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1st4sport Level 2 Certificate in Fitness Instructing

Qualification Specification Version 3: August 2017

This document is designed to be viewed on a computer and contains hyperlinks which will not be available if printed. This specification must be read by all relevant personnel within recognised centres approved to offer this qualification. It contains the Qualification Approval Conditions which must be complied with and should be read in conjunction with the 1st4sport Centre recognition Conditions. Tutors, assessors and verifiers should also be made aware that they must comply with the following addendums to ensure full deployment of the standards:

The Learner Portfolio The Delivery Assessment Quality Assurance Approach (DAQAA)


© Coachwise Ltd, 2017

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced, stored in a retrieval system, or

transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to 1st4sport Qualifications.

1st4sport Qualifications Coachwise Ltd Chelsea Close

Off Amberley Road Armley Leeds

LS12 4HP Fax: 0113-231 9606

Email: [email protected] Website: www.1st4sportqualifications.com

1st4sport Qualifications is recognised by Ofqual, Qualifications Wales and SQA Accreditation as a regulated awarding organisation. 1st4sport is the brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the national development

of coaches and the coaching system. Any proceeds go directly back to sports coach UK to help them develop and advance sport nationwide.

National/Qualification Accreditation Number: 601/6790/7

Qualification regulation date: 27-Jul-2015

Specification publication date: V1 01-Dec-2015

V2 – 01 Jan-2017 V3 01-Aug-2017


Contents

List of contents Page

Introduction to 1st4sport Qualifications

Qualification regulation details and dates Overview – Introduction to Qualification structure and units

1

Qualification Purpose Statement

Structure Units Training and Assessment Progression Market and Support

2-5

Qualification Approval Conditions: Section One - Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios QCON 1.2 Qualification administrator QCON 1.3 Qualification coordinator QCON 1.4 Qualification assessors QCON 1.5 Qualification internal quality assurers QCON 1.6 Qualification delivery sites, facilities and environment QCON 1.7 Qualification equipment and clothing QCON 1.8 Qualification equipment continued QCON 1.9 Qualification materials QCON 1.10 Qualification fees

6-14



Qualification Approval Conditions: Section Two - Administration, initial assessment and inductions

QCON 2.1 Course/programme administration QCON 2.2 Learner eligibility and pre-requisites QCON 2.3 Learner eligibility and barriers to access QCON 2.4 Learner eligibility and Recognised Prior Learning (RPL) QCON 2.4 Learner enrolment, agreement and registration period QCON 2.5 Learner inductions

15-17

Qualification Approval Conditions: Section Three - Training and Assessment

QCON 3.1 Training and assessment hours QCON 3.2 Training and assessment programme QCON 3.3 Assessment specification QCON 3.4 Assessment tools QCON 3.5 Assessment eligibility QCON 3.6 Assessment process QCON 3.7 Eligibility of learners for special consideration QCON 3.8 Eligibility of learners for certification QCON 3.9 Reassessments

20

Qualification Approval Conditions: Section Four - Internal Quality Assurance

QCON 4.1 Internal quality assurance strategy QCON 4.2 Internal quality assurance sampling QCON 4.3 Internal quality assurance interventions

24

Communications and Contacts

26

Appendix A: Knowledge Syllabus for the 1st4sport Level 2 Certificate in Fitness Instructing

27

Appendix B: Assessment guidance and evidence requirements for each unit of the 1st4sport Level 2 Certificate in Fitness Instructing

29



Appendix C The Register of Exercise Professionals (REPs) Code of Ethical Conduct:

69

Appendix D: Explanation and Examples of Terms

74

Appendix E: Request for Examinations

75


Page 1 of 76

Qualification Purpose Statement: 1st4sport Level 2 Certificate in Fitness Instructing

Regulation

Qualification details

Qualification title Qualification No. Level GLHs1 Credit

1st4sport Level 2 Certificate in Fitness Instructing 601/6790/7 2 157-162

23

Operational start date 01 December 2015

Review date 31 December 2017

Registration Period 2 Years

Overview

Introduction

This qualification is awarded by 1st4sport Qualifications as the recognised awarding organisation regulated by Ofqual in England and Northern Ireland and Qualifications Wales in Wales. The qualification structure and content was developed by SkillsActive – the Sector Skills Council for Active Leisure, Learning and Well-being, in consultation from industry experts in the area of exercise and fitness. The qualification delivery and assessment model has been designed by 1st4sport. The qualification is listed on the Register of Regulated Qualifications; unit details are contained in the appendix to this specification. This qualification is equivalent to Level 3 on the European Qualifications Framework (EQF). Further information about the EQF can be found at: http://ec.europa.eu/eqf/home_en.htm

1 Guided Learning Hours. GLHs for a specific qualification are defined as the number of hours of largely face-to-face tuition and assessment on-course; this includes all time spent on course-based learning and assessment activities.

http://ec.europa.eu/eqf/home_en.htm


Page 2 of 76

Objective

The objective is to provide a benefit to learners by supporting them in their role in the workplace as an exercise and fitness instructor or prepare for them for positions as a fitness instructor. This qualification is aimed at learners who want to pursue a career in the health and fitness industry as a fitness instructor in the context of gym-based exercise.

Structure

To qualify for the 1st4sport Level 2 Certificate in Fitness Instructing, learners must successfully complete four mandatory units, and two mandatory units from their chosen pathway, obtaining a minimum of 23 credits. Achievement of the qualification is normally through attendance on a course of training and successful completion of assessment tasks.

Units

Component title Accreditation no. Level GLHs

Mandatory

Anatomy and physiology for exercise H/600/9013 2 41

Health, safety and welfare in a fitness environment T/600/9016 2 16

Principles of exercise, fitness and health A/600/9017 2 28

Know how to support clients who take part in exercise and physical activity M/600/9015 2 13

Optional Pair A – Gym-based Exercise

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

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

Optional Pair B – Exercise to Music

Planning group exercise to music sessions F/600/9021 2 24

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

Optional Pair C – Water-based exercise

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

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

Optional Pair D – Exercise and Physical Activity for Children

Planning health related exercise and physical activity for children A/600/9048 2 23

Instructing health related exercise and physical activity for children T/600/9050 2 36

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

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

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

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

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


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

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

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

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


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


Page 3 of 76

Training and assessment

The qualification is normally achieved through attendance on a programme of training and the completion of a collection of assessment tasks. Learners are required to:

Complete a series of written responses relevant to nutrition, safety, safeguarding and preparations for the delivery of a fitness instruction programme

Complete two multiple-choice examinations Plan, delivery and evaluate a series of fitness instructing sessions built around the learner’s chosen pathway.

Progression

Entry routes for learners

Prior to registration for the qualification learners are required to:

be accurately identified be at least 16 years of age be able to communicate effectively in English2 (this includes listening, speaking, reading and writing).

Exit routes for learners: education

This qualification provides progression to other qualifications at the same or higher levels, for example:

1st4sport Level 2 NVQ Diploma in Instructing Exercise and Fitness (QCF)

1st4sport Level 3 Certificate in Coaching Strength and Conditioning for Sport (QCF)

1st4sport Level 3 NVQ in Personal Training (QCF)

1st4sport Level 3 Certificate in Supporting Physical Development and Physical Activity in the Early Years (QCF)

1st4sport Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport (QCF)

1st4sport Level 3 NVQ Diploma in Supporting the Delivery of Physical Education and School Sport (QCF)

2 Learners must be able to understand the requirements of the qualification and the information within the qualification materials in English without assistance. Where there is demand, this qualification may also be available in Welsh or Irish.


Page 4 of 76

Exit routes for learners: employment

This qualification may lead to permanent employment as a fitness Instructor within the chosen discipline. Learners who complete this qualification are eligible to join the Register of Exercise Professionals (REPs) as a Level 2 member, specialising in their area of expertise. Potential permanent job roles at this level could include:

Gym instructor; delivering gym inductions and designing health related gym programmes

Studio instructor; delivering a range of classes for example aerobics or body conditioning. The qualification enables the instructor to further continued professional development activities to enhance the range of classes they are able to deliver (for example step classes)

Aqua aerobics instructor; delivering water-based aerobics sessions in shallow water pools

Children’s exercise and physical activity instructor; delivering fun activity sessions, within an employment setting.

The above job roles are found in a range of settings including but, not limited to, Gyms, health clubs, spas, hotels, leisure centres, swimming pools, community centres, colleges and schools.

Market and Support

Target Audience: Learners

This qualification is for learners who wish to become exercise and fitness instructors. Whilst the qualification does enable learners to choose from one of four pathways; the qualification is predominately aimed at those wishing to specialise in instructing via the gym based pathway or those who operate as sports coaches that aspire to develop gym based fitness competencies. The materials have been designed for the target audience and contain specific guidance for learners and assessors in the delivery and assessment of gym based exercises.

Target audience: centres

The qualification is designed to be delivered through a range of centres which include but is not limited to colleges, training providers, schools, gyms, health clubs, spas, hotels, leisure centres, swimming pools and community centres.

Target Audience: employers

The qualification is designed to support employers of fitness instructors in a range of settings which include but is not limited to gyms, health clubs, spas, hotels, leisure centres, swimming pools, community centres, colleges and schools.

Alternatives:

Please see above ‘Exit routes for learners; education’ for alternative qualifications. Note that; this qualification is offered by a number of awarding organisations. Information on these awarding organisations can be sourced via the register of regulated qualifications.


