SRFCHA001A PLAN AND DELIVER EXERCISE FOR CHILDREN …
ABOUT this LEARNER WORKBOOK
The workbook covers the following unit and elements of competency
Qualification
SIS30310 Certificate III in Fitness
Unit of Competency SISFFIT313A Plan and deliver exercise to apparently healthy children and adolescents
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to plan and deliver exercise for children and young adolescents. It involves planning, demonstration, instruction, review and modification of activities and instructional techniques to meet participant needs.
Application of the Unit
This unit applies to exercise instructors who work in facilities that provide a range of exercise programs to general populations, including children and young adolescents who present with no major health conditions.
Elements of Competency
• 1. Plan the exercise. Apply fitness assessment protocols and procedures to children and young adolescents
• 2. Instruct the exercise session. Instruct an exercise class for children and young adolescents
• 3. Evaluate the exercise session.
Evidence of the following is essential:
• screens children and young adolescents prior to commencement of exercise sessions and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary
• develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents
• provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines
• evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.
How do I use this learner workbook?
This learner workbook is designed to provide support to knowledge learned to help plan and deliver exercise to children and young adolescents when working in a fitness workplace. Completing the activities throughout this resource will help you put this knowledge into practice.
The learning activities in this workbook are based around workplace practices. Your supervisor or trainer will inform you how and when learning activities are to be completed. For instance, your supervisor or trainer may request that all learning activities are to be documented in a separate document, thereby creating a portfolio of evidence, which you will be able to refer back to, or add to in the future. This will become a valuable tool in helping you to evaluate and improve your performance.
What resources do I need?
The following resources provide access to information which can support you in completing the activities in this workbook. They can be accessed through the Web, public libraries or collections held in your workplace, or by the RTO you are enrolled with to complete your training.
Accessing websites requires caution as information contained on them can be biased according to the purpose of the website, or can quickly become outdated. Remember to check the currency of the site. You should also maintain your own list of any additional resources.
Books
Dr Parker, R.J, Kids in Gyms Guidelines, copyright Fitness Australia Ltd and The Children’s Hospital at Westmead, 2003. An electronic copy can be downloaded here:
Websites
Australian Association for Exercise and Sports Science .au
The Australian Counselling Association .au
Australian Government - Government and financial services .au
Australian Medical Association .au
Australian Osteopathic Association .au
Australian Physiotherapy Association physiotherapy.asn.au
The Australian Psychological Society .au
Australasian Podiatry Council .au
Children’s Hospital Institute of Sports Medicine chism.chw.edu.au
Chiropractors’ Association of Australia chiropractors.asn.au
Dieticians Association Australia daa.asn.au
National Training Information Service .au
The Royal Children’s Hospital Melbourne .au
Web pages
10 Steps Guides to Protecting Personal Information
Australian Child Protection Legislation
Dietary Guidelines for Children and Adolescents in Australia
State and Territory Privacy Laws
Introduction
This learner workbook has been divided into 4 Chapters of learning to help you plan and deliver exercise for children and young adults;
CHAPTER 1: Qualifications needed when planning and delivering physical activity programs for children and young adolescents
CHAPTER 2: Overview of physical activity for children and young adolescents
CHAPTER 3: Equipment and activity ideas
CHAPTER 4: Additional Information
Throughout this learner workbook you will be expected to demonstrate that you have acquired the skills, knowledge and attitudes necessary to plan and deliver exercise to children and young adolescents, as specified in this workbook. You may be asked to:
• Answer written and/or oral questions
• Demonstrate practical skills
• Create tables/plans or charts
• Search websites
• Observe and review
Assessment for this unit must be conducted by an assessor from a Registered Training Organisation (RTO). To find out the RTOs currently delivering this qualification go to .au
CHAPTER 1: Qualifications needed when planning and delivering physical activity programs for children and young adolescents
Elements of Competency covered:
• Develop a consultative network of other fitness trainers, allied health professionals and medical advisers.
• Apply fitness assessment protocols and procedures to children or young adolescents.
In planning and delivering exercise to children and adolescents you must be aware of the procedures and professional responsibilities you need to undertake.
This area will cover the following topics:
Qualifications and requirements needed to instruct children
Your professional responsibilities
Legalities
Other Professionals for referrals
Pre-exercise questionnaires
Special needs
Safety and duty of care
1. What qualifications and requirements will I need to instruct children?
This is a good question and a great place to start. There are certain pre-requisites that you need to have in order to attain the SRFCHA001A qualification. The requirements are:
• Unit of competency SRFCHA001A – This will entail the additional completion of Certificate III in Fitness AND a minimum of four pre-requisite units from the stream of Certificate IV in Fitness
• A current CPR and first aid certificate
• Insurance
• Working with Children Check
Insurance
There are 2 different types of insurance you will need before you plan and deliver exercise for children and young adolescents. They are Public Liability Insurance and Professional Indemnity Insurance.
Use the .au website to search for these two types of insurance and fill in the table below.
ACTIVITY 1: Public Liability and Professional Indemnity Insurance
|Insurance Type |What does it cover? |Why do I need it? |
|Public Liability |Public liability insurance protects individuals, |To protect yourself against financial damaging members|
|Insurance |businesses and organisations against the |of the public physical or property damage to a member |
| |financial risk of being found liable to a third |or members of the public. |
| |party for death or injury, loss or damage of | |
| |property or ‘pure economic’ loss resulting from | |
| |negligence by the insured. | |
|Professional Indemnity |Professional indemnity insurance protects |Protects against being sued for giving out false |
|Insurance |advice-based businesses from legal action taken |information. |
| |for losses incurred as a result of professional | |
| |negligence. It provides indemnity cover if your | |
| |client suffers a loss - material, financial or | |
| |physical - directly attributed to negligent acts,| |
| |errors or omissions. | |
| | | |
| | | |
| | | |
2. Do I have any professional responsibilities?
Yes. You do have professional responsibilities you need to take care of before planning and delivering exercise for children and young adolescents.
The main consideration is a duty of care to the child (and the parent/guardian/carer). Essentially this is no different to the duty of care when training adults.
Duty of care would include consideration of the following: (this is not a definitive list)
• Location
• Activity type
• Number of children in the session
• Medical considerations for each child
• Environmental conditions such as heat and humidity
• Etc….
Refer to Page 15 – Section (6) Safety and Duty of Care
Another important consideration is the pre-exercise screening of the child. This involves including the parent/guardian/carer in any and all assessment of the child’s current and previous health status, both medical history and fitness level. We will learn more about pre-exercise questionnaires further along in this learner workbook on page 12 section (5) Pre-Exercise Questionnaires
You must remember that it is your responsibility as a professional to use this information under the relevant state and territory Acts. An important Act to familiarise yourself with is the Privacy Act. The act for each state and territory is different and each can be found at:
This is an informative website which has all the relevant documents for your state or territory.
The National Privacy Act provides 10 privacy principles regarding the collection, handling and storage of health information. It also provides a general right of access of individuals to their own health records, and requires health service providers to clearly set out their policies on management of personal information to the client/individual.
The website also provides a document for you with 10 helpful steps to protecting information.
ACTIVITY 2: Review your state or territory’s Privacy Act and fill out the table below:
Summarise the 10 principles to protect other people’s personal information in your state or territories Privacy Act.
|Principle Number and Name |Summary |
|1: Only collect information that is necessary |Consider what information is necessary and why you need it. |
|2: Use and Disclosure |An organisation must not use or disclose personal information |
| |about an individual for a purpose |
|3: data quality |An organisation must take reasonable steps to make sure that the |
| |personal information it collects uses or discloses is accurate, |
| |complete and up to date. |
|4: Data Security |An organisation must take reasonable steps to protect the |
| |personal information it holds from misuse and loss and from |
| |unauthorised access, modification or disclosure. |
|5: Openness |An organisation must set out in a document clearly expressed |
| |policies on its management of personal information. The |
| |organisation must make the document available to anyone who asks |
| |for it. |
| | |
|6: Access and Correction |If an organisation holds personal information about an |
| |individual, it must provide the individual with access to the |
| |information on request by the individual, |
|7: Unique Identifiers |An organisation must not assign unique identifiers to individuals|
| |unless the assignment of unique identifiers is necessary to |
| |enable the organisation to carry out any of its functions |
| |efficiently. |
|8: Anonymity |Wherever it is lawful and practicable, individuals must have the |
| |option of not identifying themselves when entering transactions |
| |with an organisation. |
|9: Trans border Data Flows |An organisation may transfer personal information about an |
| |individual to someone (other than the organisation or the |
| |individual) who is outside Victoria |
|10: Sensitive Information |Means information about means information or an opinion about an |
| |individual's |
3. Legalities
Before you begin training children or adolescents you will need to check and understand the following in relation to working with children and young adolescents.
Child protection legislation in your state or territory
Child protection legislation principles reflect the service goals to which governments aspire. They also provide the legal framework pursuant to which governments can intervene to protect children. The legislation in each state and territory differs.
You will need to have completed a Working with Children Check which may be processed by your employer or you will be required to undertake the check yourself. A Working with Children Check is a background check investigating your criminal history to ensure you are suitable to work with children.
The Australian Government website has many helpful documents and links. The legislation comes under the National Child Protection Clearinghouse. You may find the following link helpful to find the relevant legislations in your state or territory;
It is important for you to be clear about how all these legislative requirements impact on your role and responsibilities.
ACTIVITY 3: Child Protection Legislation
Go to the above website and search for your state or territory’s relevant Child Protection legislation. Outline the main points that are relevant to you, and that you should be aware of when working with children
Mandatory reporting some professionals such as doctors, nurses, police and school teachers are legally obliged to report suspected child abuse. In addition, any person who believes on reasonable grounds that a child needs protection can make a report to the Victorian Child Protection Service. It is the Child Protection worker’s job to assess and, where necessary, further investigate if a child or young person is at risk of harm.
