip
men
t
Haz
ards
rela
ting t
o h
ygie
ne
eg r
isk
of
infe
ctio
n,
cross
conta
min
atio
n
3.2
D
escr
ibe
how
to r
isk
asse
ss t
he
types
of
poss
ible
haz
ards
in a
fitn
ess
envi
ronm
ent
Iden
tify
ite
ms/
area
to b
e as
sess
ed e
g e
quip
men
t oper
atio
n,
public
ar
ea
Car
ry o
ut
risk
ass
essm
ent
eg iden
tify
haz
ards,
iden
tify
those
at
risk
, as
sess
chan
ce o
f haz
ard c
ausi
ng h
arm
, gra
de
risk
s, r
ecord
fin
din
gs
3.3
D
escr
ibe
how
to c
ontr
ol risk
s as
soci
ated
with h
azar
ds
in a
fitn
ess
envi
ronm
ent
Tak
e ac
tion t
o r
educe
the
risk
of a
haz
ard a
ctual
ly c
ausi
ng h
arm
eg
follo
win
g c
orr
ect
pro
cedure
s, p
utt
ing u
p w
arnin
g s
igns
when
cle
anin
g,
rem
ovi
ng a
n u
nsa
fe p
iece
of
equip
men
t fr
om
use
, do n
ot
carr
y out
an
activi
ty o
r ex
erci
se s
essi
on,
pro
vide
appro
priat
e sa
fety
equip
men
t,
pro
vide
appro
priat
e su
per
visi
on f
or
par
tici
pan
ts,
seek
advi
ce f
rom
re
leva
nt
colle
agues
3.4
Id
entify
the
appro
priat
e per
son/p
osi
tion t
o c
onta
ct w
ithin
a
fitn
ess
org
anis
atio
n w
hen
haz
ards
and r
isks
can
not
be
contr
olle
d p
erso
nal
ly
Inte
rnal
eg h
ealth a
nd s
afet
y off
icer
, su
per
viso
r, m
anag
er,
qual
ifie
d
firs
t ai
der
, re
leva
nt
colle
agues
Ext
ernal
eg loca
l au
thority
hea
lth a
nd s
afet
y ad
vise
rs,
Hea
lth a
nd
Saf
ety
Exe
cutive
offic
ers
4
Under
stan
d h
ow
to
safe
guar
d c
hild
ren
and v
uln
erab
le
adults
4.1
D
escr
ibe
what
is
mea
nt
by
safe
guar
din
g t
he
wel
fare
of
child
ren a
nd v
uln
erab
le a
dults
□
Tak
ing r
easo
nab
le m
easu
res
to e
nsu
re t
he
risk
of
har
m t
o t
he
wel
fare
of
child
ren a
nd v
uln
erab
le a
dults
is m
inim
ised
,
□
Tak
ing a
ll ap
pro
priat
e ac
tions
to a
ddre
ss c
once
rns
about
child
ren
and v
uln
erab
le a
dults
4.2
D
escr
ibe
the
resp
onsi
bili
ties
and
limitat
ions
of
a fitn
ess
inst
ruct
or
in r
egar
d t
o s
afeg
uar
din
g
child
ren a
nd v
uln
erab
le a
dults
□
Res
ponsi
bili
ties
eg d
uty
of
care
, re
port
susp
ecte
d o
r dis
close
d
abuse
to t
he
appro
priat
e per
son w
ithin
the
org
anis
atio
n
□
Lim
itat
ions
eg r
efer
ral of
susp
ecte
d o
r dis
close
d a
buse
only
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ertifica
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Tra
inin
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.3
Id
entify
the
types
of
abuse
w
hic
h a
n inst
ruct
or
may
en
counte
r: p
hys
ical
, em
otional
, neg
lect
, bully
ing a
nd s
exual
□
Phys
ical
eg h
itting,
kick
ing,
bitin
g,
forc
ed p
artici
pat
ion
□
Em
otional
eg n
egat
ive
critic
ism
, use
of
sarc
asm
, del
iber
ate
isola
tion
□
Neg
lect
eg n
o r
egar
d f
or
safe
ty
□
Bully
ing e
g c
allin
g n
ames
, del
iber
ate
hum
iliat
ion,
phys
ical
thre
ats
□
Sex
ual
eg inap
pro
priat
e se
xual
beh
avio
ur,
exp
osu
re t
o
inap
pro
priat
e im
ages
4.4
Id
entify
poss
ible
sig
ns
of
abuse
: phys
ical
, em
otional
, neg
lect
, bully
ing a
nd s
exual
□
Phys
ical
eg b
ruis
ing,
unex
pla
ined
inju
ries
, fr
actu
res,
burn
s, s
cald
s,
refu
sal to
exp
lain
inju
ries
, av
oid
ance
of
phys
ical
conta
ct
□
Em
otional
eg p
assi
ve o
r co
mplia
nt
beh
avio
ur,
withdra
wn,
aggre
ssiv
e beh
avio
ur,
low
sel
f-es
teem
□
Neg
lect
eg p
oor
hyg
iene,
dirty
clo
thes
, hunger
rel
uct
ance
to g
o
hom
e
□
Bully
ing e
g u
nex
pla
ined
inju
ries
, lo
w s
elf-
confiden
ce a
nd e
stee
m,
withdra
wn,
dis
tres
s, p
oor
appet
ite
□
Sex
ual
eg d
ispla
ys s
exual
beh
avio
ur
4.5
D
escr
ibe
a fitn
ess
org
anis
atio
n’s
polic
ies
and p
roce
dure
s in
re
lation t
o s
afeg
uar
din
g c
hild
ren
and v
uln
erab
le a
dults,
incl
udin
g
typic
al r
eport
ing p
roce
dure
s
□
Cla
rifica
tion o
f ro
les
and r
esponsi
bili
ties
eg lin
es o
f co
mm
unic
atio
n,
syst
ems
for
reco
rdin
g info
rmat
ion
□
Provi
sion o
f st
aff
trai
nin
g e
g e
nsu
re s
taff
hav
e ad
equat
e in
duct
ion,
trai
nin
g a
nd u
p-t
o-d
ate
info
rmat
ion,
trai
n a
nd a
dvi
se s
taff
how
to
iden
tify
and m
anag
e risk
□
Ref
lect
rel
evan
t le
gis
lation a
nd r
egula
tions
eg S
afeg
uar
din
g
Vuln
erab
le G
roups
Act
, M
enta
l H
ealth A
ct,
Men
tal Cap
acity
Act
, Equal
ity
Act
2010,
Rac
e Rel
atio
ns
Act
, H
um
an R
ights
Act
, D
ata
Prote
ctio
n A
ct,
NSPC
C s
tandar
ds
for
safe
guar
din
g a
nd p
rote
ctin
g
BA029356 –
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ific
atio
n –
Edex
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evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
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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
□
Spec
ific
polic
ies
and p
roce
dure
s eg
act
ivity
area
s des
igned
to b
e tr
ansp
aren
t, e
nsu
re s
taffin
g lev
els
are
appro
priat
e, p
roce
dure
s fo
r re
port
ing a
ny
conce
rns
or
issu
es,
guid
ance
on c
onfiden
tial
ity
and
info
rmat
ion s
har
ing,
guid
ance
on a
ppro
priat
e/ex
pec
ted s
tandar
ds
of
beh
avio
ur,
pro
cess
es f
or
dea
ling w
ith b
ehav
iour
that
is
unac
cepta
ble
and/o
r dis
crim
inat
ory
4.6
D
escr
ibe
the
pro
cedure
s to
fo
llow
to p
rote
ct o
nes
elf
from
ac
cusa
tions
of
abuse
□
Rel
evan
t org
anis
atio
nal
polic
ies
and p
roce
dure
s
4.7
Id
entify
the
stat
uto
ry a
gen
cies
re
sponsi
ble
for
safe
guar
din
g
child
ren a
nd v
uln
erab
le a
dults
□
Rel
evan
t st
atuto
ry a
gen
cies
eg L
oca
l Saf
eguar
din
g C
hild
ren
Boar
ds,
Loca
l Adult S
afeg
uar
din
g B
oar
ds,
the
Indep
enden
t Saf
eguar
din
g A
uth
ority
(IS
A),
soc
ial se
rvic
es,
polic
e, N
SPCC
4.8
Exp
lain
when
it
may
be
nec
essa
ry t
o c
onta
ct s
tatu
tory
ag
enci
es
□
In c
ases
when
abuse
is
susp
ecte
d o
r has
bee
n d
iscl
ose
d
4.9
D
escr
ibe
how
to m
ainta
in t
he
confiden
tial
ity
of
info
rmat
ion
rela
ting t
o p
oss
ible
abuse
Follo
w o
rgan
isat
ional
polic
ies
and p
roce
dure
s re
gar
din
g c
onfiden
tial
ity
and info
rmat
ion s
har
ing e
g r
efer
ral to
the
appro
priat
e m
ember
of
staf
f, d
iscu
ss iss
ues
in a
n a
ppro
priat
e ar
ea
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
22
Information for tutors
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
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
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
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 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
Guided learning hours: 28
Unit aim
The aim of this unit is to develop knowledge and understanding of the key principles of exercise, fitness and health, including the components, principles and variables of fitness, the health benefits of physical activity and the importance of healthy eating.
Learners will cover the effects of exercise on the musculoskeletal, cardiovascular and respiratory systems, including how the various body systems adapt to training and the health benefits of physical activity.
Learners will have the opportunity to investigate how the principles and variables of fitness are applied in practice, including the principles of progression, adaptation, modification and regression, and exercise contraindications and key safety guidelines for working with special populations.
Finally, learners will explore key health eating advice, key nutrients and their sources, and the health risks associated with poor nutrition.
Essential resources
For this unit, centres need to give learners access to computers, the internet and library facilities to enable them to carry out research. Centres could invite independent health and fitness experts to be guest speakers.
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
25
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
card
iova
scula
r an
d
resp
irat
ory
adap
tations
to
endura
nce
/aer
obic
tra
inin
g
Car
dio
vasc
ula
r ad
apta
tions
eg incr
ease
d h
eart
rat
e, d
ecre
ased
blo
od
pre
ssure
, in
crea
se in s
troke
volu
me,
incr
ease
in c
ardia
c outp
ut,
dec
reas
e in
res
ting h
eart
rat
e, incr
ease
in b
lood v
olu
me,
im
pro
ved
blo
od f
low
Res
pirat
ory
adap
tations
eg incr
ease
in b
reat
hin
g r
ate,
dec
reas
e in
re
stin
g b
reat
hin
g r
ate,
incr
ease
d t
idal
volu
me,
incr
ease
d s
tren
gth
of
resp
irat
ory
musc
les,
incr
ease
in o
xygen
diffu
sion r
ate,
im
pro
ved lung
capac
ity
1.2
Id
entify
the
short
and long t
erm
ef
fect
s of
exer
cise
on b
lood
pre
ssure
Short
-ter
m e
ffec
t eg
sys
tolic
pre
ssure
ris
es,
dia
stolic
pre
ssure
sta
ys
alm
ost
the
sam
e
Long-t
erm
effec
t eg
sys
tolic
and d
iast
olic
pre
ssure
s ar
e re
duce
d
1.3
D
escr
ibe
the
‘blo
od p
oolin
g’
effe
ct f
ollo
win
g e
xerc
ise
Forc
e push
ing t
he
blo
od b
ack
to t
he
hea
rt s
tops
Blo
od a
nd w
aste
pro
duct
s st
ay in t
he
musc
les
Cau
ses
swel
ling a
nd p
ain
1
Under
stan
d t
he
effe
cts
of
exer
cise
on t
he
body
1.4
D
escr
ibe
the
effe
cts
of
exer
cise
on b
ones
and join
ts incl
udin
g t
he
signific
ance
of
wei
ght
bea
ring
exer
cise
Effec
ts e
g incr
ease
d r
ange
of
mov
emen
t, im
pro
ved b
one
den
sity
Wei
ght
bea
ring e
xerc
ise
eg r
unnin
g,
resi
stan
ce t
rain
ing;
Sig
nific
ance
eg p
reve
ntion o
f ost
eoporo
sis
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
26
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
D
escr
ibe
del
ayed
onse
t of
musc
le s
ore
nes
s (D
OM
S)
DO
MS e
g m
usc
le p
ain,
sore
nes
s or
stiffn
ess
occ
urr
ing in t
he
day
or
two a
fter
exe
rcis
e, s
truct
ura
l m
usc
le d
amag
e
1.6
Id
entify
exe
rcis
es o
r te
chniq
ues
lik
ely
to c
ause
del
ayed
onse
t of
musc
le s
ore
nes
s
Cau
ses
eg e
ccen
tric
exe
rcis
e, low
erin
g w
eights
, th
e dow
nw
ard m
otion
of
squat
s an
d p
ush
-ups,
unac
cust
om
ed o
r st
renuous
exer
cise
, dra
mat
ic incr
ease
to d
ura
tion o
r in
tensi
ty o
f an
exe
rcis
e ro
utine
1.7
D
escr
ibe
the
short
and long t
erm
ef
fect
s of
diffe
rent
types
of
exer
cise
on m
usc
le
Short
ter
m e
ffec
ts e
g h
eat
gen
erat
ion,
incr
ease
d e
last
icity,
incr
ease
d
exci
tabili
ty,
incr
ease
d p
roduct
ion o
f sy
novi
al f
luid
, im
pro
ved b
lood
flow
to m
usc
les,
im
pro
ved r
ange
of
join
t m
ove
men
t
Long-t
erm
effec
ts e
g incr
ease
d m
usc
le s
tren
gth
, in
crea
sed s
tren
gth
of
tendons
and lig
amen
ts,
incr
ease
d m
yoglo
bin
sto
res,
incr
ease
d
num
ber
of
mitoch
ondria
1.8
D
escr
ibe
diffe
rent
exer
cise
s th
at
can im
pro
ve p
ost
ure
Str
ength
enin
g c
ore
musc
les
eg b
asic
cru
nch
es,
side
pla
nks
, bac
k ex
tensi
ons
Str
etch
es e
g leg
, w
all, s
imple
ches
t
Progre
ssio
n e
g incr
ease
d r
ange
of m
otion,
incr
ease
spee
d,
com
bin
ed
move
men
ts
2.1
D
efin
e th
e co
mponen
ts o
f hea
lth
rela
ted f
itnes
s Com
ponen
ts e
g a
erobic
endura
nce
, m
usc
ula
r en
dura
nce
, flex
ibili
ty,
spee
d,
stre
ngth
, body
com
posi
tion
2.2
D
efin
e th
e co
mponen
ts o
f sk
ill
rela
ted f
itnes
s Com
ponen
ts e
g a
gili
ty,
bal
ance
, co
ord
inat
ion,
pow
er,
reac
tion t
ime
2
Under
stan
d t
he
com
ponen
ts o
f fitn
ess
2.3
Id
entify
the
fact
ors
that
aff
ect
hea
lth a
nd s
kill
rela
ted f
itnes
s Ph
ysic
al f
acto
rs e
g d
iet,
wei
ght,
gen
der
, body
type,
med
ical
his
tory
Life
styl
e fa
ctors
eg s
tres
s, a
lcohol, s
moki
ng,
dru
gs,
dem
ands
of
work
, le
vel of
activi
ty,
sport
s par
tici
pat
ion (
trai
nin
g a
nd c
om
pet
itio
n)
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
27
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
the
phys
iolo
gic
al
implic
atio
ns
of:
□
spec
ific
ity
□
pro
gre
ssiv
e ove
rload
□
reve
rsib
ility
□
adap
tabili
ty
□
indiv
idual
ity
□
reco
very
tim
e
Spec
ific
ity
eg m
usc
les
adap
t sp
ecific
ally
to t
he
nat
ure
of
the
exer
cise
st
ress
, m
usc
le e
xerc
ised
is
the
musc
le t
hat
adap
ts t
o t
rain
ing
Progre
ssiv
e ove
rload
eg s
tim
ula
tes
musc
le h
yper
trophy,
dev
elopm
ent
of
stro
nger
and d
ense
r bones
, lig
amen
ts,
tendons
and c
artila
ge,
more
re
sponsi
ve n
erve
connec
tion b
etw
een t
he
bra
in a
nd t
he
musc
les
invo
lved
Rev
ersi
bili
ty e
g e
xten
ded
res
t in
terv
als
reduce
phys
ical
fitnes
s,
phys
iolo
gic
al e
ffec
ts o
f fitn
ess
trai
nin
g d
imin
ish o
ver
tim
e, d
ecre
ased
st
rength
and m
usc
le m
ass
Adap
tabili
ty e
g b
ody
adap
ts t
o t
he
stre
ss o
f ex
erci
se w
ith incr
ease
d
fitn
ess,
musc
les
and c
ardio
resp
irat
ory
sys
tem
adap
t th
rough
consi
sten
t tr
ainin
g o
r ac
tivi
ty s
essi
ons
Indiv
idual
ity
eg p
eople
hav
e diffe
rent
phys
ical
and p
hys
iolo
gic
al
const
itutions,
tole
rate
tra
inin
g in d
iffe
rent
way
s
Rec
ove
ry t
ime
eg a
llow
s th
e body
to r
eple
nis
h e
ner
gy
store
s, r
epai
r dam
aged
tis
sues
, sh
ort
ter
m r
ecove
ry e
g im
med
iate
ly a
fter
inte
nse
ex
erci
se,
low
-inte
nsi
ty e
xerc
ise
during c
ool-
dow
n p
has
e, long t
erm
re
cove
ry e
g t
echniq
ues
that
are
built
in t
o a
sea
sonal
tra
inin
g
pro
gra
mm
e
3
Under
stan
d h
ow
to
apply
the
princi
ple
s an
d
variab
les
of
fitn
ess
to a
n e
xerc
ise
pro
gra
mm
e
3.2
Exp
lain
the
princi
ple
s of
FITT
(Fre
quen
cy,
Inte
nsi
ty,
Tim
e an
d
Typ
e)
Freq
uen
cy –
how
oft
en e
xerc
ise
is c
arried
out
Inte
nsi
ty –
how
har
d a
per
son w
ork
s during e
xerc
ise
Tim
e – len
gth
of
the
exer
cise
ses
sion
Typ
e – t
he
type
of
activi
ty/e
xerc
ise
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
28
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.3
Exp
lain
the
princi
ple
s of
a pro
gre
ssiv
e tr
ainin
g p
rogra
mm
e in
dev
elopin
g c
om
ponen
ts o
f fitn
ess
Applic
atio
n o
f FI
TT p
rinci
ple
s
Progre
ssiv
e tr
ainin
g e
g iden
tify
ing t
rain
ing n
eeds,
mak
ing p
rogre
ss
with e
ach s
essi
on,
incr
easi
ng t
he
inte
nsi
ty o
f se
ssio
ns,
incr
easi
ng
range
of
motion,
chan
gin
g s
essi
ons
(addin
g n
ew e
xerc
ises
, del
etin
g
old
ones
, ch
angin
g t
he
ord
er o
f ex
erci
ses)
, se
ttin
g S
MART g
oal
s
3.4
Exp
lain
how
to r
ecognis
e w
hen
an
d h
ow
to r
egre
ss a
tra
inin
g
pro
gra
mm
e
When
eg w
hen
par
tici
pan
ts a
re h
itting a
`pla
teau
’, c
om
ing b
ack
from
an
inju
ry,
trai
nin
g w
ith join
t pai
n,
work
ing t
he
sam
e ro
utine
for
long
per
iods
of
tim
e, f
rust
rate
d o
r not
seei
ng r
esults,
hav
e bee
n inac
tive
fo
r lo
ng p
erio
ds
How
eg r
ecognis
e si
gns
and s
ympto
ms,
follo
w a
ppro
priat
e guid
elin
es
to a
void
ove
r tr
ainin
g,
adap
t princi
ple
s an
d v
aria
ble
of
trai
nin
g,
stre
ss
the
import
ance
of
adeq
uat
e re
cove
ry t
ime
3.5
Exp
lain
the
princi
ple
s of
adap
tation,
modific
atio
n a
nd
pro
gre
ssio
n f
or
each
com
ponen
t of
FITT (
Freq
uen
cy,
Inte
nsi
ty,
Tim
e an
d T
ype)
Modific
atio
n e
g m
akin
g a
n e
xerc
ise
more
or
less
difficu
lt,
adju
stin
g
exer
cise
to m
eet
clie
nt’s
phys
ical
cap
abili
ties
Adap
tation e
g e
xerc
ise/
trai
nin
g f
orc
es a
dap
tation t
o incr
ease
per
form
ance
, va
ries
acc
ord
ing t
o t
he
initia
l le
vel of
fitn
ess
Pro
gre
ssio
n e
g b
uild
up t
he
leve
l of w
ork
inte
nsi
ty o
ver
a per
iod o
f tim
e, p
rogre
ss t
hro
ugh incr
easi
ng lev
els
of
fitn
ess
ove
r se
vera
l w
eeks
or
month
s
3.6
D
escr
ibe
the
effe
ct o
f sp
eed o
n
post
ure
, al
ignm
ent
and inte
nsi
ty
Effec
t of
slow
spee
ds
eg b
uild
musc
le s
tren
gth
, post
ure
eas
ier
to
contr
ol, a
lignm
ent
easi
er t
o c
ontr
ol
Effec
t of
fast
er s
pee
ds
eg incr
ease
d r
isk
of
inju
ry,
incr
ease
d inte
nsi
ty
of
exer
cise
3.7
D
escr
ibe
the
effe
ct o
f le
vers
, gra
vity
and r
esis
tance
on
exer
cise
Leve
rs e
g c
lass
ific
atio
n (
clas
s 1,
clas
s 2,
clas
s 3)
Effec
ts o
f le
vers
eg t
orq
ue,
push
es,
pulls
Effec
t of
gra
vity
eg m
ove
men
t co
ntr
ol
Effec
t of
resi
stan
ce e
g inte
nsi
ty
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
29
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.8
D
escr
ibe
the
diffe
rence
s bet
wee
n p
rogra
mm
ing e
xerc
ise
for
phys
ical
fitnes
s an
d f
or
hea
lth b
enef
its
Pro
gra
mm
ing e
xerc
ise
for
phys
ical
fitnes
s eg
im
pro
ving s
kill
leve
ls,
incr
easi
ng inte
nsi
ty,
incr
easi
ng s
tren
gth
Progra
mm
ing e
xerc
ise
for
hea
lth b
enef
its
eg u
sing m
usc
les,
m
ainta
inin
g b
one
stre
ngth
, m
ainta
inin
g g
ood b
lood f
low
, co
ntr
olli
ng
blo
od p
ress
ure
4.1
D
escr
ibe
the
exer
cise
co
ntr
aindic
atio
ns
and k
ey s
afet
y guid
elin
es f
or
work
ing w
ith o
lder
peo
ple
(50 p
lus)
Abso
lute
contr
aindic
atio
ns
eg r
ecen
t ECG
chan
ges
, re
cent
hea
rt
atta
ck,
unst
able
angin
a
Rel
ativ
e co
ntr
aindic
atio
ns
eg h
igh b
lood p
ress
ure
, jo
int
stiffn
ess,
poor
bal
ance
and p
ost
ure
, se
nso
ry d
eclin
e
Key
saf
ety
guid
elin
es e
g a
ppro
priat
e sc
reen
ing p
rior
to e
xerc
ise,
se
ek/r
efer
to s
pec
ialis
t ad
vice
, lo
nger
and g
radual
war
m u
p a
nd c
ool
dow
n,
ensu
re inte
nsi
ty lev
el is
appro
priat
e an
d s
afe,
em
phas
ise
corr
ect
use
of
exer
cise
tec
hniq
ues
, si
mplif
y/ad
apt
exer
cise
as
required
4
Under
stan
d t
he
Exe
rcis
e co
ntr
aindic
atio
ns
and k
ey s
afet
y guid
elin
es f
or
spec
ial popula
tions
4.2
D
escr
ibe
the
exer
cise
co
ntr
aindic
atio
ns
and k
ey s
afet
y guid
elin
es f
or
work
ing w
ith
ante
nat
al a
nd p
ost
nat
al c
lients
Abso
lute
contr
aindic
atio
ns
eg h
eart
dis
ease
, a
his
tory
of
sponta
neo
us
abort
ions
or
mis
carr
iages
Rel
ativ
e co
ntr
aindic
atio
ns
eg h
igh b
lood p
ress
ure
, an
aem
ia,
dia
bet
es,
thro
mbosi
s, p
elvi
c floor
pro
ble
ms
Key
saf
ety
guid
elin
es e
g a
ppro
priat
e sc
reen
ing p
rior
to e
xerc
ise,
se
ek/r
efer
to s
pec
ialis
t ad
vice
, en
sure
the
envi
ronm
ent
is a
t th
e co
rrec
t te
mper
ature
and h
um
idity,
avo
id a
ctiv
ity
whic
h p
lace
s undue
stra
in o
n v
uln
erab
le a
reas
of
the
body,
avo
id e
xces
sive
str
etch
ing,
avoid
hea
vy r
esis
tance
exe
rcis
e, a
void
hig
h im
pac
t ex
erci
se,
min
imis
e risk
s of
falls
or
slip
s, m
onitor
if join
ts h
ave
regai
ned
str
ength
and
stab
ility
in g
ood a
lignm
ent,
em
phas
ise
use
of
corr
ect
exer
cise
te
chniq
ues
, re
trai
nin
g m
oto
r sk
ills
(bal
ance
, co
ord
inat
ion)
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
30
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.3
D
escr
ibe
the
exer
cise
co
ntr
aindic
atio
ns
and k
ey s
afet
y guid
elin
es f
or
work
ing w
ith
young p
eople
(14-1
6)
Contr
aindic
atio
ns
eg s
tage
of
dev
elopm
ent,
inju
ries
, fr
actu
res
Key
guid
elin
es e
g a
ppro
priat
e sc
reen
ing p
rior
to e
xerc
ise
, se
ek/r
efer
to
spec
ialis
t ad
vice
, ta
ke r
egula
r bre
aks,
em
phas
ise
use
of
corr
ect
exer
cise
tec
hniq
ues
, av
oid
hea
vy r
esis
tance
tra
inin
g,
avoid
fle
xibili
ty
trai
nin
g,
ensu
re p
artici
pan
ts h
ydra
te b
efore
, during a
nd a
fter
exe
rcis
e
4.4
D
escr
ibe
the
key
safe
ty
consi
der
atio
ns
for
work
ing w
ith
dis
able
d p
eople
Consi
der
atio
ns
eg a
ppro
priat
e sc
reen
ing p
rior
to e
xerc
ise,
see
k/re
fer
to s
pec
ialis
t ad
vice
, en
sure
the
envi
ronm
ent
is a
ppro
priat
e an
d
acce
ssib
le,
ensu
re g
oal
s ar
e re
alis
tic
and m
otiva
ting,
pro
vide
appro
priat
e le
vel of
support
and s
uper
visi
on,
pro
vide
spec
ialis
t eq
uip
men
t
5
Under
stan
d h
ow
to
safe
ly m
onitor
exer
cise
inte
nsi
ty
5.1
D
escr
ibe
the
ben
efits
and
limitat
ions
of
diffe
rent
met
hods
of
monitoring e
xerc
ise
inte
nsi
ty
incl
udin
g:
□
the
talk
tes
t
□
Rat
e of
Perc
eive
d E
xert
ion
(RPE)
□
hea
rt r
ate
monitoring a
nd
the
use
of
diffe
rent
hea
rt
rate
zones
Ben
efits
and lim
itat
ions
eg u
sed t
o m
eet
clie
nt
nee
ds,
eas
y to
ad
min
iste
r, r
elia
bili
ty o
f re
sults,
val
idity
of
resu
lts
6
Under
stan
d t
he
hea
lth b
enef
its
of
phys
ical
act
ivity
6.1
D
escr
ibe
the
hea
lth b
enef
its
of
phys
ical
act
ivity
Red
uce
ris
k of
dev
elop
ing h
ealth c
onditio
ns
eg h
eart
dis
ease
, hyp
erte
nsi
on,
type
2 d
iabet
es,
obes
ity,
bac
k pai
n,
ost
eoporo
sis
Impro
ve o
vera
ll qual
ity
of
life
and w
ellb
eing e
g im
pro
ved c
ircu
lation,
incr
ease
d e
ner
gy,
incr
ease
d s
elf-
confiden
ce,
incr
ease
d m
oto
r sk
ills,
re
duce
d r
isk
of
inju
ry,
impro
ved p
ost
ure
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
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rson E
duca
tion L
imited
2012
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.2
D
escr
ibe
the
effe
ct o
f phys
ical
ac
tivi
ty o
n t
he
cause
s of
cert
ain
dis
ease
s in
cludin
g:
□
coro
nar
y hea
rt d
isea
se
□
som
e ca
nce
rs
□
type
2 d
iabet
es
□
hyp
erte
nsi
on
□
obes
ity
□
Ost
eoporo
sis
Coro
nar
y hea
rt d
isea
se e
g s
tren
gth
ens
hea
rt m
usc
le,
low
ers
blo
od
pre
ssure
, im
pro
ves
chole
ster
ol le
vels
, im
pro
ves
blo
od f
low
Som
e ca
nce
rs e
g p
rom
ote
s lif
esty
le c
han
ges
Typ
e 2 d
iabet
es e
g r
educe
s body
fat,
im
pro
ves
regula
tion o
f in
sulin
an
d b
lood g
luco
se
Hyp
erte
nsi
on e
g low
ers
blo
od p
ress
ure
, re
duce
s body
fat,
im
pro
ves
blo
od f
low
, re
duce
s m
usc
ula
r te
nsi
on,
reduce
s st
ress
lev
el
Obes
ity
eg r
educe
s body
fat,
build
s or
pre
serv
es m
usc
le m
ass,
im
pro
ves
body'
s ab
ility
to u
se c
alories
Ost
eoporo
sis
eg w
eight-
bea
ring e
xerc
ise
pro
mote
s bone
form
atio
n,
pre
vents
bone
loss
ass
oci
ated
with a
ge,
im
pro
ves
bones
den
sity
, re
duce
s risk
of
inju
ry
7.1
D
escr
ibe
the
nat
ional
food
model
/guid
e □
Guid
ance
on h
ealthy
eating a
nd n
utr
itio
n e
g d
ieta
ry inta
ke
guid
elin
es,
Food S
tandar
ds
Agen
cy (
FSA)
Nutr
ient
and F
ood
Bas
ed G
uid
elin
es f
or
UK I
nst
itutions,
FSA E
atw
ell pla
te,
Hea
lth
Eat
ing –
Liv
e W
ell (N
HS),
British
Nutr
itio
n F
oundat
ion G
uid
elin
es,
five
-a-d
ay r
ecom
men
dat
ions
7.2
D
escr
ibe
key
hea
lthy
eating
advi
ce t
hat
under
pin
s a
hea
lthy
die
t
□
Mea
l pla
ns
eg t
ype,
am
ount,
pre
par
atio
n
□
Str
ength
s an
d a
reas
for
impro
vem
ent
eg e
atin
g les
s or
more
food,
eating les
s or
more
of
a par
ticu
lar
food g
roup,
eating a
t diffe
rent
tim
es,
pre
par
ing f
ood in a
diffe
rent
way
, drinki
ng m
ore
flu
id o
r drinki
ng d
iffe
rent
types
of
fluid
7
Under
stan
d t
he
import
ance
of
hea
lthy
eating
7.3
Exp
lain
the
import
ance
of
adeq
uat
e hyd
ration
□
For
exam
ple
to m
ainta
in inte
rnal
conditio
ns
within
the
body(
hom
eost
asis
), e
nhan
ce p
erfo
rman
ce(p
hys
ical
and m
enta
l),
avoid
deh
ydra
tion,
pre
, during a
nd p
ost
-ses
sion
□
Sourc
es e
g w
ater
, sp
ort
s drinks
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
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rson E
duca
tion L
imited
2012
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.4
Exp
lain
pro
fess
ional
role
boundar
ies
in r
elat
ion t
o o
ffer
ing
nutr
itio
nal
advi
ce
□
Iden
tify
nee
d t
o r
efer
clie
nt
eg t
o G
P, r
egis
tere
d d
ietici
an
7.5
Exp
lain
the
die
tary
role
of
the
key
nutr
ients
□
Prote
ins
eg m
ake
enzy
mes
, an
tibodie
s, b
ody
fluid
s, h
orm
ones
, im
port
ant
in b
uild
ing ,
mai
nta
inin
g a
nd r
epai
ring b
ody
tiss
ues
and
cells
, im
port
ant
for
gro
wth
and d
evel
opm
ent
during c
hild
hood,
adole
scen
ce,
and p
regnan
cy
□
Fats
eg n
eces
sary
for
good h
ealth,
mak
e ce
rtai
n v
itam
ins
(eg A
, D
, E,
K)
avai
lable
for
use
in t
he
body,
cush
ion v
ital
org
ans,
hel
p
mai
nta
in b
ody
tem
per
ature
, im
port
ant
for
pro
per
gro
wth
and
dev
elopm
ent
□
Fibre
eg k
eep d
iges
tive
sys
tem
hea
lthy
and f
unct
ionin
g p
roper
ly,
aids
and s
pee
ds
up t
he
excr
etio
n o
f w
aste
and t
oxi
ns
from
the
body
□
Car
bohyd
rate
s eg
pro
vide
the
body
with a
sourc
e of
fuel
and
ener
gy,
im
port
ant
for
the
corr
ect
work
ing o
f bra
in,
hea
rt a
nd t
he
ner
vous,
dig
estive
and im
mune
syst
ems
7.6
Id
entify
the
com
mon d
ieta
ry
sourc
es o
f th
e ke
y nutr
ients
Pr
ote
ins
eg lea
n m
eat
pro
duct
s, p
oultry
, fish
, eg
gs,
milk
, ch
eese
, dried
bea
ns
Fats
sat
ura
ted e
g b
utt
er,
chee
se,
whole
milk
, ic
e cr
eam
, cr
eam
, fa
tty
mea
ts;
unsa
tura
ted e
g m
ost
veg
etab
le o
ils,
fish
(sa
lmon,
tuna,
m
acke
rel, h
erring,
trout,
sar
din
es),
avo
cados,
oliv
es ,
nuts
Fibre
s in
solu
ble
eg b
ran,
whole
mea
l flour
and b
read
s, b
row
n r
ice,
w
hole
gra
in c
erea
ls,
veget
able
s, e
dib
le p
eels
of
fruit,
nuts
and s
eeds;
so
luble
eg f
ruits,
veg
etab
les,
len
tils
, pea
s, b
eans,
oat
s, b
arle
y,
oat
mea
l, p
ota
toes
, dried
fru
it,
soya
milk
and s
oya
pro
duct
s
Car
bohyd
rate
s co
mple
x eg
in m
ost
gra
ins,
cer
eals
, pota
toes
, bro
wn
rice
, bre
ad,
pas
ta,
legum
es a
nd c
erta
in f
ruits
and v
eget
able
s; s
imple
eg
nat
ura
l (f
ruit,
milk
), r
efin
ed (
cake
s, c
hoco
late
, ja
m,
fruit juic
e)
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
33
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.7
D
escr
ibe
the
ener
gy
bal
ance
eq
uat
ion
□
Fact
ors
affec
ting e
ner
gy
bal
ance
eg b
asal
met
abolis
m,
age,
gen
der
, cl
imat
e, p
hys
ical
act
ivity
□
Ener
gy
bal
ance
equat
ion –
diffe
rence
s bet
wee
n e
ner
gy
inta
ke
(fro
m f
ood)
and e
ner
gy
outp
ut
eg n
eutr
al e
ner
gy
bal
ance
(c
alories
tak
en in e
qual
to c
alories
exp
ended
, w
eight
is
mai
nta
ined
), p
osi
tive
ener
gy
bal
ance
(ca
lories
tak
en in a
re
gre
ater
than
cal
ories
exp
ended
, w
eight
is g
ained
, fa
t st
ore
s ar
e in
crea
sed),
neg
ativ
e en
ergy
bal
ance
(ca
lories
tak
en in a
re les
s th
an c
alories
exp
ended
)
7.8
Exp
lain
the
hea
lth r
isks
of
poor
nutr
itio
n
Hea
lth r
isks
eg low
er c
ore
str
ength
, in
crea
sed b
ody
fat,
slo
wer
m
enta
l pro
ble
m s
olv
ing,
less
ale
rtnes
s, s
low
er m
usc
le r
esponse
tim
e
Young a
dults-
aff
ect
pote
ntial
gro
wth
and d
evel
opm
ent
Incr
ease
d r
isk
of
dev
elop
ing s
erio
us
dis
ease
s an
d c
onditio
ns
eg t
ype
2 d
iabet
es,
hea
rt d
isea
se,
hig
h b
lood p
ress
ure
, hig
h c
hole
ster
ol,
obes
ity,
ost
eoporo
sis,
can
cer
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
34
Information for tutors
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.