Page 5 of 76

Support

The qualification has the support of CIMSPA, the Chartered Institute for the Management of Sport and Physical Activity, as an industry-relevant qualification contributing to the industry’s professional framework The qualification is also recognised by REPS the Register of Exercise Professionals, as an entry qualification.

http://www.cimspa.co.uk/

http://www.exerciseregister.org/


Page 6 of 76

Qualification Approval Conditions 1st4sport recognised centres are required to comply with the 1st4sport Centre Recognition Conditions. All centres who have achieved qualification approval status for this qualification are also obliged to comply with the following Qualification Approval Conditions. Failure to comply with all relevant conditions will result in sanctions being applied which may lead to qualification approval status being revoked. Centres are advised to ensure their qualification workforce is familiar with the conditions which impact upon them, their role and responsibilities.

Section One: Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

Conditions Evidence: minimum workforce

The recognised centre is required to have a qualified and competent qualification workforce in place which includes as a minimum3:

a qualification administrator a qualification coordinator an qualified assessor to conduct assessment an appropriately qualified internal verifier to conduct internal

verification (IV)4 In deploying the workforce, the recognised centre must ensure that assessment of written work and observed live assessments must be conducted on a 1:1 basis.

Must be evidenced in the Staff section of Athena. Each member of staff must be named and linked to the qualification and role. CVs and certificates are required to be uploaded into each staff members personal profile area also in the staff section of Athena.

The information is required to be current at all times.

Evidence: ratios

Must be evidenced through:

attendance registers for staff and learners course/programme authorisation requests to 1st4sport internal quality assurance sampling plans and reports.

3 One person may fulfil a number of the required roles. 4 Internal verifiers must not tutor or assess on a course where they are completing the internal verification.


Page 7 of 76

QCON 1.2 Qualification administrator

Conditions Evidence: competence

The recognised centre is required to recruit and deploy a qualification administrator who is responsible for the administration of this qualification via timely, accurate administration activities. These must comply with the 1st4sport Position Statement: Qualification Administration.


course authorisation and any related activities learner registration and any related activities learner certification and any related activities.

QCON 1.3 Qualification coordinator

Conditions Evidence: competence

The recognised centre is required to recruit and deploy a qualification coordinator who is responsible for ensuring compliance with the qualification approval conditions outlined within this qualification specification.


qualification resource records (staff, sites, learning and assessment materials)

qualification administration, initial assessment and induction records

training, assessment and internal quality assurance records


Page 8 of 76

QCON 1.4 Assessors

Conditions Evidence: initial capability and competence

The recognised centre is required to recruit and deploy a minimum of one qualified and competent assessor who is required to conduct valid and reliable assessment. In fulfilling their role assessors are required to be able to:

demonstrate knowledge of and a commitment to the Exercise and Fitness Code of Ethical Practice whilst fulfilling their role

demonstrate knowledge of, and show commitment to the active leisure, learning and well-being values statement for all staff as well as any specific values that relate to the working contexts in which this level 2 qualification is being achieved.

Assessors are required to declare any conflict of interest they may have at a centre to allow this to be appropriately managed. Assessors are also required to attend an induction into the qualification before they can assess it. It is expected that the recognised centre will provide this training.

Must be evidenced through CVs and valid certificates being uploaded into each member of staff’s personal profile within Athena. CVs are required to contain information to support occupational competence. Certificates are required to evidence that each assessor:

holds, or is working towards, a recognised assessing award at Level 3 or above that includes assessing in the workplace. For example Level 3 Award in Assessing Competence in a Work Environment, Level 3 Certificate in Assessing Vocational Achievement (QCF), A1, D32/33

holds a discipline specific qualification equivalent to the Level 2 Award/Certificate/Diploma in Instructing Exercise and Fitness NVQ or equivalent (equivalences will be checked via REPS

demonstrates active involvement in a process of industry relevant Continued Professional Development during the last two years.

It is also desirable, but not essential, that assessors are registered with the Register of Exercise Professionals (REPS)

Evidence: ongoing capability and competence

Must be evidenced through: Continued Professional Development (CPD) records standardisation activities internal quality assurance reports and action responses external quality assurance reports and action responses (Athena)


Page 9 of 76

QCON 1.5 Internal Quality Assurers

Conditions Evidence: initial capability and competence

The recognised centre is required to recruit and deploy a minimum of one qualified and competent internal quality assurer who is required to conduct valid and reliable assessment. In fulfilling their role internal quality assurers are required to be qualified and competent and be able to:

demonstrate knowledge of and a commitment to the Exercise and Fitness Code of Ethical Practice whilst fulfilling their role

demonstrate knowledge of, and show commitment to the active leisure, learning and well-being values statement for all staff as well as any specific values that relate to the working contexts in which this level 2 qualification is being achieved

Internal quality assurers are required to declare any conflict of interest they may have at a centre to allow this to be appropriately managed. Internal quality assurers are also required to attend an induction into the qualification before they can assess it. It is expected that the recognised centre will provide this training.

Must be evidenced through CVs and valid certificates being uploaded into each member of staff’s personal profile within Athena. CVs are required to contain information to support occupational competence. Certificates are required to evidence that each internal quality assurer:

hold, or be working towards, a recognised internal verification award at Level 4 or above. For example Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF), V1, D34

hold a discipline specific qualification equivalent to the Level 2 Award/Certificate/Diploma in Instructing Exercise and Fitness NVQ,

or equivalent (equivalences will be checked via REPS)

demonstrate active involvement in a process of industry relevant Continued Professional Development during the last two years

It is also desirable, but not essential, that internal quality assurers are registered with the Register of Exercise Professionals (REPS)

Evidence: ongoing capability and competence

Must be evidenced through: Continued Professional Development (CPD) records standardisation activities internal quality assurance reports and action responses external quality assurance reports and action responses (Athena)


Page 10 of 76

QCON 1.6 Qualification delivery sites, facilities and environment

Conditions Evidence: sites and facilities

The recognised centre is required to have one or more delivery sites which contain facilities to support the programme of training and assessment. These must comply with Health and Safety at Work Act 1974 and have in place appropriate access arrangements. All training and assessment sites must include the following facilities:

A practical space to be used for training and assessment activities; appropriate to also the pathway context delivered by the centre. This will include:

a fitness suite for gym-based exercise

an appropriate space to allow participants to participate safely in exercise to music

a wet environment suitable for instructing group water-based exercise (most commonly this will be a swimming pool)

a space large enough to deliver planned exercise and physical activity for children safely and effectively

A theory space which may include a classroom (for those centres which provide theory based learning). This must contain multimedia facilities such as data projector and laptop, flip chart and pens.

The environments must be conducive to learning; lighting and temperature should be appropriate to the learner needs. The space surrounding delivery and assessment areas must be safe and free of obstructions.


inventories and dynamic risk assessments internal quality assurance reports and action

responses external quality assurance reports and action

responses (Athena)


Page 11 of 76

QCON 1.7 Qualification equipment

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate the full programme of training and assessment; ensuring that learners and participants wear appropriate weight lifting apparel. Theory equipment must include writing equipment and pens.

For the gym based exercise pathway, recognised centres must have access to the following weight bearing equipment:

Benches

4 dumbbells

Seated lat pull down machine

4 squat rack and 4 listing platforms

Minimum of 8 broom sticks. Ideally venues would have a broomstick or light (7kg) training bar

for each participant

4 Olympic bars 4 pairs of 5kg number (rubber) discs Assortment of small discs (2.5kg, 5kg,10kg) to fit each Olympic bar Various collars to fit the Olympic bars

For the gym based exercise pathway, recognised centres must have access to the following cardiovascular equipment:

Upright cycle

Recumbent cycle

Treadmill

Stepper

Rowing machine

Elliptical trainer

Cross trainer

A range of resistance machines

A range of free weight equipment


inventories internal quality assurance reports and

action responses external quality assurance reports and

action responses (Athena)


Page 12 of 76

QCON 1.8 Qualification equipment (Continued)

Conditions Evidence: equipment

For the exercise to music pathway, centres must have access to a suitable sound system and exercise mats for MSE work. For the water-based exercise pathway, centres must have access to a suitable sound system. For the Exercise and Physical Activity for Children pathway, centres must have to the following:

Bean bags (at least 6)

Range of different balls

Range of racquets and bats

Cones (at least 10)

Hoops (at least 5)

Floor markers

Gym mats

Dance scarves

Soft play equipment


inventories internal quality assurance reports and action responses external quality assurance reports and action responses

(Athena)


Page 13 of 76

QCON 1.9 Qualification materials

Conditions Evidence: materials

The recognised centre is required to design training and assessment materials inclusive of all learning outcomes and assessment criteria. The recognised centre is eligible to utilise the 1st4sport Learner Portfolio provided by 1st4sport in order to facilitate the evidence collection process. Assessors and internal quality assurers are also eligible to utilise the standardised assessor and internal quality assurer tools to support them in roles. The recognised centre is required to ensure that the 1st4sport records of achievement is completed per learner.


a published programme of training and assessment

evidence mapping tools

assessor feedback mechanisms

completed 1st4sport record of achievement

internal quality assurance reports and action responses

external quality assurance reports and action responses (Athena)

QCON 1.10 Qualification fees5

Conditions Evidence: fees

The recognised centre is required to pay a £38 (+VAT) learner registration and certification fee per registered learner when the programme is authorised with 1st4sport within the appropriate timescales. The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification; this should include a comprehensive package of training, assessment and any optional costs made very clear at the point the learner enters into a contract with the centre.


pre-course marketing tools pre-course instructions to learners course authorisation requests to 1st4sport and related payment logs.

5 Where recognised centres wish to authorise courses between 10 and 19 working days before the start of the course, we will automatically upgrade the course to our FastTrack

service for additional £5 fee per learner (plus VAT where this is applicable).


