Resource Pack



Resource PortfolioLevel 2 Certificate in Fitness Instructing: Gym104775010414000Vision: A healthier nation through exerciseMission: To increase participation in group exercise by supporting teachers and organisations to deliver excellence.IntroductionWe would like to welcome you to the Certificate in Fitness Instructing (Gym-based exercise) qualification. In doing so we would like to congratulate you on taking the steps required to enhance your skills and knowledge as a professional instructor in the fitness industry. We at the EMD UK Academy hope that you enjoy your course experience, benefitting from our informative, dynamic and inspirational training programme.This guidance material has been prepared to support you through the course and contains documents and information that will support your learning experience. You will find within this introductory section, guidance on what to expect from the different elements of your course and some valuable information to help you prepare for your assessments. You will be offered a series of on-course workshop days with allocated assessment sessions and these study materials (together with a set of PowerPoint presentations) will act as supportive home-based revision guidance and may also be used by your Tutor Assessor on-course to direct you to preparatory or follow-up activities. Upon successful completion of all units, you will be awarded the Level 2 Certificate in Fitness Instructing (Gym).NB: The following information is correct at the time of going to print. However the programme is subject to regular review and amendments made from time to time.Qualification OverviewThis course has been specifically designed to provide comprehensive training for those who want to achieve a nationally recognised, accredited Level 2 qualification; the Certificate in Fitness Instructing - Gym.Enhancing your status as a fully qualified gym instructor, this certification allows you to teach gym-based fitness classes in a range of professional settings, including gyms, leisure centers, boutique studios and more! As a fitness professional, you can offer classes throughout the fitness sector, offering an alternative to group exercise based sessions. Once qualified, a holder of the Level 2 Certificate in Fitness Instructing - Gym will be equipped with the knowledge, skills and understanding to plan and deliver safe and effective sessions to participants of a range of ability and fitness levels.Assessment OverviewAssessment will take place throughout the course and will cover theoretical knowledge and practical instructing. This will largely take the form of worksheets; an observed session (practical assessment) and multiple-choice examinations. Please note you will be required to bring along one person as your client for your practical assessment (or make arrangements to use a peer student on your practical course days).In the unlikely event that you wish to appeal against the decision of your assessment result please refer to the appeals procedure in the resource area. Further details on assessment retake procedures can also be found within the trainee teacher resource area of the EMD UK Academy website.Quality AssuranceEach course will be subject to a process of internal and external verification for quality assurance purposes. This will include both written and practical aspects of the course. Programme StagesThe course is broken down into two parts – online study and practical course delivery. Practical sessions will involve taking the theory learnt and putting it into practice. Learners will be given the opportunity to practice leading sessions during the practical elements of the course but it is necessary for learners to support these skills with additional practice in their own time.Online LearningDuring the online learning you will obtain the underpinning knowledge, relevant to instructing gym-based fitness exercise activity, through the completion of four units, via an e-learning portal. As a guideline the online learning element will take approximately 98 hours to complete. Each unit will be individually assessed, via two multiple choice examinations and two written worksheets.ModuleApprox. Learning HoursAssessment MethodLevel 2 Anatomy and Physiology for Exercise and Health41 HoursMultiple choice theory examLevel 2 Principles of Exercise, Fitness and Health28 HoursMultiple choice theory examLevel 2 Health, Safety and Welfare in a Fitness Environment 16 HoursWorksheetLevel 2 Know How to Support your Clients 13 HoursWorksheetDuring the online learning part of the course you will receive support from your course Tutor Assessor, who will be able to answer any questions you have regarding the online content. During the practical section of the course you will have the opportunity to speak with your Tutor Assessor in a face-to-face environment and review any areas of your online learning. Using these methods of support will help your Tutor Assessor to understand any key focus areas you require assistance with before completing your assessed worksheets and sitting your theory examinations.EMD UK & AIQ Contact Details:EMD UK Contact detailsTel: 01403 266000 ext.205Email: training@Website: Active IQ Contact