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.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
35
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. Other alternatives could be logbooks or workbooks competed 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
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193
American Council on Exercise – Exercise for Older Adults: ACE's Guide for Fitness Professionals (American Council on Exercise, 1998) ISBN 9780880119429
Bean A – Food for Fitness (A&C Black, 2008) ISBN 9780713681284
Buckley J, Holmes J and Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth-Heinemann, 1999) ISBN 9780750632881
Burke L – Practical Sports Nutrition (Human Kinetics, 2007) ISBN 9780736046954
Dalgleish J and Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
DiFiore J – The Complete Guide to Postnatal Fitness (Complete Guides) (A&C Black Publishers Ltd, May 2010) ISBN 9781408124550
Griffin J – Food for Sport: Eat Well, Perform Better (Crowood, 2001) ISBN 9781861262165
Griffin S – Training the Over 50s: Developing Programmes for Older Clients (Fitness Professionals) (A&C Black Publishers Ltd, 2006) ISBN 9780713672015
Manore M et al – Sport Nutrition for Health and Performance (Human Kinetics, 2000) ISBN 9780873229395
Sharkey B J and Gaskill S E – Fitness and Health (Human Kinetics, 2006) ISBN 9780736056144
Williamson P – Exercise for Special Populations (Lippincott Williams and Wilkins, 2010) ISBN 9780781797795
Winnick P – Adapted Physical Education and Sport (Human Kinetics Publishers, October 2010) ISBN 9780736089180
Journals
American College of Sport Medicine’s Health and Fitness Journal
International Journal of Sports Nutrition
International Journal of Sports Science and Coaching
Journal of Nutrition
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
36
Journal of Sports Nutrition
Research Quarterly for Exercise and Sport
Websites
British Association of Sport and Exercise Sciences www.bases.org.uk
British Nutrition Foundation www.nutrition-org.uk
Coachwise www.1st4sport.com
Peak Performance www.pponline.co.uk
Sports Coach UK www.sportscoachuk.org
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
37
Unit 3: Know How to Support Clients who Take Part in Exercise and Physical Activity
Unit code: M/600/9015
QCF level: 2
Credit value: 2
Guided learning hours: 13
Unit aim
The aim of this unit is to develop knowledge and understanding of how to develop effective working relationships with clients, how to provide ongoing customer service, and how to support clients to adhere to exercise/physical activity.
This unit will give learners an overview of customer service within a fitness environment. Learners will explore the importance of meeting client needs to ensure client satisfaction, how to exceed client expectations and how to deal with client complaints promptly and effectively.
Learners will look at the communication skills that can help to motivate clients and at the importance of valuing equality and diversity when working with clients.
In this unit leaners will consider the barriers to exercise clients face and the strategies that can be used to help clients overcome these barriers.
Essential resources
For this unit, centres need to give learners with access to computers, the internet and library facilities to enable them to carry out research.
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
38
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
why
it is
import
ant
to
form
effec
tive
work
ing
rela
tionsh
ips
with c
lients
Import
ance
eg b
uild
clie
nt
trust
and c
onfiden
ce,
clie
nts
fee
l va
lued
and
motiva
ted,
clie
nts
more
lik
ely
to a
dher
e to
exe
rcis
e an
d p
hys
ical
ac
tivi
ty p
rogra
mm
es,
clie
nts
under
stan
d y
our
role
and r
esponsi
bili
ties
, dev
elop m
utu
al t
rust
and r
espec
t
Req
uirem
ents
eg in lin
e w
ith g
ood p
ract
ice,
eth
ical
req
uirem
ents
, pro
fess
ional
conduct
Char
acte
rist
ics
eg o
bje
ctiv
ity,
pat
ience
, per
sist
ence
, em
pat
hy,
ap
pro
achab
le,
consi
sten
t, c
om
mitte
d,
empow
erin
g
1.2
Exp
lain
why
it’s
im
port
ant
to
pre
sent
ones
elf
and t
he
org
anis
atio
n p
osi
tive
ly t
o c
lients
Import
ance
eg c
reat
es p
osi
tive
im
pre
ssio
n o
f th
e org
anis
atio
n a
s a
whole
, build
s tr
ust
with t
he
clie
nt,
clie
nt
feel
s at
eas
e an
d a
ssure
d,
clie
nt
confiden
ce in o
rgan
isat
ion a
nd its
ser
vice
s
Clie
nt
loya
lty
eg r
epea
t busi
nes
s, c
lient
reco
mm
endat
ions
to f
rien
ds
and f
amily
1
Under
stan
d h
ow
to
form
effec
tive
w
ork
ing
rela
tionsh
ips
with
clie
nts
1.3
D
escr
ibe
how
diffe
rent
com
munic
atio
n s
kills
can
be
use
d t
o a
ssis
t cl
ients
with
motiva
tion
Ver
bal
com
munic
atio
n e
g a
ppro
priat
e to
ne
and p
itch
of
voic
e,
languag
e ap
pro
priat
e to
clie
nt,
use
of
posi
tive
lan
guag
e ,
use
of
pra
ise
and e
nco
ura
gem
ent,
avo
id u
se o
f sl
ang/j
argon,
opport
unitie
s to
dis
cuss
clie
nt
nee
ds
Non-v
erbal
com
munic
atio
n e
g p
ost
ure
, ex
pre
ssio
n,
ges
ture
s, e
ye
conta
ct,
posi
tive
body
languag
e
List
enin
g e
g a
skin
g a
ppro
priat
e ques
tions,
see
king c
lient
view
s on
thei
r per
form
ance
Tak
ing t
he
initia
tive
in c
om
munic
atin
g w
ith c
lients
eg if
they
see
m
unsu
re,
reco
gnis
ing w
hen
clie
nts
nee
d h
elp a
nd a
ssis
tance
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
39
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Exp
lain
the
import
ance
of
valu
ing e
qual
ity
and d
iver
sity
w
hen
work
ing w
ith c
lients
Com
plia
nce
with leg
al r
equirem
ents
eg R
ace
Rel
atio
ns
Act
2010,
Sex
D
iscr
imin
atio
n A
ct,
Equal
ity
Act
2010,
Gen
der
Rec
ognitio
n A
ct,
age
dis
crim
inat
ion leg
isla
tion,
REP E
xerc
ise
and F
itnes
s Code
of
Eth
ical
Pr
actice
Import
ance
eg m
ainta
in indiv
idual
's r
espec
t an
d d
ignity,
ser
ve t
he
nee
ds
of
the
whole
com
munity,
ensu
re f
air
and e
qual
tre
atm
ent,
en
sure
incl
usi
ve p
rovi
sion,
enco
ura
ge
par
tici
pat
ion,
rem
ove
bar
rier
s to
par
tici
pat
ion,
pro
vide
spec
ialis
t eq
uip
men
t to
enab
le p
artici
pat
ion
2.1
Id
entify
the
typic
al b
arrier
s to
ex
erci
se/p
hys
ical
act
ivity
that
cl
ients
exp
erie
nce
Typ
ical
bar
rier
s eg
hea
lth iss
ues
, ag
e, f
ear
of
inju
ry,
tim
e, a
cces
s,
tran
sport
, co
st,
faci
litie
s, lac
k of
self-m
otiva
tion,
lack
of
self-e
stee
m,
lack
of
self-c
onfiden
ce,
lack
of
enco
ura
gem
ent
or
support
2.2
Exp
lain
how
inco
rpora
ting
clie
nts
’ ex
erci
se/p
hys
ical
act
ivity
pre
fere
nce
s in
to t
hei
r pro
gra
mm
e ca
n s
tren
gth
en
motiva
tion a
nd a
dher
ence
Opport
unity
to iden
tify
and d
iscu
ss c
lient
pre
fere
nce
s fo
r ex
erci
se e
g
hea
lth,
fitn
ess,
soci
al
Support
s m
otiva
tion a
nd a
dher
ence
eg incr
ease
clie
nt
confiden
ce a
nd
auto
nom
y, a
llow
clie
nt
to t
ake
resp
onsi
bili
ty f
or
ow
n f
itnes
s
2.3
D
escr
ibe
diffe
rent
ince
ntive
s an
d
rew
ards
that
can
str
ength
en
clie
nts
’ m
otiva
tion a
nd
adher
ence
Ince
ntive
s eg
enjo
ymen
t, s
oci
al inte
ract
ion,
rela
ted h
ealth b
enef
its,
im
pro
vem
ent
in f
itnes
s an
d s
kill
leve
ls
Rew
ards
eg a
chie
vem
ent
of
goal
s, p
rais
e an
d e
nco
ura
gem
ent
from
oth
ers,
posi
tive
fee
dbac
k
Ser
vice
s eg
fre
e ex
erci
se s
essi
ons,
crè
che,
dis
counts
2
Under
stan
d h
ow
to
addre
ss b
arrier
s to
ex
erci
se/p
hys
ical
ac
tivi
ty t
hat
clie
nts
ex
per
ience
2.4
D
escr
ibe
diffe
rent
stra
tegie
s th
at
can h
elp c
lients
ove
rcom
e ty
pic
al
bar
rier
s to
exe
rcis
e/phys
ical
ac
tivi
ty
Str
ateg
ies
eg info
rm c
lient
of
ben
efits
of
taki
ng p
art
in e
xerc
ise
and
phys
ical
act
ivity,
look
at d
iffe
rent
types
of
phys
ical
act
ivity
appro
priat
e fo
r cl
ient,
ref
er c
lient
to o
ther
rel
evan
t pro
fess
ional
s, im
ple
men
t en
joya
ble
act
ivitie
s, h
old a
ctiv
itie
s at
appro
priat
e tim
es;
pro
vide
appro
priat
e fa
cilit
ies
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
40
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
why
it is
import
ant
for
a cl
ient
to t
ake
per
sonal
re
sponsi
bili
ty f
or
thei
r ow
n
fitn
ess
and m
otiva
tion
Import
ance
eg c
lient
more
lik
ely
to a
dher
e to
exe
rcis
e, c
lient
feel
s em
pow
ered
, pro
mote
s se
lf-r
efle
ctio
n o
n p
rogre
ss a
nd iden
tifica
tion o
f an
y nec
essa
ry im
pro
vem
ents
/chan
ges
to g
oal
s
3.2
D
escr
ibe
how
to a
ssis
t cl
ients
to
dev
elop t
hei
r ow
n s
trat
egy
for
motiva
tion a
nd a
dher
ence
Dis
cuss
iss
ues
with c
lient
eg c
lient
nee
ds,
bar
rier
s to
exe
rcis
e
Build
clie
nt
confiden
ce e
g s
elec
t si
tuat
ions
or
envi
ronm
ents
they
enjo
y ex
erci
sing in,
set
achie
vable
goal
s w
ith c
lients
, pro
vide
support
and
rein
forc
emen
t, o
ffer
alter
nat
ives
and r
ewar
ds
for
achie
ving g
oal
s
3.3
Id
entify
diffe
rent
beh
avio
ur
chan
ge
appro
aches
/str
ateg
ies
to
enco
ura
ge
adher
ence
to
exer
cise
/phys
ical
act
ivity
Sta
ges
in b
ehav
iour
chan
ge
eg p
re-c
onte
mpla
tion,
conte
mpla
tion,
pre
par
atio
n,
action,
mai
nte
nan
ce,
rela
pse
Appro
aches
/str
ateg
ies
eg p
rovi
din
g p
osi
tive
fee
dbac
k, e
nco
ura
gem
ent
and s
upport
, se
ttin
g a
nd r
evie
win
g g
oal
s, w
ork
ing w
ith c
lient
to
rem
ove
bar
rier
s, p
rovi
din
g a
dvi
ce a
nd info
rmat
ion
3.4
D
escr
ibe
how
to s
et s
hort
, m
ediu
m a
nd long t
erm
SM
ART
goal
s
SM
ART (
spec
ific
, m
easu
reab
le,
achie
vable
, re
alis
tic,
tim
e bound)
goal
s
Short
, m
ediu
m a
nd long t
erm
s goal
s eg
incr
ease
num
ber
of
pre
ss-u
ps
from
10 t
o 3
0 o
ver
two w
eek
per
iod c
om
men
cing n
ext
Sat
urd
ay
3
Under
stan
d h
ow
to
support
clie
nts
to
adher
e to
ex
erci
se/p
hys
ical
ac
tivi
ty
3.5
D
escr
ibe
how
to r
evie
w a
nd
revi
se s
hort
, m
ediu
m a
nd long
term
SM
ART g
oal
s
Rev
iew
and r
evis
e eg
agai
nst
clie
nt
targ
ets,
in r
esponse
to c
han
gin
g
clie
nt
nee
ds
and p
refe
rence
s, u
pdat
e ta
rget
s
4
Under
stan
d h
ow
to
pro
vide
ongoin
g
cust
om
er s
ervi
ce
to c
lients
4.1
Exp
lain
the
import
ance
of
clie
nt
care
both
for
the
clie
nt
and t
he
org
anis
atio
n
For
the
org
anis
atio
n e
g k
eep e
xist
ing c
lients
, re
pea
t cl
ients
and
busi
nes
s, c
lient
reco
mm
endat
ions
to f
amily
and f
rien
ds,
dev
elop a
good r
eputa
tion
For
the
clie
nt
eg c
lient
satisf
action,
ensu
re c
lient
safe
ty,
resp
onsi
ve t
o
clie
nt
nee
ds,
clie
nt
exer
cise
and f
itnes
s goal
s ar
e m
et
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
41
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.2
Exp
lain
why
it is
import
ant
to
dea
l w
ith c
lients
nee
ds
to t
hei
r sa
tisf
action
Import
ance
eg m
ainta
in c
lient
satisf
action a
nd t
rust
, cl
ient
more
lik
ely
to a
tten
d e
xerc
ise
sess
ions,
clie
nt
reco
mm
endat
ions
to f
amily
and f
rien
ds
4.3
Id
entify
wher
e to
sourc
e re
leva
nt
and a
ppro
priat
e in
form
atio
n t
o m
eet
clie
nts
nee
ds
Sourc
es e
g inte
rnet
, te
xtbooks
, jo
urn
als,
REP p
ublic
atio
ns
Appro
priat
e pro
fess
ional
s eg
GP,
phys
ioth
erap
ist
4.4
Exp
lain
the
import
ance
of
dea
ling w
ith a
ny
del
ay in
mee
ting c
lients
nee
ds
tim
ely
and
effe
ctiv
ely
Import
ance
eg c
lient
is a
war
e of
pro
gre
ss,
to m
ainta
in c
lient
trust
and c
onfiden
ce,
to m
ainta
in c
lient
satisf
action,
to
mai
nta
in p
rofe
ssio
nal
rep
uta
tion o
f th
e org
anis
atio
n,
sugges
t ap
pro
priat
e al
tern
ativ
es
4.5
G
ive
exam
ple
s of
how
to e
xcee
d
cust
om
er e
xpec
tations,
when
ap
pro
priat
e
Provi
din
g a
dditio
nal
hel
p a
nd a
ssis
tance
Dea
ling p
rom
ptly
with p
roble
ms
Offer
ing d
isco
unts
or
additio
nal
pro
duct
s or
serv
ices
Exc
eptional
hel
p a
nd a
ssis
tance
for
cust
om
ers
with s
pec
ial
requirem
ents
Del
iver
ing e
xcel
lent
stan
dar
ds
of
serv
ice
and f
acili
ties
4.6
Exp
lain
the
import
ance
of
han
dlin
g c
lient
com
pla
ints
posi
tive
ly f
ollo
win
g a
n
org
anis
atio
n’s
pro
cedure
Import
ance
eg m
ainta
in c
lient
trust
and c
onfiden
ce,
mai
nta
in
clie
nt
satisf
action,
mai
nta
in p
rofe
ssio
nal
rep
uta
tion o
f th
e org
anis
atio
n
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
42
Information for tutors
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.
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.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
43
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
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc,2005) ISBN 9781563088193
Bird S R et al – Exercise Benefits and Prescription (Stanley Thornes, 1998) ISBN 9780743733156
Carlaw P & Deming V K – The Big Book of Customer Service Training Games (McGraw Hill, 2007) ISBN 139780077114763
Dick F W – Sports Training Principles (A&C Black, 2007) ISBN 9780713682786
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
Jarvis, M – Sport Psychology: A Student’s Handbook (Routledge, 2006) ISBN 9781841695822
Leland K and Bailey K – Customer Service for Dummies (John Wiley & Sons, 2006) ISBN 139780471768692
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
International Journal of Sports Science and Coaching
Websites
BBC Sport www.bbc.co.uk/sportBritish
British Association of Sport and Exercise Sciences www.bases.org.uk
Sports Coach UK www.sportscoachuk.org
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
44
Unit 4: Anatomy and Physiology for Exercise and Health
Unit code: A/600/9051
QCF level: 3
Credit value: 6
Guided learning hours: 43
Unit aim
The aim of this unit is to develop learner knowledge and understanding of the anatomy and physiology of the human body and how this relates to exercise and health, including postural and core stability.
In this unit learners will explore the anatomy and physiology of the main body systems (circulatory system, endocrine system, musculoskeletal system, energy system and nervous system) and how they affect and are affected by exercise.
Learners will also have the opportunity to investigate what is meant by postural and core stability and how this relates to exercise and health.
Essential resources
For this unit, centres need to provide learners with access to:
diagrams of the musculoskeletal, circulatory, endocrine and nervous systems. Models of each body system would be beneficial but are not essential for unit delivery
laboratory equipment and/or models/ images relating to the body systems
computers and the internet to enable them to carry out research as required.
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
45
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1
Under
stan
d t
he
hea
rt a
nd
circ
ula
tory
sys
tem
an
d its
rel
atio
n t
o
exer
cise
and
hea
lth
1.1
Exp
lain
the
funct
ion o
f th
e hea
rt
valv
es
□
Val
ves
– a
trio
venticu
lar
(mitra
l va
lve,
tricu
spid
val
ve),
sem
ilunar
(a
ort
ic v
alve
, pulm
onar
y va
lve)
□
Funct
ion —
ensu
re b
lood f
low
s in
one
direc
tion o
nly
thro
ugh t
he
hea
rt,
pre
vent
the
bac
kwar
d f
low
of
blo
od.
1.2
D
escr
ibe
coro
nar
y ci
rcula
tion
□
Sys
tem
ic c
ircu
lation e
g p
art
of th
e ca
rdio
vasc
ula
r sy
stem
, ca
rrie
s oxy
gen
ated
blo
od f
rom
the
lungs
away
fro
m t
he
hea
rt t
o t
he
body,
re
turn
s deo
xygen
ated
blo
od t
o t
he
hea
rt
□
Pulm
onar
y ci
rcula
tion e
g p
art
of ca
rdio
vasc
ula
r sy
stem
, ca
rrie
s de-
oxy
gen
ated
blo
od a
way
fro
m t
he
hea
rt t
o t
he
lungs,
ret
urn
s oxy
gen
ated
blo
od t
o t
he
hea
rt
1.3
Exp
lain
the
effe
ct o
f dis
ease
pro
cess
es o
n t
he
stru
cture
and
funct
ion o
f blo
od v
esse
ls
□
Cau
ses
chan
ges
in b
oth
str
uct
ure
and f
unct
ion o
f blo
od v
esse
ls.
□
Ath
erosc
lero
tic
pro
cess
es e
g a
bnorm
al d
eposi
tion o
f lip
ids
in t
he
vess
el w
all, p
laque
form
atio
n,
thic
kenin
g o
f th
e ve
ssel
wal
l,
rest
rict
ed b
lood f
low
, en
dot
hel
ial ce
ll dys
funct
ion
□
Art
erio
scle
rotic
pro
cess
eg h
arden
ing o
f ar
teries
, lo
ss o
f el
astici
ty,
build
up o
f fa
t an
d c
hole
ster
ol in
art
erie
s, p
laque
form
atio
n
1.4
Exp
lain
the
short
and long t
erm
ef
fect
s of
exer
cise
on b
lood
pre
ssure
, in
cludin
g t
he
vals
alva
ef
fect
□
Short
-ter
m e
ffec
t eg
sys
tolic
pre
ssure
ris
es,
dia
stolic
pre
ssure
sta
ys
alm
ost
the
sam
e
□
Long-t
erm
effec
t eg
sys
tolic
and d
iast
olic
pre
ssure
s ar
e re
duce
d
□
Val
salv
a ef
fect
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
46
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
Exp
lain
the
card
iova
scula
r ben
efits
and r
isks
of
endura
nce
/aer
obic
tra
inin
g
□
Ben
efits
eg incr
ease
d h
eart
effic
iency
, dec
reas
ed b
lood p
ress
ure
, in
crea
se in s
troke
volu
me,
incr
ease
in c
ardia
c outp
ut,
dec
reas
e in
re
stin
g h
eart
rat
e, incr
ease
in b
lood v
olu
me,
im
pro
ved b
lood f
low
, im
pro
ved c
hole
ster
ol le
vels
□
Ris
ks e
g o
veru
se inju
ries
, ag
gra
vation
of
exis
ting inju
ries
or
med
ical
co
nditio
ns
1.6
D
efin
e blo
od p
ress
ure
cl
assi
fica
tions
and a
ssoci
ated
hea
lth r
isks
□
Cla
ssific
atio
ns
— low
, norm
al,
hig
h-n
orm
al,
mild
hyp
erte
nsi
on
(gra
de
1),
moder
ate
hyp
erte
nsi
on (
gra
de
2),
sev
ere
hyp
erte
nsi
on
(gra
de
3)
□
Hea
lth r
isks
eg c
oro
nar
y hea
rt d
isea
se,
dam
age
to t
he
arte
ries
, st
roke
s, k
idney
dam
age
2
Under
stan
d t
he
musc
ulo
skel
etal
sy
stem
and its
re
lation t
o e
xerc
ise
2.1
Exp
lain
the
cellu
lar
stru
cture
of
musc
le f
ibre
s □
Endom
ysiu
m —
fin
e sh
eath
of co
nnec
tive
tis
sue
laye
r th
at
surr
ounds
each
sin
gle
musc
le f
ibre
, in
cludes
cap
illar
ies
and n
erve
s.
□
Myo
fibril —
cyl
indrica
l st
ruct
ure
s th
at e
xten
d a
long t
he
com
ple
te
length
of
the
musc
le f
ibre
, co
nsi
sts
of
two t
ypes
of
pro
tein
fila
men
ts
— t
hic
k fila
men
ts,
and t
hin
fila
men
ts
□
Nucl
eus
— c
onta
ins
DN
A in t
he
form
of
gen
es,
and a
lso info
rmat
ion
for
the
form
atio
n o
f pro
tein
s.
