active iq level 2 certificate in group training · 2019-08-02 · level 2 certificate in fitness...

Specific Assessment Guidance

Version AIQ005472

Qualification Accreditation Number:

603/3363/7

Active IQ Level 2 Certificate in Group Training

Contents

Qualification structure and unit content .........................................................................................................3

Worksheet – Professionalism for group training ..........................................................................................7

Marking guidance....................................................................................................................................................8

Assignment – Continuing professional development ................................................................................. 11

Assignment – Running your own business ................................................................................................. 13

Worksheet – Health and safety in a group training environment ............................................................. 15

Marking guidance................................................................................................................................................. 16

Task 1 .................................................................................................................................................................... 17

Task 2 .................................................................................................................................................................... 17

Task 3 .................................................................................................................................................................... 17

Worksheet – Supporting clients .................................................................................................................. 18

Marking guidance................................................................................................................................................. 19

Assignment – Health promotion – the importance of a healthy lifestyle ................................................ 21

Assignment – Session planning .................................................................................................................... 25

Summative observation – Group Training .......................................................................................................... 26

Worksheet – session self-evaluation ............................................................................................................ 27

Assignment – Session planning .................................................................................................................... 30

Summative observation – Group training to music ........................................................................................... 31

Worksheet – session self-evaluation ............................................................................................................ 32

Developed in partnership with EMD UK

Active IQ wishes to emphasise that whilst every effort is made to ensure accuracy, the material contained within this document is subject to alteration or amendment in terms of overall policy, financial or other constraints. Reproduction of this publication is prohibited unless authorised by Active IQ Ltd. No part of this document should be published elsewhere or reproduced in any form without prior written permission.

Copyright © 2018 Active IQ Ltd. Not for resale

Active IQ Level 2 Certificate in Group Training Qualification accreditation number: 603/3363/7

Qualification structure and unit contentLearners must complete the four mandatory units and at least one of the optional units; learners can complete both optional units if required.

Mandatory Units

Learners must complete the four mandatory units.

Unit Unit accreditation number

Level

1 Principles of anatomy, physiology and fitness A/616/7499 22 Professionalism for group training D/617/1108 23 Health and safety in a group training environment H/617/1109 24 Supporting behaviour change and healthy lifestyles Y/617/1110 2

Optional

Learners must complete one of the optional units; learners can complete both units if required.

Unit Unit accreditation number

Level

5 Planning and instructing group training sessions D/617/1111 26 Planning and instructing group training to music sessions H/617/1112 2

Assessment introduction

Unit AssessmentPrinciples of anatomy, physiology and fitness

Theory paper – Principles of anatomy, physiology and fitness

Professionalism for group training Worksheet – Professionalism for group training

Assignment – Continuing professional development

Assignment – Running your own business Health and safety in a group training environment

Worksheet – Health and safety in a group training environment

Supporting behaviour change and healthy lifestyles

Worksheet – Supporting clients

Assignment – Health promotion posterPlanning and instructing group training sessions

Session plans x2

Summative observation

Session evaluationPlanning and instructing group training to music sessions

Session plan

Summative observation

Session evaluation

Copyright © 2018 Active IQ Ltd. Not for resale | 3

Recognition of prior achievement

Active IQ recognise that learners may come with a range of allied qualifications; the table below can be used as a guide when recognising prior certificated achievement. This achievement should be considered in line with Active IQ’s Recognition of Prior Learning Policy 2018.

Qualification Assessment exemptions Level 2 Certificate in Fitness Instructing

(all pathways)

Principles of anatomy, physiology and fitness

• Theory paper

Health and safety in a group training environment

• Worksheet


• WorksheetLevel 3 Certificate in Personal Training Principles of anatomy, physiology and fitness

• Theory paper

Professionalism for group training

• Assignment – Continuing professional development


• Worksheet


• WorksheetActive IQ Level 2 Certificate in Gym Instructing Principles of anatomy, physiology and fitness

• Theory paper




• Worksheet


• Worksheet

Assignment – Health promotion posterActive IQ Level 3 Diploma in Personal Training Principles of anatomy, physiology and fitness

• Theory paper




• Worksheet


• Worksheet

• Assignment – Health promotion posterActive IQ Level 2 Certificate in Teaching Exercise, Movement and Dance


• Theory paper



• Assignment – Running your own business


• Worksheet


• Worksheet

4 | Copyright © 2018 Active IQ Ltd. Not for resale

Active IQ Level 3 Diploma in Teaching Exercise, Movement and Dance


• Theory paper



• Assignment – Running your own business


• Worksheet


• Worksheet

Assessment plan and record of achievement best practice guidelines

At the beginning of the course:

• The tutor/assessor should review the assessment requirements of the qualification with the learner(s) to ensure that he/she fully understands the process and what is required to achieve the qualification. The tutor/assessor should allow sufficient time to fully explain the assessment requirements, as well as allowing time for learner(s) to ask questions, which should be answered fully and to a level that ensures the understanding of each learner in the group.

• The assessment plan should be fully completed to show the planned assessment dates. Please note: Should any adjustments be made to the learner’s assessment dates; the original dates should be amended to reflect accurate plans.