detailsActive IQGround Floor Office, Dryden House, St. Johns Street, Huntingdon, PE29 3NUTel: 0845 688 1278Website: activeiq.co.uk Health & SafetyEMD UK has a Health and Safety Policy Statement, a copy of which can be downloaded from the trainee teacher area of the Academy website. The EMD UK Code of Ethics also contains a safety section which contains guidelines that teachers and instructors should understand and comply with. If you have any questions in relation to your own or another learners Health and Safety during your training please bring this to the attention of your course Tutor Assessor or if necessary the EMD UK Academy.Learner MaterialsThis Resource Pack contains all the guidance material to support completion of your worksheets and further study notes to help prepare you for your observed practical assessment. In addition you have access to the range of presentations described in this pack to support the practical instructing units of study, namely “Preparing” and “Instructing” Gym-based fitness sessions.The worksheets you will need can be found in your Learner Evidence Portfolio (LEP). These form part of your on-going assessment and although you are able to complete the worksheets in your own time, to your own timescale, they must be submitted in full and achieve a pass mark in order to complete your qualification. It is strongly advised that these worksheets are completed in advance of any on-course workshop days. Once submitted, your Tutor Assessor will mark the worksheets and respond with written feedback as appropriate. It is very important that you manage your own work and find time to complete your assessment tasks outside of any course workshop dates. The LEP acts as your assessment log and is a tool to help you manage your own work and keep track of your worksheets. You are also required to sign the authenticity statement and add signatures and dates of submission throughout. If you need to resubmit a worksheet/assignment for any reason please also record each resubmission date on this document. Upon successful completion of each worksheet, as confirmed by your Tutor Assessor, you will need to record the sign off date. Please be aware that each worksheet will undergo internal verification and will not be fully passed until this has been completed. In summary, your resources:Resource Pack (with support, guidance and accompanying notes for your studies plus Study Presentations (as PowerPoint slide))Learner Evidence Portfolio (LEP) (master file for all assessment materials and qualification evidence)These resources are available on-line and you can download the electronic files through the trainee teacher resource area of the EMD UK website. The log in details are below:loginMy Home PageMy Resource areaGym Instructing QualificationQualifications aims and objectivesThe following information relates to the Certificate in Fitness Instructing (Gym) qualification. All guidance materials, tasks and assessment elements included in this course ensure learners are building the required knowledge, skills and understanding to be successful in achieving this qualification.Aim:To train learners to a professionally competent level, enabling them to prescribe, plan and deliver safe and effective exercise classes in a gym environmentObjectives:To develop learner’s knowledge of anatomy and physiology and how it relates to exercise and fitnessTo develop learner’s ability to plan and deliver safe and effective gym-based exercise sessionTo provide learners with the knowledge to develop good customer service and the personal qualities required by the exercise and fitness industryTo provide learners with an awareness of health and safety in an exercise and fitness environmentTo provide learners with the opportunity to progress to further qualifications in the exercise and fitness industryWe do hope that you enjoy undertaking your study for this qualification and should you have any questions please do not hesitate to contact the EMD UK office: Monday to Friday 9am – 5pmTraining and Course enquiries: training@Module 1: Preparing for gym instructionLearning OutcomesBy the end of this section you should be able to:Understand how to collect participant informationUnderstand how to use participant information to plan gym-based exercisePrepare for gym-based exercise (preparing yourself, your equipment and participants)Understand the features of the gym environment that affect session planningBe able to describe gym-based fitness activity.Your experiencesBefore we begin, what is your understanding of the role of the Gym Fitness Instructor?Have you been offered gym inductions? Who led these?What are the responsibilities of a gym instructor?What type of Gym instructor do you plan to be?Your participantsIt is important to be clear with your participants in order to ensure they are:SafeEffectiveKnowledgeableWilling to take partSecure in the knowledge that you are there to guide themYour programme planning needs to include:A suitable structure – beginning, middle, endYour exercise activity should form an “aerobic curve” approach, a gradual increase in intensity to a specific level which is held for a period of time then gradually decreased down rmed ConsentParticipants