□
Sar
cole
mm
a —
cel
l m
embra
ne
that
encl
ose
s ea
ch m
usc
le f
ibre
, co
nta
ins
exte
nsi
ons
tran
sver
se t
ubule
s,
□
Sar
copla
sm —
cyt
opla
sm o
f m
usc
le c
ells
surr
oundin
g t
he
nucl
eus,
co
nta
in m
itoch
ondria
□
Sar
copla
smic
ret
iculu
m —
net
work
of
mem
bra
ne-
encl
ose
d t
ubule
s,
exte
nds
thro
ughout
the
sarc
opl a
sm o
f th
e ce
ll
□
Myo
sin a
nd a
ctin
— c
ontr
actile
pro
tein
fila
men
ts
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
47
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
D
escr
ibe
the
slid
ing f
ilam
ent
theo
ry
□
Exp
lanat
ion o
f how
musc
les
pro
duce
forc
e
□
Myo
sin (
thic
k) a
nd a
ctin
(th
in)
fila
men
ts w
ithin
the
sarc
om
ere
slid
e bet
wee
n e
ach o
ther
to p
roduce
a m
usc
le c
ontr
action
□
Length
of
sarc
om
ere
short
ened
2.3
Exp
lain
the
effe
cts
of
diffe
rent
types
of
exer
cise
s on m
usc
le
fibre
typ
e
□
Musc
le f
ibre
typ
e —
typ
e I
slow
oxi
dat
ive
fibre
s, t
ype
IIa
fast
oxi
dat
ive
fibre
s, t
ype
IIb f
ast
gly
coly
tic
fibre
s
□
Aer
obic
eg r
ecru
its
slow
oxi
dat
ive
(typ
e I)
fib
res,
incr
ease
d s
tora
ge
of
ener
gy
mole
cule
s su
ch a
s fa
ts a
nd c
arbohyd
rate
, in
crea
sed
endura
nce
, ca
pill
arie
s an
d o
ther
blo
od v
esse
ls e
xpan
d
(vas
odila
tion),
incr
ease
d g
lyco
gen
sto
res,
able
to u
se incr
ease
d
amount
of
fat
as a
sourc
e of fu
el,
incr
ease
d m
itoch
ondria
□
Res
ista
nce
eg r
ecru
its
fast
gly
coly
tic
(typ
e II
) fibre
s, incr
ease
d
musc
ula
r si
ze a
nd s
tren
gth
, pro
mote
s oxy
gen
del
iver
y an
d
utilis
atio
n,
incr
ease
d c
ontr
actile
pro
tein
(ac
tin a
nd m
yosi
n),
tougher
co
nnec
tive
tis
sue,
num
ber
of m
usc
le f
ibre
s m
ay incr
ease
2.4
Id
entify
and loca
te t
he
musc
le
atta
chm
ent
site
s fo
r th
e m
ajor
musc
les
of
the
body
□
Att
achm
ent
site
s an
d m
ajor
musc
les
— r
ota
tor
cuff (
tere
s m
inor,
su
pra
spin
atus,
subsc
apula
ris,
infr
aspin
atus)
, sh
ould
er g
irdle
lev
ator
scap
ula
e, p
ecto
ralis
min
or,
ser
ratu
s an
terior,
tra
pez
ius,
rhom
boid
s m
ajor/
min
or,
ter
es m
ajor)
, sp
inal
ext
enso
rs(e
rect
or
spin
ae:
ilioco
stal
is,
longis
sim
us,
spin
alis
, m
ultifid
us
lum
boru
m)
hip
fle
xors
(i
liopso
as)
(ilia
cus,
pso
as m
ajor)
, ad
duct
ors
(m
agnus,
bre
vis,
lo
ngus,
pec
tiniu
s, g
raci
lis,
sart
orius)
, ab
duct
ors
(glu
teus
med
ius,
glu
teus
min
imus,
piriform
is,
tenso
r fa
scia
lat
ae),
abdom
inal
s (i
nte
rnal
and e
xter
nal
obliq
ues
, tr
ansv
erse
abdom
inis
), q
uad
rice
ps
(rec
tus
fem
oris,
vas
tus
late
ralis
, va
stus
med
ialis
, va
stus
inte
rmed
ius)
, ham
strings
(sem
iten
din
osu
s, s
emim
embra
nosu
s,
bic
eps
fem
oris)
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
48
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.5
N
ame,
loca
te a
nd e
xpla
in t
he
funct
ion o
f sk
elet
al m
usc
le
invo
lved
in p
hys
ical
act
ivity
□
Ante
rior
skel
etal
musc
les
eg b
icep
s, r
ectu
s ab
dom
inis
, obliq
ues
, tr
ansv
erse
abdom
inis
pec
tora
lis,
hip
fle
xors
maj
or,
ante
rior
del
toid
s,
med
ial del
toid
s, q
uad
rice
ps,
adduct
ors
, an
terior
tibia
lis
□
Post
erio
r sk
elet
al m
usc
les
eg lat
issi
mus
dors
i, e
rect
or
spin
ae,
glu
teal
s, t
rapez
ius,
rhom
boid
s, t
rice
ps,
med
ial del
toid
s, p
ost
erio
r del
toid
s ab
duct
ors
, ham
strings,
gas
trocn
emiu
s, s
ole
us
□
Funct
ions
eg e
nab
le b
ody
move
men
t, m
ainta
in s
table
body
post
ure
□
Musc
le c
ontr
action —
iso
met
ric
(musc
le t
ensi
on a
nd len
gth
rem
ain
const
ant)
, is
oto
nic
(m
usc
le t
ensi
on r
emai
ns
const
ant
and m
usc
le
length
var
ies)
, is
oki
net
ic (
vary
ing m
usc
le t
ensi
on a
nd len
gth
)
□
Musc
le r
ole
s eg
anta
gonis
t ac
ts in c
ontr
ast
to a
gonis
t, s
tabili
ser
hold
s a
join
t in
pla
ce,
assi
stors
hel
p t
he
agonis
t
2.6
Id
entify
the
anat
om
ical
axi
s an
d
pla
nes
with r
egar
d t
o join
t ac
tions
and d
iffe
rent
exer
cise
s
□
Plan
es —
fro
nta
l, t
ransv
erse
, sa
gitta
l
□
Axi
s —
ante
ropost
erio
r, t
ransv
erse
, lo
ngitudin
al
□
Join
t ac
tions
— t
ransv
ers
axis
and s
agitta
l pla
nes
eg f
lexi
on,
dors
ifle
xion,
pla
nta
r flex
ion,
exte
nsi
on,
hyp
erex
tensi
on
ante
ropost
erio
r ax
is a
nd f
ronta
l pla
ne
eg a
dduct
ion,
abduct
ion,
radia
l dev
iation/f
lexi
on,
uln
ar d
evia
tion/f
lexi
on,
inve
rsio
n,
ever
sion,
elev
atio
n,
dep
ress
ion,
late
ral flex
ion,
longitudin
al a
xis
and t
ransv
ers
pla
ne
eg inte
rnal
and e
xter
nal
rota
tion,
supin
atio
n,
horizo
nta
l ex
tensi
on a
nd f
lexi
on,
rota
tion
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
49
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.7
Exp
lain
the
join
t ac
tions
bro
ught
about
by
spec
ific
musc
le g
roup
contr
actions
□
Musc
les
contr
actions
and join
t ac
tions
eg q
uad
s (h
ip a
nd k
nee
flex
ion),
glu
teus
max
imus
(hip
ext
ensi
on,
exte
rnal
rota
tion),
ad
duct
ors
(ad
duct
ion a
nd e
xter
nal
rota
tion,
adduct
ion,
flex
ion a
nd
inte
rnal
rota
tion),
gas
trocn
emiu
s (p
lanta
r flex
ion a
t an
kle)
, re
ctus
abdom
inus
(forw
ard s
pin
al f
lexi
on),
ext
ernal
and inte
rnal
obliq
ues
(t
ors
o r
ota
tion),
ere
ctor
spin
ae (
trunk
exte
nsi
on),
pec
tora
lis m
ajor
(fle
xion,
adduct
ion,
inte
rnal
rota
tion),
del
toid
(flex
ion,
inte
rnal
ro
tation,
exte
nsi
on,
exte
rnal
rot
atio
n),
tra
pez
ius
(ele
vation,
adduct
ion,
dep
ress
ion),
rhom
boid
maj
or
(adduct
ion a
nd e
leva
tion),
bic
eps
(elb
ow
fle
xion),
trice
ps
(ext
ensi
on a
t th
e el
bow
), lat
issi
mus
dors
i (e
xten
sion,
adduct
ion,
inte
rnal
rota
tion)
2.8
D
escr
ibe
join
ts/j
oin
t st
ruct
ure
w
ith r
egar
d t
o r
ange
of
motion/m
ove
men
t an
d inju
ry
risk
□
Syn
ovi
al join
ts-f
reel
y m
ove
able
, sy
novi
al c
avity,
syn
ovi
al
mem
bra
ne,
syn
ovi
al f
luid
, ar
ticu
lar
capsu
le,
ligam
ents
, ar
ticu
lar
cart
ilage
□
Fibro
us
join
ts –
fix
ed/i
mm
ova
ble
, no join
t ca
vity
, co
nnec
ted v
ia
fibro
us
connec
tive
tis
sue,
sku
ll an
d p
elvi
s hel
d t
oget
her
by
thes
e jo
ints
□
Car
tila
gin
ous
join
ts-
slig
htly
move
able
, jo
ints
in w
hic
h t
he
bones
are
at
tach
ed b
y ca
rtila
ge,
allo
w f
or
only
a little
move
men
t (i
n t
he
spin
e or
ribs)
□
Ran
ge
of
move
men
t of
synovi
al join
ts-
glid
ing (
glid
ing o
r sl
idin
g
move
men
ts o
nly
) eg
car
pal
s, h
inge
(fle
xion a
nd e
xten
sion in o
ne
pla
ne)
eg t
he
elbow
, el
lipso
idal
(flex
ion,
exte
nsi
on,
abduct
ion,
adduct
ion)
eg t
he
wrist
, sa
ddle
join
ts (
flex
ion,
exte
nsi
on,
abduct
ion,
adduct
ion)
eg t
hum
b b
etw
een t
he
met
acar
pal
and c
arpal
, bal
l an
d
sock
et join
ts (
all m
ove
men
ts e
xcep
t glid
ing)
eg t
he
should
er,
piv
ot
(rota
tion)
eg a
rms
outw
ard o
r in
war
d
□
Inju
ry r
isks
eg if
the
join
t is
ove
r ex
tended
, if t
he
join
t is
not
alig
ned
co
rrec
tly
BA029356 –
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ific
atio
n –
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ertifica
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pec
ialis
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atio
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2012 ©
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.9
D
escr
ibe
join
t m
ove
men
t pote
ntial
and join
t ac
tions
□
Join
t m
ove
men
t an
d p
ote
ntial
act
ion e
g f
lexi
on/b
endin
g t
he
elbow
, ex
tensi
on/s
trai
ghte
nin
g t
he
elbow
, horizo
nta
l flex
ion/a
dduct
ion/e
xten
sion/a
bduct
ion/s
hould
er m
ove
men
ts,
late
ral
flex
ion/m
ovi
ng s
pin
e le
ft t
o r
ight,
inve
rsio
n a
nd e
vers
ion /
turn
ing
the
ankl
e, r
ota
tion/a
rms
inw
ard a
nd o
utw
ard,
abduct
ion/l
ifting a
n
arm
horizo
nta
lly a
dduct
ion/r
eturn
ing t
he
arm
fro
m t
he
horizo
nta
l posi
tion t
o t
he
side
of
the
body,
ret
ract
ion/p
ulli
ng t
he
chin
bac
kwar
ds,
pro
trac
tion/
thru
stin
g t
he
chin
e fo
rwar
d,
elev
atio
n/s
hould
er s
hru
gs,
dep
ress
ion/d
roppin
g t
he
jaw
2.1
0
Des
crib
e th
e st
ruct
ure
of
the
pel
vic
girdle
and a
ssoci
ated
m
usc
les
and lig
amen
ts
□
Str
uct
ure
eg illi
um
, is
chiu
m p
ubis
□
Musc
les
eg r
ectu
s ab
dom
inus,
ilio
pso
as,
glu
teus
max
imus,
pec
tineu
s, r
ectu
s fe
moris
, sa
rtorius
□
Ligam
ents
- an
terior
sacr
oili
ac,
post
erio
r sa
croili
ac,
inte
ross
eous
sacr
oili
ac,
sacr
otu
ber
ous,
sac
rosp
inous
3
Under
stan
d
post
ura
l an
d c
ore
st
abili
ty
3.1
D
escr
ibe
the
stru
cture
and
funct
ion o
f th
e st
abili
sing
ligam
ents
and m
usc
les
of
the
spin
e
□
Key
lig
amen
ts (
ante
rior
and p
ost
erio
r lo
ngitudin
al,
supra
spin
ous,
in
ters
pin
ous,
lig
amen
tum
fla
vum
), f
ibro
us
ban
ds
of
connec
tive
tiss
ue
that
att
ach t
o b
one,
som
e el
astici
ty
□
Funct
ions
-pro
tect
the
spin
e fr
om
inju
ry e
g h
yper
- ex
tensi
on a
nd
flex
ion m
ove
men
ts,
keep
join
ts s
table
during r
est
and m
ove
men
t,
stop join
ts b
endin
g t
he
wro
ng w
ay
□
Key
musc
les
eg lum
bar
multifid
ius,
tra
nsv
ersu
s ab
dom
inus
(TA),
in
tern
al a
nd e
xter
nal
obliq
ues
, re
ctus
abdom
inus,
ere
ctor
spin
ae,
quad
arar
us
lum
borium
, glu
teus
max
imus
hip
fle
xors
□
Funct
ions
eg k
eep e
ach s
pin
al s
egm
ent
from
shifting a
nd s
lidin
g
during a
ctiv
ity,
fee
d f
orw
ard loop (
ner
ves
to t
he
TA a
lert
the
musc
le
in a
dva
nce
of
move
men
t),
exte
nd a
nd r
ota
te t
he
spin
e, p
rovi
de
pro
tect
ion a
nd s
tabili
ty
BA029356 –
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n –
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ertifica
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pec
ialis
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atio
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2012 ©
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
D
escr
ibe
loca
l m
usc
le c
han
ges
th
at c
an t
ake
pla
ce d
ue
to
insu
ffic
ient
stab
ilisa
tion
□
Chan
ges
eg w
eak
or
inac
tive
musc
les,
ove
ract
ive
musc
les,
co
mpen
sation,
dec
reas
e in
move
men
t ef
fici
ency
3.3
Exp
lain
the
pote
ntial
effec
ts o
f ab
dom
inal
adip
osi
ty a
nd p
oor
post
ure
on m
ove
men
t ef
fici
ency
□
Effec
ts e
g s
om
e m
usc
les
ove
rwork
, sh
ift
in c
entr
e of
gra
vity
, re
strict
s m
ove
men
t ef
fici
ency
and p
erfo
rman
ce,
incr
ease
s risk
of
inju
ry,
incr
ease
d t
ensi
on,
fatigue
3.4
Exp
lain
the
pote
ntial
pro
ble
ms
that
can
occ
ur
as a
res
ult o
f post
ura
l dev
iations
□
Dev
iation e
g k
yphosi
s, s
colio
sis,
lord
osi
s
□
Pote
ntial
pro
ble
ms
eg f
atig
ue,
hea
dac
hes
, m
usc
ula
r te
nsi
on,
poor
circ
ula
tion a
nd d
iges
tion,
low
er b
ack
pai
n,
limited
fle
xibili
ty a
nd
range
of
motion,
join
t st
iffn
ess
and p
ain,
incr
ease
d r
isk
of
inju
ry.
3.5
Exp
lain
the
impac
t of
core
st
abili
sation e
xerc
ise
and t
he
pote
ntial
for
inju
ry/a
ggra
vation
of
pro
ble
ms
□
Core
sta
bili
sation e
xerc
ise
eg s
tatic
and d
ynam
ic f
loor
exer
cise
, m
edic
ine
bal
l ex
erci
ses
□
Impac
t eg
musc
les
of
the
arm
s an
d leg
s hav
e a
more
sta
ble
bas
e to
w
ork
fro
m,
impro
ves
the
qual
ity
of
move
men
t, im
pro
ves
musc
ula
r co
-ord
inat
ion d
uring m
ove
men
t, h
elp t
o m
ainta
in a
ppro
priat
e post
ure
and r
educe
str
ain o
n t
he
spin
e, c
orr
ect
post
ura
l im
bal
ance
s,
dev
elop f
unct
ional
fitnes
s;
□
Pote
ntial
for
inju
ry/a
ggra
vation o
f pro
ble
ms
eg w
ith s
om
e re
sist
ance
st
retc
hin
g,
risk
of
lum
bar
inju
ry w
ith f
ull
spin
al f
lexi
on,
post
ura
l pro
ble
ms
may
pre
vent
use
of
som
e ex
erci
ses,
nee
d t
o m
ainta
in
neu
tral
spin
e al
ignm
ent
BA029356 –
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ific
atio
n –
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ertifica
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ialis
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.6
Exp
lain
the
ben
efits,
ris
ks a
nd
applic
atio
ns
of
the
follo
win
g
types
of
stre
tchin
g:
□
stat
ic (
pas
sive
and a
ctiv
e)
□
dyn
amic
□
pro
prioce
ptive
neu
rom
usc
ula
r fa
cilit
atio
n
□
Act
ive
stre
tchin
g e
g incr
ease
s flex
ibili
ty,
incr
ease
s ra
nge
of
motion
in t
he
join
ts,
stre
ngth
ens
the
agonis
tic
musc
les,
can
wea
ken
musc
les
and m
ake
them
more
pro
ne
to inju
ry
□
Pass
ive
stre
tchin
g e
g u
sefu
l in
rel
ievi
ng s
pas
ms
in m
usc
les
that
are
hea
ling a
fter
an inju
ry,
‘coolin
g d
ow
n’ af
ter
a w
ork
out,
red
uce
s post
-work
out
musc
le f
atig
ue,
and s
ore
nes
s
□
Pro
prioce
ptive
neu
rom
usc
ula
r fa
cilit
atio
n e
g e
nco
ura
ges
fle
xibili
ty
and c
oord
inat
ion a
cross
entire
ran
ge
of
motion,
supple
men
ts d
aily
st
retc
hin
g,
not
reco
mm
ended
for
child
ren a
nd p
eople
whose
bones
ar
e st
ill g
row
ing,
very
str
enuous,
adds
stre
ss t
o t
arget
ed m
usc
le
gro
up,
incr
ease
s risk
of
soft
tis
sue
inju
ry.
□
Dyn
amic
str
etch
ing e
g g
entle
build
up t
o t
he
limits
of
range
of
motion,
impro
ves
dyn
amic
fle
xibili
ty,
use
ful as
par
t of
war
m-u
p f
or
an a
erobic
work
out,
incr
ease
s co
re a
nd m
usc
le t
emper
ature
, hel
ps
dec
reas
e th
e ch
ance
of
inju
ry
4
Under
stan
d t
he
ner
vous
syst
em
and its
rel
atio
n t
o
exer
cise
4.1
D
escr
ibe
the
spec
ific
role
s of:
□
the
centr
al n
ervo
us
syst
em
(CN
S)
□
the
per
ipher
al n
ervo
us
syst
em (
PNS)
incl
udin
g
som
atic
and a
uto
nom
ic
syst
ems
□
Cen
tral
ner
vous
syst
em e
g inte
gra
tes
info
rmat
ion r
ecei
ved f
rom
all
par
ts o
f th
e body,
coord
inat
es a
ctiv
ity
of
all par
ts o
f th
e body,
co
ntr
ols
the
various
body
funct
ions
(eg m
ove
men
t, s
ensa
tion,
thin
king,
mem
ory
, sp
eech
), v
isual
and s
pat
ial sk
ills
□
Peripher
al n
ervo
us
syst
em (
auto
nom
ic n
ervo
us
syst
em,
som
atic
ner
vous
syst
em,
sym
pat
het
ic s
yste
m,
par
asym
pat
het
ic s
yste
m)
eg
connec
ts c
entr
al n
ervo
us
syst
em t
o lim
bs
and o
rgan
s, c
oord
inat
es
body
move
men
ts,
rece
ives
ext
ernal
stim
uli,
reg
ula
tes
activi
ties
under
consc
ious
contr
ol, m
anag
es a
ll as
pec
ts o
f dig
estion,
resp
onse
to
im
pen
din
g d
anger
(in
crea
sed o
f hea
rtbea
t an
d b
lood p
ress
ure
, ‘fig
ht
or
flig
ht’ r
esponse
s),
in a
res
ting a
nd r
elax
ed p
erso
n
resp
onsi
ble
for
eg c
onst
rict
ion o
f pupils
, dila
tion o
f th
e blo
od v
esse
ls
BA029356 –
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atio
n –
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ertifica
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pec
ialis
t qual
ific
atio
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tco
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Ass
ess
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t cr
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it a
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lifi
cati
on
4.2
D
escr
ibe
ner
vous
contr
ol an
d
tran
smis
sion o
f a
ner
vous
impuls
e
□
Impuls
es t
ransm
itte
d a
s el
ectr
ical
sig
nal
s
□
Neu
ron r
ecei
ves
an im
puls
e an
d t
ransm
its
it t
o t
he
nex
t neu
ron
□
Sta
ges
— p
ola
rise
d m
embra
ne
(sodiu
m o
n t
he
outs
ide,
and
pota
ssiu
m o
n t
he
insi
de)
, re
stin
g n
euro
n a
nd r
esting p
ote
ntial
, ac
tion p
ote
ntial
(so
diu
m ions
move
insi
de
the
mem
bra
ne)
as
neu
ron
rece
ive
a st
imulu
s, r
epola
risa
tion (
pota
ssiu
m ions
move
outs
ide,
an
d s
odiu
m ions
stay
insi
de
mem
bra
ne)
, re
frac
tory
per
iod –
ret
urn
to
res
ting s
tate
4.3
D
escr
ibe
the
stru
cture
and
funct
ion o
f a
neu
ron
□
Str
uct
ure
— n
ucl
eus,
den
drite
s, a
xon,
som
a, a
xon h
illock
, m
yelin
sh
eath
, N
odes
of
Ran
vier
, te
rmin
al b
utt
ons
□
Funct
ion —
tra
nsm
it info
rmat
ion t
hro
ughout
the
body.
in b
oth
ch
emic
al a
nd e
lect
rica
l fo
rms
4.4
Exp
lain
the
role
of
a m
oto
r unit
□
Bas
ic f
unct
ional
units
of
skel
etal
musc
le (
smal
l an
d lar
ge
moto
r units)
□
Role
in m
usc
le c
ontr
action (
num
ber
of
moto
r units
in a
musc
le
det
erm
ines
the
stre
ngth
of
musc
le c
ontr
action)
eg g
roups
of
moto
r units
oft
en w
ork
toget
her
to c
oord
inat
e th
e co
ntr
actions
of
a si
ngle
m
usc
le
□
Funct
ional
role
lar
gel
y def
ined
by
pro
per
ties
eg t
asks
req
uirin
g
pro
longed
musc
le f
orc
e ca
rrie
d o
ut
by
slow
, fa
tigue-
resi
stan
t m
oto
r units
□
Moto
r unit r
ecru
itm
ent,
incr
ease
d firin
g o
f re
cruited
moto
r units.
4.5
Exp
lain
the
pro
cess
of
moto
r unit r
ecru
itm
ent
and t
he
signific
ance
of
a m
oto
r unit’s
si
ze a
nd n
um
ber
of
musc
le f
ibre
s
□
Moto
r unit r
ecru
itm
ent
— p
rogre
ssiv
e ac
tiva
tion o
f a
musc
le t
hro
ugh
recr
uitin
g m
oto
r units
to s
tren
gth
en m
usc
le c
ontr
actions,
mea
sure
of
how
man
y m
oto
r neu
rons
are
activa
ted in a
par
ticu
lar
musc
le,
the
hig
her
the
recr
uitm
ent
the
stro
nger
the
musc
le c
ontr
action
□
Sig
nific
ance
of
size
and n
um
ber
of m
usc
le f
ibre
s – s
ize
princi
ple
ie
moto
r units
gen
eral
ly r
ecru
ited
in o
rder
of
smal
lest
/few
est
fibre
s to
la
rges
t/m
ost
fib
res
as c
ontr
action incr
ease
s
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tco
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ess
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t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.6
Exp
lain
the
funct
ion o
f m
usc
le
pro
prioce
pto
rs a
nd t
he
stre
tch
reflex
□
Musc
le p
roprioce
pto
rs t
ypes
eg m
usc
le s
pin
dle
s, g
olg
i te
ndon o
rgan
, pac
inia
n c
orp
usc
le
□
Funct
ions
— r
elay
info
rmat
ion a
bout
motion o
r posi
tion,
crea
te
awar
enes
s of
body
posi
tion a
nd m
ovem
ent
in s
pac
e, d
etec
t su
btle
chan
ges
in m
ove
men
t, p
ositio
n,
tensi
on,
and f
orc
e w
ithin
the
body,
ca
n t
rigger
cer
tain
pro
tect
ive
reflex
es e
g s
tret
ch r
efle
x
□
Str
etch
ref
lex
(myo
tatic
reflex
) – d
ynam
ic a
nd s
tatic
com
ponen
ts
□
Funct
ion —
musc
le c
ontr
action in r
esponse
to s
tret
chin
g w
ithin
the
musc
le,
pro
vides
auto
mat
ic r
egula
tion o
f sk
elet
al m
usc
le len
gth
, hel
ps
to m
ainta
in m
usc
le t
one
and t
o p
rote
ct t
he
body
from
inju
ry.
4.7
Exp
lain
rec
ipro
cal in
hib
itio
n a
nd
its
rele
vance
to e
xerc
ise
□
Rec
ipro
cal in
hib
itio
n —
ref
lex
causi
ng t
he
anta
gonis
t m
usc
le t
o r
elax
w
hen
the
syner
gis
t co
ntr
acts
□
Can
be
use
d in f
lexi
bili
ty t
rain
ing t
o incr
ease
ran
ge
of
motion
4.8
Exp
lain
the
neu
rom
usc
ula
r ad
apta
tions
asso
ciat
ed w
ith
exer
cise
/tra
inin
g
□
Neu
rom
usc
ula
r ad
apta
tions
eg h
yper
trophy,
incr
ease
in t
endon
stre
ngth
, in
crea
sed m
yoglo
bin
sto
res,
incr
ease
d n
um
ber
s of
mitoch
ondria,
incr
ease
d s
tora
ge
of gly
cogen
and t
rigly
cerides
, im
pro
ved a
bili
ty t
o r
ecru
it m
oto
r units,
im
pro
ved m
usc
le
coord
inat
ion,
incr
ease
d n
ervo
us
syst
em c
onnec
tions
4.9
Exp
lain
the
ben
efits
of
impro
ved
neu
rom
usc
ula
r co
ord
inat
ion/e
ffic
iency
to
exer
cise
per
form
ance
□
Ben
efits
eg im
pro
ved m
usc
le c
oord
inat
ion,
impro
ved s
tren
gth
, m
ove
men
ts m
ore
eff
icie
nt,
sta
bili
ty im
pro
ved
5
Under
stan
d t
he
endocr
ine
syst
em
and its
rel
atio
n t
o
exer
cise
and
hea
lth
5.1
D
escr
ibe
the
funct
ions
of
the
endocr
ine
syst
em
□
Mai
nta
in a
sta
ble
envi
ronm
ent
within
the
body
(hom
eost
asis
)
□
Reg
ula
te m
ood,
gro
wth
and d
evel
opm
ent,
tis
sue
funct
ion,
met
abolis
m
□
Horm
one
pro
duct
ion
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ou
tco
mes
Ass
ess
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t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.2
Id
entify
the
maj
or
gla
nds
in t
he
endocr
ine
syst
em
□
Maj
or
gla
nds
— h
ypoth
alam
us
(mai
n lin
k bet
wee
n t
he
endocr
ine
and n
ervo
us
syst
ems)
, pituitar
y gla
nd (
contr
ols
sev
eral
oth
er
endocr
ine
gla
nds)
, th
yroid
(co
ntr
ols
the
rate
at
whic
h c
ells
burn
fu
els
from
food t
o p
roduce
ener
gy)
, par
athyr
oid
(re
gula
te t
he
leve
l of
calc
ium
in t
he
blo
od),
adre
nal
gla
nds
(reg
ula
te s
alt
and w
ater
bal
ance
in t
he
body,
the
body'
s re
sponse
to s
tres
s, m
etab
olis
m,
the
imm
une
syst
em,
and s
exual
dev
elopm
ent
and f
unct
ion),
pin
eal body
(may
hel
p s
leep
ing a
t nig
ht
and w
akin
g in t
he
morn
ing,
repro
duct
ive
gla
nds
(whic
h incl
ude
the
ova
ries
and t
este
s
5.3
Exp
lain
the
funct
ion o
f horm
ones
in
cludin
g:
□
gro
wth
horm
one
□
thyr
oid
horm
ones
□
cort
icost
eroid
s
□
cate
chola
min
es
□
insu
lin
□
glu
cagon
□
Funct
ion o
f horm
ones
— c
oord
inat
e th
e ac
tivi
ties
of
spec
ific
cel
ls in
cert
ain a
reas
of
the
body
□
Gro
wth
horm
one
eg s
tim
ula
tes
gro
wth
of
new
cel
ls,
stim
ula
tes
the
gro
wth
of
all in
tern
al o
rgan
s, s
tim
ula
tes
the
imm
une
syst
em,
spec
ific
diffe
rentiat
ion o
f ce
rtai
n t
ypes
of
cells
, ac
tive
in t
he
met
abolis
m o
f pro
tein
s, c
arbohyd
rate
s an
d f
ats
□
Thyr
oid
horm
ones
eg incr
ease
bas
al m
etab
olic
rat
e, e
nsu
re p
roper
dev
elopm
ent
and d
iffe
rentiat
ion o
f al
l ce
lls (
eg s
kele
tal dev
elopm
ent
in c
hild
ren),
reg
ula
te p
rote
in,
fat,
and c
arbohyd
rate
met
abolis
m,
stim
ula
te v
itam
in m
etab
olis
m,
stim
ula
tes
the
form
atio
n o
f re
d b
lood
cells
, co
ntr
ol of
ner
vous
syst
em
□
Cort
icost
eroid
s eg
contr
ol sa
lt a
nd w
ater
bal
ance
in t
he
body,
re
gula
te c
arbohyd
rate
, fa
t, a
nd p
rote
in m
etab
olis
m,
enab
le t
he
body
to c
ope
with s
tres
s (e
g infe
ctio
n,
trau
ma,
surg
ery,
em
otional
pro
ble
ms)
, su
pport
the
imm
une
syst
em (
blo
ck p
roduct
ion o
f su
bst
ance
s th
at t
rigger
alle
rgic
and inflam
mat
ory
act
ions)
□
Cat
echola
min
es e
g r
egula
te a
var
iety
of
the
centr
al n
ervo
us
syst
em
funct
ions,
gen
eral
phys
iolo
gic
al c
han
ges
that
pre
par
e th
e body
for
phys
ical
act
ivity
(fig
ht-
or-
flig
ht
resp
onse
) eg
incr
ease
s in
hea
rt r
ate,
blo
od p
ress
ure
, blo
od g
luco
se lev
els,
sym
pat
het
ic n
ervo
us
syst
em
contr
ol
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
□
Insu
lin e
g m
ainta
ins
low
blo
od g
luco
se lev
els,
stim
ula
tes
conve
rsio
n
of
exce
ss g
luco
se t
o g
lyco
gen
, re
gula
tes
carb
ohyd
rate
and f
at
met
abolis
m,
influen
ces
oth
er b
ody
funct
ions
□
Glu
cagon-
rais
es b
lood g
luco
se lev
els
(opposi
te e
ffec
t to
opposi
te
insu
lin),
stim
ula
tes
pro
duct
ion o
f glu
cose
fro
m a
min
o a
cids
and
lact
ic a
cid in t
he
liver
, st
imula
tes
the
rele
ase
of
fatt
y ac
ids
from
ad
ipose
tis
sue
6
Under
stan
d e
ner
gy
syst
ems
and t
hei
r re
lation t
o e
xerc
ise
6.1
Id
entify
the
contr
ibution o
f en
ergy
acco
rdin
g t
o:
□
dura
tion o
f ex
erci
se/a
ctiv
ity
bei
ng p
erfo
rmed
□
type
of
exer
cise
/act
ivity
bei
ng p
erfo
rmed
□
inte
nsi
ty o
f ex
erci
se/a
ctiv
ity
bei
ng p
erfo
rmed
□
Ener
gy
syst
ems
— a
erobic
, cr
eating p
hosp
hat
e, g
lyco
tic
□
Dura
tion o
f ex
erci
se/a
ctiv
ity
— a
erobic
long d
ura
tion e
ner
gy
syst
em,
crea
tine
phosp
hst
e sy
stem
— s
hort
` e
xplo
sive
’ dura
tions,
gly
coly
tic
syst
em —
supplie
s en
ergy
for
exer
cise
s la
stin
g les
s th
an
about
two m
inute
s
□
Typ
e of
exer
cise
— e
g a
erobic
sys
tem
mai
n c
ontr
ibuto
r to
mar
athon
runnin
g,
crea
tine
phosp
hat
e sy
stem
mai
n e
ner
gy
sourc
e eg
100 m
sp
rint,
short
set
of
wei
ght
lifting e
xerc
ise,
gly
cotic
syst
em m
ain
ener
gy
sourc
e in
400 m
sprint,
sin
gle
shift
in ice
hock
ey
□
Inte
nsi
ty —
aer
obic
sys
tem
low
to
moder
ate
inte
nsi
ty,
crea
tine
phosp
hat
e sy
stem
hig
h inte
nsi
ty `
exp
losi
ve’ ex
erci
se,
gly
cotic
syst
em h
igh inte
nsi
ty
6.2
Id
entify
the
by-
pro
duct
s of
the
thre
e en
ergy
syst
ems
and t
hei
r si
gnific
ance
in m
usc
le f
atig
ue
□
By
pro
duct
s —
lac
tic
acid
(gly
cotic)
, w
ater
and c
arbon d
ioxi
de
(aer
obic
)
□
Sig
nific
ance
in m
usc
le f
atig
ue
eg inte
rfer
ence
with m
usc
le
contr
action,
accu
mula
tion o
f la
ctic
aci
d w
ithin
the
musc
les
causi
ng
pai
n a
nd f
atig
ue.