• The learner and assessor must read, sign and date the assessment plan and record of achievement declaration.*

Following each assessment:

• The assessor who has completed the learner’s assessment should update the record of achievement to show the results achieved. The assessor should sign, or initial and date, each entry as required.

• If there is only one assessor involved in an individual learner’s assessments for this qualification, he or she should also sign and date the record of achievement declaration following completion of the last assessment.

• If there is to be more than one assessor involved in the learner’s assessments for this qualification, each assessor should sign and date the appropriate record of achievement declaration box once he/she has completed the final assessment with said learner.*

*Please note: When signing any of the declarations, an assessor is confirming that all learner evidence has been assessed in order to meet the learning outcomes, assessment criteria and evidence requirements for the qualification. These may be the requirements in part, or in full.

Please ensure that any assessor involved reads the declaration carefully and only signs when he/she is confident that all the learner evidence has been assessed and meets the learning outcomes, assessment criteria and evidence requirements for the qualification. Should there be any issues when making this declaration, concerns must be reported to a more senior member of the centre team, who will provide further support.


Principles of anatomy, physiology and fitnessUnit accreditation number: A/616/7499

This unit is assessed by:

An externally set theory paper consisting of multiple-choice questions.

External theory papers

Please follow the Active IQ invigilation and marking guidelines for the application of the external theory paper.

Record the results of the external theory paper in the LAP, including any actions and reassessment information.


Professionalism for group training Unit accreditation number: D/617/1108


• An externally set, internally marked worksheet – Professionalism for group training.

• An externally set, internally marked assignment – Continuing professional development.

• An externally set, internally marked assignment – Running your own business.

Worksheet – Professionalism for group training The worksheet consists of 18 questions.

There are 55 marks available in this worksheet. Learners must score a minimum of 44 marks in total to achieve a Pass.

In addition to achieving the total Pass mark, learners must also score at least the minimum marks set for each question to achieve an overall Pass.

The worksheet is within the Learner Achievement Portfolio (LAP).

There is marking guidance (where required) within this document. The assessor must utilise his/her own technical competence to assess whether the content provided by the learner meets the assessment criteria. Marks should be allocated to reflect the detail provided.

The worksheet should be completed in a class situation, during the course or set as homework. The learner can attempt this as many times as required.

Alternatively, this worksheet can be assessed through a professional discussion.

The content of the discussion must be recorded via audio/visual/digital recording methods or a transcript written by the assessor.

The professional discussion needs to be pre-planned and agreed by the learner.

The discussion must be carried out in a suitable environment with no distractions. The discussion should always be led by the learner.

Please contact your EV for further information and guidance if you wish to pursue this method of assessment.


Marking guidance1. Summarise the Equality Act and explain how it relates to group training.

Summary of the Equality Act Relation to group training1 mark awarded for each accurate explanation, up to a maximum of 2 marks

1 mark awarded for accurately relating the Equality Act to group training

2 marks (minimum 1 mark)

2. Describe two legal responsibilities regarding record-keeping and client confidentiality and two ethical responsibilities regarding screening and recording information.

Legal:Record keeping and client confidentiality

1 mark awarded for an accurate description that relates to record keeping

1 mark awarded for an accurate description that relates to client confidentiality

Ethical:Screening and recording information

1 mark awarded for an accurate description that relates to screening

1 mark awarded for an accurate description that relates to recording information

4 marks (minimum 3 marks)

3. Describe the scope of practice of a group trainer, giving an example of an activity, which would be outside the scope of practice.

Scope of practice An activity outside the scope of practice1 mark awarded for an accurate description 1 mark awarded for an accurate example


4. Explain the insurance requirements and their importance when working as a group trainer.

Explanation of insurance requirements Importance of having appropriate insurance as a group trainer

1 mark awarded for an accurate explanation 1 mark awarded for an accurate explanation

2 marks (minimum 1 mark)5. Explain the licencing requirements when working as a group trainer.

1 mark awarded for an accurate explanation

1 mark (minimum 1 mark)

6. Identify three examples of ways that group training can meet the needs of different customers.

1 mark awarded for each accurate example


7. Complete the table to identify ways in which a group trainer can help meet the needs of customers.

Positive exercise experience

1 mark awarded for an accurate description

Building social support and inclusion


Obtaining feedback from customers that can be used to support exercise adherence




8. Identify three different types of group training sessions. For each session type, identify the typical customer characteristics/needs that would attract them to the session.

Session type Customer characteristics/needs 1 mark awarded for correctly identifying each session type

1 mark awarded for correctly summarising the customer characteristics/needs

An additional mark can be awarded for providing further detail


9. Why is customer retention important and how can a group trainer positively influence this?

The importance of customer retention


A way in which a group trainer can positively influence retention


2 marks (minimum 1 mark)10. Explain the concept of professionalism.



11. List three features of personal presentation that will make a positive impression on customers and explain why making a positive first impression is important.

Features of personal presentation 1 mark awarded for each correctly identified feature of personal presentationImportance of creating a positive first impression 1 mark awarded for an accurate explanation


12. Identify three ways that a group trainer can build rapport with customers.

1 mark awarded for each correct identification


13. Describe the differences between intrinsic and extrinsic motivators.

1 mark awarded for accurately describing the difference, an additional mark can be awarded for further detail or an example


14. Identify two personal values of group trainers that motivate others to participate in exercise.


2 marks (minimum 1 mark)15. Explain the importance of being approachable and available to customers, for example prior to a class/

session.