are entering into this physical activity voluntarily and they may withdraw at any time. A participant’s written consent means that they have full knowledge and understanding of the nature of the exercise programme, the risks that may be encountered and that they agree to participate on that basis.Gathering informationTo limit the risks, professional Instructors gain information from the participants or clients in order for them to make an informed choice.There are three methods of gaining client information from your participants:Questionnaire – a written screening formInterview – things you need to ask and be told verballyObservation – visually looking at gender, age, body shape and sizeQuestionnaireThis can be given to more than one person at a time and is a permanent record, however, circumstances change and therefore written records need to be updated frequently and they are time consuming to both write and read. InterviewThe response is immediate and clarification of any question asked can be responded to immediately, however, participants can be unwilling to disclose personal information and responses may not be totally truthful. There is also no written record of what has been said.ObservationThis is the quickest method and can identify more personal issues without having to ask embarrassing questions, however, you cannot identify all medical ailments visually.Verbal ScreeningIt is also the responsibility of the Instructor to perform a verbal screening of all participants. The instructor should ask the following questions – Have you / have you not, participated in this type of exercise before? Any injuries? Medical Conditions? Pregnancy? Do you have any questions?Par Q - medical informationThe Par-Q is designed to identify the small number of adults to whom physical activity might be inappropriate or those who should have medical advice concerning the type of activity most suitable for them.Examples of medical conditions where medical advice must be sought BEFORE embarking on an exercise programme are:Heart disease or StrokeChest pains when exercisingOsteoporosis or osteoarthritisReasons for temporary deferralThe following conditions should prevent individuals from training even though they may feel well enough to take part:Infectious skin conditionsOpen wounds or ulcersUrinary tract infections or cystitisPerforated ear drumThey have given blood in the last 24 hoursThey have had a stomach upset less than 48 hours agoWherever there are doubts about the impact of any specific conditions medical advice should be sought.Participants supporting injuries When a participant indicates they are supporting an injury, the instructor should become aware of the type of injury and any other relevant details the participant can offer. The instructor would then assess whether or not it would be safe for the participant to continue to train without further aggravating the injury. If the instructor feels it is safe for the participant to continue, they should demonstrate any variations to exercises which the participant should be aware to reduce the possibility of further injury.Pregnant participantsThere are several implications pregnancy has to exercise. Aspects such as exercise intensity, hydration and body positioning are crucial to the safety of both the expectant mother and the unborn child. Exercise should stop and a Doctor or Midwife should be consulted by the participant if any abnormal symptoms occur. Exercise should stop and a Doctor or Midwife should be consulted by the participant if any of the following occur:Discomfort in any area of the bodyBreathlessnessBleeding from the vaginaAbdominal or chest painSudden swelling of the hands and ankles (oedema)Feeling faintWaters breakingAfter training: nausea, vomiting, severe headaches, uterine contractions or excessive discharge.Older participantsThe effects of ageing on the body need to be taken into account when planning a programme for more senior participants. Associated problems with the ageing process include:Postural problemsStiffer, less mobile jointsLoss of muscle tissueLess flexibilityWeaker pelvic floor musclesForgetting movement patterns more rapidlyReduced body awarenessReduced movement speedDifficulty in maintaining balance or stabilityJunior participantsIt may be necessary to consider programme considerations for young adults from the age of 14 years. The effects of the rapid growth on the body at this age need to be taken into account when planning programmes. Associated problems with young / middle adolescents are:Rapid bone growth may decrease flexibilityHeart rates may still be a fraction faster at resting as well as during exercise than an adultImmaturity regarding safetyA slight drop in coordination and other motor skills can occur whilst growingPreparing yourself for the sessionThe Gym Instructor - Prior to the session, the Instructor should make the following checks on themselves:Footwear should be worn that is supportive and cushioning to guard against injury from working on a hard surface.The Instructor should wear clothing that shows movements clearly and a supportive bra when necessary.The session should be fully planned with all necessary pre-session risk assessments