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.3
D
escr
ibe
the
effe
ct o
f en
dura
nce
tr
ainin
g/a
dva
nce
d t
rain
ing
met
hods
on t
he
use
of
fuel
for
exer
cise
□
Use
s oxy
gen
more
effic
iently
to m
etab
olis
e ca
rbohyd
rate
s an
d f
at
□
Mak
es b
ody
more
eff
icie
nt
at u
sing f
at a
s fu
el
□
Dec
reas
es t
he
relia
nce
on c
arbohyd
rate
as
a fu
el
□
Incr
ease
d lac
tate
thre
shold
□
Aff
ects
body’
s ab
ility
to `
clea
r’ lac
tic
acid
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
58
Information for tutors
Delivery
This unit should be delivered in a way that develops knowledge and understanding of anatomy and physiology in relation to exercise and health. Learners need to know and understand:
how the following body systems – circulatory, musculoskeletal, nervous, endocrine, energy- relate to exercise and health
postural and core stability and the impact of core stabilisation exercises and stretching on the body.
A useful opening would be small-group discussions focusing on the anatomy and physiology of the body and how they relate to, and impact on, exercise and health. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
A variety of delivery methods could be used including lectures, tutorials, presentations, videos, worksheets, anatomy models, laboratory work and internet research. There will be a great deal of scientific anatomical language within the unit so practical application should be used wherever possible.
Study of the musculoskeletal system requires the use of diagrams, and preferably a life-sized, hinged model skeleton. X-rays can be used to illustrate the different joints of the skeleton. Learners will also need access to pictures of, or access to microscopes and slides so they can see the cellular structure of muscle fibres. Diagrams showing all the named muscle attachment sites and the skeletal muscles involved in exercise will also be required.
Learners should be encouraged to engage with employers and, employees to gain a broad knowledge and understanding of the relationship between anatomy and physiology and exercise and health. Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with those for whom this knowledge and understanding is a key requirement of their job role, for example a health fitness instructor, where possible, and through the use of guest speakers and video/DVD training programmes.
A presentation by a health education professional will support delivery, adding vocational relevance and currency. The visiting speaker could deliver a summary of how the main body systems affect and are affected by exercise and physical activity and how this impacts on the overall health of individuals. This should be supported by examples drawn from industry or through developed case studies that highlight:
specific example for each of the required body systems
postural and core stability including the stabilising muscles and ligaments of the spine, postural deviations and the associated problems.
This unit may be delivered through distance learning. However, this will involve additional considerations, such as planning, and other measures to ensure learners gain the required knowledge and understanding.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
59
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, 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
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
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
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
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Research Quarterly for Exercise and Sport
Websites
BBC Health www.bbc.co.uk/health
British Association of Sport and Exercise Sciences www.bases.org.uk
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/
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
60
Unit 5: Programming Personal Training with Clients
Unit reference number: F/600/9052
QCF level: 3
Credit value: 7
Guided learning hours: 47
Unit aim
The aim of this unit is to develop an understanding of and skills in planning, managing, adapting and reviewing personal training programmes for clients.
In this unit, learners will explore the principles of preparing personal training programmes. This will involve including the importance of clients committing to long-term behaviour change, the principles of collecting information to plan personal training programmes and how to identify personal training goals with clients. They will also look at how to adapt and monitor personal training programmes with clients.
Leaners will have the opportunity to put their knowledge and understanding into practice through collecting client information, agreeing goals with clients and planning, managing and adapting a personal training programme with clients. They will also have the opportunity to review client progress, including reviewing goals set, client monitoring progress and giving clients constructive and motivational feedback.
Essential resources
For this unit, centres need to provide learners with access to:
examples of informed consent forms and to normative data for interpreting fitness test results
the appropriate equipment and an appropriate area to carry out the practical activities required by this unit
computers, the internet and library facilities to enable them to carry out research as required.
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
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atio
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erso
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Tra
inin
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Is
sue
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2012 ©
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imited
2012
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Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
the
range
of
reso
urc
es
required
to d
eliv
er a
per
sonal
tr
ainin
g p
rogra
mm
e, incl
udin
g:
□
envi
ronm
ent
for
the
sess
ion
□
port
able
equip
men
t
□
fixe
d e
quip
men
t
□
Envi
ronm
ent
eg g
ym,
hea
lth/l
eisu
re c
entr
e, h
ealth c
lub,
sport
s hal
l,
clie
nt’s
hom
e, c
lient’s
work
pla
ce,
outd
oor
area
□
Port
able
equip
men
t eg
res
ista
nce
ban
ds,
mat
s, s
kippin
g r
opes
, gym
bal
ls/S
wis
s bal
ls,
dum
bel
ls,
bar
bel
ls,
med
icin
e bal
ls,
step
□
Fixe
d e
quip
men
t eg
tre
adm
ills,
cro
ss t
rain
ers,
cyc
les,
row
ing
mac
hin
es
1
Under
stan
d h
ow
to
pre
par
e per
sonal
tr
ainin
g
pro
gra
mm
es
1.2
Exp
lain
how
to w
ork
in
envi
ronm
ents
that
are
not
spec
ific
ally
des
igned
for
exer
cise
/phys
ical
act
ivity
□
Hea
lth a
nd s
afet
y co
nsi
der
atio
ns
□
Envi
ronm
ents
eg c
lient’s
hom
e ,
clie
nt’s
work
pla
ce,
outd
oor
area
s
□
Exe
rcis
e/phys
ical
act
ivity
appro
priat
e fo
r th
e en
viro
nm
ent
2.1
Exp
lain
why
it is
import
ant
for
clie
nts
to u
nder
stan
d t
he
adva
nta
ges
of
per
sonal
tra
inin
g
□
Adva
nta
ges
eg m
otiva
tion,
suppor
t an
d e
nco
ura
gem
ent,
hea
lth-
rela
ted b
enef
its,
fitnes
s-re
late
d b
enef
its
□
Import
ance
eg a
dher
ence
to p
erso
nal
tra
inin
g p
rogra
mm
e,
com
mitm
ent
2
Under
stan
d t
he
import
ance
of
long
term
beh
avio
ur
chan
ge
for
per
sonal
tra
inin
g
2.2
Exp
lain
why
it is
import
ant
for
a per
sonal
tra
iner
to w
ork
to
get
her
with c
lients
to a
gre
e goal
s, o
bje
ctiv
es,
pro
gra
mm
es
and a
dap
tations
□
Import
ance
eg e
nsu
re c
lient
under
stan
din
g,
incl
usi
on,
motiva
tion
and a
dher
ence
□
Tak
e ac
count
of
rele
vant
fact
ors
eg a
ge,
abili
ty,
gen
der
, m
edic
al
issu
es,
spec
ific
nee
ds,
clie
nt
goa
ls a
nd o
ther
com
mitm
ents
, bar
rier
s to
ach
ieve
men
t
BA029356 –
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ific
atio
n –
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ertifica
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pec
ialis
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ific
atio
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Tra
inin
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May
2012 ©
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duca
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imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
Exp
lain
the
import
ance
of
long-
term
beh
avio
ur
chan
ge
in
dev
elopin
g c
lient
fitn
ess
□
Sta
ges
in b
ehav
iour
chan
ge
eg ,
con
tem
pla
tion,
pre
par
atio
n,
action,
mai
nte
nan
ce,
rela
pse
□
Import
ance
eg p
rom
ote
s ad
her
ence
and m
otiva
tion,
clie
nt
can s
ee
how
beh
avio
ur
chan
ge
affe
cts
thei
r fitn
ess
leve
ls a
nd p
rogre
ss
2.4
Exp
lain
how
to e
nsu
re c
lients
co
mm
it t
hem
selv
es t
o long-t
erm
ch
ange
□
Appro
aches
eg p
rovi
din
g p
osi
tive
fee
dbac
k, e
nco
ura
gem
ent
and
support
, se
ttin
g r
ealis
tic,
ach
ieva
ble
goal
s, r
evie
win
g g
oal
s, w
ork
ing
with c
lient
to r
emove
bar
rier
s, p
rovi
din
g a
dvi
ce a
nd info
rmat
ion
3.1
Exp
lain
the
princi
ple
s of
info
rmed
conse
nt
□
Exp
lain
the
pro
cess
and its
purp
ose
□
Ensu
re c
lient
is f
ully
aw
are
of w
hat
the
per
sonal
tra
inin
g
pro
gra
mm
e in
volv
es e
g,
type
of
exer
cise
/phys
ical
act
ivitie
s in
volv
ed,
phys
ical
and t
echnic
al d
eman
ds,
aim
s an
d o
bje
ctiv
es,
ben
efits,
iden
tify
any
pote
ntial
ris
ks
3.2
Exp
lain
why
info
rmed
conse
nt
should
be
obta
ined
bef
ore
co
llect
ing info
rmat
ion f
or
a per
sonal
tra
inin
g p
rogra
mm
e
□
Est
ablis
h c
lient
under
stan
din
g e
g g
ive
the
clie
nt
the
opport
unity
to
consi
der
info
rmat
ion p
rovi
ded
and t
o a
sk q
ues
tions
□
Obta
in s
igned
conse
nt
□
Legal
req
uirem
ents
eg d
ata
pro
tect
ion a
nd s
tandar
d indust
ry
pra
ctic
e eg
REP
Code
of
Conduct
3
Under
stan
d t
he
princi
ple
s of
colle
ctin
g
info
rmat
ion t
o p
lan
a per
sonal
tra
inin
g
pro
gra
mm
e
3.3
Sum
mar
ise
the
clie
nt
info
rmat
ion t
hat
should
be
colle
cted
when
des
ignin
g a
per
sonal
tra
inin
g p
rogra
mm
e to
in
clude:
□
per
sonal
goal
s
□
lifes
tyle
□
med
ical
his
tory
□
phys
ical
act
ivity
his
tory
□
Clie
nt
info
rmat
ion t
o incl
ude
per
sonal
goal
s, lifes
tyle
, m
edic
al
his
tory
, phys
ical
act
ivity
his
tory
, phys
ical
act
ivity
likes
and d
islik
es,
motiva
tion a
nd b
arrier
s to
par
tici
pat
ion,
curr
ent
fitn
ess
leve
l, s
tage
of
read
ines
s, p
ost
ure
and a
lignm
ent,
funct
ional
abili
ty
BA029356 –
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ific
atio
n –
Edex
cel BTEC L
evel
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ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
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Tra
inin
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sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
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63
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
□
phys
ical
act
ivity
likes
and
dis
likes
□
motiva
tion a
nd b
arrier
s to
par
tici
pat
ion
□
curr
ent
fitn
ess
leve
l
□
stag
e of
read
ines
s
□
post
ure
and a
lignm
ent
funct
ional
abili
ty
3.4
Exp
lain
how
to s
elec
t th
e m
ost
ap
pro
priat
e m
ethods
of
colle
ctin
g c
lient
info
rmat
ion
acco
rdin
g t
o c
lient
nee
d
□
Saf
e an
d a
ppro
priat
e m
ethods
(str
ength
s an
d w
eakn
esse
s of
various
met
hods)
, av
aila
ble
res
ourc
es,
appro
priat
e to
the
clie
nt
and
thei
r nee
ds
□
Ques
tionnai
re e
g P
AR-Q
, lif
esty
le
□
Inte
rvie
w (
ques
tionin
g,
liste
nin
g)
□
Obse
rvat
ion e
g c
lient
carr
ying o
ut
set
exer
cise
, si
gns
of
fatigue
or
dis
com
fort
□
Phys
ical
ass
essm
ent
(eg b
lood p
ress
ure
hei
ght,
wei
ght,
BM
I, w
aist
ci
rcum
fere
nce
, w
aist
to h
ips
ratio),
body
com
posi
tion c
ardio
vasc
ula
r fitn
ess
range
of
motion m
usc
ula
r fitn
ess
3.5
Exp
lain
the
legal
and e
thic
al
implic
atio
ns
of
colle
ctin
g c
lient
info
rmat
ion,
incl
udin
g
confiden
tial
ity
□
Org
anis
atio
nal
req
uirem
ents
and p
roce
dure
s
□
Legal
req
uirem
ents
eg d
ata
pro
tect
ion
□
Indust
ry r
egula
tions
eg R
EP
Code
of
Conduct
□
Saf
eguar
din
g c
onfiden
tial
ity
eg s
ecure
sto
rage
arra
ngem
ents
BA029356 –
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ific
atio
n –
Edex
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evel
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ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
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Tra
inin
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1 –
May
2012 ©
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rson E
duca
tion L
imited
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64
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4
Under
stan
d h
ow
to
scre
en c
lients
prior
to a
per
sonal
tr
ainin
g
pro
gra
mm
e
4.1
Exp
lain
how
to inte
rpre
t in
form
atio
n c
olle
cted
fro
m t
he
clie
nt
in o
rder
to iden
tify
clie
nt
nee
ds
and g
oal
s
□
Inte
rpre
t in
form
atio
n e
g n
eeds
and g
oal
s, t
ype,
dura
tion a
nd
inte
nsi
ty o
f ex
erci
se,
any
nec
essa
ry a
dap
tations,
poss
ible
exc
lusi
on
from
cer
tain
exe
rcis
e/phys
ical
act
ivity,
ref
erra
l to
oth
er
pro
fess
ional
s
□
Use
of
norm
s fo
r co
mpar
isons
□
Anal
yse
clie
nt
resp
onse
s to
the
Phys
ical
Act
ivity
Rea
din
ess
Ques
tionnai
re (
PAR-Q
)
4.2
Exp
lain
how
to a
nal
yse
clie
nt
resp
onse
s to
the
Phys
ical
Act
ivity
Rea
din
ess
Ques
tionnai
re
(PAR-Q
)
□
Det
erm
ine
the
safe
ty o
r poss
ible
ris
k of
exer
cisi
ng f
or
an indiv
idual
bas
ed o
n t
hei
r an
swer
s to
spec
ific
hea
lth h
isto
ry q
ues
tions
eg n
eed
for
any
adap
tations
or
pro
gre
ssio
n,
nee
d f
or
refe
rral
4.3
D
escr
ibe
the
types
of
med
ical
co
nditio
ns
that
will
pre
vent
per
sonal
tra
iner
s fr
om
work
ing
with a
clie
nt
unle
ss t
hey
hav
e sp
ecia
list
trai
nin
g a
nd
qual
ific
atio
ns
□
Med
ical
conditio
ns
eg c
oro
nar
y hea
rt d
isea
se,
resp
irat
ory
conditio
ns,
ty
pe
2 d
iabet
es,
obes
ity,
ost
eoporo
sis/
bone
pro
ble
ms
join
t pro
ble
ms,
dep
ress
ion
□
Contr
aindic
atio
ns
for
spec
ial popula
tions
eg o
lder
clie
nts
ante
and
post
met
al c
lients
, yo
ung p
eople
, p
eople
with d
isab
ilities
4.4
Exp
lain
how
and w
hen
per
sonal
tr
ainer
s sh
ould
ref
er c
lients
to
anoth
er p
rofe
ssio
nal
□
Follo
w o
rgan
isat
ional
pro
cedure
s
□
Outs
ide
limits
of
ow
n c
om
pet
ence
and a
uth
ority
, nee
d f
or
spec
ialis
t ad
vice
, co
ntr
aindic
atio
ns
to e
xerc
ise
or
med
ical
conditio
ns
□
Proce
ssio
nal
s eg
GP,
phys
ioth
erap
ist,
spec
ial popula
tions
inst
ruct
or
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ific
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ialis
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ific
atio
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inin
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May
2012 ©
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rson E
duca
tion L
imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5
Under
stan
d h
ow
to
iden
tify
per
sonal
tr
ainin
g g
oal
s w
ith
clie
nts
5.1
Exp
lain
how
to iden
tify
clie
nts
’ sh
ort
, m
ediu
m a
nd long t
erm
goal
s to
incl
ude:
□
gen
eral
hea
lth a
nd f
itnes
s
□
phys
iolo
gic
al
□
psy
cholo
gic
al
□
lifes
tyle
□
soci
al
□
funct
ional
abili
ty
□
Goal
s to
incl
ude
gen
eral
hea
lth a
nd f
itnes
s, p
hys
iolo
gic
al,
psy
cholo
gic
al,
lifes
tyle
, so
cial
, fu
nct
ional
abili
ty
□
Bas
ed o
n a
nal
ysis
of
clie
nt
info
rmat
ion a
nd n
eeds
eg g
oal
ap
pro
priat
e to
clie
nt,
tak
e ac
count
of
any
real
or
per
ceiv
ed b
arrier
s to
par
tici
pat
ion,
take
acc
ount
of cl
ient
conce
rns
or
rese
rvat
ions
5.2
Id
entify
when
per
sonal
tra
iner
s sh
ould
invo
lve
oth
ers,
apar
t fr
om
thei
r cl
ients
, in
goal
set
ting
□
Outs
ide
limits
of
ow
n c
om
pet
ence
and a
uth
ority
eg n
eed f
or
spec
ialis
t ad
vice
, co
ntr
aindic
atio
ns
to e
xerc
ise
or
med
ical
conditio
ns
□
Provi
de
furt
her
info
rmat
ion a
nd s
upport
for
the
clie
nt
5.3
Exp
lain
how
to u
se s
pec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic
and t
ime
bound (
SM
ART)
obje
ctiv
es in a
per
sonal
tra
inin
g
pro
gra
mm
e
□
Spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic
and t
ime
bound (
SM
ART)
obje
ctiv
es
□
Cle
ar lin
ks t
o t
he
pro
gra
mm
e obje
ctiv
es
6.1
Id
entify
cre
dib
le s
ourc
es o
f guid
elin
es o
n p
rogra
mm
e des
ign
and s
afe
exer
cise
□
Sourc
es b
ased
on e
viden
ce w
hic
h s
upport
s th
eir
clai
ms
eg journ
als,
w
ebsi
tes,
books
□
Curr
ent
guid
elin
es o
n p
rogra
mm
e des
ign a
nd s
afe
exer
cise
6
Under
stan
d h
ow
to
pla
n a
per
sonal
tr
ainin
g
pro
gra
mm
e w
ith
clie
nts
6.2
Sum
mar
ise
the
key
princi
ple
s of
des
ignin
g p
rogra
mm
es t
o
achie
ve s
hort
, m
ediu
m a
nd long
term
goal
s, incl
udin
g t
he
ord
er
and s
truct
ure
of
sess
ions
□
FITT p
rinci
ple
s (f
requen
cy,
inte
nsi
ty,
tim
e, t
ype)
□
Tra
inin
g p
rinci
ple
s eg
adap
tation,
modific
atio
n,
pro
gre
ssio
n,
regre
ssio
n,
spec
ific
ity,
rev
ersi
bili
ty,
indiv
idual
ity,
rec
ove
ry t
ime
□
Ord
er a
nd s
truct
ure
of
exer
cise
mak
ing u
p s
essi
ons
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ific
atio
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ertifica
te s
pec
ialis
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ific
atio
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Tra
inin
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sue
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May
2012 ©
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rson E
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tion L
imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.3
D
escr
ibe
a ra
nge
of
safe
and
effe
ctiv
e ex
erci
ses/
phys
ical
ac
tivi
ties
to d
evel
op:
□
card
iova
scula
r fitn
ess
□
musc
ula
r fitn
ess
□
flex
ibili
ty
□
moto
r sk
ills
□
core
sta
bili
ty
□
Saf
e an
d a
ppro
priat
e ex
erci
se t
o h
elp c
lients
ach
ieve
thei
r goal
s
□
Car
dio
vasc
ula
r fitn
ess
eg c
yclin
g,
wal
king,
use
of
mac
hin
es e
g
upright
cycl
e, t
read
mill
, st
epper
, ro
win
g m
achin
e, e
lliptica
l tr
ainer
, cr
oss
tra
iner
□
Musc
ula
r fitn
ess
eg s
pec
ific
exe
rcis
e eg
push
-ups,
chin
-ups,
arm
cu
rls,
leg
lifts
, le
g e
xten
sion,
leg p
ress
, bac
k ex
tensi
on.
sit
ups/
crunch
es,
free
wei
ghts
, use
of
resi
stan
ce m
achin
es
□
Flex
ibili
ty –
str
etch
ing e
g s
tatic,
dyn
amic
□
Moto
r sk
ills
– e
xerc
ises
that
invo
lve
eg a
gili
ty,
coord
inat
ion,
bal
ance
, re
action t
ime
□
Core
sta
bili
ty e
g s
tatic
and d
ynam
ic f
loor
exer
cise
, m
edic
ine
bal
l ex
erci
se,
to im
pro
ve m
usc
les
asso
ciat
ed w
ith s
tabili
sation (
loca
l) o
r m
obili
sation (
glo
bal
)
6.4
Exp
lain
how
to incl
ude
phys
ical
ac
tivi
ties
as
par
t of
the
clie
nt’s
lifes
tyle
to c
om
ple
men
t ex
erci
se
sess
ions
□
Build
into
dai
ly r
outine
eg w
alki
ng inst
ead o
f drivi
ng/t
akin
g p
ublic
tr
ansp
ort
6.5
Exp
lain
how
to d
esig
n
pro
gra
mm
es t
hat
can
be
run in
envi
ronm
ents
not
des
igned
sp
ecific
ally
for
exer
cise
□
Hea
lth a
nd s
afet
y co
nsi
der
atio
ns
□
Envi
ronm
ents
eg c
lient’s
hom
e ,
clie
nt’s
work
pla
ce,
outd
oor
area
s
□
Exe
rcis
e/phys
ical
act
ivity
appro
priat
e fo
r th
e en
viro
nm
ent
6.6
Id
entify
when
it
mig
ht
be
appro
priat
e to
shar
e th
e pro
gra
mm
e w
ith o
ther
pro
fess
ional
s
□
Outs
ide
limits
of
ow
n c
om
pet
ence
and a
uth
ority
eg n
eed f
or
spec
ialis
t ad
vice
, co
nce
rn o
ver
med
ical
conditio
ns
or
inju
ries
, co
ntr
aindic
atio
ns
to e
xerc
ise
□
Provi
de
furt
her
info
rmat
ion a
nd s
upport
for
the
clie
nt
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ific
atio
n –
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evel
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ertifica
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pec
ialis
t qual
ific
atio
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inin
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2012 ©
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.1
Exp
lain
how
the
princi
ple
s of
trai
nin
g c
an b
e use
d t
o a
dap
t th
e pro
gra
mm
e w
her
e:
□
goal
s ar
e not
bei
ng a
chie
ved
□
new
goal
s hav
e bee
n
iden
tified
□
FITT p
rinci
ple
s (f
requen
cy,
inte
nsi
ty,
tim
e, t
ype)
eg a
dap
tation,
modific
atio
n,
pro
gre
ssio
n,
regre
ssio
n,
spec
ific
ity,
rev
ersi
bili
ty,
indiv
idual
ity,
rec
ove
ry t
ime
□
Adap
tations
eg n
um
ber
of
exer
cise
s, o
rder
of
exer
cise
, ad
ditio
n o
f new
exe
rcis
es,
inte
nsi
ty,
repet
itio
ns,
dura
tion
7
Under
stan
d h
ow
to
adap
t a
per
sonal
tr
ainin
g
pro
gra
mm
e w
ith
clie
nts
7.2
D
escr
ibe
the
diffe
rent
trai
nin
g
syst
ems
and t
hei
r use
in
pro
vidin
g v
arie
ty a
nd in e
nsu
ring
pro
gra
mm
es r
emai
n e
ffec
tive
□
Car
dio
vasc
ula
r ap
pro
aches
-eg c
ontinuous
trai
nin
g,
fart
lek
trai
nin
g,
inte
rval
tra
inin
g
□
Musc
ula
r st
rength
/endura
nce
eg r
esis
tance
mac
hin
es,
free
wei
ghts
, re
sist
ance
appro
aches
(pyr
amid
sys
tem
s, s
uper
-set
ting,
gia
nt
sets
, tr
i se
ts,
forc
ed r
epet
itio
ns,
pre
/post
exh
aust
, neg
ativ
e/ec
centr
ic
trai
nin
g,
musc
ula
r st
rength
endura
nce
/musc
ula
r fitn
ess)
□
Flex
ibili
ty e
g s
tatic
stre
tchin
g,
dyn
amic
str
etch
ing,
pro
prioce
ptive
neu
rom
usc
ula
r fa
cilit
atio
n (
PN
F) s
tret
chin
g;
□
Core
sta
bili
ty e
g s
tatic
and d
ynam
ic f
loor
exer
cise
, m
edic
ine
bal
l ex
erci
se,
to im
pro
ve m
usc
les
asso
ciat
ed w
ith s
tabili
sation (
loca
l) o
r m
obili
sation (
glo
bal
)
7.3
Exp
lain
why
it is
import
ant
to
keep
acc
ura
te r
ecord
s of
chan
ges
and t
he
reas
ons
for
chan
ge
□
Import
ance
eg c
om
ply
with indust
ry s
tandar
ds,
info
rm f
utu
re
per
sonal
tra
inin
g p
rogra
mm
es a
nd g
oal se
ttin
g,
ensu
re c
lient
safe
ty
and m
inim
ise
risk
of
futu
re inju
ries
, m
otiva
te c
lients
□
Rea
sons
eg c
an s
ee t
hei
r pro
gre
ss,
clea
r w
hy
chan
ges
hav
e bee
n
mad
e
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
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ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
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inin
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2012 ©
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imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.1
Est
ablis
h a
rap
port
with t
he
clie
nt
□
Import
ance
eg b
uild
clie
nt
trust
and c
onfiden
ce,
clie
nts
fee
l va
lued
an
d m
otiva
ted,
more
lik
ely
to a
dher
e to
exe
rcis
e an
d p
hys
ical
ac
tivi
ty p
rogra
mm
es
□
Adopt
appro
achab
le m
anner
eg e
nco
ura
ge
clie
nts
to a
sk q
ues
tions,
to
exp
ress
conce
rns,
pro
vide
clie
nts
with a
ccura
te info
rmat
ion,
posi
tive
fee
dbac
k, a
ctiv
e lis
tenin
g
8.2
Exp
lain
ow
n r
ole
and
resp
onsi
bili
ties
to c
lients
□
Role
eg t
o f
acili
tate
an a
ppro
priat
e tr
ainin
g p
rogra
mm
e sa
fely
and
effe
ctiv
ely
to m
eet
clie
nt
nee
ds
and g
oal
s
□
Res
ponsi
bili
ties
eg t
o e
nsu
re h
ealth a
nd s
afet
y of
clie
nts
during
pla
nned
exe
rcis
e/phys
ical
act
ivitie
s ,
monitor
clie
nt
pro
gre
ss,
pro
vide
const
ruct
ive
feed
bac
k an
d s
upport
8
Be
able
to c
olle
ct
info
rmat
ion a
bout
clie
nts
8.3
Colle
ct t
he
info
rmat
ion n
eeded
to
pla
n a
pro
gra
mm
e usi
ng
appro
priat
e m
ethods,
to incl
ude
phys
ical
/fitnes
s as
sess
men
ts
□
Clie
nt
info
rmat
ion e
g p
erso
nal
goal
s, lifes
tyle
, m
edic
al h
isto
ry,
phys
ical
act
ivity
his
tory
, phys
ical
act
ivity
likes
and d
islik
es,
motiva
tion a
nd b
arrier
s to
par
tici
pat
ion,
curr
ent
fitn
ess
leve
l, s
tage
of
read
ines
s, p
ost
ure
and a
lignm
ent,
funct
ional
abili
ty
□
Ques
tionnai
re e
g P
AR-Q
, lif
esty
le
□
Inte
rvie
w (
ques
tionin
g,
liste
nin
g)
□
Obse
rvat
ion e
g c
lient
carr
ying o
ut
set
exer
cise
, si
gns
of
fatigue
or
dis
com
fort
□
Phys
ical
ass
essm
ent
(eg b
lood p
ress
ure
hei
ght,
wei
ght,
BM
I, w
aist
ci
rcum
fere
nce
, w
aist
to h
ips
ratio),
body
com
posi
tion c
ardio
vasc
ula
r fitn
ess
range
of
motion m
usc
ula
r fitn
ess
BA029356 –
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ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
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sue
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May
2012 ©
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rson E
duca
tion L
imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.4
Show
sen
sitivi
ty a
nd e
mpat
hy
to
clie
nts
and t
he
info
rmat
ion t
hey
pro
vide
□
Appro
priat
e ve
rbal
and n
on-v
erbal
com
munic
atio
n
□
Appro
priat
e m
anner
eg p
osi
tive
, fo
cus
on s
teps
that
clie
nt
can t
ake,
dis
cuss
any
bar
rier
s to
par
tici
pat
ion
8.5
Rec
ord
the
info
rmat
ion u
sing
appro
priat
e fo
rmat
s in
a w
ay
that
will
aid
anal
ysis
□
Cle
arly
rec
ord
info
rmat
ion e
g p
rogre
ss c
har
ts ,
gra
phs,
vis
ual
re
pre
senta
tion o
f dat
a to
dis
pla
y pro
gre
ss o
ver
giv
en p
erio
d.