Working with child check
You need to apply for and pass the WWC Check if you meet all 1-4 criteria:
1. You are engaged in child-related work as: an employee or
A self-employed person or an independent contractor or
A volunteer or
A supervisor of child employees or
Part of practical training through an educational or vocational course or
Unpaid community work under a court order or
A minister of religion or performing duties of a religious vocation or
An officer of a body corporate or
A member of a committee of management of an unincorporated body or
A member of a partnership.
2.Your contact with a child is with any of the occupational categories listed in the Act. Occupational categories are not titles of people’s jobs but broad descriptions of services or places where people work with or care for children. See Occupational categories included in the Act
3.Your work involves regular direct contact with a child, who is under 18 years of age. Regular contact is contact that is not incidental to but normally part of providing a service or activity for children
Direct contact with a child involves physical contact, talking face to face or within eyeshot when providing a service or activity for children.
4. Your work is not directly supervised.
Direct supervision is:
Immediate and personal supervision
Undertaken by a person whose role is to supervise your work
Does not require constant physical presence, for example a supervisor may leave the room for a short while to take a phone call.
- See more at:
4. Referring to other professionals
This section requires you to become familiar with specialists who provide advice in certain fields of expertise. The following list may help you in compiling your own personal consultative network when working with children and adolescents;
• Health Professionals
- General Practitioner
- Medical Specialist
- Paediatrician
• Allied Health Professionals such as:
- Accredited Exercise Physiologist
- Accredited Practising Dietician or Nutritionist
- Counsellor
- Psychologist
- Physiotherapist
- Osteopath
- Chiropractor
Podiatrist
You may need to refer a child or young adolescent to one or more of these professionals either during their initial consultation with you, or at any time during the course of the physical activity program.
You might also need to consult one or more of these professionals with any questions you might come across during your work delivering fitness programs to children and young adolescents.
ACTIVITY 4: Health and Allied Health Professionals
Research each of the above health and allied health professional categories and write a brief summary of what their role is and the type of service they may be able to offer Exercise Professionals working with children.
The following web sites may be of assistance:
Accredited Exercise Physiologists: .au
Dieticians: daa.asn.au
Counsellors: .au
Psychologists: .au
Physiotherapists: physiotherapy.asn.au
Podiatrists: .au
Osteopaths: .au
Chiropractors: chiropractors.asn.au
General Practice Doctors: .au
Medical Specialists: .au
Paediatrician: .au
4.
Health professionals
General practitioner
A GP is a medical doctor, sometimes called a family doctor. They are usually the first person you see for your health care in Australia. GPs complete a medical degree at university, followed by years of special training in general practice. After this, they continue to receive professional training throughout their working life. They are among the most highly trained health professionals in Australia.
Medical specialist
Medical specialists are doctors who have completed advanced education and clinical training in a specific area of medicine (their specialty area).
Paediatrician
Paediatricians are doctors who look at specific health issues, diseases and disorders related to stages of growth and development. This is an area of medicine where the doctor works closely with the patient and their family. Paediatrics is a diverse, stimulating and hugely rewarding specialty. As a paediatrician you could be working in:
•General paediatric units seeing a wide range of conditions affecting children
• Community-based settings managing long-term care of children and young people
• Highly specialised units working in a wide range of sub-specialties such as neonatal medicine
Paediatrics is a broad-based specialty which allows doctors to be generalists and see children and young people with a wide range of illnesses and disease or to become very specialised in certain areas.
• Allied Health Professionals
• Specialist in exercise for rehabilitation
• Exercise for health and well-being
• Chronic and complex medical conditions
• Musculoskeletal rehabilitation
• Work conditioning
• Improvements in sports performance
• Lift for Life training program for Type 2 Diabetics
Accredited Exercise Physiologists specialise in the delivery of exercise & lifestyle modification programs for people with chronic conditions and healthy populations.
Accredited Practising Dietician or Nutritionist
Accredited Practising Dietitians (APDs) have the qualifications and skills to provide expert nutrition and dietary advice. APDs are university-qualified professionals that undertake ongoing training and education programs to ensure that they are your most up-to-date and credible source of nutrition information, in line with DAA Professional Standards.
APDs are trained to assess nutritional needs. They also assist people to manage health conditions and diseases using food as Medical Nutrition Therapy. APDs help treat a wide range of conditions including diabetes, heart disease, cancers, gastrointestinal diseases, food allergies, food intolerance’s, disordered eating as well as overweight and obesity.
Counsellor
A counsellor is a person who has been professionally trained to talk you through a variety of problems. Issues you might discuss with a counsellor include:
•building up your confidence
•bullying
•family and relationship issues
•school/work problems
•troubles with alcohol or drugs.
If necessary, a counsellor might refer you to a psychiatrist or psychologist who can help you with your specific problems.
Psychologist
They use scientific methods to study the factors that influence the way that people think, feel and learn, and evidence-based strategies and interventions to help people to overcome challenges and improve their performance.
Many psychologists work directly with those experiencing difficulties, such as mental health disorders including anxiety and depression.
Physiotherapist
Physical therapist: therapist who treats injury or dysfunction with exercises and other physical treatments of the disorder.
Osteopath
An osteopath is an Allied Health professional who specialises in the treatment of the musculoskeletal system. Osteopaths believe that the body can heal itself if the right combination of manual techniques such as massage and the manipulation of muscles, joints, ligaments and tendons are used to bring the body back to a cohesive whole.
Chiropractor
A chiropractor is a health care professional focused on the diagnosis and treatment neuromuscular disorders, with an emphasis on treatment through manual adjustment and/or manipulation of the spine.
Most chiropractors seek to reduce pain and improve the functionality of patients as well as to educate them on how they can account for their own health via exercise, ergonomics and other therapies to treat back pain.
Podiatrist
A podiatrist is an Allied Health professional who specialises in treating the feet. They can treat conditions such as toe fungus, ingrown toenails, corns, calluses, bunions, infections and foot injuries.
Podiatrists can perform ingrown toenail surgery using a local anaesthetic. This is a very common procedure. They can also treat diabetic and arthritic patients, who may need the services of a podiatrist to cut their toenails correctly or to monitor any changes in their feet.
5. Pre-exercise questionnaires
Pre-exercise questionnaires must be completed by a parent/guardian/carer and can only be assessed by a suitably qualified person before a child begins any form of physical activity program.
Pre-exercise questionnaire documents should include the following information:
• Contact details and emergency contact details
• Medical history – If any risks are identified, refer to a GP for medical clearance for exercise participation
• Exercise history – type and level of intensity
• A disclaimer – this would usually contain a statement to the effect that all information given is correct according to the parent/guardian/carer knowledge at the time of completion. It should also contain a statement that if there is a change to the medical condition of the child or their medications where appropriate, that the parent/guardian/carer will notify the physical activity provider.
• Parent/guardian/carer signature giving authorisation and consent to participate in the activities
• Countersignature by an appropriately qualified exercise professional indicating they have read and understood the content of the answers provided by the parent/guardian/carer as it would apply to the programming of the physical activities.
As mentioned previously, it is your responsibility to use this information under the Privacy of Information Act. The Act for each state and territory is different and each can be found at:
The Children’s Hospital Institute of Sports Medicine (CHISM) has produced an example of a pre-exercise questionnaire for children and young adults, the ExPARA (Exercise and Physical Activity Readiness Assessment of Children and Young Adolescents. It is sourced from the “Kids in Gyms” Guidelines 2003 (author Dr R Parker CHISM, copyright Fitness Australia LTD and The Children’s Hospital at Westmead Pp 19-24 Attachment 2)
*FILL OUT THE FIT2LEAD EXAMPLE
ACTIVITY 5: Pre-Exercise Questionnaires
a) Conduct an internet search on pre-exercise questionnaires and choose three to compare with the ExPARA example and list at least three differences.
i) (Medical history) the differences between the two questionnaires are for the CFA goes into more overall detail of the client’s medical history.
ii) The ExPARA document doesn’t ask anything about the clients exercise history at the moment
iii) The ExPARA is filled out by parents you need parent consent
.Why are pre-exercise questionnaires so important to use prior to a child’s participation in a physical activity program?
It is to identify conditions and possible allergies to avoid any problems for the client to encounter.
Discuss your answers with your supervisor, trainer or classmates
ACTIVITY 6:
Mary (10 years old) indicated in the exercise pre-screen that she suffers from heel pain. You referred her to her GP who has now provided the following advice:
“Mary may resume physical activity but should avoid repetitive springing and landing activities.”
a) How would you structure your physical activity class to enable Mary to participate without drawing attention to Mary’s injury?
Modify the program for Mary to change skipping into an exercise that is low impact suck as step ups.
b) What further advice would you give to both Mary and her parent/guardian/carer regarding the type of activity performed when not participating in the structured activities provided by the exercise professional
Discourage any sort of activities that can harm Mary of falling and injuring herself.
Discuss your answers with your supervisor, trainer or classmates.
6. Special needs situations
There are many special needs medical situations that you may come across when training children or young adolescents.
ACTIVITY 7:
Fill in the below table for the following special needs situations; The Royal Children’s Hospital Melbourne website is a great starting point of reference.