carried outPreparing the equipmentThe Instructor needs to check before and after the training session that all equipment is clean and free from wear and tear.Please note: During your on-course sessions your Tutor will work with you to provide a full induction to a range of small, individual exercise equipment and fixed gym equipment.This will include:Dumbbells / BarbellsStepsMatsResistance bands or tubingKettlebells Functional equipment (may include Battle ropes; TRX; ViPR; Power bags; Pylo box; Tyres)SAQ kit; cones, ladders or hurdlesSwiss balls Medicine balls TreadmillBikes/ cyclesCross trainer / StepperEmergency proceduresGym instructors should constantly observe clients and recognise those that may need help. They should familiarize themselves with the emergency procedures specified by the center in which they are working should it be necessary to rescue or assist an individual. It is essential that the Instructor is able to locate and operate:Rescue equipmentTelephone / radioFirst Aid equipmentEmergency button / buzzersEmergency Fire ExitsPreparing the participantsThe Instructor should be present before any participants arrive where ever possibleParticipants should have adequate space in which to exercise safely. Instructors should observe carefully to ensure clients do not move too close to other gym usersDuring the general introduction and the pre-exercise screening, the instructor should perform a visual safety check of the participant: Long hair should be tied back and jewellery should be discouraged Participant must be wearing suitable clothingWelcome your participants Check level of experience and ability Perform verbal screeningExplain the purpose of the training session (and programme where relevant)Give a brief explanation of emergency exit procedures It is always important for the Instructor to explain the purpose of the warm up and cool down and safe alignment for each activity.Programme StructureTo lead into our next Module please see over the page for an example of a fully programmed session (45-60 minutes).Please note: Learners need to produce one full programme card and 4 component plans (to cover CV; Resistance; Free Weight; Body Weight (taking into consideration the requirements for appropriate timings/ intensity; selection of exercise and muscle group(s); necessary teaching points; alternatives and adaptations for the 14 – 16 age range; older adults; pre and post-natal clients; disabled clients.Please refer to Appendix 1 for example template of Programme Card.Please note, the above are examples only and all programmes will vary depending on environment, participants and aims of each session.Note to Learner:During your practical workshop you will be asked to complete a participant consultation assessment. This will be conducted using other members of your course. Please see below for further guidance which accompanies support from your Tutor Assessor.You need to:Interview another Learner on your course (“the Client”), gaining responses to a range of questions relating to the client’s motivation, barriers, personal preferences for exercise and their short, medium and long term goals.There are 15 marks available for the participant interview task. Learners must score a minimum 12 marks in total to achieve a pass.In addition to achieving the total pass mark, learners must also score at least the minimum marks set for each question to achieve an overall pass.Module 2: Planning training programmesThe Warm UpThe aim of the warm-up is to place the cardiovascular, respiratory and neuromuscular systems in a state of readiness for activity.Objective:raise the pulse rateraise the body temperaturemobilise the major jointsComponents of a warm-upThere are three types of exercise in a warm up:MobilisersPulse raisersFlexibility – Dynamic stretchesPulse raiser exercisesThe main selection of pulse raising exercises should be rhythmical movement utilizing the larger muscle groups. They need to progressively increase the heart rate and blood flow and there is a variety of movements that will get the whole body warm. Mobiliser exercisesThe main selection of mobility exercises should be focused on specific joints that will be doing the majority of the work in the main section. StretchingThe selection of preparatory stretches needs to target all of the main muscles being used in the main workout. There are two types of stretching exercises that are appropriate:Dynamic – stretches on the moveStatic – stretches that are motionlessCV TrainingResistance TrainingThe aim of this component is to provide exercises that ‘overload’ specific muscle groups to achieve the desired training effect. The muscles selected should be those that need strengthening to improve muscle balance promote correct posture and which assist with daily activities. Monitoring intensityMonitoring how hard an individual is working can be done in several ways:Heart rate monitoringThe talk testObservationThe rate of perceived exertion scale (RPE Scale)The aim of the post workout stretchWithout regular stretching, there is a tendency for muscles to lose their flexibility so that when called upon to perform an extreme movement, as in dynamic sports or in an emergency, they are less able to