Page 14 of 76

Section Two: Administration, initial assessment and inductions

QCON 2.1 Course/programme administration

Conditions Evidence: administration records

All recognised centres should utilise the 1st4sport centre portal to authorise courses, register and certificate learners. To gain access to this system the centre needs to register interest with 1st4sport and be issued a system access key of username and password. To obtain assistance or to requests this contact the 1st4sport Centre Support Team on: Tel: 0113 290 7610 Email: [email protected]

Must be evidenced though:

engagement with the 1st4sport portal course authorisation records, related updates and

communications learner registration records, related updates and

communications learner certification records, related updates and

communications.

QCON 2.2 Learner eligibility and pre-requisites

Conditions Evidence: pre-requisites

The recognised centre is required to conduct an initial assessment of learners to ensure that pre-requisites to registration and certification are considered and outcomes recorded during the application process. Prior to registration learners are required to:

be accurately identified be at least 16 years of age be able to communicate effectively in English6 (this includes listening,

speaking, reading and writing). It is advisable for the learners to have experience in using the techniques stated within the technical syllabus for this qualification.

There are no additional pre-requisites to certification other than successful completion of all learning outcomes and assessment criteria.


learner records containing personal data including title, name, date of birth, address gender nationally, ethnicity, disability and access needs

learner identity check records containing the type of proof reviewed, the reviewer’s name and the date confirmed

records of activities to check understanding of the English language (where this is deemed to be necessary).

6 Learners must be able to understand the requirements of the qualification and the information within the qualification materials in English without assistance. Where there is

demand, this qualification may also be available in Welsh or Irish.

mailto:[email protected]


Page 15 of 76

QCON 2.3 Learner eligibility and barriers to access

Conditions Evidence: access arrangements

The recognised centre is required to conduct an initial assessment of learners to consider barriers to access in accordance Equality Act 20107 and its protected characteristics. Barriers have been identified in order to preserve the integrity, the technical requirements and duty of care. These include:

age – individuals under the age of 16 are not permitted to attend this qualification for safety purposes. As a result no adjustments to this barrier can be applied.

race – individuals who do not speak English to an appropriate standard for quality assurance purposes. In such cases reasonable adjustments will not be applied.

disability – individuals with mental or physical or learning disabilities may find some of the competencies difficult and/or dangerous to their well being.

pregnancy and maternity – it could be detrimental to the health of a pregnant woman and her unborn child to attempt the full extent of the competencies within this qualification.

Reasonable adjustments should be requested in accordance with the 1st4sport Position Statement: Access Arrangements where learners have declared disability, pregnancy or maternity barriers.


learner application forms or web-based application services (where disabilities and access requests are recorded)

reasonable adjustment requests, supporting evidence8 and clearly implemented arrangements.

7 There are no barriers to access on the grounds of marriage, religion or belief, sex, sexual orientation or gender transformation. 8 Medical reports, diagnostic tests or professional testimonies


Page 16 of 76

QCON 2.4 Learner eligibility and recognised prior learning

Conditions Evidence: RPL

The recognised centre is required to consider evidence submitted by a leaner as Recognition of Prior Learning (RPL). This is defined as evidence to show that a learner is able to meet the learning outcomes within a unit through knowledge, understanding or skills they already possess without undertaking the course of training. Learners are required to submit sufficient, reliable and valid evidence for internal quality assurance purposes. RPL is acceptable for accrediting a unit, several units or the whole qualification.

RPL evidence and mapping to learning outcomes

RPL assessment records

QCON 2.5 Learner enrolment, agreement and registration period

Conditions Evidence: enrolment process

The recognised centre is required to have a fair and equitable enrolment process. Where eligibility is confirmed, the recognised centre is required to have an agreement in place with each learner to ensure that they:

conduct themselves accordingly in accordance with a code of conduct are equipped with appropriate apparel to facilitate instructing activities understand that the registration period for this qualification is 2 years (24

months) in which time they must complete all aspects of their learning and assessment including reassessments.

comply with recognised centre policy and procedure comply with the qualification conditions, 1st4sport policy, position

statements and related processes.


learner application forms or web based application services signed learning agreements/contracts9.

9 It is acceptable for the learner agreement to form part of a declaration within the application/enrolment form.


Page 17 of 76

QCON 2.6 Learner Inductions

Conditions Evidence: in

The recognised centre is required to provide an effective qualification and course induction to all learners which introduces:

the individual members of the centre’s workforce and their roles the centre’s policies and procedures which as a minimum must

cover:

- health and safety - equality and diversity - data protection - malpractice/maladministration - appeals - complaints - child/vulnerable adult safeguarding.

information on their Unique Learner Number (ULN) and the Personal Learner Record (PLR) (for centres in England only at this time).

the learning outcomes and the assessment criteria the training and assessment programme links to National Occupational Standards and functional skills the position of the qualification in relation to others and any

progression opportunities any scheduled internal or external quality assurance activities.


induction attendance registers and records policy booklets or signposts induction documentation.


Page 18 of 76

Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: learning hours

The recognised centre is required to deliver the qualification in accordance with the recommended guided learning hours and dependent on the discipline delivered. In doing so the recognised centre must ensure that each learner is given the opportunity to complete the four mandatory units, and two optional pathway units, giving the learner a minimum of 23 credits. The recommended hours may need to be extended for learners with additional needs.


marketing tools (where these exist) a published learning and assessment programme.

QCON 3.2 The Training and Assessment Programme

Conditions Evidence: course programme

The recognised centre is required to use the 1st4sport training and assessment programme adapting where necessary to meet the specific needs of individual learners. In delivering the programme the following is considered:

all learning outcomes all assessment opportunities and the assessment

criteria each learner’s individual needs the learners’ registration period (2 years).

Training and assessment programmes must be evidenced through:

a published learning and assessment programme per course course administration records.


Page 19 of 76

QCON 3.3 Assessment Specification

Conditions Evidence: assessment

The qualification is normally achieved through attendance on a programme of training and the completion of a collection of assessment tasks. Learners are required to:

Complete a series of written responses contained relevant to nutrition, safety, safeguarding and preparations for the delivery of a fitness instruction programme

Complete two multiple-choice examinations Plan, delivery and evaluate a series of fitness instructing

sessions build around the learner’s chosen pathway.


records of learners attendance and achievements completion of 1st4sport Learner Portfolios assessed in accordance with

the 1st4sport Delivery Assessment Quality Assurance Approach (DAQAA)

internal quality assurance reports external quality assurance reports and action responses (Athena).

QCON 3.4 Assessment Tools

Conditions Evidence: assessment tools

The recognised centre is required to use valid and reliable assessment tools which have been designed either by the recognised centre or alternatively they may wish to use the assessment and evidence mapping tools provided by 1st4sport.


a record of learners attendance and achievement of each task and units, the assessor and completion dates

completed learner portfolios internal quality assurance reports external quality assurance reports and action responses (Athena).

Evidence: alternative arrangements


an alternative assessment arrangements request the completion of agreed alternative assessment tools.


Page 20 of 76

QCON 3.5 Assessment Eligibility

Conditions Evidence: eligibility for assessment

The recognised centre is required to ensure all learners who have attended the full programme of training are given opportunities to be assessed within their period of registration for the qualification. Learners will be assessed on their technical ability during the programme. Assessment will be on an individual basis through practical demonstration and portfolio of evidence.


the full programme of training must be evidenced through registers and/or records of attendance

assessment records 1st4sport Learner Portfolio

QCON 3.6 Assessment Process

Conditions Evidence: assessment process

The recognised centre is required to ensure that the assessment process is managed effectively and ensures:

assessment schedules are communicated assessment briefings are completed with reference to

the format of the assessment, what is expected of learners and the assessment criteria being used

the assessment is conducted in line with the assessor guidance

assessment decisions are made in line with the principles of assessment (Validity Authenticity, Reliability, Currency, Sufficiency of evidence)

assessment decisions are communicated via established channels

assessment decisions are recorded and shared with learners after internal quality assurance has been completed.


a published training and assessment programme assessment schedules per learner records of attendance and achievements assessed learner portfolios completed Record of Achievement, per learner assessor communications to administrators internal quality assurance records and action responses external quality assurance reports and action responses (Athena).


Page 21 of 76

QCON 3.7 Eligibility of Learners for Special Consideration

Conditions Evidence: access arrangements

The recognised centre is required to ensure learners who are disadvantaged, unable to complete or attend their assessment due to emotional, physical difficulties or adverse circumstances, request special consideration in accordance with the 1st4sport Position Statement: Access Arrangements.


special consideration requests (Athena) implementation of the arrangements.

QCON 3.8 Eligibility of Learners for Certification

Conditions Evidence: certification

The recognised centre is required to ensure that learners who have completed all pre-requisites, assessment requirements, and who have been confirmed by the assessor as eligible for certification, are certificated. Where a quality assurance sampling plan requires an intervention to be conducted, outcomes must not be confirmed to learners until the sampling and any residual actions have been completed.


assessment tracking and records

assessor communications to the qualification administrator

administrator communications to learners

internal quality assurance reports

certification requests to 1st4sport


Page 22 of 76

QCON 3.9 Reassessments

Conditions Evidence: reassessment activities

The recognised centre is required to ensure that learners who are unsuccessful in any aspect of assessment are offered a maximum of two opportunities to re-sit the appropriate assessment component within their period of registration (two years). Recognised centres may levy additional charges for conducting reassessments. All reassessments must be conducted in accordance with the assessment specification.


assessment schedules per learner records of attendance and achievements completed/updated learner portfolios completed/updated Record of Achievement, per learner assessor communications to administrators internal quality assurance records and action responses external quality assurance reports and action responses (Athena).