.au
Note: It is not the role of the Exercise Professional to diagnose or treat any medical condition. This activity aims to raise your awareness of some common conditions you may encounter when working with children and young adolescents and an overview of typical treatment protocols.
|Need |Short Summary |Signs and Symptoms |Treatment |
|Diabetes Type 1 |Type 1 diabetes is the most common |Being excessively thirsty |Insulin is a hormone which helps |
| |type of diabetes affecting children |Passing more urine |glucose go from the body's blood into|
| |and adolescents in Australia. Type 1 |Feeling tired and lethargic |the body's cells. |
| |diabetes is caused by the body not |Always feeling hungry | |
| |having enough insulin. |Having cuts that heal slowly | |
| | |Itching, skin infections | |
| | |Blurred vision | |
| | |Unexplained weight loss | |
| | |Mood swings | |
| | |Headaches | |
| | |Feeling dizzy | |
| | |Leg cramps. | |
|Diabetes Type 2 |Type 2 diabetes rarely occurs during |Being excessively thirsty |Type 2 diabetes is treated with diet,|
| |childhood and adolescence. Type 2 |Passing more urine |weight loss and oral medications in |
| |diabetes is caused by the body being |Feeling tired and lethargic |the majority of cases. |
| |resistant to insulin. |Always feeling hungry | |
| | |Having cuts that heal slowly | |
| | |Itching, skin infections | |
| | |Blurred vision | |
| | |Gradually putting on weight | |
| | |Mood swings | |
| | |Headaches | |
| | |Feeling dizzy | |
| | |Leg cramps. | |
|ADHD | |Common signs and symptoms are: |Medication |
| |Attention Deficit Hyperactivity |• | |
| |Disorder (ADHD) is a developmental |Inattention | |
| |problem which results in poor |Difficulty concentrating, forgetting | |
| |concentration and control of |instructions, moving from one task to| |
| |impulses. It can affect children's |another without completing anything. | |
| |learning and social skills, and also | | |
| |family functioning. It is not an |•Impulsivity | |
| |illness |Talking over the top of others, | |
| | |losing control of emotions easily, | |
| | |being accident prone. | |
| | |•Overactivity | |
| | |Constant fidgeting and restlessness. | |
|Epilepsy | |The symptoms of the seizure depend on|Most children who have only one |
| |Epilepsy is a type of brain disorder |what parts of the brain are affected.|seizure do not need medication. |
| |which leads to a sudden change in how|What happens during a seizure lets | |
| |the brain works. It can cause people |doctors know what parts of the brain |Medication |
| |to have repeated (several or many) |are involved. | |
| |seizures called epileptic fits | |If you/your child has repeated |
| |(convulsions), for short periods of |Signs and symptoms may include: |(several or many) seizures your |
| |time. The seizures happen because |•Sensory disturbances - is when |doctor may prescribe some |
| |there is an uncontrollable electrical|you/your child experiences tingling, |antiepileptic medication to help |
| |discharge from the nerve cells in the|numbness, changes to what you/your |prevent seizures. There are many |
| |brain. |child sees, hears or smells, or |different medications used for |
| | |unusual feelings that may be hard to |epilepsy. The medication prescribed |
| | |describe. |will depend on: |
| | |•Abnormal body movements - limp, |•the type of seizure you/your child |
| | |stiff or jerking movements that may |has |
| | |come with loss of consciousness and |•how often the seizures are happening|
| | |shallow or jerky breathing |•your/your child's age |
| | |•Abnormal behaviour - is when |•whether or not you/your child has |
| | |you/your child may be confused or |any development or behaviour |
| | |have automatic movements such as |problems. |
| | |picking at clothing, chewing and | |
| | |swallowing or appearing afraid | |
| | |•All of the above | |
|Asthma |Asthma is a common condition caused |•coughing - which usually happens at |Relievers or preventers |
| |by narrowing of the small air |night, during the early hours of the | |
| |passages (breathing tubes/bronchi) in|morning, when the weather is cool, | |
| |the lungs. The narrowing happens |and during exercise | |
| |because the air passages become |•wheezing - when breathing sounds | |
| |swollen and inflamed. This makes it |like whistles | |
| |harder for air to get through, to |•breathing problems | |
| |breathe, and it causes wheezing, | | |
| |coughing and problems with breathing.| | |
| | | | |
| | | | |
|Eating Disorders|Eating disorders are not common but |•Significant weight loss |Eating disorders have very serious |
| |they are very serious psychiatric |•Consistently reducing fat, calorie |medical and psychological |
| |illnesses. They can lead to physical,|counting, skipping meals, fasting, |consequences and need both |
| |emotional and social problems and can|avoiding certain food groups such as |psychological and medical treatments.|
| |sometimes require hospitalisation. |dairy or carbohydrates | |
| | |•Excessive/compulsive exercise | |
| |Eating disorders have the highest |•More preoccupation with body shape, | |
| |rate of mortality (death) of all |weight and appearance | |
| |psychiatric illnesses - either from |•Intense fear of gaining weight | |
| |medical complications or by suicide. | | |
| | | | |
| | | | |
| | | | |
|Food Allergies |Peanut allergy is a common allergy in|Mostreactions to peanuts are mild. |The only real treatment for peanut |
| |Australia. As many as one child in |The most common symptoms can include |allergy is to avoid peanuts |
| |200 could have a peanut allergy. An |hives (rash and itching on the skin),|completely. Peanuts are hard to avoid|
| |allergy can develop at any age, even |extra eczema and vomiting. Severe |because many foods are made in |
| |in adulthood. About one person in ten|symptoms are more uncommon. They |factories that may have used peanuts |
| |with a peanut allergy will become |include difficulty in breathing, due |or nuts in other foods. Even in tiny |
| |'non-allergic' over time. |to swelling of the mouth and throat. |amounts, peanuts and nuts can cause |
| | |If this happens you/your child needs |symptoms. |
| |Peanut allergies are more common in |to have urgent medical help - for | |
| |people who have other allergic |example, call an ambulance or go |If you/your child has a diagnosed |
| |conditions such as hay fever, asthma |straight to a hospital emergency |severe allergic reaction |
| |and eczema. They may also have |department. |(anaphylaxis) to peanuts, then they |
| |allergies to other foods like milk, | |may need to have an EpiPen (an |
| |eggs, shell fish and other nuts. It | |automatic device for giving adrenalin|
| |is important to find out what else | |- medication for anaphylaxis). |
| |your child may be allergic to. | | |
7. Safety and Duty of Care
You, as an exercise professional, have a duty of care to children and young adolescents under your supervision.
ACTIVITY 8:
a) Using the Kids in Gyms Guidelines list your responsibilities in relation to duty of care when providing physical activity programs for children.
The vulnerability of children and young adolescents
Providing safe environments for conducting physical activities for children and young adolescents
Conducting supervised and unsupervised age-appropriate physical activity programs for children and Young adolescents
Providing a wide range of safe and effective physical activity programs for children and young adolescents
Providing appropriate staff supervision of different physical activity programs and centre facilities
Providing appropriate pre-exercise screening procedures for children and young adolescents
Providing centre and staff insurance protection
Providing suitably qualified centre staff to conduct physical activity programs for children and young adolescents.
You have a class of 15 young adolescents arrive for a structured strength training session. Describe what steps you would take to provide a safe class for the participants.
Providing centre and staff insurance protection
Providing appropriate pre-exercise screening procedures for children and young adolescents
Providing safe environments for conducting physical activities for children and young adolescents
Providing suitably qualified centre staff to conduct physical activity programs for children and young adolescents.
Fitness Assessment Protocols and Procedures
ACTIVITY 9:
a) Research fitness assessment protocols to measure the following aspects of fitness in relation to children and young adolescents:
Cardio vascular fitness
Beep test
Strength
hand grip dynamometer
Flexibility
Sit and reach
Fundamental motor skills
Throw and catch 60 second ball toss
Throw at target
Body composition measurements
We don’t with kids we don’t want measure kids weight just in case it causes a mental illness such as an eating disorder
Discuss your responses with your trainer or supervisor to check your understanding of fitness assessment protocols
b) Suggest modifications to ‘standard assessment tools’ for use with a group of children and not one-on-one.
• Change hand grip test for strength to something along the lines of push-ups
CHAPTER 1 Summary Checklist
Before you begin training children or young adolescents – make sure you tick all the following boxes:
← Hold appropriate qualifications
← Hold a current Senior First Aid/CPR Certificate
← Have had a Working with Children Check
← Hold Professional Indemnity and Public Liability Insurance
← Have read and understood relevant child protection legislation pertinent to your state/territory
← Have read and understood privacy of information legislation relevant to your state/territory
← Have read and understood any Duty of Care policies related to your workplace
← Hold appropriate Fitness Industry Professional Registration according to state & territory Codes of Practice
← Be able to evaluate and apply a pre-exercise screening tool in relation to the provision of physical activities for children and adolescents
← Gain a basic understanding of a range of common Special needs of children and young adolescents.
← Be able to select and apply fitness and assessment protocols
CHAPTER 2: Overview of Physical Activity for children and young adolescents
Elements of Competency covered:
• Develop a plan for an exercise class for children or young adolescents.
• Instruct an exercise class for children and young adolescents
This chapter will cover the following topics:
Benefits of exercise for children and young adolescents
Stages of Growth and Development
a) Understand the Tanner Stages of Development
Anatomy/physiology
• Differences between children and adults
a) Risks/Safety elements
a) Injury prevention
Instructional skills
a) Giving feedback/ use of language
Motivation
Goal setting
Planning physical activity sessions
a) Choice of activities
Sequencing
Music selection
Core component structure
Timing
Contingency planning
Progressions
1. Benefits of physical activity for children and young adolescents
Health benefits
ACTIVITY 1:
a) List the health benefits of exercise for children?
i) •have stronger muscles and bones
ii) •have a leaner body because exercise helps control body fat
iii) •be less likely to become overweight
iv) •decrease the risk of developing type 2 diabetes
v) •possibly lower blood pressure and blood cholesterol levels
vi) •have a better outlook on life
b) Select 3 benefits from your list above and research the underpinning science behind each.
Social and psychological benefits
ACTIVITY 2:
Refer to the following web page.
(The Mental Health Foundation of Australia Resilience Resource Centre Victoria, Australia)
After having researched the information on this web site (and any other relevant research) answer the following questions:
a) Why is it important to develop social skills in children and young adolescents?