Factor Importance Example scenarioBeing approachable and available to customers, for example prior to a class/session


1 mark awarded for a correct example



16. You are working as a group trainer in a fitness facility, explain how you would act in the situation described below to ensure a positive customer experience.

You need to explain to a group of customers that a timetabled exercise class has been cancelled because the instructor is unavailable.

1 mark awarded for a correct explanation

Up to 2 additional marks awarded for a more detailed answer


17. When working in your fitness facility, you are approached by a customer who is frustrated and unhappy. Complete the table below to explain the appropriate and inappropriate actions for each stage.

Scenario Appropriate actions Inappropriate actionsThe customer begins to explain that he/she is not happy with the availability of equipment in the studio during classes.



You explain that you have recently had to remove some equipment for health and safety reasons and that it should be back in working order by the end of the week. The customer is not happy with your explanation and begins to get angry.



Following a further attempt to diffuse the situation and satisfy the customer, he/she is still not happy and you become aware that you are unable to resolve his/her issue.



It is the day before your next class at the same facility, what action do you take?



8 marks (minimum 6 marks)18. Identify one benefit and one risk of using social media platforms in the role of group trainer.

Benefit Risk1 mark awarded for a correct identification 1 mark awarded for a correct identification



Assignment – Continuing professional development

The assignment consists of three tasks.

There are 15 marks available in this assignment. Learners must score a minimum of 12 marks in total to achieve a Pass.

In addition to achieving the total Pass mark, learners must also score at least the minimum marks set for each section to achieve an overall Pass.

The assessor will need to mark the assignment using the assignment mark scheme, which ca be found within the LAP.

The assignment can be completed in a class situation, during the course or set as homework. The learner can attempt this as many times as required.

Marks should be allocated to reflect the detail provided in the learner’s answers. Please ensure the answers are sufficiently detailed to meet the assessment criteria.

There is marking guidance for this assignment within this document.

The learner will need to produce a written assignment using the following guidance:

TASK 1 - Training needs analysis You will need to rate how confident you feel about your current skills and highlight any skills you feel you need to develop for the role of group trainer. You will need to gain feedback from a peer, colleague or tutor.

TASK 2 - SWOT analysis You will need to complete a SWOT analysis to highlight areas where you are strong and areas where you are weaker. You will also need to highlight any opportunities you may have and if you foresee any threats.

TASK 3 - Development plan Based on your findings from tasks 1 and 2, you will need to complete a personal and professional development plan. Your goals must be SMART and include short-, medium- and long-term career goals. You will need to highlight any challenges and how you will overcome them.


Assignment – Continuing professional development marking guidance

Did the learner: Marking guidance Possible marks

Complete a training needs analysis?

1 mark awarded for completing the analysis in full 1 mark (minimum 1 mark)

Complete a SWOT analysis?

1 mark awarded for each correct identification of a strength, weakness, opportunity and threat

Additional marks awarded for each correct additional strength, weakness, opportunity and threat and/or for providing more detailed answers

Note – Learners must identify at least 1 of each (SWOT) in order to achieve at least 4 marks. For example, if the learner identified 3 strengths, 3 weaknesses and 2 opportunities, but no threats, he/she would still only achieve 3 marks


Complete a personal and professional development plan?

1 mark awarded for an accurate outline of a personal and professional development goal

1 mark awarded for an accurate explanation of the action needed to achieve the goal

1 mark awarded for a correct identification of an individual who can help him/her achieve the goal

1 mark awarded for a correct identification of a source of information that will support him/her and how it can be accessed

1 mark awarded for an accurate explanation of the benefits of CPD for self, clients and organisations

1 mark awarded for a correct explanation of how a workplace performance appraisal would contribute to CPD

All goals must be SMART



Assignment – Running your own business



The assessor will need to mark the assignment using the assignment mark scheme, which ca be found within the LAP.


Marks should be allocated to reflect the detail provided in the learner’s answers. Please ensure the answers are sufficiently detailed to meet the assessment criteria.


The learner will need to produce a written assignment using the following guidance:

Market research

The learner will need to research the different types of group training sessions available in their local area.

Using this information, the learner will need to identify the types of group training they would like to offer, explaining the need, the target market and the business opportunity.

The learner will need to identify suitable private/community venues or fitness facilities where they can offer their identified group training sessions.

Business Planning

Using the information that the learner has collected as part of his/her market research, he/she will need to create a simple business plan for the business, including:

• Aims and objectives including key performance indicators (KPIs).

• Stages/milestones for the business.

• Unique selling points (USPs) of the business.

• A marketing strategy, including:

• An overview of the key objectives and targets for a marketing campaign.

• A description of the target audience for the selected marketing campaign.

• Ways to gain and retain clients in the business.

• A list of resources required to plan, prepare and launch the business.

• Legal and insurance requirements for the business, including:

• Registration.

• Keeping business records.

• Completing self-assessment tax returns.

• Paying income tax.

• Business expenses.

• Insurances.

• Licences.

• How he/she will use his/her digital profile to positively promote the business.

• How he/she will review his/her business performance.