Form
ats
eg P
aper
, co
mpute
r-bas
ed r
ecord
s
8.6
Tre
at c
onfiden
tial
info
rmat
ion
corr
ectly
□
Legal
req
uirem
ents
for
confiden
tial
ity
and d
ata
pro
tect
ion
□
Indust
ry r
egula
tions
eg R
EP
Code
of
Conduct
□
Saf
eguar
din
g c
onfiden
tial
ity
eg s
ecure
sto
rage
arra
ngem
ents
9.1
W
ork
with c
lients
to a
gre
e sh
ort
, m
ediu
m a
nd long-t
erm
goal
s ap
pro
priat
e to
thei
r nee
ds
□
Goal
s eg
gen
eral
hea
lth a
nd f
itnes
s, p
hys
iolo
gic
al,
psy
cholo
gic
al,
lifes
tyle
, so
cial
, fu
nct
ional
abili
ty
□
Anal
ysis
of
clie
nt
info
rmat
ion a
nd n
eeds
eg iden
tify
any
bar
rier
s to
par
tici
pat
ion a
nd e
nco
ura
ge
clie
nts
to f
ind a
solu
tion
□
Gai
n a
gre
emen
t eg
ensu
re c
lient
under
stan
din
g,
ensu
re c
lient
read
y to
par
tici
pat
e, u
se a
ppro
priat
e co
mm
unic
atio
n a
nd inte
rper
sonal
sk
ills,
giv
e cl
ient
opport
unity
to a
sk q
ues
tions
and m
ake
sugges
tions
9
Be
able
to a
gre
e goal
s w
ith c
lients
9.2
Ensu
re t
he
goal
s ar
e:
□
spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic
and t
ime
bound
□
consi
sten
t w
ith indust
ry g
ood
pra
ctic
e
□
SM
ART (
spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic
and t
ime
bound)
□
Consi
sten
t eg
REP
guid
elin
es a
nd c
odes
of
pra
ctic
e
BA029356 –
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ific
atio
n –
Edex
cel BTEC L
evel
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ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
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May
2012 ©
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rson E
duca
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imited
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ing
ou
tco
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Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
9.3
Agre
e w
ith c
lients
thei
r nee
ds
and r
eadin
ess
to p
artici
pat
e □
Gai
n a
gre
emen
t eg
ensu
re c
lient
under
stan
din
g,
ensu
re c
lient
read
y to
par
tici
pat
e, d
iscu
ss a
ny
pote
ntial
bar
rier
s to
par
tici
pat
ion,
use
ap
pro
priat
e co
mm
unic
atio
n a
nd inte
rper
sonal
ski
lls
10.1
Pl
an s
pec
ific
outc
om
e m
easu
res,
st
ages
of
achie
vem
ent
and
exer
cise
s/phys
ical
act
ivitie
s th
at
are:
□
appro
priat
e to
clie
nts
’ goal
s an
d lev
el o
f fitn
ess
□
consi
sten
t w
ith a
ccep
ted
good p
ract
ice
□
Ord
er o
f ex
erci
ses
and a
ctiv
itie
s in
the
pro
gra
mm
e
□
Str
uct
ure
of
the
sess
ions
whic
h m
ake
up t
he
pro
gra
mm
e
□
Sta
ges
of
achie
vem
ent
eg s
hort
ter
m,
med
ium
ter
m,
long t
erm
s
□
Appro
priat
e to
clie
nt
goal
s (g
ener
al h
ealth a
nd f
itnes
s,
phys
iolo
gic
al,
psy
cholo
gic
al,
lifes
tyle
, so
cial
, fu
nct
ional
abili
ty)
and
leve
l of
fitn
ess
□
Consi
sten
t eg
REP
guid
elin
es a
nd c
odes
of
pra
ctic
e
10.2
Ensu
re t
he
com
ponen
ts o
f fitn
ess
are
built
into
the
pro
gra
mm
e
□
Hea
lth-r
elat
ed f
itnes
s eg
aer
obic
endura
nce
, m
usc
ula
r en
dura
nce
, flex
ibili
ty,
spee
d,
stre
ngth
, body
com
posi
tion
□
Ski
ll-re
late
d f
itnes
s eg
agili
ty,
bal
ance
, co
ord
inat
ion,
pow
er,
reac
tion t
ime
10.3
Apply
the
princi
ple
s of
trai
nin
g
to h
elp c
lients
to a
chie
ve s
hort
-,
med
ium
- an
d long-t
erm
goal
s
□
FITT p
rinci
ple
s (f
requen
cy,
inte
nsi
ty,
tim
e, t
ype)
eg a
dap
tation,
modific
atio
n,
pro
gre
ssio
n,
regre
ssio
n,
spec
ific
ity,
rev
ersi
bili
ty,
indiv
idual
ity,
rec
ove
ry t
ime
□
Built
into
tra
inin
g p
rogra
mm
e to
allo
w s
hort
-, m
ediu
m-
and long-
term
ach
ieve
men
t
10
Be
able
to p
lan a
per
sonal
tra
inin
g
pro
gra
mm
e w
ith
clie
nts
10.4
Agre
e th
e dem
ands
of
the
pro
gra
mm
e w
ith c
lients
□
Dem
ands
eg p
hys
ical
, te
chnic
al,
pote
ntial
ris
ks
□
Gai
n a
gre
emen
t eg
ensu
re c
lient
under
stan
din
g,
ensu
re c
lient
read
y to
par
tici
pat
e, u
se a
ppro
priat
e co
mm
unic
atio
n a
nd inte
rper
sonal
sk
ills,
giv
e cl
ient
opport
unity
to a
sk q
ues
tions
and m
ake
sugges
tions
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
10.5
Agre
e a
tim
etab
le o
f se
ssio
ns
with c
lients
□
Appro
priat
e to
clie
nts
eg o
ther
com
mitm
ents
, av
aila
ble
tim
e
□
Progre
ssiv
e tim
etab
le o
f se
ssio
ns
10.6
Agre
e ap
pro
priat
e ev
aluat
ion
met
hods
and r
evie
w d
ates
□
Eva
luat
ion m
ethods
eg o
bse
rvat
ion,
fitn
ess
test
,
□
Clie
nt
clea
r ab
out
what
will
tak
e pla
ce a
t ea
ch r
evie
w e
g s
hort
-,
med
ium
-, long-t
erm
10.7
Id
entify
the
reso
urc
es n
eeded
fo
r th
e pro
gra
mm
e, incl
udin
g
the
use
of
envi
ronm
ents
not
des
igned
for
exer
cise
□
Envi
ronm
ent
eg g
ym,
hea
lth/l
eisu
re c
entr
e, h
ealth c
lub,
sport
s hal
l,
clie
nt’s
hom
e, c
lient’s
work
pla
ce,
outd
oor
area
□
Port
able
equip
men
t eg
res
ista
nce
ban
ds,
mat
s, s
kippin
g r
opes
, gym
bal
ls/S
wis
s bal
ls,
dum
bbel
ls,
bar
bel
ls,
med
icin
e bal
ls,
step
,
□
Fixe
d e
quip
men
t eg
tre
adm
ills,
cro
ss t
rain
ers,
cyc
les,
row
ing
mac
hin
es
10.8
Rec
ord
pla
ns
in a
form
at t
hat
w
ill h
elp c
lients
and o
ther
s in
volv
ed t
o im
ple
men
t th
e pro
gra
mm
e
□
Form
at e
g t
rain
ing d
iary
, pap
er b
ased
, dig
ital
, ve
rbal
□
Progra
mm
e eg
goal
s, t
imes
cale
s, e
xerc
ises
, re
view
poin
ts
10.9
Agre
e how
to m
ainta
in c
onta
ct
with t
he
clie
nt
bet
wee
n s
essi
ons
□
Appro
priat
e to
the
clie
nt
eg t
elep
hone
, em
ail, a
t hom
e, a
t w
ork
, at
par
ticu
lar
tim
es,
on p
articu
lar
day
s
□
Gai
n a
gre
emen
t eg
ensu
re c
lient
under
stan
din
g,
use
appro
priat
e co
mm
unic
atio
n a
nd inte
rper
sonal
ski
lls
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
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Tra
inin
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sue
1 –
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2012 ©
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imited
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72
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
11.1
M
onitor
effe
ctiv
e in
tegra
tion o
f al
l pro
gra
mm
e ex
erci
ses/
phys
ical
act
ivitie
s an
d
sess
ions
□
Car
dio
vasc
ula
r fitn
ess
eg c
yclin
g,
wal
king,
use
of
mac
hin
es e
g
upright
cycl
e, t
read
mill
, st
epper
, ro
win
g m
achin
e, e
lliptica
l tr
ainer
, cr
oss
tra
iner
□
Musc
ula
r fitn
ess
eg s
pec
ific
exe
rcis
e eg
push
-ups,
chin
-ups,
arm
cu
rls,
leg
lifts
, le
g e
xten
sion,
leg p
ress
, bac
k ex
tensi
on.
sit
ups/
crunch
es,
free
wei
ghts
, use
of
resi
stan
ce m
achin
es
□
Flex
ibili
ty –
str
etch
ing e
g s
tatic,
dyn
amic
□
Moto
r sk
ills
– e
xerc
ises
that
invo
lve
eg a
gili
ty,
coord
inat
ion,
bal
ance
, re
action t
ime
□
Core
sta
bili
ty e
g s
tatic
and d
ynam
ic f
loor
exer
cise
, m
edic
ine
bal
l ex
erci
se,
to im
pro
ve m
usc
les
asso
ciat
ed w
ith s
tabili
sation (
loca
l) o
r m
obili
sation (
glo
bal
)
□
Met
hods
appro
priat
e fo
r th
e cl
ient
and e
xerc
ise
pro
gra
mm
e
11.2
Pr
ovi
de
alte
rnat
ives
to t
he
pro
gra
mm
ed e
xerc
ises
/phys
ical
ac
tivi
ties
if
clie
nts
can
not
take
par
t as
pla
nned
□
Appro
priat
e to
clie
nt
eg m
odific
atio
ns,
new
exe
rcis
e/phys
ical
ac
tivi
ties
□
Ensu
re c
lient
under
stan
din
g
11
Be
able
to m
anag
e a
per
sonal
tra
inin
g
pro
gra
mm
e
11.3
M
onitor
clie
nts
’ pro
gre
ss u
sing
appro
priat
e m
ethods
□
Appro
priat
e m
ethods
eg o
bse
rvat
ions,
dis
cuss
ions,
fitnes
s as
sess
men
ts
□
Monitor
pro
gre
ss a
gai
nst
pro
gra
mm
e obje
ctiv
es a
nd c
lient
goal
s
12
Be
able
to r
evie
w
pro
gre
ss w
ith
clie
nts
12.1
Exp
lain
the
purp
ose
of
revi
ew t
o
clie
nts
□
Purp
ose
eg m
onitor
pro
gre
ss,
hig
hlig
ht
achie
vem
ents
/succ
ess,
id
entify
any
furt
her
dev
elopm
ent
nee
ds,
adap
t ex
erci
se p
rogra
mm
e,
motiva
te c
lients
□
Ensu
re c
lients
under
stan
d t
he
purp
ose
of
revi
ew a
nd h
ow
it
fits
into
th
eir
pro
gra
mm
e
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
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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
12.2
Rev
iew
short
, m
ediu
m a
nd long
term
goal
s w
ith c
lients
at
agre
ed
poin
ts in t
he
pro
gra
mm
e, t
akin
g
into
acc
ount
any
chan
ges
in
circ
um
stan
ces
□
Am
end e
xist
ing g
oal
s or
set
new
goal
s
□
Chan
ges
in c
ircu
mst
ance
eg n
ew o
uts
ide
com
mitm
ents
, co
st iss
ues
, hea
lth-r
elat
ed c
han
ges
12.3
Enco
ura
ge
clie
nts
to g
ive
thei
r ow
n v
iew
s on p
rogre
ss
□
Adopt
appro
achab
le m
anner
eg e
nco
ura
ge
clie
nts
to a
sk q
ues
tions,
to
exp
ress
conce
rns
□
Posi
tive
ver
bal
and n
on-v
erbal
com
munic
atio
n,
active
lis
tenin
g
12.4
U
se s
uitab
le m
ethods
of
eval
uat
ion t
hat
will
hel
p t
o
revi
ew c
lient
pro
gre
ss a
gai
nst
goal
s an
d initia
l bas
elin
e dat
a
□
Goal
s to
incl
ude
gen
eral
hea
lth a
nd f
itnes
s, p
hys
iolo
gic
al,
psy
cholo
gic
al,
lifes
tyle
, so
cial
, fu
nct
ional
abili
ty
□
Obse
rvat
ions
and p
hys
ical
/fitnes
s as
sess
men
ts
12.5
G
ive
feed
bac
k to
clie
nts
during
thei
r re
view
that
is
likel
y to
st
rength
en t
hei
r m
otiva
tion a
nd
adher
ence
□
Feed
bac
k – p
osi
tive
, tim
ely,
motiva
tional
, en
coura
gin
g e
g p
rogre
ss
mad
e, s
tren
gth
s, p
osi
tive
enco
ura
gem
ent
in r
elat
ion t
o a
reas
for
dev
elopm
ent,
alter
nat
ive
or
additio
nal
exe
rcis
es
□
Appro
priat
e ve
rbal
and n
on-v
erbal
com
munic
atio
n
□
Ensu
re c
lients
under
stan
d t
he
feed
bac
k
12.6
Agre
e re
view
outc
om
es w
ith
clie
nts
□
Gai
n a
gre
emen
t eg
ensu
re c
lient
under
stan
din
g,
use
appro
priat
e co
mm
unic
atio
n a
nd inte
rper
sonal
ski
lls,
agre
e an
y ch
anges
/adap
tions
to e
xerc
ise,
clie
nt
clea
r ab
out
nee
d f
or
any
chan
ges
12.7
Kee
p a
n a
ccura
te r
ecord
of
revi
ews
and t
hei
r outc
om
e □
Rec
ord
eg p
aper
, dig
ital
rec
ord
s
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
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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
13.1
Id
entify
goal
s an
d
exer
cise
s/phys
ical
act
ivitie
s th
at
nee
d t
o b
e re
def
ined
or
adap
ted
□
Iden
tify
goal
s th
at a
re n
ot
bei
ng a
chie
ved (
amen
d/
set
new
goal
s)
□
Adap
t ex
erci
se/p
hys
ical
act
ivitie
s to
enab
le a
chie
vem
ent
13.2
Agre
e ad
apta
tions,
pro
gre
ssio
ns
or
regre
ssio
ns
to m
eet
clie
nts
’ nee
ds
to o
ptim
ise
achie
vem
ent
□
In r
elat
ion t
o c
lient
goal
s, p
rogra
mm
e obje
ctiv
es,
indiv
idual
ex
erci
se/p
hys
ical
act
ivity
□
Gai
n a
gre
emen
t eg
ensu
re c
lient
under
stan
din
g,
use
appro
priat
e co
mm
unic
atio
n a
nd inte
rper
sonal
ski
lls,
clie
nt
clea
r ab
out
nee
d f
or
any
chan
ges
13
Be
able
to a
dap
t a
per
sonal
tra
inin
g
pro
gra
mm
e w
ith
clie
nts
13.3
Id
entify
and a
gre
e an
y ch
anges
to
res
ourc
es a
nd e
nvi
ronm
ents
w
ith t
he
clie
nt
□
Chan
ges
eg m
ore
appro
priat
e to
clie
nt
nee
ds
and a
chie
vem
ent
of
goal
s, t
o t
ake
acco
unt
of
clie
nt
pre
fere
nce
s
□
Gai
n a
gre
emen
t eg
ensu
re c
lient
under
stan
din
g,
use
appro
priat
e co
mm
unic
atio
n a
nd inte
rper
sonal
ski
lls,
clie
nt
clea
r ab
out
nee
d f
or
any
chan
ges
13.4
In
troduce
adap
tations
in a
way
th
at is
appro
priat
e to
clie
nts
and
thei
r nee
ds
□
Exp
lain
adap
tions
to c
lients
fully
and c
lear
ly
□
Ensu
re c
lient
under
stan
din
g
□
Ensu
re c
lient
is c
om
fort
able
with t
he
chan
ges
13.5
Rec
ord
chan
ges
to p
rogra
mm
e pla
ns
to t
ake
acco
unt
of
adap
tations
□
Follo
w o
rgan
isat
ional
pro
cedure
s, c
om
ply
with indust
ry s
tandar
ds
□
Cle
arly
spec
ify
chan
ges
/adap
tations,
rev
ised
goal
s, t
imes
cale
s eg
tr
ainin
g d
iary
□
Cle
ar t
o c
lient,
yours
elf
and o
ther
s w
ho m
ay b
e in
volv
ed
13.6
M
onitor
the
effe
ctiv
enes
s of
adap
tations
and u
pdat
e th
e pro
gra
mm
e as
nec
essa
ry
□
Monitor
agai
nst
obje
ctiv
es o
f th
e pro
gra
mm
e an
d c
lient
goal
s
□
Dis
cuss
any
issu
es w
ith c
lients
□
Intr
oduce
new
adap
tations
as n
eces
sary
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
75
Information for tutors
Delivery
This unit should be delivered in a way that develops knowledge and understanding of and skills in programming personal training sessions for clients. Learners need to know and understand:
how to prepare, plan and adapt safe and effective personal training programmes, including working in environments not specifically designed for exercise/physical activity and the importance of clients committing to long-term behaviour change
the principles of collecting client information and of screening clients before a personal training programme
the process of identifying and agreeing appropriate personal training goals with clients.
A useful opening would be small-group discussions, during which learners can exchange their experiences of personal training programmes, either as employees in the sector or as clients. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Learners should be encouraged to engage with employers and employees to gain knowledge and understanding of the importance of planning and preparing personal training programmes correctly to meet the needs of individual clients, including how to adapt and review these programmes.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom designing and monitoring personal training programmes with clients is a key part of their role, for example a personal trainer, where possible, and through the use of guest speakers and video/DVD training programmes.
A presentation by a health fitness instructor will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they plan, prepare and manage personal training programmes with clients and how they ensure that all planned exercise sessions are safe and effective. This could include the importance of knowing when and how to adapt personal training programmes and of reviewing client progress in a structured way.
They could also talk about the methods they use to collect client information and to screen clients prior to any exercise/physical activity.
This should be supported by examples drawn from industry or through developed case studies that highlight:
the importance of collecting the correct client information and what could happen if this is not carried out
the importance of agreeing appropriate and realistic personal training goals with clients, including methods of review and evaluation
safe and unsafe practice.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
76
To meet the practical aspect of collecting client information learners could either use documentation from their place of work or the tutor could supply learners with standard templates.
The importance of health and safety, for both clients and instructors, needs to be emphasised throughout the delivery of this unit. Appropriate risk assessments must be carried out before learners undertake any practical activities.
Tutors need to ensure that there are appropriate and sufficient opportunities to observe learners planning and managing personal training programmes with clients and that the appropriate records are kept to evidence learner ability and achievement.
Learners can produce exemplar case studies, logbooks/diaries, witness testimonies and presentations that demonstrate their involvement in personal training programmes.
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.
There must be evidence that the learner has carried out appropriate screening (eg. use of the PARQ and informed consent) and taken physical measurements as for the client, from the following:
blood pressure (manual and digital where available)
anthropometrics (eg height and weight, BMI, waist circumference or waist to hips ratio)
body composition (eg callipers, bio-electrical impedance etc.)
cardiovascular fitness (using validated/recognised protocols such as Astrand bike test, Rockport walking test etc)
range of motion (eg. using validated/recognised protocols such as sit and
reach test, visual assessment during stretch positions etc)
muscular fitness (eg. using validated/recognised protocols such as abdominal
curl/sit-up test, press-up test etc).
The learner should demonstrate the ability to provide sensitive feedback and any
relevant healthy lifestyle advice to clients (within the limits of their knowledge and competence) based on collected information and test results/'norms'.
There must be evidence that a learner has planned for exercise/physical activity that can be run in environments not designed specifically for exercise. This should include physical activities the client can undertake as part of their lifestyle (eg at home or outdoors) to complement exercise sessions.
Learners must provide evidence that they have planned a progressive programme for a client ensuring effective integration of all exercises and physical activities to allow clients to achieve short-, medium- and long-term goals.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
77
There must be evidence that a learner has planned for the use of the following type of equipment:
cardiovascular machines.
Learners must also show planning for a minimum of two of the following cardiovascular approaches to training:
interval
fartlek
continuous.
There must be evidence that a learner has planned for the use of the following types of equipment:
resistance machines
free weights including barbells and dumbbells and cables where available.
Learners must also show planning the use of different resistance machines and free weights, of a minimum of four of the following resistance approaches to training:
pyramid systems
super-setting
giant sets
tri sets
forced repetitions
pre/post exhaust
negative/eccentric training
muscular strength endurance/muscular fitness.
NB The number of machines/items of equipment will depend upon the learners plan but the minimum number of training approaches must be adhered to.
They should demonstrate their ability to review client progress and make any necessary adaptations to the programme where goals are not being achieved or new goals are identified.
Indicative resource materials
Books
American College of Sports Medicine – ACM’s Resources for the Personal Trainer (Lippincott Williams and Wilkins, 2009) ISBN 9780781797726
Brooks D – The Complete Book of Personal Training (Human Kinetics, 2004) ISBN 9780736000130
Coulson M – The Fitness Instructor’s Handbook: A Complete Guide to Health and Fitness – Fitness Professionals (A&C Black, 2007) ISBN 9780713682250
Dalgleish J, Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
Franks B D and Howley E T – Fitness Leader’s Handbook (Human Kinetics Europe, 1998) ISBN 9780880116541
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
78
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
O’ Brien T S – The Personal Trainer's Handbook (Human Kinetics Publishers, 2003) ISBN 978 0736045018
Journals
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Journal of Physical Activity and Health
Websites
American College of Sports Medicine www.acsm.org/
British Association of Sport and Exercise Sciences www.bases.org.uk
Human Kinetics www.humankinetics.com
Sports Coach UK www.sportscoachuk.org
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
79
Unit 6: Delivering Personal Training Sessions
Unit reference number: J/600/9053
QCF level: 3
Credit value: 9
Guided learning hours: 58
Unit aim
The aim of this unit is to develop understanding of and skills in preparing, instructing, adapting and reviewing personal training sessions with clients.
In this unit, learners will explore why it is important to instruct, adapt and review exercise during personal training sessions to meet client needs. This will include communicating with and motivating clients, monitoring client progress and giving clients constructive feedback during and after the personal training session.
Learners will then have the opportunity to put their knowledge and understanding into practice through preparing, instructing and adapting personal training sessions, using a range of exercises and physical activities to meet client goals and objectives.
The final part of the unit focuses on reviewing the outcomes of the exercise session, including client feedback. Learners will have the opportunity to reflect on their practice and identify how to improve.
Essential resources
For this unit, centres need to give learners access to:
the appropriate equipment and an appropriate area to carry out the practical activities required by this unit
computers, the internet and library facilities to enable them to carry out research.
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
80
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
import
ance
of
non-
verb
al c
om
munic
atio
n w
hen
in
stru
ctin
g c
lients
□
Non-v
erbal
com
munic
atio
n e
g d
emonst
rations,
post
ure
, ex
pre
ssio
n,
ges
ture
s, e
ye c
onta
ct,
posi
tive
body
languag
e,
□
Import
ance
eg p
rovi
des
acc
ura
te v
isib
ility
of
how
exe
rcis
e sh
ould
be
carr
ied o
ut,
corr
ect
posi
tionin
g o
f body
to m
inim
ise
risk
of
inju
ry,
pro
mote
s, p
osi
tive
pra
ctic
e an
d b
ehav
iour
1.2
D
escr
ibe
how
to a
dap
t co
mm
unic
atio
n t
o m
eet
clie
nts
’ nee
ds
□
Modify
com
munic
atio
n e
g e
nsu
re c
lient
under
stan
din
g o
f in
stru
ctio
ns,
dem
onst
rations,
obse
rvat
ion,
expla
nat
ions,
acc
ess
to
info
rmat
ion,
to m
eet
clie
nt
nee
ds
1.3
Eva
luat
e diffe
rent
met
hods
of
mai
nta
inin
g c
lients
’ m
otiva
tion,
espec
ially
when
clie
nts
are
findin
g e
xerc
ises
difficu
lt
□
Met
hods
of
motiva
tion e
g u
se o
f al
tern
ativ
e ex
erci
se,
adju
st
inte
nsi
ty,
obse
rve
signs
of
fatigue,
pro
vide
posi
tive
fee
dbac
k during s
essi
on t
o b
oost
clie
nt
self-c
onfiden
ce,
, re
cognitio
n a
nd
rew
ard o
f ac
hie
vem
ents
, pra
ise,
hel
p c
lients
dev
elop a
nd m
ainta
in
thei
r ow
n m
otiva
tional
str
ateg
ies
1
Under
stan
d h
ow
to
inst
ruct
exe
rcis
e during p
erso
nal
tr
ainin
g s
essi
ons
1.4
Exp
lain
the
import
ance
of
corr
ecting c
lient
tech
niq
ue
□
Import
ance
eg e
nsu
re c
lient
safe
ty,
min
imis
e risk
of
inju
ry,
rein
forc
es c
orr
ect
tech
niq
ues
for
use
in f
utu
re s
essi
ons
2
Under
stan
d h
ow
to
adap
t ex
erci
se t
o
mee
t cl
ient
nee
ds
during p
erso
nal
tr
ainin
g s
essi
ons
2.1
Exp
lain
why
it is
import
ant
to
monitor
indiv
idual
pro
gre
ss
espec
ially
if
more
than
one
clie
nt
is invo
lved
in t
he
sess
ion
□
Import
ance
eg E
nsu
re c
lients
exe
rcis
e sa
fely
, re
spond
appro
priat
ely
to s
igns
of
fatigue
or
poss
ible
inju
ry,
pro
vide
indiv
idual
fee
dbac
k
□
Ensu
re c
lients
are
mak
ing p
rogre
ss ,
motiva
te a
nd e
nco
ura
ge
clie
nts
BA029356 –
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ific
atio
n –
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evel
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ertifica
te s
pec
ialis
t qual
ific
atio
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inin
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1 –
May
2012 ©
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rson E
duca
tion L
imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
D
escr
ibe
diffe
rent
met
hods
of
monitoring c
lients
’ pro
gre
ss
during e
xerc
ise
□
Typ
es o
f m
onitoring e
g r
ate
of
per
ceiv
ed e
xert
ion (
RPE
), t
alk
test
, ta
rget
hea
rt r
ate
zones
, tim
ed e
xerc
ise
2.3
Exp
lain
when
it
may
be
nec
essa
ry t
o a
dap
t pla
nned
ex
erci
ses
to m
eet
clie
nts
’ nee
ds
□
To m
eet
clie
nt
nee
ds
eg h
ealth, sa
fety
, fitn
ess
leve
ls,
, in
juries
, m
edic
al c
onditio
ns,
chan
ge
in t
imes
cale
, re
sourc
e is
sues
, num
ber
of
par
tici
pan
ts,
2.4
Exp
lain
how
to a
dap
t ex
erci
se/e
xerc
ise
posi
tions
as
appro
priat
e to
indiv
idual
clie
nts
an
d c
onditio
ns
□
Adap
t ex
erci
se e
g a
dju
st c
orre
ct p
ost
ure
, use
diffe
rent
exer
cise
s/phys
ical
act
ivitie
s, a
dju
st inte
nsi
ty,
adju
st t
ime
adap
t se
ssio
ns
to s
uit t
he
exer
cise
envi
ronm
ent
2.5
Exp
lain
how
to m
odify
the
inte
nsi
ty o
f ex
erci
se a
ccord
ing t
o
the
nee
ds
and r
esponse
of
the
clie
nt
□
Modific
atio
n e
g a
dju
st d
ifficu
lty
of ex
erci
se t
o m
eet
clie
nt
nee
ds
and a
bili
ty,
obse
rve
signs
of
fatigue.
obse
rve
signs
of
poss
ible
in
jury
,, v
ary
range
of
move
men
t in
rel
atio
n t
o r
ecove
ry t
ime
3.1
Exp
lain
why
per
sonal
tra
iner
s sh
ould
giv
e cl
ients
fee
dbac
k on
thei
r per
form
ance
during a
se
ssio
n
□
Giv
e cl
ient
feed
bac
k eg
Iden
tify
pro
gre
ss s
tren
gth
s, a
reas
for
impro
vem
ent,
additio
nal
/alter
nat
ive
exer
cise
, pro
vide
enco
ura
gem
ent,
motiva
tion a
nd p
osi
tive
fee
dbac
k
3.2
Exp
lain
why
clie
nts
should
be
giv
en t
he
opport
unity
to a
sk
ques
tions,
pro
vide
feed
bac
k an
d
dis
cuss
thei
r per
form
ance
□
Provi
de
feed
bac
k eg
effec
tive
nes
s of
sess
ion u
nder
stan
din
g o
f ,
inst
ruct
ions,
thei
r ex
per
ience
.