Section Four: Internal Quality Assurance

QCON 4.1 Internal Quality Assurance Strategy

Conditions Evidence: strategy

The recognised centre is required to have in place an Internal Quality Assurance Strategy comprising of strategic objectives which include, but are not limited to:

a selected sample of evidence and assessor feedback across 25% of learners is internally verified from 100% of the courses authorised

all active assessors are internally quality assured across all active assessment sites over a 12 month period

standardisation activities conducted annually and focussed on assessment and internal quality assurance strategy

internal quality assurance conducted in accordance with a risk based approach; assessors and assessments perceived as higher risk experience more frequent quality assurance interventions.


a current internal quality assurance strategy document uploaded into the Documents section of Athena


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QCON 4.2 Internal Quality Assurance Sampling

Conditions Evidence: sampling activities

The recognised centre is required to have sampling plan in support of the strategy; communicated to the external quality assurer.


sampling plans internal quality assurance reports.

QCON 4.3 Internal Quality Assurance Interventions

Conditions Evidence: internal quality assurance sampling

The recognised centre is required to ensure internal quality assurance interventions across all assessors at all sites in line with the sampling plans include:

observation of performance sampling of assessment portfolio evidence conduct of learner interviews workforce interviews The interventions must ensure that support and development is given to the centre and the qualification workforce and specifically to the assessment workforce team.


internal quality assurance reports reviews and action plans


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Communications and Contacts In an effort to reduce the costs of our qualifications we aim to utilise electronic means of communication wherever possible. 1st4sport Qualification’s website or e-mail should be the first port of call for organisations or individuals looking for information.

Additional important contacts

Skills Active The Sector Skills Council for Active leisure, Learning and Well-being

Website: skillsactive.com Enquiries e-mail: [email protected] Telephone: 0330 004 005

UK Coaching, the UK's technical agency for coaching

Website: ukcoaching.org Enquiries email: via web form at ukcoaching.org/contact Telephone: 0113 274 4802

The Register of Regulated Qualifications

The full list of qualifications awarded by 1st4sport is either available on request or can be viewed on the Register of Regulated Qualifications: register.ofqual.gov.uk/Qualification?recognitionNumber=RN5216.10

The Office of the Qualifications and Examination regulator (Ofqual)

Website: gov.uk/government/organisations/ofqual

Qualifications Wales

Website: qualificationswales.org

Department for Education

Website: gov.uk/government/organisations/department-for-education

Learning Records Service

Website: gov.uk/government/collections/learning-records-service

10 Any changes to qualifications will be communicated with recognised centres via various means of communications.

http://www.skillsactive.com/


http://www.sportscoachuk.org/

http://www.sportscoachuk.org/contact

http://register.ofqual.gov.uk/Qualification?recognitionNumber=RN5216

https://www.gov.uk/government/organisations/ofqual

http://qualificationswales.org/?lang=en

https://www.gov.uk/government/organisations/department-for-education

https://www.gov.uk/government/collections/learning-records-service


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Appendix A: Knowledge Syllabus for the 1st4sport Level 2 Certificate in Fitness Instructing This syllabus is applicable to all pathways of the 1st4sport Level 2 Certificate in Fitness Instructing

Knowledge Syllabus Components

Bones - Axial Skeleton

Cranium

Cervical Vertebrae Thoracic Vertebrae Lumbar Vertebrae

Sacral Vertebrae

Sternum Ribs Coccyx

Bones – Appendicular Skeleton

Scapula Clavicle

Humerus Ulna Radius

Carpals Metacarpals

Phalanges Ilium

Ischium Pubis

Femur Patella Tibia

Fibula Tarsals

Metatarsals


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Knowledge Syllabus Components

Joints

Immovable

Slightly Moveable

Freely movable/Synovial

o Gliding o Pivot o Ball and Socket o Hinge

Major Muscles

Pectoralis Major Deltoids

Biceps Rectus Abdominis

Obliques Tranverse Abdominis

Trapezius Rhomboids

Triceps Latissimus Dorsi

Erector Spinae

Hip Flexors Quadriceps

Adductors Anterior Tibialis

Gluteals Abductors

Hamstrings Gastrocnemius

Soleus Diaphragm

Intercostals


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Appendix B: Assessment guidance and evidence requirements for each unit of the 1st4sport Level 2 Certificate in Fitness Instructing

Unit title: Anatomy and physiology for exercise

Unit level: 2 Guided Learning Hours (GLH): 41 Credit: 6

Learning outcomes The learner will:

Assessment criteria The learner can:

1

Understand the structure and function of the circulatory system

1.1

Identify the location of the heart

1.2

Describe the function of the heart

1.3

Describe the structure of the heart

1.4

Describe how blood moves through the four chambers of the heart

1.5

Describe systemic and pulmonary circulation

1.6

Describe the structure and functions of blood vessels

1.7

Define blood pressure

1.8

Identify blood pressure classifications

2

Understand the structure and function of the respiratory system

2.1

Identify the location of the lungs

2.2

Describe the function of the lungs

2.3

Describe the structure of the lungs


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2.4

Identify the main muscles involved in breathing

2.5

Describe the passage of air through the respiratory tract

2.6

Describe the process of gaseous exchange of oxygen and carbon dioxide in the lungs

3

Understand the structure and function of the skeleton

3.1

Describe the basic functions of the skeleton

3.2

Identify the structures of the axial skeleton

3.3

Identify the structures of the appendicular skeleton

3.4

Explain the classification of bones

3.5

Explain the structure of long bone

3.6

Explain the stages of bone growth

3.7

Describe posture in terms of: • curves of the spine • neutral spine alignment • potential ranges of motion of the spine • postural deviations to include kyphosis, lordosis, scoliosis and the effect of

pregnancy

4

Understand joints in the skeleton

4.1

Describe the classification of joints

4.2

Describe the structure of synovial joints

4.3

Describe the types of synovial joints and their range of motion


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4.4

Describe joint movement potential and joint actions

5

Understand the muscular system

5.1

Identify the three types of muscle tissue

5.2

Define the characteristics and functions of the three types of muscle tissue

5.3

Describe the basic structure of skeletal muscle

5.4

Name and locate the anterior skeletal muscles

5.5

Name and locate the posterior skeletal muscles

5.6

Describe the structure and function of the pelvic floor muscles

5.7

Describe the different types of muscle action

5.8

Identify the joint actions brought about by specific muscle group contractions

5.9

Identify skeletal muscle fibre types and their characteristics

6

Understand the life-course of the musculoskeletal system and its implications for special populations exercise

6.1

Describe the life-course of the musculoskeletal system, including relevant tendon, ligament, muscle, joint and bone mineral density changes, and their implications for exercise, plus specific implications for working with: • young people in the 14-16 age range • antenatal and postnatal women • older people (50 plus)

7

Understand energy systems and their relation to exercise

7.1

Describe how carbohydrates, fats and proteins are used in the production of energy/adenosine triphosphate

7.2

Explain the use of the three energy systems during aerobic and anaerobic exercise


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8

Understand the nervous system and its relation to exercise

8.1

Describe the role and functions of the nervous system

8.2

Describe the principles of muscle contraction

8.3

Describe the ‘all or none law’/motor unit recruitment

8.4

Describe how exercise can enhance neuromuscular connections and improve motor fitness


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Unit title: Health, safety and welfare in a fitness environment




1

Understand emergency procedures in a fitness environment

1.1

Identify the types of emergencies that may occur in a fitness environment

1.2

Describe the roles that different staff and external services play during an emergency

1.3

Explain the importance of following emergency procedures calmly and correctly

1.4 Describe how to maintain the safety of people involved in typical emergencies, including children, older people and disabled people

2

Understand health and safety requirements in a fitness environment

2.1

Outline why health and safety is important in a fitness environment

2.2

Identify the legal and regulatory requirements for health and safety relevant to working in a fitness environment

2.3 Describe Duty of Care and professional role boundaries in relation to special population groups

2.4 Identify the typical roles of individuals responsible for health and safety in a fitness organisation

2.5 Describe the types of security procedures that may apply in a fitness environment

2.6 Describe the key health and safety documents that are relevant in a fitness environment


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3

Understand how to control risks in a fitness environment

3.1

Identify possible hazards in a fitness environment, relating to: • facilities • equipment • working practices, including lifting and handling of equipment • client behaviour • security • hygiene

3.2

Describe how to risk assess the types of possible hazards in a fitness environment

3.3

Describe how to control risks associated with hazards in a fitness environment

3.4

Identify the appropriate person/position to contact within a fitness organisation when hazards and risks cannot be controlled personally

4

Understand how to safeguard children and vulnerable adults

4.1

Describe what is meant by safeguarding the welfare of children and vulnerable adults

4.2 Describe the responsibilities and limitations of a fitness instructor in regard to safeguarding children and vulnerable adults

4.3 Identify the types of abuse which an instructor may encounter: physical, emotional, neglect, bullying and sexual

4.4

Identify possible signs of abuse: physical, emotional, neglect, bullying and sexual

4.5 Describe a fitness organisation’s policies and procedures in relation to safeguarding children and vulnerable adults, including typical reporting procedures

4.6

Describe the procedures to follow to protect oneself from accusations of abuse


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4.7

Identify the statutory agencies responsible for safeguarding children and vulnerable adults

4.8

Explain when it may be necessary to contact statutory agencies

4.9

Describe how to maintain the confidentiality of information relating to possible abuse


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Unit title: Principles of exercise, fitness and health




1

Understand the effects of exercise on the body

1.1

Describe cardiovascular and respiratory adaptations to endurance/aerobic training