Social success is critical for broader success, and resiliency research shows that children who are popular, likeable and able to resolve conflicts with others are also more likely to succeed at school,
b) In what way can physical activity be a valuable tool for aiding the social development of children and young adolescents?
Getting kids and adolescents to be confident to talk to others and stand out and lead others instead of being a follower.
c) How would you incorporate the teaching of social skills into your physical activity session plan?
I would definitely get a few kids to lead the others in a certain drill and then rotate so they each get a turn of leading and developing the confidence to speak out in front of others
Psychological benefits
There are a range of psychological benefits to participating in physical activity. These may include:
• Improved self-esteem
• Improved self confidence
• A better outlook on life
• Reduced stress levels
• Good eating patterns
• Improved self image
ACTIVITY 3:
Research and comment on each of the psychological benefits listed above that may be gained through participation in physical activity
Improved self-esteem kids will be confident
Improved self-confidence kids and young adolescents will be more confident and
Stand out from the crowd and become a leader
A better outlook on life makes you feel better about yourself
Reduced stress levels improves the life you have
Good eating patterns ensure your body gets the nutrients it needs
Improved self-image more confidence
Discuss your answers to ACTIVITY 1, 2 and 3 with your supervisor or trainer to check your understanding on health, social and psychological benefits of physical activity for children and young adolescents.
2. Stages of growth and development
2a) Understanding The Tanner Stages of Development
There are a number of stages of growth and development in children and young adolescents that need to be considered when planning and delivering physical activity.
ACTIVITY 4:
There are 5 stages of maturation development “Tanner Stages of Development” listed below. Research and summarise how each is characterised in boys and girls;
| |Boys |Girls |
|Tanner Stage 1 |Penis, testes, scrotum- childhood size | |
| |Pubic hair- no pubic hair |Breast- preadolescent breasts with elevation of the |
| | |papilla only |
| | |Pubic hair- none |
|Tanner Stage 2 |Penis, testes, scrotum- enlargement of testes, scrotal |Breast- breast buds develop and areolar diameter |
| |skin reddens |enlarges. |
| |Pubic hair- sparse growth of long, slightly pigmented, | |
| |straight or minimally curled hair that grows primarily |Pubic hair- sparse growth of long, slightly pigmented, |
| |at the base of the penis. |straight or minimally curled hair that grows primarily |
| | |along the labia. |
|Tanner Stage 3 |Penis, testes, scrotum- further growth of testes and |Breast- further enlargement of the breast and areola |
| |scrotum with enlargement of the penis, mainly in |with no separation of their contours. |
| |length. |Pubic hair- hair becomes darker and curlier |
| |Pubic hair- hair becomes darker, coarser and curlier | |
|Tanner Stage 4 |Penis, testes, scrotum- further growth of testes and |Breast- the areola and papilla project to form a |
| |scrotum with enlargement of the penis, especially in |secondary mound above the level of the breast. |
| |width. |Pubic hair- adult type pubic hair covers an area |
| |Pubic hair- adult type pubic hair covers an area |smaller than in the adult and does not extend onto the |
| |smaller than in the adult and does not extend onto the |thighs. |
| |thighs. | |
|Tanner Stage 5 |Penis, testes, scrotum- genitalia are adult in both |Breast- the breasts look like mature female breasts, |
| |size and shape. |the areola has recessed to the general contour of the |
| |Pubic hair- the hair is adult in quantity and type and |breast. Pubic hair- the hair is adult in quantity and |
| |extends on to the thighs |type and extends on to the thighs. |
2b) Anatomy/Physiology
ACTIVITY 5:
Compare and contrast the following anatomical and physiological features of children to adults in relation to physical activity.
| |Children |Adults |
|Cardio vascular response to |Heart and lungs are smaller can’t go as hard |Adults are more capable of more physical |
|exercise |lungs aren’t fully developed. |activity |
| | | |
| | | |
| | | |
|Cardiac output |Less cardiac output |Increased cardio output adults are more |
| | |developed |
| | | |
| | | |
|Hydration and thermoregulation |Lose water quicker |Have grown and have developed so they can hold |
| | |more water in their bodies to keep hydrated |
| | | |
| | | |
|Anaerobic metabolism |Don’t have greater stores of glycogen |Have a better glycogen level |
|Response to resistance training |Possible injury when resistance to the |More likely not to get injured are more |
| |musculoskeletal system |developed. |
| | | |
|Body Mass Index (BMI) |body mass index is irrelevant for kids seeing |Will be higher compared to kids and adolescents|
| |we don’t test kids weight | |
3. Risks/Safety elements
The recommended Staff/Child Ratios for structured or supervised programs in centres according to the Fitness Australia/Children’s Hospital at Westmead “Kids in Gyms” document, 2003.are;
• 1:25 - 1 instructor for every 25 children when conducting supervised or structured group fitness classes. This includes weights and non- weights fitness classes and circuit weight training classes. (This ratio may be exceeded on the proviso that for each increment between 1 and 25 children over the initial class size of 25 students, there must be one additional class instructor present).
• 1:8 - 1 instructor for every 8 children when conducting supervised or structured resistance training sessions.
• For school groups a teacher must be present at all times in addition to the instructor.
Injury Prevention
ACTIVITY 6:
The following are components of a physical activity session.
• Warm up
• Cool down including stretching
Explain how these elements may or may not assist with injury prevention in children and young adolescents.
Warming up is a main element of any physical activity of training.No matter how old or young you are you should always warm up and cool down to prevent strains or injuries
ACTIVITY 7:
Given the ‘Kids in Gyms’ guidelines were published in 2003, do you consider they are appropriate today? Why / why not?
I consider them to be appropriate, the years keep on going and from the guidelines and what I’ve learnt there don’t seem to be any changes as long as you have the right amount of trainers to child ratio its fine.
4. Instructional Skills
4a) Feedback/ Language
Give constructive feedback
being the instructor for a session, there will be many times when you will give feedback to participants and/or their parent/guardian/carer. Sometimes this will concern a technical skill. Other times it will concern the management of the group or an individual. Timing is crucial when providing feedback. It is best if it is immediate as it will be more clearly understood and have greater effect.
Here are some examples:
|Constructive feedback |Non-constructive feedback |
|Specific |General |
|“Try standing with your feet wider apart Johnny” |“That’s not the way to do it Paul” |
|“You are doing a great job Lucy, let’s quicken the pace a little” |“What’s wrong with you Sarah, can’t you go faster?” |
|“That’s it, you’ve got it Kate” |“That’s a bad effort Jack” |
|Technical Skill |Technical Skill |
|“Superb technique Helen, you are keeping your back nice and |“No, that’s wrong Dan, do it this way” |
|straight” | |
|“Lovely posture Lisa. Just make sure your knees are slightly bent.|“Jan, I told you not to do it that way – it’s dangerous” |
|That’s it, well done.” | |
|“Well done Amy, you are using that equipment correctly” |“Don’t hold the bar like that Ben” |
|Group Management |Group Management |
|“Follow my lead – watch how I bend my knees” |“Everyone in this class is slack. You are not trying your hardest” |
|“Fantastic effort everyone, we’ll take a 5 min water break” |“You still haven't got that right” |
|“Everyone should have a chance to try this move.” |“Give other people a chance to try it!” |
ACTIVITY 8:
Replace the following word with more age appropriate word(s)
1. Diet – Healthy eating
2. Test – competition
3. Cardiovascular – running
4. Fat – weight
5. Normal Child – kid
6. Mentally Disabled – special needs
7. Obese – overweight
ACTIVITY 9:
Role play the conversation you would have with the anxious mother of a child who has demonstrated a serious lack of hand/eye coordination due to the child’s level of obesity. The child also displays poor social skills and inattention to instructions.
Pay attention to the language you use when providing feedback to the mother about her child’s participation in your physical activity classes. At the same time you need to convey the difficulties her child is having.
4b) Motivation
2 main types of motivation:
Intrinsic – or internal motivation that comes from within
Extrinsic – motivation which comes from an outside source
You can use both of these motivation types to help increase the level of motivation a child has before, during and after training.
ACTIVITY 10:
Complete the following table; List different ways you can help to increase or improve motivation levels:
|Age Group |Intrinsic Motivation |Extrinsic motivation |
|3 – 5 yrs |Verbal, positive encouragement “If we all do this |Tell the child at the beginning of the class that |
| |together, we’ll have lots of fun!” |there is a reward at the end of class. This can help |
| |Make the training environment fun and exciting |to extrinsically encourage the child to participate |
| | |and join in. |
|6 – 9 yrs |If we do this drill we will play a game at the end |Encourage the child to join in |
|9 – 14 yrs | |Make sure they join in the clinic or event |
| |If I was doing this with a basketball team or clinic | |
| |I would introduce a scrimmage at the end for 10 | |
| |minutes | |
|15 yrs + |For example with a 15 teen year old just say he wants|Talk to the adolescent and just mention to them there|
| |to be an AFL footballer |goals to give them added motivation to achieve their |
| |“come on Nate ,let’s go you train this hard every day|goals. |
| |and you will achieve in whatever path you take.” | |
4c) Goal Setting
ACTIVITY 11:
a) Interview three children of different ages and find out what they would like to achieve by participating in a physical activity program
Age 12- have fun when training
Age 15- improve fitness level
Age 17 – increase cardiovascular level to 9 on the beep test for footy
b) Interview the parent/guardian/carer of each of those three children and find out what they would like their child to achieve from participation in the physical activity program
12 year olds parent-Get my child to be enthusiastic about physical activity
15 year olds parent – my child has been thinking about a fitness career and wants to get fitter and stronger
17 year old parent- my son wants to increase his cardio for football (AFL) and is looking for a career in the sport
c) Compare and contrast each pair of responses and suggest reasons for any differences in the parent/child response.