□
Ask
ques
tions
eg d
iscu
ss t
hei
r per
form
ance
, re
flec
t on t
he
sess
ion,
updat
e pro
gre
ss t
ow
ards
mee
ting t
hei
r goal
s, e
xpre
ss
area
s of
conce
rn,
gai
n,
impro
ve k
now
ledge,
to a
dap
t fu
ture
se
ssio
n
3
Under
stan
d h
ow
to
revi
ew p
erso
nal
tr
ainin
g s
essi
ons
with c
lients
3.3
Exp
lain
how
to g
ive
clie
nts
fe
edbac
k on t
hei
r per
form
ance
in
a w
ay t
hat
is
accu
rate
but
mai
nta
ins
clie
nt
motiva
tion a
nd
com
mitm
ent
□
Giv
ing c
lients
fee
dbac
k eg
pro
vide
tim
ely,
cle
ar a
nd c
onst
ruct
ive
feed
bac
k ,
use
posi
tive
tone
and lan
guag
e, p
osi
tive
body
languag
e, h
ighlig
ht
stre
ngth
s an
d g
ood p
ract
ice,
rei
nfo
rcem
ent
of
corr
ect/
good t
echniq
ues
, posi
tive
pre
senta
tion o
f ar
eas
for
dev
elopm
ent,
ensu
re c
lient
under
stan
din
g
BA029356 –
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ific
atio
n –
Edex
cel BTEC L
evel
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ertifica
te s
pec
ialis
t qual
ific
atio
n in P
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Tra
inin
g –
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sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
82
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.4
Exp
lain
why
clie
nts
nee
d t
o s
ee
thei
r pro
gre
ss a
gai
nst
obje
ctiv
es
in t
erm
s of
thei
r ove
rall
goal
s an
d p
rogra
mm
e
□
Motiva
tion,
build
s se
lf-c
onfiden
ce
□
Iden
tify
dis
tance
fro
m a
chie
ving g
oal
□
Iden
tify
are
as f
or
dev
elopm
ent
3.5
Exp
lain
why
clie
nts
nee
d
info
rmat
ion a
bout
futu
re
exer
cise
and p
hys
ical
act
ivity,
both
super
vise
d a
nd
unsu
per
vise
d
□
Exe
rcis
e in
form
atio
n e
g o
bje
ctiv
es o
f ex
erci
se s
essi
ons,
im
port
ance
of
not
ove
r ex
erci
sing,
tim
ings
of
super
vise
d a
nd
unsu
per
vise
d e
xerc
ise
, build
ing e
xerc
ise
into
dai
ly r
outines
4
Be
able
to p
lan
and p
repar
e per
sonal
tra
inin
g
sess
ions
4.1
Pl
an a
ran
ge
of
exer
cise
s/phys
ical
act
ivitie
s to
hel
p c
lients
ach
ieve
thei
r obje
ctiv
es a
nd g
oal
s, c
ove
ring:
ca
rdio
vasc
ula
r fitn
ess
m
usc
ula
r fitn
ess
flex
ibili
ty
m
oto
r sk
ills
co
re s
tabili
ty
□
Clie
nts
eg indiv
idual
s, g
roups,
with s
pec
ific
fitnes
s nee
ds
□
Exe
rcis
es e
g s
afe
and a
ppro
priat
e fo
r cl
ients
, hel
p c
lients
to
achie
ve t
hei
r goal
s
□
Car
dio
vasc
ula
r fitn
ess
eg u
pright
cycl
e, t
read
mill
, st
epper
, ro
win
g
mac
hin
e, e
lliptica
l tr
ainer
, cr
oss
tra
iner
, ca
rdio
vasc
ula
r ap
pro
aches
(in
terv
al,
continuous,
far
tlek
)
□
Musc
ula
r – e
g f
ree
wei
ghts
, use
of
resi
stan
ce m
achin
es,
resi
stan
ce a
ppro
aches
(pyr
amid
sys
tem
s, s
uper
-set
ting,
gia
nt
sets
, tr
i se
ts,
forc
ed r
epet
itio
ns,
pre
/post
exh
aust
, neg
ativ
e/ec
centr
ic t
rain
ing,
musc
ula
r st
rength
en
dura
nce
/musc
ula
r fitn
ess)
□
Flex
ibili
ty –
str
etch
ing e
g s
tatic,
dyn
amic
□
Moto
r sk
ills
– e
xerc
ises
that
invo
lve
eg a
gili
ty,
coord
inat
ion,
bal
ance
, re
action t
ime
□
Core
sta
bili
ty e
g s
tatic
and d
ynam
ic f
loor
exer
cise
, m
edic
ine
bal
l ex
erci
se,
to im
pro
ve m
usc
les
asso
ciat
ed w
ith s
tabili
sation (
loca
l)
or
mobili
sation (
glo
bal
)
□
Use
of
appro
priat
e ex
erci
ses
for
clie
nts
eg t
o m
axim
ise
clie
nt
pro
gre
ss a
nd m
otiva
tion
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
83
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
□
Pla
n r
ealis
tic
tim
ings,
inte
nsi
ties
and s
equen
ces
of
exer
cise
s
□
Ensu
re e
ffec
tive
bal
ance
of in
stru
ctio
n,
activi
ty a
nd
dem
onst
rations
4.2
Id
entify
, obta
in a
nd p
repar
e th
e re
sourc
es n
eeded
for
pla
nned
ex
erci
ses/
phys
ical
act
ivitie
s,
impro
visi
ng s
afel
y w
her
e nec
essa
ry
□
Envi
ronm
ent
eg g
ym,
studio
, sp
ort
s hal
l, p
lace
s not
des
igned
sp
ecific
ally
for
exer
cise
(cl
ient’s
hom
e, o
utd
oor
area
)
□
Port
able
equip
men
t eg
res
ista
nce
ban
ds,
mat
s, s
kippin
g r
opes
, gym
bal
ls/S
wis
s bal
ls,
dum
bbel
ls,
bar
bel
ls,
med
icin
e bal
ls,
step
□
Fixe
d e
quip
men
t eg
tre
adm
ills,
cro
ss-t
rain
ers,
cyc
les,
row
ing
mac
hin
es
□
Saf
e pre
par
atio
n o
f re
sourc
es e
g follo
w o
rgan
isat
ional
pro
cedure
s,
indust
ry s
tandar
ds,
man
ufa
cture
r’s
inst
ruct
ions
5.1
H
elp c
lients
fee
l at
eas
e in
the
exer
cise
envi
ronm
ent
□
Profe
ssio
nal
beh
avio
ur
eg d
ress
, punct
ual
ity
□
Adopt
appro
achab
le m
anner
eg e
nco
ura
ge
clie
nts
to a
sk
ques
tions,
to e
xpre
ss c
once
rns,
pro
vide
clie
nts
with a
ccura
te
info
rmat
ion
□
Colle
ct a
ny
new
info
rmat
ion f
rom
clie
nts
about
thei
r re
sponse
to
pre
vious
activi
ty a
nd a
ny
chan
ges
sin
ce t
hen
□
Envi
ronm
ent
eg g
ym,
studio
, sp
ort
s hal
l, c
lient’s
hom
e, o
utd
oor
area
5
Be
able
to p
repar
e cl
ients
for
per
sonal
tr
ainin
g s
essi
ons
5.2
Exp
lain
the
pla
nned
obje
ctiv
es
and e
xerc
ises
/phys
ical
act
ivitie
s to
clie
nts
□
Exe
rcis
es/p
hys
ical
act
ivitie
s eg
car
dio
vasc
ula
r fitn
ess,
musc
ula
r fitn
ess,
fle
xibili
ty,
moto
r sk
ills,
core
sta
bili
ty
□
Any
scre
enin
g/t
esting r
equirem
ents
□
Ensu
re c
lient
under
stan
din
g e
g h
ow o
bje
ctiv
es/a
ctiv
itie
s re
late
to
thei
r goal
s
BA029356 –
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ific
atio
n –
Edex
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evel
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ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
84
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.3
Exp
lain
to c
lients
how
obje
ctiv
es
and e
xerc
ises
/phys
ical
act
ivitie
s su
pport
thei
r goal
s
□
Goal
s eg
hea
lth a
nd f
itnes
s, l,
, lif
esty
le,
soci
al,
funct
ional
abili
ty
□
Links
to a
chie
vem
ent
of
clie
nt
goal
s
5.4
Exp
lain
the
phys
ical
and
tech
nic
al d
eman
ds
of
the
pla
nned
exe
rcis
es/p
hys
ical
ac
tivi
ties
to c
lients
□
Phys
ical
dem
ands
eg c
ardio
vasc
ula
r fitn
ess,
musc
ula
r fitn
ess,
flex
ibili
ty,
moto
r sk
ills,
core
sta
bili
ty
□
Tec
hnic
al d
eman
ds
eg s
kill
or
tech
niq
ue
□
Chec
k cl
ient
under
stan
din
g a
nd g
ive
clie
nt
opport
unity
to a
sk
ques
tions
5.5
Exp
lain
to c
lients
how
pla
nned
ex
erci
se/p
hys
ical
act
ivity
can b
e pro
gre
ssed
or
regre
ssed
to m
eet
thei
r goal
s
□
Adap
t ex
erci
se p
rogra
mm
e eg
typ
e of
exer
cise
, dura
tion,
inte
nsi
ty,
add n
ew e
xerc
ise,
chan
ge
ord
er o
f ex
erci
se,
reduce
ex
erci
se
□
Set
SM
ART (
spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic,
tim
e-bound)
targ
ets
to m
eet
clie
nt
goal
s
5.6
Ass
ess
clie
nts
’ st
ate
of
read
ines
s an
d m
otiva
tion t
o t
ake
par
t in
th
e pla
nned
exe
rcis
es/p
hys
ical
ac
tivi
ties
□
Met
hods
eg o
ne-
to-o
ne
dis
cuss
ions
with c
lients
, fitn
ess
test
, hea
lth c
hec
ks
□
Leve
l of
pre
par
atio
n e
g c
orr
ect
cloth
ing/f
ootw
ear,
follo
wed
advi
ce
on d
iet
prior
to t
he
sess
ion
□
Leve
l of
motiva
tion a
nd c
om
mitm
ent
to a
chie
ve g
oal
5.7
N
egotiat
e an
d a
gre
e w
ith c
lients
an
y ch
anges
to t
he
pla
nned
ex
erci
ses/
phys
ical
act
ivitie
s th
at:
□
mee
t th
eir
goal
s an
d
pre
fere
nce
s
□
enab
le t
hem
to m
ainta
in
pro
gre
ss
□
Goal
s eg
hea
lth a
nd f
itnes
s, lifes
tyle
, so
cial
, fu
nct
ional
abili
ty
□
Agre
emen
t fo
r ch
anges
eg e
nsu
re c
lient
under
stan
din
g,
giv
e cl
ient
opport
unity
to a
sk q
ues
tions,
clie
nt
clea
r ab
out
nee
d f
or
any
chan
ges
use
appro
priat
e co
mm
unic
atio
n a
nd inte
rper
sonal
ski
lls
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ou
tco
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Ass
ess
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t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.8
Rec
ord
chan
ges
to c
lients
pla
ns
□
Kee
p c
lient
dia
ry,
chan
ges
cle
ar t
o cl
ient,
yours
elf
and o
ther
s w
ho
may
be
invo
lved
□
Rec
ord
s eg
pap
er,
dig
ital
,
6
Be
able
to inst
ruct
an
d a
dap
t pla
nned
ex
erci
ses
6.1
U
se m
otiva
tional
sty
les
that
:
□
are
appro
priat
e to
the
clie
nts
□
are
consi
sten
t w
ith a
ccep
ted
good p
ract
ice
□
Motiva
tional
sty
les
eg u
se o
f posi
tive
tone
and lan
guag
e, p
osi
tive
body
languag
e, r
ecognitio
n a
nd r
ewar
d f
or
corr
ect/
good
tech
niq
ues
□
Appro
priat
e to
the
clie
nt
eg b
uild
ing c
lient
self-c
onfiden
ce,
enco
ura
gem
ent,
pra
ise,
hel
p c
lients
dev
elop a
nd m
ainta
in t
hei
r ow
n m
otiva
tional
str
ateg
ies
□
Consi
sten
t eg
REP
guid
elin
es a
nd c
odes
of
pra
ctic
e
6.2
Exp
lain
the
purp
ose
and v
alue
of
a w
arm
-up t
o c
lients
□
Exp
lain
purp
ose
and v
alue
eg p
repar
e body
for
exer
cise
, en
han
ce
flex
ibili
ty,
min
imis
e dis
com
fort
, pre
vent
inju
ry
6.3
Pr
ovi
de
war
m-u
ps
appro
priat
e to
th
e cl
ients
, pla
nned
exe
rcis
e an
d
the
envi
ronm
ent
□
War
m u
p s
truct
ure
eg m
obili
ty,
puls
e ra
isin
g,
stat
ic s
tret
chin
g
□
Appro
priat
e fo
r cl
ients
eg n
um
ber
of
war
m-u
p e
xerc
ises
, in
tensi
ty
of
war
m-u
p s
essi
on,
dura
tion
□
Appro
priat
e fo
r th
e en
viro
nm
ent
eg a
vaila
ble
spac
e, a
vaila
ble
re
sourc
es
6.4
M
ake
bes
t use
of
the
envi
ronm
ent
in w
hic
h c
lients
are
ex
erci
sing
□
Envi
ronm
ent
eg g
ym,
studio
, sp
ort
s hal
l, c
lient’s
hom
e, o
utd
oor
area
□
Hea
lth a
nd s
afet
y of
clie
nts
eg e
nsu
re e
nvi
ronm
ent
suitab
le f
or
the
pla
nned
exe
rcis
e se
ssio
n
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ertifica
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ialis
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ing
ou
tco
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Ass
ess
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t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.5
Pro
vide
inst
ruct
ions,
ex
pla
nat
ions
and d
emonst
rations
that
are
tec
hnic
ally
corr
ect,
saf
e an
d e
ffec
tive
□
Tec
hniq
ues
eg lifting a
nd p
assi
ng t
echniq
ues
□
Dem
onst
rations
of
move
men
ts a
nd t
echniq
ues
appro
priat
e to
the
envi
ronm
ent,
appro
priat
e te
achin
g p
oin
ts a
nd p
osi
tions
□
Tec
hnic
ally
corr
ect
verb
al e
xpla
nat
ions
, pro
vide
accu
rate
in
form
atio
n
□
Chec
k cl
ient
under
stan
din
g o
f in
stru
ctio
ns,
exp
lanat
ions
and
dem
onst
rations
6.6
Adap
t ve
rbal
and n
on-v
erbal
co
mm
unic
atio
n m
ethods
to
mak
e su
re c
lients
under
stan
d
what
is
required
□
Use
appro
priat
e co
mm
unic
atio
n m
ethods
to e
nsu
re c
lients
in
terp
ret
info
rmat
ion inco
rrec
tly
eg v
erbal
and n
on v
erbal
□
Cle
ar e
xpla
nat
ions
and d
emonst
rations
6.7
Ensu
re c
lients
can
car
ry o
ut
the
exer
cise
s sa
fely
on t
hei
r ow
n
Provi
de
clea
r in
stru
ctio
ns
and d
emon
stra
tions
on h
ow
to e
xerc
ise
safe
ly,
pro
vide
nec
essa
ry info
rmat
ion a
nd inst
ruct
ions
on h
ow
ex
erci
se c
an b
e ad
apte
d,
expla
in t
he
import
ance
of
not
ove
r ex
erci
sing,
dem
onst
rate
how
to c
arry
out
exer
cise
□
rein
forc
e co
rrec
t te
chniq
ues
to
min
imis
e risk
of
inju
ry
6.8
Anal
yse
clie
nts
’ per
form
ance
, pro
vidin
g p
osi
tive
rei
nfo
rcem
ent
thro
ughout
□
Ensu
re a
ll cl
ients
tak
ing p
art
are
obse
rved
and t
hei
r nee
ds
met
eg
corr
ect
tech
niq
ue,
clie
nts
are
exe
rcis
ing s
afel
y, lev
el o
f par
tici
pat
ion,
exer
cise
s ap
pro
priat
e fo
r cl
ients
6.9
Corr
ect
tech
niq
ues
at
appro
priat
e poin
ts
□
Iden
tify
and c
orr
ect
poor
tech
niq
ue
eg u
se o
f ex
pla
nat
ions,
dem
onst
rations
□
Reg
ula
te t
each
ing p
oin
ts t
o m
eet
indiv
idual
nee
ds
6.1
0
Progre
ss o
r re
gre
ss e
xerc
ises
ac
cord
ing t
o c
lients
’ per
form
ance
□
Appro
priat
e pro
gre
ssio
ns
and r
egre
ssio
ns
eg a
mount
of
exer
cise
s,
spee
d,
inte
nsi
ty,
repet
itio
ns,
dura
tion
□
Clie
nt
per
form
ance
eg f
itnes
s an
d s
kill
leve
ls,
adap
ting r
espond
appro
priat
ely
to s
igns
of dis
com
fort
or
inju
ry
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ertifica
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atio
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ing
ou
tco
mes
Ass
ess
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t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.1
Allo
w s
uff
icie
nt
tim
e fo
r th
e cl
osi
ng p
has
e of
the
sess
ion
□
Plan
tim
ings
eg s
afe
and e
ffec
tive
cool dow
n a
ctiv
itie
s fo
r cl
ients
□
Opport
unity
for
clie
nt
to a
sk q
ues
tions,
□
Provi
de
posi
tive
fee
dbac
k to
clie
nts
on t
he
sess
ion
7.2
Exp
lain
the
purp
ose
and v
alue
of
cool-
dow
n a
ctiv
itie
s to
clie
nts
□
Exp
lain
the
import
ance
of
cool-
dow
n a
nd e
nsu
re c
lient
under
stan
din
g
□
Purp
ose
and v
alue
eg e
nhan
ce f
lexi
bili
ty,
min
imis
e dis
com
fort
, pre
vent
inju
ry,
avoid
del
ayed
onse
t of
musc
le s
ore
nes
s, p
rovi
de
reco
very
tim
e
7.3
Sel
ect
cool-
dow
n a
ctiv
itie
s ac
cord
ing t
o t
he
type
and
inte
nsi
ty o
f phys
ical
exe
rcis
e an
d
clie
nt
nee
ds
and c
onditio
n
□
Cool dow
n s
truct
ure
eg p
uls
e lo
wer
ing,
stat
ic s
tret
chin
g,
dev
elopm
enta
l st
retc
hin
g
□
Appro
priat
e fo
r cl
ients
eg n
um
ber
of
cool-
dow
n e
xerc
ises
, in
tensi
ty o
f co
ol-
dow
n s
essi
on,
dura
tion,
acco
rdin
g t
o t
ype
and
inte
nsi
ty o
f phys
ical
exe
rcis
e, c
lient
nee
ds
and c
onditio
ns
7
Be
able
to b
ring
exer
cise
ses
sions
to a
n e
nd
7.4
Pr
ovi
de
clie
nts
with f
eedbac
k an
d p
osi
tive
rei
nfo
rcem
ent
□
Feed
bac
k eg
pro
vide
enco
ura
gem
ent
and m
otiva
tion,
rein
forc
e good/c
orr
ect
tech
niq
ues
, st
rength
s, p
osi
tive
pre
senta
tion o
f ar
eas
for
dev
elopm
ent
7.5
Exp
lain
to c
lients
how
thei
r pro
gre
ss lin
ks t
o t
hei
r goal
s □
Goal
s eg
hea
lth a
nd f
itnes
s, lifes
tyle
, so
cial
, fu
nct
ional
abili
ty
□
Progre
ss t
o a
chie
ve t
hei
r ove
rall
goal
s
□
per
form
ance
eg s
hort
-, m
ediu
m-,
long-t
erm
goal
s
□
Provi
de
advi
ce a
nd info
rmat
ion e
g a
lter
nat
ive
activi
ties
, ad
ditio
nal
ac
tivi
ties
7.6
Le
ave
the
envi
ronm
ent
in a
co
nditio
n s
uitab
le f
or
futu
re u
se
□
Corr
ect
pro
cedure
s fo
r ch
ecki
ng a
nd h
andlin
g e
quip
men
t use
d e
g
clea
ring t
he
area
, st
oring a
nd c
lean
ing e
quip
men
t co
rrec
tly,
re
port
ing a
ny
faults
□
Envi
ronm
ent
eg c
lean
, sa
fe,
tidy,
info
rm a
ppro
priat
e per
son a
bout
any
hea
lth a
nd s
afet
y is
sues
BA029356 –
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ific
atio
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Edex
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evel
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ertifica
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pec
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erso
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imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.1
Rev
iew
the
outc
om
es o
f w
ork
ing
with c
lients
incl
udin
g t
hei
r fe
edbac
k
□
Rev
iew
clie
nt
pro
gre
ss e
g o
ffer
fitnes
s ad
vice
in r
esponse
to
chan
gin
g n
eeds
of
clie
nts
, in
rel
atio
n t
o g
oal
s/obje
ctiv
es
□
Clie
nt
opport
unity
to a
sk q
ues
tions
and p
rovi
de
feed
bac
k
8
Be
able
to r
efle
ct
on p
rovi
din
g
per
sonal
tra
inin
g
sess
ions
8.2
Id
entify
:
□
how
wel
l th
e se
ssio
ns
met
cl
ients
’ goal
s
□
how
effec
tive
and
motiva
tional
the
rela
tionsh
ip
with t
he
clie
nt
was
□
how
wel
l th
e in
stru
ctin
g
styl
es m
atch
ed t
he
clie
nts
’ nee
ds
□
How
wel
l th
e ex
erci
ses
met
clie
nt
goal
s eg
effec
tive
nes
s of
pla
nned
act
ivitie
s, a
chie
vem
ent
of
goal
/obje
ctiv
es
□
How
effec
tive
and m
otiva
tional
the
sess
ion w
as e
g c
lient
felt
support
ed,
enco
ura
ged
and m
otiva
ted,
clea
r an
d a
ppro
priat
e co
mm
unic
atio
n,
mutu
al r
espec
t
□
Use
of
appro
priat
e in
stru
ctin
g s
tyle
eg d
emonst
rations,
cle
ar,
accu
rate
exp
lanat
ions,
motiva
tion a
nd s
upport
8.3
Id
entify
how
to im
pro
ve p
erso
nal
pra
ctic
e □
Iden
tify
str
ength
s an
d a
reas
for
impro
vem
ent
□
Set
SM
ART (
spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic,
tim
e-bound)
targ
ets
□
Pers
onal
dev
elopm
ent
pla
n
□
Dev
elopm
ent
opport
unitie
s eg
tra
inin
g,
cours
es;
mod
ify
exer
cise
pro
gra
mm
es e
g f
utu
re p
lannin
g t
o e
nsu
re f
itnes
s pro
gre
ssio
n
8.4
Exp
lain
the
valu
e of
reflec
tive
pra
ctic
e □
Lear
nin
g f
rom
ow
n e
xper
ience
s
□
Import
ant
sourc
e of
per
sonal
pro
fess
ional
dev
elopm
ent
and
impro
vem
ent
□
Allo
ws
for
continuous
updat
ing o
f sk
ills
and k
now
ledge
eg t
o p
lan
and inst
ruct
more
effec
tive
exe
rcis
e se
ssio
ns
and p
erso
nal
tr
ainin
g p
rogra
mm
es
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
89
Information for tutors
Delivery
This unit needs be delivered in a way that enables learners to demonstrate the ability to prepare, instruct and adapt personal training sessions safely and effectively. Learners need to demonstrate that they can:
communicate effectively with clients, including explaining the purpose and demands of the exercise/physical activity and how these support client goals
instruct and adapt exercise sessions safely and effectively , providing technically correct instructions and demonstrations and progressing or regressing exercises in response to client performance
instruct and observe clients, correcting poor technique as necessary and ensuring clients carry out exercise safely.
A useful opening would be small-group discussions, during which learners can exchange their experiences of personal training sessions, either as employees in the sector or as clients. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Tutor input will need to cover the theoretical aspect of the unit relating to the principles of instructing and adapting exercise and of reviewing personal training sessions.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom preparing, instructing and adapting personal training sessions is a key part of their role, for example a personal trainer, where possible, and through the use of guest speakers and video/DVD training programmes.
Guest speakers, for example a health fitness instructor, will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they prepare the environment and clients for personal training sessions, how they ensure that the sessions they instruct are safe and effective and how they adapt exercises to meet client needs. They could include the use of appropriate motivational styles and communication methods, how to analyse client performance during the session and the importance of reinforcing good technique and of correcting poor technique as appropriate. This could be supported by examples drawn from industry or through developed case studies which highlight safe and unsafe practice.
The importance of health and safety, for both clients and instructors, needs to be emphasised throughout delivery of this unit. Appropriate risk assessments must be carried out before learners undertake any practical activities.
Tutors need to ensure that there are appropriate and sufficient opportunities to observe learners instructing and adapting personal training sessions with clients and that the appropriate records are kept to evidence learner ability and achievement.
Learners should be encouraged to reflect positively on the outcomes of the exercise session and use client feedback constructively when identifying how to improve their personal performance.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
90
Learners can produce exemplar case studies, logbooks/diaries, witness testimonies and presentations that demonstrate their involvement in personal training sessions.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
This unit must involve a practical assessment.
There must be evidence that a learner has planned and instructed participants in the use of the following type of equipment:
cardiovascular machines.
Learners must also show planning and instructing of a minimum of two of the following cardiovascular approaches to training:
interval
Fartlek
continuous.
There must be evidence that a learner has planned and instructed participants in the use of the following types of equipment:
resistance machines
free weights including barbells and dumbbells and cables where available.
Learners must demonstrate correct lifting and passing techniques, including dead lifting the barbell safely from the floor and spotting.
Learners must also show planning and instructing using different resistance machines and free weights, of a minimum of four of the following resistance approaches to training:
pyramid systems
super-setting
giant sets
tri sets
forced repetitions
pre/post exhaust
negative/eccentric training
muscular strength endurance/muscular fitness.
N.B. the number of machines/items of equipment will depend upon the learner’s plan but the minimum number of training approaches must be adhered to.
There must be evidence that a learner has planned and instructed participants in a minimum of one core stability exercise (eg an exercise to improve muscles associated with stabilisation (local) and mobilisation (global)).
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
91
Indicative resource materials
Books
Adams G M – Exercise Physiology Laboratory Manual: Health and Human Performance (McGraw Hill Higher Education, 2001) ISBN 9780072489125
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193
American College of Sports Medicine – Resources for the Personal Trainer (Lippincott Williams and Wilkins, 2009) ISBN 9780781797726
Brooks D – The Complete Book of Personal Training (Human Kinetics, 2004) ISBN 9780736000130
Buckley J, Holmes J, Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth- Heinemann, 1999) ISBN 9780750632881
Coulson M – The Fitness Instructor’s Handbook: A Complete Guide to Health and Fitness – Fitness Professionals (A&C Black, 2007) ISBN 9780713682250
Dalgleish J, Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
Franks B D and Howley E T – Fitness Leader’s Handbook (Human Kinetics Europe, 1998) ISBN 9780880116541
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
O’ Brien T S – The Personal Trainer's Handbook (Human Kinetics Publishers, 2003) ISBN 978 0736045018
Journals
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Journal of Physical Activity and Health
Websites
American College of Sports Medicine www.acsm.org/
British Association of Sport and Exercise Sciences www.bases.org.uk
Human Kinetics www.humankinetics.com
Sports Coach UK www.sportscoachuk.org
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
92
Unit 7: Applying the Principles of Nutrition to a Physical Activity Programme
Unit reference number: L/600/9054
QCF level: 3
Credit value: 6
Guided learning hours: 40
Unit aim
The aim of this unit is to develop understanding of nutrition in relation to physical activity programmes and of the strong links between diet and physical activity.