Assignment – Running your own business mark scheme

Market research Did the learner: Marking guidance Possible

marksResearch the different types of group training sessions available in their local area?

1 mark for each type of group training session identified

Up to 2 additional marks can be awarded for a more detailed answer

4(minimum 3 marks)

Identify the types of group training they would like to offer, explaining the need, the target market and the business opportunity?

1 mark for identifying the types of group training they would like to offer, 1 mark for correctly identifying the need, 1 mark for correctly identifying the target market and 1 mark for correctly identifying the business opportunity

4(minimum 3 marks)

Identify suitable private/community venues or fitness facilities to offer identified group training sessions?

1 mark for correctly identifying a suitable venue 1(minimum 1 mark)

Business planningDid the learner’s business proposal include:

Marking guidance Possible marks

Aims and objectives, including key performance indicators (KPIs)?

2 marks awarded for an accurate summary


4(minimum 3 marks)

Stages/milestones for the business?

1 mark awarded for each correctly identified stage/milestone

4(minimum 3 marks)

Unique selling points (USPs) of the business?

1 mark awarded for correctly identifying each USP

An additional mark can be awarded for a more detailed answer

2(minimum 1 mark)

An overview of the key objectives and targets of the marketing campaign?

1 mark awarded for an accurate summary


2(minimum 2 marks)

A description of the target audience for the marketing campaign?

1 mark awarded for correctly describing the target market


2(minimum 1 mark)

Ways to gain and retain clients? 1 mark awarded for each correctly identified way to retain clients

2(minimum 1 mark)

A list of resources required to plan, prepare and launch the business?

1 mark awarded for each correctly identified resource 3(minimum 2 marks)

Legal and insurance requirements for the business?

1 mark for each correctly identified requirement, up to a maximum of 5 marks


7(minimum 5 marks)

How they will use a positive digital profile to promote the business?



2(minimum 1 mark)

How they will review their business performance?



2(minimum 2 marks)


Health and safety in a group training environmentUnit accreditation number: H/617/1109


• An externally set, internally marked worksheet – Health and safety in a fitness environment.

Worksheet – Health and safety in a group training environment The worksheet consists of 8 questions.












Marking guidance1. Outline two responsibilities of employers and two rights and two responsibilities of employees in the

workplace.

Responsibilities of employers Rights of employees Responsibilities of employees1 mark awarded for each accurate outline

1 mark awarded for each accurate outline

1 mark awarded for each accurate outline


2. Outline one health and safety and one insurance requirement when hiring venues or facilities.

Health and safety 1 mark awarded for an accurate outline

Insurance 1 mark awarded for an accurate outline


3. Explain the following terms in relation to health and safety in the workplace.

Duty of care 1 mark awarded for an accurate explanation

Hazard 1 mark awarded for an accurate explanation

Risk 1 mark awarded for an accurate explanation


4. Identify two key legal and regulatory requirements that are relevant to health and safety in the workplace.



5. Describe what may happen if employers and employees do not follow the legal requirements of health and safety.



6. State the importance of having Normal Operating Procedures (NOPs) and Emergency Action Plans (EAPs) and describe a key area that should be included in each.

NOPs EAPsImportance 1 mark awarded for an accurate statement 1 mark awarded for an accurate statementA key area that should be included




7. Explain the importance of safely storing and maintaining equipment.




8. Consider the following scenario: You are preparing the studio for your group training class and are on the lookout for possible hazards that might pose a risk to customers, staff and other visitors.

Task 1Identify four hazards in the image below (circle as appropriate).



Task 2Choose one of the hazards identified in Task 1 and complete a risk assessment:

• Identifying the five stages of a risk assessment.

• Relating them to the identified hazard.

• Explaining how the risk of the hazard can be eliminated or reduced.

Risk-assessment stage (identify each one) Hazard1 mark awarded for each stage accurately identified and related to the specific hazard

How should the risk be managed?

1 mark awarded for each stage accurately identified and related to the specific hazard


Task 3List three pieces of equipment likely to be found in a group training environment and describe the appropriate checks required to ensure safety and cleanliness.

Equipment Safety and cleanliness checks 1 mark awarded for each correct identification 1 mark awarded for each correct description



Supporting behaviour change and healthy lifestylesUnit accreditation number: Y/617/1110


• An externally set, internally marked worksheet – Supporting clients.

• An externally set, internally marked assignment – Health promotion poster.

Worksheet – Supporting clients The worksheet consists of 9 questions.












Marking guidance1. Describe how you would screen and gather information from group training participants.




2. How would you record and store participant information, ensuring confidentiality and data protection?



3. Identify one risk stratification model and explain how it can be used to assess risk.

Risk stratification model How it can be used to assess risk1 mark awarded for a correct identification



4. Describe three common barriers that stop people changing their exercise behaviour and outline strategies to overcome these barriers.

Barrier Strategy to overcome the barrier1 mark for each correct identification 1 mark awarded for each accurate explanation


5. Identify two other professionals to whom an instructor might need to refer or signpost a client. Give an example of when it might be necessary to refer/signpost to each professional, and how it could take place.