12 year – parent wants child to be enthusiastic and child wants to have fun so very much the same reasoning
Discuss your responses with your supervisor or trainer
5. Planning Physical Activity Sessions
ACTIVITY 12:
Develop and deliver a physical activity session lasting 45 minutes for a group of 10 year old children (mixed boys and girls). As part of the planning process, give your justifications for your decisions on the following considerations:
• Aims and objectives of both individual activities and overall session
• Choice of activities and associated risk with:
- Cardio vascular activities
- Strength
- Flexibility
- Fundamental motor skills
• Sequencing of activities
• Music selection
• Component structures including warm up, body and cool down
• Timing
• Contingency planning
• Progressions
CHAPTER 2 Summary Checklist
← I understand the physical, social and psychological benefits & effects of exercise for children and young adolescents
← I understand the stages of growth and development
← I understand the differences between training adults and children
← I understand a range of strategies for minimising the risk of injury in children and young adolescents
← I am able to develop and deliver a physical activity class to children and young adolescents
CHAPTER 3: Equipment and Activity Ideas
This chapter outlines ideas and examples that may assist you in planning exercise programs for children and young adolescents.
Elements of Competency covered:
• Develop a plan for an exercise class for children and young adolescents
This chapter will cover the following topics:
Equipment Selection
Music Selection
Group Session Plans
Example of 5 – 9 years Exercise Circuit Program
Example of 9 – 12 years Exercise Circuit Program
Non-circuit Training Example
1. Equipment Selection
Below are examples of equipment that can be used with children and young adolescents:
|Equipment |How to use |
|Hoppy |Bounce on spot |
| |Relays |
| |Bounce High & Low |
| |Bounce Fast & Slow |
| |Bounce side to side |
| |Weave around markers |
| |Balance on hoppy |
|Ladder |Fast feet |
| |Hop through one leg |
| |Jump Through |
| |Jump over beanbags |
| |Side step in and out in forward motion |
| |Hop Scotch (hop, jump, hop, jump) |
|Skipping ropes |Normal |
| |Peppers (Fast) |
| |1 leg |
| |2 leg |
| |Backwards |
| |Cross overs |
|Aerobic Step |Step up (1 leg/2 leg) |
| |Jump on/off or side to side |
| |Push-ups |
| |Dips |
| |Ezywalk |
|Hula Hoops |Normal twirl |
| |Jump in and out |
| |Use as skipping rope |
| |Bean bag relay – use to hold bags |
| |Set up in a row to jump in and out |
|Balls + Tennis balls |Soccer |
| |Bounce 1 hand/2 hand |
| |Throw and catch (partner) |
| |Kick ball against a wall – control |
| |Bounce around body (figure 8) or twist around body |
| |Bounce fast/slow – High/low |
| |Bounce on air flow bats |
|Bean Bags |Balance |
| |Run and replace (relay with hula hoops) |
| |Balance on head relay |
| |Throw and catch (partner) |
| |Use to balance on head while doing any activity in circuit (challenge) |
|Mini Tramp |Jump |
| |Hop on one leg /alternate |
| |Bounce high/low, fast/slow |
| |Run/jog on tramp |
|Markers (Dome & Hats) |Station markers for circuit activities |
| |Straight line – weave/jump over |
| |Use for group games to mark out areas |
| |Relay set up |
| |Kick ball to markers/between markers |
| |Set up formations – square, triangle, circle |
| |Games set up |
|Spike Balls |Co-ordination – unusual bouncing patters |
| |Throw & Catch (feels strange) |
| |Bounce 1 and / 2 hand |
| |Roll or kicking against wall |
|Own Body |Star Jumps |
| |Tuck Jumps |
| |Push – Ups |
| |Sit – Ups |
| |Tricep Dips |
| |Squats |
| |Running/jogging on the spot |
| |Skipping |
| |Jumping |
| |Hopping |
| |Walking |
|Cricket Bats |Cricket |
| |Bounce ball on bat (skill) |
| |Batting practice – bowl tennis balls to batters |
|Air Flow Bats |Tennis |
| |Balance ball/bean bag on bat |
| |Bounce ball on ground or on bat |
ACTIVITY 13
Create your own list of equipment you might use and activities that can be performed with it.
|Equipment |3 – 5 yrs |5 – 9 yrs |9 – 14 yrs |15 + yrs |
|1.basketball |Pass to pass |Dribble slowly |Dribble through |Lay-ups |
| | | |Cones or markers |Jump shots |
| | | | |Speed ladder while holding|
| | | | |basketball |
|2. |Roll ball |Bounce ball |Throw down cricket stumps |Throw ball as high as |
|Tennis ball | | | |participant can then catch|
| | | | |then throw down cricket |
| | | | |stumps |
|3.own body |Running on spot |Skipping |Push ups |Push ups |
| | | |Star jumps |Sit ups |
| | | | |Tricep dips |
| | | | | |
|4.mini tramp |Jump |jump rapidly |Hop on one leg /alternate |Bounce high/low, fast/slow|
| | | | | |
| | | | | |
| | | | | |
|5.speed ladder |Jump over been bags |Run through |Hop through one leg |Side step in and out in |
| | | | |forward motion |
Example classes and activities
This section covers a variety of topics including:
Music Selection
Example group session plan
Exercise Circuit 5 – 9 years
Exercise Circuit 9 – 14 years
Non Circuit training examples for all age groups
2. Music Selection
ACTIVITY 2:
a) Music can be inspirational for all ages. Why is music a great training tool to use with children?
It is a great way to keep the children entertained in the session
b) As a general guide, what beats per minute (BPM) would you suggest for the following;
Warm-up 60%
Conditioning 60-80%
Cool-down 60%
Relaxation 20%
c) What age groups could you use the following type of music for? Tick the appropriate box. You can tick more than one box.
|MUSIC |3 – 5 |5 – 9 |9 – 14 |15 + |
|Techno | | | |15 |
|Nursery rhymes |3-5 |5-9 | | |
|Pop | | |9-14 |15 |
|Alternate | | |9-14 | |
|Aerobic | | |9-14 |15 |
|Dance |3 |5-9 |9-14 |15 |
|Children’s groups/bands |3 |5-9 | | |
|Jazz | | |9-14 |15 |
|Hip-Hop | | | |15 |
|Soul | | | |15 |
|Classical | | | |15 |
|Rock | | | |15 |
|Hits | | |9-14 |15 |
|Make your own compilations! | | | | |
Discuss your answers to ACTIVITIES 1 and 2 with your supervisor or trainer.
3. Example Group Session Plan
The following lesson plan is an example of training session with 10, 11 year old females.
|Client: |10, 11 year old Females |Date: |12/12/12 |
|Location: |Centennial Park |Time: |10am |
|Duration: |40 min |Age: |11 years |
|Special needs: |N/A |
|Aims/Objectives: |“To increase cardio vascular fitness and flexibility for the netball season” |
|Time (min) |Session activity |Set up prior to session/equipment needed |
|1 |Slow jog 30% effort | |
|2 |Increase speed of jog to 50% effort | |
|3 | | |
|4 |Jog at 50% effort in pairs, pass a netball to each other, |Set out 50m distance with marker cones |
| |while jogging between the cones | |
| | |Netball |
|5 | | |
|6 |Stop and stretch all major muscle groups |Hold each stretch for 10 – 30sec |
| | | |
| | | |
| | | |
| |WATER BREAK | |
|7 | | |
|8 | | |
|9 | | |
|10 | | |
|11 |Conduct a beep test with your class. Encourage them to go as |Set out 20m distance with marker cones |
| |far as they can | |
| | |Set up CD player with Beep Test CD |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |WATER BREAK | |
|12 | | |
|13 | | |
|14 | | |
|15 | | |
|16 | | |
|17 | | |
|18 | | |
|19 | | |
|20 | | |
|21 |Knees bent, slide at a 45 degree angle forwards 2 slides with |Use 20m distance |
| |right leg in front then 2 slides with left leg in front. | |
| |Alternate 20m forwards and backwards | |
|22 | | |
|23 | | |
|24 | | |
|25 |In pairs, one partner runs on the spot with fast feet while the|Set out 1m distance with marker cones |
| |other quickly throws the netball to them. Vary the throw up, | |
| |down, side and straight. 1min effort then rest for 30 sec. Swap|Netball |
| |over – the thrower goes to fast feet and fast feet throws the | |
| |ball. Repeat 3 times | |
| |WATER BREAK | |
|26 | | |
|27 | | |
|28 | | |
|29 | | |
|30 | | |
|31 |Slowly jog at 50% effort | |
|32 |slow the jog down to 40% effort | |
|33 |Stop and stretch all major muscle groups |Hold each stretch for 10 – 30sec |
|34 | | |
|35 | | |
|36 | | |
|37 | | |
|38 |Encourage the group to take big, deep breaths for 1 min. |Water breaks must take place every 10 minutes |
| |Encourage the group to re-hydrate whilst continuing to take | |
| |deep breaths for 2 more minutes –walk around slowly | |
|39 | | |
|40 | | |
|Contact Numbers |Home xx xxxx xxxx Parent’s Mobile xxxx xxx xxx |
|Weather alternatives |NA |
4. Example of a 5 – 9 years Exercise Circuit Program
• Group orientated and fun
• Easy circuit to get use to exercise – best to use the buddy system
• Movement and music based
PROGRAM FORMAT
• 45 – 50 min class
• Warm–up group activity (Approx 10 minutes)
• Circuit/fitness/Skills session (Approx 20 minutes)
• Reward group game (Approx 10 minutes)
• Cool-down/stretches/relaxation/hydration (Approx 5 – 10 minutes)
IMPORTANT – Hydration must occur every 5 – 10 minutes. It is very important for children to replace their fluids. Every child MUST bring a water bottle to class. Fluids must be taken before, during and after each class.
It is a good idea to share some of your knowledge with the kids as you go through the circuit – for example, “This activity uses your biceps” – and point to the muscle.