In this unit learners will explore the principles of nutrition, including key terminology, the main food groups and the relationship between nutrition, physical activity and health.
They will also look at the key guidelines which relate to nutrition and the national recommended practice to follow when providing nutritional advice.
To ensure that any physical activity programme is safe it is important that accurate nutritional information is obtained from clients. In this unit learners will develop an understanding of how to collect and use this information and of how to set nutritional goals with clients.
Learners will then have the opportunity to apply their knowledge and understanding through collecting and analysing nutritional information and applying the principles of nutrition when designing physical activity programmes with clients.
Essential resources
For this unit, centres need to ensure that learners have access to computers, the internet and library facilities to enable them to carry out research.
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
93
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
the
stru
cture
and f
unct
ion o
f th
e dig
estive
sys
tem
□
Str
uct
ure
: gas
troin
test
inal
tra
ct ie
the
mouth
, phar
ynx,
oes
ophag
us,
sto
mac
h,
smal
l in
test
ine
and
larg
e in
test
ine;
acc
esso
ry o
rgan
s ie
tee
th,
tongue,
sa
livar
y gla
nds,
gal
lbla
dder
, liv
er a
nd p
ancr
eas
□
Funct
ion:
dig
estion e
g t
o b
reak
dow
n f
ood into
a f
orm
th
e body
can u
se f
or
nourish
men
t. g
row
th,
repai
r an
d
ener
gy;
abso
rption;
excr
etio
n
1
Under
stan
d t
he
princi
ple
s of
nutr
itio
n
1.2
Exp
lain
the
mea
nin
g o
f ke
y nutr
itio
nal
te
rms
incl
udin
g:
□
die
t
□
hea
lthy
eating
□
nutr
itio
n
□
bal
ance
d d
iet
□
Die
t eg
am
ount
and t
ype
of
food a
nd d
rink
inta
ke o
r pla
nned
inta
ke t
o m
eet
spec
ific
req
uirem
ents
of
the
indiv
idual
, in
cludin
g o
r ex
cludin
g c
erta
in f
oods
□
Hea
lthy
eating e
g d
iet
bas
ed o
n s
ound n
utr
itio
nal
princi
ple
s eg
hig
h c
onsu
mption o
f fr
uits
and
veget
able
s, incl
usi
on o
f lo
w p
rote
in f
oods
□
Nutr
itio
n e
g p
roce
ss o
f obta
inin
g e
ner
gy
from
food
and d
rink
for
the
purp
ose
of
hea
lthy
body
gro
wth
and
mai
nte
nan
ce
□
Bal
ance
d d
iet
eg a
var
iety
of
foods
from
eac
h f
ood
gro
up in t
he
right
pro
port
ions
for
good h
ealth
BA029356 –
Spec
ific
atio
n –
Edex
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evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
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2012 ©
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imited
2012
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.3
D
escr
ibe
the
funct
ion a
nd m
etab
olis
m o
f:
□
mac
ro n
utr
ients
□
mic
ro n
utr
ients
□
mac
ronutr
ients
eg c
arbohyd
rate
s (s
imple
, co
mple
x),
pro
tein
s, f
ats
□
Funct
ion e
g t
o p
rovi
de
the
body
with b
ulk
cal
ories
or
ener
gy
nee
ded
for
gro
wth
, m
etab
olis
m,
and f
or
oth
er
body
funct
ions.
Met
abolis
m e
g b
roke
n d
ow
n into
glu
cose
or
fatt
y ac
ids
and e
ither
use
d im
med
iate
ly b
y th
e body
or
store
d a
nd u
sed w
hen
sto
res
of
oth
er
nutr
ients
are
dep
lete
d
□
Mic
ronutr
ients
eg v
itam
ins,
min
eral
s
□
Funct
ion e
g t
o h
elp m
ainta
in n
orm
al m
etab
olis
m
gro
wth
, m
ainta
in h
ealthy
body
funct
ions,
aid
men
tal
shar
pnes
s an
d f
ight
off d
isea
se
□
Met
abolis
m e
g h
elps
with t
he
met
abolis
m o
f fa
ts
pro
tein
s an
d c
arbohyd
rate
s
1.4
Exp
lain
the
mai
n f
ood g
roups
and t
he
nutr
ients
they
contr
ibute
to t
he
die
t □
Gra
ins
eg r
ice,
bre
ads,
pas
ta,
pota
toes
, pro
vide
carb
ohyd
rate
s, f
ibre
□
Fruits
and v
eget
able
s –pro
vide
fibre
, vi
tam
ins
and
min
eral
s
□
Milk
and d
airy
pro
duct
s-pro
vide
pro
tein
and c
alci
um
□
Mea
t, f
ish,
eggs,
nuts
and b
eans-
pro
vide
pro
tein
, zi
nc
and iro
n,
vita
min
s an
d m
iner
als
□
Food c
onta
inin
g f
ats,
oils
and s
ugar
s, u
nsa
tura
ted
fats
pro
vide
fatt
y ac
ids,
little
nutr
itio
nal
val
ue
in
gen
eral
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
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2012 ©
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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
Id
entify
the
calo
rific
valu
e of
nutr
ients
□
Mea
sure
s eg
cal
ories
, jo
ule
s, k
iloca
lories
, ki
lojo
ule
s
□
Prote
in:
4 c
alories
per
gra
m
□
Car
bohyd
rate
: 4 c
alories
per
gra
m
□
Fat:
9 c
alories
per
gra
m
1.6
Exp
lain
the
com
mon t
erm
inolo
gy
use
d in
nutr
itio
n incl
udin
g:
□
UK d
ieta
ry r
efer
ence
val
ues
(D
RV)
□
reco
mm
ended
dai
ly a
llow
ance
(RD
A)
□
reco
mm
ended
dai
ly inta
ke (
RD
I)
□
gly
caem
ic I
ndex
□
Die
tary
ref
eren
ce v
alues
(D
RVs)
— s
erie
s of
estim
ates
of
the
amount
of
ener
gy
and n
utr
ients
nee
ded
by
diffe
rent
gro
ups
of
hea
lthy
peo
ple
, th
ree
par
ts-
refe
rence
nutr
ient
inta
ke (
RN
I) ,
est
imat
ed a
vera
ge
requirem
ent
(EAR),
low
er r
ecom
men
ded
nutr
itio
nal
in
take
(LR
NI)
□
Rec
om
men
ded
dai
ly a
llow
ance
(RD
A)
— a
mount
of
a nutr
ient
that
is
nee
ded
for
most
peo
ple
to s
tay
hea
lthy
□
Rec
om
men
ded
dai
ly inta
ke (
RD
I) —
est
imat
e of
dai
ly
die
tary
inta
ke o
f a
nutr
ient
□
Gly
caem
ic index
(G
I) —
ran
king o
f fo
ods
bas
ed o
n
thei
r ove
rall
effe
ct o
n b
lood g
luco
se lev
els.
1.7
In
terp
ret
food lab
ellin
g info
rmat
ion
□
Nutr
itio
nal
lab
els
— n
utr
itio
nal
anal
ysis
of
mac
ronutr
ients
, m
icro
nutr
ients
, RD
A,
RD
I, D
RV
□
info
rmat
ion o
n e
ner
gy
valu
e (k
joule
s/kc
als)
□
May
pro
vide
additio
nal
info
rmat
ion o
n a
mount
of
satu
rate
d f
at,
sugar
s, s
odiu
m,
salt a
nd f
ibre
eg t
raff
ic
light
colo
ur
codin
g
□
Info
rmat
ion p
rovi
ded
per
100 g
ram
s or
per
port
ion o
f fo
od
□
Additio
nal
info
rmat
ion e
g a
llerg
y ad
vice
, use
by
dat
e,
bes
t bef
ore
, st
ora
ge
advi
ce,
origin
of
the
pro
duct
, hea
lth b
enef
its
bas
ed o
n s
cien
ce/r
esea
rch
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
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sue
1 –
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2012 ©
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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
1.8
Exp
lain
the
signific
ance
of
hea
lthy
food
pre
par
atio
n
□
Sig
nific
ance
eg r
etai
n n
utr
ients
during t
he
pre
par
atio
n/c
ooki
ng p
roce
ss,
□
Hea
lthy
food p
repar
atio
n m
ethods
eg s
team
ing
grilli
ng,
bla
nch
ing,
bak
ing,
stir f
ryin
g,
poac
hin
g,
raw
, dim
inis
h u
se o
f fa
t su
bst
itute
s an
d c
ooki
ng o
ils t
hat
ca
n lea
d t
o a
build
-up o
f ch
ole
ster
ol
1.9
Exp
lain
the
rela
tionsh
ip b
etw
een n
utr
itio
n,
phys
ical
act
ivity,
body
com
posi
tion a
nd
hea
lth incl
udin
g:
□
links
to d
isea
se/d
isea
se r
isk
fact
ors
□
chole
ster
ol
□
types
of
fat
in t
he
die
t
□
Links
to d
isea
se e
g h
eart
dis
ease
, hyp
erte
nsi
on,
type
2 d
iabet
es,
obes
ity,
bac
k pai
n,
ost
eoporo
sis
□
Chole
ster
ol – d
esirab
le lev
els
of
HD
L, t
ota
l ch
ole
ster
ol, L
DL:
HD
L ra
tio
□
Typ
es o
f fa
t – lin
k to
body
com
posi
tion,
reduci
ng f
at
leve
ls in t
he
body
2.1
Id
entify
the
range
of
pro
fess
ional
s an
d
pro
fess
ional
bodie
s in
volv
ed in t
he
area
of
nutr
itio
n
□
Profe
ssio
nal
s eg
nutr
itio
nal
ther
apis
ts,
die
tici
ans,
re
gis
tere
d n
utr
itio
nis
t, n
utr
itio
n/d
ieta
ry a
dvi
ser
□
Profe
ssio
nal
bodie
s eg
British
Ass
oci
atio
n f
or
Applie
d
Nutr
itio
n a
nd N
utr
itio
nal
Ther
apy
(BAN
T),
Ass
oci
atio
n
for
Nutr
itio
n,
The
Feder
atio
n o
f N
utr
itio
nal
Ther
apy
Prac
titioner
s, C
om
ple
men
tary
and N
atura
l H
ealthca
re
Counci
l (C
NH
C),
Hea
lth P
rofe
ssio
ns
Counci
l (H
PC),
The
Nutr
itio
n S
oci
ety
2
Under
stan
d k
ey
guid
elin
es in
rela
tion t
o
nutr
itio
n
2.2
Exp
lain
key
hea
lthy
eating a
dvi
ce t
hat
under
pin
s a
hea
lthy
die
t □
Key
advi
ce e
g b
ase
mea
ls o
n s
tarc
hy
foods,
eat
at
leas
t five
port
ions
of
fruit a
nd v
eget
able
s ev
ery
day
, in
clude
a va
ried
bal
ance
of
foods
from
the
five
mai
n
food g
roups
dai
ly,
stay
within
the
reco
mm
ended
ca
lorie
inta
ke,
2500 f
or
men
2000 f
or
wom
en
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
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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
2.3
D
escr
ibe
the
nutr
itio
nal
princi
ple
s an
d k
ey
feat
ure
s of
the
Nat
ional
food m
odel
/guid
e □
Eat
wel
l pla
te,
Bal
ance
of
Good H
ealth
□
Nutr
itio
nal
princi
ple
s an
d k
ey f
eatu
res
eg m
ake
hea
lthy
food c
hoic
es,
eat
the
right
pro
port
ions
of
each
fo
od g
roup t
hat
mak
e up a
bal
ance
d d
iet
2.4
D
efin
e port
ion s
izes
in t
he
conte
xt o
f th
e nat
ional
food m
odel
/guid
e □
Gra
ins
– s
ix t
o e
leve
n s
ervi
ngs
a day
□
Fruits
and v
eget
able
s – a
t le
ast
five
port
ions
of
a va
riet
y of
fruit a
nd v
eget
able
s ev
ery
day
□
Mea
t an
d p
rote
in –
tw
o t
o t
hre
e se
rvin
gs
a day
□
Milk
and d
airy
pro
duct
s – t
wo t
o t
hre
e se
rvin
gs
a day
□
Foods
conta
in f
at,
oil
and s
ugar
– m
oder
ate
inta
ke
□
Dep
artm
ent
of
Hea
lth a
dvi
ce f
or
pro
port
ions
of
food
gro
ups
– 3
5%
fro
m f
at,
50%
fro
m c
arbohyd
rate
s an
d
15%
fro
m p
rote
in e
ach d
ay,
18gm
of
fibre
2.5
Exp
lain
how
to a
cces
s re
liable
sourc
es o
f nutr
itio
nal
info
rmat
ion
□
Nat
ional
, es
tablis
hed
org
anis
atio
ns
eg F
ood S
tandar
ds
Agen
cy (
FSA)
Nutr
ient
and F
ood B
ased
Guid
elin
es f
or
UK I
nst
itutions,
FSA E
atw
ell pla
te-
Bal
ance
of
Good
Hea
lth,
Hea
lth E
atin
g –
Liv
e W
ell (N
HS),
British
N
utr
itio
n F
oundat
ion G
uid
elin
es,
Dep
artm
ent
of
Hea
lth
□
Sourc
es b
ased
on e
viden
ce w
hic
h s
upport
s cl
aim
s eg
jo
urn
als,
web
site
s, b
ooks
2.6
D
istinguis
h b
etw
een e
viden
ce-b
ased
kn
ow
ledge
vers
us
the
unsu
bst
antiat
ed
mar
keting c
laim
s of
supplie
rs
□
Evi
den
ce-b
ased
eg c
laim
s bas
ed o
n s
cien
tific
rese
arch
, cl
aim
s su
pport
ed b
y nutr
itio
nal
conte
nt
□
unsu
bst
antiat
ed m
arke
ting c
laim
s eg
mis
lead
ing
clai
ms,
cla
ims
not
bas
ed o
n f
acts
BA029356 –
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Edex
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g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
98
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
pro
fess
ional
role
boundar
ies
with
regar
d t
o o
ffer
ing n
utr
itio
nal
advi
ce t
o
clie
nts
□
refe
r cl
ient
eg t
o G
P, r
egis
tere
d d
ietici
an/n
utr
itio
nis
t ,
com
ply
with r
ule
s of
REPs
Code
of
Conduct
3
Under
stan
d
nat
ional
ly
reco
mm
ended
pra
ctic
e in
rel
atio
n
to p
rovi
din
g
nutr
itio
nal
advi
ce
3.2
Exp
lain
the
import
ance
of
com
munic
atin
g
hea
lth r
isks
ass
oci
ated
with w
eight
loss
fad
s an
d p
opula
r die
ts t
o c
lients
□
asso
ciat
ed r
isks
eg ,
som
e cl
aim
s ar
e unsu
pport
ed,
advi
se o
n b
enef
its
of
a hea
lth d
iet,
enco
ura
ge
safe
pra
ctic
e in
rel
atio
n t
o w
eight
man
agem
ent
3.3
Eva
luat
e th
e pote
ntial
hea
th a
nd
per
form
ance
im
plic
atio
ns
of
seve
re e
ner
gy
rest
rict
ion,
wei
ght
loss
and w
eight
gai
n
□
Sev
ere
ener
gy
rest
rict
ion e
g d
ecre
ased
BM
R,
reduce
d
fat,
musc
le o
r bone
mas
s, c
ram
ps,
fat
igue,
diz
zines
s
□
Wei
ght
loss
eg r
educe
d a
bili
ty t
o f
ight
off
infe
ctio
n,
ost
eoporo
sis,
dec
reas
ed m
usc
le s
tren
gth
, tr
ouble
re
gula
ting b
ody
tem
per
ature
□
Wei
ght
gai
n e
g incr
ease
d r
isk
for
dia
bet
es,
coro
nar
y hea
rt d
isea
se,
hyp
erte
nsi
on,
reduce
d m
ove
men
t
3.4
Id
entify
clie
nts
at
risk
of
nutr
itio
nal
def
icie
nci
es
□
Clie
nts
at
risk
eg t
hose
on s
ever
ely
ener
gy
rest
rict
ed
die
ts,
extr
eme
die
ters
, th
ose
with c
erta
in d
iagnose
d
med
ical
conditio
ns/
dis
ease
s
3.5
Exp
lain
how
cultura
l an
d r
elig
ious
die
tary
pra
ctic
es c
an influen
ce n
utr
itio
nal
advi
ce
□
Influen
ces
eg f
asts
, fe
stiv
als,
food r
estr
ictions
and
law
s, d
ieta
ry a
nd f
ood p
repar
atio
n p
ract
ices
as
soci
ated
with r
itual
s
3.6
D
escr
ibe
safe
ty,
effe
ctiv
enes
s an
d
contr
aindic
atio
ns
rela
ting t
o p
rote
in a
nd
vita
min
supple
men
tation
□
Saf
ety
eg p
urc
has
e su
pple
men
ts f
rom
rep
uta
ble
so
urc
es,
stic
k to
the
corr
ect
dosa
ge
as p
er
reco
mm
ended
guid
elin
es
□
Effec
tive
nes
s eg
supple
men
t die
ts t
hat
exc
lude
cert
ain p
roduct
s or
food g
roups
□
Contr
aindic
atio
ns
eg p
regnan
cy,
med
ical
conditio
n
such
as
dia
bet
es,
hyp
erte
nsi
on o
r hea
rt d
isea
se,
inte
ract
ion w
ith m
edic
atio
n e
g c
alci
um
with h
eart
m
edic
ine,
vitam
in K
with b
lood t
hin
ner
s
BA029356 –
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atio
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ertifica
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ialis
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ific
atio
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g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.7
Exp
lain
why
det
aile
d o
r co
mple
x die
tary
an
alys
is t
hat
inco
rpora
tes
maj
or
die
tary
ch
ange
should
alw
ays
be
refe
rred
to a
Reg
iste
red D
ietici
an
□
Ensu
re s
afet
y of
clie
nt
– r
efer
to s
ourc
e of
spec
ialis
t,
exper
t ad
vice
□
Confo
rms
to r
ecom
men
ded
nat
ional
pra
ctic
e
□
Outs
ide
ow
n a
uth
ority
and c
om
pet
ence
4
Under
stan
d t
he
rela
tionsh
ip
bet
wee
n n
utr
itio
n
and p
hys
ical
ac
tivi
ty
4.1
D
efin
e th
e ro
le o
f ca
rbohyd
rate
, fa
t an
d
pro
tein
as
fuel
s fo
r ae
robic
and a
nae
robic
en
ergy
pro
duct
ion
□
Car
bohyd
rate
— m
ain f
uel
for
exer
cise
of
a m
oder
ate
to h
igher
inte
nsi
ty,
anae
robic
ener
gy
pat
hw
ay
(gly
coly
sis)
cre
ates
ener
gy
excl
usi
vely
fro
m
carb
ohyd
rate
s, u
sed in a
erobic
sys
tem
□
Fat-
fuel
low
er inte
nsi
ty e
xerc
ise
for
long p
erio
ds
of
tim
e, u
sed in a
erobic
sys
tem
□
Prote
in-
gen
eral
ly u
sed t
o m
ainta
in a
nd r
epai
r body
tiss
ues
, as
a f
uel
rep
rese
nts
only
a v
ery
smal
l co
ntr
ibution.
use
d w
hen
sto
res
of
oth
er n
utr
ients
are
dep
lete
d
4.2
Exp
lain
the
com
ponen
ts o
f en
ergy
expen
diture
and t
he
ener
gy
bal
ance
eq
uat
ion
□
Com
ponen
ts e
g b
asal
met
abolic
rat
e (B
MR),
th
erm
ogen
esis
(th
erm
ogen
ic e
ffec
t of
food),
phys
ical
ac
tivi
ty (
all m
usc
le m
ove
men
t)
□
Ener
gy
bal
ance
equat
ion –
diffe
rence
s bet
wee
n e
ner
gy
inta
ke (
from
food)
and e
ner
gy
outp
ut
eg n
eutr
al
ener
gy
bal
ance
(ca
lories
tak
en in e
qual
to c
alories
ex
pen
ded
, w
eight
is m
ainta
ined
), p
osi
tive
ener
gy
bal
ance
(ca
lories
tak
en in a
re g
reat
er t
han
cal
ories
ex
pen
ded
, w
eight
is g
ained
, fa
t st
ore
s ar
e in
crea
sed),
neg
ativ
e en
ergy
bal
ance
(ca
lories
tak
en in a
re les
s th
an c
alories
exp
ended
)
BA029356 –
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ific
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ertifica
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ialis
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atio
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Tra
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g –
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sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
10
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.3
Exp
lain
how
to c
alcu
late
an e
stim
ate
of
Bas
al M
etab
olic
Rat
e (B
MR)
□
Fact
ors
affec
ting B
MR e
g g
ender
, ag
e, w
eight,
body
surf
ace
area
, die
t, e
xerc
ise
□
Use
of
equat
ions
eg S
chof
ield
, H
arris-
Ben
edic
t,
Mifflin
-St
Jeor
□
Indirec
t ca
lorim
etry
4.4
Exp
lain
how
to e
stim
ate
ener
gy
requirem
ents
bas
ed o
n p
hys
ical
act
ivity
leve
ls a
nd o
ther
rel
evan
t fa
ctors
□
Fact
ors
affec
ting d
aily
ener
gy
expen
diture
eg a
ge,
gen
der
, w
eight,
hei
ght,
phys
ical
act
ivity
leve
l,
lifes
tyle
□
Bas
ed o
n t
he
ener
gy
inta
ke n
eeded
to m
ainta
in
ener
gy
bal
ance
in indiv
idual
s w
ith h
ealthy
wei
ghts
□
Use
of
pre
dic
tive
equat
ions
4.5
Id
entify
ener
gy
expen
diture
for
diffe
rent
phys
ical
act
ivitie
s □
Phys
ical
act
ivitie
s eg
sw
imm
ing,
runnin
g,
joggin
g,
team
sport
s
□
Dep
ends
on d
ura
tion a
nd t
ype
of
activi
ty
□
Met
abolic
equiv
alen
t of
task
(M
ET)
— p
hys
iolo
gic
al
mea
sure
exp
ress
ing t
he
ener
gy
cost
of
phys
ical
ac
tivi
ties
□
Num
ber
of
kcal
s use
d
BA029356 –
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atio
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ertifica
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atio
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inin
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sue
1 –
May
2012 ©
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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
4.6
Eva
luat
e th
e nutr
itio
nal
req
uirem
ents
and
hyd
ration n
eeds
of
clie
nts
engag
ed in
phys
ical
act
ivity
□
Clie
nts
eg w
ith s
pec
ific
fitnes
s nee
ds,
with g
ener
al
hea
lth n
eeds
□
Eva
luat
ion a
ppro
priat
e to
clie
nt
eg a
ge,
lev
el o
f ab
ility
an
d s
kill,
wei
ght,
med
ical
conditio
ns,
lev
el o
f phys
ical
ac
tivi
ty
□
Eva
luat
ion a
ppro
priat
e to
phys
ical
act
ivity
(bef
ore
,
during a
nd a
fter
)
□
How
to e
nsu
re c
lients
are
aw
are
of
thes
e re
quirem
ents
5.1
Exp
lain
why
it is
import
ant
to o
bta
in c
lients
’ in
form
ed c
onse
nt
bef
ore
colle
ctin
g
nutr
itio
nal
info
rmat
ion
□
Est
ablis
h c
lient
under
stan
din
g e
g g
ive
the
clie
nt
the
opport
unity
to c
onsi
der
info
rmat
ion p
rovi
ded
and t
o
ask
ques
tions,
red
uce
ris
k of
mis
under
stan
din
gs
□
Legal
req
uirem
ents
, st
andar
d indust
ry p
ract
ice
eg
REP C
ode
of
Conduct
5
Under
stan
d h
ow
to
colle
ct info
rmat
ion
rela
ting t
o
nutr
itio
n
5.2
D
escr
ibe
the
info
rmat
ion t
hat
nee
ds
to b
e co
llect
ed t
o o
ffer
nutr
itio
nal
advi
ce t
o
clie
nts
□
Info
rmat
ion e
g p
erso
nal
goal
s, lifes
tyle
, m
edic
al
his
tory
, phys
ical
act
ivity
his
tory
, die
t his
tory
, fo
od
pre
fere
nce
s, s
upple
men
t use
, nutr
itio
nal
know
ledge
5.3
Exp
lain
the
legal
and e
thic
al im
plic
atio
ns
of
colle
ctin
g n
utr
itio
nal
info
rmat
ion
□
Confiden
tial
ity
□
Legal
req
uirem
ents
eg d
ata
pro
tect
ion
□
Indust
ry r
egula
tions
eg R
EP
Code
of
Conduct
5.4
D
escr
ibe
diffe
rent
form
ats
for
reco
rdin
g
nutr
itio
nal
info
rmat
ion
□
Form
at e
nab
les
inte
rpre
tation a
nd a
nal
ysis
of
info
rmat
ion
□
Food d
iary
/rec
ord
, ques
tionnai
res
□
Paper
or
com
pute
r-bas
ed r
ecord
s
BA029356 –
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ific
atio
n –
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ertifica
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ialis
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ific
atio
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erso
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Tra
inin
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Is
sue
1 –
May
2012 ©
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rson E
duca
tion L
imited
2012
10
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.5
Exp
lain
why
confiden
tial
ity
is im
port
ant
when
colle
ctin
g n
utr
itio
nal
info
rmat
ion
□
Clie
nt
feel
s re
assu
red a
nd lik
ely
to s
har
e in
form
atio
n
□
Legal
req
uirem
ents
□
Indust
ry r
egula
tions
eg R
EP
Code
of
Conduct
5.6
D
escr
ibe
issu
es t
hat
may
be
sensi
tive
when
co
llect
ing n
utr
itio
nal
info
rmat
ion
□
Rel
atin
g t
o w
eight
and b
ody
com
posi
tion
□
Rel
atin
g t
o h
ealth e
g m
edic
al c
onditio
ns,
sm
oki
ng,
alco
hol co
nsu
mption
□
Rel
atin
g t
o q
ual
ity
of
an indiv
idual
's d
iet
eg y
oyo
die
ting
□
Rel
atin
g t
o e
atin
g d
isord
ers
5.7
Exp
lain
diffe
rent
met
hods
that
can
be
use
d
to m
easu
re b
ody
com
posi
tion a
nd h
ealth
risk
in r
elat
ion t
o w
eight
□
Met
hods
eg b
ody
mas
s in
dex
(BM
I),w
aist
to h
ip r
atio
, w
aist
circu
mfe
rence
, sk
in-f
old
tes
ts (
calip
ers)
, bio
elec
tric
al im
ped
ance
, hyd
rost
atic
(under
wat
er)
wei
ghin
g-
□
Loca
tion o
f body
fat
in r
elat
ion t
o h
ealth r
isk
eg
around t
he
abdom
en m
ay p
rese
nt
a gre
ater
ris
k of
hea
lth p
roble
ms
□
Hea
lth r
isks
in r
elat
ion t
o w
eight
— o
verw
eight
and
obes
e in
div
idual
s in
crea
sed r
isk
of
eg h
yper
tensi
on,
coro
nar
y hea
rt d
isea
se,
type
2 d
iabet
es;
under
wei
ght
eg infe
rtili
ty in w
om
en,
type
1 d
iabet
es,
ost
eoporo
sis,
an
aem
ia
BA029356 –
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atio
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ertifica
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atio
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1 –
May
2012 ©
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rson E
duca
tion L
imited
2012
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.1
D
escr
ibe
bas
ic d
ieta
ry a
sses
smen
t m
ethods
□
Met
hod d
epen
ds
on inte
nded
purp
ose
eg m
easu
re
nutr
ients
, fo
ods
or
eating h
abits
□
Food d
iary
/rec
ord
(w
eighed
or
estim
ated
)eg t
ime
of
consu
mption,
pre
par
atio
n a
nd c
ooki
ng m
ethods,
port
ion s
izes
□
Die
tary
rec
all —
tra
ined
inte
rvie
wer
ask
s in
div
idual
to
rem
ember
food a
nd d
rink
consu
med
ove
r a
per
iod o
f tim
e
□
Food f
requen
cy q
ues
tionnai
res
□
Die
t his
tory
– u
sed o
ver
a lo
nger
per
iod o
f tim
e th
an
oth
er m
ethods
6
Under
stan
d h
ow
to
use
nutr
itio
nal
in
form
atio
n
6.2
Exp
lain
how
to a
nal
yse
and inte
rpre
t co
llect
ed info
rmat
ion s
o t
hat
clie
nts
’ nee
ds
and n
utr
itio
nal
goal
s ca
n b
e id
entified
with
refe
rence
to t
he
Nat
ional
food m
odel
/guid
e re
com
men
dat
ions
□
Cal
cula
te inta
ke (
ener
gy,
cal
orific)
and e
xpen
diture
(e
ner
gy)
□
Com
par
ison o
f in
take
s eg
to e
stim
ated
ave
rage
requirem
ent,
to r
ecom
men
ded
dai
ly a
llow
ance
/inta
ke,
eval
uat
ion in t
erm
s of
adeq
uac
y
□
How
clie
nt’s
die
t re
late
s to
nat
ional
guid
elin
es a
nd
reco
mm
endat
ions
6.3
D
escr
ibe
how
to inte
rpre
t in
form
atio
n
gai
ned
fro
m m
ethods
use
d t
o a
sses
s body
com
posi
tion a
nd h
ealth r
isk
in r
elat
ion t
o
wei
ght
□
Use
of
norm
s fo
r co
mpar
isons
□
Hea
lth r
isks
in r
elat
ion t
o w
eight
— o
verw
eight
and
obes
e in
div
idual
s in
crea
sed r
isk
of
eg h
yper
tensi
on,
coro
nar
y hea
rt d
isea
se,
type
2 d
iabet
es;
under
wei
ght
eg infe
rtili
ty in w
om
en,
type
1 d
iabet
es,
ost
eoporo
sis,
an
aem
ia
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ing
ou
tco
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Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.4
Exp
lain
how
to s
ensi
tive
ly d
ivulg
e co
llect
ed
info
rmat
ion a
nd ‘re
sults’
to c
lients
□
Ensu
re p
riva
cy a
nd c
onfiden
tial
ity
when
spea
king w
ith
clie
nts
□
Appro
priat
e ve
rbal
and n
on-v
erbal
com
munic
atio
n
□
Appro
priat
e m
anner
eg p
osi
tive
, fo
cus
on s
teps
that
cl
ient
can t
ake
6.5
Exp
lain
how
to r
ecognis
e th
e si
gns
and
sym
pto
ms
of
dis
ord
ered
eat
ing a
nd h
ealthy
eating p
atte
rns
□
Dis
ord
ered
eg d
ram
atic
wei
ght
loss
in a
rel
ativ
ely
short
per
iod o
f tim
e, o
bse
ssio
n w
ith w
eight
and
com
pla
inin
g o
f w
eight
pro
ble
ms,
obse
ssio
n w
ith
calo
ries
and f
at c
onte
nt
of
foods,
exc
use
s to
avo
id
eating,
hai
r lo
ss,
diz
zines
s an
d h
eadac
hes
, co
mpla
ints
of
oft
en f
eelin
g c
old
, blo
odsh
ot
eyes
; lig
ht
bru
isin
g
under
the
eyes
and o
n t
he
chee
ks,
mood s
win
gs,
dep
ress
ion,
fatigue,
low
sel
f-es
teem
□
Hea
lthy
eating e
g b
alan
ced d
iet,
sta
ble
wei
ght
6.6
D
escr
ibe
the
key
feat
ure
s of
the
indust
ry
guid
ance
note
on ‘M
anag
ing u
sers
with
susp
ecte
d e
atin
g d
isord
ers’
□
Sig
ns
and s
ympto
ms
of
eating d
isord
ers
□
What
to d
o if
you s
usp
ect
som
eone
usi
ng y
our
faci
lity
has
an e
atin
g d
isord
er e
g d
o n
ot
use
aggre
ssiv
e la
nguag
e or
thre
aten
to t
ake
thei
r m
ember
ship
aw
ay,
do n
ot
com
men
t on t
hei
r w
eight
or
appea
rance
, en
coura