1.2

Identify the short and long term effects of exercise on blood pressure

1.3

Describe the “blood pooling” effect following exercise

1.4

Describe the effects of exercise on bones and joints including the significance of weight bearing exercise

1.5

Describe delayed onset of muscle soreness (DOMS)

1.6

Identify exercises or techniques likely to cause delayed onset of muscle soreness

1.7

Describe the short and long term effects of different types of exercise on muscle

1.8

Describe different exercises that can improve posture

2

Understand the components of fitness

2.1

Define the components of health related fitness

2.2

Define the components of skill related fitness

2.3

Identify the factors that affect health and skill related fitness


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3

Understand how to apply the principles and variables of fitness to an exercise programme

3.1

Describe the physiological implications of: • specificity • progressive overload • reversibility • adaptability • individuality • recovery time

3.2

Explain the principles of FITT (Frequency, Intensity, Time and Type)

3.3

Explain the principles of a progressive training programme in developing components of fitness

3.4

Explain how to recognise when and how to regress a training programme

3.5

Explain the principles of adaptation, modification and progression for each component of FITT (Frequency, Intensity, Time and Type)

3.6

Describe the effect of speed on posture, alignment and intensity

3.7

Describe the effect of levers, gravity and resistance on exercise

3.8

Describe the differences between programming exercise for physical fitness and for health benefits

4

Understand the Exercise contraindications and key safety guidelines for special populations

4.1 Describe the exercise contraindications and key safety guidelines for working with older people (50 plus)

4.2 Describe the exercise contraindications and key safety guidelines for working with antenatal and postnatal clients

4.3 Describe the exercise contraindications and key safety guidelines for working with young people (14-16)


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4.4

Describe the key safety considerations for working with disabled people

5

Understand how to safely monitor exercise intensity

5.1

Describe the benefits and limitations of different methods of monitoring exercise intensity including: • the talk test • Rate of Perceived Exertion (RPE) • heart rate monitoring and the use of different heart rate zones

6

Understand the health benefits of physical activity

6.1

Describe the health benefits of physical activity

6.2

Describe the effect of physical activity on the causes of certain diseases including: • Coronary Heart Disease • Some cancers • Type 2 Diabetes • Hypertension • Obesity • Osteoporosis

7

Understand the importance of healthy eating

7.1

Describe the national food model/guide

7.2

Describe key healthy eating advice that underpins a healthy diet

7.3

Explain the importance of adequate hydration

7.4

Explain professional role boundaries in relation to offering nutritional advice

7.5

Explain the dietary role of the key nutrients

7.6

Identify the common dietary sources of the key nutrients

7.7

Describe the energy balance equation

7.8 Explain the health risks of poor nutrition


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Unit title: Know how to support clients who take part in exercise and physical activity




1

Understand how to form effective working relationships with clients

1.1

Explain why it’s important to form effective working relationships with clients

1.2

Explain why it’s important to present oneself and the organisation positively to clients

1.3 Describe how different communication skills can be used to assist clients with motivation

1.4

Explain the importance of valuing equality and diversity when working with clients

2

Understand how to address barriers to exercise/physical activity that clients experience

2.1

Identify the typical barriers to exercise/physical activity that clients experience

2.2 Explain how incorporating clients’ exercise/physical activity preferences into their programme can strengthen motivation and adherence

2.3 Describe different incentives and rewards that can strengthen clients’ motivation and adherence

2.4 Describe different strategies that can help clients overcome typical barriers to exercise/physical activity

3

Understand how to support clients to adhere to exercise/physical activity

3.1 Explain why it is important for a client to take personal responsibility for their own fitness and motivation

3.2 Describe how to assist clients to develop their own strategy for motivation and adherence


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3.3 Identify different behaviour change approaches/strategies to encourage adherence to exercise/physical activity

3.4

Describe how to set short, medium and long term SMART goals

3.5

Describe how to review and revise short, medium and long term SMART goals

4

Understand how to provide ongoing customer service to clients

4.1

Explain the importance of client care both for the client and the organisation

4.2

Explain why it is important to deal with clients needs to their satisfaction

4.3

Identify where to source relevant and appropriate information to meet clients needs

4.4

Explain the importance of dealing with any delay in meeting clients needs timely and effectively

4.5

Give examples of how to exceed customer expectations, when appropriate

4.6 Explain the importance of handling client complaints positively following an organisation’s procedure


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Unit title: Planning gym-based exercise




1

Understand how to collect client information to plan gym-based exercise

1.1

Explain the process of informed consent

1.2

Describe different methods to collect client information, including:

questionnaire

interview

observation

physical measurements

1.3

Describe how to determine which method/s of collecting information are appropriate according to the individual

1.4

Explain the principles of screening clients prior to gym-based exercise to include the use of the physical activity readiness questionnaire (PARQ)

2

Understand how to use client information to plan gym-based exercise

2.1

Describe the factors, based on client screening, which may affect safe exercise participation

2.2

Give examples of how client information affects the planning of gym-based exercise

2.3

Identify the reasons for temporary deferral of exercise

2.4

Explain the reasons for referring clients to other professionals


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3

Understand how to plan gym-based exercise with clients

3.1

Describe how to plan gym-based exercise to meet the needs of clients with different objectives

3.2

Explain why it is important to agree goals and objectives for gym-based exercise with clients

3.3

Identify a range of exercises for individual clients to develop: • cardio-vascular fitness • muscular fitness • flexibility • motor skills

3.4

Identify a range of cardiovascular and resistance machines, and their uses

3.5

Describe how to plan gym-based exercise using circuit formats

4

Be able to collect and use client information to plan a gym-based exercise programme

4.1

Use appropriate methods to collect information to plan a gym-based programme

4.2

Check the information is accurate and up-to-date

4.3

Identify client needs and potential and any possible risks from participation in a gym- based programme

4.4

Maintain client confidentiality

5

Be able to plan a safe and effective gym-based exercise programme with clients

5.1

Agree objectives with clients appropriate to: • their needs and potential • accepted good practice in the industry • own level of competence

5.2

Select gym-based exercises that will help clients to develop: • cardiovascular fitness


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• muscular fitness • flexibility • motor skills

5.3

Plan how to minimise any risks relevant to the programme

5.4

Plan realistic timings and sequences for exercise

5.5

Record programme plans in an appropriate format


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Unit title: Instructing gym-based exercise




1

Understand how to provide gym-based exercise

1.1

Identify safe and effective alignment for a range of gym-based exercise positions to cover use of: • cardio-vascular machines • resistance machines • free weights

1.2

Identify different methods of adapting a gym-based exercise programme to ensure appropriate progression and/or regression

1.3

Describe how to develop client co-ordination by building exercises/movements up gradually

1.4

Describe the principles of behaviour management for group inductions

2

Be able to prepare self and equipment for gym-based exercise

2.1

Prepare self to supervise gym-based exercise

2.2

Select equipment for gym-based programmes as appropriate to client needs

2.3

Prepare the environment and equipment as appropriate to client needs

3

Be able to prepare clients for gym-based exercise

3.1

Help clients feel welcome and at ease

3.2

Explain the purpose and value of the exercises, including warm-up and cool-down

3.3

Describe the exercises, including their physical and technical demands


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3.4

Confirm or revise plans with clients as appropriate

3.5

Advise clients of the facility’s emergency procedures

3.6

Use warm up activities that are safe and effective for the clients

4

Be able to instruct gym-based exercise

4.1

Give explanations and demonstrations that are technically correct (with safe and effective alignment of exercise positions)

4.2

Communicate as appropriate to client needs and the environment

5

Be able to supervise clients undertaking gym-based exercise

5.1

Adopt appropriate positions to observe clients and respond to their needs

5.2

Monitor the safety and intensity of exercise

5.3

Provide feedback and instructing points which are timely, clear and motivational

5.4

Adapt exercises with suitable progressions and regressions according to client needs

6

Be able to bring a gym-based exercise session to an end

6.1

Allow sufficient time to end the session according to clients’ level of experience

6.2

Use cool down activities that are safe and effective for the clients

6.3

Give the clients an accurate summary of feedback on the session

6.4

Give the clients the opportunity to: • reflect on the session • ask questions • provide feedback • identify further needs

6.5


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Make sure the clients understand how to continue their programme of gym-based exercise without direct supervision

6.6

Leave the environment in a condition acceptable for future use

7

Be able to reflect on providing gym-based exercise

7.1

Review the outcomes of working with clients and client feedback

7.2

Identify: • how well the exercises met client needs • how effective and motivational the relationship with the client was • how well the instructing style matched the clients’ needs

7.3

Identify how to improve personal practice

7.4

Explain the value of reflective practice

8

Be able to support clients taking part in gym-based exercise

8.1

Present a positive image of self and organisation to clients

8.2

Establish an effective working relationship with clients

8.3

Communicate with clients in a way that makes them feel valued

8.4

Use motivational styles appropriate to the client and the exercise format


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Unit title: Planning group exercise to music sessions




1

Understand how to collect participant information

1.1


1.2

Describe different methods to collect participant information: • questionnaire • interview • observation

1.3

Describe how to determine which methods of collecting information are appropriate according to the situation

1.4

Explain the principles of screening participants prior to exercise to music to include the use of the physical activity readiness questionnaire (PARQ)

2

Understand how to use participant information to plan group exercise to music

2.1

Describe the factors, based on client screening, which affect safe exercise participation

2.2

Give examples of how participant information could affect the planning of group exercise to music

2.3


2.4

Explain the reasons for referring participants to other professionals

3

Understand how to plan group exercise to music

3.1

Describe how to plan exercise to music to meet the needs of clients with different objectives