Other professionals When referral/signposting might be necessary

How referral/signposting could take place

1 mark awarded for each correct identification, up to a maximum of 2 marks




6. What communication styles should you adopt with participants in the following stages of changing exercise behaviour?

Contemplation: 1 mark awarded for an accurate explanationPreparation: 1 mark awarded for an accurate explanationAction: 1 mark awarded for an accurate explanation


7. Identify two different approaches to support participants with changing their exercise behaviour.




8. How can SMART goals be used to help support clients to change their exercise behaviour?


1 mark (minimum 1 mark)9. What is the difference between a process and an outcome goal?




Assignment – Health promotion – the importance of a healthy lifestyle

The assignment consists of one task.



The assessor will need to mark the assignment using the assignment mark scheme.

The assignment mark scheme is within the LAP.


Marks should be allocated to reflect the detail provided in the learner’s work . Please ensure the work/poster is sufficiently detailed to meet the assessment criteria.


The learner will need to produce a written assignment using the following guidance.

The learner will need to design a single poster or infographic (electronic image containing written facts and/or statistical information) to communicate the benefits of a healthy lifestyle and the risks of obesity and an unhealthy lifestyle. The poster is targeted at people who are considering making changes to their lifestyle but who are still not fully committed.

The type and level of information conveyed should be appropriate for the target group. He/she should use a combination of images, statistical data and bullet-point text to describe the following:

The message

• The health risks of being overweight or obese.

• The current prevalence of obesity in the UK.

• The benefits of a healthy lifestyle.

• The risks of an unhealthy lifestyle (relate to common medical conditions).

The learner must include sources of evidence-based, credible health and well-being information.


Assignment – Health promotion – the importance of a healthy lifestyle mark scheme

Did the learner: Marking guidance Possible marks

Outline the health risks of being obese?

1–3 marks awarded for each accurate outline 3 (minimum 2 marks)

Outline the current prevalence of obesity in the UK?

1–3 marks awarded for each accurate fact/statistic 3 (minimum 2 marks)

Outline the benefits of a healthy lifestyle?


Outline the risks of an unhealthy lifestyle (in relation to common medical conditions)?


Use terminology and a level of detail that is appropriate to the target audience?

1 mark awarded for the correct use of terminology and the appropriate level of detail for the target audience

1(minimum 1 mark)


Planning and instructing group training sessions Unit accreditation number: D/617/1111


• An externally set, internally marked assignment – Session planning.

• A summative observation – Group training.

• An externally set, internally marked worksheet – Session self-evaluation.

Assessment guidance

The following guidance includes:

• Completing the observation checklist.

• Recording the result.

• Referral.

• Reassessment guidance.

• Observation viva.

Completing the observation checklist

The observation checklist is within the LAP.

To pass the assessment the learner will need to demonstrate all of the components and meet the assessment criteria on the checklist.

The assessor can move the learner on within their assessment if the criteria and minimum timings have been covered sufficiently.

The assessor needs to adhere to the following key when completing the checklist:

P If the criterion has been met – Competent.

X If the criterion has not been met – Not competent.● If the criterion has been met but a comment relating to the criterion is required,

record the comment in the feedback section (noting the criterion it refers to).

Please note: If a comment is recorded, a tick or cross must also be recorded in the same box to show whether the learner is competent or not.

Q If a question relating to any of the criteria is required, record the question in the feedback section (noting the criterion it refers to) and record the learner’s answer alongside it.

Please note: If a question is recorded, a tick or cross must also be recorded in the same box to show whether or not the learner is competent.

Ensure the observation checklist is complete, along with the associated feedback, comments and questions before feeding back to the learner.

Feedback should be based on the assessment criteria and should reflect the assessment decisions made. The wording of the feedback should be appropriate and positive for the learner and recorded in such a way that there is a clear audit of assessment decisions. Feedback may be used to verify an assessor’s decisions at a later date, e.g. during quality assurance sampling, or in the event of a learner appeal.

Recording the result

The assessor must complete all sections of the observation checklist in full. At the end of each section/observation, an overall assessment decision of Pass or Refer must be indicated and the date on which the assessment took place must be recorded. The final result of Pass or Refer should be recorded once all sections have been assessed.


Referral

A learner may be referred on one section, or on the overall assessment. This may be a result of the learner incurring:

• One or more Xs in criteria that the assessor feels have a significant effect on the overall appropriateness of the assessment (grey box).

• A high proportion of Xs throughout the section/assessment and is deemed not competent.

Reassessment guidance

If a learner refers his/her observed assessment, the assessor may determine what course of action is the most suitable to confirm learner competence; that is, whether the learner needs to complete the whole assessment again, part of the assessment again or whether his/her competence can be ascertained via a viva held during the feedback component of the assessment.

In all cases, the assessor must make a judgement as to when it is appropriate to carry out the reassessment. This may be done almost immediately after the learner’s referred assessment or at a later agreed date and time.

Feedback needs to be given when the referral occurs and the learner should be given an action plan to enable him/her to gain competence.

If reassessment of one criterion or section is to be completed, the assessor can choose whether it is most appropriate to add to the existing checklist, or whether a new checklist should be completed.

If the learner is to be reassessed on all aspects of the observation, a new reassessment checklist should be used.

Copies of blank observation checklists can be found in the lecture pack. These can be copied/used as required.

Observation viva

A viva is the opportunity for a learner to give a verbal defence/explanation of his/her assessment performance.