START GROUP GAMES (Approx 10 min)
|GAME |DESCRIPTION |
|Bull Rush |Set out an area of approx (10m x 5m) distance with markers at each end |
| |Every child lines up at one end |
| |One child is “in” with the instructor |
| |All children try to run to the other end without being “tipped” |
| |If tipped – that child joins the original child who was “in” + the instructor thus making it harder to get to |
| |the other end with more “tippers in the middle” |
| |The last child un-tipped is the winner! |
|Soccer |Set up a distance of approx 10 – 15m with markers as goals |
| |Two even teams |
| |No boundaries |
| |Aim to get “goals” – and to pass the ball around |
|Ladder |Relay run throughs – fast feet peppers, jumping, hopping etc. |
| |Team time trials – quickest through the ladder |
| |Put beanbags in some squares – have to run/hop over the squares with the bags in them (can’t step in those |
| |squares) |
| |Set up the ladder in a criss cross pattern by twisting the rope (strange patterns to run through) |
| |Do side stepping actions through the ladder. |
|Dancing / Musical |Play funky music and get the kids to freestyle dance to the music |
|Statues |Do jumping actions for kids to copy (the ones who are too shy to do their own moves) |
| |Let all their energy out!! |
| |Stop the music and play statues – when the music stops the child must “freeze” |
|Tip / Tag |Set up area to play in with markers approx 10m by 5m |
| |One child is “in” |
| |Have to “tip” other children – once tipped they become the “tipper” |
| |Only 1 child in at a time |
|Mini Aerobics Class |Create your own mini aerobics |
| |Use simple steps for the kids to follow (step touch, ezywalk, star jumps – big muscle group actions) |
| |Explain the move simply before starting |
| |Get the kids to make up some of their own aerobics moves |
|Relays / Races |Set up markers for distance Approx 10m |
| |Running / Jumping / Hopping |
| |Bouncing the ball |
| |Hoppy races (bouncing on hoppy) |
| |Skipping |
| |Set up markers to jump over or weave through |
| |Set up hula hoops to jump in and out of or over and through |
| |1 leg hop or 2 leg jump |
| |Relays can be in team – or individual |
| |Relays can be time trials or races |
|Group Skipping |Warm-up with group skipping |
| |Every child has a rope and you skip in time to the music |
| |Encourage to skip slow at the beginning and speed up |
| |If child can’t skip – encourage them to hop and jump on spot in time to the music |
|Group Hula Challenge |Each child has a hula hoop to start |
| |Hula in time to the music – for as long as you can! |
| |If child cant hula – encourage them to put the hoop on the ground and jump in and out of it to the music |
|Markers |Set up rows of markers to weave in and out of |
| |Jump over the markers with two feet |
| |Jump over on one foot – co-ordination |
| |Use a ball and dribble it around the markers |
| |Set up sprints to markers |
| |Set up markers in different patterns – straight line, square, triangle – for a change |
CIRCUIT
The circuit consists of approximately 10 different stations. Use markers to set up the different stations.
There are many different types of circuits – it is best to use Buddy or Single circuits for younger children. Buddy circuits involve “pairing” up the group so they can work together. This is a great idea if the kids are new to circuit and need a friend! A single circuit is going through the circuit individually and is for more advanced kids who know how the circuit works.
IMPORTANT
When you set up your circuit remember to:
• Set the circuit up with strengthening activities interspersing aerobic/anaerobic activities and co-ordination skills. This makes the circuit well balanced and not too intense for children.
• Spend about 30 – 45 seconds at each station (you may end up going through the circuit stations twice)
• Have an “in between” activity for 1 min. After the kids do the circuit activity, intersperse it with a group activity – like star jumps, run around the circuit area, hop on one leg etc. This activity is more “aerobic” and fun!
• Each Activity station must have 2 sets of equipment – so it is ok for numbers to double up (2 at a time at each station)
• Get the children involved in setting up the circuit – ask them to help you put out the equipment. That way you can explain each activity as you put them out. Tell them what muscles they are using at some of the stations – so the circuit is educational.
• Set the circuit up in a circle or arc so everyone feels “involved” as a group.
• IMPORTANT – Make sure that if there is music provided, it is playing at this time – it is really important to make the circuit fun – and for the kids to do the actions in time to the music.
• REMEMBER it is also very important to allow short drink breaks every 5 – 10 minutes during the circuit time.
• MAKE SURE you can supervise all children in your class for correct use of equipment and technique.
EXAMPLE CIRCUIT STATION ACTIVITIES 5 – 9yrs
|Station |STRENGTH ACTIVITY |AEROBIC ACTIVITY |CO-ORDINATION |
|1. |Stepper – Dips |Star Jumps |Ball bounce – 1 / 2 hand |
|2. |Stepper – up and down |Tuck Jumps |Ball throw and catch |
|3. |Stepper – Ezywalk |Run/jog on the spot |Ball kick against a wall |
|4. |Stepper – Jump on/off |Skipping (no rope) |Ball – around body |
|5. |Modified Push – Ups |Skipping rope - Peppers |Ball – balance on bat |
|6. |Hop on one leg |Skipping rope - Normal |Ball – bounce on bat |
|7. |Jumping |Skipping rope – Backwards |Ball cone dribble |
|8. |Squats |Skipping rope – Crossovers |Bean Bag throw/catch |
|9. |Skipping (no rope) |Hoppy – Bounce normal |Bean Bag balance |
|10. |Hula hoop – jump in/out |Hoppy – Bounce Fast |Hula Hoop spin |
|11. |Hula hoop – jump in a row |Hoppy – Bounce – High/low |Hula Hoop skipping |
|12. |Ball – squeeze (wrists) |Hoppy – Bounce side to side |Hoppy – Balance on |
|13. |Ball – curls (biceps) |Hoppy – Relays |Hoppy – around markers |
|14. |Markers – jump over |Mini Tramp bouncing |Skipping – Crossovers |
|15. |Supervised sit – ups |Mini Tramp Hopping |Markers – run & weave |
|16. |Ladder – Jump through |Mini Tramp jogging |Ladder – hop/jump |
|17. |Ladder – Hop through |Relay races – use markers |Ladder – Side step |
|18. |Step & leg curl |Bean Bag run and replace |Handball against wall |
EXAMPLE CIRCUIT 5 - 9 yrs (Approx 20 minutes)
This circuit is designed with general fitness and skills in mind.
Interspersed activity ideas:
Run around the circuit area – and onto the next station
Jump on the spot for 30 sec
Hop on one leg – change sides
Star jumps
Dance on the spot to the music
STATION 1 Skipping rope – Skip as fast as you can
STATION 2 Stepper – Dips (triceps)
STATION 3 Mini Tramp – bounce on the spot as fast as you can for 30 sec
STATION 4 Bean Bags – Balance on your head and walk from marker to marker (5m distance)
STATION 5 Star Jumps – as many as you can for 30 sec
STATION 6 Hula Hoop – hop in and out on one leg – switch legs
STATION 7 Hoppy – bounce on spot as high as you can go
STATION 8 Ball/Tennis Ball – Bounce on the spot with one hand or 2 – depending on co-ordination level
STATION 9 Stepper – Step on and off the stepper as fast as you can
STATION 10 Bean Bags & Hula hoops – Run and replace. Put all the bean bags in one hula hoop – set up another hoop 5m away. Kids have to take one bag at a time from the hoop run 5m and put it in the other hoop.
REWARD GAME 10 – 15 min
After the circuit is finished it is a good idea to reward the group as a whole with a group game. You can play a sporting game like soccer or cricket – or use one of the “starting” games shown earlier.
Remember that it is a reward game so the emphasis is on “fun”!!!
COOL – DOWN / RELAXATION (Approx 5 – 10 min)
At the end of the Reward Game – encourage the children to have a drink break.
Once they have had a drink – take them through a few simple stretches of all the major muscle groups, like – Quads, hamstrings, calf, ankles, bicep, triceps, wrist, neck, back and shoulders.
• Explain each stretch slowly and visually.
• Hold each stretch for at least 20 seconds
• It is a good idea to name the muscle you are stretching so the children can start to learn the different muscles in the body.
This is also a good time to add in the relaxation session – calming their minds and relaxing their bodies before the end of the class. You might like to include some yoga movements here.
At the end of the class get the kids to give themselves a big clap and ask them to help clear away the equipment.
REMEMBER to once again encourage hydration after the class has finished.
5. Example of a 9– 12 years Exercise Circuit Program
• Harder circuits
• More sport/muscle specific than 5 – 9yrs
• More intense workout with health tips and facts to improve health and fitness levels
• More “individual” rather than “buddy” oriented
• “Fun” and challenging
ACTIVITY 3:
Write a 40min circuit lesson plan for a group of 10, 9 – 14 yr old boys and girls. Include information on the set-up, safety, warm-up, conditioning/aerobic, fundamental motor skills, cool-down, and relaxation. Also include the circuit stations and activities at each.