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3.2

Identify a range of group exercises to music, to develop: • cardio-vascular fitness • muscular fitness • flexibility • motor skills

3.3

Identify a range of equipment used in group exercise to music and its uses

3.4

Describe how to plan group exercise to music using circuit formats

4

Understand how to use music to enhance group exercise

4.1

Describe how to select speed and type of music as appropriate to the participants and phase of the class

4.2

Describe the legal requirements covering the use of music

4.3

Describe the principles involved in developing choreography for a group exercise session

5

Be able to plan safe and effective group exercise to music

5.1

Identify objectives that are appropriate to: • the likely needs and potential of the participants • accepted good practice in the industry • own level of competence

5.2

Select exercises that will help clients to develop: • cardiovascular fitness • muscular fitness • flexibility • motor skills


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5.3

Plan safe and effective group exercise to music to achieve planned objectives for the session

5.4

Select a range of exercises that are safe and appropriate for participants and include possible alternatives

5.5

Plan realistic timings and original choreography for sessions

5.6

Record plans in an appropriate format


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Unit title: Instructing group exercise to music




1

Understand how to provide group exercise to music

1.1

Identify the safe and effective alignment for a range of group exercise to music movements to develop: • cardio-vascular fitness • muscular fitness • motor skills

1.2

Identify different methods of adapting exercise to music to ensure appropriate progression and regression

1.3

Describe how to develop participant co-ordination by building exercises/movements up gradually, to include: • layering techniques • holding patterns

1.4

Describe effective methods of combining movements

1.5

Describe the principles of group behaviour management during exercise to music sessions

2

Be able to prepare self and equipment for group exercise to music

2.1

Prepare self to instruct the session

2.2

Provide safe and appropriate equipment sufficient for the participants

2.3

Organise sufficient space for safe exercise performance


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3

Be able to prepare participants for group exercise to music

3.1

Help participants feel welcome and at ease in the exercise environment

3.2

Check participants’ level of experience, ability and physical/medical condition

3.3

Explain the purpose and value of the session, including warm-up and cool-down

3.4

Describe the exercises, including physical and technical demands

3.5

Confirm or revise plans as appropriate

3.6

Advise participants of the facility’s emergency procedures

3.7

Use warm up activities that are safe and effective for the participants

4

Be able to instruct group exercise to music

4.1

Give explanations and demonstrations that are technically correct with safe and effective alignment of exercise positions

4.2

Communicate as appropriate to participants’ needs

4.3

Use volume, pitch and voice projection relative to the music, with or without a microphone

4.4

Provide cueing to enable participants to work to the structure and phrase of the music

4.5

Vary the pace and speed of exercise to ensure safety and effectiveness

4.6

Ensure participants exercise safely

4.7

Keep to the planned timings for the session


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5

Be able to improve participants performance in group exercise to music

5.1

Adopt appropriate positions to observe participants and respond to their needs

5.2

Check that participants can perform the exercises as instructed

5.3

Use appropriate methods to correct and reinforce technique, including • changing teaching positions • asking questions • verbal and visual communication • mirroring

5.4


5.5

Adapt exercises with suitable progressions and regressions according to participants’ needs

6

Be able to bring a group exercise to music session to an end

6.1

Allow sufficient time to end the session according to participants’ needs

6.2

Use cool down activities that are safe and effective for the participants

6.3

Give the participants an accurate summary of feedback on the session

6.4

Give the participants the opportunity to: • reflect on the session • ask questions • provide feedback • identify further needs

6.5

Follow the correct procedures for checking and dealing with any equipment used

6.6



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7

Be able to reflect on providing group exercise to music

7.1

Review the outcomes of working with participants and their feedback

7.2

Identify:

• how well the exercises met participants’ needs

• how effective and motivational the relationship with the participants was

• how well the instructing style matched the participants’ needs

7.3


7.4


8

Be able to support clients taking part in exercise to music

8.1


8.2


8.3


8.4



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Unit title: Planning water-based exercise




1

Understand how to collect participant information to plan water-based exercise

1.1


1.2

Describe different methods to collect client information, to include: • questionnaire • interview • observation

1.3

Describe how to determine which method/s of collecting information are appropriate according to the individual

1.4

Explain the principles of screening clients prior to water-based exercise to include the use of the physical activity readiness questionnaire (PARQ)

2

Understand how to use participant information to plan water-based exercise

2.1

Describe the factors, based on client screening, which may affect safe exercise participation

2.2

Give example of how client information affects the planning of water-based exercise

2.3


2.4

Explain the reasons for referring clients to other professionals


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3

Understand how to plan water-based exercise

3.1

Describe how to plan water-based exercise to meet the needs of clients with different objectives

3.2

Identify a range of water-based exercises to develop: • cardio-vascular fitness • muscular fitness • flexibility • motor skills

3.3

Identify the range of equipment used in water- based sessions and their uses

3.4

Describe the correct preparation of the range of equipment used in water-based sessions

3.5

Describe how to plan water-based exercise using circuit formats

4

Understand how to use music to enhance water-based exercise

4.1

Describe how to select the speed and type of music for the participants and phase of the class

4.2

Describe the legal requirements covering the use of music

4.3

Describe the effect of pacing and speed of exercises in an aquatic environment

5

Understand the particular features of the pool environment that affect session planning

5.1

Describe the effect of the use of shallow and deep water when planning water-based sessions

5.2

Describe the importance of the following environmental factors when planning sessions: • water temperature and depth • humidity • air temperature


Page 54 of 76

6

Be able to plan safe and effective water- based exercise

6.1

Identify objectives that are appropriate to: • the likely needs and potential of the participants • accepted good practice in the industry • own level of competence

6.2

Select water-based exercises that will help clients to develop: • cardiovascular fitness • muscular fitness • flexibility • motor skills

6.3

Plan safe and effective water-based exercise to achieve planned objectives for the session

6.4

Select a range of exercises that are safe and appropriate for participants and include possible alternatives

6.5

Include the use of music where appropriate to the sessions’ objectives

6.6

Plan realistic timings and sequences

6.7



Page 55 of 76

Unit title: Instructing water-based exercise




1

Understand the principles of instructing water-based exercise

1.1

Identify the safe and effective alignment for a range of water-based exercise positions to develop: • cardiovascular fitness • muscular fitness • motor skills

1.2

Identify different methods of adapting water-based exercises to ensure appropriate progression and/or regression

1.3

Describe how to break a range of water-based exercises and their movements down to their component parts

1.4

Describe how to develop participant co-ordination by building exercises/movements up gradually

1.5

Describe effective methods of building combinations of movements

1.6

Describe the principles of group behaviour management during water-based sessions

1.7

Describe the effect of levers, gravity, buoyancy, floatation, turbulence and resistance on water-based exercise

1.8

Describe the effect water has on the body for example static and travelling balance, greater range of joint movement, mobility, hydrostatic pressure on the chest


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1.9

Describe how water-based exercise can assist injury rehabilitation

2

Be able to prepare self and equipment for water-based exercise

2.1

Prepare self to teach the session

2.2

Provide safe and appropriate equipment sufficient for the participants

2.3

Organise sufficient space for safe exercise performance

3

Be able to prepare participants for water- based exercise

3.1

Help participants feel welcome and at ease in the pool environment

3.2

Check participants’ level of experience, ability and physical/medical condition

3.3

Identify the correct attire for participants

3.4

Explain the purpose and value of the exercises, including warm-up and cool-down

3.5

Explain the agreed exercises, including physical and technical demands

3.6

Confirm or revise plans as appropriate

3.7

Advise participants of the facility’s emergency procedures

3.8

Use warm up activities that are safe and effective for the participants

3.9

Advise participants where to position themselves in the pool relevant to their level of experience

4

Be able to instruct water-based exercise

4.1

Give explanations and demonstrations that are technically correct with safe and effective alignment and timing and movement quality of exercise positions that clearly translate to participants in the water

4.2

Communicate as appropriate to participants’ needs


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4.3

Use volume, pitch and voice projection with or without a microphone

4.4

Provide cueing to enable participants as appropriate to the session

4.5

Vary the pace and speed of exercise to ensure safety and effectiveness in the water

4.6

Ensure participants exercise safely

4.7

Keep to the timings for the session

5

Be able to improve participants performance in water-based exercise

5.1

Adopt appropriate positions to observe all participants and respond to their needs

5.2

Check that participants can perform the exercises as planned

5.3

Use appropriate teaching methods to correct and reinforce technique, including: • changing teaching positions • asking questions • verbal and visual communication • mirroring

5.4

Develop exercises gradually

5.5


5.6

Adapt exercises with suitable progressions and regressions according to participant needs


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6

Be able to bring a water-based exercise session to an end

6.1

Allow sufficient time to end the session according to participants’ needs

6.2

Use cool down activities that are safe and effective for the participants

6.3

Give the participants an accurate summary of feedback on the session

6.4

Give the participants the opportunity to: • reflect on the session • ask questions • provide feedback • identify further needs

6.5


6.6


7

Be able to reflect on providing water-based exercise sessions

7.1

Review the outcomes of working with participants and their feedback

7.2

Identify: • how well the exercises met participants’ needs • how effective and motivational the relationship with the participants was • how well the instructing style matched the participants’ needs

7.3


7.4


8

Be able to support clients taking part in water-based exercise sessions

8.1


8.2



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8.3


8.4



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Unit title: Planning health related exercise and physical activity for children




1

Understand how to collect relevant information to plan health related exercise/physical activity for children

1.1

Describe the process of screening as it applies to children

1.2

Explain the process of informed consent as it applies to children

1.3

Describe different methods to collect information: • questionnaire • interview • observation