This section of the assessment is optional and should only take place when a learner has provided insufficient evidence to fully demonstrate competence against a criterion and the assessor would like further clarification.

• The assessor can ask viva questions about a learner’s performance in relation to a specific criterion in the following circumstances:

• Where there has been insufficient evidence to pass a criterion but the lack of coverage has been deemed to have a minimal effect on the overall consultation.

• When a learner’s reasons for the way he/she has performed are not fully understood and a question can help to clarify whether his/her rationale was appropriate or inappropriate.

If a learner has been referred for a complete section, or the whole observation, a viva is not appropriate and reassessment of the relevant performance criteria must take place.

A viva should take the form of a question and answer session, where the assessor poses relevant questions to the learner and he/she is allowed to explain his/her answers fully. All questions asked by the assessor should relate directly to observation criteria and both the assessor’s question(s) and the learner’s answer(s) should be fully recorded on the feedback sheet.

An assessor, in most circumstances, should be asking questions about no more than three criteria in a viva. Should there be a need to ask about more than three criteria, the assessor must consider whether this is the most appropriate method of assessment. In these circumstances, it is most likely that an observed reassessment of part, or all, of the session should take place, as the learner is demonstrating significant gaps in his/her competence.

Questions should be open and non-leading.

Note – Examples of VIVA questions are contained within this document.


Assignment – Session planning

The learner will need to produce two written 45-60 minute group training sessions for a group of between 5 and 20 participants using the following guidance:

Each session should be based on a different group training type, e.g. high intensity interval training and body conditioning or circuit training and relaxation and recovery.

Each session plan must include the following:

Participant information and risk assessment

• An overview of the participant group, e.g. average age, gender, activity levels, health status, outcomes of any screening, number of participants.

• Common goals of the session, participants and level of the session, e.g. mixed ability.

• A summary of hazards and risk management measures for the environment and equipment.

• Any special considerations or arrangements, e.g. room temperature, floor surface, space, number of participants, footwear checks, drinking water.

• Emergency information – location of the nearest telephone, first aid kit and name of duty first aider.

Group training session plan

• A warm-up component appropriate to the main activity (plan for a minimum of 6-12 minutes).

• A main component using a whole-body approach (plan for a minimum of 30-40 minutes).

• Incorporating small equipment (in at least 1 of the sessions).

• A cool-down and flexibility component (plan for a minimum of 5 minutes).

• Incorporating static and/or dynamic stretching and developmental and maintenance stretching, as appropriate.

The session plan must detail the following for each exercise component:

• Exercise and activities using training protocols linked to the session objective.

• Equipment (where used).

• Coaching points, including scripting, the use of silence and motivation techniques.

• Progressions.

• Regressions.

• Alternatives.

• Appropriate music selection.

Copies of blank session plan templates can be found in the lecture pack. These can be copied/used as required.

The assessor will need to mark the session plan using the session planning mark scheme, which can be found within the LAP.



Summative observation – Group Training

The learner will need to deliver one of his/her planned sessions to a group of between 5 and 20 participants.

The assessor will need to observe the learner instructing the planned group training session. The assessor should see a minimum of 30 minutes of the session broken down as follows:

• Warm-up - 5 minutes minimum

• Main component– 20 minutes minimum

• Cool-down/ flexibility – 5 minutes minimum

Prior to the assessment

The learner must:

• Prepare the environment and resources required.

• Ensure that the participants understand what will happen during the assessment.

During the assessment

The learner must meet all of the assessment criteria by:

• Starting the session in a professional manner, carrying out verbal screening and advising on any health and safety considerations.

• Delivering the session in a professional manner that:

• Is safe and effective for the group of participants.

• Uses clear, participant-friendly language.

• Builds and/or maintains rapport, engagement and motivation.

• Uses appropriate coaching techniques, teaching positions, cuing and both verbal and non-verbal communication to improve participants’ performance.

• Provides the participants with appropriate, relevant and clear information via the use of cues, teaching points, modifications, adaptations and explanations Provides accurate physical demonstrations wherever appropriate.

• Reviewing the group training session in a manner that allows the collection of valuable and meaningful feedback that can be used to develop future practice.


Example viva questions

The following table shows a list of example viva questions. This list is not exhaustive and other questions may be used if they meet the guidelines laid out in this SAG.

Section A – Starting the session• How could you have improved your explanation of the health and safety information given to the group

at the start of the session?

• What other key information would have been useful for the group prior to starting the session?

• You explained the technical demands of the warm-up. What could you have told the group about the technical demands of the main workout and cool-down?

Section B – Delivering the session• When completing the warm-up, you noticed and corrected a participant’s ankle, knee and hip

alignment. Were there any other ways you could have improved his/her postural alignment?

• During the main component, a participant was struggling to coordinate his/her joint movements. You gave several verbal cues and made gestures to encourage technique improvements. What other cues could you have given to reinforce the technique and improve his/her coordination?

• You increased the intensity of the cardiovascular intervals slightly, as the group were finding this exercise too easy. Explain how you came to your modification decisions and how you decided the new intensity was appropriate for the group.

• How could you have changed your position of observation when the group were performing squats to check postural alignment?

• Upon reflection, what aspects of the session would you have changed to increase safety/effectiveness/motivation/enjoyment?