Use the format below of 10min warm up, 20min conditioning/aerobic/skills, 5 min cool down, 5min relaxation/re-hydration
|Client: |5-9 year olds boys/girls |Date: |23/9/13 |
|Location: | |Time: |2 pm |
| |NCAT | | |
|Duration: |50 mins |Age: |5-9 year olds boys/girls |
|Special needs: |N/A |
|Aims/Objectives: |Increase skills |
|Time |Session activity |Set up prior to session/ equipment needed |
|(min) | | |
|1 | jog around court 3-4 times | |
| | |hold for 10-15 seconds |
| |Stretch major muscles | |
| | | |
| |Short game |5 min easy game |
| | | |
| | | |
| |Station 1 - crab walk | |
| | | |
| |Station 2 - hula hoop hop scotch |Hula hoops |
| | | |
| |Station 3 – ladder hops |ladder |
| | | |
| |Station 4 - throw tennis ball at wall |tennis ball and wall |
| | | |
| |Station 5- star jumps | |
| | | |
| |Station 6 – dribble soccer ball zig zagging through cones |cones and soccer ball |
| | | |
| |Station 7- dribble basketball and have a shot at the basket | |
| | |basketball and cones |
| |Station 8- steppers | |
| | |steps |
| |Station 9 –bean bag balance | |
| | |bean bags |
| |Station 10- mini tramp jump onto matt | |
| |WATERBREAK |mini tramp matts |
|2 | | |
|3 | | |
|4 | | |
|5 | | |
|6 | | |
|7 | | |
|8 | | |
|9 | | |
|10 | | |
|11 | | |
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|12 | | |
|13 | | |
|14 | | |
|15 | | |
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|18 | | |
|19 | | |
|20 | | |
|21 | | |
|22 | | |
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|25 | | |
|26 | | |
|27 | | |
|28 | | |
|29 | | |
|30 | | |
|31 | | |
| | | |
| | | |
| | |Major muscle groups 10-15 seconds |
|32 | | |
|33 | | |
|34 | | |
|35 | | |
|36 | | |
|37 | | |
|38 |Encourage the group to take big, deep breaths for 1 min. Encourage| |
| |the group to re-hydrate whilst continuing to take deep breaths for| |
| |2 more minutes –walk around slowly | |
|39 | | |
|40 | | |
| | | |
| | | |
|Variations and | | |
|modifications for | | |
|children with | | |
|special needs in the| | |
|class | | |
|Contact Numbers |Home xxx xxx xxxx Parent’s Mobile xxxx xxx xxx |
|Weather alternatives |N/A |
Reflection on the workout-
6. NON-CIRCUIT TRAINING EXAMPLE
Below are examples of a non-circuit training session ideas for children and adolescents one-on-one with you as a trainer;
DURATION: 45min
FORMAT:
Warm-up 5min – Major muscle group activity, starting slow then increasing in intensity
Conditioning 30min – training specific activities to individual goals
Cool-down 5min – Slow cool-down activities and stretch
Relaxation 5min – to unwind
Warm-up ideas: 5 min duration
|Child 3 – 5 |Child 5 – 9 |Adolescent 9 – 14 & 15+ |
|Stop/Go – Run around until you say |Soccer – Passing the ball as you jog together|Jogging – constant pace |
|STOP, then GO to run again |Stop/Go |Soccer – Passing the ball as you jog together|
|Big Muscle Group Activities – Jumping, |Jogging – jog for 2 min to warm up then |Netball/Football – Pass the ball as you jog |
|skipping, hopping |sprint for 10sec, jog 30sec, sprint 10 sec, |together |
|Dancing - to music |jog 30sec, sprint 10sec etc…. |Aerobics – Warm up with aerobics moves |
|Animal Game – Pretending to be a |Skipping rope – A few minutes of skipping is |Jog Sprint - Jog 30 sec, sprint 10 sec |
|rabbit, horse, crocodile, monkey, dog |a great way to warm up, especially towards |If access to gym is available; |
|etc |the end of the warm-up session |Supervised warm-up on; |
|Hula hoop jump – Jump in and out of |Jumps – Star jumps, tuck jumps, running on |Exercise bike |
|randomly placed hula hoops |the spot, jumping side to side, high and |Treadmill |
| |low….. |Spin Bike |
| | |Elliptical trainer |
| | |Recumbent bike |
| | |Rower |
Conditioning Ideas: 30min duration
|Child 3 – 5 |Child 5 – 9 |Adolescent 9 – 14 & 15+ |
|Goals – ‘Parents want child to have fun |Goal – ‘improve soccer skills” |Goal – ‘to get fit ” |
|while exercising’ | | |
|Children 3 – 5 love fun and simple |Start by setting up some fitness drills.|If you have access to a gym you can; |
|games. Try bursts of activities like: |For example; |Perform aerobic and interval training on |
|Skipping |Set out 3 cones in a row 5m apart. Total|equipment such as: |
|Frog jumping |distance = 15m |Exercise Bike |
|Commando crawling |Sprint to the first, jog back, |Treadmill |
|Kicking balls |Sprint to the second, jog back, |Spin Bike |
|Catching balls |Sprint to the third, and jog back. |Elliptical trainer |
|Jumping through hoops |Rest for 1 min then repeat. |Recumbent Bike |
|Hula Hooping |Rest for 2 min then repeat. |Rower |
|Bean Bag Balancing | | |
|Short relay drills | |Try to use as many pieces of equipment as |
| | |possible to keep the session interesting. |
|For example; | |You can do different forms of training on each |
|Put 3 tennis balls 5m apart. Child runs | |piece of equipment. For Example; |
|to each ball separately, bringing 1 ball| |Exercise Bike – warm up 1 min, sprint 30 sec, |
|to you each time. 1st ball = 5m run, 2nd| |recover 30 sec, sprint 40 sec, and recover 40 |
|ball = 10m run, 3rd ball = 15m run | |sec… |
| | |Treadmill – Warm up walking, increase speed to |
| | |light jog, increase speed to jog – jog at a |
| | |steady pace for 5 min |
| | |Spin Bike – Hill climbing on harder resistance, |
| | |sprinting on lower resistance and recovery on |
| | |middle resistance |
| | |Elliptical trainer - Consistent pace for 5 min |
| | |Recumbent bike - Steady pace for 5 min |
| | |Rower – Concentrate on strokes per minute – try |
| | |and increase for 1 min then recover. Repeat for 5|
| | |min. |
|Put out a line of witches hats 1m apart.|Set out 3 cones in a triangle approx 2m | |
|The child will weave in and out of the |apart. | |
|hats in different ways; |Each cone will be a different activity | |
|Running |for 30sec. Child must run to next cone | |
|Crab crawling |when activity is finished. | |
|Backwards |Cone 1: Sit-ups | |
|Crawling on knees |Cone 2: Push-ups | |
|Jumping |Cone 3; Tuck jumps | |
|Skipping | | |
|Set out hula hoops randomly around. The |Set up a drill situation of different |If you don’t have access to a gym: |
|child can run around until you say STOP |soccer skills. For example: |Try focusing each session on a different activity|
|– then they must jump into the nearest |Passing the ball |or muscle group; |
|hula hoop and do what you say – for |Heading the ball |Boxing |
|example; |Weaving the ball through markers |Push-ups |
|Star jump | |Sit-ups |
|Run on the spot |Reflexes – kicking the ball against a |Drills |
|Pretend to be a kangaroo |wall close up without stopping |Bike riding |
|Dance | | |
|Jump from side to side….. | | |
|Then say RUN and the child has to run | | |
|around until you say STOP again. | | |
|Goal setting |Ball dribbling: |Organise circuits for specific sports eg tennis, |
|Star Jumps – Set star jump goals. For |Run up and down the field dribbling the |soccer, basketball, netball, football |
|example; |ball and passing it to each other. Try | |
|10 star jumps |and speed up the pace every 2 min. | |
|15 star jumps |Keep Dribbling and take a shot at goal | |
|20 star jumps |each end – set up some markers as goals.| |
|10 super fast star jumps | | |
|15 super fast star jumps… | | |
|Running; |Goal shooting; | |
|Run 10m as fast as you can |You act as the goal keeper while the | |
|Run 20m as fast as you can |child takes a shot at the goal – try and| |
|Run 50m as fast as you can |keep this flowing so the child does not | |
| |stop – just keeps kicking at the goal as| |
| |soon as you return the shot. | |
Cool-Down Ideas: 5 min Duration
|Child 3 – 5 |Child 5 – 9 |Adolescent 9 – 14 & 15+ |
|Similar activities to the warm-up games|The main focus here is to slow the activity |The main focus here is to slow the activity |
|are great. |down to decrease the child’s heart rate. |down to decrease the adolescents’ heart rate.|
|The main focus here is to slow the |Go for a slow jog/walk |If access to gym is available; |
|activity down to decrease the child’s |Start with a jog and then slow it down to a |Supervised cool- down on; |
|heart rate. |walk. |Exercise bike |
|Go for a slow jog/walk | |Treadmill |
|Start with a jog and then slow it down | |Spin Bike |
|to a walk. | |Elliptical trainer |
|Animal Game – Pretending to be a | |Recumbent bike |
|rabbit, horse, crocodile, monkey, dog | |Rower |
|etc | | |
| | |Make sure you slow the pace right down to |
| | |bring the HR down. |
|Stretching |Stretching |Stretching |
|Make sure you spend plenty of time |Make sure you spend plenty of time stretching|Make sure you spend plenty of time stretching|
|stretching each muscle group to prevent|each muscle group to prevent injury and |each muscle group to prevent injury and |
|injury and soreness. Encourage |soreness. Encourage hydration at this time. |soreness. Encourage hydration at this time. |
|hydration at this time. | | |
CHAPTER 3 Summary Checklist
← Use a variety of equipment
← Know how to structure a lesson and develop a lesson plan
← Deliver a physical activity class according to the lesson plan
CHAPTER 4: Additional Information
Element of Competency covered in this chapter:
Dietary Guidelines
1. Dietary Guidelines
Go to the website below and find the Dietary Guidelines for Children and Adolescents in Australia.
ACTIVITY 1:
a) Download the healthy eating guidelines for children and young adolescents and summarise the guidelines.