1.4

Describe how to determine which method/s of collecting information are appropriate according to the individual child

2

Be able to collect relevant information to plan safe and effective exercise/physical activity for children

2.1

Collect the information needed to plan exercise/physical activity sessions for children

2.2

Make sure the information is accurate and up-to-date

2.3

Give examples of how participant information affect the planning of exercise/physical activity for children

2.4

Make sure there is informed parental/carer consent for the exercise/physical activity sessions

2.5

Maintain confidentiality of information


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3

Understand how to use information to plan health related exercise/physical activity for children

3.1

Describe the factors, based on screening, which may affect safe exercise/physical activity participation for children

3.2

Give example of how information affects the planning of health related exercise/physical activity sessions for children

3.3

Identify the reasons for temporary deferral of exercise in children

3.4

Explain the reasons for referring children to other professionals

3.5

Describe the process of referring children to other professionals

4

Understand how to plan safe and effective exercise/physical activity for children

4.1

Identify the key stages in planning and preparing exercise/physical activity for children

4.2

Outline how to identify objectives for sessions based on collected information and ensure they: • promote and enhance activity levels • improve social skills • promote personal development • improve skills and techniques • provide opportunities for fun and enjoyment

4.3

Describe how the use of music can enhance exercise/physical activity sessions for children

4.4

Describe how to apply the principles and variables of fitness to a range of activities to achieve health benefits and required levels of physical activity in children

4.5

Identify exercises/physical activities that are safe and appropriate for children of all ages, and include possible alternatives


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4.6

Outline the importance and application of warm up and cool down when designing exercise/physical activity for children

5

Be able to plan safe and effective exercise/physical activity for children

5.1

Identify objectives that are appropriate to: • the needs and potential of children • accepted good practice in the industry • the learner’s own level of competence • the aims of the session

5.2

Plan exercise/physical activity that will help children to achieve the planned objectives

5.3

Structure the session so that children will be motivated to adhere to exercise/physical activity

5.4

Plan realistic timings for sessions

5.5

Identify ground rules for behaviour that will minimise risks to children

5.6



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Unit title: Instructing health related exercise and physical activity to children




1

Understand the principles of instructing health related exercise/physical activity to children

1.1

Identify the safe and effective alignment for a range of health related exercises/physical activities for children

1.2

Identify different methods of adapting health related exercise/physical activity to the needs of children

1.3

Describe how to develop children’s co-ordination by building exercises/movements up gradually

1.4

Describe the principles of group behaviour management when working with children in the age range 5-15

2

Understand the principles of motivating children to adhere to exercise/physical activity

2.1

Explain why children need to take personal responsibility for their own fitness and motivation

2.2

Identify the typical barriers to exercise/physical activity that children experience

2.3

Describe strategies that can help children overcome these barriers

2.4

Explain how incentives and rewards, appropriate to a range of children, can be used to strengthen motivation and adherence

2.5

Explain how children’s exercise/physical activity preferences can be used to strengthen motivation and adherence


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2.6

Describe how to assist children to develop their own strategy for motivation and adherence appropriate to their age

3 Be able to prepare children for exercise/ physical activity

3.1

Help children feel welcome and at ease in the exercise environment

3.2

Provide sufficient and appropriate resources for the session

3.3

Follow the correct procedures for registering children’s attendance

3.4

Check children’s level of experience, ability and physical/medical condition

3.5

Confirm or revise plans in the light of new information

3.6

Explain the purpose and value of the exercises/physical activities, including the warm-up and cool-down

3.7

Explain the agreed exercises/physical activities, including physical and technical demands

3.8

Provide clear information to children about the ground rules for behaviour and the reasons for these

3.9

Advise children, parents and carers of the facility’s emergency procedures

4

Be able to instruct exercise/physical activity to children

4.1

Check that children are appropriately dressed for exercise/physical activity

4.2

Develop and maintain an atmosphere of fun and enjoyment

4.3

Prepare children for the session using safe and effective warm ups

4.4

Give explanations and demonstrations that are technically correct and appropriate to the needs and level of experience of children


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4.5

Communicate with children in a way that: • is appropriate to their needs • is fun • motivates them to take part

4.6

Monitor that children take part in the session in a safe manner

4.7

Keep to the planned timings for the session

4.8

Use appropriate volume, pitch and voice projection according to the exercise/physical activity

4.9

Provide cueing to enable children to work to the structure and phrase of the music, where relevant

5

Be able to support children to take part in exercise/physical activity

5.1

Present a positive image of self and organisation to children

5.2

Establish an effective working relationship with children

5.3

Communicate with children in a way that makes them feel valued

5.4

Use motivational styles appropriate to children and the exercise/physical activity format

5.5

Give the children attention and motivation as appropriate to their needs

5.6

Provide appropriate progressions and regressions


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5.7

Use appropriate methods to correct and reinforce technique, including: • changing positions • asking questions • making adaptations/offering alternatives • using verbal communications • using visual communications

5.8

Build exercises/physical activities gradually as appropriate for children

5.9

Manage children’s behaviour throughout the session

5.10

Provide guidance and feedback which is timely, clear and helps children achieve the objectives

5.11

Adapt the exercises/physical activities to the changing needs of children during the session

6

Be able to bring an exercise/physical activity session to an end

6.1

Allow sufficient time to end the session

6.2

End the session using cool down activities that are safe and effective for children

6.3

Provide motivational feedback on the session to children

6.4

Provide children with the opportunity to: • think about the session • ask questions • provide feedback

6.5


6.6



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7

Be able to reflect on providing health related exercise/physical activity for children

7.1

Review the outcomes of working with children, their feedback and feedback from other adults/carers

7.2

Identify: • how well the exercises/physical activities met children’s needs • how effective and motivational the relationship with the children was • how well the instructing style matched children’s needs

7.3


7.4



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Appendix C: The Register of Exercise Professionals (REPs) Code of Ethical Conduct

The Register of Exercise Professionals (REPs)

As part of its objectives The Register of Exercise Professionals (REPs) aims to ensure that exercise professionals who are registered with the organisation should both establish and maintain proper standards of ethical and professional conduct when providing services in fitness instruction. As such, those registered with REPs are expected to adhere to the Code of Ethical Conduct.

Physical activity and exercise can contribute positively to the development of individuals. It is a vehicle for physical, mental, personal, social and emotional development. Such development is enhanced if the individual is guided by an informed, thinking, aspiring and enlightened exercise professional operating within an accepted ethical framework as a professional. The role of an exercise professional is to:

identify and meet the needs of individuals improve performance or fitness through programmes of safe, effective and enjoyable exercise create an environment in which individuals are motivated to maintain participation and improve performance or fitness conform to a Code of Ethical Conduct in a number of areas – rights, relationships, personal responsibilities, professional standards, safe working

practice This Code of Ethical Conduct (the Code) defines good practice for professionals in the fitness industry by reflecting on the core values of rights, relationships, responsibilities, standards and safety. The term ‘professional’ is used in a qualitative context in this Code and does not necessarily imply a paid position or person. The Code applies to both employed and self employed professionals but where professionals are employed the Register accepts that employed exercise professionals will be subject to the codes of practice and employment rules of their employers and will, in determining compliance with this Code of Ethical Conduct, have careful regard to any such employment rules and in particular whether or not, in the case of any complaint being made, the professional concerned has or will be subject to any internal investigation by his or her employers. With that in mind any complaint will be referred to the employer. Exercise professionals on REPs accept their responsibility to people who participate in exercise; to other exercise professionals and colleagues; to their respective fitness associations, professional bodies and institutes; to their employer; and to society. When practising, registrants must also hold adequate liability insurance. There are five principles to the REPs Code of Ethical Conduct. These are explained on the following page.


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Principle 1: Rights

‘Exercise professionals should deal openly and in a transparent manner with their clients. They should at all times adopt the highest degree of professionalism in dealing with their clients’ needs.’

Compliance with this principle requires exercise professionals to maintain a standard of professional conduct appropriate to their dealings with all client groups and to responsibly demonstrate:

respect for individual difference and diversity. good practice in challenging discrimination and unfairness. discretion in dealing with confidential client disclosure. As part of these principles members registered with REPs should seek to ensure that the contractual arrangements they have with their client are clear, transparent and unambiguous. Although REPs cannot and will not seek to adjudicate or deal with private contractual disputes (which should be dealt with by members and their clients) REPs will nevertheless seek to ensure that Exercise Professionals do maintain a proper regard to dealing with and addressing concerns raised by their clients. If a dispute shall arise between a member of the public and member registered with REPS the member of the public shall in the first instance seek to resolve that dispute with the REPs member. Only if that matter cannot be resolved or the dispute reveals a lack of proper professional conduct would REPs seek to intervene to correct any lack of professionalism shown. REPs itself has no jurisdiction to actually resolve such a dispute.


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Principle 2: Relationships

‘Exercise professionals will seek to nurture healthy relationships with their customers and other health professionals'

Compliance with this principle requires exercise professionals to develop and maintain a relationship with customers based on openness, honesty, mutual trust and respect and to responsibly demonstrate:

awareness of the requirement to place the customer’s needs as a priority and promote their welfare and best interests first when planning an appropriate training programme.

clarity in all forms of communication with customers, professional colleagues and medical practitioners, ensuring honesty, accuracy and cooperation when seeking agreements and avoiding misrepresentation or any conflict of interest arising between customers’ and own professional obligations.

integrity as an exercise professional and recognition of the position of trust dictated by that role, ensuring avoidance of inappropriate behaviour in customer relationships. Any consensual relationship between persons of full age would not, however, be considered inappropriate.