Section C – Ending the session• How could you have improved the way you requested feedback/gave feedback to encourage more

meaningful/valuable information that you could use to improve your future practice?

Worksheet – session self-evaluationThe worksheet consists of 7 questions.



Learners should give personal answers based on their own performance and reflections.


The assessor must allocate marks based on the quantity and quality of the learner’s reflections within this worksheet only. Where a learner provides a reflection that the assessor feels is not completely accurate, it should not be de-valued, as this worksheet is based on a learner’s perception. In these circumstances, the assessor should discuss the learner’s answers with him/her and give specific feedback to highlight where learner and assessor perceptions differ.

The worksheet should be completed immediately following the summative observation.


Planning and Instructing group training to music sessions Unit accreditation number: H/617/1112


• An externally set, internally marked assignment – Session planning.

• A summative observation – Group training to music.

• An externally set, internally marked worksheet – Session self-evaluation.

Assessment guidance

The following guidance includes:

• Completing the observation checklist.

• Recording the result.

• Referral.

• Reassessment guidance.

• Observation viva.

Completing the observation checklist

The observation checklist is within the LAP.

To pass the assessment the learner will need to demonstrate all of the components and meet the assessment criteria on the checklist.

The assessor can move the learner on within their assessment if the criteria and minimum timings have been covered sufficiently.

The assessor needs to adhere to the following key when completing the checklist:

P If the criterion has been met – Competent.

X If the criterion has not been met – Not competent.● If the criterion has been met but a comment relating to the criterion is required,

record the comment in the feedback section (noting the criterion it refers to).

Please note: If a comment is recorded, a tick or cross must also be recorded in the same box to show whether the learner is competent or not.

Q If a question relating to any of the criteria is required, record the question in the feedback section (noting the criterion it refers to) and record the learner’s answer alongside it.

Please note: If a question is recorded, a tick or cross must also be recorded in the same box to show whether or not the learner is competent.

Ensure the observation checklist is complete, along with the associated feedback, comments and questions before feeding back to the learner.

Feedback should be based on the assessment criteria and should reflect the assessment decisions made. The wording of the feedback should be appropriate and positive for the learner and recorded in such a way that there is a clear audit of assessment decisions. Feedback may be used to verify an assessor’s decisions at a later date, e.g. during quality assurance sampling, or in the event of a learner appeal.

Recording the result

The assessor must complete all sections of the observation checklist in full. At the end of each section/observation, an overall assessment decision of Pass or Refer must be indicated and the date on which the assessment took place must be recorded. The final result of Pass or Refer should be recorded once all sections have been assessed.


Referral

A learner may be referred on one section, or on the overall assessment. This may be a result of the learner incurring:

• One or more Xs in criteria that the assessor feels have a significant effect on the overall appropriateness of the assessment (grey box).

• A high proportion of Xs throughout the section/assessment and is deemed not competent.

Reassessment guidance

If a learner refers his/her observed assessment, the assessor may determine what course of action is the most suitable to confirm learner competence; that is, whether the learner needs to complete the whole assessment again, part of the assessment again or whether his/her competence can be ascertained via a viva held during the feedback component of the assessment.

In all cases, the assessor must make a judgement as to when it is appropriate to carry out the reassessment. This may be done almost immediately after the learner’s referred assessment or at a later agreed date and time.

Feedback needs to be given when the referral occurs and the learner should be given an action plan to enable him/her to gain competence.

If reassessment of one criterion or section is to be completed, the assessor can choose whether it is most appropriate to add to the existing checklist, or whether a new checklist should be completed.

If the learner is to be reassessed on all aspects of the observation, a new reassessment checklist should be used.

Copies of blank observation checklists can be found in the lecture pack. These can be copied/used as required.

Observation viva

A viva is the opportunity for a learner to give a verbal defence/explanation of his/her assessment performance.

This section of the assessment is optional and should only take place when a learner has provided insufficient evidence to fully demonstrate competence against a criterion and the assessor would like further clarification.

The assessor can ask viva questions about a learner’s performance in relation to a specific criterion in the following circumstances:

• Where there has been insufficient evidence to pass a criterion but the lack of coverage has been deemed to have a minimal effect on the overall consultation.

• When a learner’s reasons for the way he/she has performed are not fully understood and a question can help to clarify whether his/her rationale was appropriate or inappropriate.

If a learner has been referred for a complete section, or the whole observation, a viva is not appropriate and reassessment of the relevant performance criteria must take place.

A viva should take the form of a question and answer session, where the assessor poses relevant questions to the learner and he/she is allowed to explain his/her answers fully. All questions asked by the assessor should relate directly to observation criteria and both the assessor’s question(s) and the learner’s answer(s) should be fully recorded on the feedback sheet.

An assessor, in most circumstances, should be asking questions about no more than three criteria in a viva. Should there be a need to ask about more than three criteria, the assessor must consider whether this is the most appropriate method of assessment. In these circumstances, it is most likely that an observed reassessment of part, or all, of the session should take place, as the learner is demonstrating significant gaps in his/her competence.

Questions should be open and non-leading.

Note – Examples of VIVA questions are contained within this document.