ge
them
to c
onta
ct t
hei
r G
P
□
Appro
priat
e ed
uca
tion a
nd t
rain
ing f
or
staf
f w
ithin
the
indust
ry
□
Duty
of
care
to indiv
idual
s usi
ng y
our
faci
lity
□
Oper
atio
nal
im
plic
atio
ns
6.7
Exp
lain
the
circ
um
stan
ces
in w
hic
h a
clie
nt
should
be
reco
mm
ended
to v
isit t
hei
r G
P ab
out
the
poss
ibili
ty o
f re
ferr
al t
o a
Reg
iste
red D
ietici
an
□
Susp
ecte
d e
atin
g d
isord
er
□
Under
lyin
g m
edic
al c
onditio
ns
eg h
eart
dis
ease
□
Wei
ght-
rela
ted iss
ues
eg o
bes
e, u
nder
wei
ght
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.1
Exp
lain
how
to a
pply
the
princi
ple
s of
goal
se
ttin
g w
hen
off
erin
g n
utr
itio
nal
advi
ce
□
Goal
seg h
ealthy
eating,
wei
ght
man
agem
ent,
im
pro
ved f
itnes
s, im
pro
ved s
elf-
imag
e, S
MART
□
Short
, m
ediu
m a
nd long-t
erm
goal
s
□
Ref
lect
acc
epte
d g
ood p
ract
ice
7.2
Exp
lain
how
to t
ransl
ate
nutr
itio
nal
goal
s in
to b
asic
hea
lthy
eating a
dvi
ce t
hat
ref
lect
s cu
rren
t N
atio
nal
guid
elin
es
□
Use
ter
ms
that
clie
nts
under
stan
d
□
Avo
id u
se o
f te
chnic
al t
erm
s an
d jar
gon
7.3
Exp
lain
when
peo
ple
oth
er t
han
the
clie
nt
should
be
invo
lved
in n
utr
itio
nal
goal
set
ting □
Outs
ide
leve
l of
ow
n c
om
pet
ence
and a
uth
ority
□
Susp
ecte
d e
atin
g d
isord
er o
r m
edic
al c
onditio
ns
□
Provi
de
furt
her
info
rmat
ion o
r su
pport
for
the
clie
nt
7
Under
stan
d t
he
princi
ple
s of
nutr
itio
nal
goal
se
ttin
g w
ith c
lients
7.4
D
efin
e w
hic
h o
ther
peo
ple
could
be
invo
lved
in
nutr
itio
nal
goal
set
ting
□
Oth
er p
eople
eg R
egis
tere
d n
utr
itio
nis
t, N
utr
itio
nal
th
erap
ist,
Die
tary
/nutr
itio
n a
dvi
ser,
Die
tici
an,
GP
7.5
Id
entify
the
bar
rier
s w
hic
h m
ay p
reve
nt
clie
nts
ach
ievi
ng t
hei
r nutr
itio
nal
goal
s □
Bar
rier
s eg
tim
e co
nst
rain
ts ,
cost
fac
tors
, die
tary
hab
its,
eat
ing junk
foods
or
conve
nie
nce
foods
, fo
llow
ing a
res
tric
ted d
iet,
lim
ited
know
ledge
of
die
t an
d n
utr
itio
n,
lack
of
support
, cu
ltura
l or
relig
ious
fact
ors
7.6
Exp
lain
how
to a
pply
bas
ic m
otiva
tional
st
rate
gie
s to
enco
ura
ge
hea
lthy
eating a
nd
pre
vent
non-c
om
plia
nce
or
rela
pse
□
Pro
vide
clie
nts
with a
ppro
priat
e in
form
atio
n a
nd
advi
ce e
g r
einfo
rce
ben
efits
of
hea
lth e
atin
g
□
Posi
tive
enco
ura
gem
ent
eg h
ighlig
ht
posi
tive
asp
ects
, re
cognis
e an
d h
ighlig
ht
achie
vem
ents
and p
rogre
ss
□
Set
goal
s an
d invo
lve
clie
nts
in g
oal
set
ting
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ing
ou
tco
mes
Ass
ess
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t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.7
Exp
lain
the
nee
d f
or
reap
pra
isal
of
clie
nts
’ body
com
posi
tion a
nd o
ther
rel
evan
t hea
lth
par
amet
ers
at a
gre
ed s
tages
of
the
pro
gra
mm
e
□
Opport
unity
to r
evie
w c
lient
pro
gre
ss a
nd
achie
vem
ents
□
Opport
unity
to r
evie
w iss
ues
rel
atin
g t
o c
lient
hea
lth
□
Rev
ise
or
add n
utr
itio
nal
goal
s
□
Motiva
te a
nd e
nco
ura
ge
clie
nts
8.1
Colle
ct info
rmat
ion n
eeded
to p
rovi
de
clie
nts
with a
ppro
priat
e hea
lthy
eating
advi
ce
□
Info
rmat
ion e
g p
erso
nal
goal
s, lifes
tyle
, m
edic
al
his
tory
, phys
ical
act
ivity
his
tory
, die
t his
tory
, fo
od
pre
fere
nce
s, s
upple
men
t use
, nutr
itio
nal
know
ledge,
at
titu
des
and m
otiva
tion,
stag
e of
read
ines
s
□
Clie
nts
– w
ith s
pec
ific
fitnes
s nee
ds,
with g
ener
al
hea
lth n
eeds
□
Met
hods
eg q
ues
tionnai
res,
one-
to-o
ne
dis
cuss
ion
with c
lients
, fo
od d
iary
/rec
ord
□
Import
ance
of
colle
ctin
g a
ccura
te n
utr
itio
nal
in
form
atio
n
□
Use
of
info
rmat
ion t
o g
ive
clie
nts
saf
e an
d e
ffec
tive
nutr
itio
nal
advi
ce
8
Be
able
to c
olle
ct
and a
nal
yse
nutr
itio
nal
in
form
atio
n
8.2
Rec
ord
info
rmat
ion a
bout
clie
nts
and t
hei
r nutr
itio
nal
goal
s in
an a
ppro
ved f
orm
at
□
Cle
ar t
o c
lient,
yours
elf
and o
ther
s w
ho m
ay b
e in
volv
ed
□
Form
at e
nab
les
inte
rpre
tation a
nd a
nal
ysis
of
info
rmat
ion
□
Form
at e
g p
aper
, dig
ital
□
Goal
s- e
g h
ealthy
eating,
wei
ght
man
agem
ent,
im
pro
ved f
itnes
s, im
pro
ved s
elf-
imag
e
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Learn
ing
ou
tco
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Ass
ess
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t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.3
Anal
yse
colle
cted
info
rmat
ion incl
udin
g
nutr
itio
nal
nee
ds
and p
refe
rence
s in
rel
atio
n
to t
he
clie
nts
curr
ent
stat
us
and n
utr
itio
nal
goal
s
□
Use
of
norm
s fo
r co
mpar
isons
□
Cal
cula
te inta
ke (
ener
gy,
cal
orific)
and e
xpen
diture
(e
ner
gy)
□
Com
par
ison o
f in
take
s eg
to e
stim
ated
ave
rage
requirem
ent,
to r
ecom
men
ded
allo
wan
ces/
inta
kes,
ev
aluat
ion in t
erm
s of
adeq
uac
y
□
How
clie
nt’s
die
t re
late
s to
nat
ional
guid
elin
es a
nd
reco
mm
endat
ions
9
Be
able
to a
pply
th
e princi
ple
s of
nutr
itio
n t
o a
phys
ical
act
ivity
pro
gra
mm
e
9.1
Acc
ess
and m
ake
use
of
cred
ible
sourc
es o
f ed
uca
tional
info
rmat
ion a
nd a
dvi
ce in
esta
blis
hin
g n
utr
itio
nal
goal
s w
ith c
lients
□
Clie
nt
rece
ives
up-t
o-d
ate
info
rmat
ion a
nd a
dvi
ce
□
Nat
ional
, es
tablis
hed
org
anis
atio
ns
eg F
ood S
tandar
ds
Agen
cy (
FSA)
Nutr
ient
and F
ood B
ased
Guid
elin
es f
or
UK I
nst
itutions,
FSA E
atw
ell pla
te —
Bal
ance
of
Good
Hea
lth,
Hea
lth E
atin
g –
Liv
e W
ell (N
HS),
British
N
utr
itio
n F
oundat
ion G
uid
elin
es,
Dep
artm
ent
of
Hea
lth
□
Sourc
es b
ased
on e
viden
ce w
hic
h s
upport
s th
eir
clai
ms
eg journ
als,
web
site
s, b
ooks
9.2
D
esig
n a
nd a
gre
e nutr
itio
nal
goal
s th
at a
re
com
pat
ible
with t
he
anal
ysis
, ac
cepte
d g
ood
pra
ctic
e an
d n
atio
nal
guid
elin
es
□
Des
ign d
iet
pla
n in r
elat
ion t
o c
lient’s
die
tary
re
quirem
ents
, ex
pla
in t
pro
cess
es,
ensu
re b
alan
ce o
f m
ain f
ood g
roups
incl
uded
in d
iet
pla
n,
set
and a
gre
e Spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic
and t
ime
bound (
SM
ART)
goal
s
9.3
Ensu
re t
hat
the
nutr
itio
nal
goal
s su
pport
an
d inte
gra
te w
ith o
ther
pro
gra
mm
e co
mponen
ts
□
Enab
le a
chie
vem
ent
of
pro
gra
mm
e co
mponen
ts e
g
exer
cise
□
Clie
nt
can s
ee t
he
rela
tionsh
ip b
etw
een g
oal
s an
d t
he
pro
gra
mm
e co
mponen
ts
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ing
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tco
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Ass
ess
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t cr
iteri
a
Un
it a
mp
lifi
cati
on
9.4
Agre
e re
view
poin
ts w
ith t
he
clie
nts
□
Appro
priat
e to
the
clie
nt
□
Appro
priat
e to
the
phys
ical
act
ivity
pro
gra
mm
e
□
Clie
nt
clea
r ab
out
what
will
tak
e pla
ce a
t ea
ch r
evie
w
eg s
hort
, m
ediu
m,
long t
erm
9.5
Rev
iew
the
clie
nts
under
stan
din
g o
f how
to
follo
w t
he
nutr
itio
nal
advi
ce a
s par
t of
thei
r phys
ical
act
ivity
pro
gra
mm
e
□
Ask
clie
nts
ques
tions
in a
sen
sitive
man
ner
□
Giv
e cl
ient
opport
unitie
s to
ask
ques
tions
□
Ensu
re a
ppro
priat
e tim
e al
loca
ted f
or
dis
cuss
ion
9.6
M
onitor,
eva
luat
e an
d r
evie
w t
he
clie
nts
’ pro
gre
ss t
ow
ards
thei
r nutr
itio
nal
goal
s □
In r
elat
ion t
o p
revi
ousl
y se
t goal
s
□
Rev
iew
clie
nt’s
fitn
ess
leve
ls
□
Ensu
re c
lient
under
stan
din
g
□
Ensu
re c
lient
has
opport
unity
to a
sk q
ues
tions
□
Rev
ise
and a
dd n
utr
itio
nal
goal
s eg
bas
ed o
n
iden
tified
str
ength
s an
d a
reas
for
impro
vem
ent
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
109
Information for tutors
Delivery
This unit should be delivered in a way that develops l knowledge and understanding of how to apply the principles of nutrition to a physical activity programme. Learners need to know and understand:
the principles of nutrition , including the key terminology used and the relationship between nutrition, physical activity and health
the key guidelines and recommended national practice relating to nutrition and providing nutritional advice
the methods used to collect nutritional information, including legal and ethical implications and issues of sensitivity and confidentiality
how to analyse and use this information to set nutritional goals for clients, including barriers to achievement and the use of motivational strategies with clients.
A useful opening would be through small-group discussions, during which learners can exchange their knowledge and experience of applying the principles of nutrition when planning physical activity programmes with clients. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Learners should be encouraged to engage with employers and, where possible, other employees to gain knowledge and understanding of the importance of collecting, analysing and using nutritional information correctly to meet the needs of individual clients.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom this is a key part of their role, for example a personal trainer, where possible, and through the use of guest speakers and video/DVD training programmes.
For example, a presentation by a health fitness instructor will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the methods they use to analyse nutritional information and how they then use this information to design and agree nutritional goals with clients.
They could also talk about the importance of ensuring nutritional goals are compatible with accepted good practice and national guidelines, and of monitoring and reviewing client progress towards their goals. This should be supported by examples drawn from industry or through developed case studies that highlight:
the importance of collecting the correct nutritional information and what could happen if this is not carried out
how nutritional information affects the setting of nutritional goals in the context of physical activity programmes, including referring clients to other professionals
the importance of working within the associated key guidelines and nationally recommended practice
the methods trainers and instructors use to interpret nutritional information supplied by clients.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
110
To meet the practical aspect of the unit, in terms of analysing nutritional information and using it to set nutritional goals with clients, learners could either use documentation from their place of work or the tutor could supply learners with standard templates.
Learners need to be observed agreeing nutritional goals and how they will be reviewed with clients and confirming client understanding of how to follow the nutritional advice they have been given.
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.
Learners must provide evidence of their ability to apply the principles of
nutrition to a physical activity programme by collecting and analysing appropriate
information and agreeing nutritional goals with clients that are compatible with the analysis, accepted good practice and national guidelines.
A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Other alternatives could be logbooks or workbooks completed in the workplace or during visits.
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
Bean A – Food for Fitness (A&C Black, 2008) ISBN 9780713681284
Burke L – Practical Sports Nutrition (Human Kinetics, 2007) ISBN 9780736046954
Dalgleish J, Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
Griffin J – Food for Sport, Eat Well, Perform Better (Crowood, 2001) ISBN 9781861262165
McArdle W et al – Sports and Exercise Nutrition (Lippincott, Williams and Wilkins, 2005) ISBN 9780781749930
Sharkey B J and Gaskill S E – Fitness and Health (Human Kinetics, 2006) ISBN 9780736056144
Journals and/or magazines
American College of Sport Medicine’s Health and Fitness Journal
British Journal of Nutrition
International Journal of Sports Nutrition
Journal of Nutrition
Journal of Sports Nutrition
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
111
Websites
British Association of Sport and Exercise Sciences www.bases.org.uk
British Nutrition Foundation www.nutrition-org.uk
Food Standards Agency www.foodstandards.gov.uk
Institute of Food www.ifrn.bbsrc.ac.uk
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
112
12 Further information and useful publications
For further information about the qualification featured in this specification, or other Edexcel qualifications, please call Customer Services on 0844 576 0026 (calls may monitored for quality and training purposes) or visit our website (www.edexcel.com).
Related information and publications include:
Equality Policy
Information Manual (updated annually)
Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications
Recognition of Prior Learning Policy
Quality Assurance Handbook (updated annually).
Publications on the quality assurance of BTEC qualifications is on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx
Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/publications/home.aspx
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
113
13 Professional development and training
Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
planning for the delivery of a new programme
planning for assessment and grading
developing effective assignments
building your team and teamwork skills
developing student-centred learning and teaching approaches
building Functional Skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer is on our website www.edexcel.com/training. You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.
Our customer service numbers are:
BTEC and NVQ 0844 576 0026
GCSE 0844 576 0027
GCE 0844 576 0025
The Diploma 0844 576 0028
DiDA and other qualifications 0844 576 0031
Edexcel may monitor calls for quality and training purposes.
The training we provide:
is practical – ideas are developed and applied
is designed to be supportive and thought provoking
builds on best practice.
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
4
An
nexe A
Pro
gre
ssio
n o
pp
ort
un
itie
s
Progre
ssio
n o
pport
unitie
s w
ithin
the
fram
ework
.
Level
Gen
era
l q
uali
fica
tio
ns
BTEC
fu
ll v
oca
tio
nall
y-
rela
ted
qu
ali
fica
tio
ns
BTE
C s
peci
ali
st c
ou
rses
NV
Q/
occ
up
ati
on
al
5
5
Edex
cel BTEC L
evel
5 H
ND
D
iplo
ma
in S
port
and E
xerc
ise
Sci
ence
s (Q
CF)
Edex
cel BTEC L
evel
5 H
ND
D
iplo
ma
in S
port
(Coac
hin
g
and S
port
s D
evel
opm
ent)
(Q
CF)
Edex
cel BTEC L
evel
5 H
ND
D
iplo
ma
in S
port
(Le
isure
M
anag
emen
t) (
QCF)
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
5
Level
Gen
era
l q
uali
fica
tio
ns
BTEC
fu
ll v
oca
tio
nall
y-
rela
ted
qu
ali
fica
tio
ns
BTE
C s
peci
ali
st c
ou
rses
NV
Q/
occ
up
ati
on
al
4
4
Edex
cel BTEC L
evel
4 H
NC
Dip
lom
a in
Sport
(H
ealth,
Fitn
ess
and E
xerc
ise)
(Q
CF)
Edex
cel BTEC L
evel
4 H
NC
Dip
lom
a in
Sport
(Coac
hin
g
and S
port
s D
evel
opm
ent)
(Q
CF)
Edex
cel BTEC L
evel
4 H
NC
Dip
lom
a in
Sport
(Le
isure
M
anag
emen
t) (
QCF)
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
11
6
Level
Gen
era
l q
uali
fica
tio
ns
BTEC
fu
ll v
oca
tio
nall
y-
rela
ted
qu
ali
fica
tio
ns
BTE
C s
peci
ali
st c
ou
rses
NV
Q/
occ
up
ati
on
al
3
3
Adva
nce
d S
ubsi
dia
ry G
CEs
Phys
ical
Educa
tion a
nd L
eisu
re
Stu
die
s
Adva
nce
d G
CEs
Phys
ical
Educa
tion a
nd L
eisu
re S
tudie
s
Edex
cel BTEC L
evel
3
Cer
tifica
te in S
port
(Q
CF)
Edex
cel BTEC L
evel
3
Subsi
dia
ry D
iplo
ma
in S
port
(Q
CF)
Edex
cel BTEC L
evel
3 D
iplo
ma
in S
port
(Q
CF)
Edex
cel BTEC L
evel
3
Ext
ended
Dip
lom
a in
Sport
(Q
CF)
Edex
cel BTEC L
evel
3 T
ech
Cer
t in
Per
sonal
Tra
inin
g
(QCF)
Edex
cel BTEC L
evel
3 T
ech
Cer
t in
Lei
sure
Oper
atio
ns
(QCF)
2
2
GCSE P
hys
ical
Educa
tion (
full
and s
hort
cours
e)
Edex
cel BTEC L
evel
2
Cer
tifica
te in S
port
(Q
CF)
Edex
cel BTEC L
evel
2
Ext
ended
Cer
tifica
te in S
port
(Q
CF)
Edex
cel BTEC L
evel
2 D
iplo
ma
in S
port
(Q
CF)
Edex
cel BTEC L
evel
2 T
ech
Cer
t in
Lei
sure
Oper
atio
ns
(QCF)
BTEC L
evel
2 S
ubsi
dia
ry
Cer
tifica
te a
nd C
ertifica
te in
Sai
ling a
nd W
ater
sport
s (Q
CF)
1
1
BTEC I
ntr
oduct
ory
Cer
tifica
te
and D
iplo
ma
in S
port
and
Leis
ure
BTEC
Aw
ard/C
ertifica
te/D
iplo
ma
in
Sport
and A
ctiv
e Le
isure
En
try
Entr
y Entr
y Le
vel Cer
tifica
te in
Phys
ical
Educa
tion
Entr
y le
vel Cer
tifica
te in S
kills
fo
r W
ork
ing L
ife
(Sport
and
Rec
reat
ion)
Entr
y le
vel BTEC A
war
d in
Sport
and A
ctiv
e Le
isure
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
117
Annexe B
Wider curriculum mapping
Edexcel BTEC level 3 qualifications give learners opportunities to develop an understanding of spiritual, moral, ethical, social and cultural issues as well as an awareness of citizenship, environmental issues, European developments, health and safety considerations and equal opportunities issues.
Spiritual, moral, ethical, social and cultural issues
Throughout the delivery of these qualifications learners will have the opportunity to actively participate in different kinds of decision making. They will have to consider fair and unfair situations and explore how to resolve conflict. Working in small groups they will learn how to respect and value others’ beliefs, backgrounds and traditions.
Citizenship
Learners undertaking these qualifications will have the opportunity to develop their understanding of citizenship issues.
Environmental issues
Developing a responsible attitude towards the care of the environment is an integral part of this qualification. Learners are encouraged to minimise waste and discuss controversial issues.
European developments
Much of the content of the qualification applies throughout Europe, even though the delivery is in a UK context.
Health and safety considerations
Health and safety is embedded within many of the units in this qualification. Learners will consider their own health and safety at work, how to identify risks and hazards and how to minimise those risks.
Equal opportunities issues
There will be opportunities throughout this qualification to explore different kinds or rights and how these affect both individuals and communities, for example learners will consider their rights at work and the rights of employers and how these rights affect the work community.
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
118
Annexe C
National Occupational Standards/mapping with NOS
The grid below maps the knowledge covered in the Edexcel BTEC Level 3 Specialist qualification in Personal Training (QCF) against the underpinning knowledge of the Level 3 National Occupational Standards in Advanced Fitness.
KEY
indicates partial coverage of the NVQ unit
a blank space indicates no coverage of the underpinning knowledge
Units
A3
55
B2
42
C2
2
C3
17
D4
59
D4
60
D4
61
D4
62
Health, Safety and Welfare in a Fitness Environment
Principles of Exercise, Fitness and Health
Know How to Support Clients Who Take Part in Exercise and Physical Activity
Anatomy and Physiology for Exercise and Health
Programming Personal Training with Clients
Delivering Personal Training Sessions
Apply the Principles of Nutrition as Part of a Personal Training Programme
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
119
Annexe D
Mapping to Level 2 Functional Skills
Level 2 Unit Number
English – Speaking, Listening and Communication 1 2 3 4 5 6 7
Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations
English – Reading
Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions
English – Writing
Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively
Level 2 Unit Number
Mathematics – Representing 1 2 3 4 5 6 7
Understand routine and non-routine problems in familiar and unfamiliar contexts and situations
Identify the situation or problems and identify the mathematical methods needed to solve them
Choose from a range of mathematics to find solutions
BA029356 – Specification – Edexcel BTEC Level 3 Certificate specialist qualification in Personal Training – Issue 1 – May 2012 © Pearson Education Limited 2012
120
Mathematics – Analysing
Apply a range of mathematics to find solutions
Use appropriate checking procedures and evaluate their effectiveness at each stage
Mathematics – Interpreting
Interpret and communicate solutions to multistage practical problems in familiar and unfamiliar contexts and situations
Draw conclusions and provide mathematical justifications
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
12
1
An
nexe E
BTEC
Sp
eci
alist
an
d P
rofe
ssio
nal q
ualifi
cati
on
s
BTEC
qu
ali
fica
tio
ns
on
th
e N
QF
Level
BTEC
Sp
eci
ali
st a
nd
Pro
fess
ion
al
qu
ali
fica
tio
ns
on
th
e Q
CF
BTEC
qu
ali
fica
tio
n s
uit
es
on
th
e Q
CF
BTEC
Level
7 A
dvan
ced
Pro
fess
ion
al
qu
ali
fica
tio
ns
BTEC A
dva
nce
d P
rofe
ssio
nal
Aw
ard,
Cer
tifica
te a
nd D
iplo
ma
7
BTEC
Level 7
Pro
fess
ion
al
qu
ali
fica
tio
ns
BTEC L
evel
7 A
war
d,
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
BTEC
Level 6
Pro
fess
ion
al
qu
ali
fica
tio
ns
BTEC P
rofe
ssio
nal
Aw
ard,
Cer
tifica
te a
nd
Dip
lom
a
6
BTEC
Level 6
Pro
fess
ion
al
qu
ali
fica
tio
ns
BTEC L
evel
6 A
war
d,
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
BTEC
Level 5
Pro
fess
ion
al
qu
ali
fica
tio
ns
BTEC P
rofe
ssio
nal
Aw
ard,
Cer
tifica
te a
nd
Dip
lom
a
5
BTEC
Level 5
Pro
fess
ion
al
qu
ali
fica
tio
ns
BTEC L
evel
5 A
war
d,
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
BTEC
Level 5
Hig
her
Nati
on
als
BTEC L
evel
5 H
ND
Dip
lom
a
BTEC
Level 4
Pro
fess
ion
al
qu
ali
fica
tio
ns
BTEC P
rofe
ssio
nal
Aw
ard,
Cer
tifica
te a
nd
Dip
lom
a
4
BTEC
Level 4
Pro
fess
ion
al
qu
ali
fica
tio
ns
BTEC L
evel
4 A
war
d,
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
BTEC
Level 4
Hig
her
Nati
on
als
BTEC L
evel
4 H
NC D
iplo
ma
BTEC
Level 3
qu
ali
fica
tio
ns
BTEC A
war
d,
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
3
BTEC
Level 3
Sp
eci
ali
st q
uali
fica
tio
ns
BTEC L
evel
3 A
war
d,
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
BTEC
Level 3
Nati
on
als
BTEC L
evel
3 C
ertifica
te,
Subsi
dia
ry
Dip
lom
a, D
iplo
ma
and E
xten
ded
Dip
lom
a
BA029356 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
3 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in P
erso
nal
Tra
inin
g –
Is
sue
1 –
May
2012 ©
Pea
rson E
duca
tion L
imited
2012
12
2
BTEC
qu
ali
fica
tio
ns
on
th
e N
QF
Level
BTEC
Sp
eci
ali
st a
nd
Pro
fess
ion
al
Qu
ali
fica
tio
ns
on
th
e Q
CF
BTEC
qu
ali
fica
tio
n s
uit
es
on
th
e Q
CF
BTEC
Level 2
qu
ali
fica
tio
ns
BTEC A
war
d,
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
2
BTEC
Level 2
Sp
eci
ali
st q
uali
fica
tio
ns
BTEC L
evel
2 A
war
d,
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
BTEC
Level 2
Fir
sts
BTEC L
evel
2 C
ertifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
BTEC
Level 1
qu
ali
fica
tio
ns
BTEC A
war
d,
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
1
BTEC
Level 1
Sp
eci
ali
st q
uali
fica
tio
ns
BTEC L
evel
1 A
war
d,
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
BTEC
Level 1
qu
ali
fica
tio
ns
BTEC L
evel
1 A
war
d,
Cer
tifica
te a
nd
Dip
lom
a
(voca
tional
com
ponen
t of
Foundat
ion
Lear
nin
g)
E
BTEC
En
try L
evel S
peci
ali
st
qu
ali
fica
tio
ns
BTEC E
ntr
y Le
vel Aw
ard,
Cer
tifica
te,
Ext
ended
Cer
tifica
te a
nd D
iplo
ma
BTEC
En
try L
evel q
uali
fica
tio
ns
(E3
)
BTEC E
ntr
y Le
vel 3 A
war
d,
Cer
tifica
te a
nd
Dip
lom
a
(voca
tional
com
ponen
t of
Foundat
ion
Lear
nin
g)
NQ
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Nat
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ific
atio
ns
Fram
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QC
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