Principle 3: Personal Responsibilities

‘Exercise professionals will demonstrate and promote a responsible lifestyle and conduct’

Compliance with this principle requires exercise professionals to conduct proper personal behaviour at all times and to responsibly demonstrate:

the high standards of professional conduct appropriate to their dealings with all their client groups and which reflect the particular image and expectations relevant to the role of the exercise professional working in the fitness industry.

an understanding of their legal responsibilities and accountability when dealing with the public and awareness of the need for honesty and accuracy in substantiating their claims of authenticity when promoting their services in the public domain.

an absolute duty of care to be aware of their working environment and to be able to deal with all reasonably foreseeable accidents and emergencies – and to protect themselves, their colleagues and clients.


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Principle 4: Professional Standards

‘Exercise professionals will seek to adopt the highest level of professional standards in their work and the development of their career’

Compliance with this principle requires exercise professionals to commit to the attainment of appropriate qualifications and ongoing training to responsibly demonstrate: engagement in actively seeking to update knowledge and improve their professional skills in order to maintain a quality standard of service,

reflecting on their own practice, identifying development needs and undertaking relevant development activities. willingness to accept responsibility and be accountable for professional decisions or actions, welcome evaluation of their work and recognise

the need when appropriate to refer to another professional specialist. a personal responsibility to maintain their own effectiveness and confine themselves to practice those activities for which their training and

competence is recognised by the Register.

Principle 5: Safe Working Practice

‘Exercise professionals will systematically prepare for all activities ensuring the safety of their clients is of paramount consideration’

Compliance with this principle requires exercise professionals to maintain a safe exercise environment for all clients and at all times and to responsibly demonstrate:

a responsible attitude to the care and safety of client participants within the training environment and in planned activities ensuring that both are appropriate to the needs of the clients.

an appropriate ratio of instructors to clients within any group sessions to ensure that at all times the safety of all clients is paramount. all clients have been systematically prepared for the activity in terms of safety including the safe use of equipment


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Disciplinary Measures

In the event that either The Fitness to Practice Committee shall find that a person registered shall be guilty of a breach of The Code, The Fitness to Practice Committee or, as the case may be, The Trustees of REPS may take Disciplinary action.

Any alleged professional misconduct or avoidance of compliance with the terms of membership of the Register will be referred to the Fitness to Practice Committee which will consider any need for sanctions against an individual instructor, coach, trainer or teacher. The appropriate authority(ies) will deal with any criminal allegations. In terms of any disciplinary action taken REPs may after due inquiry:-

a suspend or terminate the membership of any member; b reprimand or issue a formal warning; or c take such other action as REPs consider an appropriate and proportionate to the issues raised. In the event that any party to an alleged misconduct is dissatisfied with a decision of The Fitness to Practice Committee he or she may lodge an appeal in writing against this decision to a nominated Trustee of SkillsActive. Any such appeal must be lodged within 21 days of a decision of The Fitness to Practice Committee. In the event of any appeal, the Trustees of REPs shall acknowledge that appeal as soon as practicable and, in any event, a final decision will be reached at their next quarterly meeting. An appeal will be acknowledged within 28 days of its receipt.


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Appendix D: Explanation and Examples of Terms

Term Explanation/Example

Casualty

the person who has suffered the injury or illness

Controlling risk

taking action to reduce the risk of a hazard actually causing harm – for example, following correct procedures putting up warning signs when cleaning, removing an unsafe piece of equipment from use or carefully supervising a splash pool

Emergency

depending on the type of workplace, any situation that creates a serious threat to the health and safety of participants, public or members of staff and requires immediate action – for example, drowning, fires, threatening behaviour, missing persons, chemical leaks, etc.

Emergency services

the ambulance, police, fire service, or coastguards

Facility

for example, the buildings and outdoor areas used for sport or activities

Hazard

something that could cause harm to yourself, colleagues, customers or members of the public, for example, lifting and moving heavy equipment, activity equipment being left unattended, wet floors, trailing cables etc.

Hazardous substances

for example, cleaning agents, pool chemicals, fuel, oil etc.

Risk

risk is the likelihood of a hazard actually causing harm; for example a trailing cable is a hazard; if it is lying across a corridor, the risk of an accident occurring is great; if it lies along the wall out of the way of people using the corridor, the risk of an accident is much less.

Health and safety requirements

legal requirements such as the Health and Safety at Work Act, Control of Substances Hazardous to Health or Manual Handling regulations, Reporting of Injuries, Diseases, and Dangerous Occurrences Regulations (RIDDOR), the Activity Centres (Young Persons’ Safety) Act, manufacturers’ guidelines and instructions for the use of equipment or substances etc.


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Term Explanation/Example

Other people involved

these may be other members of staff or other customers/participants and members of the public apart from the casualty

People with particular needs

for example, people with disabilities or medical conditions which may mean they need special attention following accidents and emergencies

Qualified assistance

someone who has a recognised first aid qualification or the emergency services

Security breaches

for example, doors which should be locked being left open, suspicious strangers etc.

Situations likely to cause emotional distress

for example, bullying or intimidation

Unsafe behaviour

for example, diving into the shallow end of a pool, breaking the ground rules for an activity, vandalism


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Appendix E: Request for Examinations 1st4sport Qualifications requires a minimum of 20 days’ written notice of a request for assessment or re-sit papers prior to the planned assessment dates ensuring that assessment papers can be dispatched to you in good time. If this form is received with less than 20 working days’ notice we cannot guarantee that assessment papers will arrive by the specified time. We regret that we are unable to deal with requests for papers without this form being completed.

When the papers arrive please check immediately that the correct papers have been despatched, then reseal the envelope, storing them securely and unopened until 15 minutes before the start of the assessment (see Security and Invigilation Arrangements for Written Assessments).

Assessment Papers

Completed assessment papers must be sent to an appropriately qualified assessor (a person employed by the recognised centre who fulfils the assessor criteria, as stated in the Qualification Specification), to be marked using the appropriate 1st4sport-marking scheme. Once the results have been confirmed you should record successful completion of the unit, or make a request for a re-sit examination paper for learners who have been unsuccessful. As with first-sit papers, 1st4sport Qualifications requires a minimum of 20 days’ written notice of a request for re-assessment.

The completed 1st4sport Security/Invigilation Form (or suitable alternative) should be stored with the original assessment papers in a secure place for at least two years/ten courses (whichever is the earliest) after the assessment has taken place, and be made available if required for monitoring and standardisation purposes or a visit by the relevant External Quality Assurer (EQA).

Failure to comply with any procedures relating to the security and invigilation of assessments will result in the assessment being declared void. Continual infringement of these rules may lead to the application of sanctions and/or an action plan.

Recognised centre name:

Unique Centre Number (UCN): Event Authorisation No. (EAN):

Centre administrator:

Centre administrator email:

Delivery Address

Postcode Date of assessment:

Qualification and Paper required No. Papers

Level 2 Certificate in Fitness Instructing

Anatomy and Physiology for Exercise

Principles of Exercise, Fitness and Health

Level 2 NVQ Diploma in Instructing Exercise and Fitness



Level 3 Certificate in Personal Training Anatomy and Physiology for Exercise and Health


Level 3 NVQ Diploma in Personal Training

Anatomy and Physiology for Exercise and Health


For office use only:

Date received Date processed CSR initial

This form should be returned by: email to: [email protected] post to: 1st4sport Qualifications, Coachwise Ltd, Chelsea Close, Armley, Leeds LS12 4HP Fax: 0113-231 9606


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Completed Example: 1st4sport Qualifications requires a minimum of 20 days’ written notice of a request for assessment or re-sit papers prior to the planned assessment dates ensuring that assessment papers can be dispatched to you in good time. If this form is received with less than 20 working days’ notice we cannot guarantee that assessment papers will arrive by the specified time. We regret that we are unable to deal with requests for papers without this form being completed. When the papers arrive please check immediately that the correct papers have been despatched, then reseal the envelope, storing them securely and unopened until 15 minutes before the start of the assessment (see Security and Invigilation Arrangements for Written Assessments).

Assessment Papers Completed assessment papers must be sent to an appropriately qualified assessor (a person employed by the recognised centre who fulfils the assessor criteria, as stated in the Qualification Specification), to be marked using the appropriate 1st4sport-marking scheme. Once the results have been confirmed you should record successful completion of the unit, or make a request for a re-sit examination paper for learners who have been unsuccessful. As with first-sit papers, 1st4sport Qualifications requires a minimum of 20 days’ written notice of a request for re-assessment The completed 1st4sport Security/Invigilation Form (or suitable alternative) should be stored with the original assessment papers in a secure place for at least two years/ten courses (whichever is the earliest) after the assessment has taken place, and be made available if required for monitoring and standardisation purposes or a visit by the relevant External Quality Assurer (EQA). Failure to comply with any procedures relating to the security and invigilation of assessments will result in the assessment being declared void. Continual infringement of these rules may lead to the application of sanctions and/or an action plan.

Fitness King Ltd

123 Event Authorisation No. (EAN): 12345

John Smith

[email protected]

John Smith, Fitness King Ltd, Unit 8-10, Wilbraham Road, Manchester.

M38 1FA Date of assessment: 03/03/17

Qualification and Paper required No. Papers

Level 2 Certificate in Fitness Instructing



Level 2 NVQ Diploma in Instructing Exercise and Fitness

Anatomy and Physiology for Exercise 13

Principles of Exercise, Fitness and Health 13

Level 3 Certificate in Personal Training Anatomy and Physiology for Exercise and Health


Level 3 NVQ Diploma in Personal Training

Anatomy and Physiology for Exercise and Health


For office use only:

Date received Date processed CSR initial

10/01/17 14/01/17 J.D.