extend to their full range of movement, resulting in damage to the muscle tissue.The cool-down stretch contentThe selection of stretches needs to target all of the main muscles that were used in the main workout. Equipment:CARDIOVASCULAR MACHINE EXERCISESEquipmentMain muscles usedTeaching pointsModifications Advantages / disadvantages Upright cycleRecumbent cycleTreadmillStepperRowing machineElliptical trainerCross trainerRESISTANCE MACHINE EXERCISES ExerciseMuscles usedTeaching pointsModifications Advantages /disadvantages Seated chest press (neutral grip)Seated row (low pulley) Seated row (neutral grip)Shoulder pressLat pull-down(in front of chest)Seated chest press (BB grip)Pec decExerciseMuscles usedTeaching pointsModifications Advantages / disadvantages Seated row (BB grip)Tricep push-down (high pulley)Tricep pressBicep curl (low pulley)Seated bicep curlTotal hip Seated adductorSeated abductor Seated knee extension ExerciseMuscles usedTeaching pointsModifications Advantages / disadvantages Lying thigh curlSeated thigh curlLeg press Ab machineLower back machineOther (specify)FREE WEIGHT EXERCISES AND SPOTTING ExerciseMuscles usedTeaching pointsModifications Advantages / disadvantages Supine tricep press (BB)with spottingBent arm pullover (DB) with spotting Bench press with spotting Flyes (DB) with spotting Other (specify) FREE WEIGHT EXERCISES ExerciseMuscles usedTeaching pointsModifications Advantages / disadvantages Prone flye (DB) Single arm tricep press (DB)Bicep curl (BB) (DB)Lunge (BB, DB optional)Dead lift (BB) (DB)Squat (DB) (BB) FREE WEIGHT EXERCISES ExerciseMuscles usedTeaching pointsModifications Advantages / disadvantages Front raise (DB)Single arm row (DB)Shoulder press (DB)Lateral raise (DB)Upright row (BB)Prone flye (DB) BODY WEIGHT RESISTANCE EXERCISES ExerciseMuscles usedTeaching pointsModifications Advantages / disadvantages Abdominal curlBack raiseAssisted pull-up ChinPress-upLunge Squat Other (specify) Other (specify) STRETCHING EXERCISESExercisePosition and method Teaching pointsModifications Advantages / disadvantages HamstringsQuadriceps Adductor Pectorals Triceps Gastrocnemius and soleus Erector spinae Other (specify)Progressions / RegressionsAs with exercise classes, Gym-based fitness Instructors will often find that participants vary in their fitness, age, gender, body type and ability. It will therefore be necessary to offer easier and / or harder alternatives for exercises for each client.Special considerations During client training and gym-based fitness instruction you will come across participants who are disabled, pregnant or recovering from having a baby, older and younger adults. There are adjustments that these particular participants will need to make. If you are prepared with alternatives and adaptations in your planning for such participants they will be easier to manage safely and effectively.Note to Learner:During your practical workshop you will be asked to begin to plan your final observed session. This will need to be submitted and passed before the final summative assessment can take place. Please see below for further guidance which accompanies support from your Tutor Assessor.You need to:Complete the Worksheet - planning gym-based exerciseThe worksheet consists of 15 questions. There are 29 marks available in this worksheet. Learners must score a minimum 24 marks in total to achieve a pass.The worksheet is within the learner’s Learner Evidence Portfolio (LEP)Plan the Programme Card for the observed training sessionComplete four session plansModule 3: Instructing SkillsLearning OutcomesBy the end of this section you should be able to:Instruct effective gym-based fitness activityUnderstand how to improve participants performanceEffective demonstrationGym Instructors should pace their own demonstrations and movements at a speed and strength that is appropriate for the majority of participants/ clients to follow. Alignment and postureIt is essential for the Instructor to have the awareness and control of their body in order to relay correct alignment to the participants. Ensure that you participants have correct alignment throughout each exercise by observing and correcting where necessary. After making any correction always finish with a positive statement, e.g. “looking good”, “that’s great”. Give general positive statements throughout the session and use non-verbal positives with specific information and/or specific correction where possible by using names; giving eye contact with a smile and providing motivation support.Can you now?:Understand how to instruct effective gym-based exerciseUnderstand how to improve participants performanceModule 4: EvaluationReflecting on the sessionEvaluation is an important part of an instructor’s professional development and involves:Collecting of feedbackEvaluating strength and weaknessesImplementing changes and identifying how to improve personal practiceWhen does evaluation take place?Teacher to Learner Feedback & Learner to Teacher FeedbackPersonal practice & CPDGiving FeedbackWe give feedback in order to help another person gain insight about themselves, and to understand the impact of what they say and do on others. Effective feedback focuses on specific aspects