Assignment – Session planning

The learner will need to produce one written 45-60 minute group training to music sessions for a group of between 5 and 20 participants using the following guidance:

The session plan must include the following:

Participant information and risk assessment

• An overview of the participant group, e.g. average age, gender, activity levels, health status, outcomes of any screening, number of participants.

• Common goals of the session, participants and level of the session, e.g. mixed ability. • A summary of hazards and risk management measures for the environment and equipment.• Any special considerations or arrangements, e.g. room temperature, floor surface, space, number of

participants, footwear checks, drinking water.• Emergency information – location of nearest telephone, first aid kit and name of duty first aider.

Group training session plan

• A warm-up and mobility component appropriate to the main activity (plan for a minimum of 6-12 minutes).

• A main component using appropriate intensity and a whole-body approach (plan for a minimum of 30-40 minutes).

• A cool-down and flexibility component (plan for a minimum of 5 minutes). • Incorporating static and/or dynamic stretching and developmental and maintenance stretching, as

appropriate.

The session plan must detail the following for each exercise component:

• Exercise and activities. • Choreography structure appropriate to the component and participants’ needs using a minimum of

three of the following: • Verse-chorus.• Reverse pyramid.• Link part to whole.• Add-on.• Layering.• Cross-phrasing.• Pure repetition.

• Music breakdown. • Appropriate music selection. • Equipment (where used).• Coaching points, including cueing, scripting, the use of silence and motivation techniques. • Progressions.• Regressions.• Alternatives.

Copies of blank session plan templates can be found in the lecture pack. These can be copied/used as required.

The assessor will need to mark the session plan using the session planning mark scheme, which can be found within the LAP.



Summative observation – Group training to music

The learner will need to deliver his/her planned session to a group of between 5 and 20 participants.

The assessor will need to observe the learner instructing the planned group training to music session. The assessor should see a minimum of 30 minutes of the session broken down as follows:

• Warm-up - 5 minutes minimum

• Main component– 20 minutes minimum

• Cool-down/ flexibility – 5 minutes minimum

Prior to the assessment

The learner must:

• Prepare the environment and resources required.

• Ensure that the participants understand what will happen during the assessment.

During the assessment

The learner must meet all of the assessment criteria by:

• Starting the session in a professional manner, carrying out verbal screening and advising on any health and safety considerations.

• Delivering the session in a professional manner that:

• Is safe and effective for the group of participants.

• Uses clear, participant-friendly language.

• Builds and/or maintains rapport, engagement and motivation.

• Uses appropriate coaching techniques, teaching positions, cuing and both verbal and non-verbal communication to improve participants performance.

• Provides the participants with appropriate, relevant and clear information via the use of cues, teaching points, modifications, adaptations and explanations.

• Provides accurate physical demonstrations wherever appropriate.

• Provides effective cueing and use of choreography to allow participants to work to the structure of the music.

• Reviewing the group training to music session in a manner that allows the collection of valuable and meaningful feedback that can be used to develop future practice.


Example viva questions

The following table shows a list of example viva questions. This list is not exhaustive and other questions may be used if they meet the guidelines laid out in this SAG.

Section A – Starting the session• How could you have improved your explanation of the health and safety information given to the group

at the start of the session?

• What other key information would have been useful for the group prior to starting the session?

• You explained the technical demands of the warm-up. What could you have told the group about the technical demands of the main workout and cool-down?

Section B – Delivering the session• When completing the warm-up, you noticed and corrected a participant’s ankle, knee and hip

alignment. Were there any other ways you could have improved his/her postural alignment?

• During the main component, a participant was struggling to coordinate his/her joint movements. You gave several verbal cues and made gestures to encourage technique improvements. What other cues could you have given to reinforce the technique and improve his/her coordination?

• You increased the intensity of the cardiovascular intervals slightly, as the group were finding this exercise too easy. Explain how you came to your modification decisions and how you decided the new intensity was appropriate for the group.

• How could you have changed your position of observation when the group were performing squats to check postural alignment?

• Upon reflection, what aspects of the session would you have changed to increase safety/effectiveness/motivation/enjoyment?

Section C – Ending the session• How could you have improved the way you requested feedback/gave feedback to encourage more

meaningful/valuable information that you could use to improve your future practice?

Worksheet – session self-evaluationThe worksheet consists of 7 questions.



Learners should give personal answers based on their own performance and reflections.


The assessor must allocate marks based on the quantity and quality of the learner’s reflections within this worksheet only. Where a learner provides a reflection that the assessor feels is not completely accurate, it should not be de-valued, as this worksheet is based on a learner’s perception. In these circumstances, the assessor should discuss the learner’s answers with him/her and give specific feedback to highlight where learner and assessor perceptions differ.

The worksheet should be completed immediately following the summative observation.


Active IQ Westminster HouseThe Anderson CentreErmine Business Park Huntingdon PE29 6XY

T 01480 467 950F 01480 456 [email protected]

Active IQ wishes to emphasise that whilst every effort is made to ensure accuracy, the material contained within this document is subject to alteration or amendment in terms of overall policy, financial or other constraints. Reproduction of this publication is prohibited unless authorised by Active IQ Ltd. No part of this document should be published elsewhere or reproduced in any form without prior written permission.

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active iq level 2 certificate in group training · 2019-08-02 · level 2 certificate in fitness...

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