Encourage and support breastfeeding
Children and adolescents need sufficient nutritious foods to grow and
develop normally
• Growth should be checked regularly for young children
• Physical activity is important for all children and adolescents
Enjoy a wide variety of nutritious foods
Children and adolescents should be encouraged to:
• Eat plenty of vegetables, legumes and fruits
• Eat plenty of cereals (including breads, rice, pasta and noodles), preferably
wholegrain
• Include lean meat, fish, poultry and/or alternatives
• Include milks, yoghurts, cheese and/or alternatives
– Reduced-fat milks are not suitable for young children under 2 years,
because of their high energy needs, but reduced-fat varieties should
be encouraged for older children and adolescents
• Choose water as a drink
– Alcohol is not recommended for children
and care should be taken to:
• Limit saturated fat and moderate total fat intake
– Low-fat diets are not suitable for infants
• Choose foods low in salt
• Consume only moderate amounts of sugars and foods containing added sugars
Care for your child’s food: prepare and store it safely
b) Using the guidelines, analyse the following day’s eating and suggest changes to bring it into line with the healthy eating guidelines.
| | |Suggested change |
| | |Fruit salad or yoghurt |
|Breakfast |Cornflakes |Skim milk |
| |Full cream milk |Or glass of water |
| |2 tsp sugar | |
| |Fruit drink | |
| | |Carrot and celery sticks |
|Playtime snack |Bag of chips |Bottle of water |
| |Can coke | |
| | | |
| | |Bottle of water |
|Lunch |Sandwich made with 2 slices white bread, butter, |A green salad lettuce onion tomatoes cucumber and for |
| |cheese spread, and lettuce |some protein some tuna |
| |LCM bar |Muesli bar |
| |Fruit yogurt | |
| |Fruit popper drink | |
| | |A piece of fruit or dried fruit |
|After school |Blueberry muffin |Glass of skim milk |
|snack |Glass of full cream milk | |
| | | |
| | |Pasta with Fried fish with a green salad |
|Evening meal |Sausages |Glass of water or milk |
| |Baked beans | |
| |Hot chips | |
| |Ice-cream | |
| | | |
| | | |
| | | |
| | |glass of milk or water and a piece of fruit |
|Before bed |Hot chocolate | |
| |Biscuit | |
CHAPTER 4 Summary Checklist
← Read, understand and apply the Dietary Guidelines for Children and Adolescents in Australia
Notes:
Notes:
DELIVER YOUR CIRCUIT SESSION DEVELOPED IN THIS WORKBOOK AND YOUR TRAINER WILL OBSERVE YOU USING THE FOLLOWING OBSERVATION CHECKLIST. Ensure you evaluate the exercise session according to participant and or caregiver feedback and personal reflection. Furthermore, provide feedback to the group on their progress and any recommendations required in addition to determining the modifications you would like to make to the exercise plan. Run this session on a second occasion with the modifications incorporated.
Skills observation checklist for
SISSTC313A Plan and deliver exercise to apparently healthy children and adolescents
|Date of training/assessment visit: session 1 (prior to evaluation – feedback – reflection and | |
|modifications) | |
|During the demonstration of skills, did the trainee: |Yes |No |N/A |
|PLANNING THE SESSION: Follow organisational policies and procedures such as those relating to: | |
|• screens children and young adolescents prior to commencement of exercise sessions and communicates |( |( |( |
|results to relevant caregivers and recommends referral to appropriate medical or allied health | | | |
|professionals where necessary | | | |
|• develops a variety of sessions for exercise that are fun, interactive and safe for a range of client |( |( |( |
|groups of children and young adolescents | | | |
|• provides accurate and current information about healthy eating and healthy eating options in |( |( |( |
|accordance with recommended guidelines | | | |
|• evaluates exercise sessions and modifies exercise plans according to feedback received from |( |( |( |
|participants and own evaluation. | | | |
|DELIVER THE SESSION | |
|in an appropriate environment according to organisational policies and procedures |( |( |( |
|after explaining common types of injuries that would prevent participation in the session and confirming|( |( |( |
|that clients are not affected | | | |
|using a selection of exercises with appropriate methodologies, sequencing and progression |( |( |( |
|that included pre-session instructions according to effective instructional principles |( |( |( |
|while appropriately monitoring exercise intensity and making adjustments as required |( |( |( |
|using motivational techniques and arousal control to positively influence client performance |( |( |( |
| |Yes |No |N/A |
|while providing constructive and positive encouragement to clients |( |( |( |
|showing sensitivity to cultural and social differences |( |( |( |
|making exercise modifications as necessary |( |( |( |
|Deliver circuit training sessions: | |
|in an appropriate environment according to organisational policies and procedures and legislation and |( |( |( |
|regulatory requirements | | | |
|after checking circuit equipment was in good working order |( |( |( |
|while using energy, water and other resources effectively when preparing and maintaining equipment and |( |( |( |
|activity areas to reduce negative environmental impact | | | |
|after communicating session objectives and the principles and benefits of circuit training to clients |( |( |( |
|after explaining the common types of injuries that would prevent participation in the session and |( |( |( |
|confirming that clients were not affected | | | |
|according to a circuit training plan and organisational policies and procedures and legislation and |( |( |( |
|regulatory requirements | | | |
|showing the ability to demonstrate and instruct correct use of equipment |( |( |( |
|using appropriate instructional principles |( |( |( |
|ensuring monitoring of client safety, intensity and technique, suggesting modifications as required |( |( |( |
|while showing the ability to recognise the signs and symptoms of overtraining and potentially harmful |( |( |( |
|practices | | | |
|implementing intervention strategies to noted potentially harmful practices or signs and symptoms of |( |( |( |
|overtraining, according to organisational policies and procedures. | | | |
|Evaluate group exercise sessions by: | |
|seeking and acknowledging feedback from clients |( |( |( |
|evaluating client response and feedback |( |( |( |
|evaluating own performance according to planned outcomes and organisational policies and procedures |( |( |( |
| |Yes |No |N/A |
|indentifying potential improvements to enhance future sessions |( |( |( |
|modifying the session plan where relevant to meet client needs. |( |( |( |
|Uses safe and effective cueing. | | | |
|Applies contingency management techniques to deal with a range of problems and issues that may arise |( |( |( |
|during the session, such as equipment failure or client overtraining, and makes adjustments in response | | | |
|to changing situations. | | | |
|Instructs sessions that meets with client expectations (evidence provided by verbal feedback from |( |( |( |
|clients during and after the session, as heard by the assessor) to deal with a range of problems and | | | |
|issues that arise during the session, such as equipment failure or client overtraining, and makes | | | |
|adjustments in response to changing situations. | | | |
|Uses appropriate delivery techniques to client learning and performance. |( |( |( |
|The student’s performance was: |Competent ( |Not competent ( |
|Feedback to student: |
| |
| |
| |
|Comments from trainer: |
| |
| |
|Competent/Not competent: |
| |
| |
Skills observation checklist for
SISSTC313A Plan and deliver exercise to apparently healthy children and adolescents
|Date of training/assessment visit: session 2 (incorporating the initial evaluation obtained during | |
|session 1 | |
|During the demonstration of skills, did the trainee: |Yes |No |N/A |
|PLANNING THE SESSION: Follow organisational policies and procedures such as those relating to: | |
|• screens children and young adolescents prior to commencement of exercise sessions and communicates |( |( |( |
|results to relevant caregivers and recommends referral to appropriate medical or allied health | | | |
|professionals where necessary | | | |
|• develops a variety of sessions for exercise that are fun, interactive and safe for a range of client |( |( |( |
|groups of children and young adolescents | | | |
|• provides accurate and current information about healthy eating and healthy eating options in |( |( |( |
|accordance with recommended guidelines | | | |
|• evaluates exercise sessions and modifies exercise plans according to feedback received from |( |( |( |
|participants and own evaluation. | | | |
|DELIVER THE SESSION | |
|in an appropriate environment according to organisational policies and procedures |( |( |( |
|after explaining common types of injuries that would prevent participation in the session and confirming|( |( |( |
|that clients are not affected | | | |
|using a selection of exercises with appropriate methodologies, sequencing and progression |( |( |( |
|that included pre-session instructions according to effective instructional principles |( |( |( |
|while appropriately monitoring exercise intensity and making adjustments as required |( |( |( |
|using motivational techniques and arousal control to positively influence client performance |( |( |( |
| |Yes |No |N/A |
|while providing constructive and positive encouragement to clients |( |( |( |
|showing sensitivity to cultural and social differences |( |( |( |
|making exercise modifications as necessary |( |( |( |
|Deliver circuit training sessions: | |
|in an appropriate environment according to organisational policies and procedures and legislation and |( |( |( |
|regulatory requirements | | | |
|after checking circuit equipment was in good working order |( |( |( |
|while using energy, water and other resources effectively when preparing and maintaining equipment and |( |( |( |
|activity areas to reduce negative environmental impact | | | |
|after communicating session objectives and the principles and benefits of circuit training to clients |( |( |( |
|after explaining the common types of injuries that would prevent participation in the session and |( |( |( |
|confirming that clients were not affected | | | |
|according to a circuit training plan and organisational policies and procedures and legislation and |( |( |( |
|regulatory requirements | | | |
|showing the ability to demonstrate and instruct correct use of equipment |( |( |( |
|using appropriate instructional principles |( |( |( |
|ensuring monitoring of client safety, intensity and technique, suggesting modifications as required |( |( |( |
|while showing the ability to recognise the signs and symptoms of overtraining and potentially harmful |( |( |( |
|practices | | | |
|implementing intervention strategies to noted potentially harmful practices or signs and symptoms of |( |( |( |
|overtraining, according to organisational policies and procedures. | | | |
|Evaluate group exercise sessions by: | |
|seeking and acknowledging feedback from clients |( |( |( |
|evaluating client response and feedback |( |( |( |
|evaluating own performance according to planned outcomes and organisational policies and procedures |( |( |( |
| |Yes |No |N/A |
|indentifying potential improvements to enhance future sessions |( |( |( |
|modifying the session plan where relevant to meet client needs. |( |( |( |
|Uses safe and effective cueing. | | | |
|Applies contingency management techniques to deal with a range of problems and issues that may arise |( |( |( |
|during the session, such as equipment failure or client overtraining, and makes adjustments in response | | | |
|to changing situations. | | | |
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