of a person’s behaviour that they can do something about, if they choose to; either to keep on doing it because it’s having a positive effect, or to change what they are doing because it is not. Frustration is only increased when a person is reminded of short-comings over which they have no control.Feedback should not focus on attitudes or qualities, without specific examples that help the person receiving the feedback to understand it. For example, giving someone feedback that they look very positive, or that they look nervous, tells them very little about what they are doing, or not doing. So think about specific things you have noticed they do that leave you with that impression about them. Remember that our behaviour comprises:? What we say (the words we use)? How we say it (our tone, volume, speed etc. of voice)? What we do (our actions) and? How we do it (our body language – the eye contact, facial expression, gesture and posture and the distance/proximity we use).Give specific feedback directly to the person concerned and look at them when you speak e.g. “I noticed that you were not moving in time to the music.” Avoid focusing on someone else in the group e.g. “I noticed that s/he wasn’t moving in time to the music”Own your thoughts, feelings and opinions by using “I” statements e.g. “I found it difficult to follow your instructions when you turned your back to the group”. Statements that start with “You” often sound judgmental to the receiver e.g. “You were difficult to follow when you turned your back to the group”Keep the feedback open and honest, short, clear and to the point e.g. “I really liked the music you chose and felt it fitted the movements well”.Say what effect/impact their behaviour had on you “I found it distracting when you didn’t move in time to the music, and I started to lose time too”.Suggest alternatives for improvement; if appropriate e.g. “When I have difficulty with that I find it helpful to ...”Don’t give advice, especially, “If I were you I’d ...”Avoid assumptions about what you have noticed e.g. “You probably did that because ...” It’s not helpful, and we’ll never know why someone did what they did.Think about your voice and your body language. Keep your voice and your own body language positive, open and relaxed and your language objective.Keep a balance of positive points you have observed, and points from improvement.Check to ensure that your feedback has been communicated clearly. One way to do this is to have the receiver try to rephrase what s/he has heard.Receiving Feedback:Few of us welcome criticism with open arms, and many of us can feel awkward and uncomfortable hearing praise, particularly in front of other people. If caught unawares by a critical comment, many of us can feel stung. If we know it’s coming in advance, such as in a feedback session, we can feel anxious and defensive. Our current response to criticism and praise is based on our experiences in the past – maybe a week ago, a year ago or even 30 years ago. If we are not skilled at handling praise we manage to dismiss it in a number of ways such as:Denying it or disagreeing with it “Oh, did I? I thought it was rubbish”Making a joke of it “It was a one-off. I’ll probably trip over next time”Minimising it “It was nothing special. Don’t make such a fuss about it”Remember that feedback is a gift. If we choose to open that gift and treasure it, we can learn so much about ourselves.Appoint a note taker. Ask someone to jot down some notes about what is being said so that you can give your full attention, and listen to what is being saidBreathe! And Listen without interruption until the other person has finished speakingAssume that the feedback is well intentionedNotice your feelings and listen, letting in what is being said. Let the other person see that the feedback is ‘going in’. It’s OK to nod your head – it signals “I understand”, not necessarily “I agree”.Don’t start explaining or justifying your actions. Becoming defensive only makes it harder for others to continue to give their feedback.Clarify if you need to. If the feedback is unclear, vague or ambiguous then ask for specific examples, or for information about the effects on them e.g. “Thanks for saying my music was good. Can you say a bit more about what you thought was good”.Discuss alternatives. Encourage them to tell you about anything they would have liked done differently e.g. “Do you think it would have been more effective if I had ...?” or, ask if they have any suggestions about making changes.Accept the feedback and thank the people who gave it. Remember it takes courage to give feedback in a group setting. Never reject if publicly.Look for consistency. If three people are all saying that your style of delivery is clear and easy to follow (and you are surprised by this) it may be time to accept the strength that they have noticed.Take responsibility for acting on feedback. Remember that you have a choice about what you decide to change. If you hear many things that others would like you to do differently that will help you, for example to teach more effectively, then prioritise a couple of things that you will work on first. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download